Infertility remains a significant yet often neglected reproductive health issue that profoundly affects women’s psychological well-being and social functioning. The present research explores the socio-psychological challenges, coping mechanisms, and available interventions among urban women facing primary infertility. Using a qualitative multiple exploratory case study, data were collected from ten women residing in metropolitan Lahore who were identified through snowball sampling. Semi-structured, audio-recorded interviews were conducted after obtaining informed consent, and thematic analysis was applied to the transcribed data. Four overarching themes emerged: (1) Infertility as a Life-Course Crisis, (2) Socio-Emotional Burden and Stigma, (3) Support Systems and Social Networks, (4) Coping Mechanisms and Interventions. The study explored ten interrelated cases titled: (1) marital strain and emotional distance, (2) abandonment and reconstructed hope, (3) professional stigma and double burden, (4) faith and adaptive strength, (5) cooperative spousal support, (6) domestic violence and patriarchal punishment, (7) adaptive motherhood through adoption, (8) medical fatigue and social alienation, (9) isolation and silence, and (10) spiritual restoration. Collectively, these narratives reveal that infertility is not merely a biomedical condition, but a profound socio-psychological experience shaped by gendered expectations, stigma, and cultural norms. Participants reported emotional suffering, social marginalization, and strained relationships but also demonstrated resilience through faith, familial support, career engagement, and acceptance of destiny. The study emphasizes the need for gender-sensitive counseling, awareness programs, and culturally contextualized psychosocial interventions to promote wellbeing and empowerment of women experiencing infertility in urban Pakistan.

This research aimed to investigate the effectiveness of the Spin and Speak technique in enhancing students' fluency in English. Fluency is a key aspect of language learning, as it allows learners to communicate effortlessly and confidently. The Spin-and-Speak technique is an innovative intervention that combines the use of a spinner and a video to promote spontaneous speaking skills. The participants of this study were Grade 9 learners from one of the public high schools in Central Philippines for a period of 8 weeks. This study adopted a single group who were pre-assessed, given intervention, and post-assessed to determine any significant difference in their oral language competence before and after the Spin and Speak was applied as an intervention to enhance learners’ fluency. The results and findings were based on the result of their pre-assessment and post-assessment using a standardized rubric. The results showed that before the utilization of the Spin-and-Technique, students’ level of oral language competence is inadequate in all categories which include vocabulary, grammar, pronunciation, and overall fluency. Additionally, the level of oral language competence of the students in post-assessment met expectations in all categories of the rubric used. Through this, the researchers were able to evaluate the effectiveness of the Spin and Speak Technique as an intervention in enhancing the fluency of Grade 9 learners.

This study explored Parental Involvement in Student Mental Health within the Pumula Cluster in Bulawayo, Zimbabwe, highlighting barriers and strategies for enhancing parental engagement in school-based mental health initiatives. The research identified significant challenges, including cultural stigmas, economic constraints, and systemic inefficiencies that limited effective parental engagement. The study addressed the following research questions: 1) What was the current level of parental awareness and understanding of mental health issues and resources available for students in the Pumula Cluster? 2) What were the primary challenges hindering parental involvement in school-based mental health programs? 3) What strategies could be employed to improve parental engagement in mental health initiatives for learners in the Pumula Cluster? Utilizing Bronfenbrenner’s Ecological Systems Theory, the study adopted a qualitative approach with a case study design. The population comprised 1,149 students aged 15-24 across three public and three private high schools. A sample of 32 participants was selected through purposive and snowball sampling techniques, involving semi-structured interviews and focus group discussions for data collection. Thematic analysis was employed to interpret the findings, revealing significant gaps in parental knowledge, ineffective communication, and profound cultural stigmas. The study concluded that improved educational outreach, addressing cultural barriers, and enhancing communication strategies were essential for fostering greater parental involvement. Recommendations included conducting regular workshops for parents, developing comprehensive communication strategies leveraging technology, and establishing community-based programs to mitigate cultural stigmas. This study underscored the need for systemic strategies to enhance parental engagement in mental health initiatives, critical for improving student well-being in low-resource contexts.

