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Relevant bibliographies by topics / Child Behavior Scale

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Academic literature on the topic 'Child Behavior Scale'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Child Behavior Scale"

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Sun, Qian, Vivian Weiqun Lou, and Ben M. F. Law. "Validating the Effectiveness Scale of Children’s Familial Influencing Behavior Within Three-Generational Relationships." Research on Social Work Practice 28, no. 4 (2016): 482–92. http://dx.doi.org/10.1177/1049731516656463.

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Purpose: This study examined the development and validation of the Effectiveness Scale of Child Familial Influencing Behavior. This measurement is constructed to evaluate the effectiveness of child familial influencing behaviors within three-generational relationships. Methods: The effectiveness of child familial influencing behaviors was rated by two informants (parent and grandparent) on 601 children from Grade 1 to Grade 3 in China. Results: The Effectiveness Scale of Child Familial Influencing Behavior consisted of three factors with 12 indicators related to highly influential tactics, moderately influential tactics, and low influential tactics and showed satisfactory reliability, a good model fit, and strong construct validity. Discussion: The findings provided good evidence of the Effectiveness Scale of Child Familial Influencing Behavior as a reliable tool with which to evaluate child familial influencing behaviors in a multigenerational context. Implications for further social work practice and research are discussed.

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Davis, Alexandra Nicole, and Cathy Huaqing Qi. "A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families." Topics in Early Childhood Special Education 40, no. 3 (2020): 172–86. http://dx.doi.org/10.1177/0271121420946104.

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We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results suggested that children’s early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems.

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김정미 and 임희선. "Development and validation of Interactive Behavior Scales for Parent(IBSP) and Interactive Behavior Scale for Child(IBSC)." Korean Journal of Early Childhood Education 34, no. 4 (2014): 441–64. http://dx.doi.org/10.18023/kjece.2014.34.4.019.

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Meyer, Erin L., Barbara A. Schaefer, Cesar Merino Soto, et al. "Factor structure of child behavior scale scores in peruvian preschoolers." Psychology in the Schools 48, no. 10 (2011): 931–42. http://dx.doi.org/10.1002/pits.20596.

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de Jong, Peter F. "Validity of the Amsterdam Child Behavior Checklist: A Short Rating Scale for Children." Psychological Reports 77, no. 3_suppl (1995): 1139–44. http://dx.doi.org/10.2466/pr0.1995.77.3f.1139.

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The Amsterdam Child Behavior Checklist is a short behavior checklist meant to distinguish between attention problems and several other common behavioral and emotional problems of children in primary education. The list has four scales, Attention Behavior, Restlessness, Aggressive Behavior, and Fear/Uncertainty. We examined the relationships among the scores on the scales and similar scales of the Teacher Report Form, the teachers' version of the Child Behavior Checklist. Teachers from 94 schools rated 454 children on both lists. Analysis showed that the associations between the scores of the scales of the Amsterdam Child Behavior Checklist and of similar scales of the Teacher Report Form ranged from moderate to strong. These data support the validity of the scales of the Amsterdam Child Behavior Checklist.

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Boerlage, Anneke A., Erwin Ista, Marjan de Jong, Dick Tibboel, and Monique van Dijk. "The COMFORT behavior scale." Pediatric Critical Care Medicine 13, no. 2 (2012): e124-e125. http://dx.doi.org/10.1097/pcc.0b013e3182192d92.

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Hukkelberg, Silje Sommer, Charlotte Reedtz, and John Kjøbli. "Construct Validity of the Eyberg Child Behavior Inventory (ECBI)." European Journal of Psychological Assessment 34, no. 1 (2018): 14–21. http://dx.doi.org/10.1027/1015-5759/a000316.

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Abstract. Despite the wide use of the Eyberg Child Behavior Inventory (ECBI), its construct validity is still an issue of debate. Whereas previous studies primarily have relied on confirmatory factor analyses (CFAs), the present study aimed to evaluate the Norwegian 22-item version of the ECBI intensity scale using exploratory structural equation modeling (ESEM), which offers more flexibility compared to traditional CFA. The study used data from three samples of parents with children with emerging or existing problem behaviors. Results showed that the ESEM model showed good fit and identified the three factors Oppositional defiant behavior, Conduct problem behavior, and Inattentive behavior. In addition, the ESEM approach revealed several small and significant (λ ≤ .21) cross-loadings. The results illustrated the strengths of ESEM over CFA and suggest that ESEM provide a useful statistical framework to evaluate the structure of ECBI items.

