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Relevant bibliographies by topics / To go astray

Academic literature on the topic 'To go astray'

Author: Grafiati

Published: 22 June 2024

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Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Journal articles on the topic "To go astray":

1

CLEMENS, NORMAN A. "When Colleagues Go Astray..." Journal of Psychiatric Practice 13, no. 1 (January 2007): 40–43. http://dx.doi.org/10.1097/00131746-200701000-00006.

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HANSON, DAVID. "WHY COMPANIES GO ASTRAY." Chemical & Engineering News 77, no. 29 (July 19, 1999): 9. http://dx.doi.org/10.1021/cen-v077n029.p009.

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Flemming, Alexandra. "Where 'magic bullets' go astray." Nature Reviews Drug Discovery 8, no. 12 (December 2009): 933. http://dx.doi.org/10.1038/nrd3059.

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Royston, M. C., and G. W. Roberts. "Schizophrenia: When neurons go astray." Current Biology 5, no. 4 (April 1995): 342–44. http://dx.doi.org/10.1016/s0960-9822(95)00067-4.

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Bardenhagen, Arthur, and Joseph Colleran. "Marketing Mistakes: How Exporters Go Astray." IEEE Engineering Management Review 13, no. 1 (March 1985): 49–51. http://dx.doi.org/10.1109/emr.1985.4306108.

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Olaya, Ivan, and Sean M. Burgess. "When the anchor’s away, meiotic telomeres go astray." Developmental Cell 57, no. 13 (July 2022): 1563–65. http://dx.doi.org/10.1016/j.devcel.2022.06.014.

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REYNOLDS, F., and H. M. SPEEDY. "The subdural space: the third place to go astray." Anaesthesia 45, no. 2 (February 1990): 120–23. http://dx.doi.org/10.1111/j.1365-2044.1990.tb14275.x.

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UMEZAKI, Osamu. "Why do Policies that Connect Education and Careers Go Astray?" Journal of Educational Sociology 98 (2016): 71–90. http://dx.doi.org/10.11151/eds.98.71.

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Scherer, F. M. "How US Antitrust Can Go Astray: The Brand Name Prescription Drug Litigation." International Journal of the Economics of Business 4, no. 3 (November 1997): 239–56. http://dx.doi.org/10.1080/758523205.

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Ševčíková, Hana, Zuzana Lhotáková, Jaromír Hamet, and Helena Lipavská. "Mixotrophic in vitro cultivations: the way to go astray in plant physiology." Physiologia Plantarum 167, no. 3 (February 9, 2019): 365–77. http://dx.doi.org/10.1111/ppl.12893.

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More sources

Dissertations / Theses on the topic "To go astray":

1

Hurtado, Ordoñez Nelson Adolfo. "Éléments d’esthétique anthropobiologique pour une esthétique critique." Electronic Thesis or Diss., Paris 8, 2018. http://www.theses.fr/2018PA080134.

