Sabtu, Agustus 15, 2009

Clinical Anatomy - Applied anatomy for students and junior doctors


Clinical Anatomy - Applied anatomy for students and junior doctors
Blackwell | Harold Ellis | ISBN 1-4051-3804-1 | Pdf | 455 pgs | 19 mb
Experience of teaching clinical students at five medical schools and of examining them in sixteen cities and in eight countries has convinced me that there is still an unfortunate hiatus between the anatomy which the student learns in the pre-clinical years and that which is later encountered in the wards and operating theatres.

This book attempts to counter this situation. It does so by highlighting those features of anatomy which are of clinical importance using a vertical blue bar, in radiology, pathology, medicine and midwifery as well as in surgery. It presents the facts which students might reasonably be expected to carry with them during their years on the wards, through their final examinations and into their postgraduate years; it is designed for the clinical student.

Anatomy is a vast subject and, therefore, in order to achieve this goal, I have deliberately carried out a rigorous selection of material so as to cover only those of its thousands of facts which I consider form the necessary anatomical scaffolding for the clinician. Wherever possible practical applications are indicated throughout the text—they cannot, within the limitations of a book of this size, be exhaustive, but I hope that they will act as signposts to the student and indicate how many clinical phenomena can be understood and remembered on simple anatomical grounds.
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How to say I Love You in 100 Languages

  • English - I love you
  • Afrikaans - Ek het jou lief
  • Albanian - Te dua
  • Arabic - Ana behibak (to male)
  • Arabic - Ana behibek (to female)
  • Armenian - Yes kez sirumen
  • Bambara - M'bi fe
  • Bangla - Aamee tuma ke bhalo aashi
  • Belarusian - Ya tabe kahayu
  • Bisaya - Nahigugma ako kanimo
  • Bulgarian - Obicham te
  • Cambodian - Soro lahn nhee ah
  • Cantonese Chinese - Ngo oiy ney a
  • Catalan - T'estimo
  • Cheyenne - Ne mohotatse
  • Chichewa - Ndimakukonda
  • Corsican - Ti tengu caru (to male)
  • Creol - Mi aime jou
  • Croatian - Volim te
  • Czech - Miluji te
  • Danish - Jeg Elsker Dig
  • Dutch - Ik hou van jou
  • Esperanto - Mi amas vin
  • Estonian - Ma armastan sind
  • Ethiopian - Afgreki'
  • Faroese - Eg elski teg
  • Farsi - Doset daram
  • Filipino - Mahal kita
  • Finnish - Mina rakastan sinua
  • French - Je t'aime, Je t'adore
  • Gaelic - Ta gra agam ort
  • Georgian - Mikvarhar
  • German - Ich liebe dich
  • Greek - S'agapo
  • Gujarati - Hoo thunay prem karoo choo
  • Hiligaynon - Palangga ko ikaw
  • Hawaiian - Aloha wau ia oi
  • Hebrew - Ani ohev otah (to female)
  • Hebrew - Ani ohev et otha (to male)
  • Hiligaynon - Guina higugma ko ikaw
  • Hindi - Hum Tumhe Pyar Karte hae
  • Hmong - Kuv hlub koj
  • Hopi - Nu' umi unangwa'ta
  • Hungarian - Szeretlek
  • Icelandic - Eg elska tig
  • Ilonggo - Palangga ko ikaw
  • Indonesian - Saya cinta padamu
  • Inuit - Negligevapse
  • Irish - Taim i' ngra leat
  • Italian - Ti amo
  • Japanese - Aishiteru
  • Kannada - Naanu ninna preetisuttene
  • Kapampangan - Kaluguran daka
  • Kiswahili - Nakupenda
  • Konkani - Tu magel moga cho
  • Korean - Sarang Heyo
  • Latin - Te amo
  • Latvian - Es tevi miilu
  • Lebanese - Bahibak
  • Lithuanian - Tave myliu
  • Malay - Saya cintakan mu / Aku cinta padamu
  • Malayalam - Njan Ninne Premikunnu
  • Mandarin Chinese - Wo ai ni
  • Marathi - Me tula prem karto
  • Mohawk - Kanbhik
  • Moroccan - Ana moajaba bik
  • Nahuatl - Ni mits neki
  • Navaho - Ayor anosh'ni
  • Norwegian - Jeg Elsker Deg
  • Pandacan - Syota na kita!!
  • Pangasinan - Inaru Taka
  • Papiamento - Mi ta stimabo
  • Persian - Doo-set daaram
  • Pig Latin - Iay ovlay ouyay
  • Polish - Kocham Ciebie
  • Portuguese - Eu te amo
  • Romanian - Te ubesk
  • Russian - Ya tebya liubliu
  • Scot Gaelic - Tha gra\dh agam ort
  • Serbian - Volim te
  • Setswana - Ke a go rata
  • Sign Language - ,\,,/ (represents position of fingers when signing'I Love You')
  • Sindhi - Maa tokhe pyar kendo ahyan
  • Sioux - Techihhila
  • Slovak - Lu`bim ta
  • Slovenian - Ljubim te
  • Spanish - Te quiero / Te amo
  • Swahili - Ninapenda wewe
  • Swedish - Jag alskar dig
  • Swiss-German - Ich lieb Di
  • Tagalog - Mahal kita
  • Taiwanese - Wa ga ei li
  • Tahitian - Ua Here Vau Ia Oe
  • Tamil - Nan unnai kathalikaraen
  • Telugu - Nenu ninnu premistunnanu
  • Thai - Chan rak khun (to male)
  • Thai - Phom rak khun (to female)
  • Turkish - Seni Seviyorum
  • Ukrainian - Ya tebe kahayu
  • Urdu - mai aap say pyaar karta hoo
  • Vietnamese - Anh ye^u em (to female)
  • Vietnamese - Em ye^u anh (to male)
  • Welsh - 'Rwy'n dy garu
  • Yiddish - Ikh hob dikh
  • Yoruba - Mo ni fe