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Hudziak, James J., C. E. M. van Beijsterveldt, Robert R. Althoff, et al. "Genetic and Environmental Contributions to the Child Behavior ChecklistObsessive-Compulsive Scale." Archives of General Psychiatry 61, no. 6 (2004): 608. http://dx.doi.org/10.1001/archpsyc.61.6.608.

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Althoff, Robert R., David C. Rettew, Dorret I. Boomsma, and James J. Hudziak. "Latent class analysis of the Child Behavior Checklist Obsessive-Compulsive Scale." Comprehensive Psychiatry 50, no. 6 (2009): 584–92. http://dx.doi.org/10.1016/j.comppsych.2009.01.005.

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Storch, Eric A., Tanya K. Murphy, Daniel M. Bagner, et al. "Reliability and validity of the Child Behavior Checklist Obsessive-Compulsive Scale." Journal of Anxiety Disorders 20, no. 4 (2006): 473–85. http://dx.doi.org/10.1016/j.janxdis.2005.06.002.

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Dissertations / Theses on the topic "Child Behavior Scale"

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Lampe, Elissa M. "The Factor Structure of the Eyberg Child Behavior Inventory." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1225482463.

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Rowley, Brock. "Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS)." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19222.

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Oregon’s Kindergarten Assessment (KA) is mandatory for all incoming Oregon kindergarteners starting in the 2013-14 school year. One component of Oregon’s KA is the Child Behavioral Rating Scale (CBRS), which Oregon has adapted into the Approaches to Learning Assessment. Teachers complete the CBRS during the first four to six weeks of school. This study uses a convenience sample of 731 kindergarten students (across two years) from one district in Oregon to analyze behavioral readiness (self-regulation and social-emotional behaviors) as well as easyCBM indicators of academic readiness. The CBRS is compared with the Child Behavioral Checklist and the Ages and Stages Questionnaire: Social Emotional as criterion measures. Parent and teacher responses to the CBRS are analyzed for comparability, and a Receiver Operating Characteristic curve analysis of the data is used to determine optimal cut points (maximizing sensitivity and specificity) for predicting whether students are at risk compared to the criterion measure cut scores. Demographic variables of gender, English Language Learner status, and Socioeconomic Status, are analyzed as control variables. Pre-post behavior change on the CBRS is document over the kindergarten year, and kindergarten academic benchmark measures is used as a dependent measure. This study explores whether: (a) parent responses differ significantly from teacher responses (internal consistency), (b) a cut score on the CBRS successfully sorts students into categories of "typically developing" or "in need of further assessment," (c) teacher predictions align to the proposed CBRS cut score, (d) academic risk is correlated to the established CBRS cut score, and (e) change in behavior over the course of kindergarten is measured (pre-post) by the CBRS. Results from this research could support identification of students for interventions in both kindergarten and early childhood programs.

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Mcalister, Lindsay E. "Preliminary development of the child impairment rating scale." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0010324.

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Thesis (M.S.)--University of Florida, 2005.<br>Typescript. Title from title page of source document. Document formatted into pages; contains 47 pages. Includes Vita. Includes bibliographical references.

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Staines, Cole A. DDS. "Perception of Patient Cooperation Among Dentist, Guardian, and Child." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5783.

