Increasingly, today zoos also focus on the reproduction of endangered species such as crane, crocodile, monkeys etc.; zoo scientists devote to improving their reproductive potential of these creatures. In educational race the Kano Zoo can be seen from the number of individuals, schools, associations and researchers that visited zoo on the basic studies. Primary, science clubs, nursery to university rank the zoo’s educational purpose. In zoos people may learn to understand nature and the importance of conservation of wildlife. Presently, natural settings are continually destroyed; this causes a serious education in wild-life population. The first public animal collections opened in major European cities such as Vienna, Paris, Amsterdam, London and Berlin during the late eighteenth and early nineteenth centuries. In most cases, these gardens were established by private zoological scientists that believed their collections would provide scientific interest, natural history instruction and cultural improvement for their cities’ growing bourgeoisie. The zoological society of Philadelphia opening was delayed or postponed because of civil war that occurred within that period, though it was later opened in 1874. The Cincinnati zoological garden debated one year later, drawing its inspiration from the festive animals’ parks of Germany. Both institutions embraced the twin goals of instruction and recreation and proclaimed themselves to be civic institutions of the highest order, allied with the libraries, concert halls, museums and other cultural attractions. In most American cities, zoos developed not as philanthropic endeavors but rather as adjusts to municipal parks departments [4]. New York’s central park menagerie appeared in the early 1860s, partly as a result of public donations of animals to the city.

Chicago’s Lincoln Park had its own zoo in 1868, as the first habitant of a pair of swans coming from the central park menagerie. By the end of the nineteenth century, over twenty American cities had opened their own municipal zoos; most of them opened free to the public. The store of zoos which reflected the past, present and future of the animals especially valuable on collecting and display of zoo animals reported that zoo served as an entertainment and educational centre, and people of all ages enjoyed visiting zoos, because of the joy of seeing different species of animals. Zoos provide more than recreation, and they also help keep people aware of the beauties of nature and the need to preserve wild and lectures for schooling children and other groups. In most large zoos, youngsters can pet and perhaps even feed some animals. On the other hand, zoos served as scientific research, for example, zoologies learned much about animal habit and diseases by studying them in zoos. Studies of animals living in zoo, together with examination of those that have died have provided zoologist with information about the structure and function of animal bodies. Keeping wildlife animals in captivity brings visitors from different parts of the world for different purposes such as to provide sources of recreation in the city, to provide biological specimen, flood and drain table to constitute a learning resources for secondary schools, colleges and universities. It also provides employment and generates revenue. Wildlife conservation in zoo and game reserve provides sources of protein revenue, esthetics recreation, education and scientific value. The captive animals’ propagation is one way of encouraging growth of depleted wildlife species population and so properly planned programme of zoo establishment and development is considered as one of the effective methods for conservation wildlife.

Educational environment study and the conservation of the environment have become a subject of major importance all over the world, not only from the point of view of preventing pollution, but also from the point of conserving water supplies by protecting water shed, conserving soil, vegetarian and fauna. Conservation zoos can provide an important facility for research at both pure and applied levels, in both the field and the laboratory in colleges and universities. According to zoos maintain over 500,000 individuals of terrestrial vertebrates, representing 3000 species of mammals, birds, reptiles and amphibians.Zoo is a center of entertainment, because people of all ages, students from various institutions enjoyed visiting the zoos. They delighted in viewing creatures of the beauties of nature and the need to preserve wildlife. This agreed with the result obtained in this project, this is because different visitors in the zoo maintained that they are enjoying the zoo, more especially to those who cannot afford to visit the game reserve or parks as shown in the Table 6. So zoological garden contributed a lot by giving people the opportunity to marvel and appreciation of the nature in the condition. Zoos offer educational tours and lectures fro schooling of different students from various level of education. And it stated that zoo served as a scientific research, example zoological laboratories. There are justified with this project shown in Table 7 and Table 8 because many researchers agreed that zoo is a center of research and various learners  learn much about the animals’ habits and diseases by studying them in the zoo. Zoo serve as an entertainment and educational centre, also in the course of this research, that is the contribution of zoological garden to tertiary institutions, the questionnaire interviewed were used in the collection of data, based on the finding, it was observed that zoo is an educational centre.

