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Record Nr. |
UNINA9910151934303321 |
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Autore |
Triebel Hans |
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Titolo |
Function Spaces and Wavelets on Domains [[electronic resource] /] / Hans Triebel |
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Pubbl/distr/stampa |
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Zuerich, Switzerland, : European Mathematical Society Publishing House, 2008 |
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ISBN |
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Descrizione fisica |
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1 online resource (265 pages) |
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Collana |
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EMS Tracts in Mathematics (ETM) ; 7 |
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Classificazione |
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Soggetti |
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Functional analysis |
Measure and integration |
Fourier analysis |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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Wavelets have emerged as an important tool in analyzing functions containing discontinuities and sharp spikes. They were developed independently in the fields of mathematics, quantum physics, electrical engineering, and seismic geology. Interchanges between these fields during the last ten years have led to many new wavelet applications such as image compression, turbulence, human vision, radar, earthquake prediction, and pure mathematics applications such as solving partial differential equations. This book develops a theory of wavelet bases and wavelet frames for function spaces on various types of domains. Starting with the usual spaces on Euclidean spaces and their periodic counterparts, the exposition moves on to so-called thick domains (including Lipschitz domains and snowflake domains). Especially, wavelet expansions and extensions to corresponding spaces on Euclidean n-spaces are developed. Finally, spaces on smooth and cellular domains and related manifolds are treated. Although the presentation relies on the recent theory of function spaces, basic notation and classical results are repeated in order to make the text self-contained. The book is addressed to two types of readers: researchers in the theory of function spaces who are interested in wavelets as new effective building blocks for functions, |
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and scientists who wish to use wavelet bases in classical function spaces for various applications. Adapted to the second type of readers, the preface contains a guide to where one finds basic definitions and key assertions. |
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2. |
Record Nr. |
UNINA9911046680803321 |
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Titolo |
The Myth of Achievement Tests : The GED and the Role of Character in American Life / / James J. Heckman, John Eric Humphries, Tim Kautz |
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Pubbl/distr/stampa |
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Chicago : , : University of Chicago Press, , [2014] |
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©2013 |
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ISBN |
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Descrizione fisica |
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1 online resource (469 p.) |
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Disciplina |
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Soggetti |
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GED tests |
Academic achievement - Testing - United States |
Educational tests and measurements - Standards - United States |
Personality development |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- Contents -- Preface -- Acknowledgments -- 1. Achievement Tests and the Role of Character in American Life -- 2. An Institutional History of the GED -- 3. Growth in GED Testing -- 4. Who Are the GEDs? -- 5. The Economic and Social Benefi ts of GED Certifi cation -- 6. The Military Per for mance of GED Holders -- 7. The GED Testing Program Induces Students to Drop Out -- 8. High-Stakes Testing and the Rise of the GED -- 9. Fostering and Mea sur ing Skills: Interventions That Improve Character and Cognition -- 10. What Should Be Done? -- List of Contributors -- Index |
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Sommario/riassunto |
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Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an |
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achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin-Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin-Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities |
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