Quiz on the spinal cord, spinal nerves, somatic and autonomic nervous divisions of the nervous system. Multiple choice questions with answer highlighted on following slide.
The document contains 7 multiple choice questions about anatomy related to the larynx, ear, thyroid, nose, facial nerve, larynx muscles, and tonsil. It provides the questions, answers, and a brief discussion for each question. The recurrent laryngeal nerve hooks under the aortic arch on the right side and lies in the tracheoesophageal groove on the left. The tympanic membrane is approximately 1 cm in diameter. The facial nerve emerges from the stylomastoid foramen and synapses at the geniculate ganglion.
This document provides information about the pons including its gross appearance, internal structure, nuclei of cranial nerves V and VII, and lesions that can occur. It contains diagrams of the pons showing fiber tracts and nuclei. Statements are provided to test knowledge about the pons' anatomy and relationships.
- The document provides a series of questions and multiple choice answers related to cell division, the cell cycle, mitosis, meiosis, and genetics.
- It tests understanding of key concepts like DNA replication, chromosome structure, stages of the cell cycle, the number of chromosomes in human body and gamete cells, and more.
- Reviewing the questions and choosing answers provides an opportunity for self-testing on these important topics in cell biology.
Group 15 and 16 were assigned a practical on stifle joint anatomy and spot questions. The document included diagrams of the medial and cranial views of the stifle joint labeling key structures. It also included 5 spot questions testing identification of ligaments and muscles as well as their functions, origins, insertions, and clinical significance. The questions covered the cranial cruciate ligament, patellar ligament, collateral ligaments, and quadriceps muscle.
This document contains 50 multiple choice questions related to anatomy, physiology, and medical imaging. The questions cover topics like organs that can be seen on a chest x-ray, the use of endoscopy, what EMG measures, types of white blood cells, and the meaning of terms like thoracic and transducer. Other questions relate to units of measurement, where DNA replication occurs, components of organs, what MRI stands for, the weight of lungs, types of hormones in the pituitary gland, and more.
This PowerPoint was one very small part of my DNA and Genetics from the website http://sciencepowerpoint.com/index.html . Teaching Duration = 4+ Weeks
A five part, 3,000+ Slide PowerPoint roadmap delivers daily lessons full of meaningful hands-on activities, important red slide notes, built-in quizzes, video links, projects, 3 PowerPoint Review Games with Answers, discussion questions and much more. A homework package and detailed lesson notes chronologically follow the PowerPoint slideshow
The DNA and Genetics Unit covers science topics associated with the DNA molecule, discovery of DNA, DNA's structure, cellular division, cancer, dangers of smoking, meiosis, and genetics. This unit includes a five part interactive and engaging PowerPoint Presentation of 2000+ slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), challenge questions with answers, video links, and much more. Text is in large print (32 font) and is placed at the top of each slide so it can read from all angles of a classroom. A shade technique and color coded text helps to increase student focus and allows the teacher to control the pace of the lesson. The entire unit except for the videos can be edited to fit any curriculum or time requirement. Also included is a 14 page assessment that chronologically goes with the slideshow for nightly homework, as well as an 8 page modified assessment. 12 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and homeschool parents. 13 video links (.flv files) are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes (internet connection needed). One PowerPoint review game is included (125+ slides). Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating 9/10.
Areas of Focus within The DNA and Genetics Unit:
DNA, DNA Extraction, Structure of DNA, Transcription and Translation, Protein Synthesis, Discovery of the Double Helix, Rosalind Franklin, Nucleotides, RNA, Cell Division, Mitosis, Phases of Mitosis, Chromosomes, Cancer, Ways to Avoid Cancer, What's Inside a Cigarette?, Statistics about Smoking, Anti-Smoking Ads, Meiosis, Phases in Meiosis, Mendelian Genetics, Gregor Mendel, Punnett Squares, Probability, Dihybrid Cross, Codominance, Bio-Ethics, Stem Cell Debate, Cloning Debate.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
The prophet Muhammad (peace be upon him) said "Whoever cheats us is not one of us."
This document contains a 30 question multiple choice assessment test on neuroanatomy and neurophysiology. The questions cover topics like the structure and function of neurons and glial cells, the spinal cord, cranial nerves, brain anatomy, and motor and sensory pathways in the central nervous system.
The document contains 7 multiple choice questions about anatomy related to the larynx, ear, thyroid, nose, facial nerve, larynx muscles, and tonsil. It provides the questions, answers, and a brief discussion for each question. The recurrent laryngeal nerve hooks under the aortic arch on the right side and lies in the tracheoesophageal groove on the left. The tympanic membrane is approximately 1 cm in diameter. The facial nerve emerges from the stylomastoid foramen and synapses at the geniculate ganglion.
This document provides information about the pons including its gross appearance, internal structure, nuclei of cranial nerves V and VII, and lesions that can occur. It contains diagrams of the pons showing fiber tracts and nuclei. Statements are provided to test knowledge about the pons' anatomy and relationships.
- The document provides a series of questions and multiple choice answers related to cell division, the cell cycle, mitosis, meiosis, and genetics.
- It tests understanding of key concepts like DNA replication, chromosome structure, stages of the cell cycle, the number of chromosomes in human body and gamete cells, and more.
- Reviewing the questions and choosing answers provides an opportunity for self-testing on these important topics in cell biology.
Group 15 and 16 were assigned a practical on stifle joint anatomy and spot questions. The document included diagrams of the medial and cranial views of the stifle joint labeling key structures. It also included 5 spot questions testing identification of ligaments and muscles as well as their functions, origins, insertions, and clinical significance. The questions covered the cranial cruciate ligament, patellar ligament, collateral ligaments, and quadriceps muscle.
