Relevant bibliographies by topics / Basic addition

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Basic addition'

Author: Grafiati
Published: 5 April 2025

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Journal articles on the topic "Basic addition"

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Kling, Gina. "Fluency with Basic Addition." Teaching Children Mathematics 18, no. 2 (September 2011): 80–88. http://dx.doi.org/10.5951/teacchilmath.18.2.0080.

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Crespo, Sandra, Andreas Kyriakides, and Shelly McGee. "Nothing Basic about Basic Facts: Exploring Addition Facts with Fourth Graders." Teaching Children Mathematics 12, no. 2 (September 2005): 60–67. http://dx.doi.org/10.5951/tcm.12.2.0060.

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This investigation involves first assessing and then designing instruction to resolve student difficulties with addition facts. The ultimate goal was improving students' computational fluency. Teachers will learn ways to teach, design, and assess tasks to teach addition that will improve student learning.
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Hamann, Mary Sue, and Mark H. Ashcraft. "Textbook Presentations of the Basic Addition Facts." Cognition and Instruction 3, no. 3 (September 1986): 173–202. http://dx.doi.org/10.1207/s1532690xci0303_2.

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ISHIKAWA, Munctaka. "Basic examination on activating microorganisms by saponin addition." Journal of Environmental Conservation Engineering 18, no. 9 (1989): 556–59. http://dx.doi.org/10.5956/jriet.18.556.

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Koelink, H. T. "Yet another basic analogue of Graf's addition formula." Journal of Computational and Applied Mathematics 68, no. 1-2 (April 1996): 209–20. http://dx.doi.org/10.1016/0377-0427(95)00257-x.

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van Galen, Mirte S., and Pieter Reitsma. "Learning basic addition facts from choosing between alternative answers." Learning and Instruction 20, no. 1 (February 2010): 47–60. http://dx.doi.org/10.1016/j.learninstruc.2009.01.004.

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Jones, G. A., C. A. Thornton, and M. A. Toohey. "A Multi-Option Program for Learning Basic Addition Facts." Journal of Learning Disabilities 18, no. 6 (June 1985): 319–25. http://dx.doi.org/10.1177/002221948501800603.

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Stepashin, V. M. "Addition of punishments." Law Enforcement Review 6, no. 3 (September 18, 2022): 186–98. http://dx.doi.org/10.52468/2542-1514.2022.6(3).186-198.

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Introduction. They complete and specify the rules for assigning the final penalty for both single crimes and for the totality of crimes and sentences of the prescriptions of Articles 71-72.1 of the Criminal Code, the content of the provisions of which is much broader than the names of the articles themselves. The logical sequence of the presentation of regulatory requirements in these articles is flawed.The method and the basic algorithm for determining the final penalty when adding punishments. The final punishment for two types of plurality - the totality of crimes and sentences – is determined by the rules of Articles 69-72 of the Criminal Code, which establishes: (a) a method for determining the final punishment (absorption, full or partial addition); (b) a basic algorithm for determining the final penalty when adding punishments imposed for individual crimes; (c) differentiated limits of the final punishment.Rules for adding punishments. Article 71 of the Criminal Code details the rules for adding individual punishments, different in appearance: (a) by transferring to a single more severe type of punishment; (b) by their independent execution (thereby - only a complete addition).The proportions by which the replacement is made are chosen arbitrarily, and in some cases, contrary to the intention of the legislator, it is even possible to mitigate the punishment instead of tightening it. There is an obvious need for scientific substantiation of such coefficients, taking into account, at least, the political and social significance of deprivation and restrictions that determine the qualitative indicator of the repressiveness of punishment, their consequences (primarily legal and economic) both for the convict himself and for society, which is the subject of independent research. The legislator has not strictly observed the principle of the arrangement of types of punishments depending on their severity and severity. The problem lies in the fact that all the rules for the application of punishment (sentencing, replacement of punishment with a stricter one, release from serving a sentence) proceed from the presumption of an indisputable and accurate classification of punishments according to their severity. The above fully applies to the provisions of Articles 69-72 of the Criminal Code. Part 2 of Article 71 excludes the first stage of the addition of individual punishments, different in type, namely their transfer (recalculation) to another type of punishment. In such cases, independent execution of the relevant measures is provided. The legislator has avoided developing a set of rules defining the independent execution of punishments imposed by the court without bringing them to a single form. In fact, Part 2 of Article 71 of the Criminal Code presents only some special cases of this type of addition of punishments, but even they suffer from incompleteness.Addition of punishments with their independent execution. It would be preferable to reflect in Part 2 of Article 72 of the Criminal Code all the existing rules for the addition of individual punishments involving the independent execution of the measures-components: (1) additional punishments of different types; (2) basic and additional punishments of different types; (3) basic and additional punishments of the same type; (4) real for the execution of punishment and suspended sentence; real for the execution of punishment and punishment, the execution of which is postponed; two or more sentences with a suspended sentence; sentences with a suspended sentence and with a suspended sentence; (5) basic or additional punishments of the same type, if the characteristics of the repressiveness of the penalties determined by the court are fundamentally different, in particular, the consequences of evasion from serving the sentence.Conclusions. The current rules for adding and determining the final terms (sizes) of punishment are desystematized, fragmentary and do not always correspond to the elementary canons of legislative technique, their very presentation in the Criminal Code is rather chaotic. They do not fully take into account the peculiarities of the construction of the punishment system and its shortcomings, general and special rules for the appointment of punishments and other measures of criminal responsibility.
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MALYSHEVA, S. F., E. P. VYALYKH, and B. A. TROFIMOV. "ChemInform Abstract: Nucleophilic Addition to Acetylenes in Strongly Basic Catalytic Systems. Part 1. Nucleophilic Addition of Glycerol to Acetylene in Strongly Basic Systems." ChemInform 26, no. 28 (August 17, 2010): no. http://dx.doi.org/10.1002/chin.199528037.