Source: somewhere in internet

Easy Pool Tutor - Step by step

Easy Pool Tutor - Step by step
©Easypooltutor.com | Pdf | 355 pgs | 7 mb
Welcome to www.easypooltutor.com - the only website that freely offers comprehensive information about learning and playing pocket billiards. Whether you are a beginner or an advanced pool player, you can find plenty of good instructional articles here. Lessons are broken down into different topics from basic lessons (Aiming, Basic Shot Making, Advanced Shot Making, Basic Fundamentals) to more advanced topics (The Break, Playing Advanced Position, Playing Safety, English or Side Spin, Banks, Kicks & Diamond Systems) plus Practice Drills and determining your Skill Rating. There's also a topic about the Mental Game, Game Rules plus articles dealing with Choosing the right equipment and Maintaining your equipment as well as Miscellaneous articles related to playing the game of pool.

This PDF document is a compilation of all the lessons at www.easypooltutor.com thru July 15, 2004.
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Makeup Secrets Revealed 4

EYEBROWS

Makeup artists will tell you, eyebrows can make or break your face. Eyebrows serve as a natural frame for your eyes. They move with your every expression to emphasize what you say and how you feel.

Begin by brushing brows with a brow brush. To measure your brows, hold a pencil vertically along the outer corner of your nose to the inner brow. If your brow line overlaps onto the bridge, remove the excess hair. If the brow falls short, pencil it in. To find where your brow should taper or end, hold the pencil from the outer corner of the nose across the corner of the eye to the outer brow.

The brow should end at this point. Brows can be filled in to alter or emphasize. Brow pencils or brow powders can be used.

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TIP: Always use a brow color that is as natural looking as possible. The main objective is to define not create over-powering brows. To fill in, comb first, then use feather like strokes with your pencil to fill in. To create a more natural look, comb again after applying the pencil.
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TIP: When using a brow definer or brush on brow, the same method is used. Comb, apply with a brush and then comb again. Sacha’s Dark Brown Single Eyeshadow is excellent for darker brows.
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TIP: When using powdered brow color, use a harder bristled angle brow brush and draw tiny hair-like strokes. When using a brow pencil, maintain a sharp edge and use the same technique as the brush. You may use a disposable mascara wand to soften. The trick is comb, apply, comb.
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TIP: If your brows are low or close to the eyes, bleaching them can “open up” the face.

CHEEKS

BLUSH

Sacha’s exqusite blush adds warmth or color to the face. The look most women want to achieve is that of a warm, natural glow.

