Input: [Question] Motor neuron plus the muscle fibers it innervates [Answer]

Output: Motor unit


Input: [Question] A neurotransmitter released by pre- and postganglionic parasympathetic neurons, preganglionic sympathetic neurons, somatic neurons, and some CNS neurons [Answer]

Output: Acetylcholine (ACh)


Input: [Question] Specialized region of muscle cell plasma membrane that lies directly under axon terminal of a motor neuron [Answer]

Output: Motor end plate


Input: [Question] Synapselike junction between an axon terminal of an efferent nerve fiber and a skeletal muscle fiber [Answer]

Output: Neuromuscular junction


Input: [Question] Depolarization of motor end plate of skeletal muscle fiber in response to acetylcholine; initiates action potential in muscle plasma membrane [Answer]

Output: End-plate potential (EPP)


Input: [Question] Hydrolysis of ATP by myosin energizes the cross-bridges, providing the energy for force generation [Answer]

Output: Step 1: Function of ATP in Skeletal Muscle Contraction


Input: [Question] Binding of ATP to myosin dissociates cross-bridges bound to actin, allowing the bridges to repeat their cycle of activity [Answer]

Output: Step 2: Function of ATP in Skeletal Muscle Contraction


Input: [Question] Hydrolysis of ATP by the CA2+-ATPase in the sarcoplasmic reticulum provides the energy for the active transport of calcium ions into the reticulum, lowering cytosolic calcium to prerelease levels, ending the contraction [Answer]

Output: Step 3: Function of ATP in Skeletal Muscle Contraction


Input: [Question] Enzyme that breaks down acetylcholine into acetic acid and choline [Answer]

Output: Acetylcholinesterase


Input: [Question] Deadly South American arrowhead poison that binds strongly to nicotinic ACh receptors, not allowing ACh to bind, resulting in no EPP in the motor end plate and no contraction [Answer]

Output: Curare


Input: [Question] The muscarinic receptor antagonist antidote for nerve gas [Answer]

Output: Atropine


Input: [Question] Potent toxin that blocks the release of acetylcholine from nerve terminals [Answer]

Output: Botulism


Input: [Question] The force exerted on an object by a contracting muscle [Answer]

Output: Tension


Input: [Question] The force exerted on the muscle by an object (usually its weight) [Answer]

Output: Load


Input: [Question] Contraction of muscle under condition in which it develops tension but does not change length [Answer]

Output: Isometric


Input: [Question] Containing the same number of effectively nonpenetrating solute particles as normal extracellular fluid [Answer]

Output: Isotonic


Input: [Question] Muscle activity that involves shortening of muscle length [Answer]

Output: Concentric contraction


Input: [Question] Muscle activity that is accompanied by lengthening of the muscle generally by an external load that exceeds muscle force [Answer]

Output: Eccentric contraction (lengthening)


Input: [Question] Mechanical response of muscle to single action potential [Answer]

Output: Twitch


Input: [Question] Period lasting several milliseconds between action potential initiation in a muscle fiber and beginning of mechanical activity [Answer]

Output: Latent period


Input: [Question] Time between beginning of force development and peak twitch tension by the muscle [Answer]

Output: Contraction time


Input: [Question] Increase in muscle tension or shortening in response to rapid, repetitive stimulation relative to single twitch [Answer]

Output: Summation


Input: [Question] Maintained mechanical response of muscle to high-frequency stimulation (Lock Jaw) [Answer]

Output: Tetanus


Input: [Question] Stimulation of skeletal muscle at a low-to-moderate action potential frequency that results in oscillating, submaximal force [Answer]

Output: Unfused tetanus


Input: [Question] Skeletal muscle activation in which action potential frequency is sufficiently high to cause a smooth, sustained, maximal strength contraction [Answer]

Output: Fused tetanus


Input: [Question] Sarcomere length at which muscle fiber develops maximal isometric tension [Answer]

Output: Optimal length L0


Input: [Question] Molecule that transfers phosphate and energy to ADP to generate ATP [Answer]

Output: Creatine phosphate


Input: [Question] Decrease in muscle tension with prolong activity [Answer]

Output: Muscle fatigue


Input: [Question] Build up of potassium ions in the small volume of the T-tubules during the repolarization of repetitive action potentials. Elevated external potassium concentration leads to a persistent depolarization of the membrane potential [Answer]

Output: Conduction failure


Input: [Question] Elevated hydrogen ion concentration alters protein conformation and activity. [Answer]

Output: Lactic Acid build-up


Input: [Question] Muscle fatigue due to failure of appropriate regions of cerebral cortex to excite motor neurons [Answer]

Output: Central command fatigue


Input: [Question] Type of skeletal muscle fiber that has high intrinsic contraction speed and abundant capacity for production of ATP by aerobic oxidative phosphorylation [Answer]

Output: Fast twitch fibers (Type 2b)


Input: [Question] Type of skeletal muscle fiber that has slow intrinsic contraction speed but fatigues very slowly due to abundant capacity for production of ATP by aerobic oxidative phosphorylation [Answer]

Output: Slow twitch fibers (Type 1)


Input: [Question] Muscle fiber that has numerous mitochondria and therefore a high capacity for oxidative phosphorylation [Answer]

Output: Oxidative fibers


Input: [Question] Muscle fiber protein that binds oxygen [Answer]

Output: Myoglobin


Input: [Question] Muscle fiber having high oxidative capacity and large amount of myoglobin [Answer]

Output: Red muscle fibers


Input: [Question] Skeletal muscle fiber that has a high concentration of glycolytic enzymes and large glycogen stores [Answer]

Output: Glycolytic fibers


Input: [Question] Muscle fiber lacking appreciable amounts of myoglobin [Answer]

Output: White muscle fibers


Input: [Question] Activation of additional cells in response to increased stimulus strength; increasing the number of active motor units in a muscle [Answer]

Output: Recruitment


Input: [Question] Bending a joint [Answer]

Output: Flexion


Input: [Question] Straightening a joint [Answer]

Output: Extension


Input: [Question] Muscle whose action opposes intended movement [Answer]

Output: Antagonist


Input: [Question] Cytoplasmic structure to which thin filaments of a smooth muscle fiber are anchored [Answer]

Output: Dense bodies


Input: [Question] Smooth-muscle protein kinase; when activated by Ca-calmodulin, phophorylates myosin light chain [Answer]

Output: Myosin light-chain kinase


Input: [Question] Enzyme that removes high-energy phosphate from myosin; important in the relaxation of smooth muscle cells [Answer]

Output: Myosin light-chain phosphatase


Input: [Question] Contractile state of some smooth muscles in which force can be maintained fro prolonged periods with very little energy use; cross-bridge cycling slows to the point where thick and thin filaments are effectively "latched" together [Answer]

Output: Latch state


Input: [Question] Smooth-muscle tension due to low-level cross-bridge actvity in absence of external stimuli [Answer]

Output: Smooth muscle tone


Input: [Question] Spontaneous gradual depolarization to threshold of some nerve and muscle cells' plasm membrane [Answer]

Output: Pacemaker potential


Input: [Question] Slow, rhythmic oscillation of smooth-muscle membrane potentials toward and away from threshold, due to regular fluctuations in ionic permeability [Answer]

Output: Slow waves


Input: [Question] Swollen region of axon; contains neurotransmitter-filled vesicles; analogous to presynaptic ending [Answer]

Output: Varicosities


Input: [Question] Smooth muscle that responds to stimulation as single unit because gap junctions join muscle fibers, allowing electrical activity to pass from cell to cell [Answer]

Output: Single unit smooth muscles


Input: [Question] Smooth muscle that exhibits little, if any, propagation of electrical activity from fiber to fiber and whose contractile activity is closely coupled to its neural input [Answer]

Output: Multi unit smooth muscles


Input: [Question] Structure connecting adjacent cardiac myocytes, having components for tensile strength and low-resistance electrical pathways (gap junctions) [Answer]

Output: Intercalated disks


Input: [Question] Voltage-gated channel permitting calcium entry into heart cells during the action potential; L denotes the long-lasting open time that characterizes these channels [Answer]

Output: L-type calcium channels


Input: [Question] Increase in muscle fiber size [Answer]

Output: Hypertrophy


Input: [Question] Decrease in muscle fiber size [Answer]

Output: Atrophy


Input: [Question] Functioning unit structure in contraction [Answer]

Output: Myofibril function


Input: [Question] Binds to Troponin which pulls Tropomyosin off of the cross-bridge binding sites allowing for myosin to activate [Answer]

Output: Calcium


Input: [Question] Toxin/gas that inhibits acetylchoinesterase [Answer]

Output: Serin gas


Input: [Question] Due to decreased blood flow caused by an upper gastrointestinal bleed, what is an expected finding particularly with adults? [Answer]

Output: Acute confusion


Input: [Question] If a patient is taking magnesium sulfate, they have the potential to experience what effect to their blood pressure? [Answer]

Output: Hypotension


Input: [Question] What kind of respiratory effects can magnesium sulfate have on a patient? [Answer]

Output: Respiratory depression


Input: [Question] Facial flushing, somnolence and decreased deep tendon reflexes are side effects we might see in a patient taking what? [Answer]

Output: magnesium sulfate


Input: [Question] If a patient has frontal lobe damage associated with a cerebrovascular accident, what kind of behavior might we see? [Answer]

Output: Emotional lability such as laughing and crying for no apparent reason.


Input: [Question] What would damage to the parietal lobe cause? [Answer]

Output: Deficits in cognition and spatial orientation.


Input: [Question] Damage to the temporal lobe will cause what condition? [Answer]

Output: Receptive aphasia, known as Wernicke's aphasia.


Input: [Question] What will damage to the occipital lobe cause? [Answer]

Output: This can result in visual disturbances.


Input: [Question] If a postoperative patient has not voided 8 hours post surgery, what is the first action a nurse would take? [Answer]

Output: Perform a bladder scan.


Input: [Question] What kind of respirations will the patient with hypokalemia have? [Answer]

Output: Shallow respirations


Input: [Question] A positive Trousseaus's sign indicates altered levels of what? [Answer]

Output: Calcium


Input: [Question] Deep tendon reflexes are used to monitor altered levels of what? [Answer]

Output: magnesium


Input: [Question] Why might we find hypoactive bowel sounds in a patient with hypokalemia? [Answer]

Output: Hypokalemia decreases smooth muscle contraction in the GI tract, leading to decreased peristalsis.


Input: [Question] What could slurred speech in a patient who is post cardiac catheterizaion indicate? [Answer]

Output: A cerebrovascular accident which is a known life threatening complication of the procedure.


Input: [Question] What are the signs of an allergic reaction to a blood product? [Answer]

Output: Hives, itching, and flushing. Antihistamines are administered for this type of transfusion reaction.