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Purpose: Evaluate behavior assessment and agreement among dentist, guardian, and child. Evaluate child behavior by appointment type. Methods: Patients recruited from the pediatric dental department at Virginia Commonwealth University for this convenience sample. Inclusion criteria: patients presenting for clinical exams and/or restorative treatment without the use of advanced behavior guidance between August 29, 2018, and March 7, 2019; ages 4-12-years-old; and scheduled with a single clinician. Appointments were stratified by difficulty. Behavior was assessed by dentist and caregiver using the Frankl Scale. Patient self-assessed cooperation using an age-appropriate modified Frankl Scale, developed for this study. Agreement assessed among the 3 scores at each appointment using descriptive statistics and Cohen’s Kappa. Behavior trends across appointment type assessed using Kruskal-Wallis test. SAS software (2013, Cary, NC). P-value < 0.05. Results: Forty-one patient-guardian dyads enrolled in the study. Five dyads experienced multiple encounters. Demographics for the patients enrolled: 59% male; 44% Caucasian, 29% African American, 5% Asian, 2% Hispanic, 20% other/multiracial. Average patient age: 7.6 (range: 4- 12). Most patients had 1 encounter (n=36, 88%). Frankl Score agreement for provider/guardian was 79% (k=0.335), provider/child was 70% (k=0.248), and guardian/child was 81% (k=0.314). In disagreements, guardians rated behavior better than provider. Disagreement was split for provider/child and guardian/child, with the child tending to rate themselves higher, and the guardian tending to rate the child higher respectively. Marginal evidence that hard appointments resulted in poorer behaviors. Conclusion: There is fair agreement between child, guardian, and provider. In disagreements, guardians tend to rate the child’s behavior better compared to the provider and child self-assessment. Dental providers tend to be more critical of patient behavior. Marginal evidence to support harder appointments result in poorer behaviors.

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Kang, Min Ju. "Quality of Mother-Child Interaction Assessed by the Emotional Availability Scale: Associations With Maternal Psychological Well-Being, Child Behavior Problems and Child Cognitive Functioning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124158815.

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Sears, Lonnie. "Development of the Parent - Child Situation Scale: A Measure of Parental Attributions Toward Handicapped Children's Behavior." TopSCHOLAR®, 1986. https://digitalcommons.wku.edu/theses/2823.

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The Parent - Child Situation Scale (PCSS) was developed to measure parental attributions toward handicapped children's behavior. The PCSS was administered to mothers of handicapped children. The final version of the scale possessed good reliability. Coefficient alphas for the PCSS were .74 for the internal - external attribution subscale, .70 for the stable - unstable subscale, and .72 for the global - specific subscale. Factor analysis of the PCSS revealed three factors corresponding to the three attribution types. The internal - external subscale's validity was supported. The other two subscales, however, appeared to have only moderate validity. Responses of college students to the PCSS suggested that the scale was not as suitable for this population. Recommendations for further research concerning the scale's reliability and validity were made. The study concluded with a discussion of the PCSS' utility for research on stress in parents of handicapped children.

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Chapman, Briese C. "The Consistency of Ratings on the Cab-T Executive Functioning Scale as Compared to the Brief." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1577.

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Executive functioning is an umbrella term used to describe abilities that include self-monitoring, goal-setting, planning, organization, attention, and working memory. Broadband behavior rating scales are commonly used by school psychologists and the instruments often now include an executive functioning scale. It is unknown, however, how these scales, based on a few items, compare to more extensive rating scales that solely measure executive functioning. The current study examined the overall consistency between the executive functioning scale on one broadband instrument to another instrument that assesses multiple areas of executive functioning by having teachers complete both instruments at the same point in time. The comparisons revealed statistically significant correlations, but significantly different mean scores between the executive functioning CAB-T score and the overall BRIEF score. Furthermore, classification consistency (i.e., scores from the two scales are both in the average range or clinically significant range) only occurred approximately two-thirds of the time. Thus, concerns were raised about the use of the scale from the broadband instrument as a general measure of executive functioning.

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Damrad, Anne E. "Evaluating a parent training program : scale analysis and the effects of systematic training for effective parenting (STEP) on child and parent behavior /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225316.

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Shockley, Mary Ann. "The maternal perinatal scale as a predictor of future emotional disturbance and its relationship with the factor structure within the child behavior checklist." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897478.

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The present study investigated the use of the Maternal Perinatal Scale (MPS) as an instrument for predicting group membership among normal versus emotionally handicapped children. An examination of neurological symptoms as they relate to specific behavioral factors within the Child Behavior Checklist (CBCL) was conducted, as well as an investigation of the relationship between factors within the MPS as predictors of specific behaviors within the CBCL. Subjects included 119 EH students and 211 normal subjects with a mean age of 10 years, 3 months. Samples were collected from a suburban midwestern area of approximately 800,000 population.Results of discriminant analyses indicated that the MPS items were able to predict group membership with 85.5% accuracy when the mother's history was included and 88.2% when the Childhood Checklist was added as additional data. Out of 66 possible factors, 22 yielded correlations which were significant at the .01 level.A significant relationship between the total number of neurological symptoms observed in a child and the degree of behavioral deviance as reported with the CBCL was an outstanding feature of this study. Nine of ten factors on the CBCL were correlated with the total NSI score at the .01 level of significance, with Attention Problems demonstrating the greatest degree of relationship. Canonical analysis of the MPS factors as predictors of specific CBCL subscales yielded vague results. Although several correlations were significant, the pattern of variance provided a minimal degree of interpretive utility.Future research stemming from these results would include further examination of the nature of relationships between perinatal factors and mother's history, as well as the incorporation of strategies to provide early intervention to infants and children at risk for future placement in the EH category. The MPS appears to offer promise as a tool for bringing consistency and replicability into the area of perinatal research, as well as serving to assist in the early identification of at-risk children. The prospect of predicting specific behavioral factors from perinatal variables continues to be a viable direction for future study.<br>Department of Educational Psychology