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Koelink, H. T. "A basic analogue of graf's addition formula and related formulas." Integral Transforms and Special Functions 1, no. 3 (December 1993): 165–82. http://dx.doi.org/10.1080/10652469308819019.

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Dissertations / Theses on the topic "Basic addition"

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SILVA, CHRIS GISELLE PEGAS PEREIRA DA. "BASIC SOCIAL PROTECTION AND PREVENTION OF CASES OF NEGLIGENCE AGAINST CHILDREN AND ADOLESCENTS: IN ADDITION TO SOCIAL ASSISTANCE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34751@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A presente pesquisa visa analisar a prevenção da negligência contra crianças e adolescentes a partir da inserção das famílias no Centro de Referência de Assistência Social (CRAS), enquanto órgão executor da proteção social básica de acordo com a Política Nacional de Assistência Social. Sugere, assim, uma discussão sobre a proteção social básica e a prevenção, tanto no âmbito da família quanto no da responsabilidade do Estado, como forma de minimizar as ocorrências comumente designadas de negligência. Para viabilizar a análise das situações vivenciadas pelas famílias, procedeu-se um estudo qualitativo, utilizando a técnica de análise de documentos referentes às mães que estavam em descumprimento de condicionalidades, tendo seus benefícios do Programa Bolsa Família suspensos, devido a uma suposta negligência à saúde e à educação de seus filhos e foram acompanhadas por um CRAS do Município do Rio de Janeiro. Também foram utilizadas estatísticas pertinentes ao tema para projetar a discussão no âmbito nacional. As conclusões apontam para a necessidade de compreensão da totalidade das expressões da questão social que permeiam as situações da suposta negligência familiar. Além disso, sinalizam a responsabilidade do Estado através de ações intersetoriais, envolvendo políticas para além da assistência social que visem ao cuidado com os pais para garantia efetiva dos direitos de crianças e adolescentes.
The present study aims to analyze the prevention of neglect of children and adolescents from the insertion of families in the Reference Center for Social Assistance (CRAS) as an executor of basic social protection in accordance with the National Social Assistance Policy. It thus suggests a discussion on basic social protection and prevention, both within the family and State responsibility, as a way of minimizing the commonly designated occurrences of neglect. In order to make it possible to analyze the situations experienced by the families, a qualitative study was carried out using the document analysis technique for mothers who were in breach of conditionalities, and their benefits from the Bolsa Família Program were suspended because of a supposed negligence health and education of their children and were accompanied by a CRAS from the Municipality of Rio de Janeiro. Statistics relevant to the topic were also used to project the discussion at the national level. The conclusions point to the need to understand all the expressions of the social question that permeate the situations of supposed family neglect. In addition, they signal the State s responsibility through intersectoral actions involving policies other than social assistance aimed at caring for parents to guarantee the effective rights of children and adolescents.
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Müller, Gessilda Cavalheiro. "Dificuldades de aprendizagem na matemática : um estudo de intervenção pedagógica com alunos do 4º ano do ensino fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/40482.

