Journal of Education for Humanities

The current research aims to identify (the extent to which the earth science curriculum for the fifth scientific grade includes climate change phenomena from the point of view of male and female teachers). The sample consisted of male and female teachers in the Nineveh Governorate Education Directorate and from the earth science curriculum for the fifth scientific grade in Nineveh Education schools for the academic year (2023 - 2024 AD). The total number of its members reached approximately 100 Of male and female teachers of the earth science curriculum, the researcher prepared two research tools (the earth science curriculum), of which the first tool was (an applied sample), and included from paragraph (70), including (35) male teachers, (35) female teachers, and the second (an exploratory sample). It included about (30), about (20) males, and (10) females, and the total number of teachers in the subject (Earth Science) was (55) And its teachers, about (45), by taking their opinions, it was applied on Monday, corresponding to (12/18/2023 AD), and continued until Thursday, corresponding to (2/29/2024 AD) on members of the research sample, and after collecting the data and analyzing it statistically using the (t-test) test) for two independent samples, and the Pearson correlation coefficient, Cronbach's alpha, the reference mean and the relative weight, the researcher reached the following results:
1- The percentages achieved for positive impacts reached (76.84), achieving first place. As for the field of negative impacts, which reached (74.78), it achieved second place. The field of impact on climate change achieved third rank, reaching (74.9), while the field of climate change application achieved It ranked fourth (72.28) and the field of knowledge of climate change ranked fifth and last (69.74), respectively. This indicates the inclusion of the earth science approach to consolidate the concept of climate change in all fields. These are good percentages, according to the point of view of the members of the research sample as a whole, in consolidating the concept climate change.
2- The percentages achieved for the field of influence on climate change amounted to (78.26), achieving first place, as for the field of positive impacts, which reached (77.52), it achieved second place, the field of knowledge of climate change achieved third place, reaching (76.68), while the field of influences achieved Negativity ranked fourth, amounting to (75.34), and the field of climate change application ranked fifth and last, amounting to (73), respectively, this indicates the inclusion of the earth science approach to consolidate the concept of climate change in all fields, and these are good percentages, according to the point of view of the members of the research sample as a whole, in establishing The concept of climate change.
3- The calculated T-value reached (2.70) is more than the tabulated T-value, which amounted to (1.99) at a significance level of (0.05) and a degree of freedom (68). This means that there is a statistically significant difference between the viewpoints of male and female teachers of the Earth Sciences curriculum to include Climate change in the content of the curriculum for the fifth science grade, in favor of males, as both genders find that the curriculum designers had included climate change in the earth sciences curriculum according to their point of view.
The researchers came out with a number of conclusions and recommendations, including an emphasis on the preparation and training directorates in the Iraqi Ministry of Education to hold workshops for teachers dealing with consolidating the concept of climate change and applying it in schools and clarifying it to their students. Among the proposals is the extent to which the earth science curriculum scheduled to be taught to students in the fifth scientific grade should be included in developing the concept of climate change. They have it from the point of view of its teachers

The current study aims to conduct a hydrological assessment of the soils in the Alqosh area, located in northern Iraq, covering an area of 308.4 km². To achieve this, the natural factors influencing the soils of the study area, including geology, topography and slope characteristics, climate, and vegetation cover, were examined. Additionally, 15 sites were selected across the study area to measure infiltration characteristics (initial infiltration and cumulative infiltration) using a double-ring infiltrometer. It was observed that the natural factors, particularly geology and topographical features, play a significant role in shaping the soils of the study area, with similarities observed in some of the physical and chemical properties of the soils. The results obtained from field measurements of infiltration, based on the Kostakov equation, indicate that the initial infiltration depth ranges from 0.041 cm/min at the Sheikh Maqloub site to 0.838 cm/min at the Sharafiya site, with an average of 0.2016%. Cumulative infiltration depth showed a significant variation, recording 5.293 cm/min at the Alqosh site and 86.296 cm/min at the Sharafiya site, with an average of 32.1924%

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