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0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | Risk factors for penile cancer | uncircumcised, viral cause, poor hygiene | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | What part of penis is most commonly affected by cancer? | glans | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | What can penile cancer start as? | leukoplakia typically involving the meatus or as condylomata lesion | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | If velvety red lesions are on the penis, what do you suspect? | Bowen Disease (carcinoma in situ) | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | What type of cancer are most penile cancers? | SCC | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | Tx for penile cancer | biopsy mandatory to rule out benign conditions, tx depends on pathology and location, primary lesion--Effudex cream or laser therapy, Invasive dz of the glans- complete excision or shaft--complete penectomy | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | What is the tx for inoperable penile cancer and bulky inguinal mets? | chemotherapy | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
0b25ddc3___CANCER_Flashcards___Cram_com__weight_loss___solid_renal_mass | What is the tx of penile cancer that has spread to regional lymph nodes? | 6 weeks of antibiotics and if still unresolved inguinal node dissections | [] | IPAPBURKE GU TEST 2- CANCER Flashcards - Cram.com | gross or microscopic hematuria, flank pain or mass, systemic symptoms (fever, weight loss), solid renal mass | http://www.cram.com/flashcards/ipapburke-gu-test-2-cancer-1494518 | 2/1438042981856.5_20150728002301-00266-ip-10-236-191-2_376017082_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | What must a driver/operator understand and be able to use on their aerial apparatus? | -The controls functions, operations, and safeties - The function and operation of stabilizing power. - Limitations of the apparatus - Proper spotting angles - Maximum load limits - Safe operating practices | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Raising the aerial device consists of a series of motions that include what? | - elevating - rotating - extending - Lowering the device to its objectives | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | When operating and aerial device one motion is recommended at a time unless what? | - The situation is critical - The operator is qualified to operate the apparatus in that manner - Your apparatus is equipped with a system that is designed for multi-use operations | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | What tasks should the driver operator complete before deploying the aerial device? | -Place the aparatus in proper position - Apply all parking brakes - Place apparatus transmission into the proper gear and operate the PTO - Fully deploy stabilizers - Switch selector valve from the stabilizer position to aerial device. | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Why should full-speed operation of the aerial be minimized, regardless of the skill of the operator? | Large amounts of dynamic stress placed upon the aerial device when the motion is halted. | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | On most aerial apparatus the hold-down locks release automatically when what happens? | -The PTO s engaged - The stabilizers are fully deployed - The selector valve is switched from the stabilizers to the aerial device. | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | In accordance with aerial device manufacturers recommendations, the aerial device should be positioned approximately _-_inches above the surface of the target. | 4-6 inches | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Most aerial ladder failures or apparatus overturning accidents involve a combination of what? | Overloading or over-extension of the ladder at low angles of elevation. | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Why do some departments supply aerial master stream appliances from two different pumpers? | So that if one pumper loses water, there is not an immediate loss of water to the aerial master stream reducing the chance of damage created by the sudden shut off of water. | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | What are the keys to operating on a grade? | - Optimum positioning - Proper stabilization of the apparatus - Knowing load restrictions for the given grade | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Though limitations will vary among manufacturers, most allow full operation in winds up to how fast? | 35-40 mph | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Manufacturers of several older light duty ladders recommend the use of guy ropes when it is necessary to extend the ladder to how many feet or more? | 75ft or more | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Loads that involve motion. The include the forces arising from wind, moving vehicles, earthquakes, vibration, falling objects, as well as the addition of a moving load force to an aerial device or structure. | Shock load (dynamic load) | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | Heat damage to the aerial device may or may not be visible. What are obvious signs of damage? | - discoloration - disfiguration - deformed weld - improper mechanical response of any working portion of the aerial device | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | The driver/operator must be continually on the lookout for what signs off mechanical trouble or impending failure? | - Leaking fuel - Leaking hydraulic fluid - Leaking coolant - Leaking motor oil - Overheating of any component - Unusual noises of vibrations - Odor of burning fluids - Drifting of aerial device when raised - Overloading of electric system - Gauges indicating abnormality | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