The management of individuals with mild mental challenges requires a holistic approach that integrates both educational and health care support. As home-based instructional packages become increasingly relevant especially in contexts where institutional resources are limited, this study determined the health care needs for inclusion in home-based instructional package for family management of mild mentally challenged persons in Akwa Ibom State, Nigeria. Two specific purposes and two research questions guided the study. The study adopted a descriptive survey research design. The target population of the study was 81 experts from which the sample size of 63 experts was selected and used for the study. A structured questionnaire titled Health Care Needs for Management of Mild Mentally Challenged Persons Questionnaire (HCNMMMCPQ) was used for data collection. The instrument was face-validated by five experts and recorded a reliability coefficient of 0.91 using Cronbach’s Alpha. Mean and standard deviation were employed in analyzing the research questions. Findings showed that experts approved the inclusion of all the identified medical care tasks (2.99±0.61) and nutritional care tasks (3.04±0.66) in the home-based instructional package for family management of mild mentally challenged persons. Based on the findings, the study concluded that a functional home-based instructional package should include specific care tasks in the medical domain (such as regular medical check-ups) and nutritional domain (such as balanced meal intake) tailored to meet the needs of Mild Mentally Challenged Persons. In line with these findings, it was recommended that developers of instructional packages should ensure the inclusion of specific medical and nutritional care tasks that address the unique needs of individuals with mild mental challenge.

This study advances the position that large language models (LLMs) and human perceptual systems are governed by a shared computational drive toward prototypicality, entropy reduction, and aesthetic coherence. Drawing on developmental evidence that infants exhibit early preferences for facial symmetry and averageness, the analysis situates aesthetic preference within broader research on processing fluency and predictive coding, emphasizing that biological perception rewards stimuli that reduce uncertainty and support efficient information compression. This foundation is used to examine how LLMs, through cross-entropy optimization, perplexity minimization, and latent space clustering, converge on high-density representational regions that operate as statistical prototypes of linguistic and conceptual categories. The examination shows that centroids within latent space function as computational counterparts to psychological prototypes, while attention mechanisms act as filters that amplify structured regularity and suppress idiosyncratic variation. Through the integration of perspectives from cognitive psychology, computational neuroscience, and machine learning, the study reframes aesthetic qualities as emergent properties of systems optimized to stabilize input and maximize predictive coherence. This perspective also clarifies phenomena such as mode collapse and embedding drift as consequences of excessive convergence toward prototypical structure, paralleling aesthetic degradation observed when biological systems over-attenuate variability. The significance of this argument lies in demonstrating that beauty can be modeled as a measurable outcome of intelligent information processing, linking infant cognition, neural prediction dynamics, and the generative capacities of artificial systems through the common logic of prototype formation and entropy minimization.

