Input: 1. Who are the three to five people you think, by their support, can make virtually any new programs or ideas successful? 2. Who are the three to five people you think, by virtue of their personal opposition, can kill a new idea or program? These are the folks that interpret the unwritten rules. 3. Then, ask the Search Committee to tell the stories for the reasons that came about for the influence these folks have on both sides. 4. Why is the church in existence? 5. Under what circumstances you would let the Pastor have a leadership role? [Three Stewardship Roles:]

Output: What are some questions you will want to ask the Search Committee in regard to kinship issues? Refer to p. 360-361 in the book.

Ministry Leadership Flashcards - Cram.com


Input: 1. Conflicting visions (ministry style) - 46% 2. Personality conflicts with board members - 38% 3. Unclear or unrealistic expectations - 32% : 4. Personality conflicts with other than board members – 22% [Three Stewardship Roles:]

Output: What questions would you ask the Search Committee (reflecting interaction with John LaRue's research from the lecture) that describe the first four reasons that pastors experience conflict in the ministry.

Ministry Leadership Flashcards - Cram.com


Input: Fellowship Churches (Practical, Connectional, Structured) are conscientious, hard-working, orderly, and sensitive to the needs of people in general. Inspirational Churches (Innovative, Connectional, Structured) are encouraging and supportive to their people and conscientious about putting personal relationships ahead of ministry tasks. Relational Churches (Innovative, Connectional, Flexible) focus on personal connections, values, opinions, and people interactions. Entrepreneurial Churches (Innovative, Analytical, Flexible) are drawn to opportunities that require them to anticipate the future and create new approaches, because they see every need as an opportunity for trying something different. Strategizer Churches (Innovative, Analytical, Structured) develop creative ideas and insights to initiate innovative transformation in the surrounding community through encouraging their people to develop their giftedness. Organizer Churches (Practical, Analytical, Structured) like to solve complex problems in a methodical manner. Adventurous Churches (Practical, Analytical, Flexible) respond quickly to issues in their midst and in the community around them by being action oriented. Expressive Churches (Practical, Connectional, Flexible) are friendly and outgoing in communicating their love for people as a means of motivating them to join in the fellowship. [Three Stewardship Roles:]

Output: List and describe the 8 church pesonalities.

Ministry Leadership Flashcards - Cram.com


Input: Relational Churches: Key words from Lecture 2 (Church Personalities): Evangelism, Encouragement, Exhortation Lecture 7: Energetic, Innovative and Compassionate Descriptions: Friendly, Creative, Enthusiastic, Supportive, Inspirational, Energetic, Expressive, Visionary, Fun-Loving, Adaptable, Expansive, Harmonious. [Three Stewardship Roles:]

Output: Ideal church? Describe it.

Ministry Leadership Flashcards - Cram.com


Input: - Telling (Strong, benevolent leader) - High task focus and lower relationship focus - Selling (A winsome persuader) - High task focus, high relationship focus, a “coach” - Participating (An enabler) - Low task focus, high relationship, a “supporter” - Delegating (Laissez-faire leadership) - Low task focus, low relationship focus [Three Stewardship Roles:]

Output: The four leadership styles are:

Ministry Leadership Flashcards - Cram.com


Input: What are we doing well? What are our potential fatal flaws? Whom are we reaching? Who else is already doing it? [Three Stewardship Roles:]

Output: n Leadership Handbooks, Chapter 22, p. 309, four questions can help us make the most of what we have with limited numbers of volunteers, a lack of gifted leaders or inadequate resources.

Ministry Leadership Flashcards - Cram.com


Input: 1. Not all conflict is the same 2. One’s gut reaction is not a reliable indicator of the actual level of seriousness 3. Response to conflict should be adjusted to the level of seriousness [Three Stewardship Roles:]

Output: According to the lecture on Conflict in the Church, understanding the five levels of conflict help us respond in accordance with three assumptions. What are those assumptions?

Ministry Leadership Flashcards - Cram.com


Input: RaDiCal GoaL Relate: In the first year, relate to as many people as you can. Determine: Help these people determine their... Craft: ...so that they can craft their personal mission statement Go Deeper: If you have done a good job determining their hopes and dreams as a church in the candidating process, you can now go deeper in these areas and bring their Divine Design alongside these dreams. Listen well = trust [Three Stewardship Roles:]

Output: What are several of those ministries you could have conducted better as presented in Stage 1 and Year 1 of the lecture, "Transitioning from Seminary to Vocational Ministry"?

Ministry Leadership Flashcards - Cram.com


Input: Stage 1: Getting Acquainted (months 1 to 12): honeymoon. Stage 2: Getting Established (years 2-3): gaining trust. Stage 3: Getting Rolling (years 4-5): growing and building. Stage 4: Developing Insights (years 6-7): successes/failures. Stage 5: Gaining Appreciation (years 8+): new goals. [Three Stewardship Roles:]

Output: As presented in the lecture, "Transitioning from Seminary to Vocational Ministry" there are five stages in your ministry development.

Ministry Leadership Flashcards - Cram.com


Input: Unable/unwilling -- stay in contact. Unable/willing -- training/exercise/relationships. Able/unwilling -- affirmation, positive environment and support. Able/willing -- freedom, affirmation. [Three Stewardship Roles:]

Output: Types of potential volunteers.

Ministry Leadership Flashcards - Cram.com


Input: 1. make copies of copyrighted materials (including music, books, and magazine articles) 2. make a “derivative work” based upon a copyrighted work (such as an arrangement of a copyrighted song, or a new edition or workbook based upon a copyrighted book) 3. publicly perform a copyrighted work without permission (except in the case of “performance of religious music at a church in the course of religious services” which is exempted) [Three Stewardship Roles:]

Output: Three copyright no-nos.

Ministry Leadership Flashcards - Cram.com


Input: 1) Be prepared for passionate resistance 2) Introduce the change before you request the change 3) Go slow with changes in philosophy 4) Listen for underlying issues 5) Maintain your character even if you have to modify your vision [Three Stewardship Roles:]

Output: On p. 510-512, the author presents five guidelines for initiating effective change in the church budget.

Ministry Leadership Flashcards - Cram.com


Input: Accidental Fundraiser: Sometimes we inadvertently challenge people to give if we have addressed the deeper issues of their lives. Even if a message makes no reference to money, Fenton gives the example of preaching on compassion which challenged a member to give money to a benevolence ministry. [Three Stewardship Roles:]

Output: On pp. 458-459, Leadership Handbook, the author lists five fundraising roles for the pastor.What is yours?

