This research basically gives an introduction about the multiple intelligence
theory and its implication into the classroom. It presents a unit plan based upon the
MI theory followed by a report which explains the application of the plan by the
researcher on the first class student of computer department in college of sciences/
University of Al-Mustansiryia and the teacher's and the students' reaction to it.
The research starts with a short introduction about the MI theory is a great
theory that could help students to learn better in a relaxed learning situation. It is
presented by Howard Gardener first when he published his book "Frames of
Minds" in 1983 in which he describes how the brain has multiple intelligences not
only one general intelligence as it was believed before.He classifies these
intelligences into six or ten intelligences as will be explained later in this research.
The next section is a unit plan which is designed in accordance with the MI
theory for teaching the simple present and the present perfect tense for the first
class students in computer department of college of sciences. This plan consists of
four activities each involves more than three intelligences which suppose to help
most of the students in the class to learn better, each using their own intelligence in
learning. In all the activities, the students are supposed to work in groups.
Activity number one is teaching the simple present tense by writing a
description of pictures taken from the net using the simple present tense.
Activity number two is teaching the present perfect tense by using a game
called: "tell us what has happened". The teacher or groups of students do something
and then the teacher asks the other students to tell what has happened.
The third activity is teaching the simple present tense by using songs which
are taken from the net and designed for teaching purposes. These songs are
followed by a cloze sheet about the song to be filled by the students using the
simple present tense.
The fourth activity is teaching the present perfect tense using the
questionnaire. Students ask and answer using the present perfect tense as the
teacher gives each group a specific theme to talk about.
presents the teacher's reaction to using the MI theory in designing the unit
plan and teaching it to the students and the students' reaction to the unit plan with the type of assessments according to the MI theory which is followed by the researcher to assess the students.
Pseudoephedrine (PSE) or (Sudafed) is one of the sympathomimetic group of drugs (ephedrine, PSE and amphetamines) which effects cardiovascular system, respiratory system, and gastrointestinal tract. However, only little researches had supported its effect on solid abdominal organs. This study aims to investigate the effects of different doses of Sudafed in the liver and kidney of albino mice. The current study included 18 albino mice grouped into 2 groups: control (3 mice), and acute group (15 mice). The acute group was further subdivided into 5 subgroups, each subgroup of 3mice wasgiven a lonely intaperitonial injection of 0.3ml of the following conc. (500mg/kg, 250mg/kg, 125mg/kg, 62.52mg/kg, and 31.24mg/kg) for 24hrs. After the m
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Background: Radiologic evaluation of breast lesions is being achieved through several imaging modalities. Mammography has an established role in breast cancer screening and diagnosis. Still however, it shows some limitations particulary in dense breast.
Methods : Magnetic resonance imaging is an attractive tool for the diagnosis of breast tumors1 and the use of magnetic resonance imaging of the breast is rapidly increasing as this technique becomes more widely available.1 As an adjunct to mammography and ultrasound, MRI can be a valuable addition to the work-up of a breast abnormality. MRI has the advantages of providing a three-dimensional view of the breast, performing wit
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Quality control charts are limited to controlling one characteristic of a production process, and it needs a large amount of data to determine control limits to control the process. Another limitation of the traditional control chart is that it doesn’t deal with the vague data environment. The fuzzy control charts work with the uncertainty that exists in the data. Also, the fuzzy control charts investigate the random variations found between the samples. In modern industries, productivity is often of different designs and a small volume that depends on the market need for demand (short-run production) implemented in the same type of machines to the production units. In such cases, it is difficult to determine the contr
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Age and growth of Varicorhinus damascinus (Val.) in Tigris river at Salahuldin province have been investigated. Monthly samples were taken during the period from September 1999 to August 2000, using small-meshed gill nets. The age data showed that there were six age groups and the dominant age groups were (III – IV) for both sexes. The results of the present study revealed that the increment in length of V. damascinus at the sites of study showed a tendency to decrease with the increase in age, after the third year of life in both sexes. The length-weight relationship of males and females were calculated and demonstrated in a straight line logarithmic formula, as follows: Log W = 1.5404 + 2.6885 log L for males r = 0.95 (P > 0.05) Log
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The normalized difference vegetation index (NDVI) is an effective graphical indicator that can be used to analyze remote sensing measurements using a space platform, in order to investigate the trend of the live green vegetation in the observed target. In this research, the change detection of vegetation in Babylon city was done by tracing the NDVI factor for temporal Landsat satellite images. These images were used and utilized in two different terms: in March 19th in 2015 and March 5th in 2020. The Arc-GIS program ver. 10.7 was adopted to analyze the collected data. The final results indicate a spatial variation in the (NDVI), where it increases from (1666.91 𝑘𝑚2) in 2015 to (1697.01 𝑘𝑚2)) in 2020 between the t
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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