Статті в журналах: "Basic addition"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Reiterman, Pavel, Martin Keppert, Monika Čáchová, Ondřej Holčapek, Filip Vogel, Karel Kolář, and Petr Konvalinka. "Permeability and Basic Physical Properties of Concrete with Metakaolin Addition." Applied Mechanics and Materials 486 (December 2013): 313–18. http://dx.doi.org/10.4028/www.scientific.net/amm.486.313.

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Surfacing, concrete mixture composition and curing are of great importance for the concrete surface resistance. Thats the reason, why many leading experts agree on the importance of monitoring the concrete skin as the most loaded area affected by the external environment. Many research works demonstrate that application of metakaolin improves properties of concrete as freeze-thaw resistance and resistance against de-icing salts with freeze-thaw cycles combination. A very important role in concrete performance in such severe environment is played by porous system and surface of hardened concrete. The paper introduces an experimental program focused on the monitoring of water transport in surface layer of fair-face concrete aimed at monitoring the permeability of concrete, since concrete permeability is a property uniquely affecting durability of concrete. These methods are complemented by experimental results and other traditional tests. These findings will serve to further optimization of the structure being created, thus ensuring its better aesthetic and functional characteristics.

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12

BREYSSE, E., F. FAJULA, A. FINIELS, G. FREMY, D. TICHIT, and C. MOREAU. "Addition of hydrogen sulfide to methyl acrylate over solid basic catalysts." Journal of Catalysis 233, no. 2 (July 25, 2005): 288–96. http://dx.doi.org/10.1016/j.jcat.2005.05.002.

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13

Bay-Williams, Jennifer M., and Gina Kling-. "Enriching Addition and Subtraction Fact Mastery through Games." Teaching Children Mathematics 21, no. 4 (November 2014): 238–47. http://dx.doi.org/10.5951/teacchilmath.21.4.0238.

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14

Harrell, Laken B. "Addition problems in creative ways." Teaching Children Mathematics 17, no. 9 (May 2011): 576. http://dx.doi.org/10.5951/teacchilmath.17.9.0576.

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During one of my small-group math lessons, I decided to challenge a group of students. Our entire class had been working on basic missingaddend problems throughout the week. The problems had seemed easy for these six students. I had not yet instructed my class on two-digit addition and subtraction, but I gave this small group some two-digit, missing-addend problems. I handed each of them a whiteboard and a marker and told them they could use any strategy they wanted to find the correct answer.

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15

Chen, Ying-Chun, Chang-Jiang Xu, Wei Du, and Łukasz Albrecht. "Lewis Basic Amine Catalyzed Aza-Michael Reaction of Indole- and Pyrrole-3-carbaldehydes." Synthesis 52, no. 18 (July 14, 2020): 2650–61. http://dx.doi.org/10.1055/s-0040-1707176.

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3-Formyl substituted indoles or pyrroles can form HOMO-raised dearomative aza-dienamine-type intermediates with secondary amines, which can undergo direct aza-Michael addition to β-trifluoromethyl enones to afford N-alkylated products efficiently, albeit with low to fair enantioselectivity. In addition, similar asymmetric aza-Michael additions of these heteroarenes and crotonaldehyde are realized under dual catalysis of chiral amines, and the adducts are obtained with moderate to good enantioselectivity.

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16

Michaux, Nicolas, Nicolas Masson, Mauro Pesenti, and Michael Andres. "Selective Interference of Finger Movements on Basic Addition and Subtraction Problem Solving." Experimental Psychology 60, no. 3 (February 1, 2013): 197–205. http://dx.doi.org/10.1027/1618-3169/a000188.

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Fingers offer a practical tool to represent and manipulate numbers during the acquisition of arithmetic knowledge, usually with a greater involvement in addition and subtraction than in multiplication. In adults, brain-imaging studies show that mental arithmetic increases activity in areas known for their contribution to finger movements. It is unclear, however, if this truly reflects functional interactions between the processes and/or representations controlling finger movements and those involved in mental arithmetic, or a mere anatomical proximity. In this study we assessed whether finger movements interfere with basic arithmetic problem solving, and whether this interference is specific for the operations that benefit the most from finger-based calculation strategies in childhood. In Experiment 1, we asked participants to solve addition, subtraction, and multiplication problems either with their hands at rest or while moving their right-hand fingers sequentially. The results showed that finger movements induced a selective time cost in solving addition and subtraction but not multiplication problems. In Experiment 2, we asked participants to solve the same problems while performing a sequence of foot movements. The results showed that foot movements produced a nonspecific interference with all three operations. Taken together, these findings demonstrate the specific role of finger-related processes in solving addition and subtraction problems, suggesting that finger movements and mental arithmetic are functionally related.