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Au centre de la pensée philosophique et scientifique, l’homme lui-même est demeuré comme une sorte de présupposé. Aussi encore aujourd’hui même la question anthropologique semble être de trop, puisque l’homme n’est conçu que comme un être qui est censé parvenir à s’approprier aussi bien la valeur de sa vie que le sens de son existence, de celle d’autrui et de celle de ce qui l’entoure, dans la mesure où il pourrait tout régler en le soumettant au diktat du consensus social et politique. Ainsi considérée, l’histoire de l’homme n’a été autre chose que l’histoire de l’injustice philosophique qui l’a égaré dans les logiques de la discipline et le dressage, tout en le plongeant dans une lutte dévastatrice contre le désir qu’il est, c’est-à-dire une lutte contre lui-même. Cette lutte se présente aujourd’hui sous la forme de l’expérimentation totale de lui-même et du monde. C’est grâce à la force de la pensée critique elle-même que la question anthropologique est devenue la voie incontournable qui ramène l’homme au cœur de sa propre vie, celle qui n’est rendue possible qu’en la partageant par la parole avec ses partenaires. Les principes politiques, éthiques, morales, esthétiques et métaphysiques qui conçoivent l’homme comme un être disponible, et donc docile, soumis au plaisir rendu accessible par une vie réglée par un principe d’économie de l’action, sont démantelés par la pensée anthropobiologique d’Arnold Gehlen et de Jacques Poulain. Grâce à la découverte des dynamiques communicationnelles qui constituent la vie de l’homme, ce dernier a dévoilé l’esthétisation politique du monde et la dynamique d’autodestruction des individus et des groupes qui se présentent sous les masques souriants de la meilleure des formes de vie possible. Faisant ainsi fi de tous les pronostics, l’esthétique anthropobiologique de Poulain, ouvre-t-elle non seulement une nouvelle voie pour une compréhension objective et véritable de la réalité de l’homme mais elle rend possible une appropriation esthétique de la vie théorique qui est celle de l’homme
Man has remained as a supposition at the very heart of scientific and philosophicalthought. Today still the anthropological inquiry seems quite redundant since man is3 considered a being who is able to internalize his life's value and meaning, that ofothers and of his surroundings, as far as he can rule everything by the diktat of social and political consensus. With that understanding, man's history has not been otherthan the history of a philosophical injustice which has lost him through the logic of discipline and domestication. It has plunged him into a devastating fight against thedesire that he is, a fight that presents itself under the form of a total experimentation of man's world and of himself. We owe to critical thought that the anthropologicalinquiry has become the inevitable path that leads man to his own life, that he can only live with his social partners. The political, ethical, moral, aesthetic and metaphysicalprinciples which conceive man as an available being, doped on the pleasure gained in a life ruled by the economy of action are dismantled by Arnold Gehlen and JacquesPoulain. Based on the discovery of communicative process which constitute human life, the latter has unveiled the dynamics of the aesthetisation of the world and of the self-destruction of individuals and groups that appear covered with the cheerful mask of the best possible ways of life. Thus, against all prognostics, Poulain'santhropobiological aesthetic opens both a new path to an objective and truthfulunderstanding of man's reality, as well as it gives access to the aestheticinternalization of theoretic life which is man's

2

"When People at Work Go Astray, What to Say and How to Say It: A Typology and Test of the Effect of Moral Feedback on Unethical Behavior." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.49305.

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abstract: Unethical behavior is a phenomenon that is unavoidable in the workplace. Ethical transgressors, when caught, often receive feedback regarding their actions. Though such moral feedback—feedback that is in response to an ethical transgression—may be aimed at curtailing future unethical behavior, I seek to demonstrate that under certain conditions, moral feedback may promote subsequent unethical behavior. Specifically, I propose that moral intensity and affective tone are two primary dimensions of moral feedback that work together to affect ethical transgressor moral disengagement and future behavior. The notion of moral disengagement, which occurs when self-regulatory systems are deactivated, may account for situations whereby individuals perform unethical acts without associated guilt. Despite the burgeoning literature on this theme, research has yet to examine whether feedback from one individual can influence another individual’s moral disengagement. This is surprising considering the idea of moral disengagement stems from social cognitive theory which emphasizes the role that external factors have in affecting behavior. With my dissertation, I draw from research primarily in social psychology to explore how moral feedback affects transgressor moral disengagement. To do so, I develop a typology of moral feedback and test how each moral feedback type affects transgressor future behavior through moral disengagement.
Dissertation/Thesis
Doctoral Dissertation Business Administration 2018

Books on the topic "To go astray":

1

Singh, Gajinder. Lest we the Sikhs go astray. Mohali: Mrs Manbir G. Singh, 2004.

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Singh, Gajindar. Lest we the Sikhs go astray. Amritsar: Singh Brothers, 2007.

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3

Fruzzetti, Lina. When marriages go astray: Choices made, choices challenged. New Delhi: Orient BlackSwan, 2013.

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4

Starks, Glenn L. Sexual misconduct and the future of mega-churches: How large religious organizations go astray. Santa Barbara, Calif: Praeger, 2013.

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5

Belzebuub. When I go to sleep: A course in dreams and out-of-body experiences. 3rd ed. Emeryville, Calif: Absolute Pub. Group, 2006.

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6

Mateer, Charlotte Ford. Let's go to the Arctic: Astory and activities about Arctic people and animals. (Pittsburgh, Pa.): Carnegie Museum of Natural History, 1993.

