This paper undertakes a meticulous stylistic dissection of William Golding's novel, Lord of the Flies (1954), meticulously excavating the intricate symbiotic relationships between narrative techniques, linguistic nuances, and thematic resonances that undergird the novel's enduring pertinence. Through a stylistic lens that scrutinizes narrative voice, characterization, symbolism, and imagery, this study lays bare the deliberate artistic choices that Golding wielded to illuminate the shadowy recesses of human nature, the precipitous collapse of societal structures, and the abyssal ambiguities of morality. By interrogating the fault lines where language, psychology, and social dynamics intersect, this analysis reveals the intricate narrative machinery that underpins Golding's haunting portrayal of civilization's precarious fragility, yielding profound insights into the human condition.

The study was qualitative in nature to examine master's students' perceptions of the Clinical Psychology program at An-Najah National University with respect to the challenges associated with the use of SPSS, the statistical software, during the statistics courses as well as in the course of conducting their research projects. It also aimed toward exploring the significant factors that increase the severity of these challenges and documenting the proposed students' solutions to overcome them. The study employed interpretive qualitative methodology in which semi-structured interviews were conducted with a purposive sample of 10 students who had previously experienced usage of SPSS. The findings with thematic analysis revealed five major categories of difficulty, which included: Weak theoretical background in statistics, Technical challenges in operation of software, Barriers related to English terminology, Anxiety and lack of confidence, and limited access to training or academic support. In addition, it was found that the students, where some had prior training or broader exposure to practical side, reported fewer difficulties. Key solutions suggested by the participants towards this end include extra workshops on SPSS skills, inclusion of more hands-on, applied activities in courses, providing resources in Arabic, and establishing departments that will offer consultation on statistical matters and foster collaboration among peers. The study concluded by providing practical recommendations to improve the learning environment, reduce statistical anxiety, and empower students to independently and confidently use SPSS in their academic research.

This article explores the feasibility and effectiveness of using indigenous languages to teach science subjects in Nigerian junior and senior secondary schools. Guided by Cummins’ Linguistic Interdependence Hypothesis, which posits that conceptual knowledge acquired in a first language can transfer to second language learning, the research investigates how mother-tongue instruction influences science comprehension. Both qualitative and quantitative methodologies were employed, including interviews with a selected number of teachers and students, focus group discussions, and classroom observations across linguistically diverse regions. Findings indicate that teaching science in indigenous languages enhances students’ understanding, engagement, and participation by making abstract concepts more accessible. However, the study also identifies challenges, such as limited instructional resources and insufficient teacher training. The research concludes that while indigenous language instruction holds promise for improving science education, its success depends on policy support, curriculum development, and teacher capacity building.

Semiotics, the study of signs and signification, is often misunderstood as a singular, monolithic framework. However, a closer investigation reveals a constellation of complementary approaches—from structuralist linguistics and pragmatic philosophy to cultural, narrative, post-structural, and multimodal perspectives. This paper critically surveys the foundational and contemporary thinkers in semiotics including Saussure, Peirce, Barthes, Eco, Greimas, Derrida, and Kress & van Leeuwen. It then applies these theoretical insights to a case study analysis of Sherdukpen folktales, particularly Ha Sat Sat, Dong Sat Sat and Chong Pon, demonstrating how semiotic analysis reveals deeply embedded cultural logics, moral codes, and ideological functions. The paper argues for a holistic understanding of semiotics as a diverse, dynamic, and context-sensitive interpretive framework.

The present study examines the discursive representation of the Mbororo people, a minority group in Cameroon, in political speeches. Drawing on Critical Discourse Analysis (CDA) and postcolonial theory, it explores the linguistic and rhetorical strategies used by political leaders to frame the Mbororo community. The study investigates how these representations reflect power dynamics, cultural stereotypes, and systemic marginalisation, while also interrogating the implications for minority rights and social inclusion in Cameroon. The analysis focuses on selected political speeches that address issues of minority, identity, cultural integration, and socio-political rights. Through a qualitative approach, the article identifies key discursive strategies, such as framing, stereotyping, exclusion, and the use of rhetorical tools like metaphors and euphemisms. The Paper reveals that political discourse often portrays the Mbororo people in ways that reinforce cultural otherness and hierarchical relationships, positioning them as passive subjects within Cameroon's broader nation-building agenda. The findings suggest that these representations are not neutral but serve to maintain existing power structures, highlighting a tension between rhetorical commitments to inclusivity and the realities of socio-political exclusion. Furthermore, the study emphasizes how these discourses shape public perceptions of the Mbororo people, influencing their access to political participation and their recognition as equal citizens. By shedding light on the intersection of language, power, and identity, the study contributes to the growing body of scholarship on minority representation in political discourse. It advocates for more inclusive and equitable communication practices to foster meaningful representation of marginalised groups in political decision-making processes. The article concludes by calling for further research on the discursive treatment of minority groups across Africa and its implications for governance and social cohesion.

The Nariphon, a legendary fruit-bearing tree rooted in Thai Buddhist tradition, has emerged as a significant motif in Thai cultural expression. This investigation explores the development and importance of Nariphon imagery by tracing its journey from South Asian origins to assimilation into Thai Buddhist cosmology and subsequent modern interpretations. Through the application of iconographic analysis, historical inquiry, and comparative methodologies, this study illuminates Nariphon's function of communicating Buddhist precepts concerning desire, impermanence, and spiritual discipline across various artistic media. Illustrative examples include the Add MS 27370 manuscript (1824), the 1842 Lawka-koon-char Burmese manuscript, mural paintings at Wat Ban Lan and Wat Sanuan Wari in Isan, and Phaptawan Suwannakudt's Nariphon series. These artifacts exemplify Nariphon's versatility as an instructional tool. This research examines Nariphon's incorporation into Thai temple architecture and its evolution into contemporary religious artifacts. Suwannakudt's portrayal of the Nariphon as an allegory of young women’s commodification addresses present-day societal issues. This investigation enhances the comprehension of Nariphon's depiction of Thai artistic tradition by connecting ancient mythology with contemporary social commentary. The continuous reinterpretation and adaptation of this motif underline its enduring relevance in Thai cultural discourse and expression, engaging with fundamental Buddhist principles of impermanence, attachment, and spiritual growth while mirroring shifting artistic trends and cultural norms.

There were four chapters in the research structure. The research problem, its significance and the reason for studying it were all outlined in the first chapter. The study was designed to discover the way aggression was drawn by people with disabilities. Planning for the research was done for the academic year (2024-2025). The second chapter brought in the theoretical framework and it focused on three subjects: Special Education explains how it cares for those with special needs, Aggression in Psychology uses various theories to understand it and Drawings of Children (people with motor impairments) play a role in identifying the reasons for aggression. The end of the chapter featured the indicators based on the chosen theory. Research procedures were discussed in the third chapter that involved the research community and the sample. Students with (motor) disabilities were taken from fifth grade classes containing special education, so the group consisted of (20) students and every student gave only one drawing, making the total number of drawings (20).