The research is concerned with studying the effect of outdoor drawing on the degree of color in students' drawings. The research was divided into four chapters. The first was concerned with the research methodology, as it included the research problem, its importance and the need for it, in addition to the research objective, which is (identifying the effect of outdoor drawing on the degree of color in students' drawings), and it was specified in the academic year (2023-2024). The chapter concluded with a definition of terms. The second chapter represented the theoretical framework, and consisted of three topics. The first was entitled Color (its nature - characteristics - its relationship to the elements of composition), and the second topic was entitled (Color and its relationship to the foundations of composition in children's drawings). The third topic was entitled (the importance of place and its psychological effect on children's drawings). The chapter concluded with indicators of the theoretical framework. The third chapter specialized in research procedures, which included the research community and the research sample. The researcher relied on a deliberate sample represented by (7) male students and (7) female students. The students drew a topic entitled (A Free Day) in three stages, the first at home, The second is in the classroom, and the third stage is outdoors. The researcher adopted the experimental approach in the process of changing the drawing location, and the method of analyzing the content of students' drawings. The research included a research tool, which was a questionnaire that was presented to a group of experts. The questionnaire was subjected to the factors of validity and reliability. Statistical methods were used to display the tables and analyze the paintings statistically. The fourth chapter represented the results, including the effect of drawing outdoors on the degree of color in students' drawings through the relationship between line and color, as it was at a higher degree outdoors, while it was at a lower degree at home and school, and the conclusions, including: The effect of drawing outdoors led to a positive change in the degree of color in students' drawings. The chapter also included recommendations, suggestions and sources.

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).

This study leverages Social Identity Theory (SIT) to explore themes of identity, belonging, and relationships in Sylvia Plath's "Mad Girl's Love Song" and Elizabeth Bishop's "One Art." Using a comparative qualitative approach, the research examines how personal and social identities influence the speakers' experiences of love and loss. Plath's poem illustrates a crisis of social identity marked by the speaker's detachment and internal conflict, reflecting struggles with isolation and idealization. In contrast, Bishop portrays loss as a communal experience, highlighting an evolving identity characterized by resilience and acceptance. The findings reveal that while both poets illustrate identity transformations shaped by relationships and loss, they utilize different coping mechanisms—Plath through fantasy and Bishop through pragmatic acceptance. This analysis underscores the intricate relationship between social identity and emotional responses, enhancing our understanding of how societal contexts impact individual identity formation.

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.

The study looked at the effects of repeated reading approach on primary three pupils reading in Pankshin Local Government Area of Plateau State, North Central Nigeria and was carried out in five (5) different public schools located in the rural areas of the Local Government. The main objective of the study was to significantly remedy the reading challenges of primary 3 pupils by increasing their reading ability. The study was a true experimental design of pre-test and post-test with a sample of 110 pupils. The study was conducted within one academic session: September 2022 – July 2023. Means, standard deviation and ANCOVA using IBM SPPS version 22 and Microsoft Excel Spread sheet were used. The study revealed that pupils achieved a significant level of fluency in their reading ability, and it recommended the use of the Repeated Reading Approach to teach learners who have challenges with reading in primary schools.

The current research addresses Nihilism in the Works of Jackson Pollock, exploring the concept of nihilism in philosophical thought. The research consists of four chapters. The first chapter focuses on the methodological framework, which includes the research problem formulated in response to the following question: 1. Did nihilism influence Jackson Pollock's works? The first chapter also outlines the research objective: 1. To reveal the reflections of nihilism in Jackson Pollock's paintings. The research scope is limited to studying the concept of nihilism in Pollock's paintings and analyzing visual samples of his artworks, which appeared in the United States and Europe, using the descriptive-analytical method. The second chapter presents the theoretical framework, divided into two sections. The first section discusses nihilism philosophically, while the second section addresses nihilism in postmodern art. The second chapter concludes with theoretical framework indicators. The third chapter includes the research procedures, covering the research population, sample, and research tool, followed by the analysis of three selected artworks. The fourth chapter presents the research results and conclusions, along with recommendations and suggestions. The research concludes with references and appendices.

Many researchers underscore the need to study bilinguals and multilinguals by unleashing different methods to fathom full range of its trajectories and complexities including their personal beliefs, policies, practices, values, norms, realities and expectations (García & Lin 2017). This study examines the multilanguage proficiency, practices, and attitudes among Bilingual Jordanians (N=22) predominantly residing in Jordan and trilingual Jordanians (N=26) living in Hungary. The participants answered to an online composite questionnaire that included a subjective overall language proficiency questionnaire, self-assessed language skills (Can-Do questionnaire), a Language Use and a language attitude Questionnaire. Results using the Spss software indicated that overall self-assessed proficiencies in each language positively correlated with the 4 language skills of that language for both participant groups. However, no statistically P significant differences in the scores of overall proficiencies between the two groups were found for Arabic (L1) and English (L2). Moreover, Language use and attitudes patterns revealed that Jordanian trilinguals exhibited greater linguistic flexibility and a more diverse multilanguage use compared to bilinguals, and they showcased a more positive outlook on multilingualism.