Regular contributor Bill Tope has launched a new literary magazine, Topiary, which is now accepting submissions! Please send short stories to billtopiary1950@gmail.com.

In March we will have a presence at the Association of Writing Programs conference in Baltimore which will include a free public offsite reading at Urban Reads on Friday, March 6th at 6 pm. All are welcome to attend!

So far the lineup for our reading, the Audible Browsing Experience, includes Elwin Cotman, Katrina Byrd, Terry Tierney, Terena Bell, Shakespeare Okuni, and our editor, Cristina Deptula. If there’s time, an open mic will follow.

Our next issue, Mid-March 2026, will come out Sunday March 22nd.

Yucheng Tao announces the winners of his poetry competition, Steve Schwei and Mark DuCharme. We’ve invited both winners to submit their poetry to Synchronized Chaos for everyone to read!

Now, for March’s first issue! This issue, Fingering the Spines, pays homage to our annual in-person reading, the Audible Browsing Experience. It’s a visual metaphor for looking through various titles in a global bookstore or library.

Genevieve Guevara rings in the dynamic energy of the Fire Horse for Chinese New Year.

Odiljonova Mohlaroyim Iqboljon qizi celebrates the many styles of Uzbek spoken word art. Umarova Gulsevar Ubaydullo qizi highlights the rich semantic and lexical expressiveness of the Uzbek language. Shuhratova Mohinur Abbosjon qizi explores the layered meaning of “k’o’ngil” (heart) in the Uzbek language.

Jesus Rafael Marcano celebrates the beauty of France, likening the nation to butterflies. Timothee Bordenave honors the beauty and majesty of Christian faith, as shown through Notre Dame. Su Yun’s abstract work reflects a meditative, spiritual sensibility. Soumen Roy describes a physical and mental journey towards spiritual inspiration.

Abdumajidova Zuhroxon Ibrohimjon qizi explores themes of hardship and endurance, destiny, faith, patriotism, and loyalty in Shuhrat’s classic Uzbek novel Oltin Zanglamas. Iroda Ibragimova explores themes of resilience and human dignity through oppression in Shukrullo’s novel Buried Without a Shroud. Bakhtiyorova Zakro Farkhod qizi speaks to the role of the short story in Uzbek literature. Ro’zimatova Madinaxon Sherzod qizi analyzes themes of strength, weakness and humanity in Abdulla Qahhor’s story “Ming bir jon.” Anvarova Mohira Sanjarbek qizi contributes a heartfelt poem from the perspective of Gulchehra, a character in O’lmas Umarbekov’s “Being Human is Hard.”

Azimov Mirsaid draws on Ray Bradbury and traditional Uzbek crafts and hospitality to illustrate the value of human warmth and imperfection. Dr. Jernail Singh Anand urges humanity to look into the words of our past and present writers and philosophers for wisdom in this age of great technological advancement. Dr. Jernail Singh Anand also expresses hope for the continuance of human creativity in the age of artificial intelligence. Daniela Chourio-Soto renders all-too-human morning sleepiness with lively humor. Eva Petropoulou Lianou explores the feelings and inspirations of emerging Greek painter Vivian Daouti.

Author Victoria Chukwuemeka discusses her creative journey towards exploring psychology and the subconscious, becoming deeper and more straightforward in her words. Kassandra Aguilera’s work mourns her speaker’s incompleteness, probing whether we need observers to fully realize ourselves. Ananya S. Guha reflects on distance, separation, and reunion, how roads can both bring us apart and together.

Emeniano Somoza poetically compares creative writing and glassblowing: arts where creators shape, rather than force, their materials. Poet Su Yun collects a set of poems from children at the East-West Public School in Bangalore on the theme of “the power of the pen vs the sword.” Taylor Dibbert’s short piece is almost anti-poetry, suggesting without communicating a metaphor.

Stephen Jarrell Williams’ poetry speaks to the risks and joys of openness to emotion and experience. Komilova Parizod reminds us to make the most of our lives and appreciate the joy around us. Priyanka Neogi urges us to act with wisdom and restraint. Boymirzayeva Dilrabo highlights the importance of motivation and discipline in reaching one’s goals.