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O uso de procedimentos imaturos de contagem e a permanência de lentidão para recuperar fatos aditivos básicos da memória de longo prazo têm sido apontados pelas pesquisas como sendo habilidades pouco desenvolvidas nas crianças com dificuldades na matemática. Em vista disso, nesta pesquisa foi desenvolvida uma prática pedagógica em alunos do 4° ano do ensino fundamental com dificuldades de aprendizagem na matemática tendo como objetivo o aumento no uso de recuperação de fatos aditivos básicos. O estudo foi dividido em três etapas. Na primeira etapa, foi realizada uma avaliação com 7 4 alunos com idades entre 9 e ll anos de três escolas públicas de Porto Alegre. Para avaliar o desempenho aritmético foi utilizada a Prova de Aritmética de Capovilla, Montiel e Capovilla (2007). Para avaliar as estratégias e procedimentos de contagem e recuperação de fatos aditivos da memória, foram utilizadas duas tarefas adaptadas de Siegler e Shrager (1984) e Geary, Hamson e Hoard (2000). Após a avaliação, os resultados passaram por uma análise estatística, e os escores totais da Prova de Aritmética, além de avaliar o desempenho aritmético, serviram de base para separar os grupos em graves e moderadas dificuldades. Na segunda etapa, dos 74 alunos 19 foram selecionados para participar da intervenção pedagógica, sendo que 12 deles apresentaram graves dificuldades e 7 moderadas dificuldades em matemática. Durante o desenvolvimento da intervenção, foi utilizada uma combinação de ensino direto e ensino de estratégia de Swanson e Sachse-Lee (2000). As intervenções foram realizadas em grupos de 4 e 5 alunos, perfazendo um total de 12 encontros. Na terceira etapa, foi realizada avaliação utilizando os mesmos instrumentos da primeira etapa. Após a quantificação dos dados, os resultados revelaram que a diferença de pontuação entre o pré-teste e pós-teste foi estatisticamente significativa nos dois grupos de alunos. Os resultados indicaram que os alunos com graves e moderadas dificuldades na aprendizagem da matemática se beneficiaram com a prática pedagógica, pois, na resolução de fatos aditivos básicos, houve progressos do uso de estratégias e procedimentos de contagem para processos apoiados na memória. A combinação de abordagens de ensino direto e ensino de estratégias mostrou que é possível estimular a aprendizagem dos alunos indicando progressos no mesmo período escolar.
The use of immature counting procedures and the slow retrieval of basic addition facts of long-term memory has been suggested by research as being deficit developed abilities in children with difficulties in mathematics. Therefore, in this study a pedagogical practice was developed with 4th grade elementary school students who presented difficulties in mathematics learning aiming at enhancing the use of retrieval of basic addition facts. The study was divided into three phases. In the first phase, an evaluation was performed with 74 students aging from 9-11 years-old from three public schools in Porto Alegre. In order to evaluate their arithmetic performance, the Arithmetic Test by Capovilla, Montiel, & Capovilla (2007) was applied. To evaluate procedures and strategies counting and retrieval of addition facts from memory, two adapted tasks from Siegler & Shrager (1984) and Geary, Hamson & Hoard (2000) were used. After the evaluation, the results were statistically analyzed, and the total scores of the Arithmetic Test, besides being used to evaluate the arithmetic performance, were used as a base to divide the group into a severe anda moderate difficulties. In the second phase, 19 of the 74 students were selected to participate of the pedagogical intervention, with 12 presenting with severe difficulties and 7 with moderate difficulties in mathematics. During the intervention development process, a combination of direct teaching and strategy teaching by Swanson and SachseLee (2000) was used. Interventions were performed in groups of 4 and 5 students, with a total of 12 meetings. In the third phase, an evaluation was performed with the same tools used in the first phase. After data quantification, results revealed that the difference between the pre-test and post-test scores was statistically significative in the two groups of students. Results indicated that students with severe and moderate difficulties in mathematics learning would benefit from the pedagogical practice, because, while solving the basic addition facts, there was progress in using counting strategies and procedures to memory-based processes. A combination of direct teaching and strategy teaching approaches showed to be possible to stimulate learning while indicating progress during the same school term.
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Rousset, Chouteau Stéphanie. "Apprentissage de l'addition : comptage ou récupération en mémoire ? Approches expérimentale et computationnelle." Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALS027.

