Enol-Keto tautomerism in 1-[(E)-1,3-benzothiazol-2-ylazo]naphthalen-2-ol has been studied using the B3LYP functional of density functional theory (DFT) with 6-31G(d,p) basis set. Relative and absolute energies, transition state geometries (TS), dipole moments, entropies, enthalpies and Gibbs free energies, equilibrium constants (KT) and rate of tautomerization (kr) were calculated. Also, the computations of geometries and vibration frequencies for the tautomers were calculated and compared. The results of the calculations showed that the enol form is the most stable form than other isomers, this might be due to intra-hydrogen bonding. The TS1 activation energies for tautomer A ↔ B, tautomer A ↔ C and tautomer B ↔ C are 92.65, 199.56 and 225.71 kJ/mol respectively. The TS1 is lower than TS2 by 102 kJ/mol, showing that A ↔ B and B ↔ C paths are thermodynamic control and A ↔ C path is a kinetic control. The overall calculated KT ≈ 1, indicating that all tautomers present in significant proportions.
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The concept of a 2-Absorbing submodule is considered as an essential feature in the field of module theory and has many generalizations. This articale discusses the concept of the Extend Nearly Pseudo Quasi-2-Absorbing submodules and their relationship to the 2-Absorbing submodule, Quasi-2-Absorbing submodule, Nearly-2-Absorbing submodule, Pseudo-2-Absorbing submodule, and the rest of the other concepts previously studied. The relationship between them has been studied, explaining that the opposite is not true and that under certain conditions the opposite becomes true. This article aims to study this concept and gives the most important propositions, characterizations, remarks, examples, lemmas, and observations related to it. In the en
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Let be a module over a commutative ring with identity. In this paper we intoduce the concept of Strongly Pseudo Nearly Semi-2-Absorbing submodule, where a proper submodule of an -module is said to be Strongly Pseudo Nearly Semi-2-Absorbing submodule of if whenever , for implies that either or , this concept is a generalization of 2_Absorbing submodule, semi 2-Absorbing submodule, and strong form of (Nearly–2–Absorbing, Pseudo_2_Absorbing, and Nearly Semi–2–Absorbing) submodules. Several properties characterizations, and examples concerning this new notion are given. We study the relation between Strongly Pseudo Nearly Semei-2-Absorbing submodule and (2_Absorbing, Nearly_2_Absorbing, Pseudo_2_Absorbing, and Nearly S
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The concept of the Extend Nearly Pseudo Quasi-2-Absorbing submodules was recently introduced by Omar A. Abdullah and Haibat K. Mohammadali in 2022, where he studies this concept and it is relationship to previous generalizationsm especially 2-Absorbing submodule and Quasi-2-Absorbing submodule, in addition to studying the most important Propositions, charactarizations and Examples. Now in this research, which is considered a continuation of the definition that was presented earlier, which is the Extend Nearly Pseudo Quasi-2-Absorbing submodules, we have completed the study of this concept in multiplication modules. And the relationship between the Extend Nearly Pseudo Quasi-2-Absorbing submodule and Extend Nearly Pseudo Quasi-2-Abs
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Let be a module over a commutative ring with identity. Before studying the concept of the Strongly Pseudo Nearly Semi-2-Absorbing submodule, we need to mention the ideal and the basics that you need to study the concept of the Strongly Pseudo Nearly Semi-2-Absorbing submodule. Also, we introduce several characteristics of the Strongly Pseudo Nearly Semi-2-Absorbing submodule in classes of multiplication modules and other types of modules. We also had no luck because the ideal is not a Strongly Pseudo Nearly Semi-2-Absorbing ideal. Also, it is noted that is the Strongly Pseudo Nearly Semi-2-Absorbing ideal under several conditions, which is this faithful module, projective module, Z-regular module and content module and non-si
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Abstract
These experiments seek to investigate the effects of the fixed variations to the basic box plot on subjects' judgments of the box lengths. The study consists of two experiments, were constructed as an extension to the experiments carried out previously by Hussin, M.M. (1989, 2006). Subjects were asked to judge what percentage the shorter represented of the longer length in pairs of box lengths and give an estimate of percentage, one being a standard plot and the other being of a different box length and also varying with respect to other elements such as, box width or whisker length. When he (1989) suggested in the future research points (1, 2), the changing length of the st
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Lecture method is still need to a part of PBL in order to explain the difficult and abstract concepts in all fields of physics particularly thermodynamics. Introducing and promoting PBL in the lecture method is wise step for innovation in teaching and learning. The objective of this study is to compare the effects of using three methods: problem-based learning (PBL), PBL with lecture method, and conventional teaching on undergraduate physics students’ understanding of thermodynamics. The actual sample size comprises of 122 students, who were selected randomly from the Physics Department, College of Education in Iraq in the academic year 2011-2012. In this study, the pre- and post-test were done and the instruments were administered to the
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