Sobirova Oydinoy Nozimjon qizi discusses symptoms and types of neurosis. Mashhura Ochilova speaks with poignance and grace of a young woman’s inner battle with depression. Graciela Noemi Villaverde speaks to gaining wisdom through life’s losses. J.J. Campbell’s voice is older, raw, bruised, with hard-won exhaustion and experience.

Axmedova Gulchiroyxon expresses her tender love and concern for her mother. Nurmurodova Masrura Xurshedovna honors the patient, dedicated, behind-the-scenes love of her father. Gulsanam Sherzod qizi Suyarova explicates the value of friendship and how to be a good friend. Aminova Feruza Oktamjon kizi celebrates the beauty and innocence of young love. Qozoqboyeva Husnida yearns with devotion for her soulmate’s arrival. Mesfakus Salahin falls into a reverie about a fanciful love that exists between his imagination and his memory. Prasanna Kumar Dalai smiles through a delicate and tender love. Joeb expresses his hopes for personal and global love and peace. Lan Xin celebrates transcendent union with all others and the universe, with the world as her homeland, in her fanciful dinner piece. Husanxon Odilov laments a love which he acknowledges will never return. Nicholas Gunther reflects on a high school lost love or friendship through a casual ghazal. Bill Tope and Doug Hawley present an unusual relationship arrangement that seems to make several older people happy. Masharipova Yorqinoy Ravshanbek qizi celebrates the tenderness of a mother’s love. Brian Barbeito’s gentle childlike piece creates a surreal atmosphere rich in memory and care. Orzigul Sharobiddinova Ibragimova versifies her love and longing for her Uzbek homeland.

Zarifaxon Nozimjon Odilova qizi highlights the historical contributions of Uzbek statesman and humanist leader Zahriddin Muhammad Babur. Toshkentboyeva Xumora outlines the contributions of Amir Temur to modern Central Asian statecraft. Poet Lan Xin highlights the wisdom and compassion of Chinese Dongba cultural leader Wan Yilong. Abdusaidova Jasmina explicates themes of spirituality, heritage, and love in Alisher Navoiy’s writing. Abduxalilova Shoxsanamxon Azizbek qizi celebrates the benefits of reading culture for society.

Murodova Zarin Sherali qizi explicates the importance of language learning in world communication and international and intercultural relations. Khusanjonova Mukhtasarhkon Khamdamjon qizi discusses how podcasts can help those learning English as a foreign language. Turdimuradova Zulfera Sattor qizi analyzes the use of blended learning in teaching English as a foreign language. Suyunova Zuhra Oybekovna speaks to the importance of writing skills to language learning.

Olimova Marjona Ubaydullayevna celebrates the literary heritage of Zulfiya and her themes of patriotism, women’s dignity, and compassion. Munisa Yo’ldosheva highlights how Zulfiya’s life influenced her works and her contributions to supporting emerging authors. Nozigul Baxshilloyeva discusses emotional and spiritual themes within Zulfiya’s work and how they affect Uzbek readers. Sultonova Shahlo Baxtiyor qizi highlights the literary and cultural influence of Zulfiya’s poetry. Jurayeva Barchinoy does the same, while also highlighting her commitments to education and women’s rights. Nematullayeva Mukhlisa Sherali kizi relates the value of Zulfiya’s work through a narrative story. Gayratova Dilnavo highlights the enduring legacy of Zulfiya’s work, especially what it means for many Uzbek women.

Loki Nounou’s piece dramatizes a woman stripped of her individuality in a toxic marriage, becoming only a vessel to hold others’ dreams. Abigail George probes the maternal and domestic as both sacred and violent, an origin and a wound, along with critiques of colonialism and the power of self-kindness. Manik Chakraborty calls for a natural, spiritual feminine awakening. Asadullo Habibullayev warns of the dangers and social injustices young women can face in Uzbekistan, even when educated, and calls for the younger generation to respect the wisdom of their elders. Eva Petropoulou Lianou urges respect for women and for the roles women play in society, including motherhood. Maxmarajabova Durdona Ismat qizi celebrates the love and care of human mothers and the value of Mother Earth.

