00800nam0-22003131i-450-99000171636040332120110525191356.0000171636FED01000171636(Aleph)000171636FED0100017163620030910d1900----km-y0itay50------bafreFRMicrobes et distillerieLucien LevyParisG. Carre1900323 p.25 cmMicrobiologia industrialeDistilleria660.62663.16Levy,Lucien31295ITUNINARICAUNIMARCBK99000171636040332160 663 B 37020FAGBCFAGBCMicrobes et distillerie359083UNINA03177nam 22006014a 450 991045429550332120200520144314.01-281-93563-89786611935634981-279-521-9(CKB)1000000000537829(DLC)2004269154(StDuBDS)AH24685168(SSID)ssj0000127202(PQKBManifestationID)11936900(PQKBTitleCode)TC0000127202(PQKBWorkID)10051708(PQKB)10571981(MiAaPQ)EBC1681529(WSP)00005273(PPN)18135621X(Au-PeEL)EBL1681529(CaPaEBR)ebr10255679(CaONFJC)MIL193563(OCoLC)815752525(EXLCZ)99100000000053782920040205d2003 uy 0engur|||||||||||txtccrCompletely positive matrices[electronic resource] /Abraham Berman, Naomi Shaked-Monderer[River Edge] New Jersey World Scienficc20031 online resource (ix, 206 p. ) illBibliographic Level Mode of Issuance: Monograph981-238-368-9 Includes bibliographical references (p. 193-197) and index.ch. 1. Preliminaries. 1.1. Matrix theoretic background. 1.2. Positive semidefinite matrices. 1.3. Nonnegative matrices and M-matrices. 1.4. Schur complements. 1.5. Graphs. 1.6. Convex cones. 1.7. The PSD completion problem -- ch. 2. Complete positivity. 2.1. Definition and basic properties. 2.2. Cones of completely positive matrices. 2.3. Small matrices. 2.4. Complete positivity and the comparison matrix. 2.5. Completely positive graphs. 2.6. Completely positive matrices whose graphs are not completely positive. 2.7. Square factorizations. 2.8. Functions of completely positive matrices. 2.9. The CP completion problem -- ch. 3. CP rank. 3.1. Definition and basic results. 3.2. Completely positive matrices of a given rank. 3.3. Completely positive matrices of a given order. 3.4. When is the cp-rank equal to the rank?A real matrix is positive semidefinite if it can be decomposed as A=BB[symbol]. In some applications the matrix B has to be elementwise nonnegative. If such a matrix exists, A is called completely positive. The smallest number of columns of a nonnegative matrix B such that A=BB[symbol] is known as the cp-rank of A. This invaluable book focuses on necessary conditions and sufficient conditions for complete positivity, as well as bounds for the cp-rank. The methods are combinatorial, geometric and algebraic. The required background on nonnegative matrices, cones, graphs and Schur complements is outlined.MatricesElectronic books.Matrices.512.9/434Berman Abraham42972Shaked-Monderer Naomi906214MiAaPQMiAaPQMiAaPQBOOK9910454295503321Completely positive matrices2026800UNINA05623oam 2200697I 450 991045493180332120200520144314.01-135-16410-X1-282-37670-597866123767020-203-85957-X10.4324/9780203859575 (CKB)1000000000804138(EBL)460257(OCoLC)499453718(SSID)ssj0000333861(PQKBManifestationID)11263529(PQKBTitleCode)TC0000333861(PQKBWorkID)10378172(PQKB)10507628(MiAaPQ)EBC460257(Au-PeEL)EBL460257(CaPaEBR)ebr10349650(CaONFJC)MIL237670(EXLCZ)99100000000080413820180706d2010 uy 0engur|n|---|||||txtccrAcademic language/literacy strategies for adolescents a "how to" manual for educators /Debra L. Cook Hirai. [et al.] ; with Deborrah Wakelee, Vicki Murray, grammar specialistsNew York :Routledge,2010.1 online resource (295 p.)Description based upon print version of record.0-8058-6391-5 0-415-99965-0 Includes bibliographical references (p. 271-277) and index.Front Cover; Academic Language/Literacy Strategies for Adolescents; Contents; Foreword by