Dragline roller track improvement. Volume 2. Field measurement of dragline roller circle loading. Final report, September 30, 1976-July 30, 1980

The period from September 1977 to September 1978 covered laboratory rolling contact rig tests to evaluate typical low hardness dragline track materials. The results of this work are covered by DOE/ET/9121-1 Final Report, Volume I. The period from September 1978 to July 1980 covered field measurements of dragline roller circle loadings. The results of this work are covered by DOE/ET/9121-2 Final Report, Volume II. During May 1979, a field test group visited the Beltona Mines in Warrior, Alabama, for the purpose of instrumenting and testing dragline roller circle loading. This testing was done both before and after the introduction of elastomeric padding between the upper track and rotating frame. The data collected indicates installation of an elastomeric pad between the rotation frame and the upper track reduced the strain in the upper track. The primary reason for these load and strain reductions was added flexibility provided by the elastomeric pad coupled with redistribution of local loads. Installation of the elastomeric pad also reduced the peak roller loads resulting from hard spots due to dragline construction. More field data is necessary to fully appreciate the positive and negative effects of elastomeric pad on roller track loading. This information can be obtained through more thorough testing and instrumentation program

Toward a Methodology of Experimental Analysis and Treatment of Aberrant Classroom Behaviors

A behavior analytic methodology for linking assessment and intervention for aberrant classroom behavior is presented. This methodology assists the behavioral consultant and classroom teacher in looking at the environmental variables that support undesirable behavior in three ways: structurally, functionally, or through some combination of the two approaches. Treatment strategies arising from the analysis may then be implemented. The methodology consists of the following steps: (a) problem identification, (b) data collection to generate hypotheses, (c) formulation of hypotheses regarding structural and functional relations, (d) design of analogue conditions to test the hypotheses, (e) conducting the analysis, and (f) treatment development and evaluation. An example of a structural analysis and treatment of the stereotypic behavior of an 8-year-old girl functioning in the severe-profound range of mental retardation conducted by her teacher in a special education classroom is presented