Blushers are available in powder, cream or liquid and in a wide variety of tones. Liquid and cream blush should be applied before powder. Generally most women prefer to use a powder blush as it is much easier to apply.

For easy application, sweep blush downward from the ear to mid-cheek, beginning in line with the top of the ear and ending at the end of the apple of your cheek. It is best to choose colors that are close to your skin tone.

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TIP: Always remember less is best.
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TIP: Be sure to do the blush test. Once you are done with your entire makeup stand back, look in the mirror. Check to see if your face is ‘balanced’. You should have on just enough blush to make you look as though you are blushing. If you have on any more than that you need to tone it down.
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TIP: To soften blush apply some powder over your blush. In the evening you have a little more liberty and so you could go a bit heavier according to the look you wish to achieve.

Our Satin Powders in Golden Bronze and Candy Floss can be used as blushers and are ideal for night-time glamour.

LIPS

LIPSTICK

The most popular beauty product world over, is lipstick. Form the corner store to the largest cosmetic counter you are sure to find lipsticks available. There is wide variety of brands, colors, textures and finishes to create those much sought after lush, beautiful lips.

You can find lipsticks in traditional tubes, pots, pencils, and even wands with innovative designs emerging daily. While color selection is a personal choice, current fashion trends also play a big part in influencing a woman choice of lipstick.

To create that perfect pair of lips you should start by lining with a neutral colored pencil following your natural lip line. Using a lip brush fill in with lip color of your choice. Use your lip brush to blend the two so that there are no harsh edges.

Sacha lipsticks come in cream, frosted and matte shades.

The secret of creating the picture-perfect lips lies in the choice of color and correct application.

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TIP: If you are not fortunate to have full lips, wear the lightest, frostiest lipsticks you can find. They will cause your lips to look fuller. Follow with Sacha lipgloss.
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TIP: You should use Sacha’s Vitamin E Lip Protector before application of any type of
lipstick. It moisturizes and nourishes the lips preventing dryness and cracking.
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TIP: To create your own smudge-resistant lipstick blot your lips with one sheet of twoply tissue. Reapply lipstick and blot again. This will absorb the oils in the product and leave the pigment and matte waxes.
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TIP: If you are over 40 we advise that you should avoid wearing matte lipsticks. You will look best with a little shine on your lips. Always use a lip liner since it builds a dam that keeps the lipstick from ‘bleeding’.
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TIP: To remove lipstick from clothing, apply glycerine on the spot, rub lightly and wash as normal.

CAMOUFLAGE MAKEUP

Sacha’s Kamaflage Cover Cream is the newest line of corrective cosmetics on the market. It is smudge-resistant, waterproof and perfectly matches every skintone. It applies easily, dries quickly and has super staying power.

Kamaflage is a maximum coverage foundation that provides excellent, natural-looking coverage. It easily conceals marks, acne, stretch marks, birthmarks and other skin blemishes. It is extremely long wearing and is a favorite among makeup artists for swimsuit shoots and beauty pageants.

For more information on this incredible line of camouflage concealers please visit us at http://www.sachacosmetics.com/camouflage.htm.

KAMAFLAGE COVER CREAM

These are waterproof, smudge-resistant, maximum coverage foundations which easily cover acne, marks, vitiligo, rosacea, and other skin blemishes that may appear on the face.

First moisturize your face and then apply your Kamaflage Cover Cream with a cosmetic sponge. Blend a little at a time until the area or entire face is covered. Set with Kamaflage Setting Powder and quick spray with Sacha’s Fix It Spray to further set. Remove with Kamaflage Remover.

KAMAFLAGE LEG & BODY COVER

Use Kamaflage Leg & Body Cover to conceal stretch marks, birthmarks, varicose veins and other skin imperfections. It is waterproof and smudge-resistant.

KAMAFLAGE SETTING POWDER

This colorless powder is used to set the Kamaflage Cover Cream and Leg & Body Makeup.

KAMAFLAGE CLEANSER

Easily removes all traces of Kamaflage Cover Cream and Leg & Body Cover.

FIVE MINUTE MAKEOVER

STEP 1 - FOUNDATION
If you wear foundation, apply evenly onto your face with a cosmetic sponge. A sheer application works well for daytime, whereas at night you may apply a bit more.

