Existence of solutions of some quadratic integral equations

In this paper we study the existence of continuous solutions of quadratic integral equations. The theory of quadratic integral equations has many useful applications in mathematical physics, economics, biology, as well as in describing real world problems. The main tool used in our investigations is a fixed point result for the multivalued solution's map with acyclic values

Re-writing knowledge, re-design textbooks: auto-production of contents in the classroom

This contribution is a report of a qualitative research carried out within the Avanguardie Educative project aimed at describing and analyzing the experience of a group of Italian teachers in relation to the practice of textbook and digital resources auto-production. The research, conducted with some schools involved in an experimentation process of the alternative adoption of the textbook, has allowed us to start an in-depth reflection on the motivations that induce teachers to opt for this choice, in the direction of a rereading the relationship between curriculum, national indications and teaching autonomy, with particular attention to the student considered as an active subject of his / her training.This contribution is a report of a qualitative research carried out within the Avanguardie Educative project aimed at describing and analyzing the experience of a group of Italian teachers in relation to the practice of textbook and digital resources auto-production. The research, conducted with some schools involved in an experimentation process of the alternative adoption of the textbook, has allowed us to start an in-depth reflection on the motivations that induce teachers to opt for this choice, in the direction of a rereading the relationship between curriculum, National Indications and teaching autonomy, with particular attention to the student considered an active subject of his / her training

Entre la tradición y la innovación: el uso de libros de texto y contenidos didácticos digitales en las aulas

El Ministerio de Educación de Italia ha promovido, desde 2013, el uso de textos digitales o mixtos (impresos-digitales) en el aula por medio de una ley (Ley 128/2013). Desde entonces, la adopción del libro de texto no es obligatoria en nuestro país: las escuelas italianas, según su autonomía, pueden utilizar materiales didácticos de editoriales, recursos educativos abiertos o textos de elaboración propia. La ley da legitimidad a las experiencias de algunas centros educativos italianos que están innovando en el uso de los libros de texto y están implicadas en un proceso de auto-producción de contenidos (libros de texto o CDD, Contenidos Didácticos Digitales). Este artículo describe el trabajo de estos centros educativos dentro de una comunidad de práctica denominada «Avanguardie Educative». Se analizan las creencias y actitudes de los profesores sobre «estudio», «libro de texto» y «textos digitales» para obtener aspectos innovadores y también para observar las dificultades y obstáculos durante el proceso de innovación, no siempre bien estudiado.Since 2013, the Italian Minister of Education promoted the use of digital or mixed paper-digital texts in the classroom by means of legislative act (Lex 128/2013). Since then, adoption of the textbook is not mandatory in our country: Italian schools, according to their autonomy, can choose to adopt teaching materials from publishers, Open Educational Resources, or auto-produced texts. The law legitimates the experience of some Italian schools that are innovating the use of textbooks and are involved in a process of auto-production of content (textbooks or DDC, Didactic Digital Content). The article attempts to describe the work of these schools within a network of practice named «Avanguardie Educative». It intends to analyse teachers beliefs and attitudes upon «studying», «textbooks» and «digital texts», to capture innovative aspects, but also to look at dificulties and obstacles along the path of innovation, not always so clear and well defined.peerReviewe

Some results for Volterra integro-differential equations depending on derivative in unbounded domains

In this paper we study the existence of continuous solutions of an integro-differential equation in unbounded interval depending on derivative This paper extend some results obtained by the authors using the technique developed in their previous paper. This technique consists in  introducing,  in the given problems, a function q, belonging to a suitable space, instead of the state variable x. The fixed points of this function are the solutions of the original problem. In this investigation we use a fixed point theorem in Fréchet spaces

NAVIGATING A NEW DIGITAL INTERFACE: USING AUTOMATED IMAGE RECOGNITION TO IDENTIFY POTTERY IN THE ARCHAIDE PROJECT

Archaeological Automatic Interpretation and Documentation of cEramic (ArchAIDE) is a H2020 funded project (2016-2019) developing digital tools to support archaeologists in recognising and classifying pottery. ArchAIDE is not designed to replace the knowledge of pottery specialists, but seeks to complement by speeding time consuming tasks, provide support for non-specialists, help students learn more about pottery recognition, and aid in the collection of metadata needed to describe the pottery. ArchAIDE is developing a tablet-based mobile app which relies upon image recognition and uses deep learning to narrow and suggest possible matches. While ArchAIDE has been careful to design a tool that allows classification decisions to be made by users at key points in the recording workflow, the app uses digital tools and methods for a significant tasks that were previously carried out using analogue methods. This paper will explore how users are engaging differently with the archaeology when using a digital workflow for identifying, classifying and recording pottery, as observed by the ArchAIDE project partners in early testing. This will include issues around using digitised comparative collections rather than paper catalogues, using the app to identify pottery while still in the field-rather than during post-excavation, how users might ‘see’ pottery differently through a digital rather than analogue analysis, and whether pottery identification using a digital interface changes knowledge transmission and learning processes. While the purpose of the ArchAIDE project is to make pottery identification faster and easier, this paper will pause to reflect and critically engage with moving to a digital workflow, and how this may influence how archaeological knowledge is produced and understood