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17

Miao, Meng, Chengyou Wu, Sainan Xing, Jiaqi Zhou, and Jingping Zong. "Effect of Different Additives Addition on Basic Magnesium Sulfate Cement Composite Sheet." IOP Conference Series: Earth and Environmental Science 358 (December 13, 2019): 052021. http://dx.doi.org/10.1088/1755-1315/358/5/052021.

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18

Goldman, Susan R., James W. Pellegrino, and Davis L. Mertz. "Extended Practice of Basic Addition Facts: Strategy Changes in Learning-Disabled Students." Cognition and Instruction 5, no. 3 (September 1988): 223–65. http://dx.doi.org/10.1207/s1532690xci0503_2.

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19

Kamiuto, K. "Comparison of basic gas cycles under the restriction of constant heat addition." Applied Energy 83, no. 6 (June 2006): 583–93. http://dx.doi.org/10.1016/j.apenergy.2005.05.008.

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20

Sri Astati Sukawati, Ni Ketut. "Pengaruh Penambahan Sat Additive Addition H.E Terhadap Kuat Tekan Beton." Jurnal Ilmiah Vastuwidya 2, no. 1 (June 15, 2020): 31–57. http://dx.doi.org/10.47532/jiv.v2i1.74.

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Concrete with various variants is a basic requirement in building a building. The concrete mixture is diverse depending on the planning made beforehand. The cement mixture is usually in the form of a mixture of artificial stone, cement, water and fine aggregates and coarse aggregates. Aggregates (fine aggregates and coarse aggregates) function as fillers in concrete mixtures. (Subakti, A., 1994). However, in building construction, additives are often added, but there is still a sense of uncertainty at the time of dismantling the mold and the reference before the concrete reaches sufficient strength to carry its own weight and the carrying loads acting on it. To overcome the time of carrying out work related to concrete, it is necessary to find an alternative solution, for example by looking for alternative ingredients of concrete mixture on the basis of consideration without reducing the quality of the concrete. From the results of previous studies it was stated that due to the partial replacement of cement with Fly Ash, the strength of the pressure and tensile strength of the concrete had increased (Budhi Saputro, A., 2008). Based on the description above, the author seeks to examine how the compressive strength of concrete characteristics that occur by adding additives Addition H.E in the concrete mixture and is there any additive Additon H.E effect on the increase in the compressive strength characteristic of the concrete. From the results of the study, it was found that the compressive strength of the concrete with the addition of additives HE was that after the compressive strength test of the concrete cube was carried out and the analysis of concrete compressive strength of 10 specimens, in each experiment a cube specimen was made with the addition of additons. HE with a dose of 80 cc, 120 cc, and 200 cc can accelerate and increase the compressive strength of concrete characteristics.

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21

Inayatillah, Inayatillah. "Tradition of Islamic Basic Education in Aceh." EDUTEC : Journal of Education And Technology 6, no. 4 (June 28, 2023): 671–83. http://dx.doi.org/10.29062/edu.v6i4.681.

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The tradition of basic Islamic education in Aceh adopts the concept of Islamic lifelong education, in which Islamic education is fulfilled from the age of 0. This study aims to identify how the tradition of basic Islamic education in Aceh is through informal, formal, and non-formal education based on the National Education System Number 20 of 2003 and Government Regulation Number 55 of 2007 concerning Religious Education. In addition, this study also aims to observe who plays an active role in shaping the basics of Islamic education in children. This research is qualitative research using a historical approach. Sources of data and information were obtained through a literature review to understand the historical context and changes that have occurred in the tradition of Islamic basic education. The data collected was analyzed descriptively to form a discourse on Islamic basic education in Aceh in the past and present contexts. The results of this study indicate that historically the people of Aceh have only known two educational paths in forming the basics of Islamic education since children aged 0-12 years, namely informal and formal education. Parents are the people who have a significant role in the foundation of the basics of Islamic education in Aceh, in addition to teungku and teachers. For informal education, Aceh has the doda idi tradition which is used to educate children aged 0-3 years. Furthermore, parents accompany their children who are aged 7-8 years to obtain formal basic Islamic education at the meunasah, but this meunasah education changed to non-formal education after the independence of the Republic of Indonesia.

