Journal of Studies in Humanities and Educational Sciences

The aim of this research was to identify the effect of using the scientific leader strategy on the achievement of the individual guidance and comprehensive thinking course among female students at the College of Education for Girls. To achieve the research objective, an experimental design (with partial control) was chosen for two equivalent groups, one of which was a control group and the other an experimental group, with a post-test for achievement and comprehensive thinking. This research was limited to female students at the College of Education for Girls at Al-Qadisiyah University. The researcher selected the Guidance Department - Third Stage as the research sample consisting of (64) female students, distributed as follows: (32) students for the experimental group and (32) students for the control group. They were equated in a number of variables that influence the independent variable: chronological age calculated in months, intelligence test, two achievement tests for the individual guidance and comprehensive thinking course, in addition to controlling other variables for the integrity of the research. The researcher prepared two achievement and comprehensive thinking tests consisting of 20 items each. He studied both research groups, and the scientific material was determined by the curriculum. The results showed superiority The experimental group students who studied using the scientific leader strategy outperformed the control group students who studied using the traditional method in achieving individual guidance and comprehensive thinking skills. This demonstrated the effectiveness of the scientific leader strategy in achieving individual guidance and comprehensive thinking skills. The researcher suggested conducting further studies at other stages and different study materials to determine the effectiveness of the scientific leader strategy with other dependent variables such as achievement, scientific exploration, and systematic thinking.

The aim of the current research is to identify 1- Cultural dominance among social studies teachers. 2- Persuasive intelligence among social studies teachers. 3-The relationship between cultural dominance and persuasive intelligence among social studies teachers. To verify the objectives of the research, the researcher prepared two scales, the first is (the dominance scale) and the second (the persuasive intelligence scale), and then applied the two scales to a sample consisting of (200) teachers, with (100) male and (100) female teachers. After verifying the standard properties of both scales, they were used to measure the research sample. The data was processed using appropriate statistical tools, and the results appeared: 1- There is no cultural dominance among social studies teachers. 2- There is a high level of persuasive intelligence among social studies teachers. 3- There is a direct relationship between cultural dominance and persuasive intelligence among the research sample. In light of the results of the current research, the researcher developed a set of recommendations and proposals.

The research aims to identify the effect of the modern American lecture method on the achievement and historical culture of fourth-grade literary students in the subject of history. The researcher adopted the experimental approach with an experimental design for two equal groups. Division (A) was chosen randomly to represent the experimental group and its students (31) students، and in the same way Division (B) was chosen to represent the control group and its number of students (33) students، and the research sample reached (62) students، and the researcher was rewarded statistically between Individuals of the two groups in the following variables: (chronological age calculated in months، last year grades for history، intelligence test، historical culture measure)، and the researcher identified the study material in the first four chapters of the history book for the fourth literary grade، then the researcher formulated behavioral goals، as they numbered (140). ) a behavioral goal that represents the six cognitive levels of Bloom\'s classification in the cognitive field. As for the two research tools، the researcher built an achievement test that consisted of (40) objective test items of the multiple choice type. The alternatives were evaluated according to the (table of specifications)، and the historical culture scale، which consisted of (30) items. The coefficient of honesty، the coefficient of discrimination، difficulty، and stability were verified. Its stability was verified by the split-half method. The researcher used appropriate statistical methods to extract the data، and the results showed that the students of the experimental group outperformed the students of the control group.

It is often said that regional integration would bring greater strength and bargaining power to African countries. But as this paper shows, progress in this area has been relatively limited, and Africa is still one of the most expensive places in the world to do business. The objective of this paper is to discuss the social, economic and political factors that explain the gap between regional integration as an institutional project (regionalism) and regional integration as an everyday reality (regionalization). After a short discussion on the scales and nature of integration, the second part of the paper reviews the literature and discusses the historical roots and contemporary activities of the institutions created to promote regional integration on the continent. The third part discusses the policy implications of the limited achievements of regional integration institutions, while the conclusion stresses the need for an African model of integration.

The goal of the current research is to build a mental abilities test for admission to schools of excellence. The research community consists of students applying for admission to schools of excellence for the academic year (2021-2022), and the researcher chose a research sample randomly from the research community consisting of (200) male and female students, and it was formulated ( 40) items, 12 of which are verbal, 14 are logical and mathematical, and 14 are visual. When corrected, they receive grades (1, 0) and were presented to a group of specialized arbitrators. The items were analyzed statistically, and special instructions were prepared for answering them, in addition to preparing a special sheet for the answer, and the test was applied exploratory. It became clear from this application that the instructions, test passages, and answer sheet were understandable, and that the average answer time was (55) minutes. The passages were analyzed statistically after application to the sample, and the coefficients for the difficulty of the passages and their discrimination were calculated using the two extreme groups. To calculate the stability of the test, the researcher used the Cronbach’s alpha coefficient, which had a value of (0.803), and the researcher reached the research objectives through constructing the test and the presence of statistically significant differences between the sample mean and the hypothesized mean of (20) and in favor of the sample, as the calculated t-test reached (17.07), which is higher than the tabular value at the significance level ( 0.05) with a degree of freedom (199) and a P value (0.000) smaller than the significance level (0.05). The researcher developed a number of recommendations to complement the current research and suggested some proposals.

This study aimed to know the phenomenon of school bullying and its relationship to the social skills of middle school students and to reveal the differences between the behavior of middle school students according to the gender variable (males - females). To achieve this goal, the researcher chose the descriptive approach. A questionnaire was used by referring to previous studies and the theoretical framework. The questionnaire consisted of (30) items and by analyzing SPSS statistical data through the use of Chi-square and Cronbach\'s to measure validity and reliability. Its validity and reliability were verified by appropriate scientific methods. The study was applied to a random sample that was chosen randomly from Middle school students, where the number of members of the study sample was () students. Among the most important findings of the study are the following: providing an appropriate school environment that excludes problems and all forms of school bullying behavior, conducting training programs to educate school teachers about bullying and how to deal with it, and preparing preventive programs by developing social skills and training on them to modify some aspects of social behavior such as smoking and drug use. And others.