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L'addition, l'une des opérations fondamentales de l'arithmétique, constitue une des premières opérations enseignées aux enfants. Parmi les diverses formes d’additions, celles impliquant deux opérandes à un chiffre, comme 5+3, sont omniprésentes dans la vie quotidienne et requièrent souvent des calculs mentaux rapides. A ce jour, les mécanismes cognitifs sous-jacents à la résolution de ces opérations restent mal compris. Deux grands modèles théoriques s’opposent. Les théories associationnistes (Ashcraft, 1982; Campbell & Graham, 1985; Logan, 1988; Siegler & Shrager, 1984) postulent que l'apprentissage conduit à une récupération en mémoire de la réponse. Au début de l'apprentissage, les enfants utilisent une procédure explicite de comptage (par exemple 6...7...8) qui crée une trace mnésique associant le problème à sa solution. Après de nombreuses répétitions, le résultat peut être récupéré directement en mémoire sans nécessiter de calcul. Plus récemment, une théorie propose que l'apprentissage conduit à l'automatisation du comptage pour les plus petites additions (Barrouillet & Thevenot, 2013; Uittenhove et al., 2016; Thevenot & Barrouillet, 2016). Même après une grande expérience, le résultat ne serait pas récupéré en mémoire, mais calculé grâce à une procédure ultra-rapide et inconsciente qui parcourrait la ligne numérique mentale. L'objectif de cette thèse est de contribuer à ce champ de recherche en explorant les mécanismes cognitifs employés grâce à une approche expérimentale et computationnelle. Le volet expérimental vise à déterminer comment les stratégies de comptage et de récupération opèrent durant l’apprentissage de la résolution des additions. Il s'agit également d'examiner si des facteurs comme la magnitude des opérandes et la structure des problèmes peuvent influencer ces stratégies. Le volet expérimental comprend deux études d’apprentissage basées sur des tâches similaires à celles de l’arithmétique alphabétique et menées avec des participants adultes. La première étude explore l'automatisation des additions en comparant deux conditions d'apprentissage, mémorisation et comptage, à l'aide d’additions construites sur une séquence artificielle et montre que le comptage est toujours utilisé par la majorité des participants tandis que d’autres mémorisent les plus grands problèmes. La seconde étude examine l'influence du matériel d'apprentissage, en comparant des additions construites à partir de séquences contiguës et non contiguës, et montre que la structure des séquences affecte également les stratégies utilisées par les participants. Le volet modélisation computationnelle a pour objectif d’expliquer et reproduire les évolutions stratégiques observées entre le comptage et la récupération en mémoire. Une première version du modèle, fondée uniquement sur l'accélération du comptage, ne suffit pas à expliquer pleinement les données expérimentales. Une nouvelle version du modèle, intégrant un mécanisme de compétition dynamique entre le comptage et la récupération en mémoire, a permis de simuler de manière plus précise la transition entre ces deux stratégies en fonction de la taille des problèmes et de leur structure, comme observé dans les expériences. Les résultats des deux approches montrent qu'aucune stratégie unique ne prévaut à la fin de l'apprentissage. Les résultats sont plus nuancés et révèlent que la taille des problèmes ainsi que la structure du matériel influencent le choix des stratégies. De plus, des différences inter-individuelles ont été observées, certains individus privilégiant la récupération en mémoire, tandis que d'autres continuent d'utiliser des procédures de comptage même après une pratique prolongée. Ces observations soulignent l'importance de proposer un modèle flexible pour comprendre les mécanismes d'automatisation des additions basiques
Addition, one of the fundamental operations in arithmetic, is among the first operations taught to children. Among the various forms of addition, those involving two single-digit operands, such as 5+3, are ubiquitous in daily life and often require fast mental calculations. To date, the cognitive mechanisms underlying the resolution of these operations remain poorly understood. Two major theoretical models are in opposition. Associationist theories (Ashcraft, 1982; Campbell & Graham, 1985; Logan, 1988; Siegler & Shrager, 1984) posit that learning leads to the retrieval of answers from memory. At the beginning of learning, children use an explicit counting procedure (e.g., 6...7...8) that creates a memory trace associating the problem with its solution. After numerous repetitions, the result can be retrieved directly from memory without requiring calculation. More recently, a theory proposes that learning leads to the automatization of counting for smaller additions (Barrouillet & Thevenot, 2013; Uittenhove et al., 2016; Thevenot & Barrouillet, 2016). Even after significant experience, the result is not retrieved from memory but is calculated using an ultra-fast and unconscious procedure that would scroll the mental number line. The objective of this thesis is to contribute to this field of research by exploring the cognitive mechanisms employed through both experimental and computational approaches. The experimental component aims to determine how counting and retrieval strategies operate during the learning of addition resolution. It also seeks to examine whether factors such as operand magnitude and problem structure can influence these strategies. The experimental component comprises two learning studies based on tasks similar to those of alphabet arithmetic and conducted with adults. The first study explores the automatization of additions by comparing two learning conditions, memorization and counting, using additions built from an artificial sequence, and shows that counting is still used by most participants, while others memorize larger problems. The second study examines the influence of learning material by comparing additions built from contiguous and non-contiguous sequences, demonstrating that the structure of the sequences also affects the strategies used by participants. The computational modeling component aims to explain and reproduce the strategic shifts observed between counting and memory retrieval. A first version of the model, based solely on counting acceleration, does not fully explain the experimental data. A new version of the model, incorporating a dynamic competition mechanism between counting and memory retrieval, more precisely simulates the transition between these two strategies depending on problem size and structure, as observed in the experiments. The results from the two approaches show that no single strategy prevails at the end of learning. The results are more nuanced, revealing that problem size and material structure influence the choice of strategies. Additionally, individual differences were observed, with some individuals favoring memory retrieval, while others continue to use counting procedures even after prolonged practice. These findings highlight the importance of proposing a flexible model to understand the mechanisms underlying the automatization of basic additions
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Wabnitz, Tobias C. "Mechanism and new synthetic applications of catalytic hetero-Michael additions of weakly basic nucleophiles." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619978.

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Albrecht, Fabian [Verfasser]. "Asymmetrische 1,4-Addition anspruchsvoller Nukleophile mit Hilfe von Olefinliganden auf Basis von Kohlenhydraten / Fabian Albrecht." Hannover : Technische Informationsbibliothek und Universitätsbibliothek Hannover (TIB), 2013. http://d-nb.info/1049297679/34.

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Kim, Booyong. "Seismic sequence stratigraphy of Pliocene-Pleistocene turbidite systems, Ship Shoal South Addition, Northwestern Gulf of Mexico." Texas A&M University, 2002. http://hdl.handle.net/1969/522.

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Bandeen, R. F. "Additional Case Study Simulations of Dry Well Drainage in the Tucson Basin." Water Resources Research Center. The University of Arizona, 1987. http://hdl.handle.net/10150/306945.

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Final Report to Pima County Department of Transportation and Flood Control District, June 1987.
Executive Summary: Three case study simulations of dry well drainage were performed using the saturated-unsaturated groundwater flow model UNSAT 2. Each case simulated injection of storm water runoff water into a dry well from two five-year, one-hour storm events, separated by a 24-hour lag period. The first case assumed subsurface conditions of a uniform gravelly sand material from land surface to the water table at 100 feet below land surface. The second case assumed the same gravelly sand, underlain by a uniform sandy-clay loam material beginning at 30 feet below land surface and extending to the water table. The third case assumed the same conditions as in Case 2, except for a sandy loam soil replacing the sandy-clay loam material. Simulated subsurface flow of injection water for the first case was primarily vertical. The cross-sectional radius of the 95% saturated portion of the drainage plume reached a maximum of about nine feet during stormwater injection. In the second and third cases, horizontal flow took place at the layer boundary between the gravelly sand and underlying fine material. As a result, the cross-sectional radius of the 95% saturated portion of the drainage plume reached a maximum of about 27 feet for Case 2, and about 21.5 feet for Case 3. Arrival times of injection water at the water table varied from between 0.25 and 0.75 hours (Case 1), and between 130 and 150 hours (Case 2). Attenuation of water-borne pollutants in the vadose zone is related to the degree of exposure of drainage water to soil particle surfaces. The specific surface area of soil particles to which drainage water was exposed was used as an indicator of the relative degree of attenuation that may take place among the three cases. The ratio of specific surface area of soil matrix exposed to the portion of the subsurface reaching a state of 80% saturation was approximately 1 : 16.2 : 5.6 (Case 1 : Case 2 : Case 3).
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Schaller, Ulrich Jakob. "Ionenselektive Makro- und Mikroelektroden auf der Basis von geladenen oder neutralen Ionophoren mit ionischen Additiven /." [S.l.] : [s.n.], 1994. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=10948.