Ministry Leadership Flashcards - Cram.com


Input: Tempted to emotionally attack others and their ideas, using put-downs to discredit them. May tell people how they really feel. (Doesn't really fit me, but it is my type.) [Three Stewardship Roles:]

Output: According the lecture on "Conflict in the Church and Church Discipline", there are generally five ways that people are tempted to respond to conflict as NTs, STJs, SFJs, NFs and SPs. Describe which of the five that seems to fit you the best and then explain your strategy for overcoming those temptations in the midst of crisis and conflict.

Ministry Leadership Flashcards - Cram.com


Input: the cardiogenic mesoderm that originally lies above the cranial end of the developing neural tube

Output: Where does the heart develop from?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: 1. enlargement of the cranial 2. the originally paired cardiac tubes fuse (originally with "ventricular" above "atria") 3. growth of cardiac tube flexes into s-shape tube, rotating the ventricles downward and pushing atria upward

Output: What causes the heart region to be in its anatomically correct position?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: cardiac crescent

Output: What is the area where cardiac progenitor cells localize within the cranial lateral plate mesoderm on both sides of the embryo?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: septation

Output: What is a complex process which converts this simple tube into a four chambered heart?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: the separation of cardiac outflow (truncus arteriosus) into a separate pulmonary and aortic arch outflow

Output: What is a key part of the septation process?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: False; there is extensive remodeling of the initially right and left symmetrical cardio system and a contribution from the neural crest to some vessels

Output: T/F. During embryonic development there is little remodeling that has to take place.

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: heart

Output: What is the first functioning organ in humans?


Input: a single heart tube

Output: What does the embryonic appear like?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: contractile myocardium surrounding an inner endocardial (endothelial) tube

Output: what does the embryonic single heart tube contain?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: False, the heart is asymmetric

Output: T/F the heart is symmetric

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: while the heart is pumping blood

Output: When does much of the cardiac development?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: day 22

Output: When does the heart begin beating rhythmically?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: day 24-25

Output: When does blood begin pumping?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: to provide nutrients, oxygen and waste disposal during embryonic development

Output: Why does much cardiac development (remodeling and septation) need to take place?

Embryology Exam 2: Heart Flashcards - Cram.com

What might contribute to many birth defects of the cardiovascular system in infants?


Input: [agog-] arch-, -arche

Output: combining form beginning, origin

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] cervic-, cervix

Output: combining form neck of the uterus, cervix uteri

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] colp-

Output: combining form vagina

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] cye-

Output: combining form be pregnant

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] eury(n)-

Output: combining form widen, dilate

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] gal-, galact-

Output: combining form milk

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] -gn-, nat-

Output: combining form be born

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] gonad-

Output: combining form sex glands, sex organs

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] gravid-

Output: combining form pregnant

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] hymen-

Output: combining form membrane; hymen

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] hyster

Output: combining form uterus

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] lact-

Output: combining form milk

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] mamm-

Output: combining form breast

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] mast-, maz-

Output: combining form breast

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] men-

Output: combining form menstruation

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] metr-, -metra

Output: combining form uterus

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] oophor-

Output: combining form ovary

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] ovari

Output: combining form ovary

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] ov-

Output: combining form egg

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] part-, -para

Output: combining form give birth

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] pelv-

Output: combining form pelvis

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] pub-

Output: combining form pubic hair, pubic bone, pubic region, pubis

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] puber(t)-

Output: combining form puberty

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] salping-, -salpinx

Output: combining form fallopian tube

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] syring-, -syrinx

Output: combining form fistula, cavity, oviduct, sweat glands, syringe

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] thel(e)

Output: combining form nipple

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] toc-

Output: combining form childbirth, labor

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] uter-

Output: combining form womb, belly, uterus

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: [agog-] vagin-

Output: combining form vagina

Lesson 14 Flashcards Foreign Language Flashcards - Cram.com


Input: a nerve cell, the basic building block of the nervous system. [Biological Psychology]

Output: Neuron

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The bushy, branching extensions of a neuron that receive messages and conduct impulses toward the cell body. [Biological Psychology]

Output: Dendrite

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The extension of a neuron, ending in branching terminal [Biological Psychology]

Output: Axon

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: a layer of fatty tissue segmentally encasing the fibers of many neurons; enables vastly greater transmission speed of neural impulses as the impulse hops from one node to the next. [Biological Psychology]

Output: Myelin Sheath

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: a neural impulse; a brief electrical charge that travels down an axon. The action potential is generated by the movement of positively charged atoms in and out of channels in the axon's membrane. [Biological Psychology]

Output: Action Potential

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The level of stimulation required to trigger a neural impulse. [Biological Psychology]

Output: Threshold

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: the junction between the axon tip of the sending neuron and dendrite or cell body of the receiving neuron. [Biological Psychology]

Output: Synapse

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Chemical messengers that traverse the synaptic gaps between neurons. When released by the sending neurons, eurotransmitters travel across the synapse and bind receptor sites on the receiving neuron, thereby influencing whether that neuron will generate a neural impulse. [Biological Psychology]

Output: Neurotransmitters

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Enables muscle action, learning and memory. Not enough marks Alzheimer's disease. [Biological Psychology]

Output: ACh

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Influences movement, learning, attention, and emotion. Excessive marks schizophrenia, lack produces Parkinson's disease. [Biological Psychology]

Output: Dopamine

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Affects mood, hunger, sleep and arousal. Lack linked to depression [Biological Psychology]

Output: Serotonin

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Controls alertness and arousal also linked to depression [Biological Psychology]

Output: Norepinephrine

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Major inhibitory neurotransmitter, undersupply linked to seizures, tremors and insomnia. [Biological Psychology]

Output: GABA

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Excitatory neurotransmitter; involved in memory. Oversupply produces migraines or seizures. [Biological Psychology]

Output: Glutamate

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Neurotransmitters linked to pain control and pleasure. [Biological Psychology]

Output: Endorphins

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The body's speedy, electrochemical communication system, consisting of all the nerve cells of the peripheral and central nervous systems. [Biological Psychology]

Output: Nervous System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: brain and spinal cord [Biological Psychology]

Output: CNS

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Sensory and motor neurons that connect the CNS to the rest of the body. [Biological Psychology]

