LEADER 04718nam 22007935 450 001 9910300241703321 005 20221020225821.0 010 $a3-319-23407-2 024 7 $a10.1007/978-3-319-23407-6 035 $a(CKB)3710000000474126 035 $a(EBL)4178537 035 $a(SSID)ssj0001584994 035 $a(PQKBManifestationID)16265404 035 $a(PQKBTitleCode)TC0001584994 035 $a(PQKBWorkID)14865777 035 $a(PQKB)10105402 035 $a(DE-He213)978-3-319-23407-6 035 $a(MiAaPQ)EBC4178537 035 $a(PPN)190523441 035 $a(EXLCZ)993710000000474126 100 $a20150905d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe convergence problem for dissipative autonomous systems $eclassical methods and recent advances /$fby Alain Haraux, Mohamed Ali Jendoubi 205 $a1st ed. 2015. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2015. 215 $a1 online resource (147 p.) 225 1 $aSpringerBriefs in Mathematics,$x2191-8198 300 $aDescription based upon print version of record. 311 $a3-319-23406-4 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $a1 Introduction -- 2 Some basic tools -- 3 Background results on Evolution Equations.- 4 Uniformly damped linear semi-groups.- 5 Generalities on dynamical systems.- 6 The linearization method.- 7 Gradient-like systems.- 8 Liapunov?s second method - invariance principle.- 9 Some basic examples.- 10 The convergence problem in finite dimensions -- 11 The infinite dimensional case -- 12 Variants and additional results. 330 $aThe book investigates classical and more recent methods of study for the asymptotic behavior of dissipative continuous dynamical systems with applications to ordinary and partial differential equations, the main question being convergence (or not) of the solutions to an equilibrium. After reviewing the basic concepts of topological dynamics and the definition of gradient-like systems on a metric space, the authors present a comprehensive exposition of stability theory relying on the so-called linearization method. For the convergence problem itself, when the set of equilibria is infinite, the only general results that do not require very special features of the non-linearities are presently consequences of a gradient inequality discovered by S. Lojasiewicz. The application of this inequality jointly with the so-called Liapunov-Schmidt reduction requires a rigorous exposition of Semi-Fredholm operator theory and the theory of real analytic maps on infinite dimensional Banach spaces, which cannot be found anywhere in a readily applicable form. The applications covered in this short text are the simplest, but more complicated cases are mentioned in the final chapter, together with references to the corresponding specialized papers. 410 0$aSpringerBriefs in Mathematics,$x2191-8198 606 $aDynamics 606 $aErgodic theory 606 $aPartial differential equations 606 $aFunctional analysis 606 $aOperator theory 606 $aDifferential equations 606 $aDynamical Systems and Ergodic Theory$3https://scigraph.springernature.com/ontologies/product-market-codes/M1204X 606 $aPartial Differential Equations$3https://scigraph.springernature.com/ontologies/product-market-codes/M12155 606 $aFunctional Analysis$3https://scigraph.springernature.com/ontologies/product-market-codes/M12066 606 $aOperator Theory$3https://scigraph.springernature.com/ontologies/product-market-codes/M12139 606 $aOrdinary Differential Equations$3https://scigraph.springernature.com/ontologies/product-market-codes/M12147 615 0$aDynamics. 615 0$aErgodic theory. 615 0$aPartial differential equations. 615 0$aFunctional analysis. 615 0$aOperator theory. 615 0$aDifferential equations. 615 14$aDynamical Systems and Ergodic Theory. 615 24$aPartial Differential Equations. 615 24$aFunctional Analysis. 615 24$aOperator Theory. 615 24$aOrdinary Differential Equations. 