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Relevant bibliographies by topics / Starting point

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Academic literature on the topic 'Starting point'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Starting point"

1

Neish, Lee S. "The Starting Point." GPSA Journal: The Georgia Political Science Association 1, no. 1 (November 12, 2008): 120–21. http://dx.doi.org/10.1111/j.1747-1346.1973.tb00818.x.

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Arnold, F. W. "Inhumane starting point." BMJ 341, aug27 2 (August 27, 2010): c4696. http://dx.doi.org/10.1136/bmj.c4696.

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Alexander, David. "Our starting point." International Journal of Disaster Risk Reduction 1 (October 2012): 1–4. http://dx.doi.org/10.1016/j.ijdrr.2012.06.002.

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Samad, K. Abdul. "Beyond the starting point." Journal of Skin and Sexually Transmitted Diseases 1 (December 2, 2019): 53. http://dx.doi.org/10.25259/jsstd_45_2019.

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Mizobuchi, T. "Return to Starting Point." Concrete Journal 52, no. 10 (2014): 859. http://dx.doi.org/10.3151/coj.52.859.

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MABUCHI, Katsumi. "KOSEN, My Starting Point." Journal of The Surface Finishing Society of Japan 63, no. 7 (2012): 394. http://dx.doi.org/10.4139/sfj.63.394.

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Bardovi-Harlig, Kathleen. "A NEW STARTING POINT?" Studies in Second Language Acquisition 24, no. 2 (June 2002): 189–98. http://dx.doi.org/10.1017/s0272263102002036.

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The use of formulaic expressions by second language learners has received little attention from second language acquisition research investigating interlanguage temporal systems. Instead, this field of inquiry has emphasized the productive use of verbal morphology by employing type-token analyses. This paper considers the proposed developmental sequence of formula > low-scope pattern > construction in the emergence of future expression in a longitudinal study of 16 adult learners of English as a second language. The findings suggest that the use of formulaic expressions may be subject to individual variation and that learners may use formulaic expressions to different degrees when developing form-meaning associations even in the same grammatical subsystem, such as the tense-aspect system. The findings also suggest, however, that the practice of favoring type over token analysis as a matter of course may eliminate valuable information about the emergence and development of temporal expression.

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Perkins, Pheme. "Starting Point for Discussion." College Teaching 47, no. 1 (January 1999): 36. http://dx.doi.org/10.1080/87567559909596078.

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Goldstein, Gary S. "“Orthodontics: A Starting Point”." Journal of Veterinary Dentistry 5, no. 1 (March 1988): 9. http://dx.doi.org/10.1177/089875648800500105.

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Shermer, Michael. "A Moral Starting Point." Scientific American 312, no. 2 (January 20, 2015): 84. http://dx.doi.org/10.1038/scientificamerican0215-84.

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Dissertations / Theses on the topic "Starting point"

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Al-Ayedi, Abdul Rahman. "Tharu, the starting point on the Ways of Horus." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0028/MQ50441.pdf.

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Collins, Patrick D. "Starting point: a proposed framework for unconventional warfare planning." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42599.

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Approved for public release; distribution is unlimited
Policy makers and military strategists should understand how to effect regime change in an unconventional warfare (UW) environment. With this understanding, campaign and operational strategies can be more accurately formulated. This thesis uses four historical case studies where successful regime change was implemented through UW and draws conclusions about essential components that can be used for future planning. A UW planning framework was developed, which consists of planning considerations, lines of effort and insurgent imperatives for success. The planning considerations that must be understood are the nature, strengths and vulnerabilities of the target regime, the level of insurgent influence and social ties to the population. The four critical lines of effort for planning and executing UW with the goal of regime change were identified as: psychological operations, intelligence operations, disruption operations and logistical support. These four lines of effort are effective at fostering the insurgent imperatives that are highly correlated with success: motivation and commitment, tangible support, flexibility and adaptability.

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Resende, Florbela Tavares Montenegro. "Odivelas, um ponto de partida. Odivelas, a starting point." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/63781.

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Krzywinski, Nora, Theresa Lempp, and Mandy Glöckner. "Discipline-specific gender knowledge – starting point for organisational changes?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-226359.

