Academic Purpose AUI Research Journal serves researchers, academics, educators, and practitioners by publishing original research articles, review papers, theoretical and conceptual studies, and analytical works that demonstrate methodological rigor, ethical integrity, and AUI Research Journal relevance. The journal seeks to promote: Objective and transparent research practices Interdisciplinary and cross-cultural academic engagement Constructive AUI Research Journally dialogue across fields Open access to knowledge for the global academic community Scope of AUI Research Journalship AUI Research Journal welcomes submissions from a broad range of disciplines, including but not limited to education, social sciences, humanities, natural and applied sciences, technology, policy studies, and interdisciplinary research. Manuscripts are evaluated solely on academic merit, originality, clarity, and relevance to the journal’s scope.
The Effectiveness of an Electronic Program Based on Qur’anic Stories in Developing Linguistic Vocabulary and Religious Concepts among Non-Arabic-Speaking Children: An Experimental Study in an Interactive Learning Environment
This study aimed to investigate the effectiveness of an electronic program based on Qur’anic stories in developing linguistic vocabulary and religious concepts among non-Arabic-speaking children, within an integrated educational framework that combines narrative storytelling with an interactive digital environment. The study adopted an experimental design to measure the program’s impact on developing lexical knowledge and understanding religious concepts by applying pre- and post-assessment tools to a sample of learners in early childhood. The results revealed statistically significant differences between the mean scores of learners in the pre-test and post-test applications in favor of the post-test in both linguistic vocabulary and religious concepts, indicating the effectiveness of the electronic program in developing these two dimensions in an integrated manner. The findings also showed an integrative relationship between vocabulary development and conceptual understanding, reflecting the contextual nature of learning based on interactive storytelling. The results suggest that presenting linguistic and conceptual content within a structured narrative context—supported by multimedia elements, active interaction, and immediate feedback—contributes to enhancing deep cognitive processing and reinforcing long-term learning among non-Arabic-speaking children. The study proposes an educational model for designing electronic programs based on Qur’anic narrative storytelling that integrates semantic context, multimedia interaction, and active learner participation. This study contributes to the development of educational practices in the field of teaching Arabic to non-native speakers and provides an applied framework that can be utilized in designing digital programs aimed at linguistic and conceptual learning in early educational stages.
Motivation of non- native Arabic Language Learners in British Curriculum Schools in the United Arab Emirates: A Descriptive Analytical Study
This study investigates the motivation for learning Arabic as a foreign language among non-native speakers in British curriculum international schools in the United Arab Emirates. It examines the interplay of religious, cultural, social, economic, and educational factors shaping student motivation. A descriptive-analytical approach was employed, using a questionnaire administered to 450 students from James British Schools during the 2023/2024 academic year. Findings reveal that overall motivation levels were moderate to high, with instrumental motivation prevailing over integrative motivation. The religious dimension ranked highest, functioning primarily as a cognitive rather than culturally integrative motivator. Economic motivations were comparatively low, highlighting the limited perception of Arabic as a global professional asset. The study concludes that motivation in this context emerges from the complex interaction of language policy, curriculum structure, and assessment practices, rather than being solely an individual psychological phenomenon. Recommendations include enhancing teachers’ role in fostering motivation, establishing specialized Arabic language departments within colleges of education, and redesigning the educational environment to develop students’ “ideal linguistic self” and promote sustainable motivation.
