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916457a7__Science_Flashcards___Cram_com__ays_on_an_object_is___________ | [Static Electricity] P10 study guide | What are the similiarities and differences between series and parallel circuits? | [] | 4th grade Chapter 1 Science Flashcards - Cram.com | An electric charge that stays on an object is __________ | http://www.cram.com/flashcards/4th-grade-chapter-1-science-1996933 | 50/1438042991951.97_20150728002311-00143-ip-10-236-191-2_375846978_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Visual imagery | “seeing” in the absence of a visual stimulus | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Shepard and Meltzer | Mental chronometry Participants mentally rotated one object to see if it matched another object Time it took to rotate related to actual time it would take to rotate that object | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Kosslyn | Memorize picture, create an image of it In image, move from one part of the picture to another It took longer for participants to mentally move long distances than shorter distances Like perception, imagery is spatial | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Kosslyn 2 | Island with 7 locations, 21 trips It took longer to scan between greater distances Visual imagery is spatial | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Imagery neurons respond to: | both perceiving and imaging an object | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Imagery aids in subsequent perception? | Results showing that accuracy was higher when the letter in (b) was the same as the one that had been imagined in (a). | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Transcranial Magnetic Stimulation (TMS) | Decreases brain functioning in a particular area of the brain for a short time If behavior is disrupted, the deactivated part of the brain is causing that behavior | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] TMS to visual area of brain during perception and imagery task. Either directly compare length of lines or do so by imaginging. | Response time slower for both Brain activity in visual area of brain plays a causal role for both perception and imagery | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
904dbdb4__Imagery_Flashcards___Cram_com___the_absence_of_sensory_input_ | [Mental imagery] Perception and Imagery are _____ and _____ | overlapping and dissociating. | [] | Cognitive Psychology: Visual Imagery Flashcards - Cram.com | Experiencing a sensory impression in the absence of sensory input. | http://www.cram.com/flashcards/cognitive-psychology-visual-imagery-1548951 | 50/1438042991951.97_20150728002311-00328-ip-10-236-191-2_385274322_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Critical thinking characteristics (attitudes/ behaviors), Technical skills/Competencies, Interpersonal Skills/Competencies, Theoretical & Experiential knowledge (Intellectual skills/Competencies) [What is critical thinking?] | What are the 4 parts of critical thinking? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Generate many ideas rapidly Be generally flexible and natural; that is, they are able to change viewpoints or directions in thinking rapidly and easily create original solutions to problems Be independent and self confident, even when under pressure Demonstrate individuality [What is critical thinking?] | Using creativity, nurses are able to: | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | application of a set of questions to a particular situation or idea to determine essential information and idea and discard superfluous info and ideas. [What is critical thinking?] | Critical analysis- | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | technique one can use to look beneath the surface, recognize and examine assumptions, search for inconsistencies, examine multiple points of view, and differentiate what one knows from what one merely believes. [What is critical thinking?] | Socratic questioning- | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | generalizations are formed from a set of facts or observations [What is critical thinking?] | Inductive reasoning- | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | by contrast, is reasoning from the general premise to the specific conclusion [What is critical thinking?] | Deductive reasoning- | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Independence, fair-mindedness, insight into egocentricity, intellectual humility, intellectual courage to challenge the status quo and rituals, integrity, perseverance, confidence, and curiosity. [What is critical thinking?] | What are some attitudes that foster critical thinking? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Problem solving, trial and error, intuition, research process, and decision making. [What is critical thinking?] | When should critical thinking be used? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | to help choose the best action to meet a desired goal. [What is critical thinking?] | Why is critical thinking used in decision making? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | TRIGGERS: complex problem, dilemma STARTING POINTS: intuition, brain storming, thinking aloud, reflections. SCAFFOLDS: knowledge base, CT dispositions, CT skills, life/professional experiences, expertise PROCESSES: Reflection-in-knowing, Reflection-in-action, convergent/divergent thinking, nursing process, problem solving, creative thinking, diagnostic/clinical reasoning OUTCOMES: Problems, resolution, clinical judgement, reflective practice. [What is critical thinking?] | What is the mind map look like for critical thinking? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | a technique that uses a graphic depiction of nonlinear and linear relationships to represent critical thinking. [What is critical thinking?] | Concept mapping- | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | An inference [What is critical thinking?] | A client with diarrhea also has a PCP order for bulk laxative daily. The nurse, not realizing that bulk laxatives can help solidify certain types of diarrhea, concludes, "the PCP does not know the client has diarrhea." This statement is an example of... | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 1. Assess why the client is not ingesting the food provided [What is critical thinking?] | A client reports feeling hungry, but does not eat when food is served. Using critical thinking skills, the nurse should perform which of the following? 1. Assess why the client is not ingesting the food provided 2. Continue to leave the food at the bedside until the client is hungry enough to eat 3. Notify the PCP that tube feeding may be indicated soon 4. Believe that client is not really hungry. | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 4. continuing to query the manager until the nurse understands the explanation [What is critical thinking?] | one nurse expresses that the manager prepared the holiday work schedule unfairly. The manager states that it is the same type of schedule used in the past and other nurses have no problems with it. Which response indicates the nurse is displaying an attitude of critical thinking? 1. accepting it 2. Recognize the nurse must have reached a false conclusion 3. consider going to a higher authority 4. continuing to query the manager until the nurse understands the explanation | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Research Method [What is critical thinking?] | The client who is SOB benefits from the head of the bed being elevated. Because this position can result in skin breakdown in the sacral area, the nurse decides to study the amount of sacral pressure occurring in other positions. This decision is an example of: | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 4. determines the logical course of action should intervening problems arise [What is critical thinking?] | In the decision-making process, the nurse sets and weights the criteria, examines alternatives, and performs which of the following before implementing the plan? 1. reexamines the purpose for making the decision 2. consults the client and family members to determine their view of the criteria 3. identifies and considers various means for reaching the outcomes 4. determines the logical course of action should intervening problems arise | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 2. Obtain vital signs and O2 sat [What is critical thinking?] | The nurse is concerned about a client who begins to breathe very rapidly. Which action by the nurse reflects critical thinking? 1. Notify the PCP 2. Obtain vital signs and O2 sat 3. Request a chest x-ray 4. Call the rapid response team | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 1. Integrity [What is critical thinking?] | The nurse is teaching a client about wound care during a follow up visit in the client's home. Which critical thinking supports evidence-based practice when the client states, "I just don't know how I can afford these dressings" 1. Integrity 2. Intellectual humility 3. Confidence 4. Independence | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | Creating environments that support critical thinking. [What is critical thinking?] | When the nurse considers that a client is from a developing country and may have a positive TB test due to a prior vaccination, which critical thinking attitude and skill is the nurse practicing? | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 2."what do you think is so difficult about following a low sodium diet" [What is critical thinking?] | A client in a cardiac rehab program says to the nurse, "i have to eat a low sodium diet for the rest of my life, and i hate it!" Which is the most appropriate response by the nurse? 1."I will get a dietary consult to talk to you before next week" 2."what do you think is so difficult about following a low sodium diet" 3. "at least you survived a heart attack and are able to return to work" 4. "you may not need to follow a low sodium diet for as long as you think." | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