This document contains 50 multiple choice questions related to anatomy, physiology, and medical imaging. The questions cover topics like organs that can be seen on a chest x-ray, the use of endoscopy, what EMG measures, types of white blood cells, and the meaning of terms like thoracic and transducer. Other questions relate to units of measurement, where DNA replication occurs, components of organs, what MRI stands for, the weight of lungs, types of hormones in the pituitary gland, and more.
This PowerPoint was one very small part of my DNA and Genetics from the website http://sciencepowerpoint.com/index.html . Teaching Duration = 4+ Weeks
A five part, 3,000+ Slide PowerPoint roadmap delivers daily lessons full of meaningful hands-on activities, important red slide notes, built-in quizzes, video links, projects, 3 PowerPoint Review Games with Answers, discussion questions and much more. A homework package and detailed lesson notes chronologically follow the PowerPoint slideshow
The DNA and Genetics Unit covers science topics associated with the DNA molecule, discovery of DNA, DNA's structure, cellular division, cancer, dangers of smoking, meiosis, and genetics. This unit includes a five part interactive and engaging PowerPoint Presentation of 2000+ slides with built-in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), challenge questions with answers, video links, and much more. Text is in large print (32 font) and is placed at the top of each slide so it can read from all angles of a classroom. A shade technique and color coded text helps to increase student focus and allows the teacher to control the pace of the lesson. The entire unit except for the videos can be edited to fit any curriculum or time requirement. Also included is a 14 page assessment that chronologically goes with the slideshow for nightly homework, as well as an 8 page modified assessment. 12 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and homeschool parents. 13 video links (.flv files) are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes (internet connection needed). One PowerPoint review game is included (125+ slides). Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating 9/10.
Areas of Focus within The DNA and Genetics Unit:
DNA, DNA Extraction, Structure of DNA, Transcription and Translation, Protein Synthesis, Discovery of the Double Helix, Rosalind Franklin, Nucleotides, RNA, Cell Division, Mitosis, Phases of Mitosis, Chromosomes, Cancer, Ways to Avoid Cancer, What's Inside a Cigarette?, Statistics about Smoking, Anti-Smoking Ads, Meiosis, Phases in Meiosis, Mendelian Genetics, Gregor Mendel, Punnett Squares, Probability, Dihybrid Cross, Codominance, Bio-Ethics, Stem Cell Debate, Cloning Debate.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
The prophet Muhammad (peace be upon him) said "Whoever cheats us is not one of us."
This document contains a 30 question multiple choice assessment test on neuroanatomy and neurophysiology. The questions cover topics like the structure and function of neurons and glial cells, the spinal cord, cranial nerves, brain anatomy, and motor and sensory pathways in the central nervous system.
1. The document provides an anatomy and physiology multiple choice questions (MCQs) for pharmacy technicians. It contains questions related to different topics of anatomy including introduction, terminologies, surface anatomy and respiratory system.
2. The questions cover various body parts and their structures, types of movements, regions of the skeletal system and digestive system organs. Multiple choice options are provided for each question.
3. The document is intended as a study guide for pharmacy technicians to prepare for their exams by testing their knowledge of basic human anatomy and physiology through MCQs.
1. The document provides an anatomy and physiology multiple choice questions (MCQs) for pharmacy technicians. It contains questions related to topics like anatomy, physiology, surface anatomy and respiratory system.
2. The questions cover terminology used in anatomy like proximal, distal, medial, lateral etc. It also includes questions about different body parts and their structure and functions.
3. The MCQs aim to help pharmacy technicians in understanding basic human anatomy and physiology concepts which are important for their role.
The document describes the major systemic arteries in the body, organized into several sections:
1. Arteries cranial to the heart, including coronary and brachiocephalic arteries.
2. Branches of the thoracic aorta, including bronchial, esophageal, and intercostal arteries.
3. Branches of the abdominal aorta, including celiac, anterior mesenteric, renal, and other arteries supplying the abdomen and pelvis.
4. Arteries of the thoracic limb, including the brachial, ulnar, radial, and digital arteries.
Human anatomy EXAM 1 Cells Tissues Planes Techniques in radiology Sayed Jamal
This document contains a series of questions for an anatomy exam covering topics like the vertebrate body plan, body planes, connective tissues, epithelial tissues, and diagnostic imaging techniques. It includes questions asking students to identify structures in diagrams, describe tissue types and their functions, compare different techniques like CT and MRI, and discuss topics such as how cancer spreads and the effects of alcohol on fetal development.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
1. The document contains 80 BCQs (basic concepts questions) and 20 important points related to lower limb anatomy. The first 40 BCQs focus on muscles of the lower limb.
2. It provides questions to test knowledge of muscle origins, insertions, innervation and actions. Questions cover major muscles like gluteus maximus, quadriceps, hamstrings and muscles of the leg.
3. Anatomy of bones, joints, nerves and vessels of the lower limb are also assessed. Questions range from structure of the knee joint to branches of the femoral artery.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
C. endomembrane system check your learningkcangial
The document provides a series of questions and multiple choice answers about cell organelles and the endomembrane system. It tests understanding of which organelles are part of the endomembrane system, how the endoplasmic reticulum transports proteins, the role of the Golgi apparatus and lysosomes, and functions of different parts of the endoplasmic reticulum and other organelles.
Spinal cord Anatomy by Dr. Naseer (RMC)Hassan Ahmad
The document discusses the anatomy and structure of the spinal cord. It describes the spinal cord as comparable to the input-output system of a computer. It then details the external features of the spinal cord including the meninges, vascular supply, internal structure consisting of white matter, gray matter, and tracts. The pathways within the spinal cord including ascending sensory and descending motor pathways are also summarized.