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In consequence of the economic restructuring of universities the issue of equality programme implementation to boost the standing of academic organisations in the competition for economic resources and young scientists is focused increasingly. Therefore the importance of expert gender knowledge as well as academic gender knowledge has intensified in the university context. Having this in mind, the following article asks which gender knowledge (cf. Wetterer, 2008; Wetterer, 2009) affects three different academic disciplines (mechanical engineering, disciplines of linguistic, literature and cultural studies and architecture) and to what extent can this become an impediment or an enabler on the shift towards gender-equitable universities.

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Resende, Florbela Tavares Montenegro. "Odivelas, um ponto de partida. Odivelas, a starting point." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/63781.

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Hector, Kevin W. "No other starting-point : Karl Barth's rejection of natural theology /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Santini, Giulia. "The ISHTAR website on the MOODLE e-learning platform: a starting point." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019. http://amslaurea.unibo.it/18011/.

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In questa tesi magistrale ho studiato e analizzato gli strumenti e le risorse offerte dalla piattaforma di e-learning MOODLE e verificato quali opportunità offre per l'insegnamento e l'apprendimento. Ho effettuato, tenendo conto di queste risorse e di concetti di didattica della fisica, il trasferimento di uno dei corsi presenti sul sito ISHTAR dell'Università di Bologna, facendone la traduzione in inglese e integrandolo con elementi multimediali e forme di interfaccia, verifica e comunicazione proprie della piattaforma. Per un secondo corso, ho studiato e confrontato diverse metodologie di implementazione, basate su diversi obiettivi educativi.

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Strand, Stephen Raymond II. "The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2914.

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Making the transition from calculus to advanced calculus/real analysis can be challenging for undergraduate students. Part of this challenge lies in the shift in the focus of student activity, from a focus on algorithms and computational techniques to activities focused around definitions, theorems, and proofs. The goal of Realistic Mathematics Education (RME) is to support students in making this transition by building on and formalizing their informal knowledge. There are a growing number of projects in this vein at the undergraduate level, in the areas of abstract algebra (TAAFU: Larsen, 2013; Larsen & Lockwood, 2013), differential equations (IO-DE: Rasmussen & Kwon, 2007), geometry (Zandieh & Rasmussen, 2010), and linear algebra (IOLA: Wawro, et al., 2012). This project represents the first steps in a similar RME-based, inquiry-oriented instructional design project aimed at advanced calculus. The results of this project are presented as three journal articles. In the first article I describe the development of a local instructional theory (LIT) for supporting the reinvention of formal conceptions of sequence convergence, the completeness property of the real numbers, and continuity of real functions. This LIT was inspired by Cauchy's proof of the Intermediate Value Theorem, and has been developed and refined using the instructional design heuristics of RME through the course of two teaching experiments. I found that a proof of the Intermediate Value Theorem was a powerful context for supporting the reinvention of a number of the core concepts of advanced calculus. The second article reports on two students' reinventions of formal conceptions of sequence convergence and the completeness property of the real numbers in the context of developing a proof of the Intermediate Value Theorem (IVT). Over the course of ten, hour-long sessions I worked with two students in a clinical setting, as these students collaborated on a sequence of tasks designed to support them in producing a proof of the IVT. Along the way, these students conjectured and developed a proof of the Monotone Convergence Theorem. Through this development I found that student conceptions of completeness were based on the geometric representation of the real numbers as a number line, and that the development of formal conceptions of sequence convergence and completeness were inextricably intertwined and supported one another in powerful ways. The third and final article takes the findings from the two aforementioned papers and translates them for use in an advanced calculus classroom. Specifically, Cauchy's proof of the Intermediate Value Theorem is used as an inspiration and touchstone for developing some of the core concepts of advanced calculus/real analysis: namely, sequence convergence, the completeness property of the real numbers, and continuous functions. These are presented as a succession of student investigations, within the context of students developing their own formal proof of the Intermediate Value Theorem.

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Srivastava, Prashant. "Value stream mapping on foam injection moulding process-- the starting point of a six sigma project." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005srivastavap.pdf.

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Good, Keith William. "An examination of the contribution of the 'starting point approach' (SPA) to primary design and technology." Thesis, University of Greenwich, 2009. http://gala.gre.ac.uk/5641/.