Developing the Performance of Arabic Language Teachers for Non-Native Speakers in British Curriculum Schools in Light of Professional Competencies in the United Arab Emirates
This study aims to identify the professional competencies required for Arabic language teachers teaching non-native speakers in international schools adopting the British curriculum in the United Arab Emirates, and to propose a model for developing teachers’ performance based on these competencies. The study adopts the descriptive analytical approach to explore the current level of competencies among teachers and determine the gap between required and actual competencies. Data were collected through a questionnaire, interviews, and classroom observation tools applied to a sample of 80 Arabic language teachers working in GEMS international schools in the UAE. The findings revealed that the most important competencies required for teachers include linguistic competence, communicative competence, cultural competence, technological competence, personal competence, and social competence. The results also indicated a noticeable gap between the importance of these competencies and their actual availability among teachers, particularly in communicative and technological competencies. Based on the findings, the study proposes a professional development model aimed at enhancing teachers’ competencies through structured training programs, continuous professional development, and competency-based teacher preparation systems. The study concludes that improving teachers’ competencies plays a critical role in enhancing the effectiveness of Arabic language instruction for non-native speakers and strengthening the cultural and linguistic integration of learners in multilingual educational contexts.
The Effectiveness of Employing Semantic Field Theory in Developing the Understanding, Acquisition, and Production of Linguistic Meaning among Learners of Arabic as a Non-Native Language: An Applied Linguistic Study
This study aimed to investigate the impact of employing semantic field theory in teaching linguistic meaning to learners of Arabic as a non-native language. It adopts a linguistic approach that links the semantic analysis of linguistic texts with practical educational application. The study utilized a descriptive–analytical method to examine the theoretical foundations of semantics and semantic field theory, and an experimental method to test the effectiveness of an instructional program based on this theory in developing learners’ skills in understanding, acquiring, and producing linguistic meaning at the upper-intermediate and advanced levels. The study was conducted on a sample of learners studying Arabic as a second language. Participants were divided into an experimental group, which studied through instructional strategies based on semantic field theory, and a control group, which studied using the traditional method. An achievement test was used to measure the level of linguistic meaning acquisition before and after the implementation of the program. The results revealed statistically significant differences in favor of the experimental group in the skills of understanding, acquiring, and producing linguistic meaning, confirming the effectiveness of employing semantic fields in organizing vocabulary and structures within interconnected semantic networks that support a deeper understanding of meaning. The findings also indicate that teaching meaning through the semantic relationships among lexical items contributes to the development of learners’ pragmatic linguistic competence, and enhances their ability to interpret texts and produce meaning in different communicative contexts. The study provides an applied framework for designing instructional programs based on semantic fields that can be utilized in the development of curricula for teaching Arabic to non-native speakers.
Evaluating the Content of the Digital Platform “Arabic Immersion” for Teaching Arabic to Non-Native Speakers in Light of the Common European Framework of Reference for Languages and Users’ Perspectives
This study aims to evaluate the digital content of the educational platform Arabic Immersion designed for teaching Arabic to non-native speakers, in light of the standards of the Common European Framework of Reference for Languages (CEFR) and users’ perspectives. The study adopts a descriptive analytical approach by examining the platform’s content structure, learning sequence, instructional activities, and multimedia resources. In addition, users’ perceptions regarding the effectiveness of the digital content were collected through a questionnaire. The study focuses on the beginner level (A1) designed for young learners, with the aim of determining the extent to which the platform’s content aligns with internationally recognized standards for foreign language education. The findings indicate that the platform has several strengths, including the integration of multimedia resources such as animated dialogues, stories, educational games, and the adoption of language immersion strategies in presenting instructional content. However, the results also reveal certain limitations related to the pace of learning, the length of dialogues, and the number of new vocabulary items introduced within some instructional units for beginner learners. Based on these findings, the study proposes several recommendations to improve the design and organization of digital content in accordance with CEFR standards, thereby enhancing the effectiveness of digital platforms in teaching Arabic to non-native speakers.
