Most of the global stroke burden occurs in low- and lower-middle-income countries. The most common obstacles families face when caring for stroke patients appear to cause various tensions between patients and their families. This study examines family members' experiences of caring for patients after a stroke. This study uses a qualitative method with a descriptive phenomenological design. The research participants were 11 participants using purposive sampling techniques. Data were analyzed using NVivo 12 qualitative data analysis software, and interview results were analyzed using thematic analysis. This study identified five phenomena related to the experience of caring for patients after stroke: fulfillment of patient's daily activities, patient treatment, participant psychological response, participant support, and barriers to patient care. Most participants had a less pleasant experience caring for patients after a stroke. This is reflected in sad reactions, angry reactions, the need for help and support from the government, health workers, and other family members, and barriers to patient care. It is important to ensure good coordination between health services and patients and their families, as patients and participants do not have access to health services due to distance and physical disability.

Ulrich Weisstein is considered one the pillars of comparative literature. He has a Ph.D. in comparative literature (1954) from IU. He was one of the first to do so from the IU Comparative Literature Program. In his famous book, Comparative Literature and Literary Theory, He attempts to draw the line between different concepts like comparative, national, and world literatures. He dedicates long chapters to explain genres throughout histories as well as movements. He belongs the French school of comparative literature in which he believes that there is transference of impact between the influencer and the influenced by. In this article, Weisstein is not only a writer, but also, a historian who traces back concepts like stof, motif, genre, movement, and school. He differentiates, compares and presents his viewpoint of World Literature (WL), National Literature (NL) and Comparative Literature (CL).

English is considered one of the most challenging languages in the world due to its complex structure and rich grammar, which significantly impact the teaching and learning process. Additionally, globalisation's influence has increased the importance and widespread use of the English language, especially in educational and professional fields. English literature opens the gate to all aspects and structures of the English language. It is written coherently, enabling students to learn the language successfully. English literature is written to educate audiences on how to navigate the world around us, regardless of differences in positions and jobs. It helps the audience, especially students in intermediate schools, learn how to read, write, listen, and speak, as their age allows them to absorb a wide range of topics. Literary texts are composed of poetry, prose, etc., characterised by artistic beauty that influences both the listener and the reader. They serve as a vessel for good literary heritage and can be used to develop linguistic, expressive, stylistic, and aesthetic skills among students. As cultural and humanistic material, studying them helps learners understand human nature. Literary texts represent a learning process aimed at intentionally changing learners' cognitive, psychological, social, and perceptual behaviours. Additionally, as linguistic material, they aim to contribute to proper pronunciation, effective performance, eloquent delivery, accurate understanding of what is heard or read, and enriching the learners' vocabulary, which leads to achieving the goal.