Zamira Moldiyeva Bahodirovna analyzes what the nature motifs in Alexander Feinberg’s work reveal about his thoughts on memory and identity. Noah Berlatsky draws on trees to illustrate our shared human heritage, how we connect to each other and hold each other up. Dilafruz Muhammadjonova presents a natural and cultural tour of Uzbekistan’s Andijan province. Suyunova Fotima Oybekovna reminds us of how crucial it is to preserve the environment. O’gabek Mardiyev outlines ways to improve the efficiency of solar power generation. Shavkatova Mohinabonu Oybek qizi urges improvements in Uzbek public transit to encourage tourism as well as benefit ecosystems. Sultonaliyeva Go’zaloy Ilhomjon qizi analyzes the social, cultural, ecological and economic aspects of tourism in Central Asia. Turgunov Jonpolat discusses the ways in which media framing of climate issues affects how people address the problem. Surayyo Nosirova highlights the need for more consistent communication from journalists to the public about climate change in Uzbekistan.

The works of primary school children in China, collected by Su Yun, reflect moments of happiness and ordinary summer fun in nature. Alan Patrick Traynor’s Irish-inspired piece becomes incantatory, mystical, inhabiting littoral and transitional zones at the ocean’s edge. Tea Russo’s spiderweb poem seeks both expansive transcendence and the peace of oblivion, melding into various aspects of nature. Turkan Ergor dreams of the permanence of the ocean’s waves. Eleanor Hill reflects on the calm strength and dignity of a whale, unbothered while creating waves and blowing bubbles. Ri Winters turns to the ocean and its kelp forests as metaphor for the deep, isolating, yet restful morass of depression.

Brian Barbeito sends up a preview of his book Of Love and Mourning, highlighting the original content and the memorials to beloved pets who have passed. Filmmaker Federico Wardal celebrates a film award for a very humane documentary about veterinary care that saved the life of a racehorse. Jerrice J. Baptiste’s piece, accompanied by gentle, colorful artwork, expresses a graceful and natural surrender to death. Sayani Mukherjee’s piece sits between devotion and restlessness, calling the sky a neighbor yet screaming at stars. Mykyta Ryzhykh crafts a fevered love elegy at the edge of war, eros, and annihilation.

Patrick Sweeney sends up a set of index cards from a memory archive. Mark Young’s altered geographies trace the outlines of innocence, memory, and rupture. John Grey’s urban character and landscape pieces show dry, unsentimental grace.

Duane Vorhees’ poetry meditates on time’s circularity, embracing contradictions and the past, present, and future. Ibrahim Honjo reflects that one day his home and everything he knows will fade into memory. Christopher Bernard continues exploring hope, ruin, and creative resilience in the second installment of his prose poem “Senor Despair.”

Maja Milojkovic speaks to the implacable ticking of conscience. Mahbub Alam laments the selfishness and wickedness of humanity. James Tian dramatizes the pain of being underestimated, dismissed, and misunderstood. Mark Lipman calls for greater taxes on the wealthy and for economic egalitarianism. Jacques Fleury hoists his commentary on the fragility of modern democracy on the scaffolding of an extended construction metaphor.

Rahmatullayeva Elmira Rahimjon qizi discusses how we form the value systems that guide our lives. Abduraufova Nilufar Khurshidjon qizi outlines the national values and traditions of the Uzbek people. Islomova Maxsudaxon Axrojon qizi explores ways to inculcate values into Uzbekistan’s young people in school through exposing them to the great thinkers of their heritage. Botirova Mubina looks into ways Uzbekistan’s civil society can uplift teens and prevent delinquency through communicating their national values. Abdullayeva Ezozaxon Qobuljon qizi highlights the importance of social and financial investment in education. Ismoilova Jasmina Shavkatjon qizi highlights the importance of quality education for social progress.