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The starting point approach (spa) to design and technology education presented in this thesis, is intended to stimulate children’s ideas and to allow projects with different purposes to be designed and made in one class. The projects all originate from a common starting point. The approach is intended to promote creativity and individual choice whilst being manageable for the teacher. Data were collected during a spa session taught to a group of 10-11 year old children in London. They were introduced to the pressure pad switch that was to be the starting point for their designing. The activity was initiated by the group brainstorming existing uses for pressure pads and ways to operate the switch prior to making their own. Each child went on to develop a project with a purpose selected by them. A transcript derived from the video of the above was subjected to analysis by means of coding and a specially devised grid. Children were also observed working and data were gathered using questionnaires, video recording, Dictaphone, field notes, interviews and digital pictures of the final artefacts. The study was qualitative in nature and based on an interpretative paradigm. The data were considered in two phases. Phase 1 of the study examined whether the children could do what the spa required. Phase 2 concentrated on examining in more detail what occurred when the spa was used. The research showed that children following the spa were able to design and make products with different purposes within a single class. It is argued that an advantage of the spa is that it reconciles the often conflicting demands of teaching skills and knowledge with encouraging individual creativity. The starting point approach is a pedagogical tool and process that can be used to motivate children through allowing them to decide the purpose of their individual project as well as its design.

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Books on the topic "Starting point"

1

Shepard, Tristram. Hotels . Starting point. Cheltenham, Eng: Stanley Thornes (Publishers) Ltd., 1991.

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Trust, Design Dimension Educational. Let's celebrate. Starting point. Cheltenham, Eng: Stanley Thornes (Publishers) Ltd., 1991.

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Yates, Carolyn. Early years. Starting point. Cheltenham, Eng: Stanley Thornes (Publishers) Ltd., 1992.

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Self-fulfillment: A starting point. W. St. Paul, Minn: Mara Publications, 1992.

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Hehir, Lesley. Our built environment. Starting point. Cheltenham, Eng: Stanley Thornes (Publishers) Ltd., 1992.

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Society, International Bible. Starting Point Bible: Today's New International version. Colorado Springs, CO: International Bible Society, 2007.

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Lempert, Henrietta. Topic as a starting point for syntax. Chicago: Society for Research in Child Development, 1985.

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Understanding alcoholism: A starting point for families. Liguori, MO: Liguori Publications, 1991.

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Birmingham Advisory and Support Service. Using stories as a starting point for numeracy. Birmingham: City council Education Service, 2000.

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Bayefsky, Anne F. International law: A starting point for equality rights. [Toronto]: [s.n.], 1985.

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Book chapters on the topic "Starting point"

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Bain, Neville. "Starting-Point." In Successful Management, 1–13. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1057/9780230374157_1.

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Weik, Martin H. "starting point." In Computer Science and Communications Dictionary, 1654. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18112.

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Sulej, Julian C. "The Starting Point." In Rethinking Business Schools, 1–3. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137404473_1.

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Holden, Meg. "Our starting point." In Pragmatic Justifications for the Sustainable City, 2–21. Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge equity, justice and the sustainable city: Routledge, 2017. http://dx.doi.org/10.4324/9781315651255-1.

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Griller, Stefan, Dimitri P. Droutsas, Katrin Forgó, Gerda Falkner, and Michael Nentwich. "The Starting Point." In The Treaty of Amsterdam, 11–26. Vienna: Springer Vienna, 2000. http://dx.doi.org/10.1007/978-3-7091-6762-5_3.

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Chartier, Gary. "Rawls’s Starting Point." In Radicalizing Rawls, 5–12. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382979_2.

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Hick, John. "The Starting-Point." In Evil and the God of Love, 243–61. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-18048-6_12.

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Chevreux, Laurent, Wim Plaizier, Christian Schuh, Wayne Brown, and Alenka Triplat. "The Starting Point." In Corporate Plasticity, 3–6. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6748-5_1.

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Birmingham, David C., and Valerie Haynes Perry. "The Starting Point." In Software Development on a Leash, 1–46. Berkeley, CA: Apress, 2002. http://dx.doi.org/10.1007/978-1-4302-1147-1_1.

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Allen, N. J. "A starting point." In Arjuna–Odysseus, 10–24. New York : Routledge, 2019.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429294129-2.

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Conference papers on the topic "Starting point"

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Andres, Josh, m. c. schraefel, Aaron Tabor, and Eric B. Hekler. "The Body as Starting Point." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3299023.

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schraefel, m. c., Elise van den Hoven, and Josh Andres. "The Body as Starting Point." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3170427.3170638.