Output: PNS

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Neural 'cables' containing many axons. Connect the CNS with muscles, glands and sense organs. [Biological Psychology]

Output: Nerves

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Neurons that carry incoming information from the sense receptors to the CNS [Biological Psychology]

Output: Sensory Neurons

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: CNS neurons that internally communicate and intervene between the sensory inputs and motor outputs. [Biological Psychology]

Output: Interneurons

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Neurons that carry outgoing information from the central nervous system to the muscles and glands. [Biological Psychology]

Output: Motor Neurons

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The division of the PNS that controls the skeletal muscles [Biological Psychology]

Output: Somatic Nervous System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Part of the PNS that controls glands and muscles of the internal organs. [Biological Psychology]

Output: Autonomic Nervous System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The division of the autonomic nervous system that arouses the body, mobilizing its energy in stressful situations. [Biological Psychology]

Output: Sympathetic Nervous System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The division of the autonomic nervous system that calms the body, conserving energy. [Biological Psychology]

Output: Parasympathetic Nervous System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A simple, automatic, inborn response to sensory stimulus. [Biological Psychology]

Output: Reflex

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Interconnected neural cells. They learn. [Biological Psychology]

Output: Neural Networks

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Tissue destruction [Biological Psychology]

Output: Lesion

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: an amplified recording of the waves of electrical activity that sweep across the brain's surface. Are measured by electrodes. [Biological Psychology]

Output: EEG

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A series of x-ray photographs taken from different angles and combined by computer into a composite representation of a slice through the body. [Biological Psychology]

Output: CT Scan

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task [Biological Psychology]

Output: PET Scan

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A tequnique that uses magnetic fields and radio waves to produce computer generated images that distinguish among different types of soft tissue; allows us to see structures within the brain. [Biological Psychology]

Output: MRI

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: the oldest and central core of the brain, beginning where the spinal cord swells as it enters the skull; is responsible for automatic survival functions. [Biological Psychology]

Output: Brainstem

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: the base of the brainstem; controls heartbeat and breathing. [Biological Psychology]

Output: Medulla

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: a nerve network in the brainstem that plays an important role in controlling arousal. [Biological Psychology]

Output: Reticular formation

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The brain's sensory switchboard, located ontop of the brainstem; directs messages to the sensory srecieving areas in the cortex and transmits replies to the cerebellum and medulla [Biological Psychology]

Output: Thalamus

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Little brain at the rear of the the brainstem; it helps coordinate voluntary movement and balence. [Biological Psychology]

Output: Cerebellum

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: System of neural structures at the border of the brainstem and cerebral hemisphere; associated with base emotions [Biological Psychology]

Output: Limbic System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Member of limbic system and linked to emotion [Biological Psychology]

Output: Amygdala

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A neural structure lying below the thalamus that directs maintenance activities and helps govern the endocrine system via the pituitary gland and is linked to emotion. [Biological Psychology]

Output: Hypothalamus

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The intricate fabric of interconnected neural cells that covers the cerebral hemispheres; the body's ultimate control and information-processing center. [Biological Psychology]

Output: Cerebral Cortex

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Cells in the nervous system that support, nourish and protect neurons [Biological Psychology]

Output: Glial Cells

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The portion of the cerebral cortex lying just below the forehead; involved in speaking and muscle movement and in making plans and judgements. [Biological Psychology]

Output: Frontal lobes

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The portion of the cerebral cortex lying at the top of the head towards the rear. Includes sensory cortex [Biological Psychology]

Output: Parietal Lobes

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The portion of the cerebral cortex lying at the back of the head; including the visual areas, which receive visual information from opposite visual fields. [Biological Psychology]

Output: Occipital Lobes

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The portion of the cerebral cortex lying roughly above the ears; includes the auditory information primarily from the opposite ear. [Biological Psychology]

Output: Temporal Lobes

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: An area at the rear of the frontal lobes that controls voluntary movements. [Biological Psychology]

Output: Motor Cortex

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The area at the front of the parietal that registers and processes body sensations. [Biological Psychology]

Output: Sensory Cortex

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Areas of the cerebral cortex that are not involved in primary motor or sensory functions; rather they are involved in higher mental functions such as learning, remembering, thinking and speaking. [Biological Psychology]

Output: Association Areas

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Impairment of language usually caused by damage to either Broca's area (impaired speaking) or Wernicke's area (impairing understanding). [Biological Psychology]

Output: Aphasia

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Controls language expression - an area of the frontal lobe, usually in the left hemisphere that directs the muscle movements involved in speech. [Biological Psychology]

Output: Broca's Area

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Controls language receptions - a brain area involved in language comprehension and expression; usually in the left temporal lobe. [Biological Psychology]

Output: Wernicke's Area

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The brain's capacity for modification [Biological Psychology]

Output: Plasticity

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The large band of neural fibers connecting the two brain hemispheres and carrying messages between them. [Biological Psychology]

Output: Corpus Callosum

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A condition in which the two hemispheres of the brain are isolated by cutting the connecting fibers between them. [Biological Psychology]

Output: Split Brain

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The body's slow chemical communication system; a set of glands that secrete hormones into the bloodstream [Biological Psychology]

Output: Endocrine System

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: Chemical messengers, mostly those manufactured by the endocrine glands that are produced in one tissue and affect another. [Biological Psychology]

Output: Hormones

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: A pair of endocrine glands just above the kidneys. The adrenal secrete the hormone epinephrine (adrenaline) and norepinephrine (nonadrenaline) which helps arouse the body during times of stress [Biological Psychology]

Output: Adrenal Gland

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: The endocrine system's most influential gland. Under the influence of the hypothalamus, the pituitary regulates growth and conttrols other endocrine system [Biological Psychology]

Output: Pituitary gland

Chapter 2: Neuroscience and Behavior Flashcards - Cram.com


Input: [1] chimera [2]

Output: an absurd creation of the imagination

english vocab Foreign Language Flashcards - Cram.com


Input: [1] discern [2]

Output: to recognize as separate or different

english vocab Foreign Language Flashcards - Cram.com


Input: [1] extenuate [2]

Output: to make less serious

english vocab Foreign Language Flashcards - Cram.com


Input: [1] attenuate [2]

Output: to make thin or weaken

english vocab Foreign Language Flashcards - Cram.com


Input: [1] innate [2]

Output: natural

english vocab Foreign Language Flashcards - Cram.com


Input: [1] eclectic [2]