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Walker, Brittany L. "Cultural Differences in Relational Aggression in an Elementary School-Age Sample." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/177.

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The current study addressed whether there were differences in relational aggression in 9- to 10-year-old boys and girls in Hungarian and German samples. There has been very little empirical research conducted comparing children of diverse cultures in their use of relational aggression. The current study used teachers’ reports of different aggression styles observed in their 9- to 10-year-old students (N = 269). The purpose of this study was to examine the incidence and styles of aggression used in a 9- to 10-year-old culturally diverse population, as it was hypothesized that culture would be a factor in the incidence of relational aggression as well as a difference in boys’ verses girls’ relational aggression within native Hungarian cultures. Data were collected from classroom teachers using the Children’s Social Behavior Scale – Teacher Form (Crick, 1996). Six sets of analyses were conducted, including the evaluation of teacher reports of relational aggression among all 160 Hungarian and all 109 German students, the evaluation of teacher reports of physical aggression among Hungarian and German students, the evaluation of teacher reports of prosocial behavior among Hungarian and German students, the evaluation of teacher reports of relational aggression among Hungarian boys and girls, the evaluation of teacher reports of physical aggression among Hungarian boys and girls, and the evaluation of teacher reports of prosocial behavior among Hungarian boys and girls. Results confirmed 2 out of 2 hypotheses. Teachers reported greater incidence of relational and physical aggression among German students. Teachers reported a greater incidence of prosocial behavior among Hungarian students. Hungarian teachers reported a greater incidence of physical aggression among boys and a greater incidence of prosocial behavior among girls. This research failed to find any differences in Hungarian boys’ and girls’ use of relational aggression in this sample. Overall, the current findings support that cultural differences exist in relational aggression, physical aggression, and prosocial behavior among a 9- to 10-year-olds. It also supported the position that gender differences exist in the use of physical aggression and prosocial behavior among a native Hungarian sample.

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Books on the topic "Child Behavior Scale"

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Kevin, Nugent J., ed. Neonatal behavioral assessment scale. 3rd ed. Mac Keith Press, 1995.

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Mitzi, Curtis, ed. The Incredible 5-Point Scale. Autism Asperger Publishing Co., 2003.

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Buron, Kari Dunn. The incredible 5-point scale: Assisting students in understanding social interactions and controlling their emotional responses. 2nd ed. AAPC Pub., 2012.

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Merrell, Kenneth W. Preschool and kindergarten behavior scales: Test manual. Clinical Psychology Pub., 1994.

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Merrell, Kenneth W. Preschool and kindergarten behavior scales: Examiner's manual. 2nd ed. Pro-ed, 2002.

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Wetherby, Amy M. CSBS manual: Communication and Symbolic Behavior Scales. Paul H. Brookes Pub., 2003.

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Home and community social behavior scales user's guide. Paul H. Brookes Pub. Co., 2008.

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McCarney, Stephen B. Attention deficit disorders evaluation scale. 3rd ed. Hawthorne Educational Services, 2004.

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McCarney, Stephen B. Attention deficit disorders evaluation scale home version. 2nd ed. Hawthorne Educational Services, 1995.

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McCarney, Stephen B. Attention deficit disorders evaluation scale: School version. 3rd ed. Hawthorne Educational Services, 2004.

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Book chapters on the topic "Child Behavior Scale"

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Walrath, Robert. "Behavior Rating Scale." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_309.

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Barry, Jenna J. "Reynolds Child Depression Scale." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2440.