From Corpus to Curriculum: A Data-Driven Transformative Framework for Designing Arabic for Tourism Materials
This study proposes a data-driven methodological framework for transforming specialized corpus findings into instructional materials for Arabic for tourism purposes. It addresses the gap between authentic Arabic tourism discourse and traditional teaching materials that often rely on linguistic intuition or constructed texts. Adopting a design-oriented analytical approach, the study constructed a representative Arabic tourism corpus and analyzed it using corpus linguistic tools to extract high-frequency lexical items, collocations, multi-word expressions, and recurrent structural frames. The findings were then subjected to a pedagogical filtering mechanism integrating usage frequency, communicative function, and needs analysis. Results indicate that collocations and recurrent structural patterns constitute more pedagogically effective units than isolated vocabulary items, and that raw frequency alone is insufficient for curriculum design. The study introduces a multi-stage Corpus-to-Curriculum model that integrates corpus linguistics with Arabic for Specific Purposes and reconceptualizes the instructional unit based on authentic usage patterns.
Collocations Data-Driven Curriculum Design
A proposed vision for developing the teaching performance of teachers of Arabic to non-native speakers considering quality standards. (Descriptive study)
This study aims to build an analytical educational framework for developing the teaching performance of Arabic language teachers for non-native speakers in light of educational quality standards, starting from analyzing the current reality of teaching practices and identifying the professional standards necessary to enhance teacher competence. The study relies on the descriptive-analytical method to reveal the level of teaching performance in the areas of planning, implementation, assessment, professional practices, and the use of technology in the educational process. The analysis results reveal that the level of teachers' instructional performance falls at a medium level in light of quality standards, with variations in the extent to which performance indicators are achieved across different areas, and a notable impact of the level of technological skills utilization on the effectiveness of the educational process. The results also indicate the need for an organized professional development framework that links quality standards with actual teaching practices within the educational environment. The study proposes an integrated developmental model based on identifying professional standards for teaching performance, reorganizing planning, implementation, and evaluation processes, enhancing continuous professional practices, and integrating educational technology as a structural component of teaching performance. The study contributes to the development of educational literature in the field of preparing Arabic language teachers for non-native speakers, and provides a practical framework that can be employed in teacher preparation programs and continuous professional development. Keywords: Developing teaching performance, quality standards, Arabic teachers for non-native speakers, teacher preparation, professional competencies, quality of education.
teachers of Arabic for non-native speakers
The Use of Social Media in Developing Listening and Speaking Skills among Learners of Arabic as a Foreign Language: An Analytical Descriptive Study and the Development of a Proposed Pedagogical Framework
This study aimed to analyze the educational role of social media in developing listening and speaking skills among learners of Arabic as a foreign language, examine the current reality of its use in educational practice, identify the obstacles that limit its effectiveness, and develop a proposed pedagogical framework for activating its use in enhancing oral communicative competence. The study adopted the descriptive analytical approach to analyze patterns of social media use in language instruction and interpret them in light of the nature of linguistic interaction within digital environments and the level of pedagogical organization of such interaction. The results indicated that social media platforms provide interactive environments rich in authentic linguistic input and opportunities for oral practice, which contribute to enhancing linguistic fluency and improving listening comprehension within natural communicative contexts. However, the effectiveness of these environments in developing oral skills varies depending on the degree to which linguistic interaction is pedagogically guided and organized. While spontaneous use increases general exposure and practice, guided use based on the design of purposeful communicative activities leads to more systematic development of communicative competence. The findings also revealed several obstacles that limit the full educational benefit of social media, most notably the absence of structured frameworks for educational integration, the limited training of teachers in designing guided digital interaction, and the weak integration between social media communication activities and formal instructional content. In light of these findings, the study proposes an organized pedagogical model for employing social media in developing listening and speaking skills. This model is based on designing guided linguistic interaction, gradual skill development, structured feedback, and achieving integration between the digital environment and the curriculum. The study contributes to advancing the scientific understanding of the dynamics of employing social media in teaching Arabic to non-native speakers and provides an applied framework that can be utilized in teacher preparation programs and educational policies aimed at enhancing the development of oral communicative competence in interactive digital learning environments.
