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Full download Test Bank for Essentials of Human Behavior: Integrating Person Environment and the Life Course Second Edition file pdf free all chapter
Full download Test Bank for Essentials of Human Behavior: Integrating Person Environment and the Life Course Second Edition file pdf free all chapter
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1 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
Test
Multiple Choice
1. The interrelated lives of the McKinley family as well as the impact of external factors
such as job insecurity, health care issues, and cultural gender and role definitions that
influence their individual behaviors and affect the family's general well-being can be well
explained using concepts from the:
A) social exchange perspective
*B) systems perspective
C) rational choice perspective
D) humanistic perspective
2. An elderly person who receives the benefit of her basic needs being met but at the same
time endures the cost of feeling that she has nothing to offer in exchange. This is an
example of the:
A) rational choice perspective
*B) social constructionist perspective
C) conflict perspective
D) humanistic perspective
3. An individual's participation in a support group for heart attack survivors has helped him
modify some of his views about his situation by encouraging a solution-focused approach
to his concerns. This is an example of the:
A) humanistic perspective
B) psychodynamic perspective
C) conflict perspective
*D) social constructionist perspective
4. A perspective that is concerned with how internal processes such as needs, drives, and
emotions motivate human behavior is known as the:
A) humanistic perspective
*B) psychodynamic perspective
C) developmental perspective
D) systems perspective
2 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
5. Ruth is entering into her late old age and struggles with chronic illnesses and losses. This
is an example of the:
A) humanistic perspective
B) psychodynamic perspective
3 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
6. The assumption that learning takes place as individuals interact with their environments
is related to the:
*A) social behavioral perspective
B) psychodynamic perspective
C) developmental perspective
D) social constructionist perspective
7. When family members make choices based on freedom of action and search for meaning
this is an example of the:
A) social behavioral perspective
B) developmental perspective
C) psychodynamic perspective
*D) humanistic perspective
8. Individuals who hold power in the family but little power in the labor market is an
example of the:
A) social behavioral perspective
*B) conflict perspective
C) social constructionist perspective
D) systems perspective
9. If a social worker were to help family members increase their personal sense of
competence in taking care of an elderly relative we would define this as:
*A) self-efficacy
B) agency
C) efficacy expectation
D) self-actualization
10. Having a sense that you can personally accomplish a goal is known as:
A) self-efficacy
B) agency
*C) efficacy expectation
D) self-actualization
11. Individuals who weathered several negative environmental experiences and changes in
their physical functioning that may be contributing to lowered expectations of self as well
as a resistance to measures that might improve their functioning. This is best described
4 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
as:
A) social behavioral perspective
B) efficacy expectations
C) social learning theory
*D) learned helplessness
12. According to Maslow's hierarchy of needs, the needs that must first be satisfied before
higher needs can emerge are:
A) psychological needs
B) belongingness and love needs
*C) physiological needs
D) self-actualization needs
13. According to Maslow's hierarchy of needs, meeting one's needs for affection and
intimacy refers to:
A) psychological needs
*B) belongingness and love needs
C) safety needs
D) self-actualization needs
14. Security is very important to Stanley, which represents which of Maslow's hierarchy of
needs?
A) psychological needs
B) belongingness and love needs
*C) safety needs
D) self-actualization needs
15. A term associated with the capacity to intentionally make things happen is known as:
A) self-efficacy
B) efficacy expectation
C) esteem needs
*D) agency
16. A theory associated with change that can be sudden, rapid, or radical is:
A) social learning theory
*B) chaos theory
C) cognitive theory
D) operant conditioning theory
17. A theory that suggests that behavior is also learned by imitation, observation, beliefs, and
5 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
expectations is:
*A) cognitive social learning theory
B) operant conditioning theory
C) classical conditioning theory
D) empowerment theory
18. A theory that guides our practice interventions towards building on client strengths is:
A) cognitive social learning theory
B) operant conditioning theory
C) classical conditioning theory
*D) empowerment theory
21. A theory that is based on the desire to maximize benefits and minimize costs is:
A) social network theory
B) reasoned action theory
C) feminist theory
*D) social exchange theory
22. A theory that utilizes pictorial representations, like an ecomap, of interactions in a system
is:
