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).

Chitra Banerjee Divakaruni’s The Palace of Illusions (2008) reinterprets the Mahabharata from Draupadi’s perspective, challenging the epic’s patriarchal framework and reclaiming female agency. This paper examines how Divakaruni employs feminist narratology and postcolonial discourse to subvert traditional gender roles in mythological literature. Drawing on feminist theory (Showalter, Chakravarti), mythological studies (Doniger, Hiltebeitel), and postcolonial critiques (Spivak, Alexander), the study argues that The Palace of Illusions transforms Draupadi from a silenced victim into a politically astute, emotionally complex protagonist. Through close textual analysis, this paper explores Divakaruni’s narrative techniques—first-person narration, interior monologue, and intertextuality—to establish how the novel reconfigures the Mahabharata as a feminist discourse. The findings reveal that mythological retellings serve as crucial sites for feminist resistance, offering new paradigms for gender representation in postcolonial literature.

The novel highlights a person's life in a coastal city in East Africa. The significance of the study lies in the novelist's style, which clearly depicts the protagonist's agonizing reality. For this, the author was awarded the Nobel Prize. The study aims to explore aspects of egoism and otherness of characters in the narrative and the extent to which their environment impacted them. The researcher adopted the descriptive analytical approach to critically elicit and analyze such aspects to uncover their features. The foremost result of the study is that the environment affects egoism, which changes from time to time to comply with environmental determinants.

This study examined a leadership framework from a teacher and student perspective for school management and improvement in the northern part of Ghana. The research created a model for using sustainable instructional intervention technology (SIT) in basic school leadership, which aimed to explore the relationship between teachers' professional development and their teaching effectiveness, as well as the connection between leadership methods and teaching strategies. The study employed correlational design with sample of 479 teachers in the Tamale metropolis to assess the concepts of leadership framework characteristics: professional growth, change management, systems and operations, culture and behavior, instructional strategies, and community engagement. The data indicated a relationship between professional progress and instructional methodologies; however, this relationship is not significant. A correlation coefficient of 0.209 indicates a weak positive association between professional development and instructional practices. The results demonstrated a robust association between the instructional methodologies and the systems and operations, respectively. Once more, we were unable to reject the null hypothesis, suggesting that there is no significant difference between the leadership framework and instructional methodologies. There exists a significant association between the leadership framework and professional progress in leadership, as well as the characteristics of systems and operations.

This study examined the effectiveness of subtitled videos in enhancing vocabulary development among Junior Secondary School (JSS II) students in Argungu Local Government, Kebbi State, Nigeria. Using a quasi-experimental design, the research involved 312 students divided into experimental and control groups. The experimental group received vocabulary instruction through researcher-developed subtitled videos focusing on agriculture and health topics, while the control group was taught using traditional methods. Validated and reliable instruments were employed for data collection, with analysis conducted through mean, standard deviation, and independent samples t-tests at a 0.05 significance level. Findings revealed statistically significant improvements in vocabulary achievement among students exposed to subtitled videos compared to those taught through conventional methods (p < 0.05). However, no significant differences were found based on gender (p = 0.902) or school location (p = 0.090), indicating the universal effectiveness of this approach across demographic variables. These results suggest that subtitled videos serve as an equitable and impactful pedagogical tool for vocabulary instruction in diverse educational settings. The study recommends the integration of subtitled videos into English language curricula at the junior secondary level, particularly for vocabulary instruction. Additionally, it advocates for government provision of audiovisual resources to both urban and rural schools to support technology-enhanced learning. These findings contribute to ongoing discourse about innovative language teaching methodologies in resource-constrained environments.