Bøker av Dominic

This book contains a first systematic study of compressible fluid flows subject to stochastic forcing. The bulk is the existence of dissipative martingale solutions to the stochastic compressible Navier-Stokes equations. These solutions are weak in the probabilistic sense as well as in the analytical sense. Moreover, the evolution of the energy can be controlled in terms of the initial energy. We analyze the behavior of solutions in short-time (where unique smooth solutions exists) as well as in the long term (existence of stationary solutions). Finally, we investigate the asymptotics with respect to several parameters of the model based on the energy inequality. ContentsPart I: Preliminary results Elements of functional analysis Elements of stochastic analysis Part II: Existence theory Modeling fluid motion subject to random effects Global existence Local well-posedness Relative energy inequality and weak-strong uniqueness Part III: Applications Stationary solutions Singular limits

What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using New Zealand's Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset. These elements include establishing goals and a vision for reducing disparities; embedding a new pedagogy to depth in order to change the core of educational practice; developing new institutions and organisational structures to support in-class initiatives; developing leadership that is responsive, proactive and distributed; spreading the reform to include all teachers, parents, community members and external agencies; developing and using appropriate measures of performance as evidence for modifying core classroom and school practices; creating opportunities for all involved to take ownership of the reform in such a way that the original objectives of the reform are protected and sustained.