dfc28fdb_operator_Flashcards___Cram_com____Inspecting_the_aerial_device | How often should a driver/operator practice with their aerila apparatus? | At least once a week or at the beginning of every work cycle | [] | Chapter 8 Aerial Apparatus driver/operator Flashcards - Cram.com | - Knowing and using technical data - Preparing the device for use - General positioning of apparatus - Operating controls - Using the aerial device with fire streams - Knowing aerial device uses during rescue - Inspecting the aerial device | http://www.cram.com/flashcards/chapter-8-aerial-apparatus-driveroperator-1675149 | 2/1438042982745.46_20150728002302-00074-ip-10-236-191-2_394280405_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself. | As a Noncommissioned Officer, I realize that I am a member of a time honored corps, which is known as "The Backbone of the Army". | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will not use my grade or position to attain pleasure, profit, or personal safety. | I am proud of the Corps of Noncommissioned Officers and will at all times conduct myself so as to bring credit upon the Corps, the Military Service and my country regardless of the situation in which I find myself. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | Competence is my watchword. | I will not use my grade or position to attain pleasure, profit, or personal safety. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers. | Competence is my watchword. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will strive to remain technically and tactically proficient. | My two basic responsibilities will always be uppermost in my mind -- accomplishment of my mission and the welfare of my soldiers. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I am aware of my role as a Noncommissioned Officer. | I will strive to remain technically and tactically proficient. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will fulfill my responsibilities inherent in that role. | I am aware of my role as a Noncommissioned Officer. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | All soldiers are entitled to outstanding leadership; I will provide that leadership. | I will fulfill my responsibilities inherent in that role. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I know my soldiers and I will always place their needs above my own. | All soldiers are entitled to outstanding leadership; I will provide that leadership. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will communicate consistently with my soldiers and never leave them uninformed. | I know my soldiers and I will always place their needs above my own. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will be fair and impartial when recommending both rewards and punishment. | I will communicate consistently with my soldiers and never leave them uninformed. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine. | I will be fair and impartial when recommending both rewards and punishment. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will earn their respect and confidence as well as that of my soldiers. | Officers of my unit will have maximum time to accomplish their duties; they will not have to accomplish mine. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will be loyal to those with whom I serve; seniors, peers, and subordinates alike. | I will earn their respect and confidence as well as that of my soldiers. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will exercise initiative by taking appropriate action in the absence of orders. | I will be loyal to those with whom I serve; seniors, peers, and subordinates alike. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will not compromise my integrity, nor my moral courage. | I will exercise initiative by taking appropriate action in the absence of orders. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1143bcf9_CO_CREED_Flashcards___Cram_com__Officer__a_leader_of_soldiers_ | I will not forget, nor will I allow my comrades to forget that we are professionals, Noncommissioned Officers, leaders! | I will not compromise my integrity, nor my moral courage. | [] | NCO CREED Flashcards - Cram.com | No one is more professional than I. I am a Noncommissioned Officer, a leader of soldiers. | http://www.cram.com/flashcards/nco-creed-720181 | 2/1438042982745.46_20150728002302-00044-ip-10-236-191-2_392900786_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | the layer of gases which surround the Earth [Air Pressure] | Atmosphere | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | how much matter is inside a given space. [Air Pressure] | Density | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | the layer of our atmosphere closest to the surface of the Earth; where weather occurs & where we live [Air Pressure] | Troposphere | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | the second layer of our atmosphere; where ozone is located [Air Pressure] | Stratosphere | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | – the third layer of our atmosphere [Air Pressure] | Mesosphere | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | – the outer layer of our atmoshere; coldest layer [Air Pressure] | Thermosphere | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | height of an object above Earth’s surface [Air Pressure] | Altitude | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | height of an object above sea level [Air Pressure] | Elevation | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | a gas which blocks most of the radiation from the sun; found in the stratosphere [Air Pressure] | Ozone | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | how strongly gravity pulls on an object [Air Pressure] | Weight | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | air movement from an area of high pressure to low pressure [Air Pressure] | Wind | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | a tool used to view objects that are too small to be seen with the naked eye [Air Pressure] | Microscope | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
