51 research outputs found
4-Amino-3,5-di-2-pyridyl-4H-1,2,4-triazole
In the crystal structure of the title compound, C12H10N6, the molÂecules deviate slightly from planarity. The plane of the central triazole ring makes angles of 6.13â
(9) and 3.28â
(10)° with the pyridyl ring planes. IntraÂmolecular NâHâŻN interÂactions form six-membered closed rings. The crystal packing also shows weak CâHâŻÏ and CâHâŻN interÂactions
4-Amino-1H-1,2,4-triazol-1-ium nitrate
The non-centrosymmetric crystal structure of the novel semi-organic title compound, C2H5N4
+·NO3
â, is based on alternating layers of 4-amino-1H-1,2,4-triazolinium cations (formed by parallel chains of cations mediated by weak CâHâŻN hydrogen bonds) and nitrate anions interÂconnected via linear and bifurcated NâHâŻO hydrogen bonds and weak CâHâŻO hydrogen bonds. NâHâŻN hydrogen bonds link the anions and cations
Inhibitive action of gramine towards corrosion of mild steel in deaerated 1.0 M hydrochloric acid solutions
The effect of addition of gramine on mild steel dissolution in deaerated 1.0 M hydrochloric acid was studied through potentiodynamic polarisation curves, electrochemical impedance spectroscopy and gravimetric measurements in the temperature range from 25 °C to 55 °C. Gramine was found to shift the corrosion potentials towards less noble values and decrease both dissolution of mild steel and hydrogen evolution reaction. Gramine did not affect the corrosion reaction mechanism (blocking effect). Results obtained from the several measurement techniques were in good agreement and revealed good inhibition efficiencies in the concentration range (0.75 mM ÷ 7.5 mM) particularly at higher concentrations
Les représentations des enseignants de français sur un cours de langue : le cas d'enseignants universitaires marocains
This analysis focuses on the representations that teachers of French as Foreign Language do have about their teaching practices for and with students enrolled in the public universities of Morocco. During the first year of their Bachelorâs degree, these students must enroll in a French course whose aim is to facilitate the linguistic integration of Arabic-speaking high school graduates willing to major in academic disciplines taught in French.The analysis of these representations was carried out through questionnaire-based surveys, class observations and the direct interviews of 19 teacher-informants. The analysis foregrounds the way these teachers perceive and seize the five language skills in a class context. Most importantly, the analysis highlights major discrepancies between what these teachers believe and declare and their effective actual teaching practices. This gap is however not ascribed to them, but is revealing of the challenges they encounter. The present analysis concludes on a series of recommendations to overcome and remedy these challenges.La prĂ©sente Ă©tude porte sur les reprĂ©sentations quâont des enseignants de français langue Ă©trangĂšre par rapport Ă leurs pratiques dâenseignement pour un public dâĂ©tudiants Ă lâuniversitĂ© publique au Maroc. Ces Ă©tudiants suivent les cours dâun module transversal de langue française, partie intĂ©grante de la premiĂšre annĂ©e de licence, qui a pour objectif de faciliter lâintĂ©gration linguistique des bacheliers arabophones poursuivant leurs Ă©tudes dans des disciplines universitaires dont la langue dâenseignement est le français. Lâanalyse des reprĂ©sentations via une mĂ©thodologie dâenquĂȘte rĂ©alisĂ©e en face-Ă -face auprĂšs de 19 enseignants-informateurs avec questionnaires, observation de classes et entretien, nous permet dâapprocher leur maniĂšre de concevoir et dâaborder en cours les cinq compĂ©tences langagiĂšres. Ă lâissue de lâanalyse des donnĂ©es, il ressort un dĂ©calage important sur de nombreux aspects entre les pratiques dĂ©clarĂ©es et les pratiques effectives. Ce dĂ©calage nâest pas propre Ă ces enseignants, il nous informe sur les difficultĂ©s rencontrĂ©es. Lâanalyse des donnĂ©es recueillies dĂ©bouche sur une sĂ©rie de propositions pour y remĂ©dier
Les représentations des enseignants de français sur un cours de langue : le cas d'enseignants universitaires marocains
This analysis focuses on the representations that teachers of French as Foreign Language do have about their teaching practices for and with students enrolled in the public universities of Morocco. During the first year of their Bachelorâs degree, these students must enroll in a French course whose aim is to facilitate the linguistic integration of Arabic-speaking high school graduates willing to major in academic disciplines taught in French.The analysis of these representations was carried out through questionnaire-based surveys, class observations and the direct interviews of 19 teacher-informants. The analysis foregrounds the way these teachers perceive and seize the five language skills in a class context. Most importantly, the analysis highlights major discrepancies between what these teachers believe and declare and their effective actual teaching practices. This gap is however not ascribed to them, but is revealing of the challenges they encounter. The present analysis concludes on