Input: [Question] Dypnea, jugular vein distention, and restlessness during a blood transfusion are common manifestations of what? [Answer]

Output: circulatory overload


Input: [Question] How would circulatory overload caused by a blood transfusion be corrected? [Answer]

Output: By slowing down the infusion rate.


Input: [Question] What color should we expect gastrointestinal secretions to be? [Answer]

Output: yellow-green


Input: [Question] This condition may develop during or after hemodialysis and is due to a rapid decrease in the fluid volume and BUN levels during dialysis. [Answer]

Output: Disequalibrium Syndrome


Input: [Question] What is important to remember about arterial lines and antibiotics? [Answer]

Output: Arterial lines are not an appropriate access for administering antibiotics.


Input: [Question] What are arterial lines used for? [Answer]

Output: Repeated ABG samples and monitoring hemodynamic pressures.


Input: [Question] In a patient with a chest tube, what happens to the tidaling when the client's lung has re-expanded? [Answer]

Output: The tidaling ceases.


Input: [Question] If nitroglycerin and Viagra are taken together, what could this cause? [Answer]

Output: Both medications cause vasodilation and they could lead to hypotension if taken together.


Input: [Question] What is amylase? [Answer]

Output: A digestive enzyme in the pancreas.


Input: [Question] A decreased aPTT is an indicator of what? [Answer]

Output: coagulation


Input: [Question] Patients with this condition involving the eyes may see bright lights and the sensation of a curtain being pulled over part of their field of vision. [Answer]

Output: A detached retina.


Input: [Question] For the patient who is receiving anticoagulant therapy, what is petechiae indicative of? [Answer]

Output: It is an indicator of bleeding which is a complication with anticoagulant therapy.


Input: [Question] When changing out the IV administration set for a patient who has a nontunneled percutaneous catheter (Triple Lumen),what action do we take to prevent an air embolus? [Answer]

Output: Have the patient hold their breath and bear down to prevent air from traveling in to the lumen of the catheter.


Input: [Question] What might an increase in HR 25 above the baseline indicate in a patient with systemic lupus erthythematosis? [Answer]

Output: It might indicate pericarditis with is a serious manifestation of SLE.


Input: [Question] How often should the needle be changed in an insulin pump? [Answer]

Output: At least every days.


Input: [Question] What kind of insulin do insulin pumps use? [Answer]

Output: Rapid or short acting insulin.


Input: [Question] If a person reports to the ER with chest pains, what is the FIRST thing we as nurses should do? [Answer]

Output: Apply oxygen


Input: [Question] Fluid wave is a test for what condition? [Answer]

Output: ascites


Input: [Question] What happens to the PaO2 in hypovolemic shock? [Answer]

Output: It decreases because perfusion decreases.


Input: [Question] A urine specific gravity of more than 0.030 indicates a decrease in volume and an increase in osmolarity, what type of dehydration is this a sign of? [Answer]

Output: hypertonic dehydration


Input: [Question] Severe hypertension with a widened pulse pressure and bradycardia indicates what? [Answer]

Output: Cushing Reflex


Input: [Question] What type of drug should be used to decrease fluid accumulate in the lungs? [Answer]

Output: Diuretics decrease systemic and pulmonary congestion.


Input: [Question] What kind of a medication is Plavix? [Answer]

Output: antiplatelet


Input: [Question] What type of a medication is Lipitor? [Answer]

Output: Cholesterol lowering medication.


Input: [Question] What effect do Beta-adrenergic blocking agents like Atenolol (Tenormin) have on the cardiac workload? [Answer]

Output: They decrease it,and may increase fluid to the lungs due to decreased contractility.


Input: [Question] What might reports of a headache and back pain within the first 5 minutes of a patient receiving PRBC's indicate? [Answer]

Output: This might indicate a hemolytic reaction and the infusion should be turned off.


Input: [Question] What medication would be used to treat malignant hyperthermia? [Answer]

Output: Dantrolene sodium which is a skeletal muscle relaxant.


Input: [Question] What type of bacilli would a patient with tuberculosis be positive for? [Answer]

Output: Acid fast bacilli.


Input: [Question] If a patient has an ICD, what should they remember about traveling? [Answer]

Output: They need to inform airports that they have one because metal detectors can affect the function of an ICD.


Input: [Question] After a thorathentisis, why should a patient take deep breaths? [Answer]

Output: To help reexpand the lung.


Input: [Question] For a patient receiving chemotherapy, what would be an indicator to watch for to detect thrombocytopenia? [Answer]

Output: Occult blood in the stools.


Input: [Question] What is the normal range for sodium? [Answer]

Output: 135-145


Input: [Question] When a patient is under conscious sedation what does snoring indicate? [Answer]

Output: Snoring indicates a partial airway obstruction.


Input: [Question] ARe Kussmaul respirations an indicator of hypoglycemia or hyperglycemia? [Answer]

Output: hyperglycemia


Input: [Question] When suctioning the pressure should not exceed what setting? [Answer]

Output: 120 mmHg


Input: [Question] What is a CPA? [Answer]

Output: Certiffied Public Accountant


Input: [Question] What are the two types of businesses? [Answer]

Output: For profit and Non-profit


Input: [Question] What is the difference between and for profit and non-profit business? [Answer]

Output: The non-profit business donates the profit of their operation back to the common good. The profit business benefits the owener/owners.


Input: [Question] Businesses that spend more money than they make are operating at a what? [Answer]

Output: loss


Input: [Question] What is an entrepreneur? [Answer]

Output: Someone who takes an idea and makes a business out of it.


Input: [Question] Name the two types of accounting systems. [Answer]

Output: Manual and computerized


Input: [Question] What are financial reports? [Answer]

Output: Summarized information about the financial status of a business


Input: [1] transitioning from liquids to solids: gradually increase the liquid's consistency, add small amounts of chewable food, place two fingers or thumb on the lower jaw directly under the molars and press upward with firm pressure [2] tongue thrust: involuntary excessive tongue protrusion often seen in children with CP, Down Syndrome, and other muscle control disabilities. Can interfere with eating by pushing food out of mouth [3] managing tongue thrust: each time the child takes a bite, press the spoon down firmly on the center of the tongue and hold pressure for 3 seconds (this will usually relax and retract tongue), use flat eating utensils [0]

Output: Chewing


Input: [1] reasons for biting: to reduce fear or anxiety, unable to perform tactile discrimination, express anger. Intervention: "chewy" toy can be worn as necklace, on belt, or in pocket [2] Reasons for spitting: excess saliva, ssb synchrony difficulties, experiementing with cause/effect Intervention: to teach acceptable way to handle saliva [3] Regurgitation: return food to mouth from stomach Pica: eating inedible items Intervention: provide alternative activities, depends on cognitive, social, and visual impairments [0]

Output: Managing special feeding and eating problems


Input: [1] ability to clean oneself after using the potty, mgmt of catheters, colostomies, and suppositories [2] Interventions: developing a routine, how much to wipe, how much paper to use, hand washing, menstruation mgmt [3] bears can smell the menstruation [0]

Output: Toilet Hygiene


Input: [1] Cotas can teach children the skills required to clean themselves. This requires reviewing bedtime and morning routines and developing picture or written checklists. [2] Adaptions for hair care: baby shampoo, rinse-free shampoo, spray detangler, head massage, warm temperatures, multiple distractions and fun during hair cutting experience [3] Skin care: children with spinal cord injuries, limited mobility, or limited sensory awareness must be taught to check for bed sores [4] Oral hygiene: modified toothbrushes can be providing depending on disability. Children with severe impairments need hand-over-hand assistance [5] Nose blowing: provide reminders, demonstrate how to blow out through nostrils, extra care with children with tactile defensiveness [0]

Output: Personal Hygiene and Grooming


Input: [1] Activities for dressing: simulation with adding or removing rings from extremities, playing dress-up, costumes, dress-up dolls, fastening boards or vests [2] Buttoning: requires separation of of the two sides of the hand called "radial-ulnar dissociation", can sing song "pinch the button and pinch the cloth. pull the hole open and push the button through" [3] Zipping: the child is taught to insert a zipper only after learning to pull it up and down and usually after mastering buttoning and unbuttoning. should practice on own bodies [4] Shoe tying: forward and backward chaining, use of fading assistance (assistance gradually reduced from max to min and from physical to tactile to verbal to visual cues), wide/ thick laces should be used, laces can be two different colors [5] Before working on shoe tying: improve sensory discrimination by performing resistive finger activities (squeeze toys, putty, picking up items with tweezers or tongs, playing miniature games, pulling ropes [0]

Output: Dressing and Fastening


Input: [1] hearig aids, glasses, splints, orthotics, braces, prosthetic limbs, artificial eyes, mobility aids [2] child and caregiver are taught how to apply and remove device, cleaning, storing, replacing parts, and scheduling doctor appointments for a new one [3] child's performance should be routinely reinforced [0]

Output: Personal Device Care


Input: [1] treatment includes learning how to interact respectfully with the opposite sex and understand appropriate and unappropriate behaviors [2] "It is okay to touch your private parts in the bathroom or bedroom when no one else is there." [0]

Output: Sexual Activity


Input: [1] the Cota can be instrumental in helping a family with adaptive equipment for and furniture arrangement in the bedroom [2] Interventions for better sleep/rest: exercise daily, establish bedtime routine, go to bed at same time each night, baths are more calming than showers, sleep in complete darkness, use relaxation cds or sound machines, eat dinner high in carbs [0]

Output: Sleep and Rest


Input: [1] improve body awareness by using simple obstacle courses or relay races, [2] increase environmental awareness by playing games that require visual cues around the environment [3] before begining an activity have the child recall safety rules [0]

Output: Safe Mobility


Input: [1] suck-swallow-breathe synchrony (s-s-b) is a skill used throughout life, which allows individuals to breathe while sucking in and swallowing food, drink, and saliva [2] activities to promote breathing: perform activities in prone, innertube swing or rock on therapy ball (strengthens diaphragm), blowing toys (bubbles, pinwheels, whistles), leaning back in bean bag chair or pile of pillows in partial supine [3] common indicators of poor ssb: inadequate lip seal while sucking or blowing, gasping for air while sucking or eating, excessive drooling when not being fed [0]

Output: Suck/Swallow/Breathe


Input: [1] techniques to improve swallowing: child's neck should be slightly flexed, slowly stroke upward on lateral muscles of throat, provide sour foods, use a straw [2] transition from bottle to cup: muscle tone should be adequate (calming of high tone, exciting of low tone), proper lip closure (gentle, firm pressure applied above upper lip and below lower lip), specialized transition cups... [3] cont: reduce oral defensiveness, jaw tug, deep pressure techniques in and around mouth [0]