Educational innovation in university levels: Crystallography and X - ray diffraction .
A set of advanced seminars ( Bachelor and Master ) on the characterization of materials is offered . The information is accessible ( Spanish and English) both online and offline, from computers or mobile devices. In this way it is intended among other things to encourage independent learning of students.
This document contains an anatomy exam for second year medical students in Egypt with 6 questions covering various body systems. Question 1 focuses on head anatomy and includes parts asking students to draw diagrams of venous drainage of the scalp, describe differences in scalp wounds, origin/insertion/nerve supply/action of the medial pterygoid muscle, and enumerate nerves supplying the dura mater. It also includes a short clinical case about an abscess on the nose.
The radial nerve provides motor innervation to the posterior arm and forearm muscles and sensory innervation to the back of the hand. It is susceptible to injury at various points along its course from the axilla to the forearm. High radial nerve palsies occur near the radial groove of the humerus and cause loss of wrist and finger extension while sparing elbow extension. Low radial nerve palsies affect function below the elbow. Physical exam assesses affected muscle groups and sensory areas. Treatment involves splinting and may include injections or surgery to repair the nerve or transfer tendons.
Which muscle is found between mid line of abdomen and mid clavicular plane.
A. Internal oblique muscle
B. External oblique muscle
C. Transverses abdominal muscle
D. Rectus abdominal muscle
This document summarizes the different types of acini found in salivary glands, including serous, mucous, and mucoserous acini. It also describes the duct system and identifies the major salivary glands - parotid, submandibular, and sublingual glands - discussing their histological features.
This document provides an overview of imaging the temporal bone, including its anatomy, pathology, and imaging techniques. It begins with a brief introduction and then covers the gross anatomy of the temporal bone, including its five parts. Next, it discusses the radiological anatomy as seen on plain films, CT, and MRI. It also reviews the anatomy of the external, middle and inner ear in detail. The document then covers various congenital anomalies, inflammatory conditions, trauma, and tumors/tumor-like conditions that can affect the temporal bone. It concludes with references for further reading.
A. cells and microscopy check your learningkcangial
This document contains a series of questions and answers about cell structure. It tests the reader's knowledge about the components found in both prokaryotic and eukaryotic cells, the sizes of different cells and organelles, and other cell biology topics. The reader is prompted to consider each question before viewing the answer.
Upper limb mcqs joints and muscles by Dr. Shadab KamalDr. Shadab Kamal
For more content go to thinkwithdrshadab.blogspot.com
subscribe to youtube channel 'think with dr shadab' and enjoy free video lectures by me.
make anatomy easy. retain it forever.
1. The document provides details about various structures in the head and neck region, including muscles, arteries, veins and nerves. It identifies each structure when pointed to and provides their origin, insertion, branches, relations or other relevant details.
2. Key structures discussed include the sternocleidomastoid muscle, digastric muscle, submandibular gland, carotid arteries, vagus nerve, masseter muscle, parotid gland, facial nerve branches, thyroid gland, facial artery branches, trapezius muscle, spinal accessory nerve, and ansa cervicalis.
3. For each structure, the document concisely provides the essential identifying information requested such as origin, insertion, nerve supply,
A pediatric patient was given the wrong medication due to stressful work conditions, poor communication, and miscommunication between staff. The document identifies three opportunities where using Mutual Support strategies could have prevented errors: 1) A nurse was called away from transferring patient care duties and follow-up was not done; 2) A pharmacist made a mistake while fatigued from consecutive long shifts; 3) A nurse did not speak up about doubts about a medication order from a difficult doctor. The document provides scripts for staff to request support and raise concerns using CUS language to improve safety.
1. The document provides an anatomy and physiology multiple choice questions (MCQs) for pharmacy technicians. It contains questions related to different topics of anatomy including introduction, terminologies, surface anatomy and respiratory system.
2. The questions cover various body parts and their structures, types of movements, regions of the skeletal system and digestive system organs. Multiple choice options are provided for each question.
3. The document is intended as a study guide for pharmacy technicians to prepare for their exams by testing their knowledge of basic human anatomy and physiology through MCQs.
1. The document provides an anatomy and physiology multiple choice questions (MCQs) for pharmacy technicians. It contains questions related to topics like anatomy, physiology, surface anatomy and respiratory system.
2. The questions cover terminology used in anatomy like proximal, distal, medial, lateral etc. It also includes questions about different body parts and their structure and functions.
3. The MCQs aim to help pharmacy technicians in understanding basic human anatomy and physiology concepts which are important for their role.
The document describes the major systemic arteries in the body, organized into several sections:
1. Arteries cranial to the heart, including coronary and brachiocephalic arteries.
2. Branches of the thoracic aorta, including bronchial, esophageal, and intercostal arteries.
3. Branches of the abdominal aorta, including celiac, anterior mesenteric, renal, and other arteries supplying the abdomen and pelvis.
4. Arteries of the thoracic limb, including the brachial, ulnar, radial, and digital arteries.
Human anatomy EXAM 1 Cells Tissues Planes Techniques in radiology Sayed Jamal
This document contains a series of questions for an anatomy exam covering topics like the vertebrate body plan, body planes, connective tissues, epithelial tissues, and diagnostic imaging techniques. It includes questions asking students to identify structures in diagrams, describe tissue types and their functions, compare different techniques like CT and MRI, and discuss topics such as how cancer spreads and the effects of alcohol on fetal development.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
1. The document contains 80 BCQs (basic concepts questions) and 20 important points related to lower limb anatomy. The first 40 BCQs focus on muscles of the lower limb.