a series of recommendations to overcome and remedy these challenges.La prĂ©sente Ă©tude porte sur les reprĂ©sentations quâont des enseignants de français langue Ă©trangĂšre par rapport Ă leurs pratiques dâenseignement pour un public dâĂ©tudiants Ă lâuniversitĂ© publique au Maroc. Ces Ă©tudiants suivent les cours dâun module transversal de langue française, partie intĂ©grante de la premiĂšre annĂ©e de licence, qui a pour objectif de faciliter lâintĂ©gration linguistique des bacheliers arabophones poursuivant leurs Ă©tudes dans des disciplines universitaires dont la langue dâenseignement est le français. Lâanalyse des reprĂ©sentations via une mĂ©thodologie dâenquĂȘte rĂ©alisĂ©e en face-Ă -face auprĂšs de 19 enseignants-informateurs avec questionnaires, observation de classes et entretien, nous permet dâapprocher leur maniĂšre de concevoir et dâaborder en cours les cinq compĂ©tences langagiĂšres. Ă lâissue de lâanalyse des donnĂ©es, il ressort un dĂ©calage important sur de nombreux aspects entre les pratiques dĂ©clarĂ©es et les pratiques effectives. Ce dĂ©calage nâest pas propre Ă ces enseignants, il nous informe sur les difficultĂ©s rencontrĂ©es. Lâanalyse des donnĂ©es recueillies dĂ©bouche sur une sĂ©rie de propositions pour y remĂ©dier
Complexes binucleaires de derives de la pyridazyne ou du pyrazole : syntheses, structures cristallines et interactions magnetiques
SIGLECNRS T Bordereau / INIST-CNRS - Institut de l'Information Scientifique et TechniqueFRFranc
The représentations of the teachers of french on a language course : the case of Moroccan university teachers
La prĂ©sente Ă©tude porte sur les reprĂ©sentations quâont des enseignants de français langue Ă©trangĂšre par rapport Ă leurs pratiques dâenseignement pour un public dâĂ©tudiants Ă lâuniversitĂ© publique au Maroc. Ces Ă©tudiants suivent les cours dâun module transversal de langue française, partie intĂ©grante de la premiĂšre annĂ©e de licence, qui a pour objectif de faciliter lâintĂ©gration linguistique des bacheliers arabophones poursuivant leurs Ă©tudes dans des disciplines universitaires dont la langue dâenseignement est le français. Lâanalyse des reprĂ©sentations via une mĂ©thodologie dâenquĂȘte rĂ©alisĂ©e en face-Ă -face auprĂšs de 19 enseignants-informateurs avec questionnaires, observation de classes et entretien, nous permet dâapprocher leur maniĂšre de concevoir et dâaborder en cours les cinq compĂ©tences langagiĂšres. Ă lâissue de lâanalyse des donnĂ©es, il ressort un dĂ©calage important sur de nombreux aspects entre les pratiques dĂ©clarĂ©es et les pratiques effectives. Ce dĂ©calage nâest pas propre Ă ces enseignants, il nous informe sur les difficultĂ©s rencontrĂ©es. Lâanalyse des donnĂ©es recueillies dĂ©bouche sur une sĂ©rie de propositions pour y remĂ©dier.This analysis focuses on the representations that teachers of French as Foreign Language do have about their teaching practices for and with students enrolled in the public universities of Morocco. During the first year of their Bachelorâs degree, these students must enroll in a French course whose aim is to facilitate the linguistic integration of Arabic-speaking high school graduates willing to major in academic disciplines taught in French.The analysis of these representations was carried out through questionnaire-based surveys, class observations and the direct interviews of 19 teacher-informants. The analysis foregrounds the way these teachers perceive and seize the five language skills in a class context. Most importantly, the analysis highlights major discrepancies between what these teachers believe and declare and their effective actual teaching practices. This gap is however not ascribed to them, but is revealing of the challenges they encounter. The present analysis concludes on a series of recommendations to overcome and remedy these challenges
Approche des pratiques pĂ©dagogiques des enseignants de FLE Ă lâUniversitĂ© au Maroc
International audienc
On the relationship between corrosion inhibiting effect and molecular structure of 2,5-bis(<i>n</i>-pyridyl)-1,3,4-thiadiazole derivatives in acidic media: ac impedance and DFT studies
The inhibition properties of 2,5-bis(n-pyridyl)-1,3,4-thiadiazoles (n-PTH) on corrosion of mild steel in different acidic media (1 M HCl, 0.5 M H2SO4 and 1 M HClO4) were analyzed by electrochemical impedance spectroscopy (EIS). The n-PTH derivatives exhibit good inhibition properties in different acidic solutions and the calculated values of ÎG°ads revealed that the adsorption mechanism of n-PTH on steel surface is mainly due to chemisorption. While in 1 M HClO4, both 2-PTH and 4-PTH isomers stimulate the corrosion process especially at low concentrations. Quantum chemical calculations using the density functional theory (DFT) were performed on n-PTH derivatives to determine the relationship between molecular structure and their inhibition efficiencies. The results of the quantum chemical calculations and experimental inhibition efficiency were subjected to correlation analysis and indicate that the inhibition effects of n-PTH may be explained in terms of electronic properties
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