In this paper,we study normal families of meromorphic functions.By using the idea in[11],we obtain some normality criteria for families of meromorphic functions that concern the number of zeros of the differential pol...In this paper,we study normal families of meromorphic functions.By using the idea in[11],we obtain some normality criteria for families of meromorphic functions that concern the number of zeros of the differential polynomial,which extends the related result of Li,and Chen et al..An example is given to show that the hypothesis on the zeros of a(z)is necessary.展开更多
The aim of this paper is to present a generalization of the Shapiro-Wilk W-test or Shapiro-Francia W'-test for application to two or more variables. It consists of calculating all the unweighted linear combination...The aim of this paper is to present a generalization of the Shapiro-Wilk W-test or Shapiro-Francia W'-test for application to two or more variables. It consists of calculating all the unweighted linear combinations of the variables and their W- or W'-statistics with the Royston’s log-transformation and standardization, z<sub>ln(1-W)</sub> or z<sub>ln(1-W</sub><sub>'</sub><sub>)</sub>. Because the calculation of the probability of z<sub>ln(1-W)</sub> or z<sub>ln(1-W</sub><sub>'</sub><sub>)</sub> is to the right tail, negative values are truncated to 0 before doing their sum of squares. Independence in the sequence of these half-normally distributed values is required for the test statistic to follow a chi-square distribution. This assumption is checked using the robust Ljung-Box test. One degree of freedom is lost for each cancelled value. Defined the new test with its two variants (Q-test or Q'-test), 50 random samples with 4 variables and 20 participants were generated, 20% following a multivariate normal distribution and 80% deviating from this distribution. The new test was compared with Mardia’s, runs, and Royston’s tests. Central tendency differences in type II error and statistical power were tested using the Friedman’s test and pairwise comparisons using the Wilcoxon’s test. Differences in the frequency of successes in statistical decision making were compared using the Cochran’s Q test and pairwise comparisons using the McNemar’s test. Sensitivity, specificity and efficiency proportions were compared using the McNemar’s Z test. The generated 50 samples were classified into five ordered categories of deviation from multivariate normality, the correlation between this variable and p-value of each test was calculated using the Spearman’s coefficient and these correlations were compared. Family-wise error rate corrections were applied. The new test and the Royston’s test were the best choices, with a very slight advantage Q-test over Q'-test. Based on these promising results, further study and use of this new sensitive, specific and effective test are suggested.展开更多
Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse student...Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse students;in each setting students faced stressors that trigger fear, anxiety and others, since being in confinement learning of topics moved to the home, laboratory practices in hospitals were cancelled leaving the room that is uncertain up to their return to in-person activities. It is important to highlight the need for innovation and strengthening of theoretical-pedagogic aspects centered at the student’s context as a human being with their own needs and problems, who will interact with others in the continuous process of health-illness. Objective: the aim was to identify the stressors in the nurse students’ formation in the new normality post-COVID-19. Methods: Qualitative and phenomenological research with 27 participants aged 20 - 25 years, nurse students of a public university. The information collection was through four focal groups of 6-7 members each, data analysis was done according to Miles & Huberman after signed informed consent of each participant, and authorized by the chairperson of the Nurse’ career. Results: Category 1, Cumulative stressors with sub-categories 1.1 Uncertainty, 1.2 Isolation, 1.3 Invisibility, 1.4 Mockery, 1.5 Exclusion. Category 2, Expectancy states with sub-categories 2.1 Low self-esteem, 2.2 Insecurity, 2.3 Anxiety, 2.4 Depression, 2.5 Temporary leave, 2.6 Search for authenticity. Category 3, Internalization processes with sub-categories 3.1 Social rejection, 3.2 Self-censorship, 3.3 Discrediting, 3.4 Disempowerment. Category 4, Academic aspects affected with sub-categories 4.1 Deficient studying habits, 4.2 Deficient assimilations of knowledge, 4.3 Archived knowledge in the computer, 4.4 Absence of practice in previous semesters. Conclusion: Once identified the stressors in nurse students in the new normality post-COVID-19, it will allow the creation of settings that help in getting confidence for students, i.e., a safe surrounding promotes the development of abilities and competencies during formation, as well as recommendations of teachers in the classroom and laboratories that contribute to filling space that students perceive as empty, and to intensifying the companionship in clinical settings where students perceive most aggressiveness.展开更多
文摘In this paper,we study normal families of meromorphic functions.By using the idea in[11],we obtain some normality criteria for families of meromorphic functions that concern the number of zeros of the differential polynomial,which extends the related result of Li,and Chen et al..An example is given to show that the hypothesis on the zeros of a(z)is necessary.
