ABSTRACT
Design thinking is not only a highly humanistic intelligent problem-solving process, widely applied in many fields. For early childhood education, Design thinking has the potential to become an effective method of organizing educational activities. Project based learning is a form of teaching widely applied in all educational levels with an organizational model linked to reality, producing real-life products through “social role-playing” of learners. Applying Design thinking in Project based learning for Elementary students help them practice their ability to solve problems creatively, stimulate curiosity, the ability to observe, explore, apply, arouse interest and gain additional skills for presenting creative ideas. Our article gives definition, clarifying the steps of Design thinking; present the effects and applicability of Design thinking in Elementary school. This article also generalizes some characteristics of Project based learning and provides instructions for applying Design thinking in Project based learning in Elementary school.

ABSTRACT
This study investigates the current state of health and personal hygiene education for children of the Ruc people (a subgroup of the Chut ethnic group) - a tiny ethnic minority facing significant challenges related to their living conditions in Quang Binh Province, Vietnam. This issue is of critical importance given the high rates of malnutrition, hygiene-related diseases, and limited access to healthcare and educational services among Ruc children. This research employed sociological survey methods, incorporating questionnaires, interviews, and classroom observations. Data were collected from education administrators, teachers, healthcare staff, and parents of the children. The collected data were then processed and analyzed using SPSS software. The findings of this study provide a crucial scientific foundation for proposing intervention programs tailored to the socio-cultural context of the Ruc community. Such programs aim to enhance the effectiveness of health education and promote the holistic development of these ethnic minority children.

ABSTRACT
The study aimed at establishing the fact that ambiguity could serve as a communication device; and also the study was to discuss the role of ambiguity in performance of music. The study adopted descriptive and case study approaches of the qualitative research methods. Random and purposive sampling methods were used to sampled Eighty (80) respondents drawn from among Language teachers, Music teachers, Performing artistes as well as Popular music enthusiasts. Interview, questionnaire and observation were the research instruments employed in the study. It was revealed that, the use of ambiguity in music is a communicative phenomenon which seeks to inform, educate and entertain members in society. Besides, the use of ambiguity in music is to attract larger audience to show command over the use of language to create humour and also to give branding to the musicians. It was recommended that, ambiguity should be used to communicate pressing issues going on in Ghanaian society. Poets and musicians should craft their messages well enough in order to expose wrongdoings in Ghanaian society through the use of linguistic devices such as ambiguity and share with the larger audience.

ABSTRACT
School violence has become an alarming social issue, directly affecting the mental and physical health as well as the overall development of students, especially those at the lower secondary level—a stage marked by significant psychological and behavioral changes. Therefore, providing school violence prevention education for lower secondary students plays a particularly crucial role. This is not merely about delivering knowledge on the consequences of violence, but more importantly about fostering appropriate awareness, positive attitudes, self-defense skills, civil behavior, and a sense of responsibility among students toward themselves and their communities. The study was conducted on 250 teachers and parents regarding education on school violence prevention for students. The analysis results show that the majority of parents and teachers have a good awareness of this issue. This provides a favorable condition for organizing educational activities on school violence prevention for lower secondary school students.

ABSTRACT
وممّا قرّره النقاد أنّ المعاني لا تتجاوز أن تكون أساسا فى حقائق العلوم والمعارف الإنسانية، إذ أنّها لا يمكن أن تكون أساس الشعر وغايته، بل لا بدّ أن يصوغها الشاعر صياغة جديدة تظهر فيها براعته وقوّة تخيّله ودقّة فنّه وصدق إحساسه. وهذه الصياغة هي ما يعبّر عنه النّقاد بالصنعة الشعرية. فالشعر إذن ليس "موضوعا" فحسب وليس "شكلا" فقط، إنّما هو عامة يتلبس فيها الشكل بالموضوع ويلتحمان فى إطار هو الشعر نفسه بحيث لا يمكننا إدراك ما فيه من جمال إلاّ إذا كان على تلك الحالة تماما، كما لا نستطيع أن ندرك جمال غروب الشمس بعيدا عن الأفق ولونها عند الغروب وتلك المؤثّرات المختلفة التى تحيط بالمنظر كلّه. وعلى هذا الأساس عقد الباحثان هذا المقال معتمدين على المنهج التحليلي، للوقوف على شكل قصيدة الشاعر عبد القادر النونية من حيث المحسنات البديعية اللفظية والمعنوية التي تبرز لنا مدى إبداع الشاعر الفني في القصيدة. ويتكون المقال من المباحث التالية: نبذة تاريخية عن حياة الشاعر - عرض القصيدة – المحسنات البديعية في القصيدة – الموسيقى الخارجية في القصيدة - الخاتمة - قائمة الهوامش والمراجع.

ABSTRACT
Cette contribution décrit l’impolitesse et la violence verbales dans les débats télévisés francophones au Cameroun. L’objectif est de scruter les stratégies discursives qui alimentent la conflictualité dans ce genre interactionnel compétitif et axé sur l’agôn. Les données empiriques sont constituées d'interactions verbales impliquant des personnalités publiques camerounaises ; elles ont été extraites de la plateforme YouTube. Les résultats des analyses mettent en évidence les évènements déclencheurs de tension, les diverses formes d’impolitesse (sarcasme, polirudesse, invective, ironie) et les stratégies de la mise en mort symbolique de l’adversaire. L’étude souligne que les interactions verbales observées dans les débats télévisés au Cameroun sont révélatrices des dynamiques relationnelles, sociopolitiques et identitaires.

ABSTRACT
Scientific competence is essential in preschool education as it fosters foundational thinking and problem-solving skills, paving the way for children’s engagement with STEM fields. Young children are naturally inquisitive, and early exposure to scientific thinking helps nurture observation, questioning, and experimentation abilities. However, many current preschool curricula, including in Vietnam, lack a clear framework for developing and assessing scientific competence. This study proposes a conceptual framework to integrate science education systematically into preschool programs. Using literature review, content analysis, and the Delphi method, the study identifies five core components of scientific competence: critical thinking, experimental thinking, observation skills, questioning skills, and problem-solving. These elements reflect key scientific abilities children can acquire through exploration and guided activities. The proposed framework offers practical tools for teachers to design and evaluate science-based learning. Future studies should implement this framework in real classroom settings to assess its effectiveness and refine it for better applicability in Vietnam’s preschool context.