Teaching Arabic to speakers of other languages
Language Games and the Reconstruction of Grammatical Awareness in Teaching Arabic as a Second Language: An Analytical Study Based on Teachers’ Perceptions
This study investigates the impact of language games on developing grammatical structures among learners of Arabic as a second language, based on teachers’ perceptions. It is grounded in the assumption that traditional grammar instruction in Arabic often remains abstract and explanatory, limiting learners’ ability to internalize grammatical structures functionally. The study employed a descriptive-analytical approach, using a 44-item questionnaire administered to teachers of Arabic as a second language to examine areas of language game implementation, perceived effectiveness, and associated challenges. The findings revealed high levels of teacher agreement regarding the effectiveness of language games in teaching grammatical structures, particularly within classroom settings during lesson introduction and assessment stages. Reported challenges were of moderate level. Statistically significant differences were found in favor of teachers holding postgraduate degrees. The study concludes that language games function as a constructive pedagogical tool capable of reshaping learners’ grammatical awareness when embedded within purposeful instructional design. It emphasizes that the success of gamified instruction depends on professional training and pedagogical awareness rather than mere implementation. The study recommends systematic integration of gamification strategies into teacher preparation programs for Arabic as a second language.
The Use of Digital Technology–Based Accounting Software Applications and Their Impact on Developing Accountants’ Skills and Attitudes: A Quasi-Experimental Study and the Development of a Proposed Training Model
This study aimed to examine the impact of using technology-based digital accounting applications on the development of professional skills among accountants and users of financial statements, as well as their attitudes toward the integration of technology in professional practice. To achieve this objective, an electronic training environment was designed based on direct hands-on practice within digital accounting applications. The study adopted a quasi-experimental design to analyze the effect of e-training on developing the cognitive, performance, and attitudinal dimensions associated with accounting practice in a digital environment. The findings revealed that e-training based on digital accounting applications significantly contributed to the development of professional skills related to executing digital accounting operations, understanding the functioning of accounting information systems, and effectively handling electronic financial reports. The results also indicated an improvement in participants’ cognitive understanding of the structure of digital accounting systems and mechanisms of financial data processing. Moreover, the study found a positive shift in professional attitudes toward the use of technology as a result of direct experiential engagement within the training environment. Furthermore, the results demonstrated that digital simulation-based training contributes to integrating the cognitive, performance, and attitudinal dimensions of professional competence. Repeated practical engagement and immediate feedback were identified as critical factors in enhancing professional performance and strengthening readiness to adopt technology in professional work. Based on these findings, the study proposes an integrated training model for developing professional competence in the digital accounting environment. The model is built upon direct interaction with accounting applications, structured practical exercises, immediate feedback mechanisms, and the integration of conceptual understanding with applied practice. This study contributes to advancing the scholarly understanding of the role of digital application–based e-training in developing professional competence. It also provides a practical framework that can be utilized in designing professional training programs in digital accounting, aligned with the requirements of digital transformation in financial institutions.
The Interaction between Cueing Modality and Levels of Information Processing in 3D Interactive E-Books and Its Impact on Developmental and Thinking Skills among Primary School Students
This study examines the interaction between cueing modality (visual, auditory, and dual) in 3D interactive e-books and levels of information processing (surface vs. deep) and their impact on developmental and thinking skills among fourth-grade primary students. The study is grounded in the assumption that the effectiveness of digital media depends not on stimulus density but on the alignment between design features and learners’ cognitive processing mechanisms. A quasi-experimental factorial design was employed, in which students were assigned to groups based on cueing modality and processing level. Instruments measuring developmental skills and thinking skills were administered. The findings revealed statistically significant differences attributable to cueing modality and level of processing, as well as a significant interaction effect between the two variables. Dual cueing was particularly effective among learners with deep processing levels. The results further indicated that improvements in thinking skills were mediated by enhancements in foundational developmental skills, particularly attention and memory. The study concludes that the design of digital textbooks should be grounded in cognitive design models that account for the interaction between media characteristics and learner processing levels in order to promote deeper learning and higher-order thinking.