Speaking challenges are more than just technical issues; they profoundly affect individuals' lives, particularly those with communication disorders and language acquisition difficulties. These challenges can take many forms, such as stuttering, speech delays, and trouble articulating words. Such difficulties can hinder social interactions and impact academic success, making it hard for individuals to express themselves and connect with others. Research shows that both our environment and neurological factors contribute significantly to these speaking challenges [18]. Unfortunately, the stigma surrounding speech difficulties can lead to feelings of social anxiety and lower self-esteem, further complicating the lives of those affected [9]. However, hope is on the horizon. Interventions like speech therapy and supportive communication techniques have proven effective in helping individuals overcome these hurdles, leading to better outcomes and improved quality [8]. This abstract aims to shed light on the complex nature of speaking challenges and emphasizes the critical need for early intervention and greater societal empathy to support those facing these difficulties. Speaking skills are at the heart of language learning and are vital for effective communication in our diverse world. Mastering these skills not only helps people connect with one another but also fosters cognitive growth and cultural understanding. However, many ESL (English as a Second Language) learners face significant hurdles on their path to becoming fluent speakers. Factors like anxiety, limited exposure to English, and not having enough practice can really hold them back. In the classroom, pressures from life and institutional constraints can sometimes push instructors to rely on outdated teaching methods. This often means focusing on memorization rather than meaningful conversations, which can leave learners with a shallow grasp of how to use the language in real-life situations. As a result, they may struggle to engage in spontaneous conversations or navigate professional environments effectively. To help learners develop strong speaking skills, it’s crucial to adopt a systematic and personalized approach. The first step should involve assessing each learner's current abilities to pinpoint specific areas that need improvement, such as pronunciation, vocabulary, or fluency. Using tools like diagnostic assessments and self-reflection questionnaires can provide valuable insights into their proficiency levels. This initial evaluation allows instructors to craft lessons and activities that cater specifically to each learner's needs. Pronunciation Accuracy: Utilizing phonetic training and listening exercises can help learners pronounce words more clearly, improving their overall communication [6]. Conversational Techniques: Teaching strategies like turn-taking, active listening, and using conversation markers can significantly enhance how learners interact with others [11]. Mechanics of Speaking: Understanding the rhythm and structure of spoken language, including intonation and stress, is essential for speaking fluently [16]. As learners grow more confident, it’s important to gradually introduce more complex speaking tasks. This scaffolding approach encourages them to express deeper and more nuanced ideas, promoting critical thinking and creativity [17]. Incorporating authentic materials and real-life scenarios into lessons provides them with practical experience, helping them navigate various communication situations more effectively [7]. Ongoing, supportive feedback is essential throughout this learning journey. Constructive criticism helps learners identify their strengths and areas for improvement, while positive reinforcement can boost their motivation and self-confidence [1]. Creating a classroom environment that prioritizes patience, encouragement, and collaboration can significantly enhance learners' confidence in their speaking abilities. By adopting this holistic approach, we not only improve speaking skills but also empower learners to communicate effectively in a wide range of contexts. This paves the way for their personal and professional success in an increasingly interconnected world.

Metacognition is central to L2 writing instruction as it enhances learners’ cognitive control, writing quality, and autonomy. This article examines metacognitive writing strategies planning, monitoring, and evaluating and their impact on learning transfer and writing performance. It emphasizes the importance of integrating metacognitive instruction into writing classrooms.

In the 2018 General Education Curriculum for Vietnamese Literature, extensive reading is a compulsory instructional component, systematically implemented from Grade 1 through Grade 12. Enabling students to independently and proficiently read new and equivalent texts not only contributes to enhancing their linguistic and literary competence but also plays a crucial role in fostering individuality, self-directed learning, and lifelong learning capacities. However, at present, many teachers still have a rather vague understanding of the requirements, methods, and instructional strategies for this content. As a result, some teachers either conduct lessons similarly to intensive reading sessions or provide superficial guidance without appropriate methods of assessment and evaluation. This study clarifies the concept and nature of extensive reading activities and proposes several practical solutions to improve the effectiveness of teaching extensive reading in Vietnamese Literature. In particular, the article focuses on organizing extensive reading activities by text genres and employing modern, suitable, and scientific instructional techniques and assessment methods.

The legal position of the victim of a criminal offense constitutes a fundamental element in the development of contemporary criminal justice, reflecting the shift from a traditional model—primarily repressive and focused on the perpetrator—toward a more balanced system that recognizes the victim as a criminal procedural subject and guarantees their rights. This article provides a historical, normative, and comparative analysis of the concept of the victim and their position under Albanian criminal legislation across different historical periods.

The study focuses on the evolution of the legal status of the victim in Albanian criminal procedure, analyzing their treatment under criminal legislation before 1990, during the transition period, and in contemporary developments following the adoption of the Criminal Procedure Code, with particular emphasis on legal changes in recent years, including the 2017 reform. In this context, the process of harmonizing Albanian legislation with European standards for the protection of crime victims is also addressed.

The article relies on an analysis of domestic legislation, the case law of the Constitutional Court of the Republic of Albania, and the jurisprudence of the European Court of Human Rights, highlighting practical challenges in the effective implementation of victims’ rights and the need for further strengthening of mechanisms to protect them in criminal proceedings.