f2bef2a2_Practice_Flashcards___Cram_com__What_is_critical_thinking_ | 4. problem solving [What is critical thinking?] | Which reasoning process describes the nurse's actions when the nurse evaluates possible solutions for care of an infected wound for optimal client outcomes? 1. intuition 2. research process 3. trial and error 4. problem solving | [] | Exam 1: Chapter 10 Critical Thinking and Nursing Practice Flashcards - Cram.com | What is critical thinking? | http://www.cram.com/flashcards/exam-1-chapter-10-critical-thinking-and-nursing-practice-2057613 | 50/1438042985647.51_20150728002305-00120-ip-10-236-191-2_397128025_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Piagets stages of cognitive development | sensorimotor (birth-2yrs) pre-operational (2-7 yrs) concrete operational (7-11 yrs) formal operational (11) | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Sensorimotor characterisitics | Differentiates self from objects Recognizes self as agent of action and begins to act intentionally Achieves object permanence | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Preoperational characteristics | learns language and represents objects by images and words(symbolic though) Egocentric thinking Classifies objects by a single feat:all red objects together despite different shapes | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Concrete operational | thinks logically about objects and events Conservation of numbers (6yrs), mass(7yrs) and weight (9) Objects classify according to many feats | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Formal operational | Thinks abstractly Tests hypothesis Concerned with hypothetical, the future, and ideological problems | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | During amnesia what stage is retained? | concrete operational so they still understand the concept of dimension, space of objects etc | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | whats piaget principle of learning? | adaptation through assimilation and accomodation | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | whats assimilation | the process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | assimilation | difference made to one's mind or concepts by the process of assimilation | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Behavioral learning focuses on increased probability of a behavior based on | reinforcement which has taken place in the past, so that the antecedents of the new behavior include consequences of previous behavior | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Pavlov and watson use what model for behavior? | Unconditioned response Unconditioned response involves actions like salivating. after association with bell ring, salivating was also elicited when the bell was rung | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Skinner used what model for behavior? | operant conditioning A rat had to press a bar when a light came on, otherwise it would get shocked. Rat quickly learned when to turn on the light | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Bandura used what model for behavior | social modeling Kid would be in a room, stranger would come in and kicked the bobo doll. Kid then would be allowed to interact wit h bobo doll, and kid would hit in the same manner the doll. | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | What did Bandura's bobo doll showed about behavior learning? | behavior is learned faster when theres' a model to follow-parents, media,peers etc | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Whats learned helplessness? | its an aversive stimulus with no escape-decreases behavior Encompasses some theories of depression | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Imprinting involves | associating and learning with things closest to us during critical period Attachement, language, other areas | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Obesity and learned helplessness | when people can't lose weight no matter what they try, they stopped trying. | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Stages of Kohlberg's model refer to | reasoning not actions or to people themselves | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Kohlbergs model characteristics | moral reasoning is necessary, but not sufficient, condition for moral action | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Piagets stages of cognitive development are a necessary but not a sufficient condition for | development of moral reasoning | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Kohlberg stages | 1. Obedience and punishment orientation 2.Individual exchange Level 2 3.Good interpersonal relationships 4. Maintaining the social order Level 3 5. Social contract and individual rights 6. Universal principles | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Individual and exchange in the case of the Heinz example may refer to | Heinz thinking its ok to steal the