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Books on the topic 'Problems creation behavior'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Ann, Dohrn Elizabeth, and Dunn Cory, eds. Creating effective programs for students with emotional and behavior disorders: Interdisciplinary approaches for adding meaning and hope to behavior change interventions. Boston: Pearson/Allyn and Bacon, 2004.

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2

Grigorev, Anatoliy. Methods and algorithms of data processing. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/22119.

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In this manual some methods and algorithms of data processing, the sequence of the solution of problems of processing and the analysis of data for creation of behavior model of an object taking into account all a component of his mathematical model are considered. Types of technological methods of use of software and hardware for the solution of tasks in this area are described. Algorithms of distributions, regressions of temporary ranks, their transformation for the purpose of receiving mathematical models and the forecast of behavior of information and economic systems (objects) are considered. Conforms to requirements of the Federal state educational standard of the higher education of the last generation. For students of economic specialties, experts, graduate students.

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3

Smith, Anne Read. Teaching children self-esteem: A creative behavior handbook for after-school child care. Lewiston: EmText, 1993.

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4

Building children's self-esteem: A creative behavior handbook for after-school child care. 2nd ed. Berkeley, Calif: Bennerly Press, 1996.

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5

Golding, Kim S. Creating loving attachments: Parenting with PACE to nurture confidence and security in the troubled child. London: Jessica Kingsley Publishers, 2012.

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6

Mike, Booher, and Garrison Mickey, eds. Behavioral response to intervention: Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing, Inc., 2009.

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7

Sprick, Randall S. Behavioral response to intervention: Creating a continuum of problem-solving and support. Eugene, OR: Pacific Northwest Publishing, Inc., 2009.

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8

Mattson, Carol. Misfits in school: Creative divergent children. Saratoga, Calif: R&E Publishers, 1985.

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9

Nurturing adoptions: Creating resilience after neglect and trauma. London: Jessica Kingsley Publishers, 2012.

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10

Gray, Deborah D. Nurturing adoptions: Creating resilience after neglect and trauma. Indianapolis, In: Perspectives Press, Inc., 2007.

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11

M, Shanken-Kaye John, ed. From disrupter to achiever: Creating successful learning environments for the self-control classroom. Dubuque, Iowa: Kendall/Hunt Pub. Co., 2002.

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12

Newton, Colin. Creating circles of friends: A peer support and inclusion workbook. 2nd ed. [Nottingham]: Inclusive Solutions UK Limited, 2003.

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13

Bachmann, Hugo, and Walter Ammann. Vibrations in Structures. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 1987. http://dx.doi.org/10.2749/sed003e.

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<p>«Vibrations in Structures» concentrates on vibrations in structures as excited by human motion or machine operation. Man-induced vibrations may arise from walking, running, skipping, dancing, etc. They occur mostly in pedestrian structures, office buildings, gymnasia and sports halls, dancing and concert halls, stadia, etc. Existing publications treat by and large some isolated aspects of the problem; the present one attempts, for the first time, a systematic survey of man-induced vibrations. Machine-induced vibrations occur during the operation of all sorts of machinery and tools with rotating, oscillating or thrusting parts. The study concentrates rather on small and medium size machinery placed on floors of industrial buildings and creating a potential source of undesirable vibrations. The associated questions have rarely been tackled to date; they entail probiems similar to those of man-induced vibrations.</p> <p>The book is consciously intended to serve the practising structural engineer and not primarily the dynamic specialist. It should be noted that its aim is not to provide directions on how to perform comprehensive dynamic computations. Instead, it attempts the following:</p> <ol> <li>to show where dynamic problems could occur and where a word of caution is good advice;</li> <li>to further the understanding of the phenomena encountered as well as of the underlying principles;</li> <li>to impart the basic knowledge for assessing the dynamic behaviour of the structures or structural elements;</li> <li>to describe suitable measures, both preventive to be applied in the design stage and remedial in the case of rehabilitation.</li> </ol>

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14

Play at work: How games inspire breakthrough thinking. New York: Portfolio/Penguin, 2013.

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15

Lardner, Ted. Exchanges: Reading and writing about consumer culture. New York: Longman, 2001.

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16

Every, Burnford Sheila, T.4.T. Learning Materials., S & S Learning Materials., and Solski Group, eds. The incredible journey by Sheila Burnford: A novel study. Niagara Falls, N.Y: T4T Learning Materials, 1998.

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17

Bacallao, Martica, and Paul Richard Smokowski. Promoting Biculturalism in Order to Prevent Behavioral and Mental Health Problems in Immigrant Families. Edited by Seth J. Schwartz and Jennifer Unger. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190215217.013.22.

