Objective: to assessthe impact of psychological and social climacteric changes on quality of life among
middle age women in Baghdad city
Methodology: : A descriptive analytic study was conducted to study the quality of life among middle age
women due topsychological and social climacteric changes from February 2013- July 2013. A purposive
sampleconsisted of three hundred (300) womenaged (40-65) years who were attending health centers in two
sectors in Baghdad / AL- Russafa andAL- karhk . The data were collected through using interview technique ,
and questionnaire format , which comprises two parts, first part consist (socio-demographic characteristic , the
second part quality of life domains (psychological and social domains ) .. The reliability of the questionnaire
was determined through a pilot study and, the validity through a panel of (18) experts. Descriptive and inferential
statistical analysis procedures were employed for data analysis; all the statistical procedures were tested at P>
0.05 or less .
Results:The results show that the climacteric changes for ( psychological domain ) was reported by more
than half of study sample which assessed as ( moderate) impact on quality of life .while the assess of social
domain ( good).
Recommendation:The study recommends for more effort from health care providers to do further researches
about the quality of life of middle age women. Moreover, the health care provider should implement an
educational program for women about the climacteric changes and how to pass it safely
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The reality of teaching the Arabic language rules is not satisfactory, as the pedagogical methods used do not help students develop their mental skills, especially critical thinking skills. They are often traditional in terms of teaching students, who are passive, passive, often passive, active, and often active, their listening task, and the teacher's task of narrating facts and judgments. It is a blind simulation student, a dependency on others, and a weak spirit of creativity, innovation, and opinion. The opinions of educators and teachers almost agree on the reasons for students' weakness in learning the rules of Arabic, and that the reason lies in the way of teaching. The difficulty or the ease of the rules of Arabic does not lie in th
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