Gamification as an Instructional Design Framework for Enhancing Academic Achievement in Kindergarten: A Quasi-Experimental Study in Light of Self-Determination Theory
This study investigates the impact of gamification as an instructional design framework on academic achievement among kindergarten children, grounded in Self-Determination Theory. The study is based on the assumption that the effectiveness of gamification does not stem merely from the use of interactive digital tools, but from the alignment of motivational design elements with children’s developmental characteristics and basic psychological needs. A quasi-experimental design was employed using two groups (experimental and control) with pre- and post-testing. The experimental group received instruction through a gamified learning environment, while the control group experienced traditional instruction. The findings revealed statistically significant differences in favor of the experimental group in the post-test, indicating the effectiveness of gamification in enhancing academic achievement. This effect can be interpreted through its role in increasing attention, providing immediate feedback, and fostering intrinsic motivation by satisfying the needs for autonomy, competence, and relatedness. The study concludes that gamification constitutes an effective instructional design strategy in early childhood education when implemented within a structured pedagogical framework grounded in sound theoretical foundations, rather than as an isolated entertaining element.
Interaction Between Immersive Learning Environments and Discovery Learning Modes in Developing Cognitive Achievement and 21st-Century Skills in STEM Education: An Explanatory Analysis
The growing use of augmented reality and virtual reality technologies has fundamentally transformed the nature of interactive learning environments, particularly in STEM education, which emphasizes experiential and exploratory learning. However, the effectiveness of these immersive environments is not determined solely by their technological features, but by the cognitive organization that regulates learner interaction within them. This study provides an explanatory analysis of the interaction between immersive learning environments (augmented reality and virtual reality) and discovery learning modes (guided and unguided) in developing cognitive achievement and 21st-century skills among secondary school students in STEM learning contexts. The study adopts an integrative explanatory framework linking perceptual immersion, cognitive regulation of exploratory activity, conceptual knowledge construction, and higher-order skill development. The analysis indicates that the educational impact of immersive environments depends on the dynamic interaction between the level of perceptual immersion and the degree of cognitive guidance. Deep learning emerges when a balanced relationship is achieved between exploratory freedom and cognitive load regulation. The findings further suggest that the development of 21st-century skills is closely associated with the nature of cognitively demanding tasks that involve complex problem solving and decision-making within interactive environments. The study concludes that immersive learning environments function as complex regulatory learning systems whose effectiveness depends on the integration of technological design and structured learning strategies.
Integrating the Interactive E-Book in Developing Language Skills among Learners of Arabic as a Foreign Language: An Analysis of Teachers’ Perceptions and Instructional Practices
This study aimed to analyze the extent to which teachers of Arabic as a foreign language employ the interactive e-book in developing learners’ language skills. It also sought to explore the nature of the relationship between teachers’ perceptions of the importance of this educational resource and their actual level of implementation within classroom practice. In addition, the study examined the influence of certain professional and contextual variables on patterns of such implementation. The study adopted a descriptive-analytical approach to examine patterns of instructional use of the interactive e-book and to interpret them in light of teachers’ perceptions of its educational value, their professional and technological competencies, and the conditions of the supporting educational environment. The findings revealed variation in the level of use of interactive e-book tasks for developing language skills. Patterns of use ranged from supportive use for explanation to interactive use aimed at language practice and self-directed learning. The results also indicated a high level of teachers’ appreciation of the importance of the interactive e-book in supporting language learning. A positive correlational relationship was found between this perception and the actual level of implementation; however, this relationship was not entirely linear. The findings showed that recognizing the educational value of the resource does not automatically lead to deep integration into classroom practice without adequate professional and technological empowerment and a supportive learning environment. Based on these findings, the study proposes a multidimensional explanatory model for the integration of the interactive e-book. The model suggests that the level of instructional integration is determined by the interaction among three key components: the perceived value of the resource, the teacher’s professional and technological competence, and the conditions of the educational environment. A deficiency in any of these components may limit the level of actual implementation. This study contributes to advancing the scholarly understanding of the dynamics of integrating interactive digital resources in teaching Arabic as a foreign language. It also provides an analytical framework that can be employed in the design of teacher preparation and professional development programs, as well as in guiding educational policies aimed at enhancing the effective integration of educational technologies in developing language skills.
