This Book is the second edition that intended to be textbook studied for undergraduate/ postgraduate course in mathematical statistics. In order to achieve the goals of the book, it is divided into the following chapters. Chapter One introduces events and probability review. Chapter Two devotes to random variables in their two types: discrete and continuous with definitions of probability mass function, probability density function and cumulative distribution function as well. Chapter Three discusses mathematical expectation with its special types such as: moments, moment generating function and other related topics. Chapter Four deals with some special discrete distributions: (Discrete Uniform, Bernoulli, Binomial, Poisson, Geometric, Negative Binomial and Hypergeometric) with their mathematical formulas of p.m.f., C.D.F. and m.g.f. Chapter Five deals with some special continuous distributions: (Uniform, Normal, Exponential, Gamma and Beta) with their mathematical formulas of p.m.f., C.D.F. and m.g.f. Many solved examples are intended in this book (obtaining mean and variance of distributions by m.g.f.). Chapter Six introduces univariate discrete and continuous transformations, i.e., one dimensional variables and their yielding probability distributions. Chapter Seven devotes to truncation of distributions from left, right or both sides, beside the probability distribution of order statistics. Chapter Eight discusses mathematical features of joint, marginal and conditional distributions, as well as independency via covariance and correlation of bivariate distributions. Chapter Nine deals with some special topics such as getting distribution for some transformation from multidimensional random variables by using moment generating function (m.g.f.) and cumulative distribution function (C.D.F.) Many solved examples (about 100) are intended in this book, in addition to a variety of unsolved relied problems (about 150) at the end of each chapter to enrich the statistical knowledge of our readers.
In order to achieve overall balance in the economy to be achieved in different markets and at one time (market commodity, monetary and labor market and the balance of payments and public budget), did not provide yet a model from which to determine the overall balance in the economy and the difficulty of finding the inter-relationship between all these markets and put them applied in the form of allowing the identification of balance in all markets at once.
One of the best models that have dealt with this subject is a model
(LM-BP-IS), who teaches balance in the commodity market and money market and balance of payments and the importance of this issue This research tries to shed light on the reality
The concern of this article is the calculation of an upper bound of second Hankel determinant for the subclasses of functions defined by Al-Oboudi differential operator in the unit disc. To study special cases of the results of this article, we give particular values to the parameters A, B and λ
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Use Almtafr Alcderan orange, one of the factors Hashr Alttafaria to study Alatjabh isolates elected on the basis of specifications so that was a positive response with mutagen record and system consisting of three isolates used Alcderan orange graded concentrations and under specific Trov similar conditions Alttafar Pal NTG compared
The objective of the research is to uncover the effect of the strategy of Quranic verses in the collection of science and systemic intelligence for second-grade students. The research sample consisted of (48) students of second grade students in the middle of Al Rasheed Boys School of the second Karkh Directorate, Distribution in the two divisions, Division of (b) and experimental group that studied strategy of Quranic verses, and the Division (a) control group which studied the regular way, and results indicated a statistically significant differences for the experimental group students studied using the strategy Verses in systemic intelligence collection.
The current study aimed at (identifying the impact of a proposed strategy based on the realistic mathematics theory in the mathematical interrelation among the third intermediate grade students), two samples from the third intermediate grade were tested in a school affiliated to Rusafa I General education Directorate in Baghdad for the academic year (2022-2021)the experimental group will study according to the proposed strategy and it consisted of (30) female students , the control group will study through the traditional method and the number of its students is (30), thus the study sample consisted of (60) female students, the two groups were equalized in the variables (age in months, intelligence, prior knowledge) and to achieve the study
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The current research aims to identify the effectiveness of a computerized program in developing mathematical skills among the first cycle students in basic education schools in the Sultanate of Oman. The two researchers used the quasi-experimental approach on an intentional sample consisting of (40) male and female students at Al Kawakeb School for Basic Education (1-4). Two of the basic fourth-grade classes and then randomly distributing them into two groups, one is experimental (20) male and female students who followed the computerized interactive program, and the other is (20) male and female students followed the traditional way. On the other hand, its reliability has reached (0.81), and the results of the research have concluded th
... Show MoreThe research aims to know the impact of science, technology, engineering, and mathematics education on both creative thinking and mathematical achievement. To achieve it, the two researchers followed the quasi-experimental approach with an experimental design for two groups, one experimental and the other a control. The research sample consisted of (32) female students from the fourth scientific grade in Al-Intisar Preparatory School for Girls/ AlRasafa, First Directorate. The sample was chosen intentionally and was divided into two groups: a control group studying by the traditional method, their number (16), and an experimental group that applied the STEM approach, their number also (16). There was parity between the two research groups i
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