Output: Swallowing/Drinking


Input: [1] Resistance to toileting: feeling of underwear is unfamiliar, toilet may appear to high, toilet seat is cold, sound of flushing is scary [2] Interventions for toilet resistance: transition underwear, padded toilet seat, warm seat in advance, "potty chair" close to ground, temporarily omit flushing [3] Toileting schedule: child is taken to toilet every 30-60 minutes, toileting routine is developed, drink fluids 30 to 60 minutues before toileting, make experience comfortable and successful [4] Equipment: grab bars, arm rest, step stool, back rest, belts, splashguards Positioning: feet firmly on floor, may sit on toilet backwards [0]

Output: Bowel and Bladder Mgmt (AKA: Evacuation and Elimination)


Input: [1] getting supplies as well as soaping, washing, rinsing, drying, and getting into and out of a tub or shower. picture sequences are helpful [2] Adaptations for severe impairments: roll-in shower, bath chairs with belts and harnesses and pommels, raised tub, hoyer, portable/inflatable tub [3] Adapted equipment: nonslip mats in and outside of tub, bath chair or tub transfer bench, handheld shower device, grab bars, long-handled sponges [0]

Output: Bathing and Showering


Input: [Question] I ate [Answer]

Output: Bwytais i


Input: [Question] I drank [Answer]

Output: Yfes i


Input: [Question] I went [Answer]

Output: Es i


Input: [Question] I had [Answer]

Output: Ces i


Input: [Question] I played [Answer]

Output: Chwaraeais i


Input: [Question] I watched [Answer]

Output: Gwyliais i


Input: [Question] I danced [Answer]

Output: Dawnsiais i


Input: [Question] I talked [Answer]

Output: Siaradais i


Input: [Question] I listened [Answer]

Output: Gwrandawais i


Input: [Question] I stayed [Answer]

Output: Arhosais i


Input: [Question] I read [Answer]

Output: Darllenais i


Input: [Question] I did/made [Answer]

Output: Gwnes i


Input: [Question] I met [Answer]

Output: Cwrddaia i


Input: [Question] I saw [Answer]

Output: Gwelais i


Input: [Question] It was [Answer]

Output: Roedd o'n


Input: [Question] I was [Answer]

Output: Roeddwn i'n


Input: [Question] I bought [Answer]

Output: Prynais i


Input: [Question] I slept [Answer]

Output: Cysgais i


Input: [Question] OTPs work with [Answer]

Output: pts, clients, and families


Input: [Question] OTPs help troubled individuals, families, and communities [Answer]

Output: learn new skills, maintain successful habits and routines, explore their feelings and interests, and control their own lives and destinies


Input: [Question] Mental disorder [Answer]

Output: behavioral or psychological syndrome that causes significant distress in important areas of functioning


Input: [Question] Psychological syndrome is manifestation of [Answer]

Output: behavioral, psychological or biological dysfunction


Input: [Question] Medical disorders can lead to [Answer]

Output: mental disorders


Input: [Question] OTs primary treatment tool [Answer]

Output: purposeful activity


Input: [Question] Every person is born with the drive to [Answer]

Output: act on the environment, change things, produce things to work, use hands and mind


Input: [Question] Occupation is [Answer]

Output: anything one does to occupy themselves


Input: [Question] Mary Reilly stated in 1961 [Answer]

Output: “that man, through the use of his hands as they are energized by mind and will, can influence the state of his own health”


Input: [Question] 1920s [Answer]

Output: treated WWI veterans


Input: [Question] 1930s [Answer]

Output: ECT, pre-frontal lobotomies, and shock TX was common


Input: [Question] 1940s [Answer]

Output: lack of scientific foundation almost extinct OT


Input: [Question] 1950s [Answer]

Output: explored unconscious needs and drives, discovered tranquilizers, pharmacology


Input: [Question] 1960s-1970s [Answer]

Output: deinstitutionalization, community mental health agencies, behavioral therapy, what pt did or produced, Jean Ayers, Lorna Jean King, sensory integration


Input: [Question] 1980s [Answer]

Output: MOHO, volition, habitation, and performance


Input: [Question] 2000 [Answer]

Output: framework came out


Input: [Question] Role delineation [Answer]

Output: projects conducted by the AOTA to outline precisely the roles of entry level OTAs and OTs


Input: [Question] personality [Answer]

Output: an individual's characteristic pattern of thinking, feeling, and acting.


Input: [Question] free association [Answer]

Output: in phychoanalysis, a method of exploring the unconscious in which the person relaxes and says whatever comes to mind, no matter how trivial or embarrassing.


Input: [Question] psychoanalysis [Answer]

Output: Freud's theory of personality that attributes thoughts and actions to unconscious motives and conflicts; the techniques used in treating psychological disorders by seeking to expose and interpret unconscious tensions.


Input: [Question] unconscious [Answer]

Output: according to Freud, a reservoir of mostly unacceptable thoughts, wishes,feelings, and memories. According to contemporary psychologist, information processing of which we are unaware.


Input: [Question] id [Answer]

Output: contains a reservoir of unconscious psychic energy that, according to Freud, strives to satisfy basic sexual and aggressive drives. The id operates on the pleasure principle, demanding immediate gratification.


Input: [Question] ego [Answer]

Output: the largely conscious, "executive" part of personality that, mediates among demands of the id, superego, and reality. The ego operates on the reality principle, satisfying the id's desire in ways that will realistically bring pleasure rather than pain.


Input: [Question] superego [Answer]

Output: the part of personality that represents internalized ideals and provides standards for judgment (the Conscience) and for future aspirations.


Input: [Question] psychosexual stages [Answer]

Output: the childhood stages of development (oral, anal, phallic, latency, genitak) during which the id's pleasure seeking energies focus on distinct erogenous zones.


Input: [Question] Oedipus complex [Answer]

Output: a boy's sexual desires toward his mother and feelings of jealousy and hatred for the rival father.


Input: [Question] identification [Answer]

Output: the process by which children incorporate their parents' values into their developing superegos.


Input: [Question] fixation [Answer]

Output: a lingering focus of pleasure-seeking energies at an earlier psychosexual stage, in which conflicts were unresolved.


Input: [Question] defense mechanisms [Answer]

Output: in psychoanalytic theory, the ego's protective methods of reducing anxiety by unconsciously distorting reality.


Input: [Question] repression [Answer]

Output: in psychoanalytic theory, the basic defense mechanism that banishes anxiety-arousing thoughts, feelings, and memories from consciousness.


Input: [Question] regression [Answer]

Output: psychoanalytic defense mechanism in which an individual faced with anxiety retreats to a more infantile psychosexual stage, where some psychic energy remains fixated.


Input: [Question] reaction formation [Answer]

Output: psychoanalytic defense mechanism by which the ego unconsciously switches unacceptable impulses into their opposites. Thus, people may express feelings that are the opposite of their anxiety-arousing unconscious feelings.


Input: [Question] projection [Answer]

Output: psychoanalytic defense mechanism by which people disguise their own threating impluses by attributing them to others.


Input: [Question] rationalization [Answer]

Output: defense mechanism that offers self-justifying explanations in place of the real, more threating, unconscious reasons for one's actions.


Input: [Question] displacement [Answer]

Output: psychoanalytic defense mechanism that shifts sexual or aggressive impulses toward a more acceptable or less threatening object or person, as when redirecting anger toward a safer outlet.


Input: [Question] denial [Answer]

Output: defense mechanism by which people refuse to believe or even to perceive painful realities.


Input: [Question] collective unconscious [Answer]

Output: Carl Jung's concept of a shared, inherited reservoir of memory traces from our species' history


Input: [Question] projective test [Answer]

Output: a personality test, such as the Rorschach or TAT, that provides ambiguous stimuli designed to trigger projection of one's inner dynamics.


Input: [Question] Thematic Apperception Test [Answer]

Output: a projective test in which people express their inner feelings and interests through the stories they make up about ambiguous scenes.


Input: [Question] Rorschach inkblot test [Answer]

Output: the most widely used projective test, a set of 10 inkblots, designed by Hermann Rorchach; seeks to identify people's inner feelings by analyzing their interpretations of the blots.


Input: [Question] terror-management theory [Answer]

Output: a theory of death-related anxiety; explores people's emotional and behavioral responses to reminders of their impending death.


Input: [Question] self-actualization [Answer]

Output: according to Maslow, one of the ultimate psychological needs that arises after basic physical and psychological needs are met and self-esteem is achieved; the motivation to fulfill one's potential.


Input: [Question] unconditional positive regard [Answer]

Output: according to Rogers, an attitude of total acceptance toward another person.


Input: [Question] self-concept [Answer]

Output: all our thoughts and feelings about ourselves, in answer to the question, "Who am I?"


Input: [Question] trait [Answer]

Output: a characteristic pattern of behavior or a disposition to feel and act, as assessed by self-report inventories and peer reports.


Input: [Question] personality inventory [Answer]

Output: a questionaire (often with true-false or agree-disagree items) on which people respond to items designed to gauge a wide range of feelings and behaviors; used to assess selected personality traits.


Input: [Question] Minnesota Multiphasic Personality Inventory [Answer]

Output: the most widely researched and clinically used of all personality tests. Originally developed to identify emotional disorders, this test is now used for many other screening purposes.


Input: [Question] empirically derived test [Answer]

Output: a test developed by testing a pool of items and then selecting those that discriminate between groups.


Input: [Question] social-cognitive perspective [Answer]

Output: views behavior as influenced by the interaction between people's traits (including their thinking) and their social context.


Input: [Question] reciprocal determinism [Answer]

Output: the interacting influences of behavior, internal cognition, and environment.


Input: [Question] personal control [Answer]

Output: the extent to which people perceive control over thier environment rather than feeling helpless.


Input: [Question] external locus of control [Answer]

Output: the perception that chance or outside forces beyond your personal control determine your fate.


Input: [Question] internal locus of control [Answer]

Output: the perception that you control your own fate.


Input: [Question] learned helplessness [Answer]

Output: the hopelessness and passive resignation an animal or human learns when unable to avoid repeated aversive events.


Input: [Question] positive psychology [Answer]

Output: the scientific study of optimal human functioning; aims to discover and promote strengths and virtues that enable individuals and communities to thrive.


Input: [Question] self [Answer]

Output: in contemporary psychology, assumed to be the center of personality, the organizer of our thoughts, feelings, and actions.


Input: [Question] spotlight effect [Answer]

Output: overestimating other's noticing and evaluating our appearance, performance, and blundrers.


Input: [Question] self-esteem [Answer]

Output: one's feeling of high or low self-worth.


Input: [Question] self-serving bias [Answer]

Output: a readiness to perceive oneself favorably.