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McKinlay, Audrey. "Vineland Adaptive Behavior Scale." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3026.

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Ogg, Julia A., and Sarah A. Fefer. "Vanderbilt Teacher Assessment Scale." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3006.

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Michalec, David. "Leiter International Performance Scale: Revised." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1638.

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Barry, Jenna J. "Reynolds Adolescent Depression Scale 2." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2439.

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Aydlett, Lydia. "Neonatal Behavioral Assessment Scale (NBAS)." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_425.

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Gurley, Jessica R. "Conners-Wells Adolescent Self Report Scale." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_672.

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Gurley, Jessica R. "Revised Children’s Manifest Anxiety Scale: Second Edition." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2435.

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Grizzle, Renee. "Wechsler Intelligence Scale for Children, Fourth Edition." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_3066.

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Conference papers on the topic "Child Behavior Scale"

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Maulina, Rufidah, Su-Chen Kuo, Chieh Yu Liu, and Yu-Ying Lu. "The Mediation Effect of Health Behavior on the Relationship Between Maternal Depression and Maternal-Fetal Attachment." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.40.

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Background: Numerous studies have shown the adverse effects of maternal depression, which impacts both mother and child as well as can lower the maternal-fetal attachment. However, during pregnancy, a pregnant woman tends to practice healthier behavior to improve her health and the baby. A gap remains in our understanding of the effect of health behavior as the variable which influences the relationship between depression and maternal-fetal attachment. This study aimed to investigate the mediating effect of healthy behavior on the relationship between maternal depression and maternal-fetal attachment. Subjects and Method: A cross sectional study was conducted at Community Health Centers in Surakarta, from July to September 2019. A sample of 224 pregnant women was selected for this study. The dependent variable was a healthy lifestyle. The independent variable was depression and maternal-fetal attachment. Depression was measured by Edinburgh Postpartum Depression Scale (EPDS). The data were analyzed by Hayes’ process mediation analysis. Results: Health-promoting lifestyle totally mediated the relationship between maternal depression and maternal-fetal attachment (b= -0.25; SE= 0.10; 95% CI= -0.47 to 0.05). Conclusion: Health-promoting lifestyle and behavior mediates the relationship between maternal depression and maternal-fetal attachment. Keywords: Nursing, midwife, maternal-fetal attachment, prenatal depression, health-promoting lifestyle Correspondence: Rufidah Maulina. National Taipei University of Nursing and Health Sciences. Taipei, Taiwan. Email: rufidahmaulina@gmail.com. Mobile: +6282221525673. DOI: https://doi.org/10.26911/the7thicph.02.40

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Hamdan, Abeer, and Manar Abdel-Rahman. "Child Disciplinary Practices in relation to Household Head Education and beliefs in Five Middle East and North African (MENA) countries: Cross Sectional study-Further analysis of Multiple Indicator Cluster survey data." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0168.

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Introduction:Internationally, eight out of ten children are exposed to violent discipline by their caregivers. To reduce the prevalence of violent discipline against children, we should understand the social and economic factors that affect the choice of disciplinary methods. Despite the high prevalence of violent discipline in the Middle East and North African (MENA) region, only a few studies explored disciplinary methods in this region. Aim: This study aims to determine the prevalence of positive and violent disciplinary practices in five selected MENA countries and assess their association with household head education and beliefs of physical punishment. Methods: This is a cross-sectional study design based on available secondary data from the Multiple Indicator Cluster Survey on its fourth round (MICS-4). A child was selected randomly from the household, and the Parent-Child Conflict Scale (CTSPC) tool was used to report disciplinary methods the child encountered during the last month period preceding the survey. Univariate and multivariable logistic regression were used to investigate the association between disciplinary practices with household head education and respondent's beliefs of physical punishment. The analysis was conducted using pooled data from all selected surveys and also for individual countries. Result: The overall prevalence of positive discipline was only 15% (95% CI: 14.4-15.8), in the five countries, while the prevalence of violent discipline was 80% (95% CI: 79.0 -80.5). The prevalence of positive discipline was highest in Qatar (40%; 95% CI: 35.0-44.4) and lowest in Tunisia (5%; 95% CI: 4.3-5.9) while the prevalence of violent discipline was highest in Tunisia (93%; 95% CI: 92.1-94.1), and lowest in Qatar (50%; 95% CI: 44.7-55.0). Overall, the household head education was not significantly associated with either positive or violent discipline after adjusting for covariates. However, respondents believe of disciplinary methods was significantly associated with both positive and violent discipline (OR=5.88; 95% CI: 4.97-6.96) and (OR=6.27; 95% CI: 5.40-7.28), respectively. Conclusion: High rates of violent discipline in the MENA region might indicate an increase in mental, behavioral, and social problems and disorders in our future generation. Rapid action is needed to reduce the worsening of violent discipline, and it is consequences. There is a need for educational programs for caregivers to teach them alternative non-violent methods of discipline. Besides, these numbers should inform policymakers about the importance of the existence and the implementations of laws, policies, and regulations to protect children from all forms of violence to protect our future youths and ensure their health and wellbeing.