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Many immigrants experience acculturation stress, which can result in an increased risk for antisocial behavior and psychopathology. Psychodrama is one intervention that has been found to result in positive changes such as increased empathy and relationship quality and decreased aggression, depression, and anxiety, suggesting that it could be a useful modality in decreasing acculturation stress and ensuing mental health symptoms. Following an explanation of psychodrama, this chapter provides an overview of acculturation-based prevention and intervention programs that informed the creation of Entre Dos Mundos (EDM), an acculturation-based intervention that uses psychodrama techniques to decrease acculturation stress among immigrant adolescents and their parents. An example of an EDM group session illustrates the application of psychodrama techniques and their utility in decreasing acculturation stress and promoting biculturalism. In addition, a review of the literature documenting the success of EDM is provided.

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18

Puccio, Gerard J. The effect of cognitive style on problem defining behavior. 1987.

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19

Jones, Vernon, Elizabeth Dohrn, and Cory Dunn. Creating Effective Programs for Students with Emotional and Behavior Disorders: Interdisciplinary Approaches for Adding Meaning and Hope to Behavior Change Interventions. Allyn & Bacon, 2003.

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20

Subotnik, Rena Faye. Scientific creativity: 1983 Westinghouse science talent search winners' problem finding behavior. 1985.

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21

Crenshaw, David A., and Cathy A. Malchiodi. Creative Arts and Play Therapy for Attachment Problems. Guilford Publications, 2013.

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22

Creative Arts and Play Therapy for Attachment Problems. Guilford Publications, 2015.

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23

Smith, Anne Read. Teaching Children Self-Esteem: A Creative Behavior Handbook for After-School Child Care. Edwin Mellen Pr, 1994.

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24

Bruce, Barbara A. Impact of creative problem solving training on management behavior in the retail food industry: A project in creative studies. 1991.

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25

Welton, Jeffrey S. The creative problem solving preferences of playwrights and its relationship to behavior and success: A project in creative studies. 2004.

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26

Dansie, Tim. Improving Behaviour Management in Your School: Creating Calm Spaces for Pupils to Learn and Flourish. Taylor & Francis Group, 2016.

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27

Dansie, Tim. Improving Behaviour Management in Your School: Creating Calm Spaces for Pupils to Learn and Flourish. Taylor & Francis Group, 2016.

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28

Cagwin, Philip F. Formulating a building-wide behavior management system for a middle or junior high school: The creation of a problem-based learning exercise. 1997.

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29

Cagwin, Philip F. Formulating a building-wide behavior management system for a middle or junior high school: The creation of a problem-based learning exercise. 1997.

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30

Gottfredson, Michael, and Travis Hirschi. Modern Control Theory and the Limits of Criminal Justice. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190069797.001.0001.

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Modern Control Theory and the Limits of Criminal Justice updates and extends the authors’ classic general theory of crime (sometimes referred to as “self-control theory”). In Part I, contemporary evidence about the theory is summarized. Research from criminology, psychology, economics, education, and public health substantially supports the lifelong influence of self control as a significant cause of problem behaviors, including delinquency and crime, substance abuse, school problems, many forms of accidents, employment instability, and many poor health outcomes. Contemporary evidence is supportive of the theory’s focus on early socialization for creation of higher levels of self control and other dimensions of the theory, including the roles of self control, age and the generality or versatility of problem behaviors, as well as the connections between self control and later teen and adult problem behaviors. The book provides methodological assessments of research on the theory, contrasting the control theory perspective with other developmental perspectives in criminology. The role of opportunity, the relationship between self and social control theory, and the role of motivation are addressed. In Part II, control theory is taken to be a valid theory and is used to explore the role of criminal sanctions, especially policing and prisons, and policies about immigration, as methods to impact crime. Modern control theory provides an explanation for the general lack of effectiveness of formal, state sanctions on crime and instead provides substantial justification for prevention of delinquency and crime by a focus on childhood. The theory effectively demonstrates the limits of criminal sanctions and the connection between higher levels of self control and positive life-course outcomes.

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31

Violence Prevention for Adolescents: A Cognitive-Behavioral Program for Creating a Positive School Climate: Leaders Manual. Research Press, 2007.

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32

Firestien, Roger L. Effects of creative problem solving training on communication behaviors and quality of ideas generated in small groups. 1987.

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33

You, Jong-sung. Trust and Corruption. Edited by Eric M. Uslaner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190274801.013.22.

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Trust and trustworthiness reinforce each other, while perceptions of fairness are closely linked to trust. Corruption in the form of untrustworthy behavior, a betrayal of entrusted power, and a breach of interactional or formal justice negatively affects people’s perceptions of fairness and generalized trust. Corruption can be understood as a collective action problem, and social trust can help solve such collective action problems. Empirical studies have found considerable evidence for the reciprocal causal relationship between social trust and corruption. On the one hand, there seems to be a vicious circle of low trust, high corruption, and high inequality, thus creating an inequality trap. On the other hand, there is a virtuous circle of high trust, low corruption, and low inequality, resulting in multiple equilibria. This relationship appears to be very strong in democracies, but not in authoritarian countries.