*A) social network theory
B) systems theory
C) person-in-environment theory
D) social exchange theory
23. A person's felt and interpreted experience of “who I am” is referred to as:
A) self-efficacy
B) role
6 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
24. A person's usual behaviors that occupy a particular social position is referred to as:
A) self-efficacy
*B) role
C) phenomenal self
D) feedback mechanism
25. Which of the following is NOT a term associated with the systems perspective?
*A) phenomenal self
B) boundary
C) feedback mechanisms
D) role
26. The expansion of conflict theory by Randall Collins to integrate conflict processes at the
social level with those at the small group and family levels addresses which criteria for
evaluating theory:
A) diversity and power
B) usefulness for social work
*C) comprehension
D) competence
27. The finding that individual choices and decisions are often inconsistent with assumed
rationality and are often too complicated to ascertain the most rational choice illustrates
which criteria for judging social theory:
A) coherence
*B) empirical support
C) comprehensiveness
D) diversity
28. Traditional psychodynamic theories have been criticized on which basis for of theory
evaluation:
A) diversity and power
B) testability and empirical support
C) coherence and conceptual clarity
*D) all of the above are criticisms of traditional psychodynamic theory
30. The humanistic perspective is called the 'third force' because it was developed in reaction
to:
*A) psychodynamic and behavioral perspectives
B) systems perspective
C) developmental and constructionist perspectives
D) conflict perspective
True/False
31. True or False. When we consider human behavior from as systems perspective, we see it
as an outcome of reciprocal interactions of persons operating within linked social
systems.
*A) True
B) False
32. True or False. An open system is one where there is no exchange with external systems.
A) True
*B) False
33. True or False. A closed system is one where there is an exchange of resources with
external systems.
A) True
*B) False
34. True or False. One big idea of the conflict perspective is that lack of open conflict is a
sign of exploitation.
*A) True
B) False
35. True or False. One big idea of the rational choice perspective is that human
consciousness and the sense of self are shaped by continual social interaction.
A) True
*B) False
8 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
36. True or False. One big idea of the social constructionist perspective is that people can
modify meanings in the process of interaction.
*A) True
B) False
37. True or False. One big idea of the psychodynamic perspective is that human
development is a complex interaction of biological, psychological, and social factors.
A) True
*B) False
38. True or False. A big idea of the developmental perspective is that human development
occurs in clearly defined age-graded stages.
*A) True
B) False
39. True or False. Stage 1 (birth-1 year) of Erikson's model of human development proposes
the psychosocial crisis to be basic trust versus mistrust.
*A) True
B) False
40. True or False. Stage 4 (ages 6-12) of Erikson's model of human development proposes
the psychosocial crisis to be industry versus inferiority.
*A) True
B) False
41. True or False. Stage 7 (late 20s -50s) of Erikson's model of human development
proposes the psychosocial crisis to be intimacy versus isolation.
A) True
*B) False
42. True or False. One big idea of the social behavioral perspective is that all human
problems can be formulated as undesirable behavior.
*A) True
B) False
43. True or False. One big idea of the humanistic perspective is that all behavior can be
defined and changed.
A) True
*B) False
9 Hutchison - Essentials of Human Behavior: Integrating Person, Environment, and the Life Course Instructor Resource
Fill-in-the-Blank
44. Social workers have used the conflict perspective as a base to develop practice-oriented
theories which focus on inequality, injustice, and increasing
power.
* empowerment
46. The premise that social behavior is based on the desire to maximize benefits and
minimize cost is theory.
* social exchange
48. This family, like other families, has a indicating who is in and who is out.
* boundary
53. was developed out of concerns about the male bias in existing
psychodynamic theories.
* Relational-cultural theory
Short AnswerEssay
54. List the eight stages, including age range and psychosocial crisis, of Erikson's model of
human development.
56. Compare and contrast the ideas of the psychodynamic perspective and the
developmentmental perspective. Cite examples of how you think these theories would hlp
with assessment and intervention in your practice with clients.
57. Which theoretical perspective would you evaluate as meeting the most criteria for
judging social theory. Provide a rational for your answer.
Another random document with
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LEGEND:
(A) = H₂O Content, (%)
(B) = Accel. Chloropicrin Service Time, (Min.)
