88,454 research outputs found
Relaxation and gamma-convergence of supremal functionals
No full textWe prove that the Gamma-limit in L^1_μ of a sequence of supremal functionals
of the form F_k(u) = μ-ess sup
f_k(x, u) is itself a supremal functional. We
show by a counterexample that, in general, the function which represents the Gamma-
lim F(·,B) of a sequence of functionals F_k(u,B) = μ-ess sup_B f_k(x, u) can depend
on the set B and we give a necessary and sufficient condition to represent F in
the supremal form F(u,B) = μ-ess sup_B f(x, u). As a corollary, if f represents a
supremal functional, then the level convex envelope of f represents its weak* lower
semicontinuous envelope
"Supremal Representation of L^{infty} Functionals"
No full textWe study the weak* lower semicontinuity properties of functionals of the form
F(u)=\supess_{x \in \Og} f(x,Du (x))
where \Og is a bounded open set of and
Without a continuity assumption on we show that the {\sl supremal} functional is weakly* lower semicontinuous if and only if it is a level convex functional (i.e. it has convex sub-levels). In particular if is weakly* lower semicontinuous, then it can be represented through a level convex function. Finally a counterexample shows that in general it is not possible to represent through the level convex envelope of
“Un po’ della pazienza di Dio” Agnese Baggio: ritrovare la strada ogni volta che la si è perduta
No full textProfilo della riflessione e dell'impegno educativo di Agnese Baggi
Il contributo della lettura ad una "pedagogia della comprensione". Contribution of reading activities to "a pedagogy of comprehension"
No full textThe numerous initiatives on reading practices darw attention to the educational value it holds, a significance that Comenio and Campanella had already grasped. Reading is a cognitive and emotional act through which the reader explores reality, acquires new knowledge, becomes aware of other thoughts and experiences, and open up to emotions and experiences of which they become a part through pages and texts, capable of bridging between people. In this perspective, one can identify in reading the premises for a pedagogy of understanding that, even as it unites author and reader in ideas and experiences, still generates different perspectives on the world and life
Semicontinuity and relaxation of -functionals
No full textFixed a bounded open set \Og of , we completely characterize the weak* lower semicontinuity of functionals of the form
F(u,A)=\supess_{x \in A} f(x,u(x),Du (x))
defined for every and for every open subset A\subset \Om.
Without a continuity assumption on we show that the {\sl supremal} functional is weakly* lower semicontinuous if and only if it can be represented through a {\sl level convex} function. Then we study the properties of the lower semicontinuous envelope of . A complete relaxation theorem is shown in the case where is a continuous function. In the case is only a Carath\'eodory function,
we show that coincides with the level convex envelope of
F-IND: a framework to design fuzzy indices of environmental conditions
No full textMultivariable indices of environmental conditions summarize the information provided by several biotic or abiotic variables into a single value of immediate interpretability. Thus they are important instruments for monitoring. Developing new indices that combine different variables is not a trivial task: variables may be qualitative, or measured in different units, and the relationship between primitive components and quality may be ambiguous. Fuzzy logic has been repeatedly proposed as an effective technique to cope with such problems; however, the variety of choices that exist at each stage of the development of fuzzy models may present a problem for the index designer. In this paper we present F-IND, a framework to create fuzzy indices by means of a simplified and intuitive procedure. It allows to capture the expert knowledge of the system under study (air, soil, water) to easily generate a multivariable index of environmental conditions. F-IND is implemented in Java, to achieve an optimal portability on any operating system
On the lower semicontinuity and approximation of functionals
No full textIn this paper we show that if the supremal functional
F(V,B) = ess sup x∈B
f(x, DV (x))
is sequentially weak* lower semicontinuous on W1,∞(B, Rd) for every open set B ⊆ Ω (where Ω is a fixed open set of RN ), then f(x, ·) is rank-one level convex for a.e x ∈ Ω. Next, we provide an example of a weak Morrey quasiconvex function which is not strong Morrey quasiconvex. Finally we discuss the Lp-approximation of a supremal functional F via Γ-convergence when f is a non-negative and coercive Carath ́eodory function
Lettura ad alta voce interattiva e ripetuta: il modello R.I.R.A. a supporto della comprensione del testo nella scuola dell’infanzia
No full textRepeated-interactive Read Aloud, or the RiRA model (McGee, Schickedanz, 2007) is a structured read aloud technique aimed at developing emergent literacy in children aged 3-6 years to support text comprehension, vocabu- lary development, and reasoning. The model assumes that some of the most effective methods for supporting text comprehension while reading aloud are those in which teachers model good reader behavior while reading and prompt children to ask and answer questions and make predictions. RIRA, applicable in the exclusive context of the small group, provides a timely pro- tocol for conducting repeated reading activities on the same text with spe- cific actions in each session aimed at supporting the process of vocabulary acquisition and consolidation and the exercise of inferential skills. To achieve these two goals, the application of the model requires teachers to carefully select texts and work on them in advance. A research group at the University of Modena and Reggio Emilia has translated, reworked and experimented with students in the undergraduate program in Primary Education the model (RIRA) (Mc Gee & Schickedanz, 2007), practiced in several U.S. school settings. The proposal took the form of a try-out carried out as an internship project, involving ten fifth-year students and their host tutors. The students participated in a training with university researchers on diffe- rent models of functional instructional design strategies to support reading and text comprehension. This training led to a greater awareness with respect to the stimuli that the teacher can offer to support different aspects of text comprehension
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