Background: Educational environment is one of the most important determinants of an effective curriculum. Students' perceptions of their educational environment have a significant impact on their behavior and academic progress. Objective: 1. To identify students’ perception to the educational environment.2. To identify any gender or class level differences in the students’ perception.Type of the study: This is a descriptive cross-sectional studyMethodology: The study was carried out on convenient sample of 150 students of 2nd and 5th grade. This study was done in Al Kindy Medical College, Baghdad, Iraq and conducted during the period from the 1st of October 2013 till the end of March 2014, by using DREEM questionnaire a validated universal diagnostic inventory for assessing the quality of educational environment through direct interview. Inclusion criteria include any student from the 2nd and 5th class who agree to participate in the study. The data was entered into a Microsoft Excel spreadsheet and were analyzed using SPSS version 16. Student t test was done to find out the difference between the mean scores, P<0.05 was considered as statistically significant.Results: For all students (n= 150) the total DREEM score of a maximum possible of 200 was 110.18 , it was more positive than negative overall domain score, which means that the students had positive perception and more positive scores than negative. Total DREEM scores were significantly higher for females (M = 138.8; SD = 17.2) than males (M = 132.3; SD = 20.7), although all domains mean scores were higher for female than male, there was statistical significant difference regarding Students’ perception of learning, Students’ perception of atmosphere and Students’ social self-perception.Regarding the class level, 5th year students gave significantly higher total DREEM ratings (M = 139.1; SD = 17.4) than 2nd year students (M = 135; SD = 18.8). Second year students also gave significantly higher Students’ perception of learning (SPL) ratings than 5th year students and significantly higher Students’ perception of atmosphere ( SPA ) ratings higher than 5th year students. Conclusions: Students assessed the educational environment as more positive than negative;. The greatest difficulty was with ‘students’ perception of learning’.
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تبنت العديد من المؤسسات الأكاديمية التعلم الإلكتروني منذ سنوات ، وقد أثبت فاعليته في كثير من هذه المؤسسات لاسيما تلك المهتمة بتعلم اللغات الاجنبية. الا انه مع انتشار جائحة كورونا اصبح التعليم الالكتروني ضرورة ملحة في الجامعات في جميع أنحاء العالم ، بما في ذلك الجامعات العراقية. تهدف الدراسة الحالية إلى تقصي أثر هذا الوباء على التعلم الإلكتروني في أحدى الكليات العراقية . يفترض الباحث أن تقبل ال
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Emotion could be expressed through unimodal social behaviour’s or bimodal or it could be expressed through multimodal. This survey describes the background of facial emotion recognition and surveys the emotion recognition using visual modality. Some publicly available datasets are covered for performance evaluation. A summary of some of the research efforts to classify emotion using visual modality for the last five years from 2013 to 2018 is given in a tabular form.
New Schiff base ligand (E)-6-(2-(4-(dimethylamino)benzylideneamino)-2-(4-hydroxyphenyl)acetamido)-3,3- dimethyl-7-oxo-4-thia-1- azabicyclo[3.2.0]heptane-2-carboxylic acid = (HL) was synthesized via condensation of Amoxicillin and 4(dimethylamino)benzaldehyde in methanol. Figure -1 Polydentate mixed ligand complexes were obtained from 1:1:2 molar ratio reactions with metal ions and HL, 2NA on reaction with MCl2 .nH2O salt yields complexes corresponding to the formulas [M(L)(NA)2Cl],where M=Fe(II),Co(II),Ni(II),Cu(II),and Zn(II), A=nicotinamide .
The (E)-4-chloro-N-(2-(dimethylamino)ethyl)-5-((8-hydroxy quinolin-5-yl)diazenyl)-2-methoxybenzamide azo ligand (L) has been synthesized through the reaction of diazonium salt for 5-amino-4-chloro-N-(2-(dimethylamino) ethyl)-2-methoxybenzamide with 8-hydroxyquinoline and identified azo ligand (L) using spectroscopic studies (FTIR, UV-Vis, 1H and 13CNMR, mass), and micro-elemental analysis (C.H.N). Metal chelates of Co(II), Ni(II), Cu(II), as well as Zn(II) have been completed as well as characterized using mass spectra, flame atomic absorption, elemental analysis (C.H.N), infrared, UV-Vis spectroscopy, as well as conductivity, magnetic measurements. The metal-to-ligand ratio in all complexes, as determined by analytical data, was 1:2 and ex
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Eight different Dichloro(bis{2-[1-(4-R-phenyl)-1H-1,2,3-triazol-4-yl-κN3]pyridine-κN})iron(II) compounds, 2–9, have been synthesised and characterised, where group R=CH3 (L2), OCH3 (L3), COOH (L4), F (L5), Cl (L6), CN (L7), H (L8) and CF3 (L9). The single crystal X-ray structure was determined for the L3 which was complemented with Density Functional Theory calculations for all complexes. The structure exhibits a distorted octahedral geometry, with the two triazole ligands coordinated to the iron centre positioned in the equatorial plane and the two chloro atoms in the axial positions. The values of the FeII/III redox couple, observed at ca. −0.3 V versus Fc/ Fc+ for complexes 2–9, varied over a very small potential range of 0.05 V.
... Show MoreNew Schiff base [3-(3-acetylthioureido)pyrazine-2-carboxylic acid][L] has been prepared through 2 stages, the chloro acetyl chloride has been reacting with the ammonium thiocyanate in the initial phase for producing precursor [A], after that [A] has been reacting with the 3-amino pyrazine-2-carboxilic acid to provide a novel bidentate ligand [L], such ligand [L] has been reacting with certain metal ions in the Mn(II), VO(II), Ni(II), Co(II), Zn(II), Cu(II), Hg(II), and Cd(II) for providing series of new metal complexes regarding general molecular formula [M(L)2XY], in which; VO(II); X=SO4,Y=0, Co(II), Mn(II), Cu(II), Ni(II), Cd(II), Zn(II), and Hg(II); Y=Cl, X=Cl. Also, all the compounds were characterized through spectroscopic techniques [
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