Axtamova Orastaxon Salimjon qizi outlines strategies to assist autistic children’s psychological development. Rajabova Nozima highlights methods of improving young students’ reading comprehension. Dildoraxon Turg’unboyeva outlines the effectiveness of play-based learning methods in education. Sevara Tolanboy Mahmudova qizi discusses educational games for preschoolers. Turgunboyeva Dilafruzxon highlights the importance of preschool education to a child’s development. Muxlisa Olimjon qizi Tursunaliyeva and Adhamova Irodaxon Akmal qizi discuss ways to help educate children with learning disabilities. Dilnora Habibullo qizi discusses interactive methods for teaching children with and without special needs. Burhonova Lobar outlines suggestions for working with children on the autism spectrum. Hikmatova Nigorakhon Hasanboy qizi discusses how to upgrade physical education and make the activities more interactive. Turg’unova O’g’iloy Ravshanbek qizi discusses ways to incorporate physical activity into children’s academic education. Shahobiddinova Sevinch explores the use of educational games in primary education. Arziqulova Adiba details various interactive strategies for engaging young children in educational activities at school. Mashhura Kamolova analyzes the limitations of examinations in terms of measuring student capabilities.

Orinboyeva Zarina discusses how to help children psychologically and emotionally navigate their parents’ divorce. Botiriva Odinaxon elevates the teaching profession and calls for professional development and competence in those who educate young children. Nishonboyeva Shahnoza speaks to her wisdom and dedication towards her goal of becoming a preschool teacher.

Kadirova Feruzakhan Abdiyaminova discusses interactive games that could be useful in science education. Oroqova Nargiza outlines the rise of allergies in children and speculates on the causes. Umidjon Hasamov highlights the potential for artificial intelligence in medical diagnostics. Yunusova Sarvigul Siroj qizi highlights the importance of early screening for gastrointestinal cancer. Rajapova Muqaddas Umidbek qizi highlights the structure and function of the circulatory system.

Shohnazarov Shohjaxon highlights the impact of inflation on a nation’s economy and strategies for managing it. Mamadaliyev Kamronbek highlights the need for cybersecurity technology and cautions about cyberattacks as a weapon of war.

Dr. Jernail S. Anand calls out poets and academics whose lofty ideas don’t connect to present-day reality. While we are all capable of flights of fancy, we hope that this issue is grounded in our world and our humanity.

Shahobiddinova Sevinch

December 31, 2004

Student of Namangan State Pedagogical Institute

Primary Education Department

DIDACTIC GAMES IN PRIMARY GRADES

Shahobiddinova Sevinch

Namangan State Pedagogical Institute

2nd-year student, Primary Education Department

Abstract. This article presents views on a modern approach to the educational process, the importance of using didactic games in increasing the effectiveness of primary education, didactic games used during lessons, their types, and the procedure for their application.

Keywords: education, approach, lesson, game, student, task, action, didactic game, class.

A new, systematic approach to upbringing requires fully utilizing the socio-pedagogical potential of families, preschool education institutions, general education, secondary specialized vocational and higher education institutions, and local communities in guaranteeing the formation of core qualities in children, as well as raising scientific and methodological continuity among them to a new level. [1]

When a child enters first grade and takes their first step into school, play occupies a central place in their activity. Play is their favorite activity, and they try to combine any lesson with play. Therefore, without removing play—their favorite activity—from students’ lives, a teacher can effectively use it to increase the efficiency of the educational process. Play is an integral part of a child’s life. Through play, children become familiar with the surrounding environment, natural phenomena, landscapes, objects, plants, and the animal world. In primary education, didactic games are of special importance in organizing students’ intellectual and physical activities. During didactic games, students learn to strictly follow rules, develop a sense of cooperation, and broaden their worldview. Didactic games used in the educational process should be organized according to students’ characteristics. This facilitates learning, ensures visualization, and prevents students from becoming tired or bored.

Didactic games used in the educational process are classified into two types.

To better understand the content and significance of didactic games in the educational process, we would like to define and clarify concepts such as education, play, didactic task, and game task. Education is a systematic process of providing students with knowledge, skills, and abilities, enabling them to acquire and reinforce them. The educational process enriches children’s memory and develops their speech and thinking through various methods and techniques. Play is an activity deeply ingrained in children’s consciousness and hearts; depending on its type, it reflects objective reality and life to a certain extent. Play is a continuation and reinforcement of classroom learning activities. Practice has proven that play is a vital necessity for primary school children. A didactic game is a teaching method aimed at achieving specific educational objectives, such as clarifying, reinforcing, and deepening learned material. Each didactic game is conducted with a specific task in mind. For example, the didactic task of the game “Theater” is to reinforce students’ understanding of the number 5 learned in previous lessons. In the game “Circular Examples,” the task is to reinforce counting skills within the second ten. The didactic task constitutes part of the general lesson objective. Like any game, each didactic game has its own rules. If these rules are not followed, the educational and psychological value of the game is lost. Game rules are included in the game task. The game task involves explaining how the game is played and determining the winner. In the game “Silence,” students are required to count the objects shown by the teacher mentally and indicate the result with their fingers. The rule requires them to act without making any sound.

