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tetanus
used in The Tipping Point

18 uses
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Definition
a bacterial infection typically contracted through a puncture wound with a dirty object; prevented by the DTaP (diphtheria, tetanus, pertussis) vaccine and by subsequent booster shots every 10 years
  • Levanthal wanted to see if he could persuade a group of college seniors at Yale University to get a tetanus shot.
    Chapter 3 (16% in)
  • He divided them up into several groups, and gave all of them a seven-page booklet explaining the dangers of tetanus, the importance of inoculation, and the fact that the university was offering free tetanus shots at the campus health center to all interested students.
    Chapter 3 (16% in)
  • He divided them up into several groups, and gave all of them a seven-page booklet explaining the dangers of tetanus, the importance of inoculation, and the fact that the university was offering free tetanus shots at the campus health center to all interested students.
    Chapter 3 (16% in)
  • Some of the students were given a " high fear" version, which described tetanus in dramatic terms and included color photographs of a child having a tetanus seizure and other tetanus victims with urinary catheters, tracheotomy wounds, and nasal tubes.
    Chapter 3 (16% in)
  • Some of the students were given a " high fear" version, which described tetanus in dramatic terms and included color photographs of a child having a tetanus seizure and other tetanus victims with urinary catheters, tracheotomy wounds, and nasal tubes.
    Chapter 3 (16% in)
  • Some of the students were given a " high fear" version, which described tetanus in dramatic terms and included color photographs of a child having a tetanus seizure and other tetanus victims with urinary catheters, tracheotomy wounds, and nasal tubes.
    Chapter 3 (16% in)
  • In the "low fear" version, the language describing the risks of tetanus was toned down, and the photographs were omitted.
    Chapter 3 (17% in)
  • Levanthal wanted to see what impact the different booklets had on the students' attitudes toward tetanus and their likelihood of getting a shot.
    Chapter 3 (17% in)
  • When they were given a questionnaire later, all the students appeared to be well educated about the dangers of tetanus.
    Chapter 3 (17% in)
  • But those who were given the high-fear booklet were more convinced of the dangers of tetanus, more convinced of the importance of shots, and were more likely to say that they intended to get inoculated.
    Chapter 3 (17% in)
  • For some reason, the students had forgotten everything they had learned about tetanus, and the lessons they had been told weren't translating into action.
    Chapter 3 (18% in)
  • If we didn't know about the Stickiness Factor, we probably would conclude that something was wrong with the way the booklet explained tetanus to the students.
    Chapter 3 (18% in)
  • We might wonder whether trying to scare them was the appropriate direction to take, whether there was a social stigma surrounding tetanus that inhibited students from admitting that they were at risk, or perhaps that medical care itself was intimidating to students.
    Chapter 3 (18% in)
  • The students knew, without seeing gory pictures, what the dangers of tetanus were, and what they ought to be doing.
    Chapter 3 (20% in)
  • In other words, what the tetanus intervention needed in order to tip was not an avalanche of new or additional information.
    Chapter 3 (20% in)
  • The students needed to know how to fit the tetanus stuff into their lives; the addition of the map and the times when the shots were available shifted the booklet from an abstract lesson in medical risk — a lesson no different from the countless other academic lessons they had received over their academic career — to a practical and personal piece of medical advice.
    Chapter 3 (21% in)
  • Levanthal found that the hard sell — that trying to scare students into getting tetanus shots — didn't work, and what really worked was giving them a map they didn't need directing them to a clinic that they already knew existed.
    Chapter 3 (98% in)
  • Howard Levanthal didn't redouble his efforts to terrify his students into getting a tetanus shot.
    Chapter 3 (99% in)

There are no more uses of "tetanus" in The Tipping Point.

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