scholarly journals On support sets of acyclic and transitive digraphs

2017 ◽  
Vol 27 (2) ◽  
pp. 153-161
Author(s):  
Kh.Sh. Al' Dzhabri ◽  
◽  
V.I. Rodionov ◽  
◽  
Keyword(s):  
Support Sets

scholarly journals Bivariate systems of polynomial equations with roots of high multiplicity

2021 ◽  
Author(s):  
I. Nikitin
Keyword(s):  
High Multiplicity ◽  
Polynomial Equations ◽  
Support Sets ◽  
Multiplicity Formula ◽  
System Of Polynomial Equations ◽  
Systems Of Polynomial Equations

Given a bivariate system of polynomial equations with fixed support sets [Formula: see text] it is natural to ask which multiplicities its solutions can have. We prove that there exists a system with a solution of multiplicity [Formula: see text] for all [Formula: see text] in the range [Formula: see text], where [Formula: see text] is the set of all integral vectors that shift B to a subset of [Formula: see text]. As an application, we classify all pairs [Formula: see text] such that the system supported at [Formula: see text] does not have a solution of multiplicity higher than [Formula: see text].

Clustering Rules Using Empirical Similarity of Support Sets

2001 ◽  
pp. 447-451 ◽  
Author(s):  
Shreevardhan Lele ◽  
Bruce Golden ◽  
Kimberly Ozga ◽  
Edward Wasil
Keyword(s):  
Support Sets

Manifolds of support sets of chebyshev polynomials

2000 ◽  
Vol 67 (6) ◽  
pp. 699-706
Author(s):  
A. B. Bogatyrev
Keyword(s):  
Chebyshev Polynomials ◽  
Support Sets

Supporting Special Education Teacher Induction Through High-Leverage Practices

2019 ◽  
Vol 40 (6) ◽  
pp. 365-379 ◽  
Author(s):  
Bonnie Billingsley ◽  
Elizabeth Bettini ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Teacher Induction ◽  
Effective Instruction ◽  
Special Education Teacher ◽  
Conceptual Foundation ◽  
Education Teacher ◽  
Sensemaking Theory ◽  
Specific Induction ◽  
Induction Components ◽  
Support Sets

Induction is designed to support teachers’ effectiveness, improve their students’ learning, and foster their retention. We consider how high-leverage practices (HLPs) might provide an instructional framework for special education teacher (SET) induction. With sensemaking theory as a conceptual foundation, we posit that, by structuring induction experiences and instructional conditions around HLPs, schools and districts can send more coherent messages about effective instruction, thereby easing new SETs’ efforts to make sense of their roles. We first provide a brief review of research on new SETs’ experiences. Next, we consider how specific induction components (i.e., professional development and mentoring, teacher evaluation, and collaboration) and instructional conditions (i.e., collaboration, instructional curricula and resources, and schedules) might be structured to support SETs’ learning of and use of these HLPs. We conclude with considerations for researchers and practitioners.

k-hulls and support sets in the spectrum of $ H^{\infty} + C $

2002 ◽  
Vol 79 (1) ◽  
pp. 51-60 ◽  
Author(s):  
P. Gorkin ◽  
R. Mortini
Keyword(s):  
Support Sets

scholarly journals $M$-ideals of $L^{\infty}/H^{\infty}$ and support sets

1985 ◽  
Vol 29 (1) ◽  
pp. 96-102
Author(s):  
Rahman M. Younis
Keyword(s):  
Support Sets

scholarly journals The Indian Origin of Romani people as a Founding Myth in Eastern European Museums

2019 ◽  
Author(s):  
Douglas Sambati
Keyword(s):  
Czech Republic ◽  
Key Words ◽  
Eastern European ◽  
Indian Origin ◽  
Support Sets ◽  
Founding Myth ◽  
Holistic Manner

The article analyses three museums – the Muzeum Romské Kultury in Czech Republic, the Muzej Romské Kulture in Serbia, and the Roma Ethnographic Museum in Poland – can be considered as elements of the Romani Nationalism. The main objective is to reflect on how these museums support a broad narrative about a common Indian origin of Gypsy/Romani populations. It is discussed how the aforementioned museums – by means of their exhibitions, websites, events or other any kind of official production – support sets of representations which allow a formation of an umbrella rhetoric about the groups known, taken and self-ascribed as Gypsies and/or Roma. The said rhetoric, then, is able to shelter all different groups within this population in a holistic manner, based on a narrative formed by essentializations, exoticizations and generalizations. The utmost layer of such practices it is an elaboration of a founding myth of their Indian Origins. This paper understands throughout that museums have a role in the process in which the concept of Roma is generalized in an attempt to rewrite and relabel Gypsy memory as a Roma history. Hence, considering the plurality that characterise the Gypsy/Romani people, it was necessary to articulate common aspects – whether truthful or not, is not the target of this article to discuss – which would legitimise this new identity, a Roma identity. This paper relies on the theories about memory, museology, sociomuseology, and the theory of representations. Key-words: Gypsy/Roma; Museums; Indian Origins; Nationalism.

scholarly journals Support sets and Gleason parts.

1990 ◽  
Vol 37 (3) ◽  
pp. 367-383 ◽  
Author(s):  
Paul Budde
Keyword(s):  
Support Sets
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