STEP 2 - CONCEALER
If you have any areas like dark under-eye circles, blemishes, red spots, or broken capillaries, concealer will do the job. It is easiest if you apply this with a fine brush to the area that you wish to conceal and then blend with your fingertips.

STEP 3 – POWDER
Loose powder is better to set your foundation because the finish is lighter. Apply it lightly with a large powder brush for a sheer finish, a puff or sponge for a heavier finish. Remember to dust a little under your eyes to set your concealer (helps prevent creasing).

STEP 4 – EYES
For a quick and easy eye makeup, sweep a single wash of color over the entire eye in a neutral tone. Don’t forget your brows. Apply your liner, then mascara.

STEP 5 – LIPS
Lipsticks as well should be of the same color family as the rest of the face. Line your lips, and apply a quick coat of Sacha’s Vitamin E Stick. Fill in with your lip color of choice. Gloss is optional.

STEP 6 – BLUSH
To determine the intensity of your blush, take your cue from the rest of your face. During the day you should go for a light sweep of color. At night you may add a bit more color or glitz with light dusting of Sacha’s Satin Powders.

STEP 7 - FINISH
After completing the last step, lightly spray Sacha’s Fix It Spray over the entire face to set your makeup and make it longer wearing.
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TIP: Clean your brushes as often as possible and they will last forever. Spray alcohol on a sheet of paper towel and sweep your brushes lightly over it. For brushes
made with natural hair, it is recommended that you shampoo and condition them once a week.

Afterthoughts

Well there you have it. Everything you need to know to get started and well on your way to looking naturally more beautiful. To get the most out of this eBook, if you have not already done so, I strongly advise that you print it out and keep it handy for easy reference.

If you have any questions or comments of any kind, please send me an email at makeupartists@sachacosmetics.com and let me know. I’m here to help you look your very best, always remember that.

Take care, and until next we speak....

Yours Sincerely,
Kamla Regrello
Head Makeup Artist
Sacha Cosmetics
email: kamla@sachacosmetics.com
makeupartists@sachacosmetics.com
website: http://www.sachacosmetics.com

P.S. - Don’t forget to to sign up for my FREE monthly newsletter to keep up to date on
latest trends, colors, techniques and makeup tips.

Copyright notice:
Copyright 2002 - Sacha Cosmetics Limited. All rights reserved.

Disclaimer:
This publication is distributed with the understanding that the publisher
is not engaged in rendering legal, accounting, medical or other
professional advice. If legal advice or other expert assistance is
required, the services of a competent professional should be sought.

Contact Information:
email: kamla@sachacosmetics.com
website: http://www.sachacosmetics.com

Part 1, Part 2, Part 3

100 Statistical Tests

100 Statistical Tests
Gopal K Kanji | ISBN-13 978 1 4129 2376 7 | Pdf | 257 pgs | 2 mb
Having collected together a number of tests, it is necessary to consider what can be tested, and we include here some very general remarks about the general problem of hypothesis testing. Students regard this topic as one full of pitfalls for the unwary, and even teachers and experienced statisticians have been known to misinterpret the conclusions of their analysis.