drug, while the druggist would not | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Maintaining the social order refers to | decisions from the perspective of society as a whole | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Social contract and individual rights refers to | what makes for a good society | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Universal principles refers to | achieving justice..only ghandi and dr king got here | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Gilligan criticized kohlbergs in that | it emphasizes justice to the exclusion of other values leading to ignore the arguments of other people who value other moral aspects | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Gilligan argues Kohlbergs theory is androcentric meaning | he only used male participants and at the time it showed that girls on avg reached a lower level of moral development than boys | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Gilligan produced her own stages but the transitions between these stages were fueled by | changes in the sense of self rather than in changes in cognitive capability | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Kolhbergs stages are based on cognitive developments by piaget, whereas Gilligan's are based on | a modified Freudian approach to ego development, combined with elements of Kohlberg and Piaget. | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Gilligan stages | Preconventional Conventional Post-conventional | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Pre-conventional | Goal is individual survival | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Pre-conventional transition to conventional is | from selfishness to responsibility to others | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Conventional goal is | self sacrifice to others | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | the transition from conventional to post conventional is from | goodness to truth | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
01407466_opment_3_Flashcards___Cram_com__symbols_and_abstract_reasoning | Post conventional goal is | principle of nonviolence:do not hurt others or self | [] | human development 3 Flashcards - Cram.com | the use of symbols and abstract reasoning | http://www.cram.com/flashcards/human-development-3-2121510 | 50/1438042985647.51_20150728002305-00103-ip-10-236-191-2_389320170_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Streptogramin-Quinupristin and Dalfopristin- Formulated and used in combination, Q/D (Synercid). Linezolid (Zyvox) is an oxazoladinone derivative | Bacterial Protein Synthesis Inhibitors: Streptogramins and Oxazolidinones | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Inhibit bacterial protein synthesis. Bind to the 23S RNA of 50S ribosomal subunit of bacte | MOA of bacterial protein synthesis inhibitors | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | inhibits peptidyl transferase, thereby blocking the elongation of the peptide chain. Dalfopristin acts at the early phase of protein synthesis, quinupristin acts at the late phase. | MOA of Quinupristin / Dalfopristin | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | binds to the 23S RNA on the 50S subunit and inhibits the formation of ribosome complex and initiation of protein synthesis. | MOA of Linezolid | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Narrow-spectrum: active against gram-(+), some gram-(-) bacteria, anaerobes, and chlamydiae Q/D: also active against Vancomycin-resistant Enterococcus (VRE) faecium, Methicillin-resistant Staphylococcus Aureus (MRSA), Penicillin-resistant Streptococcus Pneumoniae (PRSP), & S Pyogenes Bactericidal: when Linezolid & Q/D are combined. Bacteriostatic: Q/D | Antimicrobial activity of bacterial protein synthesis inhibitors | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Linezolid represents a new class of antimicrobials, highly active against susceptible and resistant gram-(+) bacteria, including: VRE, MRSA, Penicillin-Resistant Streptococcus Pneumoniae (PRSP), & Streptococcus Pyogenes. Primarily bacteriostatic agent except for streptococci, for which is bactericidal Not useful against gram-(-) species. | Antimicrobial activity of linezolid | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | D/Q present poor oral absorption; mostly metabolized in the liver and eliminated in feces. Causes pain and frequent thrombophlebitis at injection site; may produce arthralgia and myalgia. Linezolid: good oral absorption, also used IV, oxidized (metabolized by non-P450 enzymes), excreted in urine and feces. GI distress: diarrhea, nausea, vomiting, thrombocytopenia (chronic use), inhibits monoamine oxidase activity | Pharmokinetics and adverse effects of linezolid and D/Q | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Q/D increases the levels of warfarin, diazepam, non-nucleoside. reverse transcriptase inhibitors, and cyclosporine. Linezolid augments the action of SSRI, other antidepressants, as well as increases