Sheryl L. Santos; Preface; Acknowledgments; Chapter 1.Background; A Short History of the Term Academic Language; Instruction from an Academic Language Perspective; Why Should We Teach Academic Language?; How This Book Can Help; Chapter 2.Motivation; The Importance of Motivation; Research on Student Motivation; Students' Perception of What Motivates Them; Setting a Purpose for Learning: The Anticipatory Set; Active Learning and Hands-On Activities; Modeling and Guided PracticeSummary: What Motivates Students?Chapter 3.Attributes of Academic Language; Receptive and Expressive Language; Application of Receptive and Expressive Strategies; Professional Input and Feedback for Academic Language Literacy Instruction; Summary; Chapter 4. Vocabulary: Theory and Practice; Developing Vocabulary; Learning and Acquisition: The Importance of Multiple Exposures; Cognates, Root Words, and Affixes; Contextualizing Vocabulary; Personalizing and Operationalizing Vocabulary; Strategies for Teaching Vocabulary; Specific Activities/Techniques; A Sample Lesson; SummaryChapter 5.Reading Skills DevelopmentImportance of Reading in the Content Areas; Research on Reading and Reading Comprehension; Literacy and Reading; Content Literacy; Expository vs. Narrative Text; The Phases of Reading: Reading Into, Through, and Beyond; Strategies for Getting Students "Into" Reading; "Into" Activities; Strategies for Getting Students "Through" Reading; "Through" Activities; Strategies for Getting Students "Beyond" Reading; Integrated Activities; Sample Lesson: Geometry Proofs; Summary; Chapter 6.Grammar and Writing; The Importance of Grammar to Language AcquisitionHow Should Grammar Be Taught?How Are Writing Skills and Grammar Related?; Brick and Mortar Words; Why Should Content-Area Teachers Teach Grammar?; Writing and Academic Language Literacy; The Relationship between Verbal and Written Language; Student Writing Skills; Building the Academic Register for Writing; Assessing Writing in Order to Develop Writing Skills; Writing: "Into, Through, and Beyond"; Activities that Develop Writing Skills; Sample Lesson: Three Search Papers on the Holocaust; Summary; Chapter 7.Summing Up; GlossaryAppendix 1:Expressive and Receptive Language Strategies and Model Lesson Plan FormatAppendix 2:Sample Lesson Plans Including Expressive and Receptive Language Prompts; Sample Lesson Plan 2.1: Sentence Analysis and Rephrasing (Earth Science); Sample Lesson Plan 2.2: Using the Text (Algebra); Sample Lesson Plan 2.3: Classifying the Elements (Chemistry); Sample Lesson Plan 2.4: Using a Science Notebook (General Science); Sample Lesson Plan 2.5: Stem-and-Leaf Plots (Graphing); Appendix 3:Sample Lesson Plans without Expressive and Receptive Language PromptsSample Lesson Plan 3.1: Unit Analysis (Math and Science)Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy education across the content areas in junior/middle school and high school classrooms. Numerous hands-on tools and techniques demonstrate the effectiveness of content-area instruction for students in a wide variety of school settings, particularly English language learners, struggling readers, and other special populations of students. Based on a strong prLanguage arts (Secondary)Handbooks, manuals, etcContent area readingStudy and teaching (Secondary)Handbooks, manuals, etcElectronic books.Language arts (Secondary)Content area readingStudy and teaching (Secondary)428.0071/2Hirai Debra L. Cook(Debra Lee Cook)925809Murray Vicki925810Wakelee Deborrah925811MiAaPQMiAaPQMiAaPQBOOK9910454931803321Academic language2078741UNINA