2. It provides questions to test knowledge of muscle origins, insertions, innervation and actions. Questions cover major muscles like gluteus maximus, quadriceps, hamstrings and muscles of the leg.
3. Anatomy of bones, joints, nerves and vessels of the lower limb are also assessed. Questions range from structure of the knee joint to branches of the femoral artery.
The Indian Dental Academy is the Leader in continuing dental education , training dentists in all aspects of dentistry and
offering a wide range of dental certified courses in different formats.for more details please visit
www.indiandentalacademy.com
C. endomembrane system check your learningkcangial
The document provides a series of questions and multiple choice answers about cell organelles and the endomembrane system. It tests understanding of which organelles are part of the endomembrane system, how the endoplasmic reticulum transports proteins, the role of the Golgi apparatus and lysosomes, and functions of different parts of the endoplasmic reticulum and other organelles.
Spinal cord Anatomy by Dr. Naseer (RMC)Hassan Ahmad
The document discusses the anatomy and structure of the spinal cord. It describes the spinal cord as comparable to the input-output system of a computer. It then details the external features of the spinal cord including the meninges, vascular supply, internal structure consisting of white matter, gray matter, and tracts. The pathways within the spinal cord including ascending sensory and descending motor pathways are also summarized.
Educational innovation in university levels: Crystallography and X - ray diffraction .
A set of advanced seminars ( Bachelor and Master ) on the characterization of materials is offered . The information is accessible ( Spanish and English) both online and offline, from computers or mobile devices. In this way it is intended among other things to encourage independent learning of students.
This document contains an anatomy exam for second year medical students in Egypt with 6 questions covering various body systems. Question 1 focuses on head anatomy and includes parts asking students to draw diagrams of venous drainage of the scalp, describe differences in scalp wounds, origin/insertion/nerve supply/action of the medial pterygoid muscle, and enumerate nerves supplying the dura mater. It also includes a short clinical case about an abscess on the nose.
The radial nerve provides motor innervation to the posterior arm and forearm muscles and sensory innervation to the back of the hand. It is susceptible to injury at various points along its course from the axilla to the forearm. High radial nerve palsies occur near the radial groove of the humerus and cause loss of wrist and finger extension while sparing elbow extension. Low radial nerve palsies affect function below the elbow. Physical exam assesses affected muscle groups and sensory areas. Treatment involves splinting and may include injections or surgery to repair the nerve or transfer tendons.
Which muscle is found between mid line of abdomen and mid clavicular plane.
A. Internal oblique muscle
B. External oblique muscle
C. Transverses abdominal muscle
D. Rectus abdominal muscle
This document summarizes the different types of acini found in salivary glands, including serous, mucous, and mucoserous acini. It also describes the duct system and identifies the major salivary glands - parotid, submandibular, and sublingual glands - discussing their histological features.
This document provides an overview of imaging the temporal bone, including its anatomy, pathology, and imaging techniques. It begins with a brief introduction and then covers the gross anatomy of the temporal bone, including its five parts. Next, it discusses the radiological anatomy as seen on plain films, CT, and MRI. It also reviews the anatomy of the external, middle and inner ear in detail. The document then covers various congenital anomalies, inflammatory conditions, trauma, and tumors/tumor-like conditions that can affect the temporal bone. It concludes with references for further reading.
A. cells and microscopy check your learningkcangial
This document contains a series of questions and answers about cell structure. It tests the reader's knowledge about the components found in both prokaryotic and eukaryotic cells, the sizes of different cells and organelles, and other cell biology topics. The reader is prompted to consider each question before viewing the answer.
Upper limb mcqs joints and muscles by Dr. Shadab KamalDr. Shadab Kamal
For more content go to thinkwithdrshadab.blogspot.com
subscribe to youtube channel 'think with dr shadab' and enjoy free video lectures by me.
make anatomy easy. retain it forever.
1. The document provides details about various structures in the head and neck region, including muscles, arteries, veins and nerves. It identifies each structure when pointed to and provides their origin, insertion, branches, relations or other relevant details.
2. Key structures discussed include the sternocleidomastoid muscle, digastric muscle, submandibular gland, carotid arteries, vagus nerve, masseter muscle, parotid gland, facial nerve branches, thyroid gland, facial artery branches, trapezius muscle, spinal accessory nerve, and ansa cervicalis.
3. For each structure, the document concisely provides the essential identifying information requested such as origin, insertion, nerve supply,
Similar to Spinal cord & peripheral nervous system (20)
A pediatric patient was given the wrong medication due to stressful work conditions, poor communication, and miscommunication between staff. The document identifies three opportunities where using Mutual Support strategies could have prevented errors: 1) A nurse was called away from transferring patient care duties and follow-up was not done; 2) A pharmacist made a mistake while fatigued from consecutive long shifts; 3) A nurse did not speak up about doubts about a medication order from a difficult doctor. The document provides scripts for staff to request support and raise concerns using CUS language to improve safety.
The document contains a series of questions and answers about the lymphatic system. It addresses topics such as lymphoid organs, the role of the lymphatic system, components of the lymphatic system, lymph fluid, lymphatic vessels, lymph nodes, and immune cells.
Practice quiz on the clotting cascade with correct answer highlighted on following slide. Questions in multiple choice, true/false, and matching formats.
Practice quiz on the anatomy and physiology of the respiratory system. Multiple choice, matching, and true/false questions with answer highlighted on following slide.
