XI-th INTERNATIONAL SUMMER CONFERENCE ON PROBABILITY AND STATISTICS and SEMINAR ON STATISTICAL DATA ANALYSIS and WORKSHOP ON INDUSTRIAL STATISTICS

In this paper, we obtained some bounds for moments of order statistics from an arbitrary continuous probability distribution. This study considers a robust properties of correlated frailty models. The dependence between related individuals must be considered in order to be studied the difference between the gene information and the environment as causes of death. To do that, we can introduce the frailty parameter Z, which can be decompose as Z = Z g + Z e , where Z g represents the frailty due to the gene information and Z e represents the influence of the environment. Using the W LT E(k) we can obtain a robust maximum likelihood estimation of the unknown parameters of the model. In this work a hybrid quasi-Monte Carlo method is studied for investigation the ultrafast evolution of electron-phonon interaction. The research efforts are directed to solve the Levinson equation which is a particular case of the Barker-Ferry equation with infinite electron lifetime. The properties of the prsented hybrid quasi-Monte Carlo algorithm, such as computational complexity and accuracy, are investigated on a heterogenen local Grid by mixing quasi-random numbers and pseudo-random numbers.. The numerical results are obtain for a physical model with GaAs material parameters in the case of zero electrical field and finite temperature. Students' learning of statistics is typically characterized in terms of their development of particular content-specific concepts and cognitive skills. However, recent theorizing and research within the sociocultural tradition draws attention to a second aspect of learning that concerns students' development of a sense of who they are in relation to statistics. This focus on students' construction of identities as doers of statistics relates directly to a number of issues that are of immediate concern to most teachers. There include students' interest in statistics, their persistence and motivation while studying statistics, and the choices they make about whether to continue to study statistics and to embark on careers that involve the use of statistics (cf. Boaler, & Greeno, 2000; Wenger, 1998). As Nasir (in press) clarifies, the relation between what might be termed the cognitive aspects of learning and the construction of identity is reflexive in nature with neither taking precedence over the other. The analysis to be reported in the paper focuses on these two aspects of learning. The data come from a series two classroom design experiments conducted with a group of American students when they were in seventh …