https://scholar.ptuk.edu.ps/handle/123456789/246 Wed, 29 Apr 2026 15:34:49 GMT 2026-04-29T15:34:49Z https://scholar.ptuk.edu.ps/handle/123456789/702 Title: Sixth Palestinian Conference for Modern Trends in Mathematics and Physics Special issue Abstract: Michael Atiyah Michael Berry, Bristol University, UK. - - Conrad Schmuedgan, Leipzig, Germany. - C.K. Raju, Indian Institute of education, India. - Giorgio Paolucci, Scientific Director Of SESAME - Matteo Rini, editor of the American Physical society, USA - Main Speakers - Edriss Titi. Texas A&M University, USA. - Ulrich Eckern , University of Augsburg, Germany - Jim Cushing, University of Arizona, USA - Saber Elaydi .Trinity University, USA. - Ruedi Seiler, Technische Universität Berlin, Germany. - Ackleh Azmy, University of Louisiana at Lafayette, USA - Stefanovska, Aneta, Lancaster University, UK - Stephen Baigent, University College London, UK - Ahmad Hujeirat, Heidelberg, Germany. - Jens Hating ,Forschungszentrum Jülich, Helmholtz Institute Erlangen-Nürnberg for Renewable Energy, Fürther ,Germany. - Fuad Kittaneh , Jordan University, Jordan. Mon, 01 Jan 2018 00:00:00 GMT https://scholar.ptuk.edu.ps/handle/123456789/702 2018-01-01T00:00:00Z https://scholar.ptuk.edu.ps/handle/123456789/684 Title: Decolonising Mathematics: How and why it makes science better (and enables students to solve harder problems) Authors: Raju, C. K Abstract: Mathematics is not universal. Traditional normal mathematics accepted both empirical proofs and reasoning, as does science, but formal mathematics prohibits the empirical. Prohibiting the empirical is obviously disadvantageous for applications of mathematics to science, but colonial education anyway replaced normal by formal math, declaring the latter to be superior without any critical examination, and globalised it. Tue, 20 Nov 2018 00:00:00 GMT https://scholar.ptuk.edu.ps/handle/123456789/684 2018-11-20T00:00:00Z https://scholar.ptuk.edu.ps/handle/123456789/683 Title: Complex potentials and the inverse problem Authors: Lombard, R.J; Mezhoud, R; Yekken, R Abstract: The occurrence of complex potentials with real eigenvalues has implications concerning the inverse problem, i.e. the determination of a potential from its spectrum. First, any complex potential with real eigenvalues has at least one equivalent local potential. Secondly, a real spectrum does not necessarily corresponds to a local real potential. A basic ambiguity arises from the possibility the spectrum to be generated by a complex potential. The purpose of this work is to discuss several aspects of this problem. Tue, 20 Nov 2018 00:00:00 GMT https://scholar.ptuk.edu.ps/handle/123456789/683 2018-11-20T00:00:00Z https://scholar.ptuk.edu.ps/handle/123456789/682 Title: Breaking the F-barrier: How the use of a visual representation of Fisher’s F-ratio can aid student comprehension of orthodox statistics Authors: Allen, Rory Abstract: Universal laws are notoriously hard to discover in the social sciences, but there is one which can be stated with a fair degree of confidence: “all students hate statistics”. Students in the social sciences often need to learn basic statistics as part of a research methods module, and anyone who has ever been responsible for teaching statistics to these students will soon discover that they find it to be the hardest and least popular part of any social science syllabus. A typical problem for students is the use of Fisher’s F-test as a significance test, which even in the simple case of a one-factor analysis of variance (ANOVA) presents difficulties. These are two in number. Firstly, the test is presented as a test of the null hypothesis, that is, that there is no effect of one variable (the independent variable, IV) on the other, dependent variable (DV). This highlights the opposite of what one generally wants to prove, the experimental hypothesis, which is usually that there is an effect of the IV on the DV. Students, if they think about the question at all, may be tempted to ask “why not try to prove the experimental hypothesis directly rather than using this back-to-front approach?” Secondly, the F-ratio itself is presented in the form of an algebraic manipulation, involving the ratio of two mean sums of squares, and these means are themselves moderately complicated to understand. Even students specializing in mathematics often find algebra difficult, and to non-mathematicians this formula is simply baffling. Instructors do not usually make a serious attempt to remedy this confusion by attempting to explain what the F-ratio is attempting to measure, and when they do, the explanation is not usually very enlightening. Students may struggle with the statement that the F-ratio is the ratio of “two different estimates of the variance of the population being sampled from, under the null hypothesis”. So what? The result is that students frequently end up applying statistical analysis programs such as SPSS and R, without having the faintest understanding of how the mathematics works. They use the results in a mechanical way, according to a procedure learned by rote memory, and may overlook different tests which might be more appropriate for their data. This might be called the cookbook approach to data analysis, and it is the opposite of the ultimate aim of high quality teaching, which is to provide a deep understanding of principles, which will allow the student to use these principles flexibly in real life challenges, without violating the assumptions of the statistical tests being employed Tue, 20 Nov 2018 00:00:00 GMT https://scholar.ptuk.edu.ps/handle/123456789/682 2018-11-20T00:00:00Z