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7

Harvey, D. When Did We Go Astray. Independently Published, 2017.

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8

Hatch, Curtis. When the gods go Astray. Golden Corner Enterprises LLC, 2011.

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9

Siderits, Mark. Comparison or Confluence In Philosophy? Edited by Jonardon Ganeri. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199314621.013.5.

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This chapter examines the project of fusion or confluence philosophy: philosophizing that draws on resources from both Indian and Western philosophical traditions in seeking solutions to philosophical problems. A distinction is drawn between the confluence project and the project of comparative philosophy. Various challenges to the project are addressed, among them the criticism that the two traditions are incommensurable, and the charge that such a project is politically problematic. There is also discussion of some ways in which projects of this sort can go astray. Representative samples of the genre are discussed, and areas that might prove promising for future research are identified.

10

Syrett, Kristen. Acquisition of Comparatives and Degree Constructions. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.20.

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This chapter looks at the acquisition of comparatives from formal, theoretical, and cross-linguistic perspectives. It begins by reviewing children’s aberrations from adults in the form of the comparative constructions that they produce through at least age 6, and then turns to theoretical accounts of comparatives and degree constructions across a range of languages to pinpoint specific areas in the construction of a comparative in which children’s representations and interpretations may go astray, or converge with adults. A range of studies and methodologies used over the years are reviewed in order to present a clear picture of what we currently know about children’s developing understanding of comparison and comparatives, and to clear a path for future research in this area.

Book chapters on the topic "To go astray":

1

Aron, David C. "Complexity and Management and Policy: Why Our Interventions Go Astray." In Complex Systems in Medicine, 139–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24593-1_12.

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2

"One Lost Sheep." In Divine Inspiration The Life of Jesus in World Poetry, edited by Robert Atwan, George Dardess, and Peggy Rosenthal, 236–37. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195093513.003.0055.

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Abstract "What do you think? If a shepherd has a hundred sheep, and one of them has gone astray, does he not leave the ninety-nine on the mountains and go in search of the one that went astray? And if he finds it, truly I tell you, he rejoices over it more than over the ninety-nine that never went astray. So it is not the will of your Father in heaven that one of these little ones should be lost."

3

"Never go astray in the combination of TCM and Western Medicine." In Traditional Chinese Medicine Is an Intangible Science, 154–71. WORLD SCIENTIFIC, 2018. http://dx.doi.org/10.1142/9789813239302_0014.

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4

Axworthy, Lloyd. "The Best Laid Plans Oft Go Astray: The Case of Winnipeg." In Problems of Change in Urban Government, 105–23. Wilfrid Laurier Press, 2006. http://dx.doi.org/10.51644/9780889208353-010.

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Altman, Andrew. "Be Careful What You Measure." In Debating Education, 47–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199300945.003.0003.

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The mission of teachers (and of schools that employ them) is twofold. Schools hire teachers not only to educate students but to certify them. In our role as educators, our job is to develop talent. As certifiers, our job is to measure—to evaluate performance. If we confuse the signal with the objective, we go astray. If we misread our educational mission, we also misread what we (who volunteered for that mission) need to do to be giving people their due. Further, to know whether we are accomplishing our mission, we have to be able to measure, to quantify, but if we pretend there is any straightforward way to do that, we oversimplify.

6

Nussbaum, Martha. "Why Practice needs Ethical Theory: Particularism, Principle, and Bad Behaviour." In Moral Particularism, 227–55. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198238843.003.0010.

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Abstract Innocence is indeed a glorious thing; but, unfortunately, it does not keep very well and is easily led astray. Consequently, even wisdom which consists more in doing and not doing than in knowing-needs science, not in order to learn from it, but in order that wisdom’s precepts may gain acceptance and permanence … Thus is ordinary human reason forced to go outside its sphere and take a step into the field of practical philosophy, not by any need for speculation (which never befalls such reason so long as it is content to be mere sound reason) but on practical grounds themselves … Thus when ordinary practical reason cultivates itself, there imperceptibly arises in it a dialectic which compels it to seek help in philosophy.