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Sadat Shokouhi, Seyed Kazem, Azam Dolatshah, Hamid Reza Vosoughifar, and Yousef Rahnavard. "Evaluating the Performance of Urban Water Pipelines Using Hybrid HFA-FEA Approach." In ASME 2013 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/pvp2013-97716.

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Seismic behavior of the urban water pipelines has been considered due to its vital role, and also experiences of recent earthquakes which demonstrate poor seismic performance of mentioned pipelines. Previous experiences such as Bam (2003), Chile (2010) and Japan (2011) earthquakes indicated that urban water pipelines were out of service after earthquake and numerous problems were apparent on the post-disaster management. In this research, the water pipeline network of a zone in Tehran city was selected as a case study. The Hydraulic Failure Analysis (HFA) of the water pipelines in the proposed zone was carried out and failure potential points of the pipelines were determined. In addition, these points were investigated using orifice theory of leakage problem. Then, the proposed network was modeled using Finite Element Analysis (FEA). Also, nonlinear time-history analysis has been undertaken using three seismic scaled records of different earthquakes. Eventually, a statistical test demonstrated that there is a significant difference in the seismic performance of piping system before and after an earthquake.

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Duan, Shanzhong (Shawn). "An Integrated Procedure for Computer Simulation of Dynamics of Multibody Molecular Structures in Polymers and Biopolymers." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52481.

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Though computational molecular dynamics is an effective tool for nano-scale phenomenon analysis, computational costs associated with its computer simulation are extremely high. There are two major computational steps associated with computer simulation of dynamics of molecular structures. They are calculation of interatomic forces and formation and solution of the equations of motion. Currently, these two computational steps are treated separately in most commonly-used methods. For example, Fast Multipole Method (FMM) and Cell Multipole Method (CMM) have been used for calculation of interatomic forces, and Cartesian Coordinate Method (CCM) and Internal Coordinate Molecular Dynamics Method (ICMD) have been created for the formation and solution of equations of motion of an atomistic molecular system. In this paper, a new procedure is presented through a proper integration between multibody molecular algorithms (MMA) and fast multipole methods to improve computational efficiency for computer simulation of the dynamical behaviors of multibody molecular structures in polymers and biopolymers. For the computational costs associated with interatomic forces, a fast multipole method is used to calculate the interatomic forces due to the potentials. For the computational costs associated with formation and solution of equations of motion, a multibody molecular algorithm developed by the author in his previous work will be utilized to integrate with fast multipole methods. The algorithm significantly improves computational efficiency when comparing with its counterpart procedures. The fast multipole method begins by scaling all atoms into a box with coordinate ranges to ensure numerical stability of subsequent operations. The parent box is then divided into half in the direction of each Cartesian axis and each child box is then subdivided to form a computational family tree. The flow of calculations is carried out along the tree structure with five passes. The fast multipole method has been improved and modified to achieve better effectiveness and higher efficiency since it was created. The multibody molecular algorithm starts with numbering subsets, forming bond graph, and developing three computing passes along the tree structure of an atomistic molecular system. Computing data flows in the fast multipole method and the multibody molecular algorithm will properly line up with the parent-child recursive relationship along the configuration of the tree structure due to linear recursive natures of both fast multipole method and multibody molecular algorithm. Then the time spent on the recursive simulation passes in the fast multipole method for computing forces may overlap with the time spent on the three recursive computational passes in the multibody molecular algorithm for forming and solving equations of motion.

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Reports on the topic "Child Behavior Scale"

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, et al. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.

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