This document contains information on normal vital sign ranges for individuals across different age groups, including newborns, infants, toddlers, children, adolescents, and adults. It provides the normal heart rate, respiratory rate, blood pressure, oxygen saturation, and blood glucose levels for each age group. The document also indicates what values would be considered hypoxic, hypertensive, or abnormal for various vital signs.
Power Point practice quiz on the anatomy of the ear and the physiology of hearing. Multiple choice questions on slides, with answer highlighted on duplicate slide.
Immersive Learning That Works: Research Grounding and Paths ForwardLeonel Morgado
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
PPT on Direct Seeded Rice presented at the three-day 'Training and Validation Workshop on Modules of Climate Smart Agriculture (CSA) Technologies in South Asia' workshop on April 22, 2024.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...Leonel Morgado
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
Travis Hills of MN is Making Clean Water Accessible to All Through High Flux ...Travis Hills MN
By harnessing the power of High Flux Vacuum Membrane Distillation, Travis Hills from MN envisions a future where clean and safe drinking water is accessible to all, regardless of geographical location or economic status.
The technology uses reclaimed CO₂ as the dyeing medium in a closed loop process. When pressurized, CO₂ becomes supercritical (SC-CO₂). In this state CO₂ has a very high solvent power, allowing the dye to dissolve easily.
ESA/ACT Science Coffee: Diego Blas - Gravitational wave detection with orbita...Advanced-Concepts-Team
Presentation in the Science Coffee of the Advanced Concepts Team of the European Space Agency on the 07.06.2024.
Speaker: Diego Blas (IFAE/ICREA)
Title: Gravitational wave detection with orbital motion of Moon and artificial
Abstract:
In this talk I will describe some recent ideas to find gravitational waves from supermassive black holes or of primordial origin by studying their secular effect on the orbital motion of the Moon or satellites that are laser ranged.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
3. WHAT IS THE DIFFERENCE BETWEEN THE
DURA MATER SURROUNDING THE BRAIN
AND THE SPINAL CORD?
a) The dura mater has two layers around the brain and one layer around
the spinal cord
b) The dura mater has one layer around the brain and two layers around
the spinal cord
c) The dura mater is not attached to the skull but is attached to the
vertebrae
d) The dura mater is attached to the skull and is not attached to the
spinal cord
e) If more than one is correct, specify correct answers
4. WHAT IS THE DIFFERENCE BETWEEN THE
DURA MATER SURROUNDING THE BRAIN
AND THE SPINAL CORD?
a) The dura mater has two layers around the brain and one layer around
the spinal cord
b) The dura mater has one layer around the brain and two layers around
the spinal cord
c) The dura mater is not attached to the skull but is attached to the
vertebrae
d) The dura mater is attached to the skull and is not attached to the
vertebrae
e) If more than one is correct, specify correct answers
5. THIS IS THE TIP OF THE SPINAL
CORD:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
6. THIS IS THE TIP OF THE SPINAL
CORD:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
7. THIS IS THE COLLECTION OF NERVE
ROOTS AT THE BASE OF THE SPINAL
CORD:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
8. THIS IS THE COLLECTION OF NERVE
ROOTS AT THE BASE OF THE SPINAL
CORD:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
9. THESE SAW-TOOTHED SHELVES OF PIA
MATER ATTACH THE SPINAL CORD TO THE
DURA MATER:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
10. THESE SAW-TOOTHED SHELVES OF PIA
MATER ATTACH THE SPINAL CORD TO THE
DURA MATER:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
11. THIS FIBROUS EXTENSION ANCHORS
THE SPINAL CORD TO THE COCCYX:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
12. THIS FIBROUS EXTENSION ANCHORS
THE SPINAL CORD TO THE COCCYX:
a) Conus medullaris
b) Filium terminale
c) Denticulate ligaments
d) Cauda equina
13. WHY IS THE SPINAL CORD THICKER AT
THE CERVICAL AND LUMBAR REGIONS?
14. WHY IS THE SPINAL CORD THICKER AT
THE CERVICAL AND LUMBAR REGIONS?
• To accommodate the additional fiber tracts of the spinal
nerves serving the upper and lower limbs.
15. WHAT ARE THE FOUR ZONES OF GRAY
MATTER IN THE SPINAL CORD?
16. WHAT ARE THE FOUR ZONES OF GRAY
MATTER IN THE SPINAL CORD?
• Somatic sensory
• Somatic motor
• Visceral sensory
• Visceral autonomic
17. MATCH THE SPINAL CORD TRACTS
WITH THE NEURAL FIBER:
TRACT
• Ascending
• Descending
• Transverse
NEURAL FIBER
• Motor neurons
• Commisural fibers
• Sensory neurons
18. MATCH THE SPINAL CORD TRACTS
WITH THE NEURAL FIBER:
TRACT
• Ascending
• Descending
• Transverse
NEURAL FIBER
• Motor neurons
• Commisural fibers
• Sensory neurons
19. DAMAGE TO DORSAL ROOTS MAY LEAD TO
LOSS OF ____, AND DAMAGE TO VENTRAL
ROOTS MAY LEAD TO LOSS OF ____.
• Sensation, motor function
• Motor function, sensation
20. DAMAGE TO DORSAL ROOTS MAY LEAD TO
LOSS OF ____, AND DAMAGE TO VENTRAL
ROOTS MAY LEAD TO LOSS OF ____.
