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152. What is Oral Health?:

σ� Oral Health is the standard of oral and related tissue health that enables individuals to eat, speak, and socialize without discomfort, or embarrassment, and that contributes to general wellbeing

σ� Oral Health is the standard of oral and related tissue health that enables individuals to eat, speak, and socialize without active disease, or embarrassment, and that contributes to general wellbeing.

σ� Oral Health is the standard of oral and related tissue health that enables individuals to eat, speak, and socialize without active disease or discomfort that contributes to general wellbeing.

σ� Oral Health is the standard of oral and related tissue health that enables individuals to eat, speak, and socialize without active disease, discomfort, or embarrassment, and that contributes to general wellbeing.

153. What is Quality of Life:

σ� QoL is the individual’s perceptions of his/her position in life in the context of culture and value systems in which he/she lives, and in relation to his/her goals, expectations, standards, and concerns.

σ� QoL is the individual’s perceptions of his/her position in life in the context of culture and value systems in which he/she lives, and in relation to his/her goals.

σ� QoL is the individual’s perceptions of his/her position in life in which he/she lives, and in relation to his/her goals, expectations, standards, and concerns.

σ� QoL is his/her position in life in the context of culture and value systems in which he/she lives, and in relation to his/her goals, expectations, standards, and concerns

154. Aging refers to:

σ� irreversible and inevitable changes occurs with time in an old individual.

σ� reversible and inevitable changes occurs with time in an old individual.

σ� reversible and evitable changes occurs with time in an old individual.

σ� irreversible and inevitable changes occurs with chance in an old individual.

157. Primary aging is:

σ� the gradual and presently inevitable process of bodily deterioration

σ� natural and progressive maturation

σ� All the answers in this question are right

σ� Physiologic changes associated with age

158. Secondary aging is:

σ� from disease and poor health practices

σ� environmental effects and disease

σ� All the answers in this question are right

σ� not a natural part of growing older

159. Cranial and spinal nerves of the old have:

σ� Cranial 10 pairs and spinal 30 pairs

σ� Cranial 11 pairs and spinal 31 pairs

σ� Cranial 12 pairs and spinal 31 pairs

σ� Cranial 13 pairs and spinal 30 pairs

160. Spinal nerves of the old have:

σ� 8 cervical, 11 thoracic, 6 lumbar, 5 sacral, and 1 coccygeal

σ� 7 cervical, 12 thoracic, 5 lumbar, 6 sacral, and 1 coccygeal

σ� 8 cervical, 12 thoracic, 5 lumbar, 5 sacral, and 1 coccygeal

σ� 7 cervical, 11 thoracic, 6 lumbar, 6 sacral, and 1 coccygeal

161. Change in nervous system in elderly:

σ� Nerve cells may begin to pass messages as normal

σ� Nerve cells may begin to pass messages faster

σ� Brain and spinal cord gain nerve cells and weight

σ� Slowing of thought, memory, and thinking

162. Change in nervous system in older people:

σ� The brain and spinal cord start hypertrophy

σ� The brain and spinal cord start atrophy

σ� The brain and spinal cord start hyperplasia

σ� The brain and spinal cord start dysplasia

163. As getting age, waste products can collect in the brain tissue and can become:

σ� Atrophy

σ� Hypoplasia

σ� Plaques and tangles

σ� Tangles and thrombus formation

164. The first step in writing the results section is:

σ� To review the analysed data

σ� Determine which results to present. This can be done by

σ� Deciding which results are relevant to the question(s) presented in the introduction

σ� All are corrects

165. The discussion section is:

σ� Where the results are interpreted and conclusions are drawn

σ� Writing the study design

σ� Descripting the method

σ� Summarize the key findings

166. The discussion should :

σ� Also compare the results to those of other studies

σ� Give the general significance of the findings

σ� Study limitations, sources of error

σ� All are corrects

167. Why is it important to have well formulated research questions?:

σ� It gives greater clarity to the research process and what you wish to research.

σ� It leads to more focused research.