The Structural Profile of Linguistic Difficulties among Learners of Arabic in the Malay Context: An Integrative Analysis through Language Transfer and Error Analysis
This study examines the structural profile of linguistic difficulties among lower-grade learners of Arabic in Malaysian schools through an integrative approach combining contrastive analysis and error analysis. The study is grounded in the assumption that written errors are not merely surface-level deficiencies but reflect a structural interaction between the Malay and Arabic linguistic systems at phonological, orthographic, and syntactic levels. A descriptive-analytical methodology was employed, drawing on teacher questionnaires and analysis of students’ written samples, supported by statistical testing for significance. The findings revealed high frequencies of difficulties related to pharyngeal sounds, hamza orthography, and grammatical agreement, indicating negative transfer from the mother tongue to the target language. The analysis further demonstrated a structural interconnection among the three linguistic levels, whereby phonological weaknesses extend to orthographic errors and subsequently to syntactic instability. The study concludes that addressing linguistic difficulties in this context requires an integrative intervention beginning with phonological awareness and extending to morphological and syntactic training. Understanding language transfer dynamics is therefore essential for designing more accurate and effective instructional programs in Arabic as a second language.
Strategic Integration of Digital Learning Based on Projects, Inquiry, and Problem Solving in the International Education System: An Explanatory Analysis of Educational Impact Structure
This study examines the impact of integrating digital learning approaches based on projects, inquiry, and problem solving within the international education system through an explanatory framework that moves beyond a purely instrumental view of technology. The study is grounded in the assumption that educational impact does not result from digital environments alone, but from their strategic integration within an instructional design grounded in active learning approaches. A theoretical integrative analysis was employed to explore the structural relationship between digital environments and the three learning approaches, and to identify their potential effects at cognitive, skill-based, and affective levels. The analysis indicates that the systematic integration of project-based learning, inquiry-based learning, and problem-solving within interactive digital environments contributes to deeper conceptual understanding, the development of higher-order thinking skills, and enhanced collaborative competencies. The findings further suggest that the effectiveness of this model depends on intentional instructional design that redefines the roles of teachers and learners within the learning system. The study concludes that digital transformation in international education represents a cognitive and structural shift rather than a purely technological one, and that its success depends on strategic alignment between digital environments and active learning strategies.
Metacognitive Writing Learning Strategies among Non-Native Learners of Arabic in Multimedia Environments and Their Relationship to Writing Attitudes: An Integrative Explanatory Analysis
Writing in a second language represents a complex self-regulated cognitive process that extends beyond text production to include planning, monitoring, and evaluation during performance. With the expansion of multimedia learning environments, the demands of self-regulation in writing have increased due to the diversity of information sources and the complexity of cognitive processing pathways. This study provides an integrative explanatory analysis of the role of metacognitive writing learning strategies among non-native learners of Arabic in multimedia environments and examines their relationship with writing attitudes as a motivational regulatory component of performance. The study adopts an integrative theoretical framework to interpret the interaction between metacognitive regulation, digital environmental demands, and learners’ affective orientations in written text production. The analysis indicates that planning, monitoring, and self-evaluation strategies function as the central regulatory system for managing cognitive resources in multimedia environments, and that their effectiveness is associated with learners’ affective engagement in writing tasks. Positive writing attitudes were found to enhance sustained strategic regulation and support textual quality. The study concludes that writing in multimedia environments constitutes an integrated cognitive–affective–environmental self-regulatory system, in which metacognitive regulation plays a decisive role in determining writing performance among learners of Arabic as a second language.