• Sensation, motor function
• Motor function, sensation
22. THE FIRST 7 CERVICAL SPINAL NERVES
EXIT THE VERTEBRAL COLUMN BY
PASSING ____ TO THE CORRESPONDING
VERTEBRA?
a) Superiorly
b) Inferiorly
c) Laterally
d) Medially
23. THE FIRST 7 CERVICAL SPINAL NERVES
EXIT THE VERTEBRAL COLUMN BY
PASSING ____ TO THE CORRESPONDING
VERTEBRA?
a) Superiorly
b) Inferiorly
c) Laterally
d) Medially
24. THE SPINAL NERVES FROM C8 DOWN EXIT
THE VERTEBRAL COLUMN BY PASSING
____ TO THE CORRESPONDING
VERTEBRAE?
a) Superiorly
b) Inferiorly
c) Laterally
d) Medially
25. THE SPINAL NERVES FROM C8 DOWN EXIT
THE VERTEBRAL COLUMN BY PASSING
____ TO THE CORRESPONDING
VERTEBRAE?
a) Superiorly
b) Inferiorly
c) Laterally
d) Medially
26. SOMATIC MOTOR NEURONS INNERVATING
SKELETAL MUSCLE ARE FOUND HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
27. SOMATIC MOTOR NEURONS INNERVATING
SKELETAL MUSCLE ARE FOUND HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
28. SYMPATHETIC NERVOUS SYSTEM MOTOR
NEURONS SERVING VISCERA ARE FOUND
HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
29. SYMPATHETIC NERVOUS SYSTEM MOTOR
NEURONS SERVING VISCERA ARE FOUND
HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
30. AFFERENT NEURONS ENTERING THE
SPINAL CORD SYNAPSE WITH
INTERNEURONS FOUND HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
31. AFFERENT NEURONS ENTERING THE
SPINAL CORD SYNAPSE WITH
INTERNEURONS FOUND HERE:
a) Dorsal horns
b) Lateral Horns
c) Ventral Horns
32. WHAT IS THE DIFFERENCE BETWEEN
DORSAL AND VENTRAL ROOTS?
a) Dorsal roots are motor neurons leaving the spinal cord and ventral
roots are sensory neurons entering the spinal cord
b) Ventral roots are sensory neurons leaving the spinal cord and dorsal
roots are motor neurons entering the spinal cord
c) Dorsal roots are sensory neurons entering the spinal cord and ventral
roots are motor neurons leaving the spinal cord
d) Ventral roots are motor neurons entering the spinal cord and dorsal
roots are sensory neurons leaving the spinal cord
33. WHAT IS THE DIFFERENCE BETWEEN
DORSAL AND VENTRAL ROOTS?
a) Dorsal roots are motor neurons leaving the spinal cord and ventral
roots are sensory neurons entering the spinal cord
b) Ventral roots are sensory neurons leaving the spinal cord and dorsal
roots are motor neurons entering the spinal cord
c) Dorsal roots are sensory neurons entering the spinal cord and ventral
roots are motor neurons leaving the spinal cord
d) Ventral roots are motor neurons entering the spinal cord and dorsal
roots are sensory neurons leaving the spinal cord
34. WHICH IS MADE OF EITHER SENSORY
OR MOTOR FIBERS?
a) Roots
b) Rami
35. WHICH IS MADE OF EITHER SENSORY
OR MOTOR FIBERS?
a) Roots
b) Rami
36. WHICH IS MADE OF BOTH SENSORY
AND MOTOR FIBERS?
a) Roots
b) Rami
37. WHICH IS MADE OF BOTH SENSORY
AND MOTOR FIBERS?
a) Roots
b) Rami
40. THESE STRUCTURES SUPPLY THE
ANTERIOR BODY & TRUNK AND THE
LIMBS:
a) Dorsal Rami
b) Ventral Rami
41. THESE STRUCTURES SUPPLY THE
ANTERIOR BODY & TRUNK AND THE
LIMBS:
a) Dorsal Rami
b) Ventral Rami
42. THESE STRUCTURES BRANCH AND JOIN
ONE ANOTHER LATERAL TO THE SPINAL
CORD TO FORM NERVE PLEXUSES:
a) Dorsal Rami
b) Ventral Rami
c) Dorsal Roots
d) Ventral Roots
43. THESE STRUCTURES BRANCH AND JOIN
ONE ANOTHER LATERAL TO THE SPINAL
CORD TO FORM NERVE PLEXUSES:
a) Dorsal Rami
b) Ventral Rami
c) Dorsal Roots
d) Ventral Roots
45. THIS IS THE ABILITY TO DIFFERENTIATE INDIVIDUAL
QUALITIES OF A SENSATION, SUCH AS FLAVORS
WITHIN A TASTE:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
46. THIS IS THE ABILITY TO DIFFERENTIATE INDIVIDUAL
QUALITIES OF A SENSATION, SUCH AS FLAVORS
WITHIN A TASTE:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
47. THIS IS THE ABILITY TO IDENTIFY COMPLEX
ASPECTS OF A SENSATION BY COMBINING INPUT
FROM SEVERAL NEURONS:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
48. THIS IS THE ABILITY TO IDENTIFY COMPLEX
ASPECTS OF A SENSATION BY COMBINING INPUT
FROM SEVERAL NEURONS:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
49. THIS IS THE ABILITY TO DETECT THE
INTENSITY OF STIMULI:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
50. THIS IS THE ABILITY TO DETECT THE
INTENSITY OF STIMULI:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
51. THIS IS THE ABILITY TO DETECT THAT A
SENSATION HAS OCCURED:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
52. THIS IS THE ABILITY TO DETECT THAT A
SENSATION HAS OCCURED:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
53. THIS IS THE ABILITY TO IDENTIFY THE
SITE OR PATTERN OF STIMULATION:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
54. THIS IS THE ABILITY TO IDENTIFY THE
SITE OR PATTERN OF STIMULATION:
a) Perceptual detection
b) Magnitude estimation
c) Spatial discrimination
d) Feature abstraction
e) Quality discrimination
55. WHICH OF THE FOLLOWING STIMULI
DO PAIN RECEPTORS RESPOND TO?
