ABSTRACT
This paper critically examines the role of the West African playwright as a social commentator, analysing how selected dramatists from Nigeria and Ghana deploy drama to address pressing social, political, economic, and cultural concerns. Drawing on postcolonial theory and Marxist literary criticism as complementary frameworks, and employing a qualitative, purposive textual analysis, the study focuses on works by Wole Soyinka, Femi Osofisan, Ama Ata Aidoo, Efua Sutherland, Ola Rotimi, and Tess Onwueme. The findings are organised around four thematic domains of political corruption and leadership failure; colonial legacy and neocolonial critique; gender and patriarchy; and class struggle and economic inequality. The analysis demonstrates that West African playwrights consistently mobilise satire, allegory, myth, folklore, and Brechtian techniques to interrogate power and stimulate critical consciousness. The study's contribution lies in its cross-national comparative framework, which reveals a shared dramaturgical logic underpinning diverse national traditions. It concludes by arguing that this tradition constitutes a West African dramaturgy of commitment, offering a rich repertoire of strategies for community theatre performance in contemporary African contexts.

ABSTRACT
The present study examined mobile addiction among higher education students in West Bengal with reference to gender, father’s education, and mother’s education. It aimed to compare mobile addiction between male and female students and to analyse differences in addiction across categories of parental education. A quantitative descriptive survey method with a cross-sectional design was adopted. The sample consisted of 200 undergraduate and postgraduate students selected through purposive random sampling from Purba and Paschim Medinipur districts. Data were collected using a self-developed 28-item Mobile Addiction Scale. The data were analysed through mean, standard deviation, independent samples t-test, and one-way ANOVA. Results showed that female students reported slightly higher mobile addiction than male students, but the difference was not statistically significant. Father’s education had a significant difference on mobile addiction, with students of illiterate fathers showing the highest scores. Mother’s education also showed a significant difference, with students of secondary-educated mothers reporting the highest mobile addiction. The findings highlight the role of parental education in students’ mobile-use behaviour.

ABSTRACT
The work has explored some indefinite quantifiers in English. The study of these indefinite quantifiers has important implications for semantics, syntax, and morphology. This first chapter summarizes the morphological use of some indefinite quantifiers, whereas the next one deals with the syntactic analysis. One significant finding is that most languages have indefinite quantifiers and their shapes are fairly uniform across languages. In particular, these quantifiers are divided into two types: either derived from interrogative pronouns by the means of an indefiniteness marker or based on generic nouns such as ‘person’ or ‘thing’. The study has also shown that functional explanations are prominent in negative indefinite pronouns, and that the regularities of diachronic change are explained by the theory of grammaticalization. The main synchronic typological generalizations took the form of universal implications among different functions of indefinite quantifiers. The purpose of the research enable to the non native speakers of English to know and understand the usage of any indefinite quantifiers in a sentence.

ABSTRACT
The purpose of this research is to assess the engagement and influence of women in Traditional Insti­tu­tions (TIs) and Panchayati Raj Insti­tu­tions (PRIs) in Arunachal Pradesh, and to evaluate the impact of these institutions due to dual governance. The objectives of this research are as follows: 1) Assess the nature and extent of women's participation in TIs and PRIs; 2) Understand how women's participation in these institutions is influenced by socio-cultural barriers and political norms; and 3) Identify the potential for women's empowerment through increased participatory and representative roles in local governments. Women's participation in PRIs has been enhanced by the 73rd Constitu­tional Amend­ment Act, 1992 by providing size restrictions on the number of members from women. However, although women have gained improved descriptive representation through reserved seats, their substantive participation remains hindered by cultural barriers to access decision-making authority, proxy representation, and insuffi­cient institutional support. In contrast, most women in TIs do not have formal decision-making authority. Rather, women's only role in TIs is to provide informal influence and socio-cultural contributions. This study argues that to achieve meaningful women's empowerment, TIs and PRIs must evolve to not only provide a place for women within the institutions, but also work to transform the traditional norms that restrain women; to build women's capacity; and to create policies that support women's participation. The conclusion of this study is that improving women's participation in both TIs and PRIs is critical to achieving a participatory, inclusive, and equitable system of grassroots governance in Arunachal Pradesh.