文摘The aim of this paper is to present a generalization of the Shapiro-Wilk W-test or Shapiro-Francia W'-test for application to two or more variables. It consists of calculating all the unweighted linear combinations of the variables and their W- or W'-statistics with the Royston’s log-transformation and standardization, z<sub>ln(1-W)</sub> or z<sub>ln(1-W</sub><sub>'</sub><sub>)</sub>. Because the calculation of the probability of z<sub>ln(1-W)</sub> or z<sub>ln(1-W</sub><sub>'</sub><sub>)</sub> is to the right tail, negative values are truncated to 0 before doing their sum of squares. Independence in the sequence of these half-normally distributed values is required for the test statistic to follow a chi-square distribution. This assumption is checked using the robust Ljung-Box test. One degree of freedom is lost for each cancelled value. Defined the new test with its two variants (Q-test or Q'-test), 50 random samples with 4 variables and 20 participants were generated, 20% following a multivariate normal distribution and 80% deviating from this distribution. The new test was compared with Mardia’s, runs, and Royston’s tests. Central tendency differences in type II error and statistical power were tested using the Friedman’s test and pairwise comparisons using the Wilcoxon’s test. Differences in the frequency of successes in statistical decision making were compared using the Cochran’s Q test and pairwise comparisons using the McNemar’s test. Sensitivity, specificity and efficiency proportions were compared using the McNemar’s Z test. The generated 50 samples were classified into five ordered categories of deviation from multivariate normality, the correlation between this variable and p-value of each test was calculated using the Spearman’s coefficient and these correlations were compared. Family-wise error rate corrections were applied. The new test and the Royston’s test were the best choices, with a very slight advantage Q-test over Q'-test. Based on these promising results, further study and use of this new sensitive, specific and effective test are suggested.
文摘Background: Mental health has been impaired and at risk due to the worldwide COVID-19 pandemic. The consequences due to confinement impacted every scenario, which directly influenced the daily routine of nurse students;in each setting students faced stressors that trigger fear, anxiety and others, since being in confinement learning of topics moved to the home, laboratory practices in hospitals were cancelled leaving the room that is uncertain up to their return to in-person activities. It is important to highlight the need for innovation and strengthening of theoretical-pedagogic aspects centered at the student’s context as a human being with their own needs and problems, who will interact with others in the continuous process of health-illness. Objective: the aim was to identify the stressors in the nurse students’ formation in the new normality post-COVID-19. Methods: Qualitative and phenomenological research with 27 participants aged 20 - 25 years, nurse students of a public university. The information collection was through four focal groups of 6-7 members each, data analysis was done according to Miles & Huberman after signed informed consent of each participant, and authorized by the chairperson of the Nurse’ career. Results: Category 1, Cumulative stressors with sub-categories 1.1 Uncertainty, 1.2 Isolation, 1.3 Invisibility, 1.4 Mockery, 1.5 Exclusion. Category 2, Expectancy states with sub-categories 2.1 Low self-esteem, 2.2 Insecurity, 2.3 Anxiety, 2.4 Depression, 2.5 Temporary leave, 2.6 Search for authenticity. Category 3, Internalization processes with sub-categories 3.1 Social rejection, 3.2 Self-censorship, 3.3 Discrediting, 3.4 Disempowerment. Category 4, Academic aspects affected with sub-categories 4.1 Deficient studying habits, 4.2 Deficient assimilations of knowledge, 4.3 Archived knowledge in the computer, 4.4 Absence of practice in previous semesters. Conclusion: Once identified the stressors in nurse students in the new normality post-COVID-19, it will allow the creation of settings that help in getting confidence for students, i.e., a safe surrounding promotes the development of abilities and competencies during formation, as well as recommendations of teachers in the classroom and laboratories that contribute to filling space that students perceive as empty, and to intensifying the companionship in clinical settings where students perceive most aggressiveness.