Input: [Question] identified [Answer]

Output: proved that something has been recognized


Input: [Question] enterprising [Answer]

Output: full of ideas and willing to try things; showing energy and initiative


Input: [Question] persistence [Answer]

Output: the ability to keep trying in spite of difficulties or obstacles


Input: [Question] venture [Answer]

Output: a project that involves some risk taking


Input: [Question] promote [Answer]

Output: move forward, improve, advance


Input: [Question] priority [Answer]

Output: importance, urgency, necessity


Input: [Question] devastating [Answer]

Output: causing great ruin; extremely destructive


Input: [Question] commitment [Answer]

Output: sense of duty; dedication


Input: [Term] to put all your eggs in one basket [Definition]

Output: diversify, try many types of things-not just one


Input: [Term] to be a fat cat [Definition]

Output: to be an important person


Input: [Term] to move at a snail's pace [Definition]

Output: to move very slowly


Input: [Term] to be on pins and needles [Definition]

Output: to wait anxiously or nervously


Input: [Term] If the show fits, wear it. [Definition]

Output: If the description is correct, accept it.


Input: [Term] What a small world! [Definition]

Output: a coincidence in a distant place by meeting someone from the same hometown, a family member, or a friend


Input: [Term] when fish fly, or when pigs fly [Definition]

Output: Something that will never happen


Input: [Term] to have a broken heart [Definition]

Output: to be very sad


Input: [Term] to be as quiet as a mouse [Definition]

Output: to be extremely quiet


Input: [Term] to find a needle in a haystack [Definition]

Output: to be very difficult to find or uncover


Input: [Term] to be a money pit [Definition]

Output: to lose a lot of money with little hope of making a profit


Input: [Term] to exchange money under the table [Definition]

Output: to do something illegal


Input: [Term] to hit the nail on the head [Definition]

Output: to be correct or accurate


Input: [Term] to cry over spilt milk [Definition]

Output: to worry about things/actions that cannot be taken back after they are said or done


Input: [Term] The grass is always greener on the other side. [Definition]

Output: What a person does not have always looks better than what another person has


Input: [Term] to be straddling the fence [Definition]

Output: to do something without a real purpose; to play around


Input: [Term] to run against the clock [Definition]

Output: to have a tight deadline


Input: [Term] to have the face in the sand [Definition]

Output: to be in trouble


Input: [Term] to be as sharp as a tack [Definition]

Output: to be extremely smart


Input: [Term] to be a babe in the woods [Definition]

Output: to not be able to see the truth


Input: [Term] to put your foot in your mouth [Definition]

Output: to say something wrong


Input: [Term] to monkey around [Definition]

Output: to be unable to accomplish anything


Input: [Term] It's raining cats and dogs! [Definition]

Output: It is raining very hard.


Input: [Term] to jump through hoops [Definition]

Output: to go through a lot of unnecessary trouble to please someone


Input: [Term] Money doesn't grow on trees. [Definition]

Output: You cannot just go out and accidentally find money


Input: [Term] A penny saved is a penny earned. [Definition]

Output: Even small amounts of money are worth saving.


Input: [Term] A light bulb went off. [Definition]

Output: to get an idea


Input: [Term] Time flies when you're having fun. [Definition]

Output: to feel a very little time has passed when actually a lot of time has gone by


Input: [Term] Time is running out. [Definition]

Output: It's almost too late.


Input: [Term] to be in the dog house [Definition]

Output: an innocent person in a difficult situation


Input: [Answer] private insurance companies, employer-sponcered plans, government-funded programs [Question]

Output: Disability income insurance is available from


Input: [Answer] disability income insurance [Question]

Output: Coverage that provides a specific monthly or weekly income when a person is unable to work because of an illness or injury is known as


Input: [Answer] benefit period [Question]

Output: The maximum amount of time for which benefits will be paid to the injured or ill person for a disability is called the


Input: [Answer] partial benefit when the insured is not totally disabled [Question]

Output: Residual benefits pay a


Input: [Answer] dismemberment benefit [Question]

Output: A policy that offers the insured person protection when loss of sight or loss of limb(s) occurs is called


Input: [Answer] partial and residual disability [Question]

Output: When an illness or injury prevents an insured person from perfoming one or more of the functions of his or her regular job, the disability is called


Input: [Answer] required to renew the policy as long as premium payments are made, and the premium may be increased [Question]

Output: The term "guaranteed renewable" means that the insurer is


Input: [Answer] exclusions [Question]

Output: Provisions written into the insurance contract denying coverage or limiting the scope of coverage are called


Input: [Answer] SSDI and SSI [Question]

Output: What are the two programs that the Social Security Administration (SSA) manages that pay monthly disability benefits to people younger than age 65 who cannot work for at least a year because of a severe disability:


Input: [Answer] Social Security Disability Insurance [Question]

Output: In 1956, Congress established a program under Title II of the Social Security Act for long-term disability known as


Input: [Answer] disability payments to needy people with limited income and few resources [Question]

Output: The Supplemental Security Income (SSI) program under Title XVI of the Social Security Act provides


Input: [Answer] Reconsideration, hearing, review by the Appeals Council, review by the federal court [Question]

Output: What is the correct order in the appeals process


Input: [Answer] members of the armed services [Question]

Output: The Armer Services Disability benefits program is avaliable to


Input: [Answer] within 1 year of sustaining the injury [Question]

Output: What is the time limit for a veteran to file a claim to receive outpatient treatment at VA expense for a service-connected disability?


Input: [Answer] Rhode Island [Question]

Output: The first state to provide a successful disability insurance program was


Input: [Answer] unemployment compensation disability (UCD) and temporary disability insurance (TDI) [Question]

Output: State disability insurance (SDI) is also known as


Input: [Answer] seventh consecutive day of disability [Question]

Output: State disability insurance benefits begin after the


Input: [Answer] 1. is deducted from employees' paychecks each month 2.the employer may elect to pay a portion of 3. the employer may elect to pay as a fringe benefit [Question]

Output: Funding for state disability insurance is usually a small percentage of the employee's wage that


Input: [0] Chewing [2] tongue thrust: involuntary excessive tongue protrusion often seen in children with CP, Down Syndrome, and other muscle control disabilities. Can interfere with eating by pushing food out of mouth [3] managing tongue thrust: each time the child takes a bite, press the spoon down firmly on the center of the tongue and hold pressure for 3 seconds (this will usually relax and retract tongue), use flat eating utensils [1]

Output: transitioning from liquids to solids: gradually increase the liquid's consistency, add small amounts of chewable food, place two fingers or thumb on the lower jaw directly under the molars and press upward with firm pressure


Input: [0] Managing special feeding and eating problems [2] Reasons for spitting: excess saliva, ssb synchrony difficulties, experiementing with cause/effect Intervention: to teach acceptable way to handle saliva [3] Regurgitation: return food to mouth from stomach Pica: eating inedible items Intervention: provide alternative activities, depends on cognitive, social, and visual impairments [1]

Output: reasons for biting: to reduce fear or anxiety, unable to perform tactile discrimination, express anger. Intervention: "chewy" toy can be worn as necklace, on belt, or in pocket


Input: [0] Toilet Hygiene [2] Interventions: developing a routine, how much to wipe, how much paper to use, hand washing, menstruation mgmt [3] bears can smell the menstruation [1]

Output: ability to clean oneself after using the potty, mgmt of catheters, colostomies, and suppositories


Input: [0] Personal Hygiene and Grooming [2] Adaptions for hair care: baby shampoo, rinse-free shampoo, spray detangler, head massage, warm temperatures, multiple distractions and fun during hair cutting experience [3] Skin care: children with spinal cord injuries, limited mobility, or limited sensory awareness must be taught to check for bed sores [4] Oral hygiene: modified toothbrushes can be providing depending on disability. Children with severe impairments need hand-over-hand assistance [5] Nose blowing: provide reminders, demonstrate how to blow out through nostrils, extra care with children with tactile defensiveness [1]

Output: Cotas can teach children the skills required to clean themselves. This requires reviewing bedtime and morning routines and developing picture or written checklists.


Input: [0] Dressing and Fastening [2] Buttoning: requires separation of of the two sides of the hand called "radial-ulnar dissociation", can sing song "pinch the button and pinch the cloth. pull the hole open and push the button through" [3] Zipping: the child is taught to insert a zipper only after learning to pull it up and down and usually after mastering buttoning and unbuttoning. should practice on own bodies [4] Shoe tying: forward and backward chaining, use of fading assistance (assistance gradually reduced from max to min and from physical to tactile to verbal to visual cues), wide/ thick laces should be used, laces can be two different colors [5] Before working on shoe tying: improve sensory discrimination by performing resistive finger activities (squeeze toys, putty, picking up items with tweezers or tongs, playing miniature games, pulling ropes [1]

Output: Activities for dressing: simulation with adding or removing rings from extremities, playing dress-up, costumes, dress-up dolls, fastening boards or vests


Input: [0] Personal Device Care [2] child and caregiver are taught how to apply and remove device, cleaning, storing, replacing parts, and scheduling doctor appointments for a new one [3] child's performance should be routinely reinforced [1]

Output: hearig aids, glasses, splints, orthotics, braces, prosthetic limbs, artificial eyes, mobility aids


Input: [0] Sexual Activity [2] "It is okay to touch your private parts in the bathroom or bedroom when no one else is there." [1]

Output: treatment includes learning how to interact respectfully with the opposite sex and understand appropriate and unappropriate behaviors


Input: [0] Sleep and Rest [2] Interventions for better sleep/rest: exercise daily, establish bedtime routine, go to bed at same time each night, baths are more calming than showers, sleep in complete darkness, use relaxation cds or sound machines, eat dinner high in carbs [1]

Output: the Cota can be instrumental in helping a family with adaptive equipment for and furniture arrangement in the bedroom


Input: [0] Safe Mobility [2] increase environmental awareness by playing games that require visual cues around the environment [3] before begining an activity have the child recall safety rules [1]

Output: improve body awareness by using simple obstacle courses or relay races,


Input: [0] Suck/Swallow/Breathe [2] activities to promote breathing: perform activities in prone, innertube swing or rock on therapy ball (strengthens diaphragm), blowing toys (bubbles, pinwheels, whistles), leaning back in bean bag chair or pile of pillows in partial supine [3] common indicators of poor ssb: inadequate lip seal while sucking or blowing, gasping for air while sucking or eating, excessive drooling when not being fed [1]

Output: suck-swallow-breathe synchrony (s-s-b) is a skill used throughout life, which allows individuals to breathe while sucking in and swallowing food, drink, and saliva


Input: [0] Swallowing/Drinking [2] transition from bottle to cup: muscle tone should be adequate (calming of high tone, exciting of low tone), proper lip closure (gentle, firm pressure applied above upper lip and below lower lip), specialized transition cups... [3] cont: reduce oral defensiveness, jaw tug, deep pressure techniques in and around mouth [1]

