The current research aims to determine the requirements of Trends of International Mathematics and Science Study (TIMSS 2019) and to find out the extent to which the content of science textbooks for grades (1-4) in the Sultanate of Oman includes the requirements of (TIMSS 2019). Only the Cognitive Process dimension has been considered when conducting the analysis. The study population includes all science books from the first to the fourth grade for the academic year 2021-2022. The study identified and organized the requirements in the study tool, which is a list of requirements of (TIMSS 2019). After confirming its validity and reliability, the analysis was performed, and data were collected and analyzed statistically using frequencies and percentages. The results showed that all domains (knowledge, Applying, and Reasoning) and all cognitive skills for each domain were included in each grade, but the percentages included in the books differed always from those specified in the requirements of (TIMSS 2019). The rank of the included domains in grades 1, 3, and 4, were as follows: first, knowledge, second, Applying, and finally, Reasoning, which is the same rank proposed by (TIMSS 2019). However, the rank for grade 2 was different where Applying came first while Reasoning and knowledge came in the second and third ranks respectively. When frequencies and ratios were calculated for each of the three domains of cognitive processes cumulatively over the four years (1-4), an interesting result popped out. The percentage included for each of the three domains is close to the percentages specified by (TIMSS 2019). This means that the science textbooks (Cambridge) designed for students from the first grade to the fourth grade have balanced well between the percentages included and the percentages specified by (TIMSS 2019), but over the four years and not over one year only, as the difference between the percentages included and the percentages specified by (TIMSS 2019) in the field of knowledge was about 6.5 percentage points in favor of the percentage included, and the difference in the field of Applying was about 4.5 points Percentage in favor of the specified percentage. As for Reasoning, the difference was less than two points only in favor of the specified percentage, which means that there is a relatively greater focus on knowledge and relatively less on Applying and Reasoning.
Modern statistical techniques offer a range of methodologies for modelling time series data, with conditional and unconditional approaches providing complementary insights that enhance overall model accuracy. This article introduced a modified ARIMA model employing conditional and unconditional parameter estimates. The methodology for the new model based on novel methods is provided. The prediction process, one and two steps ahead, is covered in detail, and a novel algorithm is presented. The best model is picked based on various measurement criteria, such as coefficient of determination (R2), root mean squared error (RMSE), and mean absolute scaled error (MASE). The suggested model is applied to a monthly petrol sales dataset (Jan
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In this research, Artificial Neural Networks (ANNs) technique was applied in an attempt to predict the water levels and some of the water quality parameters at Tigris River in Wasit Government for five different sites. These predictions are useful in the planning, management, evaluation of the water resources in the area. Spatial data along a river system or area at different locations in a catchment area usually have missing measurements, hence an accurate prediction. model to fill these missing values is essential.
The selected sites for water quality data prediction were Sewera, Numania , Kut u/s, Kut d/s, Garaf observation sites. In these five sites models were built for prediction of the water level and water quality parameters.
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Soil water use and water storage vary by vegetative management practices, and these practices affect land productivity and hydrologic processes. This study investigated the effects of agroforestry buffers (AB), grass buffers (GB), and biofuel crops (BC), relative to row crops (RC) on soil water use for a claypan soil in northern Missouri, USA. The experiment located at the Greenley Memorial Research Center included RC, AB, GB, and BC established in 1991, 1997, 1997, and 2012, respectively. Soil water reflectometer sensors installed at 5‐, 10‐, 20‐, and 40‐cm depths monitored soil water from April to November in 2017 and 2018. Results showed significant differences in weekly volumetric water content (VWC) among treatments for all fou
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Blend solid polymer electrolytes (BSPEs) comprising PVA/HPMC/CuSO4 were prepared using a solution casting approach. BSPEs were synthesized with varying weight percentages of CuSO4 (0, 10, 20, and 30 wt.%). A variety of experimental methods, including X-ray diffraction (XRD), Fourier transform infrared (FTIR) spectroscopy, scanning electron microscopy (SEM), electrochemical impedance spectroscopy (EIS), cyclic voltammetry (CV), and linear sweep voltammetry (LSV), were used to characterize these BSPE systems. The polymer blend matrix underwent structural alterations, according to the XRD data. The standard data from JCPDS card numbers for copper sulfate matches well with the observed strong peaks of PVA/HPMC+20 wt.% of CuSO4 BSPE. The complex
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الخلاصة
يتضمن البحث تعيين عنصر الزئبق السام بتراكيزنزرة عالية الدقة (نانوغرام) باستخدام منظومة يخار الزئبق البارد لنماذج غذائية (لحوم حمراء ، لحوم بيضاء ) مختلفة ونماذج مائية (ماء النهر، مياه صناعية ، ماء الشرب) وربط المنظومة بتقنية الامتصاص الذري اللهبي.
ان عنصر الزئبق من اشد العناصر سمية وان التراكيز المسموح بها عالميا لايتعدى جزء واحد
Drawbacks of Implementing Electronic Management in the Ministry of Education (A sample: Oman Educational Portal) from the Point of View of IT Staff. The study aimed at discovering the drawbacks of implementing electronic management in the Ministry of Education (a sample: Oman Educational Portal) from the point of view of IT staff, and that is by answering the following questions: - What are the main drawbacks (administrative, financial, technical and drawbacks related to human resources) that hinder implementing the electronic management in the Ministry of Education (a sample: Oman Educational Portal) from the point of view of IT staff? - Are there any statistical significance differences at the level (0.05) between study samples on the
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