a) Extreme pressure
b) Histamine
c) Potassium
d) Bradykinin
e) ATP
f) Extreme temperatures
g) All of these
56. WHICH OF THE FOLLOWING STIMULI
DO PAIN RECEPTORS RESPOND TO?
a) Extreme pressure
b) Histamine
c) Potassium
d) Bradykinin
e) ATP
f) Extreme temperatures
g) All of these
69. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND ALPHA 1 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
70. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND ALPHA 1 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
71. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND BETA 1 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
72. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND BETA 1 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
73. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND ALPHA 2 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) Pancreas
74. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND ALPHA 2 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) Pancreas
75. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND BETA 2 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
76. IN WHICH OF THE FOLLOWING LOCATIONS
WOULD YOU FIND BETA 2 RECEPTORS?
a) Heart
b) Bronchi
c) Blood Vessels
d) GI tract
e) Arterioles of heart, lungs, skeletal muscles
f) More than one of these
77. WHAT IS THE PRIMARY EFFECT WHEN
BETA 2 RECEPTORS ARE STIMULATED?
a) Dilation
b) Constriction
78. WHAT IS THE PRIMARY EFFECT WHEN
BETA 2 RECEPTORS ARE STIMULATED?
a) Dilation
b) Constriction
79. HOW DOES THE HEART RESPOND WHEN
BETA 1 RECEPTORS ARE STIMULATED?
a) The heart rate increases
b) The heart rate decreases
c) The force of contraction increases
d) The force of contraction decreases
e) More than one of these
80. HOW DOES THE HEART RESPOND WHEN
BETA 1 RECEPTORS ARE STIMULATED?
a) The heart rate increases
b) The heart rate decreases
c) The force of contraction increases
d) The force of contraction decreases
e) More than one of these
81. ALPHA 1 RECEPTORS PRIMARILY
CAUSE:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
82. ALPHA 1 RECEPTORS PRIMARILY
CAUSE:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
83. BETA 1 RECEPTORS PRIMARILY
CAUSE:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
84. BETA 1 RECEPTORS PRIMARILY
CAUSE:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
85. BETA 2 RECEPTORS CAUSE WHICH OF
THE FOLLOWING:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
86. BETA 2 RECEPTORS CAUSE WHICH OF
THE FOLLOWING:
a) Smooth muscle contraction
b) Vasoconstriction
c) Increase in cardiac output
d) Bronchodilation
87. WHAT HAPPENS IN THE BRONCHI WHEN
BETA 2 RECEPTORS ARE STIMULATED?
a) The respiratory rate increases
b) The respiratory rate decreases
c) The bronchi dilate
d) The bronchi constrict
e) More than one of these
88. WHAT HAPPENS IN THE BRONCHI WHEN
BETA 2 RECEPTORS ARE STIMULATED?
a) The respiratory rate increases
b) The respiratory rate decreases
c) The bronchi dilate
d) The bronchi constrict
e) More than one of these
89. HOW DO CUTANEOUS BLOOD VESSELS
REACT WHEN ALPHA 1 RECEPTORS ARE
STIMULATED?
a) Vessels dilate, causing an increase in blood pressure
b) Vessels constrict, causing a decrease in blood pressure
c) Vessels dilate, causing a decrease in blood pressure
d) Vessels constrict, causing an increase in blood pressure
90. HOW DO CUTANEOUS BLOOD VESSELS
REACT WHEN ALPHA 1 RECEPTORS ARE
STIMULATED?
a) Vessels dilate, causing an increase in blood pressure
b) Vessels constrict, causing a decrease in blood pressure
c) Vessels dilate, causing a decrease in blood pressure
d) Vessels constrict, causing an increase in blood pressure
92. SYNAPSES THAT USE EPINEPHRINE
AND NOREPINEPHRINE ARE TERMED:
a) Cholinergic
b) Adrenergic
c) Sympathetic
d) Parasympathetic
93. SYNAPSES THAT USE EPINEPHRINE
AND NOREPINEPHRINE ARE TERMED:
a) Cholinergic
b) Adrenergic
c) Sympathetic
d) Parasympathetic
94. SYNAPSES THAT USE ACETYLCHOLINE
ARE TERMED:
a) Cholinergic
b) Adrenergic
c) Sympathetic
d) Parasympathetic
95. SYNAPSES THAT USE ACETYLCHOLINE
ARE TERMED:
a) Cholinergic
b) Adrenergic
c) Sympathetic
d) Parasympathetic
96. WHICH OF THE FOLLOWING SYNAPSES
WOULD USE NOREPINEPHRINE:
a) Sympathetic synapses in the heart, lungs, and blood vessels
b) Sympathetic synapses at the adrenal medulla
c) Sympathetic synapses in the skeletal muscles
97. WHICH OF THE FOLLOWING SYNAPSES
WOULD USE NOREPINEPHRINE:
a) Sympathetic synapses in the heart, lungs, and blood vessels
b) Sympathetic synapses at the adrenal medulla
c) Sympathetic synapses in the skeletal muscles
98. WHICH NEUROTRANSMITTER IS
RELEASED BY THE PREGANGLIONIC
NEURON IN A MOTOR PATHWAY:
a) Epinephrine
b) Norepinephrine
c) Acetylcholine
d) ATP
99. WHICH NEUROTRANSMITTER IS
RELEASED BY THE PREGANGLIONIC
NEURON IN A MOTOR PATHWAY:
a) Epinephrine
b) Norepinephrine
c) Acetylcholine
d) ATP
104. WHAT IS THE EFFECT OF ACETYLCHOLINE
BINDING TO NICOTINIC RECEPTORS?