The following didactic materials are used: pictures, tables, desk theater stages, abacus (counting device), toys, counting sticks, nuts placed in a bag, handmade paper boats and caps, charts with geometric shapes, diagrams, counting materials, and boxes containing geometric shapes.

Games used include: “Keep Counting,” “Remember What You Saw,” “We Have Decreased,” “Who Left? (Review),” “What Changed?,” “Theater,” “Find How Many,” “Find the Table,” “Find Your Neighbors,” “Who Can Continue Counting,” “Knock-Knock,” “Who Enters the House First,” “Who Is Quick?” [2]

“Counting Objects up to 10”

Didactic game: “Silence”

Didactic task: to identify and reinforce children’s understanding of simple counting.

Game task: mentally count specific objects and show the required number with fingers.

Course of the game: The teacher acts as the leader.

Teacher: “Children, we will play the ‘Silence’ game. I will show you different objects. You must find their number.”

The children begin speaking all at once.

Teacher: “No, children. Before answering, you must raise your hand.”

The teacher counts circles and sticks with the children.

Teacher: “Now I will show you objects. You must count silently and show the number with your fingers.”

When the teacher shows 4 dolls, all students raise four fingers. The classroom becomes silent. All attention is focused on completing the task.

Teacher: “Well done, you all counted correctly. Now I will move the counting sticks from one hand to the other. Count silently and show me how many there are.”

The children observe and show ten fingers.

Teacher: “Now count the squares,” says the teacher while placing squares in sequence on the board.

The children count and show six fingers.

This helps determine students’ level of knowledge about the first ten and strengthens their ability to show the number of objects with fingers. It also develops their mental counting skills without speaking. At first, children cannot immediately count silently without repeating aloud, but the game rule requiring silence compels them to do so. This ensures that their full attention is focused on the task. In subsequent lessons, the game conditions are made more complex. Through this game, students develop quick reaction skills and it becomes possible to determine who completes the task quickly or slowly. [2]

In primary grades, mathematics lessons should be conducted using modern, advanced pedagogical technologies. The use of didactic game methods meets today’s educational requirements. For example, the game “Step by Step.”

Didactic task: to reinforce students’ ability to calculate operations correctly and quickly in sequence.

Game task: to determine the winner by completing tasks step by step.

Game description: The game broadens students’ knowledge and sharpens their thinking by reinforcing concepts related to number order and arithmetic operations. Students master number sequences and comparison methods thoroughly.

The following tasks may be used:

What types of examples are shown while going up the stairs?

What types of examples are shown while going down?

Read them and provide the answers, and so on.

Students are taught to read examples as “the sum of 3 and 2” or “the difference of 7 and 3.” The game lasts 10–15 minutes. The examples can be written on cards and replaced periodically. This game helps students solve examples quickly and accurately and master number comparison skills. [3]

Conclusion. The role and importance of didactic games in the educational process are significant. Didactic games are effective tools for reinforcing, deepening, and reviewing students’ knowledge, skills, and abilities. Each didactic game has a clearly defined objective, encourages students’ learning activity, and helps conduct lessons in an interactive and engaging way. Following game rules increases their educational and psychological value and develops students’ attention, thinking, and creative abilities. The materials and tools used in didactic games enable children to gain knowledge through experience and perception. Thus, the importance of didactic games in education lies not only in knowledge acquisition but also in students’ personal development.

REFERENCES

Resolution of the Cabinet of Ministers to ensure the implementation of the Decree of the President of the Republic of Uzbekistan dated May 3, 2019, No. PQ-4307, “On Additional Measures to Increase the Effectiveness of Spiritual and Educational Work,” aimed at educating youth as broad-minded and active citizens prepared for independent life.