(C) = Chloropicrin
(D) = Phosgene
(E) = Hydrocyanic Acid
(F) = Arsine
(G) = Cyanogen Chloride
(H) = Trichloromethylchloroformate
(I) = Chlorine
Poor U. S. A.
1 0 10 120175 20 18 55 50 270
cocoanut
Medium U. S. A.
2 0 30 350260 25 25 65 65 370
cocoanut
Good U. S. A.
3 0 60 620310 27 30 75 70 420
cocoanut
Same as U. S. A.
4 No. 2 but 12 18 320330 35 16 35 95
wet
No. 2 U. S. A.
5 0 35 400700 70 400 70 190 510
impregnated
6 Wood French 0 2.5 25 75 9 0 1 20
7 Wood British 0 6 70 90 18 4 5 30
8 Peach stone British 0 16 190135 30 25 65 60
Treated German
9 0 42 230105 20 20 22 25
wood
No. 9 German
10 30 9 90320 16 1110 120
impregnated
Soda-Lime
Charcoal is not a satisfactory all-round absorbent because it has too little capacity
for certain highly volatile acid gases, such as phosgene and hydrocyanic acid, and
because oxidizing agents are needed for certain gases. To overcome these
deficiencies the use of an alkali oxidizing agent in combination with the charcoal has
been found advisable. The material actually used for this purpose has been granules of
soda-lime containing sodium permanganate. Its principal function may be said to be to
act as a reservoir of large capacity for the permanent fixation of the more volatile acid
and oxidizable gases.
The development of a satisfactory soda-lime was a difficult problem. The principal
requirements follow: Its activity is not of vital importance, as the charcoal is able to take
up gas with extreme rapidity and then later give it off more slowly to the soda-lime.
Absorptive capacity is of the greatest importance, since the soda-lime is relied upon to
hold in chemical combination a very large amount of toxic gas. Both chemical stability
and mechanical strength are difficult to attain. The latter had never been solved until
the war made some solution absolutely imperative.
Testing of Absorbents[31]
Absorbents should be tested for moisture, hardness, uniformity of
sample and efficiency against various gases.
Moisture is simply determined by drying for two hours at 150°.
The loss in weight is called moisture.
The hardness or resistance to abrasion is determined by shaking
a 50-gram sample with steel ball bearings for 30 minutes on a Ro-
tap shaking machine. The material is then screened and the
hardness number is determined by multiplying the weight of
absorbent remaining on the screen by two.
The efficiency of an absorbent against various gases depends
upon a variety of factors. Because of this, it is necessary to select
standard conditions for the test. These were chosen as follows:
The absorbent under test is filled into a sample tube of specified
diameter (2 cm.) to a depth of 10 cm. by the standard method for
filling tubes, and a standard concentration (usually 1,000 or 10,000
p.p.m. by volume) of the gas in air of definite (50 per cent) humidity
is passed through the absorbent at a rate of 500 cc. per sq. cm. per
min. The concentration of the entering gas is determined by analysis.
The length of time is noted from the instant the gas-air mixture is
started through the absorbent to the time the gas or some toxic or
irritating reaction product of the gas begins to come through the
absorbent, as determined by some qualitative test. Quantitative
samples of the outflowing gas are then taken at known intervals and
from the amount of gas found in the sample the per cent efficiency of
the absorbent at the corresponding time is calculated.
Canisters
After an absorbent has been developed to a given point, and is
considered of sufficient value to be used in a canister, the materials
are assembled as described in Chapter XII. While the final test is the
actual use of the canister, machine tests have been devised which
give valuable information regarding the value of the absorbent in the
canister and the method of filling.
Man Tests
The final test of the canister is always carried out by means of the
so-called “man test.” Special man-test laboratories were built at
Washington, Philadelphia and Long Island. These are so constructed
that, if necessary, a man may enter the chamber containing the gas
and thus test the efficiency of the completed gas mask. In most
cases, however, the canister is placed inside or outside the gas-
chamber and the men breathe through the canister, detecting the
break point by throat and lung irritation.
The following brief description of the man test laboratory at the
American University will give a good idea of the plan and procedure.
[32]
The man test laboratory is a one-story building, 56 ft. in length
and 25 ft. in width. The main part is occupied by three gas
chambers, laboratory tables, and various devices for putting up and
controlling gas concentrations in the chambers. A small part at one
end is used as an office and storeroom.