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Nakamiya, Masaki, and Hiroshi Yamakawa. "Earth Escape Trajectories Starting from L2 Point." In AIAA/AAS Astrodynamics Specialist Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.2006-6751.

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A Banks, David. "Misinformation as a Starting Point for Critical Thinking." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2676.

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The media generally, and the web in particular, offers learners access to increasingly large amounts of data. Some of this will be verifiable, some will be inaccurate or out of date and some will be either accidentally or deliberately untrue. Failure by students to recognise the existence of misinformation, deliberate or accidental, will lead to the uncritical use of web-sources materials with consequential impact on the value and quality of the work produced. This paper suggests that this potential problem can be turned into an educational benefit by highlighting the problem by stressing the need for students to enhance their critical thinking skills in ambiguous data and information environments.

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Shipovskaia, L. P. "Man - as a starting point for all development." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-05-2018-30.

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Papa, Jonathan C., Joseph M. Howard, and Jannick P. Rolland. "Starting Point Designs for Freeform Four-Mirror Systems." In International Optical Design Conference. Washington, D.C.: OSA, 2017. http://dx.doi.org/10.1364/iodc.2017.itu2a.4.

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Rolland, Jannick P., Joseph M. Howard, and Jonathan C. Papa. "Starting point designs for freeform four-mirror systems." In International Optical Design Conference 2017, edited by Richard N. Pfisterer, John R. Rogers, Julius A. Muschaweck, and Peter P. Clark. SPIE, 2017. http://dx.doi.org/10.1117/12.2287911.

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Martino, Luciana, Francesco Peluso Cassese, Ilaria Viscione, and Tiziana D'Isanto. "Diversity as a starting point for “adapted sport”." In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.72.

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Lopes, Sérgio F., Francisco Afonso, Adriano Tavares, and João Monteiro. "Framework Characteristics - A Starting Point for Addressing Reuse Difficulties." In 2009 Fourth International Conference on Software Engineering Advances (ICSEA). IEEE, 2009. http://dx.doi.org/10.1109/icsea.2009.46.

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Lopes, Tiago, Pedro Fernandes, Armando Barbosa, and Carla Pereira. "Personnel scheduling: The starting point for solving real cases." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521438.

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Reports on the topic "Starting point"

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Bown, Chad, and Douglas Irwin. The GATT's Starting Point: Tariff Levels circa 1947. Cambridge, MA: National Bureau of Economic Research, December 2015. http://dx.doi.org/10.3386/w21782.

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Strand, Stephen. The Intermediate Value Theorem as a Starting Point for Inquiry-Oriented Advanced Calculus. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2910.

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Snilstveit, Birte, Raag Bhatia, Kristen Rankin, and Beryl Leach. 3ie evidence gap maps: a starting point for strategic evidence production and use. International Initiative for Impact Evaluation (3ie), February 2017. http://dx.doi.org/10.23846/wp0028.

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Bergman, Anna Marie. Identifying a Starting Point for the Guided Reinvention of the Classification of Chemically Important Symmetry Groups. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7349.

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Tsoupas, N., W. W. MacKay, T. Satogata, W. Glenn, L. Ahrens, K. Brown, C. Gardner, and S. Tanaka. R_transport_matrices of the Fast Extraction Beam (FEB) of the AGS, and Beam Parameters at the Starting point of the AtR Line. Office of Scientific and Technical Information (OSTI), January 2008. http://dx.doi.org/10.2172/939968.

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Mittelsteadt, Matthew. AI Verification: Mechanisms to Ensure AI Arms Control Compliance. Center for Security and Emerging Technology, February 2021. http://dx.doi.org/10.51593/20190020.

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The rapid integration of artificial intelligence into military systems raises critical questions of ethics, design and safety. While many states and organizations have called for some form of “AI arms control,” few have discussed the technical details of verifying countries’ compliance with these regulations. This brief offers a starting point, defining the goals of “AI verification” and proposing several mechanisms to support arms inspections and continuous verification.

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Baloch, Imdad, and Abeba Taddese. EdTech in Pakistan: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0035.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Khalayleh, A., and A. Taddese. EdTech in Jordan: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0031.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.

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Taddese, A. EdTech in Ghana: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0030.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert.

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Upadhyay, Arjun, and Abeba Taddese. EdTech in Senegal: A Rapid Scan. EdTech Hub, January 2020. http://dx.doi.org/10.53832/edtechhub.0037.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.

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