Motzkin decomposition of closed convex sets via truncation

A nonempty set F is called Motzkin decomposable when it can be expressed as the Minkowski sum of a compact convex set C with a closed convex cone D. In that case, the sets C and D are called compact and conic components of F. This paper provides new characterizations of the Motzkin decomposable sets involving truncations of F (i.e., intersections of FF with closed halfspaces), when F contains no lines, and truncations of the intersection F̂ of F with the orthogonal complement of the lineality of F, otherwise. In particular, it is shown that a nonempty closed convex set F is Motzkin decomposable if and only if there exists a hyperplane H parallel to the lineality of F such that one of the truncations of F̂ induced by H is compact whereas the other one is a union of closed halflines emanating from H. Thus, any Motzkin decomposable set F can be expressed as F=C+D, where the compact component C is a truncation of F̂. These Motzkin decompositions are said to be of type T when F contains no lines, i.e., when C is a truncation of F. The minimality of this type of decompositions is also discussed.

Behaviours, Processes and Probabilistic Environmental Functions in H-Open Systems

The Patten’s Theory of the Environment, supposes an impotent contribution to the Theoretical Ecology. The hypothesis of the duality of environments, the creaon and genon functions and the three developed propositions are so much of great importance in the field of the Applied Mathematical as Ecology. The authors have undertaken an amplification and revision of this theory, developing the following steps: 1) A theory of processes. 2) A definition of structural and behavioural functions. 3) A probabilistic definition of the environmental functions. In this paper the authors develop the theory of behavioural functions, begin the theory of environmental functions and give a complementary focus to the theory of processes that has been developed in precedent papers.

Robust linear semi-infinite programming duality under uncertainty

In this paper, we propose a duality theory for semi-infinite linear programming problems under uncertainty in the constraint functions, the objective function, or both, within the framework of robust optimization. We present robust duality by establishing strong duality between the robust counterpart of an uncertain semi-infinite linear program and the optimistic counterpart of its uncertain Lagrangian dual. We show that robust duality holds whenever a robust moment cone is closed and convex. We then establish that the closed-convex robust moment cone condition in the case of constraint-wise uncertainty is in fact necessary and sufficient for robust duality. In other words, the robust moment cone is closed and convex if and only if robust duality holds for every linear objective function of the program. In the case of uncertain problems with affinely parameterized data uncertainty, we establish that robust duality is easily satisfied under a Slater type constraint qualification. Consequently, we derive robust forms of the Farkas lemma for systems of uncertain semi-infinite linear inequalities.

Inclusion of immersive virtual learning environments and visual control systems to support the learning of students with Asperger syndrome

This paper presents the use of immersive virtual reality systems in the educational intervention with Asperger students. The starting points of this study are features of these students' cognitive style that requires an explicit teaching style supported by visual aids and highly structured environments. The proposed immersive virtual reality system, not only to assess the student's behavior and progress, but also is able to adapt itself to the student's specific needs. Additionally, the immersive reality system is equipped with sensors that can determine certain behaviors of the students. This paper determines the possible inclusion of immersive virtual reality as a support tool and learning strategy in these particular students' intervention. With this objective two task protocols have been defined with which the behavior and interaction situations performed by participant students are recorded. The conclusions from this study talks in favor of the inclusion of these virtual immersive environments as a support tool in the educational intervention of Asperger syndrome students as their social competences and executive functions have improved.