σ� It provides more structure to my work.

σ� All of the above.

168. Which of the following is a criterion for a good research question?:

σ� Questions should be long and use complex terms

σ� Questions should show where my research biases are.

σ� Questions should sound contemporary.

σ� Questions should connect with established theory and research.

169. The essential parts of a research proposal are generally standard:

σ� Title, background ,literature, Objectives, methodology and bibliography

σ� Objectives and methodology

σ� The results

σ� Timeline and bibliography

170. The 3 Ways to Select the Right Topic:

σ� Do a thorough research.

σ� Choose what field that interest you most.

σ� Choose your dissertation supervisor wisely

σ� All are corrects

173. In discussion section you should write:

σ� Interpret and explain your results

σ� Answer your research question

σ� Justify your approach

σ� Critically evaluate your study

σ� All are corrects

174. The Discussion section needs to follow from:

σ� Your results

σ� Relate back to your literature review.

σ� The existing knowledge about the subject.

σ� All are corrects

175. For most research paper formats in the social and behavioral sciences, there is possible select ways of:

σ� Presenting the results

σ� Organizing the results.

σ� Presenting and organizing the results

σ� No answers

177. The purpose of a results section is to:

σ� Present the key results of your research without

σ� Interpreting their meaning. It cannot be combined with the Discussion section unless

σ� The journal combines the Results and Discussion into one section.

σ� All are corrects

178. The results should be:

σ� Presented in an orderly sequence,

σ� Using an outline as a guide for writing

σ� Following the sequence of the Methods section upon which the results are based.

σ� All are corrects

179. The results section is:

σ� Summary of the experimental outcome of the study

σ� Analyse the data.

σ� Write the discussion section

σ� Review the collected data

180. Writing the results section, try to:

σ� Make it as clear and understandable as possible

σ� Go from the simple finding to more complex

σ� Emphasize significant effect more than nonsignificant

σ� All are corrects

182. Which of the following is NOT a function of referencing?:

σ� To demonstrate breadth of reading

σ� To attribute a quotation

σ� To ensure a sufficiently long reference list

σ� To justify your approach

184. Writing your discussion should be:

σ� Statement of your principal findings

σ� Strengths and limitations of your study

σ� In relation to other studies, discussing in particular any differences

σ� All are corrects

185. Statement of your principal findings for discussion:

σ� Do not repeat your results!

σ� Summarize the key findings in two or three sentences.

σ� Make generalizations with caution (Most subjects reported some kind of patient

σ� All are corrects

186. In writing the results section, try to:

σ� Make it as clear and understandable as possible

σ� Go from the simple finding to the complex

σ� Emphasize significant effects, more than nonsignificant

σ� All are corrects

187. Usually, information in the results section goes in the following order:

σ� Description of how a participant’s

σ� Results supporting the measure’s validity

σ� Results relatery to the hypothesis and significant

σ� All are corrects

188. The purpose of the discussion is:

σ� To interpret and describe the significance of your findings

σ� In light of what was already known about the research problem being investigated, and

σ� To explain any new understanding or insights about the problem after you've taken the findings into consideration

σ� All are corrects

189. Which of the following can be a problem when writing journal articles?:

σ� No theory

σ� Amateur style and tone

σ� Insufficient definition-theory

σ� All of the above

190. For writing up your synthesis of the literature:

σ� To read, reflect, identify (main themes), categorize by them, categorize by sub-themes.

σ� To write, read, identify, reflect.

σ� To read, reflect (thinking with title), categorize by them, categorize by sub-themes

σ� Reference, thinking,

σ� Writing, identify and title

191. What the origin of a research question:

σ� Mastering the literature

σ� Being alert to new ideas and technique

σ� Mastering the literature, being alert to new ideas and technique and keeping the imagination.

σ� Keeping the imagination

σ� Mastering the literature and being alert to new ideas and technique

194. Where do you provide a step-by-step account of what the researcher and participants did during the research study?:

σ� Introduction

σ� Abstract

σ� Procedure

σ� Design

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