Good ventilation is of great importance in a laboratory of this
nature. This is secured by means of a 6 ft. fan connected to suitable
ducts. The fan is mounted on a heavy framework outside and at one
end of the building. The fan is driven at a speed of about 250 r.p.m.
by a 10 h.p. motor. The main duct is 33 in. square, extending to all
parts of the building. A connection is also made to a small hood used
when making chemical analyses.
The gases, fumes, etc., drawn out by the fan, are forced up and
out of a stack 30 in. in diameter, extending upward 55 ft. above the
ground level.
The main features of each of the three gas chambers are
identical. Auxiliary pieces of apparatus are used with each chamber,
the type of apparatus being determined by the characteristics of the
gas employed.
Fig. 76.—Man Test Laboratory,
American University.
Each chamber is 10 ft. long, 8 ft. wide and 8½ ft. high, having,
therefore, a capacity of 680 cu. ft. or 19,257 liters. The floor is
concrete, and the walls and ceiling are constructed on a framework
of 2 × 4 in. scantling, finished on the outside with wainscoting and on
the inside with two layers of Upson board (laid with the joints lapped)
covered with a ½ in. layer of special cement plaster laid upon
expanded metal lath. The interior finish is completed by two coats of
acid-proof white paint. The single entrance to the chamber is from
outside the laboratory, and is closed by two doors, with a 36 × 40 in.
lock between them. These doors are solid, of 3-ply construction, 2½
in. thick, with refrigerator handles, which may be operated from
either inside or outside the chamber. The door jambs are lined with ³/
₁₆ in. heavy rubber tubing to secure a tight seal.
At the end of the chamber opposite the doors, a pane of ¼ in.
wire plate glass, 36 × 48 in., is set into the wall, and additional
illumination may be secured by 2 headlights, 12 in. square, set into
the ceiling of the chamber and of the air-lock, respectively, and
provided with 200 watt Mazda lamps and Holophane reflectors.
Openings into the chamber, five in number, are spaced across this
end beneath the window and 9 in. above the table top.
Fans are installed for keeping the concentration uniform.
Field Tests
It will be observed that all of the above tests are concerned only
with the efficiency of the absorbent and its packing in the canister.
No attempt was made to determine the comfort and general “feel” of
the mask. For this purpose field tests were devised, covering periods
from two to five hours. The first test was a five-hour continuous
wearing test. It was assumed that any mask which could be worn for
five hours without developing any marked features of discomfort
could, if the occasion demanded it, be worn for a much longer period
of time. A typical test follows:
8:00 to Instruction and adjustment of gas
8:30 mask.
Gas-chamber tests
8:30 to Games involving mental and physical
9:30 activity
9:30 to Cross-country hike with suitable
11:30 periods of rest
11:30 to Tests of vision
12:00
12:00 to Games to test mental condition of
12:30 subjects
12:30 to Gas-chamber fit test
1:00
Fig. 79.—Hemispherical Vision Chart.
Protective Clothing
Protective clothing was an additional feature of the general
program of protection. As far as factory protection is concerned, the
use of protective garments was more or less of a temporary
expedient and they were abandoned as fast as automatic machinery
and standard practice made their use less necessary. It is likewise a
question regarding their value at the front. It is very certain that the
garments developed needed to be made lighter and more
comfortable to be of much value to the fighting unit.
The first development of protective clothing was along the lines of
factory protection. The large number of casualties in connection with
the manufacture of mustard gas made it imperative that the workmen
be protected not only from splashes of the liquid mustard gas, but
also from its vapors. The first suit developed provided protection to
the entire body. The ordinary clothing materials and even rubberized
fabrics offered little protection but it was found that certain oilcloths
were practically impermeable to mustard gas. The suit was a single
garment, buttoning in the back, with no openings in the front, no
pockets and with tie-strings at wrists and ankles. The head was
protected by means of an aluminium helmet, supported by means of
a head band resting on the head like a cap and slung from the inside
of the helmet; this permitted slight head motions independent of the
helmet. In order to provide cooling and ventilating and pure air
breathing, the suit was inflated by pumping a considerable volume of
air into the suit through a flexible hose long enough to permit
considerable freedom of movement.