action of pseudoephedrine & phenylpropanolamine CNS psychotic effects at higher doses | Drug interactions with linezolid and D/Q | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Erythromycin Clarithromycin Azithromycin Also the KETOLIDES | Name the Bacterial Protein Synthesis Inhibitors: Macrolides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | MA: Bind to the 50S ribosomal subunit and block the aminoacyl translocation and formation of translation complex. | MOA of macrolides (bacterial protein synthesis inhibitors) | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Bacteriostatic, but bactericidal at high doses; Limited coverage for gram-(+) and (-) bacteria, & anaerobes. Also: Chlamydia, Mycoplasma pneumoniae, Mycobacterium Hospital / community-acquired pneumonia. Mycobacterium avium complex (MAC) pneumonia Legionnaire’s disease Alternative to penicillins (patients allergic to penicillin) | Antimicrobial activity of macrolides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Good oral absorption (except erythromycin-acid sensitive). Extensive distribution (except the brain) Erythromycin, clarithromycin: liver metabolized Azithromycin is eliminated unchanged via kidney & feces GI distress: particularly by erythromycin Cholestatic hepatitis with erythromycin estolate (causing failure of bile flow) | PK of macrolides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Erythromycin and clarithromycin increase serum levels of: Theophylline (bronchodilator) Warfarin (oral anticoagulant) Cyclosporine (immunosuppressive agent) Statins (cholesterol synthesis inhibitors) Astemizole (histamine H1 receptor inhibitor) Various anticonvulsants Methylation or mutation of binding site leads to Macrolide-Lincosamide-Streptogramin B resistance Reduced access to cells Hydrolyzed by esterases | Drug interactions with macrolides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Telithromycin. Effective against many traditional macrolide-resistant strains. Structural modification makes them poor substrates for efflux pump-mediated resistance. Bind to ribosomes of some bacterial species with higher affinity than macrolides Taken orally, good tissue and intracellular penetration Use for respiratory tract infection, including community- acquired bacterial pneumonia and S pharyngitis Reversible inhibits CYP3A4 enzyme system, may slightly prolong QTc interval. Rare cases of hepatitis reported | Telithromycin | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | clindamyacin | Name Bacterial Protein Synthesis Inhibitors: Lincosamides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Bind to the 23S RNA of 50S ribosomal subunit and inhibit the aminoacyl translocation and formation of initiation complex (similar to streptogramins/oxazolidenones and macrolides) | MOA of clinda | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Narrow spectrum: active against some gram-(+), most anaerobes, and some chlamydia, but not gram-(-) bacteria. Bacteriostatic. Treatment of penicillin-resistant gram-(+) infections and in patients allergic to penicillins. Streptococci, staphylococci, and pneumococci are inhibited by clindamycin Anaerobic infections. Polymicrobial peritoneal infections. Hospital-acquired pneumonia (combined with G3 or G4 cephalosporins). | Clinical uses of clinda | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Methylation or mutation of the binding site causes MLS-type B resistance. Reduced drug access to bacteria. Good oral absorption. Extensive distribution (except into the brain). Metabolized in the liver, eliminated in feces and bv kidneys. GI distress, Rash, Superinfections, Hepatotoxicity, Neutropenia Respiratory paralysis could be induced with use of muscle relaxants: baclofen, diazepam, atracurium | PK, adverse reactions, and drug interactions with clinda | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Aminoglycosides have two (or more) aminosugars linked to an hexose ring (or aminocyclitol) via glycosidic links. Bind 16S RNA of the 30S ribosomal subunit and inhibit protein synthesis | MOA of aminoglycosides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Streptomycin: the 1st to be isolated, derived from Streptomyces griseus, Neomycin, Gentamicin, Tobramycin, Kanamycin, Amikacin | Name aminoglycosides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Narrow-spectrum, mostly Bactericidal Active against gram-(-) and limited gram-(+); Some are effective against Pseudomonas aeruginosa. Not effective against anaerobes Infective bacterial endocarditis Septicemia, Hospital-acquired pneumonia Chronic urinary tract infections | Clinical uses of aminoglycosides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Mutation at the ribosome binding site. Enzymatic Inactivation: by acetylation, adenylation or Poor oral absorption. Variable distribution in body; do not enter the brain Reduced activity in low pH, hyperosmolarity, & anaerobiosis. Unmetabolized and eliminated by the kidneys. | Resistance and PK of