Reading strategies are of interest for what they reveal about the ways readers manage their interaction with written texts and how these strategies are related to text understanding, acquisition ,storage ,and retrieval of information .In EFL comprehension lessons, the students try to work out interpretations of the meaning related to the written word through the usage of different comprehension strategies. Yet, there are moments where the participants in the classroom fail to reach a successful understanding of the passage read despite the guidance of the teacher. The present research aims at investigating and identifying moments of comprehension failure and reasons behind them .It also aims at specifying the different strategies used in terms of type and number of occurrences. It is hypothesized that some students in EFL classrooms fail to understand parts of written texts because they do not use any kind of strategy at particular stages of the comprehension process. The samples selected for the research are the two sections of first year students in the Department of English language, College of Arts and Letters in Cihan University. Each section included 30 students who study comprehension as a basic course ,through their first academic year, in an average of 3 hours per week. Eight comprehension lessons have been recorded and the passages discussed during these lessons , were chosen from the students' text book ‘’Practice & Progress’’ by L.G. Alexander, 1967. The research provides a brief overview of the studies related to the process of reading comprehension .It also illustrates the ways many linguists identified the factors contributing to understanding written texts during the previous years. This is followed by mentioning the general strategies that are used by learners of the English language with explanation of their meaning and role in comprehending written texts. Section two presents the analysis of the recorded lessons. Though the discussions of eight passages were recorded, only three of them were included in the research due to shortage of space. Moments of comprehension failure are specified by the letters (CF) with reference to the reason. Types of strategies used during the lessons are identified as well. Finally, it is concluded that the students sometimes fail to grasp the meaning of some lines or parts of a text because they don't use certain strategies .The analysis of the lessons also shows that the strategies that are mostly used by the students, in their attempt to understand what they read, are: using prior knowledge, inferring meaning, questioning, visualizing, and determining importance which are used in sequence and number of occurrences that differ from one text to another .On the other hand, strategies like synthesizing and summarizing are hardly ever used in some texts and never used in others. The research also illustrates the significant role of the teacher that contributes to the students’ critical thinking and understanding of the written text
A phytoremediation experiment was carried out with kerosene as a model for total petroleum hydrocarbons. A constructed wetland of barley was exposed to kerosene pollutants at varying concentrations (1, 2, and 3% v/v) in a subsurface flow (SSF) system. After a period of 42 days of exposure, it was found that the average ability to eliminate kerosene ranged from 56.5% to 61.2%, with the highest removal obtained at a kerosene concentration of 1% v/v. The analysis of kerosene at varying initial concentrations allowed the kinetics of kerosene to be fitted with the Grau model, which was closer than that with the zero order, first order, or second order kinetic models. The experimental study showed that the barley plant designed in a subsu
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This research aims to identify the role and impact of illustrations in contemporary fashion design inspired by historical costumes. Historical fashion aesthetics are adapted to design drawings. The experimental method was followed and a sample of 31 students in the department of fashion and textile design, third level were selected. Each student carried out two original historical and contemporary design. The models were executed two times: one with the usage of the program and the other without program help. The tools that were used are the program, the scale, the pre-skill test, and the post-skill test. One of the most relevant results of the research is the possibility of using historical costumes to highlight creativity and innovatio
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Background:sThe aims of this study were to evaluate and compare the ability of three different techniques to obdurate simulated lateral canals, evaluate the effect of the main canal curvature on obturation of lateral canals and compare the gutta-percha penetration between coronal and apical lateral canals. Materials and methods: Resin blocks with 30 straight and 30 curved were used in this study. Each canal has two parallel lateral canals. The main canal has 0.3 mm apical diameter and 0.04 taper. The canals were divided into six groups according to canal curvature and obturation techniques used (n=10): Groups C1 and C2: straight and curved canals obturated with continuous wave technique using E&Q masterTM system. Groups O1 and O2: straight
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The compound 2,2'-(((1H-benzo(d)imidazol-2-yl)methyl)azanediyl)bis(ethan-1-ol) was reacted with benzyl bromide to afford compound (1) which used as row material to prepare a series of compounds through condensation reaction, the starting compound were reacted with tosyl chloride to protect the OH group to afford compound 2, then reacted benzyl bromide to produce compound (2), then the compound (2) treated with three compounds ( 2-mercaptobenzthiazole, 2-mercaptobenimidazol and 2-chloromethyl benzimidazole) to form compounds 3a,b, 4a,b and 5a,b respectively. In the another step the click reaction of compound 2,2'-(((1H-benzo(d)imidazol-2-yl)methyl)azanediyl)bis(ethan-1-ol) with Propargyl bromide produce compound 6 which reacted
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The 3-aminoacetophenone and 4-aminoantipyrine were used as precursors to prepare new six ligands. The three new ligands (L1,L2 and L3) were synthesis by reacting one mole of 3-aminoacetophenone with one mole of (Acetyl chloride), (benzoyl chloride), (4-methoxybenzoyl chloride) and ammonium thiocyanat in acetone as a solvent, they are:- L1 (AAA) =[N-(3-acetylphenylcarbamothioyl)acetamide] L2 (BAA) =[N-(3-acetylphenylcarbamothioyl)benzamide] L3 (MAA) =[N-(3-acetylphenylcarbamothioyl)-4-methoxy benzamide] Also three new derivatives of 4-aminoantipyrine were synthesis by reacting one mole of 4-aminoantipyrine with one mole of (Acetyl chloride), (benzoyl chloride), (4-methoxybenzoyl chloride) and ammonium thio
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