7

McClelland, James L. "How far can you go with Hebbian learning, and when does it lead you astray?" In Processes of Change in Brain and Cognitive Development, 33–60. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780198568742.003.0002.

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Abstract This paper considers the use of Hebbian learning rules to model aspects of development and learning, including the emergence of structure in the visual system in early life. There is considerable physiological evidence that a Hebb-like learning rule applies to the strengthening of synaptic efficacy seen in neurophysiological investigations of synaptic plasticity, and similar learning rules are often used to show how various properties of visual neurons and their organization into ocular dominance stripes and orientation columns could arise without being otherwise preprogrammed. Some of the plusses and minuses of Hebbian learning are considered.

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Slingerland, Edward. "Hermeneutical Excesses." In Mind and Body in Early China, 270–307. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190842307.003.0007.

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Given the massive evidence, both internal and external, against strong mind-body holism, this chapter explores the reasons that the position has remained so popular and widespread. Common interpretative mistakes include monolithic views of cultures, mistaking theory for everyday cognition, and allowing normative or religious commitments to trump evidence. Part of the work of disentangling “partial truths” from the excesses of Sinologism or neo-Orientalism involves documenting the various ways in which acts of interpretation can, under the influence of prejudices or ideologies, go astray. These ways are often intertwined, and the individual types distinguished in the chapter below are not hard and fast categories. This chapter concludes by acknowledging that early Chinese views of the self and self and society are importantly different from modern Western views and can teach scholars much, but only if these views are not overly exoticized.

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Baily, Martin Neil, and Benjamin H. Harris. "Why Is Saving So Hard?" In The Retirement Challenge, 80—C6.T1. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197639276.003.0006.

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Abstract Many families follow the life cycle model, often saving at work in a 401(k)-type plan. Owning a home and paying off the mortgage also provides an important retirement asset. For other families, though, saving is hard. Low-wage and short-term jobs, unemployment, divorce, and other setbacks can make it very hard to save. Small employers often do not have a retirement plan for their workers. Behavioral economists find that good intentions can go astray as the temptation of spending today overcomes the desire to provide for the distant future. Employers can greatly encourage participation by offering a 401(k)-type plan that automatically enrolls workers unless they choose to opt out. “Nudging” people to save is effective. There are tax incentives for retirement saving, but these are much stronger for high-income families than for those with low and moderate incomes. Policymakers and employers can do much more to encourage retirement saving.

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Bathla, Devesh, Shraddha Awasthi, and Kuber Singh. "Enriching User Experience by Transforming Consumer Data Into Deeper Insights." In Advances in Marketing, Customer Relationship Management, and E-Services, 1–18. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7231-3.ch001.

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In every field, during a particular era, there is someone who stands up to a cause. There is a “North Star” in the sky to guide the “navigator” who might erringly go astray to reach the destination. The star gives direction through sheer stability. Consumer analytics as such is widely accepted throughout the world. It especially has a firm footing in enriching user experience thanks to the gigantic data collection exercise. The popularity seems to have stemmed from the fact that analytics is the real “navigator” based on data facts and the panacea for the business problems and leads the way forward whenever required. Customer journey analytics is a key instrument in the profitability framework. It also aims to provide a view of customers that is essentially dynamic in nature and other key data points observed during the life cycle of a customer. It further covers ahead of the prevailing product ownership and user data for inculcating the information such as digital channel interactions, social media, voice-of-the-consumer interactions, sentiment analysis, and more.

Conference papers on the topic "To go astray":

1

Kanda, Hidesada. "Simulation of Reynolds’ Color-Dye Experiments on Instability of Circular Pipe Flows: Part 2—Definition of the Problem." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-2118.

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Abstract Reynolds experimentally studied the flow in circular pipes and then derived the similarity law which is represented by the Reynolds number. The present situation, however, of the study of the transition from laminar to turbulent pipe flows is not obvious. Accordingly, it is desirable to first focus on Reynolds’ color-dye experiments and then to define what the simulation should be. Without the correct definition of the simulation, the study will go astray. By taking the author’s model (described in Part 1) to be valid, a simple definition for the simulation of Reynolds’ color-dye experiments is obtained, which will satisfy the experimental results of Reynolds.