“Didactic Games.” Department of Psychology, Pedagogy, Management, Preschool and Primary Education. Urganch – 2011 (pp. 3–4).

Didactic Materials in Mathematics: Methodological Guide “Didactic Games in Primary Education” (p. 19)

1st-year student, Faculty of Humanities and Languages, Kokand State University, Uzbek Language and Literature program, Jahonobod village, Rishton District, Fergana Region

THE COMPOSITION OF THE NOVEL “OLTIN ZANGLAMAS”

Annotation:

This article analyzes the artistic and ideological aspects of Shuhrat’s novel Oltin zanglamas, one of the major representatives of Uzbek literature. The novel explores important issues such as the difficult social environment during and after the war, repressions (qatag‘onlar), human destiny, conscience (vijdon), faith (e’tiqod), and loyalty (sadoqat). Through the novel, the author depicts the trials faced by the people, their perseverance, and the enduring nature of human virtues. Through the central characters of the work, ideas of honesty, patriotism (vatanparvarlik), humanity (insoniylik), and spiritual resilience are highlighted.

Keywords: War (urush), repression (qatag‘on), patriotism (vatanparvarlik), humanity (insoniylik), faith (e’tiqod), perseverance (matonat), family (oila), loyalty (sadoqat), spirit (ruhiyat), justice (adalat).

Shuhrat (real name and surname: G‘ulom Aminjonovich Alimov) was born on April 19, 1918, in Tashkent. He was the son of an artisan. He debuted as a poet in 1936 with the poetry collection Mehrol. He is the author of the novels Rustam, Bir kechaning fojiasi, Shinelli yillar, Oltin zanglamas, and Jannat qidirganlar. Many of Shuhrat’s works have been translated into foreign languages. He also translated the poems of Pushkin, M. Lermontov, T. Shevchenko, as well as Japanese, Vietnamese, and Azerbaijani poets. Shuhrat once wrote about his work: “I have always been inside this life, not around it. If I had not created something on this topic, my heart would not have been at peace.”

The novel was written between 1963 and 1965 and published in 1967. Its main idea emphasizes the strength of human faith, belief, and moral values. The characters do not lose their faith even when faced with severe trials such as war and hardships. This is expressed through the phrase “oltin zanglamas” – like real gold, pure human virtues never rust and survive trials. Its educational significance lies in fostering patriotism, honesty, family affection, and the upbringing of a healthy generation. The novel depicts the tragedies of war and repression, teaches the value of peace, and stresses the importance of maintaining humane relationships. It also provides moral and ethical guidance through values such as family harmony, love, and mutual support during difficulties.

The novel covers themes including war and its victims, effects on families and human psyche, human character revealed under trials, love, friendship and family relations, defense of the homeland (Vatan himoyasi), courage (mardlik), and the opposition between loyalty and betrayal (sotqinlik).

Character system in the novel:

Characters differ in their ideological and aesthetic significance. They are categorized as main (bosh), secondary (ikkinchi darajali), and episodic (epizodik) characters.

Main characters:

Sodiq – The protagonist. An honest, conscientious, straightforward, and intelligent teacher. As a school director and in life, he is active, demanding, and strict, which causes some lazy, immoral, and low-level staff to dislike him. Misunderstanding his impartial advice, they conspire with Mirsalim to accuse and imprison him. Sodiq never bends under life’s trials and values justice and truth above all.

Jannat – Sodiq’s life companion and symbol of loyalty. She does not fear difficulties, trusts her spouse, and supports his honest path. Her patience, humility, and dedication stand out throughout the novel. She is depicted as a moral pillar maintaining family harmony. Her only unfulfilled wish is to have children.

Adolat xola – A wise, experienced woman guiding everyone on the right path. Despite being childless, she lives happily for fifteen years with Sodiq and Jannat, giving advice and nurturing them. She treats Sodiq and Jannat as her own children.

Qodir – Sodiq’s younger brother. Open-hearted and in love with Aziza. Due to false accusations against Sodiq, he is expelled from school and cannot find work. He does not succumb to hardships and believes the truth will eventually prevail.