Output: techniques to improve swallowing: child's neck should be slightly flexed, slowly stroke upward on lateral muscles of throat, provide sour foods, use a straw


Input: [0] Bowel and Bladder Mgmt (AKA: Evacuation and Elimination) [2] Interventions for toilet resistance: transition underwear, padded toilet seat, warm seat in advance, "potty chair" close to ground, temporarily omit flushing [3] Toileting schedule: child is taken to toilet every 30-60 minutes, toileting routine is developed, drink fluids 30 to 60 minutues before toileting, make experience comfortable and successful [4] Equipment: grab bars, arm rest, step stool, back rest, belts, splashguards Positioning: feet firmly on floor, may sit on toilet backwards [1]

Output: Resistance to toileting: feeling of underwear is unfamiliar, toilet may appear to high, toilet seat is cold, sound of flushing is scary


Input: [0] Bathing and Showering [2] Adaptations for severe impairments: roll-in shower, bath chairs with belts and harnesses and pommels, raised tub, hoyer, portable/inflatable tub [3] Adapted equipment: nonslip mats in and outside of tub, bath chair or tub transfer bench, handheld shower device, grab bars, long-handled sponges [1]

Output: getting supplies as well as soaping, washing, rinsing, drying, and getting into and out of a tub or shower. picture sequences are helpful


Input: [Answer] age/development lifestyle mobility and health sensory-perceptual alterations cognitive awareness emotional state communication safety awareness [Question]

Output: Factors influencing safety


Input: [Answer] home workplace community health care setting [Question]

Output: Nurses assess safety factors in a variety of places including:


Input: [Answer] Improve accuracy of patient/resident identification improve safety of using medications reduce the risk of health care-associated infections accurate medication reconciliation reduce risk of injury due to falls pressur ulcers [Question]

Output: Joint commission National safety Goals


Input: [Answer] injury poisoning suffocation trauma latex allergy contamination aspiration disuse syndrome deficient knowledge [Question]

Output: Nursing diagnoses risk for


Input: [Answer] pull aim squeeze sweep [Question]

Output: Fire safety PASS stands for


Input: [Answer] keep emergency nubers by phone functioning smke alarms teach clients to change batteries in alarms have a family fire drill plan [Question]

Output: Nursing interventions to prevent home fires


Input: [Answer] falls burns pedestrian accidents automobile crashes [Question]

Output: older adult safety includes risk for


Input: [Answer] orient patients to their surroundings assess ability to ambulate and transfer provide walking aids supervise patients at risk for falls carfully encourage use of call light [Question]

Output: fall prevention include


Input: [Answer] keep things in reach of the patient bed in lowest locked position encourage patient to use grab bars non skid footwear clean environment bed alarms use of lifts for transfers [Question]

Output: Things to remember to do for fall prevention


Input: [Answer] a single temporary event that consists of uncontrolled electrical neuronal disharge of the rain resulting in an interruption of brain functioning [Question]

Output: seizures


Input: [Answer] padded bed rails medic alert bracelet medication teaching home safety teaching regarding precipitating factors [Question]

Output: seizure safety measures taken by nurses to protect the patient from injury during a seizure


Input: [Answer] inadequate supervision or storage of household products and medications dementia patients safeguard environment locks poison control hotline number handy [Question]

Output: risk for poisoning


Input: [0] Chewing [1] transitioning from liquids to solids: gradually increase the liquid's consistency, add small amounts of chewable food, place two fingers or thumb on the lower jaw directly under the molars and press upward with firm pressure [2] tongue thrust: involuntary excessive tongue protrusion often seen in children with CP, Down Syndrome, and other muscle control disabilities. Can interfere with eating by pushing food out of mouth [3]

Output: managing tongue thrust: each time the child takes a bite, press the spoon down firmly on the center of the tongue and hold pressure for 3 seconds (this will usually relax and retract tongue), use flat eating utensils


Input: [0] Managing special feeding and eating problems [1] reasons for biting: to reduce fear or anxiety, unable to perform tactile discrimination, express anger. Intervention: "chewy" toy can be worn as necklace, on belt, or in pocket [2] Reasons for spitting: excess saliva, ssb synchrony difficulties, experiementing with cause/effect Intervention: to teach acceptable way to handle saliva [3]

Output: Regurgitation: return food to mouth from stomach Pica: eating inedible items Intervention: provide alternative activities, depends on cognitive, social, and visual impairments


Input: [0] Toilet Hygiene [1] ability to clean oneself after using the potty, mgmt of catheters, colostomies, and suppositories [2] Interventions: developing a routine, how much to wipe, how much paper to use, hand washing, menstruation mgmt [3]

Output: bears can smell the menstruation


Input: [0] Personal Hygiene and Grooming [1] Cotas can teach children the skills required to clean themselves. This requires reviewing bedtime and morning routines and developing picture or written checklists. [2] Adaptions for hair care: baby shampoo, rinse-free shampoo, spray detangler, head massage, warm temperatures, multiple distractions and fun during hair cutting experience [4] Oral hygiene: modified toothbrushes can be providing depending on disability. Children with severe impairments need hand-over-hand assistance [5] Nose blowing: provide reminders, demonstrate how to blow out through nostrils, extra care with children with tactile defensiveness [3]

Output: Skin care: children with spinal cord injuries, limited mobility, or limited sensory awareness must be taught to check for bed sores


Input: [0] Dressing and Fastening [1] Activities for dressing: simulation with adding or removing rings from extremities, playing dress-up, costumes, dress-up dolls, fastening boards or vests [2] Buttoning: requires separation of of the two sides of the hand called "radial-ulnar dissociation", can sing song "pinch the button and pinch the cloth. pull the hole open and push the button through" [4] Shoe tying: forward and backward chaining, use of fading assistance (assistance gradually reduced from max to min and from physical to tactile to verbal to visual cues), wide/ thick laces should be used, laces can be two different colors [5] Before working on shoe tying: improve sensory discrimination by performing resistive finger activities (squeeze toys, putty, picking up items with tweezers or tongs, playing miniature games, pulling ropes [3]

Output: Zipping: the child is taught to insert a zipper only after learning to pull it up and down and usually after mastering buttoning and unbuttoning. should practice on own bodies


Input: [0] Personal Device Care [1] hearig aids, glasses, splints, orthotics, braces, prosthetic limbs, artificial eyes, mobility aids [2] child and caregiver are taught how to apply and remove device, cleaning, storing, replacing parts, and scheduling doctor appointments for a new one [3]

Output: child's performance should be routinely reinforced


Input: [0] Safe Mobility [1] improve body awareness by using simple obstacle courses or relay races, [2] increase environmental awareness by playing games that require visual cues around the environment [3]

Output: before begining an activity have the child recall safety rules


Input: [0] Suck/Swallow/Breathe [1] suck-swallow-breathe synchrony (s-s-b) is a skill used throughout life, which allows individuals to breathe while sucking in and swallowing food, drink, and saliva [2] activities to promote breathing: perform activities in prone, innertube swing or rock on therapy ball (strengthens diaphragm), blowing toys (bubbles, pinwheels, whistles), leaning back in bean bag chair or pile of pillows in partial supine [3]

Output: common indicators of poor ssb: inadequate lip seal while sucking or blowing, gasping for air while sucking or eating, excessive drooling when not being fed


Input: [0] Swallowing/Drinking [1] techniques to improve swallowing: child's neck should be slightly flexed, slowly stroke upward on lateral muscles of throat, provide sour foods, use a straw [2] transition from bottle to cup: muscle tone should be adequate (calming of high tone, exciting of low tone), proper lip closure (gentle, firm pressure applied above upper lip and below lower lip), specialized transition cups... [3]

Output: cont: reduce oral defensiveness, jaw tug, deep pressure techniques in and around mouth


Input: [0] Bowel and Bladder Mgmt (AKA: Evacuation and Elimination) [1] Resistance to toileting: feeling of underwear is unfamiliar, toilet may appear to high, toilet seat is cold, sound of flushing is scary [2] Interventions for toilet resistance: transition underwear, padded toilet seat, warm seat in advance, "potty chair" close to ground, temporarily omit flushing [4] Equipment: grab bars, arm rest, step stool, back rest, belts, splashguards Positioning: feet firmly on floor, may sit on toilet backwards [3]

Output: Toileting schedule: child is taken to toilet every 30-60 minutes, toileting routine is developed, drink fluids 30 to 60 minutues before toileting, make experience comfortable and successful


Input: [0] Bathing and Showering [1] getting supplies as well as soaping, washing, rinsing, drying, and getting into and out of a tub or shower. picture sequences are helpful [2] Adaptations for severe impairments: roll-in shower, bath chairs with belts and harnesses and pommels, raised tub, hoyer, portable/inflatable tub [3]

Output: Adapted equipment: nonslip mats in and outside of tub, bath chair or tub transfer bench, handheld shower device, grab bars, long-handled sponges


Input: [vocabulary] coughs [definition]

Output: forces air from the lungs


Input: [vocabulary] curious [definition]

Output: eager to know


Input: [vocabulary] discovered [definition]

Output: found out


Input: [vocabulary] poems [definition]

Output: pieces of writing that express the writer's imagination


Input: [vocabulary] pretend [definition]

Output: to make believe


Input: [vocabulary] secret [definition]

Output: kept from the knowledge of others


Input: [vocabulary] sheet [definition]

Output: a piece of cloth used to sleep on or under


Input: [vocabulary] asthma [definition]

Output: a diesease that makes brathing difficult


Input: [vocabulary] chicken pox [definition]

Output: a diesease that causes a rash on the skin


Input: [vocabulary] contagious [definition]

Output: spreading infection


Input: [vocabulary] guilty [definition]

Output: knowing


Input: [Answer] Agricultural Density [Question]

Output: The ratio of the number of farmers to the total amount of land suitable for agriculture


Input: [Answer] Agricultural Revolution [Question]

Output: The time when human beings first domesticated plants and animals and no longer relied entirely on hunting and gathering


Input: [Answer] Arithmetic Density [Question]

Output: The total number of people divided by the total land area


Input: [Answer] Census [Question]

Output: A complete enumeration of a population


Input: [Answer] Crude Birth rate (CBR) [Question]

Output: The total number of live births for every 1ooo people alive in the society


Input: [Answer] Crude Death Rate (CDR) [Question]

Output: The total number of deaths in a year for every 1000 persons in the society


Input: [Answer] Demographic Transition [Question]

Output: The process of change in a society’s population from a condition of high crude birth and death rates and a low rate of natural increase to a condition of a low crude birth rate and death rates low rate of natural increase and a higher total population


Input: [Answer] Demography [Question]

Output: The scientific study of population characteristics


Input: [Answer] Dependency Ratio [Question]

Output: The number of people under the age of 15 and over the age of 64, compared to the number of people active in the labor force


Input: [Answer] Doubling Time [Question]

Output: The number of years needed to double a population assuming a constant rate of natural increase


Input: [Answer] Ecumene [Question]

Output: The portion of the earth occupied by permanent human settlement


Input: [Answer] Density [Question]

Output: The frequency with which something exists within a given unit of area


Input: [Answer] Distribution [Question]

Output: The arrangement of something across Earth's surface.