Broadly speaking there are two basic concepts to grasp before commencing. First, the tests are designed neither to prove nor to disprove hypotheses.We never set out to prove anything; our aim is to show that an idea is untenable as it leads to an unsatisfactorily small probability. Second, the hypothesis we are trying to disprove is always chosen to be the one in which there is no change; for example, there is no difference between the two population means, between the two samples, etc. This is why it is usually referred to as the null hypothesis, H0. If these concepts were firmly held in mind, we believe that the subject of hypothesis testing would lose a lot of its mystique. (However, it is only fair to point out that some hypotheses are not concerned with such matters.)
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LIST OF TESTS
  • Test 1 To investigate the significance of the difference between an assumed
    population mean and sample mean when the population variance is known.
  • Test 2 To investigate the significance of the difference between the means of two samples when the variances are known and equal.
  • Test 3 To investigate the significance of the difference between the means of two samples when the variances are known and unequal.
  • Test 4 To investigate the significance of the difference between an assumed proportion and an observed proportion.
  • Test 5 To investigate the assumption that the proportions of elements from two populations are equal, based on two samples, one from each population.
  • Test 6 To investigate the significance of the difference between two counts.
  • Test 7 To investigate the significance of the difference between an assumed population mean and a sample mean when the population variance is unknown.
  • Test 8 To investigate the significance of the difference between the means of two populations when the population variances are unknown but equal.
  • Test 9 To investigate the significance of the difference between the means of two populations when the population variances are unknown and unequal.
  • Test 10 To investigate the significance of the difference between two population means when no assumption is made about the population variances.
  • Test 11 To investigate the significance of the regression coefficient.
  • Test 12 To investigate whether the difference between the sample correlation coefficient and zero is statistically significant.
  • Test 13 To investigate the significance of the difference between a correlation coefficient and a specified value.
  • Test 14 To investigate the significance of the difference between the correlation coefficients for a pair of variables occurring from two different populations.
  • Test 15 To investigate the difference between a sample variance and an assumed population variance.
  • Test 16 To investigate the significance of the difference between two population variances.
  • Test 17 To investigate the difference between two population variances when there is correlation between the pairs of observations.
  • Test 18 To compare the results of two experiments, each of which yields a multivariate result. In other words, we wish to know if the mean pattern obtained from the first experiment agrees with the mean pattern obtained for the second.
  • Test 19 To investigate the origin of one series of values for random variates, when one of two markedly different populations may have produced that particular series.
  • Test 20 To investigate the significance of the difference between a frequency distribution based on a given sample and a normal frequency distribution with the same mean and the same variance.
  • Test 21 To investigate the significance of the difference between a suspicious extreme value and other values in the sample.
  • Test 22 To test the null hypothesis that the K samples came from K populations with the same mean.
  • Test 23 To investigate the significance of the difference between two correlated proportions.
  • Test 24 To investigate the significance of the difference between population variance and an assumed value.
  • Test 25 To investigate the significance of the difference between two counted results.
  • Test 26 To investigate the significance of the difference between the overall mean of K subpopulations and an assumed value for the population mean.
  • Test 27 To investigate which particular set of mean values or linear combination of mean values shows differences with the other mean values.
  • Test 28 To investigate the significance of all possible differences between
    population means when the sample sizes are unequal.
  • Test 29 To investigate the significance of all possible differences between population means when the sample sizes are equal.
  • Test 30 To investigate the significance of the differences when several treatments are compared with a control.
  • Test 31 To investigate the significance of the differences between the variances of samples drawn from normally distributed populations.
  • Test 32 To investigate the significance of the differences between the variances of normally distributed populations when the sample sizes are equal.
  • Test 33 To investigate the significance of the difference between a frequency distribution based on a given sample and a normal frequency distribution.
  • Test 34 To investigate the significance of the difference between one rather large variance and other variances.
  • Test 35 To investigate the significance of the difference between an observed distribution and specified population distribution.
  • Test 36 To investigate the significance of the difference between two population distributions, based on two sample distributions.
  • Test 37 To investigate the significance of the differences between observed frequencies and theoretically expected frequencies.
  • Test 38 To investigate the significance of the differences betweencounts.
  • Test 39 To investigate the significance of the differences between observed frequencies for two dichotomous distributions.
  • Test 40 To investigate the significance of the differences between observed frequencies for two dichotomous distributions when the sample sizes are large.
  • Test 41 To investigate the significance of the differences between observed frequency distributions with a dichotomous classification.
  • Test 42 To investigate the significance of the differences between distributions of alternative data.