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Rowolt, Christian [Verfasser]. "Untersuchungen zur Wärmebehandlung additiv gefertigter, metallischer Bauteile auf Basis von in-situ Analysen der Phasenumwandlungen / Christian Rowolt." Düren : Shaker, 2021. http://d-nb.info/1229779523/34.

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Van, der Merwe Munnik. "Expectations of parent members of public school governing bodies regarding the appointment of additional staff." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40399.

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The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Books on the topic "Basic addition"

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Moore, John. Enjoy arithmetic!: Practice examples in basic addition. Sevenoaks: Hawthorns Publications, 1988.

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Broadbent, Paul. Basic skills: Addition & subtraction for 7-8 year olds. London: Letts Educational, 1998.

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Broadbent, Paul. Basic skills: Addition & subtraction for 8-9 year olds. London: Letts Educational, 1998.

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Broadbent, Paul. Basic skills: Addition & subtraction for 9-10 year olds. London: Letts Educational, 1998.

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O'Connell, Susan. Mastering the basic math facts in addition and subtraction: Strategies, activities & interventions to move students beyond memorization. Portsmouth, NH: Heinemann, 2011.

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Basic Math Addition. Independently Published, 2020.

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Deweese, Bob. Addition Basic Facts. Evan-Moor Educational Publishers, 1994.

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Basic Practice in Addition. Love Publishing Company, 1990.

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Power Basics / Mathematics / Basic And Intermediate Addition (A Basic Skills Curriculum). J.Weston Walch, 2000.

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Shiller, Larry. Montessori Flash Cards Addition - Basic. Shiller & Company D.B.A. Montessori Kids, 2007.

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Book chapters on the topic "Basic addition"

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Leung, Allen, and Simon Hung. "Mathematizing Basic Addition." In Early Mathematics Learning and Development, 139–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7153-9_8.

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Suslov, Sergei K. "Addition Theorems." In An Introduction to Basic Fourier Series, 47–74. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4757-3731-8_3.

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Newton, Nicki, Ann Elise Record, and Alison J. Mello. "Assessing Basic Fact Fluency." In Fluency Doesn’t Just Happen with Addition and Subtraction, 233–53. New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429055553-7.

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Konno, Yoshinobu, Motoi Aoki, Masakazu Takagishi, Hiroshi Takasugi, Masamichi Koike, and Shinji Hosoi. "Enhancement of antibody production by addition of ubiquinone-Q10." In Animal Cell Technology: Basic & Applied Aspects, 149–54. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/1-4020-4457-7_21.

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Chinn, Steve. "Tests of basic facts – addition, subtraction, multiplication and division." In More Trouble with Maths, 60–73. 3rd edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: NASEN spotlight: Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-6.

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Chinn, Steve. "Tests of basic facts – addition, subtraction, multiplication and division." In More Trouble with Maths, 57–70. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-7.

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Green, N. H., A. D. Hooker, D. C. James, A. J. Baines, P. G. Strange, N. Jenkins, and A. T. Bull. "Control of Interferon-Gamma Glycosylation by the Addition of Defined Lipid Supplements to Batch Cultures of Recombinant Chinese Hamster Ovary Cells." In Animal Cell Technology: Basic & Applied Aspects, 339–45. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5746-9_53.

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Roy, Joy, and Kuntala Patra. "On Some Basic Graph Invariants of Unitary Addition Cayley Graph of Gaussian Integers Modulo n." In Advances in Intelligent Systems and Computing, 179–87. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9927-9_18.

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Ullmann, Franziska. "Raumfolgen. Addition von Räumen." In Basics, 178–99. Vienna: Springer Vienna, 2010. http://dx.doi.org/10.1007/978-3-7091-0123-0_12.

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Ruess, Harald. "A Decision Method for First-Order Stream Logic." In Automated Reasoning, 137–56. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-63501-4_8.

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AbstractOur main result is a doubly exponential decision procedure for the first-order equality theory of streams with addition, convolution, and control-oriented stream operations. This stream logic is shown to be expressive for solving basic problems in stream calculus.
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Conference papers on the topic "Basic addition"

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Kamiya, K., K. Inoue, E. W. Qian, and N. Kobayashi. "Effect of basic metal addition on dry reforming of methane by plasma catalytic system." In 2024 IEEE International Conference on Plasma Science (ICOPS), 1. IEEE, 2024. http://dx.doi.org/10.1109/icops58192.2024.10627565.

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Hou, Hanxu, Kenneth W. Shum, Minghua Chen, and Hui Li. "BASIC regenerating code: Binary addition and shift for exact repair." In 2013 IEEE International Symposium on Information Theory (ISIT). IEEE, 2013. http://dx.doi.org/10.1109/isit.2013.6620501.

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Guilino, Günther H. "Design Philosophy For Progressive Addition Lenses." In Ophthalmic and Visual Optics. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/ovo.1991.fb1.