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22

Kamran Shahzad, Muhammad. "Literally Resistance: The basic concerns." Negotiations 2, no. 1 (March 23, 2022): 38–55. http://dx.doi.org/10.54064/negotiations.v2i1.38.

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ادبی مزاحمت: بنیادی مباحث This article defines resistance and examines literal and terminological concepts of resistance with a critical point of view. In addition, the article discusses in detail, the types of condemnation (individual resistance, collective resistance), cases, scope and impact of resistance on the society. At the end the evolutionary stages of resistance and resistance as a literary term are examined and conclusions, are drawn.

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23

Nikolic, Nebojsa, Zlatko Rakocevic, Dejan Djurovic, and Konstantin Popov. "Reflection and structural characteristics of semi-bright and mirror bright nickel coatings." Journal of the Serbian Chemical Society 67, no. 6 (2002): 437–43. http://dx.doi.org/10.2298/jsc0206437n.

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The reflection and structural characteristics of the nickel coatings obtained in the presence of a basic brightening addition agent only, and of both a basic and top brightening addition agent are examined. It is shown that the nickel coating obtained in the presence of both a basic and top brightening addition agent fulfilled the conditions to be characterized as a mirror bright metal surface. The nickel coating obtained in the presence of a basic brightening addition agent only is characterized as a semi-bright metal surface.

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24

Ge, Xin, Kim Le Mai Hoang, Min Li Leow та Xue-Wei Liu. "Cascade reactions initiated by radical addition of tetrahydrofuran to β-bromonitrostyrenes". RSC Adv. 4, № 85 (2014): 45191–97. http://dx.doi.org/10.1039/c4ra08357a.

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25

Tucker, Benny F. "Seeing Addition: A Diagnosis-Remediation Case Study." Arithmetic Teacher 36, no. 5 (January 1989): 10–11. http://dx.doi.org/10.5951/at.36.5.0010.

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The value of physical materials as a tool for helping children “see” mathematical ideas is illustrated repeatedly when children have opportunities to use those materials. The following case study is just one of many that demonstrate this principle. The child, whom we shall refer to as Ann, was in the third grade. Ann's parents and teacher had reported that she had a fair grasp of all the basic facts for addition but consistently made errors when performing the operation with two-digit and three-digit number.

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26

Chen, Xiong, and Ping Guo. "Spiking Neural P Systems for Basic Arithmetic Operations." Applied Sciences 13, no. 14 (July 24, 2023): 8556. http://dx.doi.org/10.3390/app13148556.

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As a novel biological computing device, the Spiking Neural P system (SNPS) has powerful computing potential. The application of SNPS in the field of arithmetic operation has been a hot research topic in recent years. Researchers have proposed methods and systems for implementing basic arithmetic operations using SNPS. This paper studies four basic arithmetic operations, improves the parallelization of addition and multiplication methods, and designs more effective natural number addition and multiplication SNPS, as well as SNPS for subtraction and for division of natural numbers based on multiple subtractions. The effectiveness of the proposed SNPS is verified by example. Compared with the same kind of SNPS, for the addition operation the number of neurons used in our system is reduced by 50% and the time overhead is reduced by 33%, while for the multiplication operation the number of neurons is reduced by 40%.

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27

Vallejo, Jorge Oiler. "Withdrawal: A Basic Positive and Negative Adaptation in Addition to Compliance and Rebellion." Transactional Analysis Journal 16, no. 2 (April 1986): 114–19. http://dx.doi.org/10.1177/036215378601600206.

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28

Moore, Kateri A., Maurizio Scarpa, Sandra Kooyer, Amy Utter, C. Thomas Caskey, and John W. Belmont. "Evaluation of Lymphoid-Specific Enhancer Addition or Substitution in a Basic Retrovirus Vector." Human Gene Therapy 2, no. 4 (December 1991): 307–15. http://dx.doi.org/10.1089/hum.1991.2.4-307.

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29

Goldman, Susan R., Davis L. Mertz, and James W. Pellegrino. "Individual differences in extended practice functions and solution strategies for basic addition facts." Journal of Educational Psychology 81, no. 4 (1989): 481–96. http://dx.doi.org/10.1037/0022-0663.81.4.481.