Output: drawn from different sources

english vocab Foreign Language Flashcards - Cram.com


Input: [1] coalition [2]

Output: an alliance

english vocab Foreign Language Flashcards - Cram.com


Input: [1] engender [2]

Output: to bring into existence

english vocab Foreign Language Flashcards - Cram.com


Input: [1] abstruse [2]

Output: difficult to understand

english vocab Foreign Language Flashcards - Cram.com


Input: [1] chagrin [2]

Output: embarrassment

english vocab Foreign Language Flashcards - Cram.com


Input: [2] an absurd creation of the imagination [1]

Output: chimera

english vocab Foreign Language Flashcards - Cram.com


Input: [2] to recognize as separate or different [1]

Output: discern

english vocab Foreign Language Flashcards - Cram.com


Input: [2] to make less serious [1]

Output: extenuate

english vocab Foreign Language Flashcards - Cram.com


Input: [2] to make thin or weaken [1]

Output: attenuate

english vocab Foreign Language Flashcards - Cram.com


Input: [2] natural [1]

Output: innate

english vocab Foreign Language Flashcards - Cram.com


Input: [2] drawn from different sources [1]

Output: eclectic

english vocab Foreign Language Flashcards - Cram.com


Input: [2] an alliance [1]

Output: coalition

english vocab Foreign Language Flashcards - Cram.com


Input: [2] to bring into existence [1]

Output: engender

english vocab Foreign Language Flashcards - Cram.com


Input: [2] difficult to understand [1]

Output: abstruse

english vocab Foreign Language Flashcards - Cram.com


Input: [2] embarrassment [1]

Output: chagrin

english vocab Foreign Language Flashcards - Cram.com


Input: [2] deficiency of oxygen [1]

Output: anoxia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] a collapsed or airless state of the lungs [1]

Output: atelectasis

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] difficult or labored respirations [1]

Output: dyspnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] low oxygen content in the blood [1]

Output: hypoxemia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] temporary cessation of breathing ; no respirations; referred to as respiratory arrest [1]

Output: apnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] normal breathing [1]

Output: eupnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] respirations which regularly decrease in rate and depth until a period of apnea occurs. the respirations then begin clearly to increase in rate and depth to repeat the cycle; irregular rhythm characterized by alternating periods of hyperventilation/hypoventilation and apnea [1]

Output: Cheyne-Stokes respirations

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] abnormally deep respiration [1]

Output: hyperpnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] increased rate and/or depth of respirations; associated with CO2 loss and dizziness [1]

Output: hyperventilation

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] decreased rate and depth of respiration [1]

Output: hypoventilation

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] deep gasping respiration; associated with diabetic coma; deep rapid respirations associated with diabetic ketoacidosis [1]

Output: Kussmaul respirations

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] difficulty breathing except when sitting upright [1]

Output: orthopnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] fine to coarse sounds from larger bronchi; heard on inspiration and expiration [1]

Output: crackles

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] usually coarser sounds from larger bronchi; heard on inspiration and expiration; may be cleared by coughing [1]

Output: rhonchi

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] noisy respirations characterized by whistling sounds as air moves through partially obstructed larynx or trachea in spasm [1]

Output: stridor

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] free air in the pleural cavity between the chest wall and lung [1]

Output: pneumothorax

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] expectorating blood [1]

Output: hemoptysis

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] abnormal elevation of body temperature [1]

Output: pyrexia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] a body temperature that is much higher than the person's normal range [1]

Output: hyperthermia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] of or indicating fever; when the body temperature is higher than 100.6 [1]

Output: febrile

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] drop in the core body temperature [1]

Output: hypothermia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] free from fever [1]

Output: afebrile

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] the difference between the apical and radial pulse rates [1]

Output: pulse deficit

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] a condition of weakening or cessation of systole [1]

Output: asystole

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] the period of heart muscle contraction; the period when the heart is pumping; contraction phase of the heart [1]

Output: systole / systolic phase

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] the period of heart muscle relaxation; the period when the heart is at rest; relaxation phase of the heart [1]

Output: diastole / diastolic phase

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] when the heart has an arrhythmia and the atrium of the heart "quivers" [1]

Output: atrial fibrillation

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] to examine by feeling and pressing with the palms of the hands and fingers; when you feel the pulse by touch [1]

Output: palpate / palpation

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] a rapid heart rate; a heart rate above 100 beats/min [1]

Output: tachycardia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] a slow heart rate; a heart rate below 60 beats/min [1]

Output: bradycardia

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] rapid breathing; respirations are 24 or more per minute [1]

Output: tachypnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] DELETE [1]

Output: orthopnea

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] decrease in systolic blood pressure of 20 mm Hg or more, or diastolic blood pressure of 10 mm Hg or more after 3 minutes of quietly standing after lying supine; food ingestion, time of day, age and hydration, Parkinsons and Diabetes [1]

Output: orthostatic hypotension

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] when the blood pressure is > 140/90 [1]

Output: hypertension

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] when the blood pressure is < 90/60 [1]

Output: hypotension

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] tympanic or ear [1]

Output: the temperature taken in the ear is known as _______ or _______ temperature

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] hypothalamus [1]

Output: the temperature regulating center in the brain

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] night [1]

Output: body temperature is highest between _______ hours

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] Sims [1]

Output: a patient should be in the _______ position for a rectal temperature

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] patient has a heart condition, hemorroids, recently undergone rectal surgery, or has diarrhea [1]

Output: rectal temperature is contraindicated when:

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] over the apex of the heart (left side of the chest slightly below the nipple) [1]

Output: the apical pulse is located _______ and taken for _______ sec/min

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] when the blood pressure is slightly to moderately elevated (120/80 - 139/89) [1]

Output: prehypertension

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 37 degrees C; 98.6 degrees F (+/-1 degree F) [1]

Output: normal range for oral/tympanic temperature

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 37.6 degrees C; 99.6 degrees F (+/-1 degree F) [1]

Output: normal range for rectal temperature

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 36.4 degrees C; 97.6 degrees F (+/-1 degree F) [1]

Output: normal range for axillary temperature

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 1-1 1/2 in. [1]

Output: how far do you put in a thermometer when doing a rectal temperature?

