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Books on the topic 'Behaviour scoring'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Finlay, Steven. Credit scoring, response modelling and insurance rating: A practical guide to forecasting consumer behaviour. Palgrave Macmillan, 2010.

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2

Finlay, Steven. Credit scoring, response modelling and insurance rating: A practical guide to forecasting consumer behaviour. Palgrave Macmillan, 2010.

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3

Thomas, L. C. Behavioural scoring. University of Edinburgh. Department of Business Studies, 1988.

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4

Bryant, Brian R. adaptive behavior scale, residential and community: Software scoring and report system. 2nd ed. Pro-ed, 1993.

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5

Hann, Robert G. Release risk prediction: A test of the Nuffield scoring system. Ministry of the Solicitor General, Programs Branch, 1989.

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6

Finlay, Steven. Credit scoring, response modeling, and insurance rating: A practical guide to forecasting consumer behavior. 2nd ed. Palgrave Macmillan, 2012.

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7

Hann, Robert G. Release risk prediction: Testing the Nuffield scoring system for native and female inmates. Ministry of the Solicitor General, Programs Branch, 1989.

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8

Zdrok, Victoria Alexandrovna. Dr. Z on scoring: How to pick up, seduce, and hook up with hot women. Simon & Schuster, 2008.

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9

Finlay, S. Credit Scoring, Response Modelling and Insurance Rating: A Practical Guide to Forecasting Consumer Behaviour. Palgrave Macmillan, 2010.

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10

Figorilli, Michela, Monica Puligheddu, and Raffaele Ferri. Scoring guidelines for sleep-related movements. Edited by Sudhansu Chokroverty, Luigi Ferini-Strambi, and Christopher Kennard. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199682003.003.0010.

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This chapter focuses on available and validated scoring guidelines for sleep-related movements, such as periodic limb movements, alternating legs movements, rhythmic movements, sleep bruxism, sleep myoclonus, and REM behavior disorder. Some scoring methods have recently been updated with the use of computerized and automatic techniques; others are based on old criteria derived from visual analysis of events recorded on paper. Further studies are needed to develop and validate automatic scoring methods and to assess their reliability and usefulness for both research purposes and clinical practice. Moreover, scoring methods and related cut-off values have to be validated, not only against controls, but also in specific populations, such as patients with Parkinson disease and REM behavior disorder.

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11

Gould, JS, WL McCaw, NP Cheney, PF Ellis, and S. Matthews. Field Guide: Fire in Dry Eucalypt Forest. CSIRO Publishing, 2008. http://dx.doi.org/10.1071/9780643101289.

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An effective response to bushfires relies on accurate predictions of fire behaviour, particularly the rate of spread, intensity and ‘spotting’. This field guide has been developed to provide a systematic method for assessing fuel hazard and predicting potential fire behaviour in dry eucalypt forest. It will assist in making vital decisions that ensure the protection of fire crews and the community. This guide integrates Project Vesta research findings with the Victorian Overall Fuel Hazard Guide and is applicable to dry eucalypt forests throughout southern Australia. Fuel assessment is based on the hazard scoring system employed during Project Vesta which investigated the effects of fuel age and understorey vegetation structure on fire behaviour in these forests. Information provided in this guide can be used to: Define and identify different fuel layers and components of fuel structure and hazard; Determine the hazard score of surface and near-surface fuel layers and the height of the near-surface fuel for fire spread prediction; Determine elevated fuel height for flame height prediction; and determine surface fuel hazard score and bark hazard score for spotting distance prediction. The Field Guide provides tables to predict the potential rate of spread of a bushfire burning in dry eucalypt forest under summer conditions, and can also be used to predict flame height and maximum spotting distance. The guide also allows users to determine the moisture content of fine dead fuels throughout the day, and to account for the effect of slope on the rate of spread of a fire.

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12

Cohen, S. Alan. Scoring high in reading: A program that teaches achievement test behaviors. 4th ed. SRA/McGraw-Hill, 1998.