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Although the basic ideas for the realization of progressive addition lenses (PALs) go back a lot further, the first patents which contain the essential characteristics of those PALs which have been successful on the market date back to the years 1953 (FR 658760 by Maitenaz) and 1954 (US 287 8721 by Kanolt).
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Kurokawa, Takashi, Seiji Fukushima, and Hideo Suzuki. "Dynamic Optical Processing for Parallel Digital Addition and Subtraction." In Optical Computing. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/optcomp.1989.wa2.

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An optical arithmetic processor for digital addition will be one of the most important basic elements in optical computers. Several optical implementations of half or full adder circuits have been proposed 1-4 However, dynamic processing has not been developed for parallel digital addition. The main problem is real-time parallel operation of the half adder and the dynamic construction by cascadable configuration.
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Min Han and Qiao Xu. "Integrated optimization model for alloy addition of basic oxygen furnace based on Particle Swarm Optimization." In 2010 IEEE International Conference on Systems, Man and Cybernetics - SMC. IEEE, 2010. http://dx.doi.org/10.1109/icsmc.2010.5642484.

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Gu¨len, S. Can. "Gas Turbine With Constant Volume Heat Addition." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24817.

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Increasing the thermal efficiency of fossil fuel fired power plants in general and the gas turbine power plant in particular is of extreme importance. In the face of diminishing natural resources and increasing carbon emissions that lead to a heightened greenhouse effect and greater concerns over global warming, thermal efficiency is more critical today than ever before. In the science of thermodynamics, the best yardstick for a power generation system’s performance is the Carnot efficiency — the ultimate efficiency limit, set by the second law, which can be achieved only by a perfect heat engine operating in a cycle. As a fact of nature this upper theoretical limit is out of reach, thus engineers usually set their eyes on more realistic goals. For the longest time, the key performance benchmark of a combined cycle (CC) power plant has been the 60% net electric efficiency. Land-based gas turbines based on the classic Brayton cycle with constant pressure heat addition represent the pinnacle of fossil fuel burning power generation engineering. Advances in the last few decades, mainly driven by the increase in cycle maximum temperatures, which in turn are made possible by technology breakthroughs in hot gas path materials, coating and cooling technologies, pushed the power plant efficiencies to nearly 40% in simple cycle and nearly 60% in combined cycle configurations. To surpass the limitations imposed by available materials and other design considerations and to facilitate a significant improvement in the thermal efficiency of advanced Brayton cycle gas turbine power plants necessitate a rethinking of the basic thermodynamic cycle. The current paper highlights the key thermodynamic considerations that make the constant volume heat addition a viable candidate in this respect. First using fundamental air-standard cycle formulas and then more realistic but simple models, potential efficiency improvement in simple and combined cycle configurations is investigated. Existing and past research activities are summarized to illustrate the technologies that can transform the basic thermodynamics into a reality via mechanically and economically feasible products.
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BORISOV, BORISLAV. "MACHINE VISION - BASIC PRINCIPLES, TECHNOLOGIES, APPLICATIONS." In INTERNATIONAL SCIENTIFIC CONFERENCE MATHTECH 2024, 153–62. Konstantin Preslavsky University Press, 2024. https://doi.org/10.46687/pzka7056.

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Machine vision is an area of artificial intelligence and computer science that deals with the acquisition, analysis, and interpretation of visual information from the environment. This article examines the history, basic principles and technologies, and applications of machine vision in various fields. Key concepts such as image capture, preprocessing, segmentation, feature extraction, and classification are covered. In addition, the paper discusses the use of deep neural networks in machine vision systems, such as CNNs, RNNs, and GANs, and their optimization. Applications of machine vision in medicine and manufacturing, commerce, and agriculture are reviewed, highlighting how these technologies are revolutionizing processes in these fields.
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Mimentza Martin, Janire. "CONSTITUTIONALITY OF BASIC INCOME IN GERMANY." In 6th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eraz.2020.295.

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At present, the precarious jobs do not assure the subsistence level, and the future forecasts “the end of work”. In addition, because of the defects and limits of the welfare systems, a rethinking of the social protection system is necessary: universal basic income seems to be the most popular option. However, basic income may represent a break with the traditional market rules: the model is inverted and the citizen gains “ freedom from work”, and not “through work”. This paradigm shift may represent a challenge for today’s model of social state based on the work ethic. Although the basic income is usually based on the idea of social reform, the perception of this study is that its implementation should be guided by a policy of small advances, which ultimately make possible a partial reform of the Social Security system, not its dismantling. This work shows that the German labour market, the Constitution, and the social state are not currently prepared for or in need of a universal Basic Income.
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Combs, Elizabeth K., Stephen Ellis, Don Haley, Matthew Taranto, Andrew Anderson, Nicholaus Carrea, Timothy Nissen, David Blum, and Raymond Bourne. "Predicting eVTOL Simulator Performance Using Basic Performance Resources." In 2023 AeroTech. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2023. http://dx.doi.org/10.4271/2023-01-1008.