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 60-100 beats/min. strong and regular [1]

Output: normal range for pulse

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 12-20 breaths/min. deep and regular [1]

Output: normal range for respirations

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] systolic: 90-140 mm Hg diastolic: < 90 mm Hg average: 120/80 [1]

Output: normal range for blood pressure

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] lying, sitting, standing, both; a decrease in systolic BP of less than 15 mm Hg; Record the position and extremity and compare the mesurements for significant differences. [1]

Output: In some patients, BP is consecutively measured _______, _______, and _______ in _______ arms. In normal individuals, the change from lying to standing causes _______. What should a CNA do?

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 1. On client's admission to a health care facility and during visits to a clinic or doctor's office 2. According to routine established hospital policy or as directed by doctors orders; may be bid or q 8 h 3. Before and after surgical procedures or invasive diagnostic procedures. Monitoring during recovery may be every 5-15 min initially, then every 30 min, every hr, and every 4 hrs as conditions stabilize 4. Before and after administration of medications that affect cardiovascular or respiratory function and before and after temperature regulation 5. When general physical condition changes (e.g. loss of consciousness, increased restlessness, or intensity of pain) 6. Before and after nursing interventions (e.g. ambulating a client who has dsypnea on exertion) 7. Whenever clients report nonspecific symptoms of distress (e.g. "feeling funny or different"; chest pain) [1]

Output: when to take vital signs

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] black tarry stool [1]

Output: melena

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] comfortably seated with the back and arm supported, legs uncrossed, and upper arm at the level of the right atrium [1]

Output: before performing a BP reading, the pt should be...

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] accurate measurement; 80%, 40% [1]

Output: Proper cuff size is critical to _______. The bladder length and width of the cuff should be _______ and _______ respectively of the arm circumference.

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 20%; higher [1]

Output: A difference in BP between the two arms can be expected in about _______ of patients. The _______ value should be the one used in treatment decisions.

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [2] 10 min. [1]

Output: how long should you wait between each blood pressure change?

Nurs 164: Acute Care CNA Exam #1 Flashcards - Cram.com


Input: [ABET] Actual Mechanical Advantage

Output: The ratio of the magnitude of the resistance and effort forces applied a system.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Belt

Output: A continuous band of tough flexible material used to transmit motion and power within a pulley system.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Career

Output: A profession for which one trains and which is undertaken as a permanent calling.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Chain

Output: A series of usually metal links or rings connected to or fitted into one another and used to transmit motion and power within a sprocket system.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Effort Force

Output: An external force applied to an object.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Efficiency

Output: The ratio of useful energy output to the total energy input, or the percentage of the work input that is converted to work output.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Friction

Output: The resistance that one surface or object encounters when moving over another.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Fulcrum

Output: The fixed point around which a lever rotates.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Gear

Output: A circular toothed object used to transfer rotary motion and torque through interlocking teeth.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Ideal Mechanical Advantage

Output: Ratio of distance traveled by the applied effort and resistance force within a system.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Idler Gear

Output: A gear positioned between the driver and the driven gear used to change rotational direction.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Inclined Plane

Output: A flat surface set at an angle or an incline with no moving parts that is able to lift objects by pushing or pulling the load.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Lever

Output: A rigid bar used to exert a pressure or sustain a weight at one point of its length by the application of a force at a second and turning at a third on a fulcrum.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Mechanism

Output: The structure of or the relationship of the parts in a machine, or in a construction or process comparable to a machine.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Moment

Output: The turning effect of a force about a point equal to the magnitude of the force times the perpendicular distance from the point to the line of action from the force.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Pitch

Output: Distance between adjacent threads in a screw.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Pulley

Output: A type of lever that is a wheel with a groove in its rim, which is used to change the direction or multiply a force exerted by a rope or cable.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Resistance Force

Output: Impeding effect exerted by one material object on another.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Screw

Output: An inclined plane wrapped around a cylinder, forming the path and pitch.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Simple Machine

Output: Any of various elementary mechanisms including the lever, the wheel and axle, the pulley, the inclined plane, the wedge, and the screw.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Sprocket

Output: A toothed wheel whose teeth engage the links of a chain.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Static Equilibrium

Output: A condition where there are no net external forces acting upon a particle or rigid body and the body remains at rest or continues at a constant velocity.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Technical Communication

Output: Creating, designing, and transmitting technical information so that people can understand it easily and use it safely, effectively, and efficiently.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Torque

Output: A force that produces or tends to produce rotation or torsion.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Wedge

Output: A force that produces or tends to produce rotation or torsion.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [ABET] Wheel and Axle

Output: Two different sized circular objects that are attached together and turn as one.

The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.


Input: [2] exchanging goods and services [1]

Output: bartering


Input: [2] the coins and paper bills used as money in an economy [1]

Output: currency


Input: [2] the money in a checking accoumt [1]

Output: demand deposit


Input: [2] is the total amount of money available for use as a medium of exchange [1]

Output: money supply


Input: [2] is an amount of money borrowed for a certain time period [1]

Output: loan


Input: [2] banks keep a percentage of checking and savings deposits in reserve [1]

Output: fractional reserve


Input: [2] means that every preson who should have a job [1]

Output: full employment


Input: [acute phase proteins] adrenocorticotropic hormone

Output: hormone secreted by the anterior pituitary gland that acts primarily on the adrenal cortex, thus stimulating its growth and secretion of corticosteroids

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] bacterial translocation

Output: morphologic changes from acute insult to the GI that allow entry of bacteria from the gut lumen into body; assoc w systemic inflammatory response that may contribute to multiple organ dysfunction syndrome

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] catecholamines

Output: hormones epinephrine and norepinephrine rel by adrenal medulla in response to shock and higher glucagon/insulin ratio; stimulate hepatic glycogenolysis, fat mobilization and gluconeogenesis

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] cortison

Output: glucocorticoid released by adrenal cortex

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] cytokines

Output: proinflammatory pro released by macrophages that act as mediators of shock, multiple organ dysfunction syndrome, and sepsis; examples include tumor necrosis factor, interleukin-1, and interleukin-6

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] ebb phase

Output: initial response to bodily insult characterized by lower blood pressure, cardiac output, body temp, oxygen consumption; assoc w hypovolemia, hypoperfusion, and lactic acidosis

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] flow phase

Output: a neuroendocrine response to physiologic stress that follows the abb phase; characterized by hypermetabolism and hypercatabolism

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] glasgow coma scale

Output: system for determining the degree of neurologic insult and a patients level of consciousness by assessing responses to eye opening and motor and verbal response

