الثقافة هي النظرية حول العالم والناسواساليب توزيع خبراته عليهم . انها الكل المعقد والتي تشمل المعرفةوالمعتقدات والفن والاخلاق والقوانين والعادات واية امكانيات وعادات يكتسبها الانسان كونه احد اعضاء المجتمع . ان ادراك ثقافة اللغة الاجنبية ينبغي ان يُنظرلها كمكونمهم في عملية تعليم / تعلم اللغة الانكليزية بوصفها لغةاجنبية وتتضمن الثقافة فهم داخلي وتدريجي للمساواة بين الثقافات ، ومنهن متزايد لثقافة الفرد الام والثقافات المعنية الاخرى . لذا فمن الضروري بالنسبة للمدرسين ان يُضمنوا مكونات الثقافة في تدريسهم للغة الانكليزية لتوسيع تعلم المتعلمين . ان تدريس الثقافة يعتبر المهارة الخامسة ذات السيطرة في تعليم / تعلم اللغة. لذا فأنه يمكن لستراتيجيات الادراك الثقافي ان تؤثر في تدريس مهارات اللغة الاخرى
An attempt was made to evaluate the PV performance of one-axis daily tracking and fixed system for Baghdad, Iraq. Two experimental simulations were conducted on a PV module for that purpose. Measurements included incident solar radiation, load voltage and load current. The first experiment was carried out for six months of winter half of year to simulate the one-axis daily tracking. The azimuth angle was due south while the tilt angle was being set to optimum according to each day of simulation. The second experiment was done at one day to simulate the PV module of fixed angles. It is found that there is a significant power gain of 29.6% for the tracking system in respect to the fixed one. The one-axis daily tracking was much more effect
... Show MoreAn experimental study was carried out for an evaporative cooling system in order to investigate the effect of using an aluminum pad coated with fabric polyester. In the present work, it was considered to use a new different type of cooling medium and test its performance during the change in the wet-bulb temperature and dry-bulb temperature of the supply air outside of the pad, the relative humidity of the supply air, the amount of air supplied (300-600) CFM and also the change of the amount of circulated water (1.75, 2.5, 4.5) liter per minute. A decrease in the WBT of the air was obtained, whereas the WBT of the air entering the pad was 26.5 . In contrast, the WBT of the outside air had reached 23 even though eva
... Show MorePollen grains morphology have been studied for the wild species of the genus Erysimum L. which belong to Crucifereae family in Iraq. These species are E. filifolium Boiss. et Hausskn., E. oleifolium J. Gay, E. repandum L., E. eginense Hausskn. ex Bornm., E. aucheranum J. Gay, E. cheiranthoides L., E. alpestre Ky. ex Boiss., E. kurdicum Boiss. et Hausskn., E. tenellum DC., E. strophades Boiss., E. gladiiferum Boiss. et Hausskn., E. nasturtioides Boiss. et Hausskn. The study was performe by using light microscope . The study reveal that there was only one type of pollen grain named Tricoplate in all studied species . The study also demonstrated that there were differences among pollen grains morphology . The species E. kurdicum , E. alpestre
... Show MoreFifty snails of Paropeas achatinaceum specimens were collected and classified from four areas in Baghdad-Iraq from the period between June and July, 2017. The snails were divided into two groups (each group contain 25 snails). Two environment conditions were used in this study. Natural environment considered as control and experimental environment contains Citrus sinensis (L.) roots as snail’s source food. The comparison result between snail weights in the nature and experimental environment was not significant (0.497, 95% confidence interval [CI] 0.01209–0.02309). Also, the comparison between snail weights in the nature environment and the food mean weight was significant (0.014, 95% confidence interval [CI] 0.00591-0.04109), while the
... Show MoreIt was found that Pkvtomyza horticola Goureau infested 36 plants belonging to 11 families of
dicotyledons. only two of which belong to Monocotyledons. Most of plants species are from
compositae and Cruciferae families.
In this work, we construct the projectively distinct (k, n)-arcs in PG (3, 4) over Galois field GF (4), where k 5, and we found that the complete (k, n)-arcs, where 3 n 21, moreover we prove geometrically that the maximum complete (k, n)-arc in PG (3, 4) is (85, 21)-arc. A (k, n)-arcs is a set of k points no n+ 1 of which are collinear. A (k, n)-arcs is complete if it is not contained in a (k+ 1, n)-arcs