subject:(advanced argument)

Brno University of Technology

1. Vážanová, Gabriela. Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations.

Degree: 2020, Brno University of Technology

URL: http://hdl.handle.net/11012/195761

This thesis focuses on functional differential equations of mixed type also referred to as advance-delay equations. It gives sufficient conditions for the existence of global and semi-global solutions to nonlinear mixed differential systems. The methods used in this thesis consist of building suitable operators for differential equations and proving the existence of their fixed points. These fixed points are then used to construct the solutions of advance-delay equations. The monotone iterative method and Schauder-Tychonoff fixed point theorems are used in the proofs. In both cases, we also provide solution estimates. Moreover, with the monotone iterative method, these estimates may be improved by iterations. In addition, criteria for linear equations and systems are derived and series of examples are provided. The results obtained are also applicable to ordinary, delayed or advanced differential equations. Advisors/Committee Members: Diblík, Josef (advisor), Růžičková, Miroslava (referee), Fečkan,, Michal (referee).

Subjects/Keywords: funkcionální diferenciální rovnice smíšeného typu; zpožděný argument; předcházející argument; semi-globální řešení; globální řešení; monotónní iterační metoda; Schauderova-Tychonovova věta o pevném bodu; mixed-type functional differential equation; delayed argument; advanced argument; semi-global solution; global solution; monotone iterative method; Schauder-Tychonoff fixed point theorem

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APA (6^th Edition):

Vážanová, G. (2020). Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/195761

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vážanová, Gabriela. “Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations.” 2020. Thesis, Brno University of Technology. Accessed January 20, 2021. http://hdl.handle.net/11012/195761.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vážanová, Gabriela. “Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations.” 2020. Web. 20 Jan 2021.

Vancouver:

Vážanová G. Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations. [Internet] [Thesis]. Brno University of Technology; 2020. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/11012/195761.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vážanová G. Existence a vlastnosti globálních řešení funkcionálních diferenciálních rovnic smíšeného typu: Existence and Properties of Global Solutions of Mixed-Type Functional Differential Equations. [Thesis]. Brno University of Technology; 2020. Available from: http://hdl.handle.net/11012/195761

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Χατζαράκης, Γεώργιος. Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών.

Degree: 2011, University of Ioannina; Πανεπιστήμιο Ιωαννίνων

URL: http://hdl.handle.net/10442/hedi/25267

The topics which are studied in the present Ph.D. Thesis include the oscillatory behavior of the solutions of a linear difference equation with deviated argument (retarded or advanced), as well as the asymptotic behavior of the solutions of a nonlinear neutral difference equation.[...]

Τα ερευνητικά θέματα που μελετώνται στην παρούσα Διδακτορική διατριβή είναι ο ταλαντωτικός χαρακτήρας των λύσεων μίας γραμμικής εξίσωσης διαφορών με εκτρεπόμενο όρισμα (υστέρησης ή προώθησης) καθώς επίσης και ο ασυμπτωτικός χαρακτήρας των λύσεων μίας μη-γραμμικής εξίσωσης διαφορών ουδέτερου τύπου.[...]

Subjects/Keywords: Γραμμικές εξισώσεις διαφορών με μεταβλητή υστέρηση; Γραμμικές εξισώσεις διαφορών με μεταβλητή προώθηση; Εξισώσεις διαφορών ουδέτερου τύπου; Ταλαντούμενες λύσεις; Μη-ταλαντούμενες λύσεις; Ασυμπτωτικός χαρακτήρας των λύσεων; Κριτήρια ταλάντωσης; Κριτήρια σύγκλισης; Linear difference equations with general delay argument; Linear difference equations with general advanced argument; Neutral type difference equations; Oscillatory solutions; Nonoscillatory solutions; Asymptotic behaviour of solutions; Oscillatory solutions; Convergence criteria

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Χατζαράκης, . �. (2011). Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών. (Thesis). University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Retrieved from http://hdl.handle.net/10442/hedi/25267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Χατζαράκης, Γεώργιος. “Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών.” 2011. Thesis, University of Ioannina; Πανεπιστήμιο Ιωαννίνων. Accessed January 20, 2021. http://hdl.handle.net/10442/hedi/25267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Χατζαράκης, Γεώργιος. “Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών.” 2011. Web. 20 Jan 2021.

Vancouver:

Χατζαράκης �. Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών. [Internet] [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2011. [cited 2021 Jan 20]. Available from: http://hdl.handle.net/10442/hedi/25267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Χατζαράκης �. Ταλάντωση και σύγκλιση λύσεων εξισώσεων διαφορών. [Thesis]. University of Ioannina; Πανεπιστήμιο Ιωαννίνων; 2011. Available from: http://hdl.handle.net/10442/hedi/25267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. VanDerHeide, Jennifer Lynn. How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship.

Degree: PhD, EDU Teaching and Learning, 2014, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067

Although reading and responding to literature comprises a large portion of the English Language Arts curriculum, and argumentative writing is growing in focus in secondary schools, what literary argument is and how to teach it is not well addressed in the scholarly literature or practitioner materials. This dissertation aims to address this gap by exploring what literary argument is in a particular classroom, how the teacher teaches students to write literary arguments, and how students learn to write literary arguments over time. I frame this teaching and learning of literary argument as an apprenticeship, drawing on Rogoff’s (1995) theory that learning is changing participation in the activities of a sociocultural community. Through methods of case study and interactional ethnography, I analyzed students’ participation in literary argument at Rogoff’s three analytic planes: the context and nature of the apprenticeship in literary argument, the interactional processes that guide students’ participation, and individual students’ appropriation of the interpretive, analytic, and argumentative moves that constitute literary argument in this learning community. Students were apprenticed into the ways of reading and writing about literature, which were comprised of interpretive, analytic, and argumentative moves, moves that were both constituted by the teacher and students through language-in-use while at the same time influenced by institutional and historical forces such as new critical theory and the Advanced Placement test. The students’ participation in these moves was guided by the teacher’s explicit instruction in the declarative knowledge of the discipline of literature as well as questions to prompt students to make particular moves, providing students with procedural knowledge for how to participate in the discipline. The three focal students appropriated these particular moves over time in their speaking and their writing but did so differently, showing agency in their own process of appropriation. This study offers apprenticeship as a metaphor for the teaching and learning of literary argument with implications for theory, pedagogy, and methodology in the teaching and learning of literary argument. Advisors/Committee Members: Newell, George (Committee Chair).

Subjects/Keywords: Composition; Curriculum Development; Education; Language Arts; Literacy; Literature; Pedagogy; Secondary Education; Teaching; argumentative writing; literature; teaching; learning; Advanced Placement; apprenticeship; argument; poetry

…xii Chapter 1: Apprenticeship in Literary Argument… …x22;"! Chapter 1: Apprenticeship in Literary Argument In recent years, the teaching… …with argument are high-stakes genres, a gateway to higher education, and being able to argue… …x29; indicated that only 27 percent of students were writing at a proficient or advanced… …Toulmin’s (1958) theory of argument, which outlined the elements of argument as…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

VanDerHeide, J. L. (2014). How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067

Chicago Manual of Style (16^th Edition):

VanDerHeide, Jennifer Lynn. “How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship.” 2014. Doctoral Dissertation, The Ohio State University. Accessed January 20, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067.

MLA Handbook (7^th Edition):

VanDerHeide, Jennifer Lynn. “How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship.” 2014. Web. 20 Jan 2021.

Vancouver:

VanDerHeide JL. How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2021 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067.

Council of Science Editors:

VanDerHeide JL. How High School Students Learn to Write Literary Arguments through Social Interactions: An Apprenticeship. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1405075067

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