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] glutamine

Output: amino acid that is the preferential fuel for enterocytes in the gut mucosa, especially during stress; it enhances cell mass and the height of the mucosal villi

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] growth hormone

Output: anabolic agent mediated by IGF-1; thought to accelerate growth in children and improve protein synthesis in injured patients

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] gut-associated lymphoid tissue

Output: component of gut intestinal mucosal barrier that may protect against multiple organ dysfunction syndrome; contains 40% of immune effector cells in body

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] hemodynamic

Output: relating to physiologic processes involving blood flow in circulation; blood pressure and cardiac output are key components in hemodynamic stability

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] ileus

Output: loss of intestinal peristalsis or lack of effective coordinated peristalsis

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] interleukin-1

Output: cytokine mediator induced by tumor necrosis factor and produced by endothelial cells and monocytes; induces fever by stimulating prostaglandin production

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] MODS

Output: multiple organ dysfunction syndrome; from direct injury traume, disease or response to inflammation; the response usually is in an organ remote from original site of infection or injury

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] sepis

Output: systematic response to the identifiable infectious agent

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] shock

Output: sudden disturbance of mental equilibrium; hemodynamic and metabolic disturbance characterized by failure of circulatory system to maintain adequate perfusion of vital organs

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] structured lipid

Output: fat composed of rearranged triglycerides that contain both med & long chain FA; may improve hepatic pro synthesis and reduce pro catabolism and energy expenditure

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] systemic inflammatory response syndrome

Output: SIRS; sepsis that occurs without evidence of invasive bacterial or fungal infection; can result in multiple organ dysfunction syndrome

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: [acute phase proteins] tumor necrosis factor

Output: cytokine produced by activated cells, kupffer cells in liver, and macrophages that is stimulated by endotoxin or by bacterial, viral, and fungal infection; initiates an inflammatory response and stimulates skeletal muscle catabolism

secretory pro in liver that are altered in response to injury or infection; positive acute phase proteins, c-reactive protein, alpha-antitrypsin, fibronectin are increased; negative acute-phase proteins, immunoglobulin G and M, complement, transthyretin, transferrin, ceruloplasmin, albumin are decreased


Input: What is abuse? [neglect]

Output: deliberate actions that are harmful to a childs well being

Child Maltreatment Flashcards - Cram.com


Input: What is neglect [neglect]

Output: failure to meet a childs basic needs including inattention to basic emotional and physical needs

Child Maltreatment Flashcards - Cram.com


Input: What are the factors contributing to child neglect (6) [neglect]

Output: inadequate income dangerous housing -lack of medical care -threatening neighborhoods -inability to provide basic needs -single parent households

Child Maltreatment Flashcards - Cram.com


Input: What are the consequences of neglect (6) [neglect]

Output: -language -behavioral problems such as agression -Unhapiness -Anger -Poor problem solving ability -Increased risk of future violent criminal activity in males

Child Maltreatment Flashcards - Cram.com


Input: What are the consequeences of child abuse? (7) [neglect]

Output: -sexualized behavior -PTSD -sexual dysfunction -anxiety and depression -revictimization -dose response

Child Maltreatment Flashcards - Cram.com


Input: What is the dose response of consequences of child abuse? [neglect]

Output: More severe symptoms with greater frequncy and duration of abuse -Use of force/penetration in acts of abuse -Abuse perpetrated by father or father figure

Child Maltreatment Flashcards - Cram.com


Input: What cultural values are protective of children? (4) [neglect]

Output: -children highly valued psychologically -child care is responsibility of community -young children are not responsible for their action -violence in any context is disapproved of

Child Maltreatment Flashcards - Cram.com


Input: What are cultural facotrs in the US that predispose child maltreatment? (4) [neglect]

Output: -children seen as financial and personal burden -lack of social support for parents and young children -unrealistic expectations of child maturity -widespread acceptance of violence in the US

Child Maltreatment Flashcards - Cram.com


Input: What are risk factors for child maltreatment? (5) [neglect]

Output: -children with complex medical problems -children with developmental delays -unwanted children -dificult children with colic or hyperactivity -caregiven under significant life stressors

Child Maltreatment Flashcards - Cram.com


Input: What are historical indicators of child maltreatment? (4) [neglect]

Output: -History of repeated, suspicious injuries -unreasonable delay in seeking treatment -injury is inconsistnet with childs developmental age -history of injury changes over time or based on history

Child Maltreatment Flashcards - Cram.com


Input: What are physical indicators of child maltreatment? (7) [neglect]

Output: -bruises or uncommonly injured body surfaces -blunt instrument marks or burns -human hand marks or bite marks -multiple injuries at different stages of healing -failure to thrive -immersion burns -abusive head trauma

Child Maltreatment Flashcards - Cram.com


Input: Fracture types often associated with child abuse? [neglect]

Output: -metaphyseal lesion -posterior rib fracture -scapular fracture -spinous process fracture -sternal fracture

Child Maltreatment Flashcards - Cram.com


Input: What are the differential diagnosis of child abuse - hematologic? [neglect]

Output: -hemophilia -idiopathic thrombocytopenic pururia -

Child Maltreatment Flashcards - Cram.com


Input: What are dermatologic indicators of child abus? diffreential diagnosis [neglect]

Output: -phytophotodermatitis -mongolian spots -vascular malformations -subcutaneous fat necrosis

Child Maltreatment Flashcards - Cram.com


Input: What are the infectious disease indicators? differential diagnosis [neglect]

Output: -bullous impetigo -staphylococccal scalded skin syndrome -petechia or systemic bacterial viral infection

Child Maltreatment Flashcards - Cram.com


Input: What are metabolic congenital malformation disease indicators? diffrential diagnosis [neglect]

Output: osteogenesis imperfecta ehlers dahlos syndrome rickets

Child Maltreatment Flashcards - Cram.com


Input: What are other random diffrential diagnosis? [neglect]

Output: -insensititivty to pain disorder -accidental trauma -toddlers fracture stress fracture

Child Maltreatment Flashcards - Cram.com


Input: What are teh chracteristics of maltreating families? (4) [neglect]

Output: -very rigid schedules or role demands or very choatic or disorganized -family distrusts outside involvement of neighbors -increased child-adult ratio -abuse or negleect between other family members

Child Maltreatment Flashcards - Cram.com


Input: What is the physical abuse ratio in terms of single versus two parent families? [neglect]

