ABSTRACT
Abstract: This article, titled “The Phenomenon of Clarity and Ambiguity in the Poetry of Prophetic Praise: A Comparative and Critical Study between Hamid Mahmud Ibrahim Alhijiry and Muhammad Jamilu Sadisu”, conducts a comparative and critical analysis of the prophetic praise poetry of the two poets. Drawing on the Arabic critical theory of Clarity and Ambiguity, the study identifies elements of excellence in their poetic expression. The article begins with an introduction that outlines the aims, significance, research problem, and methodology. It then provides a brief overview of the poets' biographies, examines the literal and technical meanings of Clarity and Ambiguity within the framework of Arabic literary criticism, and discusses the importance of applying this theory to literary analysis. A comparative analysis of selected prophetic eulogies by both poets follows. The study adopts an analytical approach, and the findings reveal that both poets demonstrate equal proficiency in the use of clear diction, sentence structure, and rhetorical imagery.

ABSTRACT
Abstract: This paper aimed to examine the psychology of ethnic minority in The Spirit Catches You and You Fall Down. It specifically analyzed key incidents that reveal how entrenched power structures enforce a singular narrative of health and illness, often disregarding the Hmong perspective rooted in their cultural beliefs and practices. Furthermore, it discussed the implications of these disparities on the psychological well-being of the family, illustrating how their identity and lived experiences shape their interactions within a predominantly Western framework. The descriptive method was used, and the analysis was based on the Critical Race Theory (CRT). The findings unveiled the systemic racism and cultural barriers that contribute to the miscommunication and mistrust between the Hmong family and medical professionals. Besides, the study recommended recognizing diverse cultural narratives in healthcare to promote equity and understanding, suggesting that a more inclusive approach can bridge the gap between differing worldviews, thereby improving patient outcomes for minority communities.

ABSTRACT
Abstract: Project-based teaching is a modern educational approach that is particularly effective in developing coherent language for 5-6-year-old preschool children. Integrating literary works into learning not only enhances language development but also promotes creative thinking, communication, and social skills. This paper clarifies the current situation of coherent language development for 5-6-year-old children through project-based teaching at kindergartens in Nghe An province. The finding serves as a practical foundation for designing project-based lesson plans to improve the effectiveness of this approach in preschools.

ABSTRACT
This study presents a theoretical analysis of “The Word,” a poem by Ali Jimale Ahmed, a prolific thinker who is, in addition to being an academician, also a highly regarded poet, literary critic, culturologist, essayist, novelist, and a polyglot whose literary production draws on African, Western, and Arabian/Middle Eastern knowledgebases in their classical, medieval, and contemporary eras. Using English as his chosen medium of communication, and controverting the familiar rhythms, metric structures, alliterated sounds, and rhymes known for the poetry recited in his native Somali tongue, the poet Ahmed explores in this sonnet a terra incognita path of problematizing the function as well as limitations of language, rekindling the essential debate over language on the one hand, and use of poetic language on the other, in his unique style of versal discourse in “the word”.

ABSTRACT
The social and cultural pluralism of modern reality has highlighted the different manifestations of student potential in terms of readiness, interests, experiences, culture, needs and learning capabilities, making the traditional, one-dimensional way of teaching and learning inadequate. Based on this logic, it seems that Differentiated Teaching and Learning constitutes a modern teaching perspective, which, through the utilization of Developmentally Appropriate Programs, is capable of responding to the complexity of the multi-level activation of the psycho-spiritual potential of each student, in the acquisition of skills, in their active involvement in the teaching process and in the development of motivation for the construction of new knowledge. The purpose of this research is to determine the degree of enhancement of the quality of the teaching provided, through the implementation of an annual educational intervention program with the implementation of Developmentally Appropriate Programs within the framework of Differentiated Teaching and Learning in kindergartens. The research was implemented in the academic year 2023-2024 in four (N:4) kindergartens in the Epirus region, of which two constituted the experimental groups and two the control groups. A structured questionnaire with open and closed-ended questions was used to collect the research data. The findings of the research highlighted the importance of utilizing Developmentally Appropriate Programs within the framework of Differentiated Teaching and Learning in providing high-quality education in preschool.

ABSTRACT
Educational methods play an important role in achieving the goals of education as they are one of the pillars of the educational process. For this reason, the many changes in traditional educational theories have prompted educational experts to provide suggestions to modify the means of presenting curricula to improve the educational process. Were, this research came in this context, as it sheds light on the educational methods used in secondary schools and their role in stimulating students’ motivation to learn and develop their skills. The research is important through the effective role of the educational methods used by teachers in stimulating students’ thinking and developing their skills. The research included a presentation of the most important previous studies about the topic, a review of the theoretical framework, and practical application was carried out on a sample size of (925) male and female teachers. Data was collected through a questionnaire prepared for this purpose, and analysis was done in two ways. The first adopted descriptive statistics by adopting a triple Likert scale, and the second adopted the analytical statistical approach through the use of analysis of variance. And the research concluded with a set of conclusions and recommendations, the most important of which are: educational methods have an effective role in developing students’ skills and their use has positive repercussions. There are statistically significant differences between the response levels.

ABSTRACT
The concept of Emotional Intelligence is a clear and original field of study and research that has aroused the interest of the scientific community in recent years. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals, social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the opinions of thirty-two (N:32) families of preschool children on the degree of strengthening of children's Emotional Intelligence by utilizing Differentiated Teaching and Learning in kindergarten. The research was completed during the Academic Year 2023-2024. A structured questionnaire with closed-ended questions was used to collect the research data. The data of this research highlighted the enhancement of Emotional Intelligence through the implementation of Differentiated Teaching and Learning in daily educational practice, a fact that was recorded in the opinions of the families of preschool students. The collaboration between family and school is crucial for the healthy emotional development of young children and creates a supportive environment that promotes their all-round development. A unified approach to the education and upbringing of children enhances their self-esteem, their social competence and their mental well-being.