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30

CARDENAS, Lester Joseph, Akari TAKEUCHI, Shigeki MATSUYA та Kunio ISHIKAWA. "Effects of tricalcium silicate addition on basic properties of α-tricalcium phosphate cement". Journal of the Ceramic Society of Japan 116, № 1349 (2008): 83–87. http://dx.doi.org/10.2109/jcersj2.116.83.

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31

Alanyali, Hasan, Mustafa Çöl, Muharrem Yilmaz, and Şadi Karagöz. "Concrete Produced by Steel-Making Slag (Basic Oxygen Furnace) Addition in Portland Cement." International Journal of Applied Ceramic Technology 6, no. 6 (November 2009): 736–48. http://dx.doi.org/10.1111/j.1744-7402.2008.02317.x.

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32

Ballini, Roberto, Roberto Rabanedo Clemente, Alessandro Palmieri, and Marino Petrini. "Conjugate Addition of Indoles to Nitroalkenes Promoted by Basic Alumina in Solventless Conditions." Advanced Synthesis & Catalysis 348, no. 1-2 (January 2006): 191–96. http://dx.doi.org/10.1002/adsc.200505339.

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33

Sun, Wei, and Joanne Y. Zhang. "Teaching Addition and Substraction Facts: A Chinese Perspective." Teaching Children Mathematics 8, no. 1 (September 2001): 28–31. http://dx.doi.org/10.5951/tcm.8.1.0028.

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In its Principles and Standards for School Mathematics, the NCTM suggests that fluency with basic addition and subtraction number combinations is a goal in teaching whole-number computation (NCTM 2000, p. 84). A mastery of lower-order skills instills confidence in students and facilitates higher-order thinking. The ability to automatically recall facts strengthens mathematical ability, mental mathematics, and higher-order mathematical learning. Without this automation, students have difficulty performing advanced operations.

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34

Feinberg, Miriam M. "Using Patterns to Practice Basic Facts." Arithmetic Teacher 37, no. 8 (April 1990): 38–41. http://dx.doi.org/10.5951/at.37.8.0038.

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Memorizing the basic addition and subtraction facts becomes an insurmountable problem for many pupils, and finger counting remains their basic counting tool in the middle and upper grades. However, if they recognize and use patterns, they can develop a better understanding of the number system. An understanding of patterns then becomes an important tool as they progress to increasingly complex mathematical problems.

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35

Ellis, Graham W. L., Donald F. Tavares, and Arvi Rauk. "The mechanism of an intramolecular Michael addition: a MNDO study." Canadian Journal of Chemistry 63, no. 12 (December 1, 1985): 3510–15. http://dx.doi.org/10.1139/v85-575.

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The 5-endo-trig cyclization reactions of α′-hydroxy α,β-unsaturated carbonyl compounds to form the 3-furanone ring system has been investigated by means of MNDO calculations. In acid medium, the activation energy for ring formation is reduced by protonation of the carbonyl oxygen and by electron-releasing β-substituents, both of which facilitate torsion about the α,β-CC bond. Rotation about the α,β-CC bond is essentially complete when the transition structure is achieved. In reverse ring opening, heterolytic rupture of the C—O bond is aided by prior enolization since induced polarization of the enol π system acts to stabilize the developing cationic centre at the β-carbon. In basic medium, ring closure is hindered by the combined effects of the intrinsic barrier to cyclization and solvation of the intermediate alkoxide. Ring opening in basic medium is prevented by prohibitively high intrinsic barriers except when a strongly electron-releasing group such as p-O(−)-phenyl is at the β-carbon.

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36

Hankes, Judith E. "An Alternative to Basic-Skills Remediation." Teaching Children Mathematics 2, no. 8 (April 1996): 452–58. http://dx.doi.org/10.5951/tcm.2.8.0452.

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Three students stand out vividly when recalling twenty years of teaching. The first one is Josh, a second grader who hail been labeled as educable mentally retarded by his kindergarten and first-grade teachers. Josh had serious problems with symbols. He could not memorize his addition and subtraction facts, and at times he seemed not to understand that the numeral 7 stood for the quantity seven.

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37

Curtis, L. C. "Rainwater Harvesting - A Possible Seasonal Addition to Bangalore Water Supply." Journal Geological Society of India 51, no. 4 (April 1, 1998): 455–60. http://dx.doi.org/10.17491/jgsi/1998/510403.