ABSTRACT
In the context of educational digital transformation and the rapid development of artificial intelligence (AI), equipping pre-service teachers with the competence to use AI has become an urgent requirement. This article proposes a course redesign model based on project-based learning (PBL) to foster AI use competence among students majoring in Primary Education. Grounded in the national digital competence framework, the professional characteristics of primary school teachers, and the theoretical foundations of PBL, the study reconstructed the course outline of "Methods of Teaching Morality in Primary Education" into ten learning projects. Each project was associated with a concrete product and integrated AI tools for specific learning purposes, including conceptual understanding, information search and verification, practice, and product creation. The model was implemented with 83 third-year students in a teacher education program. Data were collected through project portfolios, pedagogical products, AI-use records, observation, and rubric-based assessment. The findings indicate that the model not only helped students develop responsible AI use but also strengthened pedagogical competence, critical thinking, and instructional design capacity. Statistically significant improvements were found across all evaluated criteria between the pre- and post-intervention stages. The study contributes a practical pathway for innovating teacher education in the digital era.

ABSTRACT
Mofu za nafsi ni vipashio vya msingi katika muundo wa vitenzi vya lugha za Kibantu. Dhima kuu ya mofu hizi ni kutoa upatanisho wa kisarufi kwa nomino au kiwakilishi mtenda au mtendwa katika tungo. Makala hii ilichunguza maumbo ya mofu za nafsi katika kitenzi cha lahaja ya Kimakunduchi. Uchunguzi huo umezingatia sifa za mofu hizo kimofofonolojia na kimofosintaksia. Katika viwango hivi mofu za nafsi zilichunguzwa katika mitindo na maumbo mbalimbali yaliyoathirika kifonolojia, ilhali hubeba dhima moja ya kimuundo na kiutendaji katika tungo husika. Pia mofu zilichunguzwa katika midhihiriko yake kimuonekano, kinafasi na kiutendakazi. Data za utafiti huu zilikisanywa kutoka shehia ya Nganani, Kibanguni na Kae-kuu kwa kutumia usimulizi na ushuhudiaji-shiriki. Utafiti huu ulitumia Nadharia ya Kanuni Finyizi iliyoasisiwa na Noam Chomsky (1995: 2000: 2001). Misingi mikuu ya nadharia hii ni umbo fonetiki na umbo mantiki ikimaanisha sauti na maana rejelewa ya sauti hizo zinazotokana na umilisi na utendaji wa wazawa. Katika kazi hii, mofu za nafsi hurejelewa kama vipatanishi vya kiima (Upk) au vipatanishi vya yambwa (Upy). Matokeo ya utafiti huu yanaonesha kuwa mofu za nafsi kama vipatanishi kiima na yambwa hudhihirika katika nafasi ya kiambishi awali katika kitenzi vikiwa katika hali ya dhahiri, mficho au jumuishi, kulingana na mazingira ya kifonolojia, kimuundo na umilisi wa wazungumzaji wazawa. Nafasi ya udhihirikaji wa mofu za nafsi ina athari muhimu za kimofosintaksia na kisemantiki.

ABSTRACT
Ancient songs have their own place in the cultural memory and historical consciousness of a community. They do not only serve as a form of art, but also as source of knowledge, values and shared experiences. Songs have been used as a powerful tool to pass and transmit history from one generation to another amongst the Akamba of Kenya and therefore serve as a living archive. This paper examines the Akamba traditional songs and how they help preserve the history of the community. The study employed a qualitative approach, where Akamba traditional songs were carefully selected from memory, You Tube and interviews with the elderly. Thereafter, the obtained data was analyzed thematically. The findings prove that the Akamba community has traditional songs which play a very significant role in preserving its history. Performance elements such as rhythm, repetition and symbolism strengthen memories and protect historical information. As a result, the songs cannot be considered solely as the tools of entertainment but rather of great historical value, as they criticize, narrate and maintain community culture. These songs emphasize the inseparable connection between the oral literature and the collective memory of the communities that have limited written accounts of their history.