676 $a515.24 700 $aHaraux$b Alain$4aut$4http://id.loc.gov/vocabulary/relators/aut$042671 702 $aJendoubi$b Mohamed Ali$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910300241703321 996 $aThe Convergence Problem for Dissipative Autonomous Systems$92533256 997 $aUNINA LEADER 04792nam 22007215 450 001 9910255118203321 005 20200630033431.0 010 $a3-319-57051-X 024 7 $a10.1007/978-3-319-57051-8 035 $a(CKB)4340000000062537 035 $a(MiAaPQ)EBC4931611 035 $a(DE-He213)978-3-319-57051-8 035 $a(EXLCZ)994340000000062537 100 $a20170730d2017 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aClassroom Behaviour Management in the Post-School Sector $eStudent and Teacher Perspectives on the Battle Against Being Educated /$fby Mervyn Lebor 205 $a1st ed. 2017. 210 1$aCham :$cSpringer International Publishing :$cImprint: Palgrave Macmillan,$d2017. 215 $a1 online resource (228 pages) $cillustrations, tables 311 $a3-319-57050-1 320 $aIncludes bibliographical references and index. 327 $aChapter 1. Introduction -- Chapter 2. In Theory it All Works.... -- Chapter 3. Entering the Classroom -- Chapter 4. What do Experienced Tutors Advise? -- Chapter 5. What Role does Assessment Play? Case Studies -- Chapter 6. Could Class Management be a Management Issue? -- Chapter 7. Student Voices: So Why do Disruptive Students Say They Disrupt Classes? -- Chapter 8. A Methodology for Supporting Tutors Who Face Challenging Classes -- Chapter 9. What Could Possibly be Problematic About Digital Learning? -- Chapter 10. And How do Teacher Educators Prepare Trainee Teachers for Disruptive Classes? -- Chapter 11. What do Trainees Think of Their Preparation? -- Chapter 12. A Possible Module to Prepare Teachers for Disruptive Behaviour. 330 $aThis book listens to the voices of post-school teachers, managers, theorists, trainees, teacher educators and students talking about the battle against being educated. It analyses models of classroom behaviour management, with examples of theory critiquing practice and practice criticizing theory. The contextual pressures of manageralism, demands imposed by Ofsted, economic survival for institutions based on student numbers, and mandatory attendance requirements have all meant ever-increasing pressures on teachers dealing with students? violent, disruptive and challenging behaviours, resulting in some highly disordered classrooms in many institutions. Lebor examines the attitudes of stakeholders, including disruptive students, teachers, trainees and managers, and explores a range of issues such as entering the classroom, abuse of computers and technology equipment, overt violence in classrooms, and counter-productive assessment processes, as well as exploring a range of available solutions to the problem. The book will be compelling reading for teachers, teacher educators, trainees, policy-makers, managers in education, but also anyone interested in education and training. . 606 $aLifelong learning 606 $aAdult education 606 $aTeaching 606 $aLearning 606 $aInstruction 606 $aAssessment 606 $aSchool management and organization 606 $aSchool administration 606 $aSchools 606 $aLifelong Learning/Adult Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O42000 606 $aTeaching and Teacher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O31000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aAssessment, Testing and Evaluation$3https://scigraph.springernature.com/ontologies/product-market-codes/O33000 606 $aAdministration, Organization and Leadership$3https://scigraph.springernature.com/ontologies/product-market-codes/O17000 606 $aSchools and Schooling$3https://scigraph.springernature.com/ontologies/product-market-codes/O52000 615 0$aLifelong learning. 615 0$aAdult education. 615 0$aTeaching. 615 0$aLearning. 615 0$aInstruction. 615 0$aAssessment. 615 0$aSchool management and organization. 615 0$aSchool administration. 615 0$aSchools. 615 14$aLifelong Learning/Adult Education. 615 24$aTeaching and Teacher Education. 615 24$aLearning & Instruction. 615 24$aAssessment, Testing and Evaluation. 615 24$aAdministration, Organization and Leadership. 615 24$aSchools and Schooling. 676 $a371.2 700 $aLebor$b Mervyn$4aut$4http://id.loc.gov/vocabulary/relators/aut$01062015 906 $aBOOK 912 $a9910255118203321 996 $aClassroom Behaviour Management in the Post-School Sector$92522005 997 $aUNINA