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Abstract The conservation by storage in underground cisterms of a significant proportion of local rainfall, to provide a supplementary supply during the non-monsoon months, is a feasible proposition. Basic requirements in respect of cistern capacities, possible supply levels, excavations required, possible layout and preliminary cost estimates are indicated.

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38

Thompson, Frances. "Two-Digit: Addition and Subtraction: What Works?" Arithmetic Teacher 38, no. 5 (January 1991): 10–13. http://dx.doi.org/10.5951/at.38.5.0010.

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Students are introduced to two digit addition and subtraction during the second grade. This is their first encounter with the idea of regrouping in computation. Previous computation has been with singledigit numerals in the basic addition and subtraction facts. Much groundwork is necessary in numeration before students are introduced to twodigit computation. Students must have an understanding of how tens and ones are related in our base-ten notation. They need many varied experiences involving regrouping 10 ones for 1 ten or changing 1 ten for 10 ones before an algorithm is even introduced. But how to introduce the addition and subtraction algorithms effectively is the real problem.

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39

Majid, Asifa, and Stephen C. Levinson. "Language does provide support for basic tastes." Behavioral and Brain Sciences 31, no. 1 (February 2008): 86–87. http://dx.doi.org/10.1017/s0140525x08003476.

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AbstractRecurrent lexicalization patterns across widely different cultural contexts can provide a window onto common conceptualizations. The cross-linguistic data support the idea that sweet, salt, sour, and bitter are basic tastes. In addition, umami and fatty are likely basic tastes, as well.

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40

Kehrer, Michael, Hendrik Kohlhof, Desiree Schwetje, Adnan Kasapovic, Andreas Kehrer, Dieter Christian Wirtz, and Max J. Friedrich. "Basic Clinical Examination of the Foot and Ankle." Zeitschrift für Orthopädie und Unfallchirurgie 158, no. 06 (September 28, 2020): 657–60. http://dx.doi.org/10.1055/a-1209-3971.

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AbstractSuccessful treatment of foot and ankle diseases requires an accurate diagnosis. In addition to differentiated history taking, clinical examination is the most important component in the diagnosis of foot and ankle diseases. The present video explains the common provocation tests and functional tests that are used in the basic clinical examination of the foot and ankle complex. In addition to general inspection and palpation, the focus is on different diagnostic tests and clinical signs that improve diagnostic accuracy. The present basic clinical examination methods allow a structured approach to clinical issues and can be a good basis, if supplemented by further specific and individual tests.

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41

Lehmann, Jennifer, and Rachael Sanders. "Editorial: Towards a Universal Basic Income?" Children Australia 43, no. 4 (November 28, 2018): 221–24. http://dx.doi.org/10.1017/cha.2018.44.

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In the last issue of Children Australia, we discussed the concerning impacts of failing social security systems on families with children and young people in their care. The continual reports of difficulties accessing income supports are contributing to poverty in Australia and elsewhere in spite of extreme poverty having decreased on a global basis (Roser & Ortiz-Ospina, 2018). In addition, there is ample anecdotal evidence of the frustrations and difficulties experienced when trying to access income support.

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42

Mehta, Sonali, Nikunj Patel, Manisha Acharya, and Virender Singh Sangwan. "Dematiaceous Fungal Keratitis: An Empirical Addition to the Minimally Invasive Treatment Modality." Delhi Journal of Ophthalmology 35, no. 1 (January 2025): 69–70. https://doi.org/10.4103/dljo.dljo_69_24.

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43

Senturk, Ibrahim, Tahsin Oner, and Arsham Borumand Saeid. "Congruences of Sheffer stroke basic algebras." Analele Universitatii "Ovidius" Constanta - Seria Matematica 28, no. 2 (July 1, 2020): 209–28. http://dx.doi.org/10.2478/auom-2020-0028.

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AbstractIn this paper, congruences and (order, prime and compatible) filters are introduced in Sheffer stroke basic algebras. They are interrelated with each other. Also some relationships between filters and congruences by focusing on their properties in these structures are given. In addition to these, a basic algebra is constructed by the help of compatible filter and 𝒜/ Θ (F). Moreover, a representation theorem for Sheffer stroke basic algebra by using prime filters and 𝒜/ Θ (F) is stated and proved.