Input: [Answer] Industrial Revolution [Question]

Output: A series of improvements in industrial technology that transformed the process of manufacturing goods


Input: [Answer] Infant Mortality Rate (IMR) [Question]

Output: The total number of deaths in a year among infants under one year old per 1000 live births in a society.


Input: [Answer] Life Expectancy [Question]

Output: The average number of years an individual can be expected to live, given current social, economic, and medical conditions. Life expectancy at birth is the average number of year a newborn infant can expect to live.


Input: [Answer] Medical Revolution [Question]

Output: Medical technology invented in Europe and North America that is diffused to the poorer countries of Latin America, Africa, and Asia. Improved medical practices have eliminated many of the traditional causes of death in poorer countries


Input: [Answer] Natural Increase Rate (NIR) [Question]

Output: The percentage of a population in a year, computed as crude birth rate minus the crude death rate.


Input: [Answer] Overpopulation [Question]

Output: The number of people in an area exceeds the capacity of the environment to support life at a decent standard of living.


Input: [Answer] Physiological Density [Question]

Output: The number of people per unit of land suitable for agriculture. (arable land)


Input: [Answer] Population Pyramid [Question]

Output: A bar graph representing the distribution of population by age and sex


Input: [Answer] Population Cohort [Question]

Output: Individual age groups within a population pyramid


Input: [Answer] Sex ratio [Question]

Output: Number of males per 100 females in a population


Input: [Answer] Total Fertility Rate (TFR) [Question]

Output: The average number of children a woman will have throughout her childbearing years


Input: [Answer] Zero Population Growth [Question]

Output: A decline in the Total Fertility Rate to the point where the Natural Increase Rate equals Zero


Input: [Answer] Exponential Growth [Question]

Output: Cumulative (compound) growth of a population over a given period of time


Input: [Answer] Demographic Change Formula [Question]

Output: TP = OP + B -- D + I – E


Input: [definition] forces air from the lungs [vocabulary]

Output: coughs


Input: [definition] eager to know [vocabulary]

Output: curious


Input: [definition] found out [vocabulary]

Output: discovered


Input: [definition] pieces of writing that express the writer's imagination [vocabulary]

Output: poems


Input: [definition] to make believe [vocabulary]

Output: pretend


Input: [definition] kept from the knowledge of others [vocabulary]

Output: secret


Input: [definition] a piece of cloth used to sleep on or under [vocabulary]

Output: sheet


Input: [definition] a diesease that makes brathing difficult [vocabulary]

Output: asthma


Input: [definition] a diesease that causes a rash on the skin [vocabulary]

Output: chicken pox


Input: [definition] spreading infection [vocabulary]

Output: contagious


Input: [definition] knowing [vocabulary]

Output: guilty


Input: [Question] pwysau plwm [Answer]

Output: lead weight


Input: [Question] gnawd [Answer]

Output: flesh


Input: [Question] gwaed [Answer]

Output: blood


Input: [Question] pwn [Answer]

Output: burden


Input: [Question] traddodiadau [Answer]

Output: traditions


Input: [Question] hual [Answer]

Output: shackles


Input: [Question] crino [Answer]

Output: wither


Input: [Question] enaid [Answer]

Output: soul


Input: [Question] gornwydydd [Answer]

Output: boils/sores


Input: [Question] hunllef [Answer]

Output: nightmare


Input: [Question] einioes [Answer]

Output: life


Input: [Question] chrechwen [Answer]

Output: loud laughter


Input: [Question] gleddyf [Answer]

Output: sword


Input: [Question] urddas [Answer]

Output: dignity


Input: [Question] astlach [Answer]

Output: chestplate


Input: [Question] bron [Answer]

Output: chest


Input: [Question] meirch [Answer]

Output: horses


Input: [Question] cywilyddio'r [Answer]

Output: to shame


Input: [Question] heirch [Answer]

Output: coffins


Input: [Question] a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. [Answer]

Output: A graphic organizer


Input: [Question] works well for mapping generic information, but particularly well for mapping hierarchical relationships. [Answer]

Output: A Descriptive or Thematic Map


Input: [Question] Organizing a hierarchical set of information, reflecting superordinate or subordinate elements, is made easier by constructing a _________. [Answer]

Output: Network Tree


Input: [Question] When the information relating to a main idea or theme does not fit into a hierarchy, a ________ can help with organization. [Answer]

Output: Spider Map


Input: [Question] When information contains cause and effect problems and solutions, a ________ can be useful for organizing. [Answer]

Output: Problem and Solution Map


Input: [Question] helps students to compare different solutions to a problem. [Answer]

Output: A Problem-Solution Outline


Input: [Question] useful for mapping cause and effect. [Answer]

Output: A Sequential Episodic Map


Input: [Question] When cause-effect relationships are complex and non-redundant a __________ may be particularly useful. [Answer]

Output: Fishbone Map


Input: [Question] can help students to compare and contrast two concepts according to their features. [Answer]

Output: A Comparative and Contrastive Map


Input: [Question] Another way to compare concepts' attributes is to construct a _______. [Answer]

Output: Compare-Contrast Matrix


Input: [Question] effective for organizing information along a dimension such as less to more, low to high, and few to many. [Answer]

Output: Continuum Scale


Input: [Question] can help students organize information according to various steps or stages. [Answer]

Output: A Series of Events Chain


Input: [Question] useful for organizing information that is circular or cyclical, with no absolute beginning or ending. [Answer]

Output: A Cycle Map


Input: [Question] effective for organizing events in terms of a chain of action and reaction (especially useful in social sciences and humanities). [Answer]

Output: A Human Interaction Outline


Input: [Question] What are three aspects of Concept Attainment? [Answer]

Output: 1.designed to clarify ideas and to introduce aspects of content. 2. engages students into formulating a concept through the use of illustrations, word cards or examples. 3.With experience, children become skilled at identifying relationships


Input: [Question] List 5 types of non-linguistic representations. [Answer]

Output: 1.graphic organizer 2.drawing pics or photographs 3.mental images 4.physical models 5.kinesthetic (physical) activities


Input: [Answer] a document that gives special rights to people [Question]

Output: charter


Input: [Answer] a settlement under the control of another nation [Question]

Output: colony


Input: [Answer] a place where items are sold to the highest bidder [Question]

Output: auction


Input: [Answer] to steal [Question]

Output: plunder


Input: [Answer] a social class of people who are wealthy and powerful [Question]

Output: elite


Input: [Answer] a large farm [Question]

Output: plantation


Input: [Answer] a crop grown for the purpose of selling it [Question]

Output: cash crop


Input: [Answer] to go against [Question]

Output: resist


Input: [Answer] to be made someone else’s property [Question]

Output: enslaved


Input: [Answer] eight men with permission from the king of England to rule Carolina [Question]

Output: Lords Proprietors


Input: [Answer] True [Question]

Output: True or False? spitting and regurgitation of small quantities is normal in the newborn?


Input: [Answer] False [Question]

Output: True or False? It is normal for a baby to vomit forcefully or vomit entire feeds?


Input: [Answer] Sepsis [Question]

Output: If a baby began vomiting after day 1, stops feeding, looks ill, has abdominal distension, breathing difficulty, abnormal temperature and is irritable or lethargic...what would be your differential diagnosis?


Input: [Answer] Necrotising enterocolitus [Question]

Output: If a baby began vomiting blood or bile stained vomit, had blood or mucous in its stool, pallor, looks ill, is floppy and lethargic and poor or very little feeding...what would be your differential diagnosis?


Input: [Answer] Gastrointestinal malformation such as oesophageal or tracheal fistula or atresia, or lower gastrointestinal malformation such as duodenal atresia [Question]

Output: The baby has not passed meconium for > 24 hours, is coughing or choking with every feed, a gastric tube does not pass, has increasing abdominal distention, bile stained vomit and or dark or bloody stools...what would be your differential diagnosis?


Input: [Answer] Baby swallowed maternal blood [Question]

Output: If the baby is vomiting blood stained vomit, has dark stools but is otherwise well and there is a historoy of maternal bleeding during labour or breastfeeding on cracked nipples...what is your differential diagnosis?


Input: [Answer] tracheo-oesophageal fistula [Question]

Output: If you try to pass a nasogastric tube and it does not pass or comes back out...what is your differential diagnosis?


Input: [Question] Disability income insurance is available from [Answer]

Output: private insurance companies, employer-sponcered plans, government-funded programs


Input: [Question] Coverage that provides a specific monthly or weekly income when a person is unable to work because of an illness or injury is known as [Answer]

Output: disability income insurance


Input: [Question] The maximum amount of time for which benefits will be paid to the injured or ill person for a disability is called the [Answer]

Output: benefit period


Input: [Question] Residual benefits pay a [Answer]

Output: partial benefit when the insured is not totally disabled


Input: [Question] A policy that offers the insured person protection when loss of sight or loss of limb(s) occurs is called [Answer]

Output: dismemberment benefit


Input: [Question] When an illness or injury prevents an insured person from perfoming one or more of the functions of his or her regular job, the disability is called [Answer]

Output: partial and residual disability


Input: [Question] The term "guaranteed renewable" means that the insurer is [Answer]

Output: required to renew the policy as long as premium payments are made, and the premium may be increased


Input: [Question] Provisions written into the insurance contract denying coverage or limiting the scope of coverage are called [Answer]

Output: exclusions


Input: [Question] What are the two programs that the Social Security Administration (SSA) manages that pay monthly disability benefits to people younger than age 65 who cannot work for at least a year because of a severe disability: [Answer]

Output: SSDI and SSI


Input: [Question] In 1956, Congress established a program under Title II of the Social Security Act for long-term disability known as [Answer]

Output: Social Security Disability Insurance


Input: [Question] The Supplemental Security Income (SSI) program under Title XVI of the Social Security Act provides [Answer]

Output: disability payments to needy people with limited income and few resources


Input: [Question] What is the correct order in the appeals process [Answer]

Output: Reconsideration, hearing, review by the Appeals Council, review by the federal court


Input: [Question] The Armer Services Disability benefits program is avaliable to [Answer]

Output: members of the armed services


Input: [Question] What is the time limit for a veteran to file a claim to receive outpatient treatment at VA expense for a service-connected disability? [Answer]

Output: within 1 year of sustaining the injury


Input: [Question] The first state to provide a successful disability insurance program was [Answer]

