In this work we shall introduce the concept of weakly quasi-prime modules and give some properties of this type of modules.

In this paper, we shall introduce a new kind of Perfect (or proper) Mappings, namely ω-Perfect Mappings, which are strictly weaker than perfect mappings. And the following are the main results: (a) Let f : X→Y be ω-perfect mapping of a space X onto a space Y, then X is compact (Lindeloff), if Y is so. (b) Let f : X→Y be ω-perfect mapping of a regular space X onto a space Y. then X is paracompact (strongly paracompact), if Y is so paracompact (strongly paracompact). (c) Let X be a compact space and Y be a p*-space then the projection p : X×Y→Y is a ω-perfect mapping. Hence, X×Y is compact (paracompact, strongly paracompact) if and only if Y is so.

In this paper, we will introduce and study the concept of nano perfect mappings by using the definition of nano continuous mapping and nano closed mapping, study the relationship between them, and discuss them with many related theories and results. The k-space and its relationship with nano-perfect mapping are also defined.

            This work, introduces some concepts in bitopological spaces, which are nm-j-ω-converges to a subset, nm-j-ω-directed toward a set, nm-j-ω-closed mappings, nm-j-ω-rigid set, and nm-j-ω-continuous mappings. The mainline idea in this paper is nm-j-ω-perfect mappings in bitopological spaces such that n = 1,2  and m =1,2 n ≠ m. Characterizations concerning these concepts and several theorems are studied, where j = q , δ, a , pre, b, b.

The study aimed to reveal the level of knowledge and tendencies of high- study students specializing in curriculum and teaching methods at King Khalid University towards harmonious strategies with brain-based learning (BBL). And Then, putting a proposed concept to develop knowledge and tendencies of high-study students specializing in curriculum and teaching methods at King Khalid University towards harmonious strategies with Brain-based learning (BBL). For achieving this goal, a cognitive test and a scale of tendency were prepared to apply harmonious strategies with brain-based learning. The descriptive approach was used because it suits the goals of the study. The study sample consisted of (70) male and female students of postgraduate