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34

Childrens Guild Inc (Other Contributor), ed. Creating The Upside Down Organization, Transforming Staff to Save Troubled Children. The Childrens Guild, 2005.

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35

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

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Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.

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36

Fagan, Abigail A., J. David Hawkins, Richard F. Catalano, and David P. Farrington. A State-Wide Effectiveness Trial of CTC in Pennsylvania. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.003.0009.

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This chapter provides an example of how a community-based prevention system can be delivered at scale and with quality, using a state-wide dissemination of CTC in Pennsylvania as an example. As an early adopter of CTC, Pennsylvania began funding coalitions to implement CTC and EBIs in the mid-1990s. The chapter describes how the state formed successful partnerships between local community members, prevention scientists, and state-level agencies, including the creation of a state-level organization to oversee and help ensure successful implementation of CTC coalitions and EBIs. The chapter also summarizes the results of process and quasi-experimental outcome evaluations conducted in Pennsylvania. These evaluations have shown that CTC communities have successfully created and sustained broad-based, high-functioning coalitions, selected and sustained EBIs, and experienced reductions in youth behavioral health problems.

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37

Shi, Baoguo, and Jing Luo. Culture, Language, and Creativity. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190455675.003.0007.

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As Csikszentmihalyi (1999) noted, creativity is a culturally bound phenomenon, not simply a mental process. In this chapter, we first discuss some differences in the conceptualization of creativity from the East–West perspective. Does “creativity” mean the same thing in Western and East Asian cultural settings? Recent research based on lay people’s definitions of creativity, including implicit and explicit theories of creativity, descriptions of creative people, and evaluations of creative products, will be highlighted. Second, as a key component of culture, language has very important implications for understanding creativity. We will review recent research on this topic, including the relationship between bilingualism and creativity and empirical discoveries from groundbreaking behavioral and neuroimaging studies on insight problem solving that involve Chinese characters.

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38

Physical Activities for Improving Children's Learning and Behavior. Human Kinetics Publishers, 2000.

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39

Fitzgerald, Monica M., and Nyla Nasser. The Psychological Treatment of Victims of Interpersonal Violence. Edited by Phillip M. Kleespies. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199352722.013.35.

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This chapter provides a brief overview of empirically supported psychosocial treatments for adults who have developed serious clinical psychiatric disorders, such as posttraumatic stress disorder (PTSD), and other psychosocial and behavioral problems as a result of exposure to interpersonal victimization and violence. In this chapter, we will describe important aspects of creating a safe and therapeutic environment for victims of interpersonal violence and the evidence-based core treatment components and strategies for use with adult victims of interpersonal violence with PTSD. Finally, we will introduce three empirically supported treatment programs incorporating some or all of the core treatment components discussed. We will also discuss emerging and novel interventions for the treatment of PTSD in adults that have varying levels of theoretical and empirical evidence.

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40

Fagan, Abigail A., J. David Hawkins, Richard F. Catalano, and David P. Farrington. Improving Community Capacity to Conduct Comprehensive Prevention Needs Assessments. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190299217.003.0005.

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Prevention science emphasizes the need for data-driven prevention, but communities often face significant challenges in determining how to collect and analyze data to inform their prevention efforts. Based on the guidance provided to community coalitions in the CTC system, this chapter describes the ways that communities can gather and assess data on risk and protective factors and behavioral health problems experienced by local youth. The advantages and disadvantages of using archival and self-reported data are compared and the benefits of conducting the CTC Youth Survey with middle and high school students are highlighted. Methods for analyzing these data and creating community consensus on the prioritized risk and protective factors that should be targeted by EBIs are also discussed.

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41

Karns, Margaret P. Teaching International Organization. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.310.

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The teaching of international organization (IO) poses unique challenges. One is deciding whether to take a broad global governance-IO approach dealing with the creation, revision, and enforcement of rules that mark different governance arrangements, the roles of formal, informal, intergovernmental, and nongovernmental IOs, and the politics, dynamics, and processes of problem-solving and governance in various issue areas, a theory-driven approach, or an IOs approach focusing primarily on select formal intergovernmental organizations (IGOs) and possibly nongovernmental organizations (NGOs), emphasizing structures, charters, mandates, and functions. Either choice could lead one to utilize recent literature on IGOs (and to a lesser extent NGOs) as organizations and bureaucracies, examining their design, functions, and performance or behavior. Another is the extent to which various international relations as well as IO-related theories such as theories of cooperation, regime and institution formation and evolution, functionalism, constructivism, and others are integrated into an IO course. To what extent are students introduced to currents of critical theory such as postmodernism, Marxism, feminism, and postcolonialism in relationship to IOs? There is also the question of which IGOs—global and/or regional—to include given the range of possibilities. How all the abovementioned issues are addressed will strongly influence choices with regard to textbooks, other readings, and various types of electronically available materials.