a) Excitatory
b) Inhibitory
c) Either, depending on location
105. WHAT IS THE EFFECT OF ACETYLCHOLINE
BINDING TO NICOTINIC RECEPTORS?
a) Excitatory
b) Inhibitory
c) Either, depending on location
106. WHAT IS THE EFFECT OF ACETYLCHOLINE
BINDING TO MUSCARINIC RECEPTORS?
a) Excitatory
b) Inhibitory
c) Either, depending on location
107. WHAT IS THE EFFECT OF ACETYLCHOLINE
BINDING TO MUSCARINIC RECEPTORS?
a) Excitatory
b) Inhibitory
c) Either, depending on location
108. ACETYLCHOLINE IS USED AT WHICH
OF THE FOLLOWING SYNAPSES?
a) Skeletal muscle synapses
b) Sympathetic nervous system synapses at the adrenal medulla, arrector
pili, and eccrine glands
c) Post-ganglionic parasympathetic synapses
d) Autonomic pre-ganglionic synapses
e) All of the above
109. ACETYLCHOLINE IS USED AT WHICH
OF THE FOLLOWING SYNAPSES?
a) Skeletal muscle synapses
b) Sympathetic nervous system synapses at the adrenal medulla, arrector
pili, and eccrine glands
c) Post-ganglionic parasympathetic synapses
d) Autonomic pre-ganglionic synapses
e) All of the above
111. BETA BLOCKERS HAVE WHICH OF THE
FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
112. BETA BLOCKERS HAVE WHICH OF THE
FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
113. PSEUDOEPHEDRINE HAS WHICH OF
THE FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
114. PSEUDOEPHEDRINE HAS WHICH OF
THE FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
115. MONOAMINEOXIDASE INHIBITORS HAVE
WHICH OF THE FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
116. MONOAMINEOXIDASE INHIBITORS HAVE
WHICH OF THE FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
117. ATROPINE HAS WHICH OF THE
FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
118. ATROPINE HAS WHICH OF THE
FOLLOWING ACTIONS:
a) Inhibit sympathetic nervous system
b) Inhibit parasympathetic nervous system
c) Simulate the effects of the sympathetic nervous system
d) Increase sympathetic nervous system effects
119. WHICH OF THE FOLLOWING INHIBITS
ACETYLCHOLINESTERASE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
120. WHICH OF THE FOLLOWING INHIBITS
ACETYLCHOLINESTERASE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
121. WHICH OF THE FOLLOWING ACTS ON
ALPHA 1 AND BETA 2 RECEPTORS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
122. WHICH OF THE FOLLOWING ACTS ON
ALPHA 1 AND BETA 2 RECEPTORS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
123. WHICH OF THE FOLLOWING IS A
COMPETITIVE ANTAGONIST OF
EPINEPHRINE & NOREPINEPHRINE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
124. WHICH OF THE FOLLOWING IS A
COMPETITIVE ANTAGONIST OF
EPINEPHRINE & NOREPINEPHRINE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
125. WHICH OF THE FOLLOWING INHIBITS
ACETYLCHOLINE AT MUSCARINIC
RECEPTORS IN CARDIAC MUSCLE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
126. WHICH OF THE FOLLOWING INHIBITS
ACETYLCHOLINE AT MUSCARINIC
RECEPTORS IN CARDIAC MUSCLE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
127. WHICH OF THE FOLLOWING INHIBITS THE
PARASYMPATHETIC NERVOUS SYSTEM?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
128. WHICH OF THE FOLLOWING INHIBITS THE
PARASYMPATHETIC NERVOUS SYSTEM?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
129. WHICH OF THE FOLLOWING WOULD
INCREASE EXCITATORY STIMULI AT
NICOTINIC RECEPTORS IN THE SNS AND
PNS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
130. WHICH OF THE FOLLOWING WOULD
INCREASE EXCITATORY STIMULI AT
NICOTINIC RECEPTORS IN THE SNS AND
PNS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
131. WHICH OF THE FOLLOWING CAUSES
BRONCHODILATION & A DECREASE IN
CAPILLARY PERMEABILITY ?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
132. WHICH OF THE FOLLOWING WOULD
CAUSE A DECREASE IN CAPILLARY
PERMEABILITY?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
133. WHICH OF THE FOLLOWING IS USED
TO TREAT MYASTHENIA GRAVIS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
134. WHICH OF THE FOLLOWING IS USED
TO TREAT MYASTHENIA GRAVIS?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
135. WHICH OF THE FOLLOWING CAUSES
VASODILATION AND DECREASED
CARDIAC PRELOAD?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
136. WHICH OF THE FOLLOWING CAUSES
VASODILATION AND DECREASED
CARDIAC PRELOAD?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
137. WHICH OF THE FOLLOWING CAN
CAUSE AN INCREASE IN BLOOD
PRESSURE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
138. WHICH OF THE FOLLOWING CAN
CAUSE AN INCREASE IN BLOOD
PRESSURE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
139. WHICH OF THE FOLLOWING CAN
CAUSE A DECREASE IN BLOOD
PRESSURE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine
140. WHICH OF THE FOLLOWING CAN
CAUSE A DECREASE IN BLOOD
PRESSURE?
a) Pseudoephedrine/decongestants
b) MAOIs
c) Beta Blockers
d) Neostigmine/physostigmine
e) Atropine