Output: Rhode Island


Input: [Question] State disability insurance (SDI) is also known as [Answer]

Output: unemployment compensation disability (UCD) and temporary disability insurance (TDI)


Input: [Question] State disability insurance benefits begin after the [Answer]

Output: seventh consecutive day of disability


Input: [Question] Funding for state disability insurance is usually a small percentage of the employee's wage that [Answer]

Output: 1. is deducted from employees' paychecks each month 2.the employer may elect to pay a portion of 3. the employer may elect to pay as a fringe benefit


Input: [Answer] social science concerned with how individuals, institutions, and society make optimal (best) choices under conditions of scarcity. [Question]

Output: economics


Input: [Answer] economic way of thinking, has several critical and closely interrelated features. [Question]

Output: economic perspective


Input: [Answer] To obtain more of one thing, society forgoes the opportunity of getting the next best thing. [Question]

Output: opportunity cost


Input: [Answer] the pleasure, happiness, or satisfaction obtained from consuming a good or service. [Question]

Output: utility


Input: [Answer] comparisons of marginal benefits and marginal costs, usually for decision making. To economists,“marginal” means “extra,” “additional,” or“a change in.” Most choices or decisions involve changes in the status quo, meaning the existing state of affairs [Question]

Output: marginal analysis


Input: [Answer] Observing realworld behavior&outcomes. Formulate a hypothesis.Testing the hypothesis bycomparing the outcomes of specific events to theoutcome predicted by hypothesis. Accepting,rejecting,&modifying the hypothesis.Testing the hypothesis against facts. [Question]

Output: scientific method


Input: [Answer] a statement about economic behavior or the economy that enables prediction of the probable effects of certain actions. [Question]

Output: economic principle


Input: [Answer] the assumption that factors other than those being considered do not change. They assume that all variables except those under immediate consideration are held constant for a particular analysis. [Question]

Output: other-things-equal assumption


Input: [Answer] concerned w/decision making by individual customers,workers,households,&businessfirms.Measure the price of a specific product,#of workers employed by a firm,the revenue/income of a partic.firm/household,or spending of a specific firm,gov.entity,or family [Question]

Output: microeconomics


Input: [Answer] examines either the economy as a whole or its basic subdivisions or aggregates, such as the government, household, and business sectors [Question]

Output: macroeconomics


Input: [Answer] a collection of specific economic units treated as if they were one unit. Therefore, we might lump together the millions of consumers in the U.S. economy and treat them as if they were one huge unit called “consumers.” [Question]

Output: aggregate


Input: [Answer] focuses on facts&cause-&-effect relatships.It includes description,theory development, &theory testing.Positive economics avoids value judgments.It tries to establish scitfc. statements about economic behavior&deals with what the economy is actually like. [Question]

Output: positive economics


Input: [Answer] Incorporates value judgments about what the economy should be like/what particular policy actions should be recommended to achieve a desirable goal.It looks at the desirability of certain aspects of the economy. [Question]

Output: normative economics


Input: [Answer] the need to make choices because economic wants exceed economic means [Question]

Output: economizing problem


Input: [Answer] It is a schedule or curve that shows various combinations of two products a consumer can purchase with a specific money income. Although we assume two products, the analysis generalizes to the full range of products available to consumers. [Question]

Output: budget line


Input: [Answer] all natural, human, and manufactured resources that go into the production of goods and services. [Question]

Output: economic resources


Input: [Answer] includes all natural resources (“gifts of nature”) used in the production process. These include forests, mineral and oil deposits, water resources, wind power, sunlight, and arable land. [Question]

Output: land


Input: [Answer] The physical actions&mental activities that people contribute to the production of goods /services.The work-related activities of a logger,retail clerk,machinist,teacher, profess. football player,&nuclear physicist all fall under “labor.” [Question]

Output: labor


Input: [Answer] includes all manufactured aids used in producing consumer goods and services. Included are all factory, storage, transportation, and distribution facilities, as well as tools and machinery [Question]

Output: capital


Input: [Answer] describe spending that pays for the production and accumulation of capital goods. [Question]

Output: investment


Input: [Answer] The human resource that combines the other resources to produce a product, makes nonroutine decisions, innovates, and bears risks. [Question]

Output: entrepreneurial ability


Input: [Answer] Because land, labor, capital, and entrepreneurial ability are combined to produce goods and services, they are called the factors of production, or simply “inputs.” [Question]

Output: factors of production


Input: [Answer] products that satisfy our wants directly; industrial robots (for example, the kind used to weld automobile frames) [Question]

Output: consumer goods


Input: [Answer] products that satisfy our wants indirectly by making possible more efficient production of consumer goods. [Question]

Output: capital goods


Input: [Answer] A curve showing the different combinations of two goods or services that can be produced in a full-employment, full-production economy where the available supplies of resources and technology are fixed. [Question]

Output: production possibilities curve


Input: [Answer] As the production of a particular good increases, the opportunity cost of producing an additional unit rises. [Question]

Output: law of increasing opportunity costs


Input: [Answer] (1 ) An outward shift in the production possibilities curve that results from an increase in resource supplies or quality or an improvement in technology; (2) an increase of real output (gross domestic product) or real output per capita [Question]

Output: economic growth


Input: [Answer] The equilibrium price&quaty.are est.at the inters.of the supply&demand curves.The interaction of market demand&market supply adjusts the price to the point at which the quanys.demanded&supplied are equal.It is equilibrium price & equilibrium quany. [Question]

Output: use demand and supply concepts to determine market equilibrium


Input: [Answer] a schedule/curve that shows the various amounts of a product that consumers are willing/able to purchase@each of a series of possible prices during a specified period of time.It shows the quant. of a product that willbe purchased@ various possible prices. [Question]

Output: demand


Input: [Answer] A curve illustrating demand. [Question]

Output: demand schedule


Input: [Answer] Other things equal, as price falls, the quantity demanded rises, and as price rises, the quantity demanded falls. In short, there is a nega- tive or inverse relationship between price and quantity demanded. [Question]

Output: law of demand


Input: [Answer] successive units of a particular product yield less and less marginal utility, consumers will buy additional units only if the price of those units is progressively reduced. [Question]

Output: diminishing marginal utility


Input: [Answer] a lower price increases the purchasing power of a buyer’s money income, enabling the buyer to purchase more of the product than before. [Question]

Output: income effect


Input: [Answer] at a lower price buyers have the incentive to substitute what is now a less expensive product for other products that are now relatively more expensive. The product whose price has fallen is now “a better deal” relative to the other products. [Question]

Output: substitution effect


Input: [Answer] Inverse relationship between price&quantity demanded for a product can be represented on a graph.We measure quant.demanded on the horiz. axis&price on the vert.axis.Its downward slope reflects—people buy more of a product/service/ resource as price fall. [Question]

Output: demand curve


Input: [Answer] They are the “other things equal” in the relationship between price & quantity demanded. When any of these determinants changes,the demand curve will shift to the right or left. Determinants of demand are sometimes referred to as demand shifters. [Question]

Output: determinants of demand


Input: [Answer] demand for such products declines as their incomes fall. Products whose demand varies directly with money income are called superior goods [Question]

Output: normal goods


Input: [Answer] rising incomes may cause the demand for charcoal grills to decline as wealthier con- sumers switch to gas grills. Goods whose demand varies inversely with money income [Question]

Output: inferior goods


Input: [Answer] is one that can be used in place of another good. [Question]

Output: substitute good


Input: [Answer] one that is used together with another good [Question]

Output: complementary good


Input: [Answer] a shift of the demand curve to the right (increase demand)/to the left (decrease demand). It occurs bc the consumer’s state of mind in response to determinants of demand. “Demand” is a sched./curve so, a“change in demand”means a change in sched./curve. [Question]

Output: change in demand


Input: [Answer] A movement from one point to another point—from one price-quantity combination to another—on a fixed demand curve. The cause is an increase/ decrease in price of the product.Ex. a decline in the price from $5 to $4 will increase the quantity demanded. [Question]

Output: change in quantity demanded


Input: [Answer] is a schedule or curve showing the various amounts of a product that producers are willing and able to make available for sale at each of a series of possible prices during a specific period. [Question]

Output: supply


Input: [Answer] It shows the quantities of corn that will be supplied at various prices, other things equal. [Question]

Output: supply schedule


Input: [Answer] Table that shows that a positive/direct relationship between price&quant.supplied.As price rises,the quant.supplied rises;as price falls,the quant.supplied falls.It tells that firms will produce&offer for sale product at a high price than at a low price [Question]

Output: law of supply


Input: [Answer] corrpd. w/the price–quantity supplied data in a table.The upward slope of the curve reflects the law of supply—producers offer more of a good/service/resource for sale as price rises. The relationship between price& quantity supplied is positive/direct [Question]

Output: supply curve


Input: [Answer] (1) resource prices, (2) technology, (3) taxes and subsidies, (4) prices of other goods, (5) producer expectations, and (6) the number of sellers in the market. [Question]

Output: determinants of supply


Input: [Answer] a change in the schedule and a shift of the curve. An increase in supply shifts the curve to the right; a decrease in supply shifts it to the left. The cause of a change in supply is a change in one or more of the determinants of supply. [Question]

Output: change in supply


Input: [Answer] a movement from one point to another on a fixed supply curve. The cause of such a movement is a change in the price of the specific product being considered. [Question]

Output: change in quantity supplied


Input: [Answer] the price where the intentions of buyers and sellers match. It is the price where quantity demanded equals quantity supplied. [Question]

Output: equilibrium price


Input: [Answer] the quantity at which the intentions of buyers and sellers match, so that the quantity demanded and the quantity supplied are equal. [Question]

Output: equilibrium quantity


Input: [Answer] excess supply [Question]

Output: surplus


Input: [Answer] excess demand [Question]

Output: shortage


Input: [Answer] the production of any particular good in the least costly way [Question]

Output: productive efficiency


Input: [Answer] the particular mix of goods and services most highly valued by society (minimum-cost production assumed). [Question]

Output: allocative efficiency


Input: [Answer] sets the max. legal price a seller may charge for a product/service. A price at or below the ceiling is legal; a price above it is not. The rationale is that it enable consumers to obtain some “essential” good/service that they couldn't afford [Question]

Output: price ceiling


Input: [Answer] a min. price fixed by the government. A price at or above the price floor is legal; a price below it is not. [Question]

Output: price floor


Input: [Answer] Changes in the price level create real-balances,interest-rate,&foreign purchases effects that explain the downward slope of the AG curve.Changes in the determinants of aggregate demand alter the amounts of real GDP demanded at each price level. [Question]

Output: explain how changes in consumer spending, investment spending, government spending, or net exports affects aggregate demand (AG)


Input: [Answer] By altering per-unit production costs independent of changes in the level of output, changes in one or more of the determinants of aggregate supply shift the aggregate supply curve. [Question]