Keeping wildlife animals in captivity brings visitors from outside to see semi natural environment to provide sources of recreation in the city, to provide biological specimen, to constitute a learning resources schools colleges and universities. It is also provides employment and generates revenues, while in this research work it was observed that zoo is an economic value and recreational interest. Wildlife conservation is zoo and game reserve provides sources of protein, revenue, esthetics recreations, education and scientific value but in this research work, it was observed that zoo is a wildlife conservation centre. Primary functions of zoos curators is to make the visit a learning experience while based on the finding, it was observed that zoo is also research centre. It should be noted that based on the result/findings of this project, it was observed that the following were the contributions of zoological garden to tertiary institutions. As an educational centre , research centre, wildlife, conservation, economic value. The result also indicates that people from various work of life verified the zoo. Some recommendations were also made for further studies as well as guide against the establishment of a zoo.The marshes in Iraq referred to as the “Garden of Eden” are located within the southern part of Iraq, which are created by the Tigris and Euphrates Rivers system . The area is characterized by its very tow slope where it ranges from 4 to 8 cm/km within the Euphrates and Tigris respectively which caused the two rivers to split and meander. The area stretches between double deltas, the inner delta produced by Hillah-Hindiyah on the Euphrates and Sghatt alGharaf on the Tigris, and a marine delta created by the Karun and Marunjerrahi river system.The area represents a unique ecosystem providing local inhabitants with an essential source of habitat and livelihoods, and it has played a vital role in the economic and social advancement of the people of Iraq. In addition, they represent national heritage and ecological area. The area was considered as the largest wetland in the world and the greatest in western Asia. Furthermore, it is considered one of the eleven non-marine wetland areas in the world with Endemic Bird Area status. This area was inhabited since the dawn of civilization about 6000 years BP.

Sometimes the inhabitants of the area are called “Ma’dan” and they are supposed to be descendants of Sumerians. Most of the inhabitants are semi-nomadic; their settlements are located at the edges of the marshes or on artificial islands, their houses are usually built of reed and mud, and Water buffalos are very important for the Marsh Arabs existence . The buffalos are fed on young reed shoots, and they provide them with milk, butter, yogurt, as well as energy and crop fertilizer in the form of fuel and manure. In addition,fishing, hunting and growing rice are the other complimentary things in the life of the marsh Arabs. The marsh dwellers were isolated until the 1970s. Reed covers large areas of the marshes while the vegetation in the mud flats is usually Carex and Juncus spp., Scripus brachyceras. In the fresh water lakes, the aquatic vegetation dominates . After 2003, the new Iraqi government started an attempt to restore the marshes. In this paper, the possibility of restoring the marshes is discussed.Most of the researchers attribute the climate change and sea level changes were the main factors that caused the development of the marshes and controlling its water quality. About 18,000 years ago, during the last glacial period, the sea level was below its present level by 120 – 130 m; this means that the gulf area was dry and the rivers were directly flowing to the gulf of Oman.The river was cutting about −26 to −30 m into the Mesopotiaman plain. Most probably there were no marshes at that period. Later about 9000 years ago on ward, rolling bench there was a transgression of the sea where water reached Basra area. Then it reached Al Amarah and An Nasiriyah areas about 7000 to 6000 years ago . This period known as the great flood period. It was reported that the rise of sea level was relatively fast at this period [16]. This period was followed by semiarid climate that caused regression of the sea level. At this period, the marshes were formed. Following that period, the area passed through an arid climate till the current time.

Marine fauna was found in Hammar formation  about −2.7 to −5.8 m below soil surface, and this indicates that the sea level at that period reached Amrah. Above Hammar formation, the sediments are of fluvial nature that were deposited in the shallow northern region of the Gulf leading to the progression of the delta toward the southeast . This changed the nature of the area from the brackish lagoon to fresh water within the formed delta area. Within Hammar marsh and the area east of Qurna-Basra, number of archeological sites were discovered that indicated that during the second and first millennium indicating, the Gulf shoreline was further south. The southern limit of the Mesopotamian delta was very near its present limit during Hellenistic period. During that period, the sea level was about 1 m lower than its present level. Following this period, no major events took place apart from the Tigris River followed the Gharaf bed into the Euphrates forming a very big marsh 370 km long and 90 km wide during the seventh century.Generally, the area is characterized by dry hot summer that extends from June to September and mild wet winter that extends from October to May reflecting continental to subtropical climate. Annual precipitation increases from southwest to the northeast . The average annual rainfall in the area ranges from 42 to 185 mm. The long term average annual rainfall within the marshland at the rainy period is between 40 to 60 days, and the probability of intensive rainfall  is only 25% – 27%. It is note worthy to mention that October to May, have a relatively low precipitation where the maximum precipitation takes place during December, January to March. Al Amarah, Al Basrah and Al Nasiriyah stations show an average annual precipitation of 185.42, 152.4 and 109.22 mm respectively. The average annual temperature is ranging between 22.2˚C and 27.2˚C in the marshland area and it reaches more than 500˚C during summer and sometimes drop below zero during winter . The absolute maximum and minimum are 49˚C and −2.2˚C – 2.8˚C respectively.