The main objective of this thesis is to study new concepts (up to our knowledge) which are P-rational submodules, P-polyform and fully polyform modules. We studied a special type of rational submodule, called the P-rational submodule. A submodule N of an R-module M is called P-rational (Simply, N≤_prM), if N is pure and Hom_R (M/N,E(M))=0 where E(M) is the injective hull of M. Many properties of the P-rational submodules were investigated, and various characteristics were given and discussed that are analogous to the results which are known in the concept of the rational submodule. We used a P-rational submodule to define a P-polyform module which is contained properly in the polyform module. An R-module M is called P-polyform if every essential submodule of M is P-rational in M. We study this kind of module in some detail and introduced some characterizations of the P-polyform module and its relationships with some other modules. The third kind of module in this thesis is called fully polyform module, and it is contained in the class of polyform module. A module M is said to be fully polyform, if every P-essential submodule of M is rational in M, that is Hom_R(M/N, E(M))=0 for every P-essential submodule N of M. In fact, the class of fully polyform modules lies between polyform modules and essentially quasi-Dedekind modules. The main characteristics of fully polyform modules were investigated, and some characterizations of these types of modules were established. Furthermore, the relationships between this class and other related modules were examined.
Let be a module over a commutative ring with identity. Before studying the concept of the Strongly Pseudo Nearly Semi-2-Absorbing submodule, we need to mention the ideal and the basics that you need to study the concept of the Strongly Pseudo Nearly Semi-2-Absorbing submodule. Also, we introduce several characteristics of the Strongly Pseudo Nearly Semi-2-Absorbing submodule in classes of multiplication modules and other types of modules. We also had no luck because the ideal is not a Strongly Pseudo Nearly Semi-2-Absorbing ideal. Also, it is noted that is the Strongly Pseudo Nearly Semi-2-Absorbing ideal under several conditions, which is this faithful module, projective module, Z-regular module and content module and non-si
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Background: This in vitro study was carried out to investigate the effect of post space regions (coronal, middle and apical), the effect of post types ( Manually Milled Zirconia post, Prefabricated Fiber post, prefabricated Zirconia post) and the type of cement used (GIC, self-adhesive resin cement) on the bond strength between the posts and root dentin by using push-out test. Material and methods: Forty eight mandibular premolars extracted for orthodontic reasons (single rooted) were instrumented with ProTaper system (hand use) and obturated with gutta percha for ProTaper using AH26® root canal sealer following the manufacturer instructions. After 24 hours, post space was prepared using Zirix and Glassix drills no.3 creating 8 mm dept
... Show MoreAlopecia (Baldness) is very usual trouble in current time. It is accompanied by an intensive weakening of the scalp's hair and follows a specific pattern. Hereditary predisposition plays a very important role in alopecia despite not completely understood. Alopecia can be typed to various categories according to etiology, may be due to hereditary factors, autoimmune disease, and drugs or chemicals. There are many options of strategies of treatment according to the type and causes of alopecia. Chemical or synthetic medications apply for the management of hair loss are accompanied by a wide range of undesirable effects. Naturally occurring drugs also play important role in alopecia management with minimal side effects.
Porosity and pore structure are important characteristics of pharmaceutical tablets, since they influence the physical properties, such as mechanical strength, density and disintegration time. This paper is an attempt to investigate the pore structure of four different paracetamol tablets based on mercury porosimetry. The intrusion volumes of mercury were used to calculate the pore diameter, pore volume and pore size distribution. The result obtained indicate that the variation of the pore volume in the tablets followed the sequence:- S.D.I. Iraq? Pharmacare,Dubai-U.A.E.? Bron and Burk(UK) London?Lark Laboratories(India), while the variation of surface area followed the sequence:- S.D.I. Iraq? Lark Laboratories(India)? Pharmacare,Dubai-U.A
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The main objective of this paper is to introduce and study the generality differential operator involving the q-Mittag-Leffler function on certain subclasses of analytic functions. Also, we investigate the inclusion properties of these classes, by using the concept of subordination between analytic functions.
Pore volume, pore diameter, and pore volume distribution of three of Iraqi natural clay deposites were measured using mercury intrusion porosimetry .The clays are white kaolin, colored kaolin, and bentonite .The results showed that the variation of the pore area of the clay deposites followed the following order :- Coloured Kaolin > White Kaolin > Bentonite While the pore volume may be arranged as in the following sequence:- White Kaolin > Coloured Kaolin >Bentonite Also , Bentonite exhibits the narrow range pore size distribution than the white and coloured kaolin.
The aim of this paper is to introduce a certain family of new classes of multivalent functions associated with subordination. The various results obtained here for each of these classes include coefficient estimates radius of convexity, distortion and growth theorem.
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The research aims to know the question asking skills in terms of levels, conditions, classification, and types. The research limited to the literature that dealt with the importance of questioning for students and teachers. The most important term used in the research is the skill (Ryan defined it as "the ability to perform with great efficiency, accuracy, and ease). The results of the research are as follows: 1. the questions asked by the schoolteacher within the assessment of students' learning. 2. Teachers should focus on the lower levels of learning (remembering, understanding and comprehension) and then evaluating students at the higher levels (synthesis and evaluation). 3. Teacher with good knowledge can skillfully use the question
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