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42

Exchanges: Reading and Writing About Consumer Culture. Longman, 2000.

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43

Shaikan, Valentyna, and Andrii Shaikan. Complicity and collabortionism in Ukraine of 1939-1945: reasons, typical and special demonstrations. OKTAN PRINT, 2021. http://dx.doi.org/10.46489/ccu19391945-01.

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The authors examined in complex the reasons, the typical and special demonstrations of such difficult appearances-phenomena as complicity and collaborationism on the territory of the Reich Commissariat "Ukraina" and the zone of the military Hitler administration in the years of the Second World War in their work; the problem is investigated on the basis of the significant amount of the poorly-known or the unknown for the researchers archival documents of the Ukrainian archives' storehouses, at the historical-philosophical and social-psychological level; grasping the idea of the complex social processes, the authors tried to define the water-parting between the demonstrations of the spontaneous or the organized population's self-activity of the occupied territories, the conscious, the voluntary and the forced collaboration with the occupants, showed the motivation of the behavior's different models at the individual and group (collective) levels. New is the positing and interpreting of the problem as the strategy of people survival on the extreme conditions of war. The authors made the typology of different demonstrations of collaboration and complicity in dependence on the specific conditions, the character of the occupation regime, the mental and the moral-psychological factors, ect. The reply to such sharp and touchy questions as, in the first turn, the survival strategy of the Ukrainian population during the Hitler occupation, the activity of the military-political structures, the characteristic features and peculiarities of the social-economic, cultural and religious life, the character of the international relations, the activity of the Ukrainian social-political institutions at the beginning of war and others, in the authors' opinion, will help in creation of the objective and complete picture of the Second World War.

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44

Tamburello, Anthony C. Prescribed medication abuse. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0031.

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Community abuse of prescription medication is typically limited to overuse or inappropriate sharing of medication. In jails and prisons, the demand characteristics are dramatically altered, creating an elaborate laboratory for medication alteration, diversion, and abuse. While prescription medications are sometimes used to achieve a ‘high,’ they may also be sought to ease discomforts commonly experienced in a jail or prison. Some may seek stimulating medications to counteract the effects of prescribed sedatives to allow them to be ready to respond to real or perceived dangers. Thus, inmates may feign or exaggerate mood, anxiety, psychotic, or somatic symptoms with the goal of being prescribed medications with the desired effects. More insidious is the diversion of prescribed medications to a third party. Many prescribed medicines have a ‘street value’ in correctional settings. A patient with a legitimate need for medication, who may already have poor illness insight, may be enticed or coerced into transferring their medication to a peer. This creates several dangerous problems. The source inmate may worsen or fail to improve, which may lead to dose escalation, an incorrect conclusion about a treatment failure, poor functioning, and behavioral sequelae including disruptive or violent conduct. Meanwhile, the recipient is exposed to medication risks without the benefits of informed consent or medical supervision. This chapter presents data on specific classes of prescribed medication abuses, methods of abuse, and approaches to minimize abuse or diversion of prescribed medications.

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45

Berk, Laura E. Awakening Children's Minds. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195124859.001.0001.

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Parents and teachers today face a swirl of conflicting theories about child rearing and educational practice. Indeed, current guides are contradictory, oversimplified, and at odds with current scientific knowledge. Now, in Awakening Children's Minds, Laura Berk cuts through the confusion of competing theories, offering a new way of thinking about the roles of parents and teachers and how they can make a difference in children's lives. This is the first book to bring to a general audience, in lucid prose richly laced with examples, truly state-of-the-art thinking about child rearing and early education. Berk's central message is that parents and teachers contribute profoundly to the development of competent, caring, well-adjusted children. In particular, she argues that adult-child communication in shared activities is the wellspring of psychological development. These dialogues enhance language skills, reasoning ability, problem-solving strategies, the capacity to bring action under the control of thought, and the child's cultural and moral values. Berk explains how children weave the voices of more expert cultural members into dialogues with themselves. When puzzling, difficult, or stressful circumstances arise, children call on this private speech to guide and control their thinking and behavior. In addition to providing clear roles for parents and teachers, Berk also offers concrete suggestions for creating and evaluating quality educational environments--at home, in child care, in preschool, and in primary school--and addresses the unique challenges of helping children with special needs. Parents, Berk writes, need a consistent way of thinking about their role in children's lives, one that can guide them in making effective child-rearing decisions. Awakening Children's Minds gives us the basic guidance we need to raise caring, thoughtful, intelligent children.

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