importumt educational institution as (kindergartens) need teachers which qualified ownes modalities in their education for children , as Marzanu method in a way of learning and own methods of crisis management, because the teachers that own those styles of learning ginekindergarten children knowledge and the childrenIeaving based on theMeaing and knowledge and integration of their information, And teachers that earn methods of crisis management provide for the children of the kindergarten security within the educational institution which in turn affect the growth and development of the Child and then abilities, health physical, mental, psychological …etc.., The aims of the current research have identified to recognize: 1- the dimensions for Marzanuof learningfor kindergartenteachers according to the five dimensions (trends positive and perceptions toward learning, knowledge acquisition and its integration, deepening the knowledge and refined meaningful, use of the knowledge, habits ofproductive mind). 2-the methods of crisis management for kindergarten teachers according to the four methods (initial study of the dimensions of the crisis, the analytical study of the crises, scientific planning to deal with the crisis, the actual intervention to face the crisis). 3. The relationship between the dimensions of learning for Marzanumethods in crisis management for kindergartenteachers . The current research Is defined by : 1.the governmentkindergarten related to the six educationdirectordes in Baghdad city both side (Al Karakh and Al rosafa). 2. The teachers exited in a kindergarten in the city of Baghdad in the sixdirectorates of the education both (Al Karakh and Al rosafa). 3. The Academic Year (2015- 2016). In order to achieve the objectives of the search the sample of kindergarten teachers in the city of Baghdad is cosist of (400), the teacher to answer the gauge babysitting where they selected randomly simple way form (51)kindergarten distributed in six Education directorates, and to measure learning dimensions for Marzanuand its relationship to the methods of crisis management researcher sought to : building Measure mat (dimensions of Marzanulearning)according to five dimensions (trends positive and perceptions toward learning, knowledge acquisition integration, deepening the knowledge and refined meaningful, use the of knowledge, habits of mind) and building et methods of crisis management in product four methods are ( the initial study of the dimensions of the crisis, the analytical study of the crises, scientific planning to deal with the crisis, the actual intervention to face the crisis), These twomeasurementexperts a group of twenty two experts with scientific in kindergarten and measurement and evaluation and educational administration for the two measurement to demonstrate the validity of the paragraphs of the measurement and the researcher used two indicators of the truth, (the apparent Trueness and trueness of construction) whilemeasurement the stability standards of had extracted by researcher for each measurement of two types of stability the coefficient of stability the measurement of dimensions of MR learning in a re-testing is (0.79)andAlfa Cronbachmanner is (0.86) andstability of the measurement methods of crisis management in a manner re-testing (0,74)and the way Alfa Cronbach(0,84). In the measurement objectives of the current research after the application of the to the sample and analysis of their responses statistically using Ttest onesamples and Pearson correlation coefficient and the research conclue the following results: 1. The teachers of the kindergarten using the dimensions of the five learning in the MR model (that includes several educational theories in its model such as Piaget theory representation in harmonizing the Cooperative Learning based on problems OZBELtheory is on and use the reward and training and feedback. 2. All the teachers of the kindergarten this country the four methods of management of the crises in general way as a result of the circumstance of unstable security, which requires know all methods of management of crises within the kindergarten or outside it. 3. The teachers that use the dimensions of the five learning MR also have the methods of crisis management because of availability of analytical side of thought and knowledge related on that help the teachers to reinvent modern methods in the management of the crises that may bethe teachers exposed within the kindergarten or outside it. In light of these results, the researcher putsomeimportant andrecommendationssuggests
Background: Invasion in oral cancer involves alterations in cell-cell and cell-matrix interactions that accompanied by loss of cell adhesion. Catenins stabilize cellular adherence junctions by binding to E-cadherin, which further mediates cell-cell adhesion and regulates proliferation and differentiation of epithelial cells. The Wnt/β-catenin pathway is one of the major signaling pathways in cell proliferation, oncogenesis, and epithelial-mesenchymal transition. Aims of the study: to detect immunohistochemical distribution pattern and different subcellular localization of β-catenin in oral squamous cell carcinoma and relate such expression to Bryne’s invasive grading system. Materials and Methods: This study included 30 paraffi
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The formula of Ijarah and Ijarah ending with ownership is one of the investment formulas in Islamic banks, so this research has shed light on it in order to benefit from the experiences of the research sample banks, This research aims to find a reliable way for Iraqi Islamic banks, namely (leasing and leasing ending with ownership) in order to invest their money without usurious interests, The problem of the research emerges through the lack of awareness of the Iraqi Islamic banks to work with different Islamic financing formulas and their inability to invest their money through the adoption of their administrations for different formulas, including the leasing, and this is reflected in the decrease and fluctuation of its profits, Theref
... Show MoreOne of the most frightening to children ages pre-school entry , Are those concerns about natural phenomena such as (The darkness, the sound of thunder, lightning and light, and rainfall, and storms) These natural phenomena are not familiar to the child , It may have a surprise when he/ she sees , And others intimidated , The affects of panic and fears that may lead him some psychological injury symptoms.
The fear of the dark, of the most common concerns associated with the child in his daily life , As the children's fear of the dark is reasonably fear that makes him a natural to live in the unknown , We can not identify what around him and is afraid of something collision, Or injury from somet
... Show Moreالأطفال هم قادة المستقبل، بل هم المستقبل ذاته، وهم الأمل المنتظر لبناء وطن كريم. لذلك، من الضروري أن ينشأ الطفل في بيئة آمنة تتيح له اللعب والنمو والتعلم، إلى جانب حصوله على نصيب وافٍ من الاهتمام والرعاية. ومع ذلك، فإن ما لا يقل عن ربع أطفال العالم لا يتمتعون بالعديد من الحقوق الأساسية. وبالنسبة لأطفال العراق، الذين أنهكتهم الحروب والأزمات، فإن معاناتهم تبدو أكثر قسوة وفقًا للعديد من الدراسات والتقارير. شهد ا
... Show MoreMany studies have recommended implying the skills and strategies of creative thinking, critical thinking, and reflective thinking in EFLT curriculum to overcome EFL teaching-learning process difficulties. It is really necessary to make EFL teachers aware of the importance of cultural thinking and have a high perception of its forces. Culture of thinking consists of eight cultural forces in every learning situation; it helps to shape the group's cultural dynamic. These forces are expectations, language, time, modeling, opportunities, routines, interactions, and environment. This study aims to investigate EFL student-teachers’ perceptions of cultural thinking. The participants are selected randomly from the fourth-stage students at
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Many studies have recommended implying the skills and strategies of creative thinking, critical thinking, and reflective thinking in EFLT curriculum to overcome EFL teaching-learning process difficulties. It is really necessary to make EFL teachers aware of the importance of cultural thinking and have a high perception of its forces. Culture of thinking consists of eight cultural forces in every learning situation; it helps to shape the group's cultural dynamic. These forces are expectations, language, time, modeling, opportunities, routines, interactions, and environment. This study aims to investigate EFL student-teachers’ perceptions of cultural thinking. The participants are selected randomly from the fourth-stage students at the D
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