scholarly journals Egoroff’s Theorem and Lusin’s Theorem for Capacities in the Framework of g-Expectation

2020 ◽  
Vol 2020 ◽  
pp. 1-7
Author(s):  
Zhaojun Zong ◽  
Feng Hu ◽  
Xiaoxin Tian
Keyword(s):  
Crucial Role ◽  
Real Analysis ◽  
Analysis Theory ◽  
Lusin's Theorem

In the classical real analysis theory, Egoroff’s theorem and Lusin’s theorem are two of the most important theorems. The σ-additivity of measures plays a crucial role in the proofs of these theorems. Later, many researchers have carried out lots of studies on Egoroff’s theorem and Lusin’s theorem when the measure is monotone and nonadditive (see, e.g., Li and Yasuda (2004) and Li and Mesiar (2011)). In this paper, we study Egoroff’s theorem and Lusin’s theorem for capacities in the framework of g-expectation. We give some different assumptions that provide Egoroff’s theorem and Lusin’s theorem in the framework of g-expectation.

Data Envelopment Analysis Theory, Methodology and Applications

1997 ◽  
Vol 48 (3) ◽  
pp. 332-333 ◽  
Author(s):  
A Charnes ◽  
W Cooper ◽  
A Y Lewin ◽  
L M Seiford
Keyword(s):  
Data Envelopment Analysis ◽  
Data Envelopment ◽  
Analysis Theory

Epitaxial YBa2Cu3O7-8 films : Crucial role of growth-induced linear defects in microwave properties

2001 ◽  
Vol 11 (PR11) ◽  
pp. Pr11-47-Pr11-52
Author(s):  
V. M. Pan ◽  
V. S. Flis ◽  
V. A. Komashko ◽  
O. G. Plys ◽  
C. G. Tretiatchenko ◽  
...  
Keyword(s):  
Crucial Role ◽  
Microwave Properties ◽  
Linear Defects

The Notch mediator RBP-J in CD4 T cells plays a crucial role in the induction of allergic asthma in mice

Pneumologie ◽  
2012 ◽  
Vol 66 (11) ◽  
Author(s):  
R Hendriks ◽  
A KleinJan ◽  
M De Bruijn ◽  
M Van Nimwegen ◽  
I Bergen ◽  
...  
Keyword(s):  
T Cells ◽  
Allergic Asthma ◽  
Crucial Role ◽  
Cd4 T Cells

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

Illustrations and the genesis of Barrett and Yonge's Collins pocket guide to the sea shore (1958)

2010 ◽  
Vol 37 (2) ◽  
pp. 274-291 ◽  
Author(s):  
P. G. Moore
Keyword(s):  
Crucial Role ◽  
British Isles ◽  
Publishing History ◽  
Biological Station ◽  
Marine Biological ◽  
Illustrated Text ◽  
History Of ◽  
The University

Twenty nine items of correspondence from the mid-1950s discovered recently in the archives of the University Marine Biological Station Millport, and others made available by one of the illustrators and a referee, shed unique light on the publishing history of Collins pocket guide to the sea shore. This handbook, generally regarded as a classic of its genre, marked a huge step forwards in 1958; providing generations of students with an authoritative, concise, affordable, well illustrated text with which to identify common organisms found between the tidemarks from around the coasts of the British Isles. The crucial role played by a select band of illustrators in making this publication the success it eventually became, is highlighted herein. The difficulties of accomplishing this production within commercial strictures, and generally as a sideline to the main employment of the participants, are revealed. Such stresses were not helped by changing demands on the illustrators made by the authors and by the publishers.

The Meaning of Children's Poetry: A Cognitive Approach

2013 ◽  
Vol 6 (2) ◽  
pp. 127-142 ◽  
Author(s):  
Karen Coats
Keyword(s):  
Crucial Role ◽  
The Body ◽  
Critical Discourse ◽  
Holding Environment ◽  
Cognitive Poetics ◽  
Cognitive Approach ◽  
Communal Life ◽  
Clear Sense ◽  
Critical Attention ◽  
Children's Poetry

Critical attention to children's poetry has been hampered by the lack of a clear sense of what a children's poem is and how children's poetry should be valued. Often, it is seen as a lesser genre in comparison to poetry written for adults. This essay explores the premises and contradictions that inform existing critical discourse on children's poetry and asserts that a more effective way of viewing children's poetry can be achieved through cognitive poetics rather than through comparisons with adult poetry. Arguing that children's poetry preserves the rhythms and pleasures of the body in language and facilitates emotional and physical attunement with others, the essay examines the crucial role children's poetry plays in creating a holding environment in language to help children manage their sensory environments, map and regulate their neurological functions, contain their existential anxieties, and participate in communal life.

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