  • Test 43 To investigate the significance of the differences between two distributions based on two samples spread over some classes.
  • Test 44 To investigate the difference in frequency when classified by one attribute after classification by a second attribute.
  • Test 45 To investigate the significance of the difference between the population median and a specified value.
  • Test 46 To investigate the significance of the difference between the medians of two distributions when the observations are paired.
  • Test 47 To investigate the significance of the difference between a population mean and a specified value.
  • Test 48 To investigate the significance of the difference between the means of two similarly shaped distributions.
  • Test 49 To test if two random samples could have come from two populations with the same frequency distribution.
  • Test 50 To test if two random samples could have come from two populations with the same frequency distribution.
  • Test 51 To test if K random samples could have come from K populations with the same frequency distribution.
  • Test 52 To test if two random samples could have come from two populations with the same means.
  • Test 53 To test if two random samples could have come from two populations with the same variance.
  • Test 54 To test if K random samples could have come from K populations with the same mean.
  • Test 55 To test if K random samples came from populations with the same mean.
  • Test 56 To investigate the difference between the largest mean and K − 1 other population means.
  • Test 57 To test the null hypothesis that all treatments have the same effect as the control treatment.
  • Test 58 To investigate the significance of the correlation between two series of observations obtained in pairs.
  • Test 59 To investigate the significance of the correlation between two series of observations obtained in pairs.
  • Test 60 To test the null hypothesis that the mean μ of a population with known variance has the value μ0 rather than the value μ1.
  • Test 61 To test the null hypothesis that the standard deviation σ of a population with a known mean has the value σ0 rather than the value σ1.
  • Test 62 To test the null hypothesis that the parameter of a population has the value p0 rather than p1.
  • Test 63 To test the null hypothesis that the fluctuations in a series have a random nature.
  • Test 64 To test the null hypothesis that the fluctuations in a series have a random nature.
  • Series could be serially correlated.
  • Test 65 To test the null hypothesis that the variations in a series are independent of the order of the observations.
  • Test 66 To test the null hypothesis that the fluctuations of a sample are independent of the order in the sequence.
  • Test 67 To test the null hypothesis that observations in a sample are independent of the order in the sequence.
  • Test 68 To test the null hypothesis that two samples have been randomly selected from the same population.
  • Test 69 To test the significance of the order of the observations in a sample.
  • Test 70 To test the random occurrence of plus and minus signs in a sequence of observations.
  • Test 71 To test that the fluctuations in a sample have a random nature.
  • Test 72 To compare the significance of the differences in response for K treatments applied to n subjects.
  • Test 73 To investigate the significance of the differences in response for K treatments applied to n subjects.
  • Test 74 To investigate the significance of the correlation between n series of rank numbers, assigned by n numbers of a committee to K subjects.
  • Test 75 To test a model for the distribution of a random variable of the continuous type.
  • Test 76 To test the equality of h independent multinomial distributions.
  • Test 77 To test for non-additivity in a two-way classification.
  • Test 78 To test the various effects for a two-way classification with an equal number of observations per cell.
  • Test 79 To test the main effects in the case of a two-way classification with unequal numbers of observations per cell.
  • Test 80 To test for nestedness in the case of a nested or hierarchical classification.
  • Test 81 To test the presence of regression of variable Y on the observed
    value X.
  • Test 82 To test the linearity of regression between the X variable and the Y variable.
  • Test 83 To test the significance of the reduction of uncertainty of past events.
  • Test 84 To test the significance of the difference in sequential connections across groups.
  • Test 85 To test whether the population value of each regression coefficient is zero in a multiple regression model.
  • Test 86 To test the variances in a balanced random effects model of random variables.
  • Test 87 To test the interaction effects in a two-way classification random effects model with equal number of observations per cell.
  • Test 88 To test a parameter of a rectangular population using the likelihood ratio method.
  • Test 89 To test a parameter of an exponential population using the uniformly most powerful test method.
  • Test 90 To test the parameter of a Bernoulli population using the sequential test method.
  • Test 91 To test the ratio between the mean and the standard deviation of anormal population where both are unknown, using the sequential method.
  • Test 92 To test whether the error terms in a regression model are autocorrelated.
  • Test 93 To test the medians of two populations.
  • Test 94 To test whether a proposed distribution is a suitable probabilistic model for the sample data.
  • Test 95 To test whether the observed angles have a tendency to cluster around a given angle, indicating a lack of randomness in the distribution.
  • Test 96 To test whether the given distribution fits a random sample of angular values.
  • Test 97 To test whether two samples from circular observations differ significantly from each other with respect to mean direction or angular variance.
  • Test 98 To test whether the mean angles of two independent circular observations differ significantly from each other.
  • Test 99 To test whether two independent random samples from circular observations differ significantly from each other with respect to mean angle, angular variance or both.
  • Test 100 To test whether the treatment effects of independent samples from von Mises populations differ significantly from each other.
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