In this paper, we introduce and discuss an algorithm for the numerical solution of two- dimensional fractional dispersion equation.  The algorithm for the numerical solution of this equation is based on explicit finite difference approximation. Consistency, conditional stability, and convergence of this numerical method are described. Finally, numerical example is presented to show the dispersion behavior according to the order of the fractional derivative and we demonstrate that our explicit finite difference approximation is a computationally efficient method for solving two-dimensional fractional dispersion equation

     An Alternating Directions Implicit method is presented to solve the homogeneous heat diffusion equation when the governing equation is a bi-harmonic equation (X) based on Alternative Direction Implicit (ADI). Numerical results are compared with other results obtained by other numerical (explicit and implicit) methods. We apply these methods it two examples (X): the first one, we apply explicit when the temperature .

      Some necessary and sufficient conditions are obtained that guarantee the oscillation of all solutions of two types of neutral integro-differential equations of third order. The integral is used in the sense of Riemann-Stieltjes. Some examples were included to illustrate the obtained results

This paper is concerned with the numerical solutions of the vorticity transport equation (VTE) in two-dimensional space with homogenous Dirichlet boundary conditions. Namely, for this problem, the Crank-Nicolson finite difference equation is derived.  In addition, the consistency and stability of the Crank-Nicolson method are studied. Moreover, a numerical experiment is considered to study the convergence of the Crank-Nicolson scheme and to visualize the discrete graphs for the vorticity and stream functions. The analytical result shows that the proposed scheme is consistent, whereas the numerical results show that the solutions are stable with small space-steps and at any time levels.

A non-polynomial spline (NPS) is an approximation method that relies on the triangular and polynomial parts, so the method has infinite derivatives of the triangular part of the NPS to compensate for the loss of smoothness inherited by the polynomial. In this paper, we propose polynomial-free linear and quadratic spline types to solve fuzzy Volterra integral equations (FVIE) of the 2nd kind with the weakly singular kernel (FVIEWSK) and Abel's type kernel. The linear type algorithm gives four parameters to form a linear spline. In comparison, the quadratic type algorithm gives five parameters to create a quadratic spline, which is more of a credit for the exact solution. These algorithms process kernel singularities with a simple techniqu

Volterra – Fredholm integral equations (VFIEs) have a massive interest from researchers recently. The current study suggests a collocation method for the mixed Volterra - Fredholm integral equations (MVFIEs)."A point interpolation collocation method is considered by combining the radial and polynomial basis functions using collocation points". The main purpose of the radial and polynomial basis functions is to overcome the singularity that could associate with the collocation methods. The obtained interpolation function passes through all Scattered Point in a domain and therefore, the Delta function property is the shape of the functions. The exact solution of selective solutions was compared with the results obtained

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