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<div class="section abstract"><div class="htmlview paragraph">The rapidly advancing field of Advanced Air Mobility featuring electric Vertical Takeoff and Landing capable aircraft will create an increased demand for commercial pilots. In addition, the automation schemes for these new aircraft designs will likely change the skills required and demands placed on pilots of these vehicles. Therefore, recruiters and training facilities must understand which basic performance resources predict success to identify the best candidates to learn to fly this new class of aircraft. This study assesses the basic performance resources of ab initio students and experienced pilots in electric vertical takeoff and landing aircraft simulators. Researchers recruited 82 military volunteers to participate in this study by spending one day learning to fly one of the two simulators available. This study included approximately equal numbers of ab initio students and rated pilots. Researchers randomly assigned participants to either a highly augmented aircraft simulator or a minimally augmented aircraft simulator creating a two-by-two results matrix. Researchers compared 11 dimensions of pilot performance, assessed by experienced instructor pilots, and 32 basic performance resource measures evaluated through standardized tests to determine if performance measures were reliable and predictive of performance. Researchers then used standard parametric statistics to determine differences across platforms and participants. The data show several strong predictors of performance in the minimally-augmented aircraft simulation. However, in the highly-augmented aircraft simulation, there were no significant predictors of performance. This research suggests that increased aircraft automation reduced pilot candidates’ reliance on basic performance resources. In addition, flying experience didn’t significantly affect outcomes.</div></div>
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Koscielski, Marek, Krystyna Bukat, Janusz Sitek, Malgorzata Jakubowska, Wojciech Niedźwiedź, and Anna Mlozniak. "Sac 305 solder paste with silver nanopowder and carbon nanotubes addition - basic properties of pastes and solder joints." In 2012 35th International Spring Seminar on Electronics Technology (ISSE). IEEE, 2012. http://dx.doi.org/10.1109/isse.2012.6273162.

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Reports on the topic "Basic addition"

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Baader, Franz, and Silvio Ghilardi. Connecting many-sorted theories. Technische Universität Dresden, 2005. http://dx.doi.org/10.25368/2022.147.

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Basically, the connection of two many-sorted theories is obtained by taking their disjoint union, and then connecting the two parts through connection functions that must behave like homomorphisms on the shared signature. We determine conditions under which decidability of the validity of universal formulae in the component theories transfers to their connection. In addition, we consider variants of the basic connection scheme.
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Leiderman, Leonardo, Ricardo Hausmann, and Michael Gavin. The Macroeconomics of Capital Flows to Latin America: Experience and Policy Issues. Inter-American Development Bank, October 1995. http://dx.doi.org/10.18235/0011580.

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This paper reviews recent experience with international capital flows in Latin America, and discusses the policy issues that surround them. The paper is predicated on three basic premises. Capital flows to the region are an important source of macroeconomic disturbance. Also, capital flows are very volatile. Large fluctuations in these flows are due in substantial part to factors external to Latin America. In addition, the fluctuations require a policy response. Policy should respond to sudden inflows or outflows of capital.
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Redmond, Paul, Seamus McGuinness, and Klavs Ciprikis. A universal basic income for Ireland: Lessons from the international literature. ESRI, December 2022. http://dx.doi.org/10.26504/rs146.

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A universal basic income (UBI) is defined as a universal, unconditional cash payment that is made regularly, is sufficient to live on, is not means tested, carries no work requirements and is paid on an individual basis. This study examines the international evidence on universal basic incomes and identifies key issues for consideration in the design of any UBI pilot for Ireland. Despite the mainstream interest in UBI as a potential policy tool, relatively little is known about the associated consequences of such policies. Even the definition of a UBI appears to be poorly understood and is often misused in the public discourse. Several pilot studies have been recently implemented across different countries. However, some pilot studies depart from the accepted definition of UBI. For example, some are not universal, in that they only target a specific subgroup of the population and/or have eligibility restrictions based on earnings. Others provide a relatively low level of payment, which may fall short of what an individual could reasonably be expected to live on. There are a number of potentially positive impacts associated with a UBI. A universal, unconditional payment could eliminate the stigma associated with welfare receipt. If replacing existing welfare payments, a UBI would also involve lower transaction costs, both on the recipient (in terms of the application procedure) and on Government (in terms of administering the payment). Universal, unconditional payments would also avoid situations where people choose not to work in order to retain means-tested benefits. UBI could give individuals the freedom to turn down or leave insecure, exploitative or low-paid work in pursuit of better or improved work opportunities. In addition, it would mean that persons in informal and often unpaid work, such as childcare and eldercare, which is mostly done by women, receive some compensation for their labour. Empirical results from several pilot studies have found evidence of positive health impacts following the implementation of a UBI. In terms of potential disadvantages, a UBI, by definition, may not target those that are most in need, as a large percentage of recipients will be high-earning individuals. Furthermore, the cost of a UBI is likely to be very expensive, even if other existing benefits (such as unemployment benefits) are no longer required. The net impacts of a UBI on labour supply are unclear, with both positive and negative influences on labour market participation potentially arising as a consequence of a UBI. In this study, we undertake some basic calculations relating to four possible UBI approaches, all of which would involve an unconditional payment to every individual aged over 18 in Ireland.
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Khairulin, Alexander, Vladimir Blinkov, Lyubov Lagunova, Olga Sapozhnikova, Evgeny Byzov, Irina Freifeld, Oleg Malozemov, et al. Electronic training course "Theoretical foundations of physical culture". SIB-Expertise, January 2024. http://dx.doi.org/10.12731/er0788.29012024.

