Analysis of the content of art education curriculum for the first-grade primary in the light of multiple intelligences strategy: تحليل محتوى منهج التربية الفنية للصف الأول الابتدائي في ضوء نظرية الذكاءات المتعددة

The study aimed to identify the degree of inclusion of multiple types of intelligence in the content of the art education curriculum sample, identify the distribution and balance of the indicators of multiple types of intelligence in the content of the art education curriculum sample, and identify the degree of inclusion of multiple types of intelligence in the content of the study sample, namely: (lesson preparation, lesson objectives, lesson presentation procedures). The researcher followed the descriptive analytical approach through analyzing the content represented in (the teacher/ teacher guide) for the art education curriculum, the first semester and revealing the degree of inclusion of multiple types of intelligence in the content of the study sample, namely: (preparation for the lesson, objectives of the lesson, procedures for presenting the lesson) and designed the researcher The content analysis list includes the seven specific types of intelligence (visual, linguistic, social, motor, environmental, personal, and logical intelligence) and indicators of each intelligence in the three curricular units (line and shape unit, color unit, flat and stereoscopic unit). The study showed the following: 1) There is a variation in the degrees of repetition observed for the seven components of intelligence in (line and shape) unit, and the logical intelligence index appeared high (17.70%), and low in motor intelligence (7.08%). 2) In (color) unit, the social intelligence index appeared high (18.18%), and there is a decrease in kinetic intelligence by (7.07%). 3) In (flat and stereoscopic formation) unit, the logical intelligence index appeared high (17.39%), and there is a decrease in kinetic intelligence (5.22%). The results also showed there is an imbalance between the components of intelligence with the content of the curriculum sample (The three units) with a high percentage of logical intelligence (17.13%) and low in motor intelligence by (6.42%). This contradicts with what the multiple intelligence theory emphasized regarding the necessity of balance and symmetrical distribution of intelligence with each other. In light of results, the study recommended the necessity of adopting the multiple intelligences theory in writing the content of art education curricula for the elementary stage.

The Removal of Deinking Wastewater Using Neutralization, Activated Carbon, and Hydrogen Peroxide Oxidation

Treatment of deinking wastewater with neutralization, activated carbon, and hydrogen peroxide oxidation is investigated. Discusses the various factors of the neutralization experiment and catalytic experiment on the influence of the experimental results. The results show that for the 20mL deinking wastewater, first neutralize it to pH=4 with dilute sulfuric acid, then the mass fraction of 0.8mLH2O2 (mass fraction of 30%) and 0.8g active carbon powder in oxidative 19min under conditions of pH=3 with an optimum addition of 0.8mg H2O2 (30%) as well as 0.8g active carbon powder, the CODcr can be reduced from 31000mg/L to 2300 mg/L, and the color unit can be reduced from 15000 to 0 after treatment ,its CODcr and color unit decrease significantly and the removal rates reach 90% and 100% respectively.

Removal of color and estrogenic substances by fungal reactor equipped with ultrafiltration unit

Removal/degradation of color components and endocrine disruptors (EDs) by a bioreactor employing a white rot fungus Trametes hirsuta IFO4917 equipped with ultramembrane filtration (UF) unit was proposed and experimentally investigated. Among 20 white-rot fungal strains, T. hirsuta IFO4917 was screened as a most effective white-rot fungus for removal/degradation of color and EDs. This strain could effectively decolorize humic acid and degrade a wide range of Eds: bisphenol A (BPA), nonylphenol (NP), 17 beta-estradiol, estrone and estriol, although di-(2-ethylhexyl) phthalate (DEHP) could not be degraded. A bench scale (10 L), sequencing batch reactor using this fungus was developed and applied to decolorization of a melanoidin containing synthetic wastewater (4,200 color unit). The fungus was immobilized onto polyurethane foam cubes to stably maintain the biomass, and UF was applied to achieve a complete solid/liquid separation. The wastewater was decolorized in a main bioreactor and the resultant biologically treated wastewater was subjected to UF to obtain permeate as the effluent. The concentrate containing the remaining colored components with higher molecular weights was returned to the fungal bioreactor for further decolorization. In this fungal/UF system, 70% of the decolorization was constantly achieved at HRT of 2 days. The fungal/UF system was scaled up to a pilot-scale plant (200 L), and applied to the treatment of the secondary effluent from a night soil treatment process containing color components (1,000 color unit) and some EDs, NP, 4-t-octylphenol (OP), DEHP and benzophenone. 65-70% of decolorization efficiency was achieved at a 1.5 day cycle sequencing batch operation. NP, OP and benzophenone were removed efficiently with removal of 94%, 89% and 81%, respectively. However, the removal of DEHP was not so effective (45%).

Automated Determination of Serum Glutamic Oxalacetic and Glutamic Pyruvic Transaminase

The determination of serum glutamic oxalacetic and glutamic pyruvic transaminase has been simplified by the use of automated analysis. The flow diagrams, concentration of reagents, and calculation of the color unit in terms of the Karmen unit are shown for 2,4-dinitrophenylhydrazine and 6-benzamido-4-methoxy-m-toluidine diazonium chloride as the reacting dyes. Advantages of both methods are compared and discussed.