scholarly journals Shear Block Test Performance of Melunak and Mengkulang Parallel to Glueline

2019 ◽  
Vol 507 ◽  
pp. 012015
Author(s):  
Nor Jihan Abd Malek ◽  
Abdullah Abdulrahman Ahmed Al-Afif ◽  
Rohana Hassan
Keyword(s):  
Test Performance ◽  
Block Test ◽  
Shear Block

scholarly journals Shear Block Test Performance of Melunak and Mengkulang

2018 ◽  
Vol 7 (3.11) ◽  
pp. 210 ◽  
Author(s):  
Nor Jihan Abd Malek ◽  
Rohana Hassan ◽  
Azmi Ibrahim ◽  
Mohammed Hasan Alhebshi
Keyword(s):  
Shear Strength ◽  
Wood Surface ◽  
Test Performance ◽  
Bonding Performance ◽  
Average Shear Strength ◽  
Glued Laminated Timber ◽  
Strength Tests ◽  
Average Shear ◽  
Block Test ◽  
Shear Block

This paper presented results of shear block test performance of tropical glued-laminated timber (glulam) from species of melunak and mengkulang. Glulam blocks were manufactured in accordance with MS758:2001. The shear block test for glue lines and the shear strength tests of melunak and mengkulang were conducted and evaluated in accordance with BS EN 14080:2013. Melunak and mengkulang produced average shear strength values of 10.62 N/mm2 and 8.19 N/mm2, respectively. In terms of wood and glue failure percentage, the results showed that melunak and mengkulang were mainly failed due to wood surface area and not due to the glue lamination in which both melunak and mengkulang showed a good bonding performance. 

Tack and shear strength of hybrid adhesive systems made of phenol-formaldehyde, dextrin and fish glue, and acrylic pressure-sensitive adhesive

Holzforschung ◽  
2012 ◽  
Vol 66 (1) ◽  
Author(s):  
Amir Sahaf ◽  
Karl Englund ◽  
Marie-Pierre G. Laborie
Keyword(s):  
Shear Strength ◽  
Bond Strength ◽  
Phenol Formaldehyde ◽  
Curing Temperature ◽  
Pressure Sensitive Adhesive ◽  
Pressure Sensitive ◽  
Initial Adhesion ◽  
The Subject ◽  
Block Test ◽  
Shear Block

Abstract The development of adhesives that have good initial adhesion (tack) that provides improved mat integrity during shape-forming of wood composites has been the subject of recent research. Hybrid adhesives were made based on thermosetting phenol-formaldehyde (PF), to which three tacky adhesives were added: high tack fish glue (FG), dextrin glue (DX) and a commercial acrylic, pressure-sensitive adhesive (PSA). Tacky adhesives were blended with PF at weight levels of 25%, 50% and 75%. The time-dependent tack development of the resulting hybrid adhesives was evaluated by means of a texture analyzer. The bond strength of adhesives was measured after curing by shear block test. PF/DX blends exhibited the highest tack during longer open times, while blends of PF and FG had low tack during shorter times. PF/PSA blends lost their bond strength completely after being heated at the curing temperature of PF. PF/FG blends did not show a significant decrease in bond strength compared to pure PF. The addition of DX had no effect on shear strength at ratios <75%.

Conceptual Thinking of Sixth-Grade Children as Measured by the Vigotsky Block Test

1965 ◽  
Vol 17 (1) ◽  
pp. 195-202
Author(s):  
R. Sherilyn Meece ◽  
Sidney Rosenblum
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Conceptual Thinking ◽  
Mental Age ◽  
Block Test

Nine measures of Vigotsky Block Test performance were obtained from 50 sixth-grade girls with mental ages ranging from 8 to 14. Of 45 intercorrelations obtained between the measures and mental ages, and among the measures themselves, 20 were significant ( p = .01 or .05) In general, it was demonstrated that an increase in mental age results in greater ability to verbalize the major concept involved in the Vigotsky test. Mental age was not related to the use of more “mature” types of approaches to the task or to the amount of time or the number of clues needed to complete it successfully. A formula was derived for obtaining the four Vigotsky measures which contributed significantly to predicting the mental ages of Ss from their test performance. Some children's norms for the Vigotsky were also presented.

Biracial Testing: The Question of Clinicians' Influence on Children’s Test Performance

1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht
Keyword(s):  
Clinical Setting ◽  
Test Performance ◽  
Test Scores ◽  
Preschool Age ◽  
Speech And Language ◽  
Black And White ◽  
Drawing Test ◽  
Lower Socioeconomic ◽  
Preschool Age Children

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

244 Derivation and validation of a clinical risk-model in heart failure based on 6-min walk test performance and NT-proBNP status

2007 ◽  
Vol 6 (1) ◽  
pp. 46-46
Author(s):  
L FRANKENSTEIN ◽  
L INGLE ◽  
A REMPPIS ◽  
D SCHELLBERG ◽  
C SIGG ◽  
...  
Keyword(s):  
Heart Failure ◽  
Test Performance ◽  
Risk Model ◽  
Walk Test ◽  
Clinical Risk

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Posttraumatic Stress Disorder Exacerbates Emotional Complaints but not Cognitive Impairments in Individuals Suffering from Postconcussional Disorder after Mild Traumatic Brain Injury

2015 ◽  
Vol 26 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Sara C. Schroeder ◽  
Ronald M. Ruff ◽  
Lutz Jäncke
Keyword(s):  
Traumatic Brain Injury ◽  
Posttraumatic Stress Disorder ◽  
Brain Injury ◽  
Posttraumatic Stress ◽  
Mild Traumatic Brain Injury ◽  
Test Performance ◽  
Stress Disorder ◽  
Negative Impact ◽  
Neuropsychological Test ◽  
Composite Scale

The aim of this study was to examine the effect of posttraumatic stress disorder (PTSD) on (a) neuropsychological test performance and (b) self-reported emotional complaints within individuals suffering from postconcussional disorder (PCD) after a mild traumatic brain injury (MTBI). A two-group comparative research design was employed. Two MTBI samples with and without PTSD were assessed with a neuropsychological test battery and the Ruff Neurobehavioral Inventory (RNBI). On the neurocognitive test performances no significant between group differences were found, but the MTBI group with PTSD endorsed a significantly greater number of emotional complaints, especially in the RNBI subscales of anxiety and depression. The patients with PTSD also endorsed a significantly greater number of premorbid sequelae in the RNBI emotional composite scale as well as the RNBI premorbid subscales of pain, anxiety and abuse. In sum, PTSD has a negative impact on emotional but not cognitive functioning within individuals suffering from PCD after a mild TBI.

Acquisition and Use of Mental Operators: Effects of Type of Practice

2002 ◽  
Vol 49 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Burkhard Müller ◽  
Jürgen Gehrke
Keyword(s):  
Mental Models ◽  
Test Performance ◽  
Physical World ◽  
Test Phase ◽  
Acquisition Phase ◽  
Practice Test ◽  
Subsequent Test ◽  
Use Of Knowledge

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.

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