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The electronic training course “Theoretical Foundations of Physical Culture” contains fifteen topics that allow students to understand: the basic concepts of physical culture (PC) and sports; its role in general cultural and professional training; socio-biological foundations of PC; the role of motor activity for modern man; the basics of a healthy lifestyle; means of PC in the regulation of life activity; basics of general physical and sports training; the basics of the theory and methodology of physical education; the basics of methods for organizing and conducting independent physical education and recreational activities; the basics of self-control and functional diagnostics during physical education classes; professional and applied physical training of university students; basics of health PC; doping problems in sports activities; the basics of massage and its connection with PC; information on sports injuries; basics of adaptive PC The content of each topic includes a lecture part, designed in the form of an illustrated test with hyperlinks, a presentation on the lecture, a practical assignment on the material of the topic, as well as a test assignment (of ten questions) on the topic. The final control of students' completion of the course is carried out by sequential study of topics (all or several, depending on the curriculum of the specialty) and the accumulation of at least 70% of correct answers on control tests. In addition to the lecture material and practical assignments, the electronic training course contains information necessary for students to master the educational material in a high-quality manner, in the form of additional reference (glossary) and educational literature previously published by the authors of this course. The structure and content of the electronic course complies with the requirements of the Federal State Educational Standard for the academic discipline “Physical Culture and Sports”, as well as the requirements of the USMU for the structure and content for this educational tool.
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Telep, Cody W., and David Weisburd. Police and the Microgeography of Crime: Scientific Evaluations on the Effectiveness of Hot Spots and Places. Inter-American Development Bank, February 2014. http://dx.doi.org/10.18235/0010567.

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This Technical Note suggests that the focus of policing should be on very small geographic units of analysis, such as street segments or small groups of street blocks. Crime at place is not simply a proxy for larger area or community effects; indeed, basic research evidence suggests that crime primarily occurs at very small geographic units of place. This research is reinforced by strong experimental evidence of the effectiveness of place-based policing in reducing crime and disorder so as not to displace crime to nearby areas. In addition, the perception of legitimacy should be a key component of place-based policing programs.
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Panek, Jeffrey, Adrian Huth, James McCarthy, and Alan Krol. PR-312-18208-E02 PRCI White Paper PVMRM Theoretical Issues and Recommended Solutions. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), July 2021. http://dx.doi.org/10.55274/r0012113.

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This white paper demonstrates that AERMOD contains formulation errors and does not currently provide accurate NOx estimates for sources (e.g., natural gas compressor stations) with shorter stacks. The white paper also demonstrates that a new building downwash theory (PRIME2) does provide better agreement with NOx observations than AERMOD's PRIME algorithms. In addition, the white paper shows that PVMRM does not provide accurate estimates of the NO2/NOx ratio as confirmed by Panek et al. (2020) who showed poor agreement between predicted and observed NO2/NOx ratios. The paper concludes that the basic theory in PVMRM is sound, but some underlying simplifying assumptions contribute to model performance issues.
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Micco, Alejandro, César Manuel Serra, and Arturo Galindo. Better the Devil that You Know: Evidence on Entry Costs Faced by Foreign Banks. Inter-American Development Bank, January 2003. http://dx.doi.org/10.18235/0010805.

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Institutional and legal differences between countries increase entry costs and reduce the ability of banks to expand abroad. We use bilateral foreign banking data for 176 countries to estimate a gravity model in which bilateral cross-border banking activity is explained, in addition to standard variables, by legal and institutional differences. We find that foreign banking is negatively affected by absolute differences in the legal setup and in basic institutions between source and host countries. Differences in the legal origin, for example, reduce bilateral participation in the banking system by nearly 11 percent. Additionally we do not find strong evidence suggesting asymmetries in adapting to better or worse institutional/legal environments.
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Balsiger, Carol. Three basic stoneware glazes for cone six oxidation which may be changed in color or texture by the addition of common materials such as sand, clay soil, crushed gravel, or metal filings. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.559.

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Chong, Alberto E., Jaime Saavedra-Chanduví, and José Galdo. Informality and Productivity in the Labor Market: Peru 1986 - 2001. Inter-American Development Bank, July 2007. http://dx.doi.org/10.18235/0010979.

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Peru has one of the highest informality rates in Latin America, with almost 60 percent of the urban labor force working at the margins of labor market legislation or in microenterprises that lack basic labor market standards (Marcouiller, Ruiz de Castilla, and Woodruff, 1997). This paper identifies two factors that can explain the variation in informality rates in the 1990s. First, Peru experienced a steady increase in employment allocation in traditionally informal sectorsin particular, retail trade and transport. Second, there was a sharp increase in nonwage labor costs, despite a reduction in the average productivity of the economy. In addition, the paper illustrates the negative correlation between productivity and informality by evaluating the impacts of the PROJOVEN youth training program.
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Hordiienko, Valentyna V., Galyna V. Marchuk, Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Development of a model of the solar system in AR and 3D. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4410.

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In this paper, the possibilities of using augmented reality technology are analyzed and the software model of the solar system model is created. The analysis of the available software products modeling the solar system is carried out. The developed software application demonstrates the behavior of solar system objects in detail with augmented reality technology. In addition to the interactive 3D model, you can explore each planet visually as well as informatively – by reading the description of each object, its main characteristics, and interesting facts. The model has two main views: Augmented Reality and 3D. Real-world object parameters were used to create the 3D models, using the basic ones – the correct proportions in the size and velocity of the objects and the shapes and distances between the orbits of the celestial bodies.
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