SAFETY EVALUATION OF ORIGANUM MAJORANA VOLATILE OIL
Safety evaluation of Origanum majorana volatile oil was investigated. Acute toxicity studies median lethal doses (LD50 values) were carried out in mice and rats. Single doses of the tested drug were given orally and clinical signs, symptoms, and mortality were recorded during a 14-day observation period. Chronic toxicity, reproductive and mutagenic activity studies were evaluated in rats and mice. Repeated oral dosing of up to 40 mg/kg was ineffective in rats and mice. Oral teratology study on pregnant rats using higher doses revealed no evidence of the teratogenicity potential of the Origanum majorana oil. The tested preparation was also devoid of mutagenic activity in mice at all doses. The results collectively confirmed that the oil under test has a wide safety margin with no evidence of impaired fertility, teratogenicity potential, or mutagenic activity. The results showed that volatile oil derived from Origanum majorana is well tolerated with oral LD 50 of 1.203 g/kg in mice and 1.666 g/kg in rats. A significant decrease in blood glucose, cholesterol, triglycerides, and total lipid levels was observed after two and three months of drug administration.
Linguistic immersion in curricula for teaching Arabic to non-native speakers
<span style="font-size: 14.0pt; line-height: 115%; mso-ascii-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: 'Times New Roman'; mso-hansi-theme-font: major-bidi; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The present research aimed to analyze the curricula of teaching Arabic language to non-native speakers in the light of the criteria of linguistic immersion required in these curricula; then, a content analysis form was constructed in the light of the list of standards to analyze some Arabic language learning series for non-Arabic speakers (Tawasol series - Arabic series for the world - Kunooz series), to highlight the points of strength and to overcome the weaknesses identified in these chains, which hinder the achievement of language immersion in the curriculum of teaching Arabic to non-native speakers.
A proposed strategy based on differentiated education for the development of creative writing skills among learners of Arabic language at the secondary level
The aim of the current research is to measure the effectiveness of a proposed strategy based on differentiated education (the four-T strategy) in developing creative writing skills for Arabic language learners at the secondary level. To achieve this, the researchers have completed a list of creative writing skills which is suitable for high school students; In order to develop them among students using the strategy, the researchers also prepared a test of creative writing skills (authenticity - flexibility - fluency - elaboration) to measure those skills for high school students. The current research has identified the steps of the strategy, and they have trained some teachers on it. Then it was implemented with the experimental group, while the control group studied in the traditional way, and the study demonstrated the effectiveness of the strategy in the skills of developing creative writing for learners of: (authenticity - flexibility - fluency), while the strategy did not prove effective in (elaboration) skills for learners<span dir="RTL" lang="AR-SA" style="font-size: 14.0pt; line-height: 115%; font-family: 'Arial',sans-serif; mso-ascii-font-family: Aptos; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Aptos; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Aptos; mso-hansi-theme-font: minor-latin; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">.
ALUM vs. ALUMINIUM CHLORIDE FOR WATER TREATMENT AT DIFFERENT OPERATION CONDITIONS
The aim of the present work is to compare between the alum and aluminum chloride as a coagulant in water treatment process in order to replace the alum, which used for a century in the water treatment process, by aluminum chloride as a coagulant for water treatment of Nile water. Aluminum chloride is the coagulant of choice for many industrial and sanitary wastewater treatment applications, due to its highly efficiency and effectiveness in clarification. The dose of both alum and aluminum chloride were developed and evaluated at different operation conditions. Bench-scale jar tests that simulated conventional coagulation, flocculation, and sedimentation processes were used. Turbidity, pH, residual aluminum and other different parameters were selected for best achievements. The optimum doses were varied between (20 – 23) and (5.5 – 6.4) mgL-1 for Alum and aluminum chloride, respectively, at pre-chlorination dose 5 mgL-1, flash mixing 100 rpm for 1.0 min, slow mixing 40 rpm and sedimentation time for 20 min which is the most efficient at turbidity and algae removals with suitable residual chlorine.