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44

Rambla-Alegre, Maria. "Basic Principles of MLC." Chromatography Research International 2012 (March 22, 2012): 1–6. http://dx.doi.org/10.1155/2012/898520.

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Micellar liquid chromatography (MLC) is an efficient alternative to conventional reversed-phase liquid chromatography with hydro-organic mobile phases. Almost three decades of experience have resulted in an increasing production of analytical applications. Current concern about the environment also reveals MLC as an interesting technique for “green” chemistry because it uses mobile phases containing 90% or more water. These micellar mobile phases have a low toxicity and are not producing hazardous wastes. The stationary phase is modified with an approximately constant amount of surfactant monomers, and the solubilising capability of the mobile phase is altered by the presence of micelles, giving rise to a great variety of interactions (hydrophobic, ionic, and steric) with major implications in retention and selectivity. From its beginnings in 1980, the technique has evolved up to becoming in a real alternative in some instances (and a complement in others) to classical RPLC with aqueous-organic mixtures, owing to its peculiar features and unique advantages. The addition of an organic solvent to the mobile phase was, however, soon suggested in order to enhance the low efficiencies and weak elution strength associated with the mobile phases that contained only micelles.

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45

Homjan, Suchart, Krapan Sri-ngan, and Wanida Homjan. "Construction of Diagnostic Test in Mathematics on Addition and Subtraction Basic for Primary Students." Journal of Education and Learning 11, no. 3 (April 16, 2022): 88. http://dx.doi.org/10.5539/jel.v11n3p88.

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The objectives of this research were to construct and verify a mathematics diagnostic assessment on addition and subtraction basis for grade 4 students in Buriram Primary Educational Service Area Office 3. The research samples consisted of 440 Prathomsuksa 4 students selected by adapting the multi-stage random sampling method. The research instruments employed in this research comprised of two types of examinations constructed according to strand 1: number and algebra in Mathematics 1.1. The tests were to examine test and diagnostic test. The examining test was a subjective test, consisted of 80 items which divided into addition part for 40 items and subtraction part for 40 items. The diagnostic test was a multiple-choice with 4 choices tests, consisted of 48 items which divided into addition part for 24 items and subtraction part for 24 items. The diagnostic test. The results showed that the content validity, determined by the expert, had the IOC score at 0.60-1.00. The addition part in the 1st test had a difficulty score of 0.21-0.79, the discrimination score at 0.23-0.89, and the reliability score at 0.89. The subtraction part in the 2nd test had the difficulty score at 0.31-0.72, the discrimination score at 0.32-0.72 and the reliability scores at 0.32-0.81.

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46

Murakami, Yoshinobu, Takayuki Matsubara, Tomohiro Kawashima, and Naohiro Hozumi. "Basic Electrical Characteristics of Epoxy/Hollow Silica Composites Influenced by Addition of Hollow Silica." IEEJ Transactions on Fundamentals and Materials 139, no. 9 (September 1, 2019): 387–92. http://dx.doi.org/10.1541/ieejfms.139.387.

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47

Rosini, Goffredo, Emanuela Marotta, Roberto Ballini та Marino Petrini. "Conjugate Addition of Nitro-Derivatives to α,β-Unsaturated Carbonyl Compounds on Basic Alumina". Synthesis 1986, № 03 (1986): 237–38. http://dx.doi.org/10.1055/s-1986-31630.

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48

DiMauro, Erin F., and Marisa C. Kozlowski. "Salen-Derived Catalysts Containing Secondary Basic Groups in the Addition of Diethylzinc to Aldehydes." Organic Letters 3, no. 19 (September 2001): 3053–56. http://dx.doi.org/10.1021/ol016535u.

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49

Hopkins, Sarah L., and Michael J. Lawson. "The effect counting speed has on developing a reliance on retrieval in basic addition." Contemporary Educational Psychology 31, no. 2 (April 2006): 208–27. http://dx.doi.org/10.1016/j.cedpsych.2005.06.001.

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50

Zheng, Jing, Zhongrong Meng, Doudou Lu, Dongxin Zhao, Qinfang Chen, and Weiran Yang. "Michael Addition Reactions of Highly Basic Enolates for the Formation of 2‐(Tosylamino)Dihydrochalcones." Asian Journal of Organic Chemistry 8, no. 11 (October 14, 2019): 2109–12. http://dx.doi.org/10.1002/ajoc.201900514.

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