1744fcbf_mosphere_Flashcards___Cram_com__Air_Pressure | any living thing [Air Pressure] | Organism | [] | 6.4.1 Earth’s Atmosphere Flashcards - Cram.com | Air Pressure | http://www.cram.com/flashcards/641-earths-atmosphere-956185 | 2/1438042982745.46_20150728002302-00192-ip-10-236-191-2_394204079_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Sequential cohort studies | combine cross-sectional and longitudinal studies | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] R. C. Tyrone maze study | Ran mice in maze and divided into groups “maze bright” and “maze dim” utilized selective breeding to breed maze bright and maze dim mice. Proved that learning ability had genetic component | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Lewis Terman’s study | compared a group of children with high iq’s with groups of children typical of the general pop *first large-scale longitudinal study that followed the development fo the group over time | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Adaptation Piaget | adaptation occurs through assimilation and accomidation | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Assimilation | the process of interpreting new information in terms of existing schemata | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Accomodation | new information doesn’t fit into existing schemata. The process of modifying existing schemata to adapt to this new information | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Piaget’s stages of cognitive development | sensorimotor, preoperational, concrete operational, and formal | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Sensorimotor stage | first stage of piaget’s cognitive development lasts from birth to age 2 child forms primary and secondary circular reactions and object permanence | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] primary circular reaction | developed in sensorimotor stage infant begins to coordinate separate aspects of movement. This is the advent of goal oriented bx. i.e. When child is hungry will suck on things indiscriminately | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] secondary circular reaction | Phase in piaget's cognitive development theory. During this substage, the child becomes more focused on the world and begins to intentionally repeat an action in order to trigger a response in the environment. For example, a child will purposefully pick up a toy in order to put it in his or her mouth. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Object permanence | occurs when the child realizes that objects continue to exist even though the child cannot perceive their existence. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] preoperational stage | second stage of piaget. 2-7 Marks beginning of representational thought. centration and egocentrism exist in this phase | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] centration | held in preoperational stage tendency to be able to focus on only one aspect of a phenomenon. Cannot understand principle of conservation | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] principle of conservation | notion that physical properties of matter do not change simply because the appearance of the matter changes. Demonstrated this concept by showing that children could not identify that two beakers were equal in the amount of water they held if they were different in shape. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] egocentrism | inability to understand that relationships are reciprocal and cannot take the perspective of another person | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] concrete operational stage | 7-11 children can conserve and take perspective of others into account, but are limited to working with concrete objects or information that is directly available. These children have difficulty with abstract thought. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Formal operational | begins at about twelve to and lasts into adulthood child begins to think logically about abstract ideas. Thinking “Can think like a scientist” | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Four basic components of language | phonology, semantics, syntax and pragmatics. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Phonology | sound stem of language, made up of phonemes | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Categorical perception | the ability to distinguish between differences in sound that do not denote differences in meaning and those differences in sound that do denote differences in meaning | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Semantics | the learning of word meanings | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Syntax | refers to how words are put together to form sentences | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Pragmatics | Chomsky A subfield of linguistics which studies the ways in which context contributes to meaning. It studies how the transmission of meaning depends not only on the linguistic knowledge (e.g. grammar, lexicon etc.) of the speaker and listener, but also on the context of the utterance, knowledge about the status of thos... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Babbling | an important precursor to language. All children babble regardless of ability to hear | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Language Acquisition Device | The innate capacity for learning which is thought to be triggered by exposure to language Chomsky | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] errors of growth | grammatical errors that are universal and not the result of environmental influence, but instead the attempted internalization of grammatical rules. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Transformational grammar | the study of grammar by Chomsky | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Diana Baumrind and Parenting Style? | (1) Authoritarian -- children were withdrawn and unhappy (2) Permissive (affectionate, not at all strict) -- Happy but lacking in self-control (3) Authoritative (affectionate, firm but fair) -- self-reliant, assertive, happy, friendly, high-functioning kids. Help kids understand and assimilate the ethics of society. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Genie | Girl who was discovered at age thirteen after being almost completely isolated. Was able to develop some language but not perfect synatax. *shows there may be a sensitive period in language development vs a critical period. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Freud's personality development | Based on the notion that the driving force behind humanity it sexual, and not just in having sex way, but in terms of sexual gratification. Fixation at any stage comes from parental over or under indulgence at any one stage. personality development require successfully navigating each one. % stages : oral, anal, phalli... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Oral phase | birth - 18 months gratification is obtained through putting objects in mouth | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Anal stage | one-3 years labidinal energy centered on anus. gratification obtained through elimination and retention of waste materials Fixation would lead to either sloppiness or excessive orderliness | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Phalic stage | 3-6 get through this stage by resolving oedipal complex. Male envies father's sexual relationship with mother. fears castration. sublimates guilt by identifying with father and forming sexual identity internalizing moral values. Child sublimates labidinal energy putting it into school work or collecting things | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Latency | After resolution of oedipal complex through sublimation of libido. ends in pubert | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Genital stage | Begins at puberty lasts through adulthood. if prior development has proceeded correctly at this point the person should enter into health heterosexual relationships | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Heinz Dilemma | Test devised by kholberg to test moral stages of individual. Asked about stealing medicine for sick wife if couldn't afford it. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Kohlberg's stages of moral development? | Kholberg believed that there were three phases of moral development each consisting of two stages: Preconventional, conventional, post-conventional. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] First phase kohlberg | First stages of moral development Proconventional Morality Stage 1. Obedience and Punishment Orientation: Kohlberg's stage 1 is similar to Piaget's first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma, th... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Second Phase kohlberg | Conventional phase Stage 3 Good Interpersonal Relationships. At this stage children--who are by now usually entering their teens--see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in "good" ways. Good behavior means having good mot... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Kohlberg's 3rd phase | Postconventional Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society functioning. However, a smoothly functioning society is not necessarily a good one. A totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people begin to ask, "What makes for ... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Psychosocial theory | Erik Erikson's theory of delvelopment. Development is a sequence of central life crises. In each of these crises there is a possible favorable outcome and a possible unfavorable outcome. Development occurred through resolution of conflicts between needs and social demands. | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Phases of psychosocial theory | trust vs mistrust, autonomy vs shame and doubt initiative versus guilt industry versus inferiority identity versus role confusion, intimacy versus isolation, generativity versus stagnation, Integrity versus despair | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Trust vs Mistrust | first phase of Psychosocial theory first year of life. if resolved successfully the child will come to trust his or her environment, if unresolved child will be suspicious of world possible throughout life | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Autonomy vs shame and doubt | Second phase of psychosocial theory 1-3 years Favorable outcome: feeling of will and ability to exercise choice as as well as self-restraint. Child will have sense of competence and autonomy. Unfavorable outcome: sense of doubt and lack of control. A feeling that what happens to one is a result of external forces rathe... | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Initiative Vs guilt | Third phase 3-6 years favorable outcomes: purpose, ability to initiate activity and ability to enjoy accomplishment. Neg: Child will be so overcome by fear of punishment that the child may unduly restrict himself or may overcompensate by showing off | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
f964800a_al_psych_Flashcards___Cram_com___of_subjects_at_different_ages | [Cross-Sectional study] Industry vs Inferiority | Fourth phase of psychosocial theory 6-12 Favorable: child will feel competent and will be able to exercise his or her abilities and intelligence in the world and affect world in way child desires. Unfavorable: Results in a sense of inadequacy a sense of inability to act in a competent manner, low self-esteem | [] | developmental psych Flashcards - Cram.com | compare groups of subjects at different ages | http://www.cram.com/flashcards/developmental-psych-3095209 | 2/1438042981856.5_20150728002301-00057-ip-10-236-191-2_392249838_0.json |
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