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13

Sakyyi, Alfred A. A study of the holistic scoring behaviours of experienced and novice ESL instructors. 2003.

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14

Achenbach, Thomas M. Apple II Scoring Program for the Child Behavior Checklist for Ages 2-3/Diskette. Univ Vermont/Dept Psychiatry, 1986.

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15

Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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16

Scoring High on the Stanford Achievement Test : A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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17

Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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18

Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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19

Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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20

Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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21

Scoring High on the Metropolitan Achievement Tests: A Program That Teaches Achievement Test Behaviors. 4th ed. Sra, 1997.

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22

Scoring High on the Stanford Achievement Test : A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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23

Watson, John J. Identifying children with severe behavior problems: Through the use of objective scoring criteria for the kinetic family drawing. 1986.

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24

Dr. Z on Scoring: How to Pick Up, Seduce and Hook Up with Hot Women. Fireside, 2008.

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25

Teacher's Edition for Scoring High on the Stanford Achievement Test: A Program That Teaches Achievement Test Behaviors, Book 5. Sra, 1997.

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26

Wherry, Frederick F., and Ian Woodward, eds. The Oxford Handbook of Consumption. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190695583.001.0001.

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This book examines the most pressing questions addressed by consumption studies scholars today. The volume counteracts the tendency towards disciplinary myopia as it engages scholars from around the world drawing on sociology, anthropology, psychology, history, consumption studies, and marketing. The volume’s thirty-one chapters are organized around six themes, facilitating cross-disciplinary exploration. The volume covers consumer transactions and credit scoring as important drivers of consumer behaviors, race and ethnicity and consumer inequality, brands and branding, the embeddedness of marketing, consumer culture theory, the sharing economy, ethical consumption, environmental sustainability, and variations in urban scenes where consumption thrives.

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27

Scoring High on the Ohio Ninth-Grade Proficiency Tests: Writing, Reading, and Citizenship : A Program That Teaches Achievement Test Behaviors. Sra, 1997.

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28

Scoring High on the Stanford Achievement Test Book B (A Program of Test Behaviors & subject-area Skills tested, Volume 1). American School Publishers, 1991.

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29

Teacher's edition for scoring high on the New Jersey high school proficiency test: Mathematics ; a program that teaches achievement test behaviors. Random House, 1987.

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30

Thomason, Krista K. Ajax Reviled. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190843274.003.0006.

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Shaming punishments have increased in popularity, and social media platforms such as Twitter and Facebook have become mediums for public shaming of bad behavior. Can these practices be justified? This chapter distinguishes between three practices all labeled “shaming:” invitations to shame, shaming, and stigmatizing. It then argues that invitations to shame can be justified in certain circumstances, but shaming and stigmatizing cannot be justified. The primary argument in favor of shaming and stigmatizing is that both practices are powerful tools to change behavior. Shaming is the practice of holding up the flaws of others for public scorn, and this practice is unjustified even when it is done for noble reasons.

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31

Whitfill, Travis, Heidi Rossetti, and Michael C. Gottlieb. Psychological Testing and Assessment. Edited by John Z. Sadler, K. W. M. Fulford, and Werdie (C W. ). van Staden. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780198732372.013.22.

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Psychological evaluations are commonly conducted within psychiatric settings with the goal of informing treatment decisions that are intended to benefit the patient. In addition to a clinical interview and review of records, the evaluation includes the selection, administration, scoring, and interpretation of psychological testing. Guided by the question(s) from the referring party, this multifaceted process occurs within a setting of existing care that requires clarification of the roles/duties of the professionals and organizations relative to each other and the patient. Additionally, psychological testing involves unique ethical considerations (e.g., psychometrics) not typically encountered during psychotherapy or psychiatric care. A variety of standards, provided in the form of rules that require or prohibit specific behaviors, has been created by governing organizations in order to inform the ethical decision-making process while conducting psychological assessments. These standards are understood within the broader framework of aspirational principles of ethics (e.g., nonmaleficence) universal to biomedical practice.

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