Output: 3:1

Child Maltreatment Flashcards - Cram.com


Input: What is the rate of abuse of children in families where battered women are? [neglect]

Output: 6 more times

Child Maltreatment Flashcards - Cram.com


Input: what are characteristics of maltreating parents? (6) [neglect]

Output: -low self esteem -less adaptable -immaturity -selfishness -view the world as hostile and difficult -substance abuse

Child Maltreatment Flashcards - Cram.com


Input: What are the consequences of maltreatment (11)? [neglect]

Output: -underweight (failure to thrive) -delayed speech skills -inability to concentrate -delay in academic progress -less friendly -more agressive -more isolated; fear of intimacy -self-destructive or harmful behaviors -dpression, somatization, anxiety, dissociation, psychosis, suicidal ideation -difficulty controlling emotions -severeity of physical injury does not predict severeity of developmental dysfunction

Child Maltreatment Flashcards - Cram.com


Input: What is the intergenerational transmission of maltreatment? [neglect]

Output: -30 to 40% of child abuse have a parent who was abused

Child Maltreatment Flashcards - Cram.com


Input: What makes intergenerational transmission more likely? [neglect]

Output: more likely to occur in those who deny suffering childhood maltreatment

Child Maltreatment Flashcards - Cram.com


Input: What are 3 mechanisms for domestic violence and child abuse? [neglect]

Output: -child tries to intervene in battering and spouse redirects anger -child accidentally strunk in blow meant for spouse -battered women may overdiscipline so the kid wont get hurt by partner

Child Maltreatment Flashcards - Cram.com


Input: [Durkheim’s Theory of Suicide] Social solidarity

Output: Social solidarity refers to (1) the degree to which group members share beliefs and values, and (2) the intensity and frequency of their interaction.

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Social structures

Output: Social structures are relatively stable patterns of social relations

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Three levels of social structures:

Output: Microstructures, Macrostructures, and Global Structures

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Microstructures

Output: Microstructures are patterns of relatively intimate social relations formed during face to face interaction: Family, friends

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Macrostructures

Output: Macrostructures are overarching patterns of social relations that lie outside and above your circle of intimates and acquaintances: Patriarchy

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Patriarchy

Output: Patriarchy is the traditional system of economic and political inequality between women and men

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Global Structures

Output: Global structures are patterns of social relations that lie outside and above the national level: international organizations, trade, economics, etc.

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] sociological imagination

Output: The sociological imagination is the quality of mind that enabless a person to see the connection between personal troubles and social structures

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Three modern revolutions

Output: The Scientific Revolution, the Democratic Revolution, and the Industrial Revolution

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The Scientific Revolution

Output: The Scientific Revolution began around 1550. It encouraged the view that the workings of society were based on solid evidence, not just speculation

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The Democratic Revolution

Output: The Democratic Revolution began in around 1750. It suggested that people are responsible for organizing society and that they could therefore solve social problems

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The Industrial Revolution

Output: The Industrial Revolution, often regarded as the most important event in world history since the development of agriculture and cities, refers to the rapid economic transformation that began in Britain in the 1780s. It involved the large-scale application of science and technology to industrial processes, the creation of factories, and the formation of a working class

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Theories

Output: Theories are tentative explanations of some aspect of social life that state how and why certain events are related

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Research

Output: The process of carefully observing reality to assess the validity of a theory

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Values

Output: Values are ideas about what is wrong and right

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Functionalism (Durkheim)

Output: Stresses that human behavior is governed by relatively stable social structures. It underlines how social structures maintain or undermine social stability. It emphasizes that social structures are based mainly on shared values or preferences. And it suggests that re-establishing equilibrium can best solve most social problems.

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Dysfunctional consequences

Output: Effects of social structures that create instability

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Manifest functions

Output: Visible and intended effects of social structures

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Latent functions

Output: Invisible and unintended effects of social structures

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Conflict Theory (Marx)

Output: generally focuses on large macrolevel structures and shows how major patterns of inequality in society produce social stability in some circumstances and social change in others

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Class conflict

Output: the struggle between classes to resist and overcome the opposition of other classes (Marx's theory)

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Symbolic Interactionism (Weber, Mead, and Goffman)

Output: focuses on interaction in microlevel social settings and emphasizes that an adequate explanation of social behavior requires understanding the subjective meanings people attach to their social circumstances.

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Social constructionism

Output: argues that apparently natural or innate features of life are often sustained by social processes that vary historically and culturally

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Feminist Theory (Martineau and Addams)

Output: claims that patriarchy is at least as important as class inequality in determining a person’s opportunities in life. It holds that male domination and female subordination are determined not by biological necessity but by structures of power and social convention. It examines the operation of patriarchy in both micro and macro settings. And it contends that existing patterns of gender inequality can and should be changed for the benefit of all members of society

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The Postindustrial Revolution

Output: refers to the technology-driven shift from manufacturing to service industries and the consequences of that shift for virtually all human beings

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Globalization

Output: the process by which formerly separate economies, states, and cultures become tied together and people becoming increasingly aware of their growing independence

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Filtering sociological research occurs in four stages:

Output: Values, Theories, Previous research, and Methods

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Different types of unscientific thinking

Output: Knowledge bases on: tradition, authority, casual observation, overgeneralization, selective observation, qualification, illogical reasoning, ego-defense, premature closure of inquiry, and mystification

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The Research Cycle

Output: (1) Formulate a research question, (2) Review the existing literature, (3) Select a research method, (4) Collect data, (5) analyze data, and (6) publish the results

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Four Ethical Considerations

Output: (1) The right to safety, (2) the right to privacy, (3) The subject's right to confidentiality, and (4) the right to informed consent

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Four Main Methods of Sociological Research

Output: (1) Field research, (2) Ethnographic research, (3) Participant observation, and (4) Exploratory research

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Hypothesis

Output: Unverified but testable statements about the relationship between two or more variables

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A grounded theory

Output: An explanation of events not based on speculation but on the controlled scrutiny of objects

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Four Methodical Problems

Output: Reliability (consistent results), Validity (actually measures what it's supposed to), Generalizability (exists outside the specific case), and Causality (cause and effect relationship errors)

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Experiment

Output: An experiment is a carefully controlled artificial situation that allows researchers to isolate hypothesized causes and measure their effects precisely

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Randomization

Output: Randomization involves assigning individuals to groups by chances processes