Output: explain why changes in input prices, productivity, or the legal environment affect aggregate supply


Input: [Answer] is a “variable price–variable output” model that allows both the price level and level of real GDP to change. It can also show longer time horizons, distinguishing between the immediate short run, the short run, and the long run. [Question]

Output: aggregate demand–aggregate supply (AD-AS) model


Input: [Answer] a schedule or curve that shows the amount of a nation’s output (real GDP) that buyers collectively desire to purchase at each possible price level. [Question]

Output: aggregate demand


Input: [Answer] The tendency for increases in the price level to lower the real value (or purchasing power) of financial assets with fixed money value and, as a result, to reduce total spending and real output, and conversely for decreases in the price level. [Question]

Output: real-balances effect


Input: [Answer] The tendency for increases in the price level to increase the demand for money,raise interest rates, and, as a result, reduce total spending and real output in the economy (and the reverse for price-level decreases). [Question]

Output: interest-rate effect


Input: [Answer] The inverse relationship between the net exports of an economy and its price level relative to foreign price levels. [Question]

Output: foreign purchases effect


Input: [Answer] Factors such as consumption spending, investment, government spending, and net exports that, if they change, shift the aggregate demand curve. [Question]

Output: determinants of aggregate demand


Input: [Answer] A schedule or curve that shows the total quantity of goods and services demanded (purchased) at different price levels [Question]

Output: aggregate supply


Input: [Answer] An aggregate supply curve for which real output, but not the price level, changes when the aggregate demand curves shifts; a horizontal aggregate supply curve that implies an inflexible price level. [Question]

Output: immediate-short-run aggregate supply curve


Input: [Answer] An aggregate supply curve relevant to a time period in which input prices (particularly nominal wages ) do not change in response to changes in the price level [Question]

Output: short-run aggregate supply curve


Input: [Answer] The aggregate supply curve associated with a time period in which input prices (especially nominal wages) are fully responsive to changes in the price level [Question]

Output: long-run aggregate supply curve


Input: [Answer] Factors other than price that determine the quantities supplied of a good or service. [Question]

Output: determinants of aggregate supply


Input: [Answer] A measure of average output or real output per unit of input. For example, the productivity of labor is determined by dividing real output by hours of work. [Question]

Output: productivity


Input: [Answer] The price level at which the aggregate demand curve intersects the aggregate supply curve. [Question]

Output: equilibrium price level


Input: [Answer] The reluctance of firms to cut prices during recessions (that they think will be short-lived) because of the costs of altering and communicating their price reductions; named after the cost associated with printing new menus at restaurants. [Question]

Output: menu costs


Input: [Answer] A wage that minimizes wage costs per unit of output by encouraging greater effort or reducing turnover. [Question]

Output: efficiency wages


Input: [Question] Factors influencing safety [Answer]

Output: age/development lifestyle mobility and health sensory-perceptual alterations cognitive awareness emotional state communication safety awareness


Input: [Question] Nurses assess safety factors in a variety of places including: [Answer]

Output: home workplace community health care setting


Input: [Question] Joint commission National safety Goals [Answer]

Output: Improve accuracy of patient/resident identification improve safety of using medications reduce the risk of health care-associated infections accurate medication reconciliation reduce risk of injury due to falls pressur ulcers


Input: [Question] Nursing diagnoses risk for [Answer]

Output: injury poisoning suffocation trauma latex allergy contamination aspiration disuse syndrome deficient knowledge


Input: [Question] Fire safety PASS stands for [Answer]

Output: pull aim squeeze sweep


Input: [Question] Nursing interventions to prevent home fires [Answer]

Output: keep emergency nubers by phone functioning smke alarms teach clients to change batteries in alarms have a family fire drill plan


Input: [Question] older adult safety includes risk for [Answer]

Output: falls burns pedestrian accidents automobile crashes


Input: [Question] fall prevention include [Answer]

Output: orient patients to their surroundings assess ability to ambulate and transfer provide walking aids supervise patients at risk for falls carfully encourage use of call light


Input: [Question] Things to remember to do for fall prevention [Answer]

Output: keep things in reach of the patient bed in lowest locked position encourage patient to use grab bars non skid footwear clean environment bed alarms use of lifts for transfers


Input: [Question] seizures [Answer]

Output: a single temporary event that consists of uncontrolled electrical neuronal disharge of the rain resulting in an interruption of brain functioning


Input: [Question] seizure safety measures taken by nurses to protect the patient from injury during a seizure [Answer]

Output: padded bed rails medic alert bracelet medication teaching home safety teaching regarding precipitating factors


Input: [Question] risk for poisoning [Answer]

Output: inadequate supervision or storage of household products and medications dementia patients safeguard environment locks poison control hotline number handy


Input: [Answer] P=2l+2w [Question]

Output: Perimeter of a Rectangle


Input: [Answer] A=lw [Question]

Output: Area of a Rectangle


Input: [Answer] P=a+b+c [Question]

Output: Perimeter of a Triangle


Input: [Answer] A=1/2bh [Question]

Output: Area of a Triangle


Input: [Answer] C=2πr [Question]

Output: Perimeter of a Circle


Input: [Answer] A=πr² [Question]

Output: Area of a Circle


Input: [Answer] 2lw+2lh+2wh [Question]

Output: Total Surface Area of a Rectangular Solid


Input: [Answer] lwh [Question]

Output: Volume of a Rectangular Solid


Input: [Answer] 2πr(h+r) [Question]

Output: Total Surface Area of a Right Circular Cylinder


Input: [Answer] πr²h [Question]

Output: Volume of a Right Circular Cylinder Solid


Input: [Answer] A=4πr² [Question]

Output: Total Surface Area of a Sphere


Input: [Answer] 4/3πr² [Question]

Output: Volume of a Sphere


Input: [Answer] Bwytais i [Question]

Output: I ate


Input: [Answer] Yfes i [Question]

Output: I drank


Input: [Answer] Es i [Question]

Output: I went


Input: [Answer] Ces i [Question]

Output: I had


Input: [Answer] Chwaraeais i [Question]

Output: I played


Input: [Answer] Gwyliais i [Question]

Output: I watched


Input: [Answer] Dawnsiais i [Question]

Output: I danced


Input: [Answer] Siaradais i [Question]

Output: I talked


Input: [Answer] Gwrandawais i [Question]

Output: I listened


Input: [Answer] Arhosais i [Question]

Output: I stayed


Input: [Answer] Darllenais i [Question]

Output: I read


Input: [Answer] Gwnes i [Question]

Output: I did/made


Input: [Answer] Cwrddaia i [Question]

Output: I met


Input: [Answer] Gwelais i [Question]

Output: I saw


Input: [Answer] Roedd o'n [Question]

Output: It was


Input: [Answer] Roeddwn i'n [Question]

Output: I was


Input: [Answer] Prynais i [Question]

Output: I bought


Input: [Answer] Cysgais i [Question]

Output: I slept


Input: [Answer] used for lowers the patients dose [Question]

Output: what is a intensifying screen used for


Input: [Answer] a device that converts the energy of the x-ray beam into visible light [Question]

Output: what is a intensifying screen


Input: [Answer] Digital IR:photostimulable phosphor plate [Question]

Output: what is psp


Input: [Answer] used in CR is barium flourochalide bromides with europium activitors [Question]

Output: what is psp used for


Input: [Answer] amorphous selenium [Question]

Output: what is DR radiation detectors made of


Input: [Answer] base,reflective layer,phosphor layer,propective coating [Question]

Output: what are the layers of the intensifying screens


Input: [Answer] closest to the film,protects screen from damage,help eliminate static electricity [Question]

Output: what does the protective coating do


Input: [Answer] active layer of screen [Question]

Output: what does the phosphor layer do


Input: [Answer] lanthanum and yttranium [Question]

Output: what are our screens made out of


Input: [Answer] the phosphor [Question]

Output: what converts the x-ray beam into light


Input: [Answer] increases the efficiency of the beam [Question]

Output: what does the reflective layer do


Input: [Answer] radiation with equal intensities in all directions. [Question]

Output: what is isotopic emission


Input: [Answer] mechanical support for phosphor layer [Question]

Output: what does the base do


Input: [Answer] polyester [Question]

Output: what is the base made out of


Input: [Answer] the light emitted from the screen [Question]

Output: what is luminescence


Input: [Answer] excite the outer electrons and forms light as they fall back into place [Question]

Output: what does luminescence do


Input: [Answer] flouorescence and phosphorescence [Question]

Output: what are the 2 types of luminescence


Input: [Answer] if visible light is emitted,only when the phosphor is stimulated [Question]

Output: what is flouorescence


Input: [Answer] if the phosphor continues to emit light after stimulation(screen lag/afterglow) [Question]

Output: what is phosphorescence


Input: [Answer] describes how efficiency x-rays are converted into light [Question]

Output: what does the screen speed tell us


Input: [Answer] the ratio of the exposure require to produce the same optical density with a screen to the exposure required to produce a optical density without a screen [Question]

Output: what is the intensification factor


Input: [Answer] IF=exposure required without screen------------------------------------ exposure required with screen [Question]

Output: what is the intensification factor


Input: [Answer] plastic-low atomic# for minimal attenuation of the beam [Question]

Output: what is the cassette made of


Input: [Answer] to reduce backscatter [Question]

Output: why is metal used as a back cover


Input: [Answer] low contrast,wider latitude,less detail,increase density,less dose. [Question]

Output: what do you get if you used faster speed


Input: [Answer] high contrast,narrow latitude,greater detail,decrease density,increase dose [Question]

Output: what do you get if you used slower speed


Input: [Answer] checks for good screen-film contact [Question]

Output: why do we do a wire mesh test


Input: [Answer] measurement of the response of film to exposures & processing & then measuring & evaluating the densities [Question]

Output: what is film sensitometry


Input: [Answer] every 2 to 3 months,in busy center cleaning every month [Question]

Output: most screens must be cleaned


Input: [Answer] undesirable optical densities or blemishes on a radiograph [Question]

Output: what are artifacts on the radiograph


Input: [Answer] artifacts appear black [Question]

Output: what color is the artifacts after exposure


Input: [Answer] artifact appear white [Question]

Output: what color is the artifact before exposure


Input: [Answer] both will show increased density [Question]

Output: radiation fog & safelight fog will do what do density


Input: [Answer] increased density [Question]

Output: kink marks(cresent) fingernail or bending will show what density


Input: [Answer] (step wedge) aluminum steps used to monitor x-ray equipment [Question]

Output: what is a penetrometer


Input: [Answer] used for processor quality control [Question]

Output: what is a sensitrometer


Input: [Answer] instrument that provides a readout of the amount of density on a film [Question]

Output: what is a densitometer