aminoglycosides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Ototoxicity, Nephrotoxicity, Neuromuscular blockade Increased ototoxicity with loop diuretics, vancomycin Increased nephrotoxicity with vancomycin, cyclosporin, NSAIDs, radiographic contrast (iodine-based) agents. Respiratory depression with neuromuscular blockers. In vitro mixing with penicillins reduces the activity of both | Adverse reactions and drug interactions with aminoglycosides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Tetracycline, Doxycycline, Minocycline Tigecycline (Glycycycline) Some isolated from certain species of Streptomyces. Others are semisynthetic. | Name some tetracyclines | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Bind 16S to the 30S ribosomal subunit and block the docking of tRNA on the ribosomes (similar to aminoglycosides) | MOA of tetracyclines | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Broad-spectrum, Bacteriostatic Effective against many gram-(+) and -(-) bacteria, including, anaerobes, chlamydia, mycoplasmas, some protozoa Use doxycycline unless otherwise noted: Chlamydial infections with gonorrhea, Mycoplasma pneumoniae Alternatives for (partial list): Hospital-acquired pneumonia Ulcers, Bronchitis, Syphilis, Cholera, Tularemia, Plague & anthrax. | Clinical uses of tetracyclines | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Tetracycline derivative, the first glycylcycline New IV broad spectrum antibiotic with activity against many drug-resistant organisms. Approved for treatment of complicated skin/skin-structure infections and intra-abdominal infections with resistant organisms (but not Pseudomonas), particularly in patients who cannot tolerate other drugs | Tigecycline | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Enzymatic inactivation by phosphorylation, adenylation or acetylation. Reduced permeability into the cells. Ribosome protecting proteins mutation. Efflux pumping Variable oral absorption, reduced by food, dairy, aluminum hydroxide gels, cations, and alkaline medium Extensive distribution in the body except the brain Metabolized in the liver Eliminated by the kidneys (doxy~ is eliminated in feces). | Resistance and PK of tetracyclines | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Incorporates into teeth and bones (not given to children ≤8)-yellowish color Phototoxicity, GI distress, oto-, hepato-, and nephrotoxicity. Superinfections. Serum levels of doxycycline is reduced by some anticonvulsants and barbiturates. May cause increase digoxin toxicity Contraindications: Pregnancy, renal or liver impairment or failure, children under 8 years of age | Tetracyclines | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Binds to the 50S ribosomal subunit A site (similar to macrolides and clindamycin), preventing the docking of aminoacyl tRNA. Binds to mitochondrial ribosomes inhibing the activity of peptidyl transferase, causing side-effects | Chloramphenicol MOA | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Broad-spectrum: Bacteriostatic: aerobic and anaerobic gram-(+) and -(-) bacteria. Bactericidal for some gram-(-) bacteria, etc Rarely used: potential toxicity, bacterial resistance, availability of effective alternatives; may be considered e.g., typhus and Rocky Mountain spotted fever Alternative to a B-lactam antibiotic in patients showing a major hypersensitivity reaction to penicillin. Topical for eye infections-penetration of ocular tissues and aqueous humor | Clinical uses of Chloramphenico | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Sulfonamides, Trimethoprim | Name two classes of Folic Acid Metabolism Inhibitors | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Sulfadiazine, Sulfamethoxazole, Sulfasalazine. The “Sulfa drugs” are structurally related to para-aminobenzoic acid (PABA). Competitively inhibit folic acid production by suppressing the activity of dehydropteroate synthase Inhibition of tetrahydrofolate synthesis interrupts various metabolic reactions. | MOA and chemical structure of sulfonamides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
15095654_otics_II_Flashcards___Cram_com__l_protein_synthesis_inhibitors | Broad-spectrum, Bacteriostatic Gram-(+) streptococci and pneumococci, Gram-(-) meningococci and gonococci, Gram-(-) bacilli (E. coli and shigellae) and more Active against chlamydia and some protozoa. Stimulate Rickettsiae. Largely replaced by less toxic, more effective agents. However, Trimethroprim/sulfamethoxazole combo has increased their use for the prophylaxis and treatment of specific microbial infections. Good oral absorption, extensive distribution (body and brain), inactivated by acetylation in the liver, eliminated by the kidneys, except sulfasalazine | Antimicrobial activity and PK of sulfonamides | [] | Antibiotics II Flashcards - Cram.com | Name the sub groups of bacterial protein synthesis inhibitors | http://www.cram.com/flashcards/antibiotics-ii-1919713 | 50/1438042991951.97_20150728002311-00056-ip-10-236-191-2_387668546_0.json |
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