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Experimental group

Output: The group that is exposed to the independent variable

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Control group

Output: The group that is not exposed to the independent variable

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Dependent variable

Output: The presumed effect in the cause and effect relationship

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Independent variable

Output: The cause in the cause and effect relationship

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Field experiment

Output: When the sociologist introduces the independent variable themselves

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Natural experiment

Output: When the independent variable is introduced to one of the groups in the normal course of life

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A survey

Output: People are asked questions about their knowledge, attitudes, or behavior, either in face-to-face or telephone interview or in a pencil and paper format

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A sample

Output: the part of the population that is in interest to be researched

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A population

Output: the entire group about which the researcher wants to generalize

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Voluntary response sample

Output: a group of people who chose themselves in response to a general appeal

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Representative sample

Output: a group of people chosen so their characteristics closely match those of the population of interest

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Convenience sample

Output: Choosing the people who are easiest to reach

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Probability sample

Output: the units have a known and nonzero chance of being selected; respondents are chosen at random

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A sampling frame

Output: a list of all the people in the population of interest

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Three ways to administer a survey

Output: (1) the mailing out of a questionnaire, (2) face to face interview, or (3) telephone interviews

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Two types of survey questions

Output: (1) Close-ended question: a list of permitted responses, or (2) Open-ended questions: answer in their own words

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Four threats to the validity of surveys

Output: (1) Undercounting some categories of the population, (2) Non-response, (3) Response bias: dishonesty, and (4) Wording-effects: the way questions are phrased

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Fiona Kay and John Hagan (1998) [Lawyer experiment]

Output: Compared male and female lawyers. They found an association between gender and promotion

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Association

Output: An association exists between two variables if the value of one changes with the value of the other

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Four conditions of causality:

Output: (1) Time order criterion: independent variable occurs before the dependent variable, (2) Association criterion: existence of a correlation between independent and dependent variables, (3) Spuriousness criterion: the effect resulted from the cause and not from some other factor, and (4) Rationale criterion: existence of a mechanism or process linking the cause and effect

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A contingency table

Output: A contingency table is a cross-classification of cases by at least two variables that allows you to see how, if at all, the variables are associated

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Culture

Output: the sum of practices, languages, symbols, beliefs, values, ideologies, and material objects that people create to deal with real-life problems

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] High culture

Output: High culture is culture consumed mainly by upper classes

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Popular culture (or mass culture)

Output: culture consumed by all classes

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Abstraction

Output: Abstraction is the capacity to create general ideas or ways of thinking that are not linked to particular instances

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Symbols

Output: things that carry a particular meaning, including the components of language, mathematical notations, and signs

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Cooperation

Output: the capacity to create a complex social life by establishing generally accepted ways of doing things and ideas about what is right and wrong

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Norms

Output: generally accepted ways of doing things

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Production

Output: the human capacity to make and use tools. It improves our ability to take what we want from nature

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Material culture

Output: comprises the tools and techniques that enable people to get tasks accomplished

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Non-material culture

Output: composed of symbols, norms, and other intangible elements

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Three types of norms

Output: Folkways, Mores: core norms that are essential for survival, Taboos

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Cultural relativism

Output: the belief that all cultures have equal value

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The rights revolution

Output: the process by which socially excluded groups struggled to win equal rights under the law and in practice beginning in the second half of the twentieth century

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Rites of passage

Output: cultural ceremonies that mark the transition from one stage of life to another (baptisms, confirmations, weddings) or from life to death (funerals)

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Postmodernism

Output: characterized by an eclectic mix of cultural elements and the erosion of consensus

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Rationalization

Output: the application of the most efficient means to achieve given goals and the unintended, negative consequences of doing so

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Consumerism

Output: the tendency to define ourselves in terms of the goods we purchase

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Subculture

Output: a set of distinctive values, norms, and practices within a larger culture

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Counterculture

Output: Subversive subculture

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Socialization

Output: the process by which people learn their culture—including norms, values, and roles—and become aware of themselves as they interact with others

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] A role

Output: the behavior expected of a person occupying a particular position in society

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Spitz’s test of socialization

Output: Orphanage versus prison home. Orphans had less contact with social stimuli. The importance of childhood socialization

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Freud's Theory

Output: The Self (your ideas and attitudes about who you are), the Id (demands instant gratification), the Superego (repository of cultural standards), the Unconscious (repressed memories), and the Ego (balances conflicting needs of pleasure seeking Id and restraining Superego)

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Cooley's Symbolic Interactionism

Output: The "looking-glass self": From other people’s interactions with us, we make evaluations about ourselves

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Mead's Theory of Socialization

Output: (1) the I (subjective and impulsive part of self), and (2) the Me (objective component that takes emerges through interaction

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Significant others

Output: people who play important roles in the early socialization experiences of children

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The generalized other

Output: according to Mead, a person’s image of cultural standards and how they apply to him or her

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Piaget's four stages of development

Output: (1) Sensimotor, (2) preoperational, (3) concrete operational, and (4) Formal operational

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Kohlberg's theory of children's 3-stage development of moral reasoning

Output: (1) preconventionial stage (distinguish right from wrong based on gratification), (2) conventional stage (teenagers thing about right and wrong with considerations to if it will please their parents and teachers), and (3) Postconventional (whether the laws of society or authorities are good moral principals)

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Vygotsky's theory of socialization

Output: Ways of thinking are determined by your culture and social institutions you grow up in

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Gilligan and gender difference

Output: Demonstrated that sociological factors help explain differences in the sense of self that boys and girls usually develop

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Primary socialization

Output: the process of acquiring the basic skills needed to function in society during childhood

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] The hidden curriculum

Output: The hidden curriculum in school involves teaching obedience to authority and conformity to cultural norms

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Self-fulfilling prophecy

Output: an expectation that helps bring about what it predicts

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Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Peer group

Output: comprises people who are about the same age and of similar status as the individual

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Status

Output: refers to a recognized social position an individual can occupy

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Self-socialization

Output: Self-socialization involves choosing socialization influences from the wide variety of mass media offerings

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Gender role

Output: the set of behaviors associated with widely shared expectations about how males and females are supposed to act

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.


Input: [Durkheim’s Theory of Suicide] Resocialization

Output: Resocialization occurs when powerful socializing agents deliberately cause rapid change in person’s values, roles, and self-conception, sometimes against a person’s will

Sociological Perspectives Terms, Theories, & People Flashcards - Cram.com

Durkheim argued that the suicide rate declines and then rises as social solidarity increases.