Numerical simulation of storm surges in Bangladesh using a multi-level model

1986 ◽  
Vol 6 (5) ◽  
pp. 305-311 ◽  
Author(s):  
P. C. Sinha ◽  
S. K. Dube ◽  
G. D. Roy ◽  
Sunil Jaggi
Keyword(s):  
Numerical Simulation ◽  
Storm Surges ◽  
Level Model ◽  
Multi Level

scholarly journals NUMERICAL SIMULATION OF STORM SURGES BY MULTI-LEVEL MODELS

1984 ◽  
Vol 1 (19) ◽  
pp. 12 ◽  
Author(s):  
Takao Yamashita ◽  
Yoshito Tsuchiya
Keyword(s):  
Numerical Simulation ◽  
Storm Surge ◽  
Water Surface ◽  
Storm Surges ◽  
Velocity Profiles ◽  
Osaka Bay ◽  
Multi Level ◽  
Induced Currents

The numerical simulation of storm surges in shallow bays is investigated by multi-level models such as the 2-level and FE-FD models which are used to consider the velocity profiles in wind-induced currents. These models were applied to hindcast the storm surge caused by Typhoon 7916 in Osaka Bay with the result that the water surface elevations and currents induced by the storm surge were successfully simulated.

An Analysis on Factors of Parent Involvement in Middle School Using Multi-Level Model

2018 ◽  
Vol 18 (5) ◽  
pp. 521-540
Author(s):  
Eunyoung Kim ◽  
◽  
Soonbum Kwon ◽  
Meejung Chin ◽  
◽  
...  
Keyword(s):  
Middle School ◽  
Parent Involvement ◽  
Level Model ◽  
Multi Level

scholarly journals A Network Analysis of the Relationship among Reading, Spelling and Maths Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 656
Author(s):  
Pierluigi Zoccolotti ◽  
Paola Angelelli ◽  
Chiara Valeria Marinelli ◽  
Daniele Luigi Romano
Keyword(s):  
Network Analysis ◽  
Clinical Analysis ◽  
Skill Learning ◽  
Fifth Grade ◽  
Learning Skills ◽  
Level Model ◽  
Multi Level ◽  
Unselected Group ◽  
The Relationship

Background. Skill learning (e.g., reading, spelling and maths) has been predominantly treated separately in the neuropsychological literature. However, skills (as well as their corresponding deficits), tend to partially overlap. We recently proposed a multi-level model of learning skills (based on the distinction among competence, performance, and acquisition) as a framework to provide a unitary account of these learning skills. In the present study, we examined the performance of an unselected group of third- to fifth-grade children on standard reading, spelling, and maths tasks, and tested the relationships among these skills with a network analysis, i.e., a method particularly suited to analysing relations among different domains. Methods. We administered a battery of reading, spelling, and maths tests to 185 third-, fourth-, and fifth-grade children (103 M, 82 F). Results. The network analysis indicated that the different measures of the same ability (i.e., reading, spelling, and maths) formed separate clusters, in keeping with the idea that they are based on different competences. However, these clusters were also related to each other, so that three nodes were more central in connecting them. In keeping with the multi-level model of learning skills, two of these tests (arithmetic facts subtest and spelling words with ambiguous transcription) relied heavily on the ability to recall specific instances, a factor hypothesised to underlie the co-variation among learning skills. Conclusions. The network analysis indicated both elements of association and of partial independence among learning skills. Interestingly, the study was based on standard clinical instruments, indicating that the multi-level model of learning skills might provide a framework for the clinical analysis of these learning skills.

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