Design of Hardware in the Loop System for Autonomous Ship Carrying Point Scan Sensor (Laser Measurement System)
The main objective of the current work is to provide a method through which different control approaches and arrangement applied to autonomous ships carrying a sensor can be investigated and tested. To achieve this a hardware in the loop system was created. This system includes two models (ship model and sensor model). In the current work a sensor simulation algorithm was created and linked to Nomoto ship mathematical model. A Linear Quadratic Regulator is designed to control simulated ship model. The proposed system was applied by a vb.net program to be as close as possible to industrial standard. The program was written as part of the research- to apply suggested simulation algorithm, ship control approach, suggested sensor evaluation and Hardware-in-the-loop system (input and output data through serial port). The simulation algorithm was verified by in field sea trials on a 11m long yacht with two 250hp outboard engines. the sensor used is sick 218 laser measurement system as a sensor. Results show that the IMU sensor error has a great effect on the Laser Measurement system processed data and hence environment detection quality. roll and pitch motion could decrease sensor efficiency dramatically
ANALYTICAL STUDY FOR COMMON CO2 CAPTURE TECHNOLOGIES
The climate change problem as a result of the escalation of carbon dioxide emissions resulting from the combustion of organic materials is one of the most important problems that call for searching for an effective way to get rid of these emissions. CO2 capture, utilization and storage has been considered as the first option to reduce the climate change phenomenon caused by the utilization of fossil fuels. There are many ways and strategies to capture of atmospheric carbon dioxide such as absorption and adsorption, membranes and chemical rings, moisture and the use of enzymes. This study aims to shed light on simulating the famous techniques used to get rid of carbon dioxide emissions in the atmosphere using the HYSYS program by taking an overview of previous research that dealt with carbon dioxide disposal technologies in order to facilitate the required modifications of these technologies to reach them To the highest possible levels of performance.
SIMULATION OF MOISTURE CONTENT REMOVAL IN RAW NATURAL GAS
Natural gas may contain many of non-hydrocarbon components, for instance, hydrogen sulfide, nitrogen and water vapor. These impurities cause several technical problems such as corrosion and environmental pollution. Therefore, these impurities should be reduced or removed from raw natural gas stream. However, the laboratory analysis has showed that the sour gas has huge quantities of H2S about (5.3%) and CO2 about (4.4%). Indeed, gas sweetening process has been removed in previous study by using Aspen HYSYS. However, sweet gas is still containing some quantities of water reach to more than 23 ppm in sweet gas stream. This amount of water should be removed or reduced. Indeed, water contents in natural gas cause several technical problems such as hydrates and corrosion. Therefore, this study aims at to simulate the prospective gas moisture removal process by using Aspen HYSYS software. Moreover, the simulation process succeeded in reducing the water content to less than 0.1ppm. In addition to that, the simulation approach achieved a process optimization by using several desiccant types such as, triethylene glycol (TEG) and diethylene glycol (DEG). Moreover, it investigates also the relationship between absorbent type and its circulation rate with HCs losses from glycol regenerator tower
HYSYS SIMULATION OF N2 EXTRACTION PROCESS
Various components of air have been separated for different purposes for their easy availability in the atmosphere. Among those components Nitrogen separation process is very important in chemical engineering sector since it has wide usage in different processes. There are various technologies that are used for the separation of nitrogen. Among those most common is via LINDE-HAMPSON cycle. This paper presents analysis of thermodynamic cycle commonly used for liquefaction of Nitrogen (N2) under given set of operating condition and efficiencies. The liquefying temperature of Nitrogen being -200 oC is taken into consideration. This paper also presents the simulation of this process HYSYS for the separation of N2 from air. Simulation result gives the value of product nitrogen purity of 91.75%