Aziza – A pure and modest young woman. She values sincere emotions and rejects lies and betrayal. She expresses this in her father’s words: “Are you afraid? Will you lose your position?” She desires to be spiritually close to honest people like Sodiq.

Mirsalim – Aziza’s father. Cunning, ambitious, envious, and self-interested. He seeks personal gain in every interaction. Skilled in manipulation, he betrays his wife and homeland and ultimately meets his end for treachery against the homeland.

Musharraf – Sodiq’s second wife. Opportunistic and deceitful. Initially shy, her true manipulative nature emerges, especially during pregnancy and Sodiq’s imprisonment.

Marat – Son of Sodiq and Musharraf. Though born from Musharraf, he is raised with maternal care by Jannat.

Dilovarxo‘ja – Former bandit using multiple identities to avoid capture. A traitor meeting a tragic end.

Pushkaryov – NKVD officer, Sodiq’s investigator. Younger than others, compassionate, and fair.

Bogun – Sodiq’s friend, killed by Dilovarxo‘ja. Known for his kindness and thoughtfulness.

Secondary characters:

Mirsalim’s wife – Kind and forgiving, sympathizes with Jannat.

Mikola – Sodiq’s friend.

Sodiq’s uncle – The kindest of his five uncles, keeps in touch during Sodiq’s school years, has five children.

Shukurov – Alcoholic, neglectful of family, fears Sodiq.

Episodic characters:

Ikrom ota – Elderly school staff, provides assistance to Sodiq’s family.

Sobiraxon – Middle-aged teacher, busy with household, five-year-old son.

Mavjuda Abdurahmonova – Candidate for female student representative.

Plot components:

Exposition – Introduction. Begins with Qodir meeting Aziza. The village environment, Sodiq’s life, social conditions, and relationships are described. Themes of honest work, loyalty, and humanity are established.

Rising action – Sodiq goes to the city, encounters Mirsalim, and gains a position. Self-interest and injustice in society intensify conflicts.

Climax – Sodiq remains on the path of honesty and justice, faces envy, false accusations, imprisonment, yet fights for the homeland.

Resolution – Truth prevails. Sodiq dies bravely but is vindicated, his son Marat continues the lineage. Mirsalim dies; Qodir and Aziza marry; Adolat xola dies contentedly.

Conflicts:

Interpersonal:

Sodiq vs. Musharraf – honesty vs. self-interest.

Sodiq vs. Mirsalim – justice vs. deceit.

Adolat xola vs. Musharraf – righteousness vs. opportunism.

Jannat vs. Musharraf – love and family vs. manipulation.

Internal (psychological):

Sodiq’s conscience struggles during family and separation crises.

Jannat’s endurance and suffering for her happiness.

Character vs. environment:

Musharraf’s actions affect family dynamics and societal expectations.

Artistic devices:

Antithesis – Honesty vs. corruption, conscience vs. self-interest, truthfulness vs. lies.

Simile (Tashbeh) – Sodiq’s will is as strong as gold; his conscience is pure like a mirror.

Personification (Jonlantirish) – Adolat jim turmadi (Justice does not remain silent).

Metaphor – Soft broom, bitter grief, sweet memory, peak of hope, sharp tongue, river of life, wounded heart, heavy day, black day, voice of conscience, wind bride, etc.

Conclusion:

The novel portrays the fate of many people, particularly emphasizing the honorable and challenging profession of teaching. Sodiq’s devotion, loyalty, and love for students, his steadfast conscience, readiness to sacrifice for honor and homeland, are highlighted. Readers can gain valuable lessons from the life and virtues of Sodiq.

References:

Shuhrat. Oltin zanglamas. “SHARQ” NASHRIYOT-MATBAA AKSIYADORLIK KOMPANIYASI BOSH TAHRIRIYATI. Toshkent, 1995.

Shuhrat (2018). Oltin zanglamas. Yangi asr avlodi.

Shuhrat. Oltin zanglamas. Toshkent: Zukko kitobxon, 2023. 512b.

Artificial Intelligence in Medicine: Transforming Diagnostics and Treatment Planning

The use of intelligence and machine learning in medicine is a big change in the healthcare sector.

Intelligence and machine learning are helping doctors to make diagnoses and plan treatments.

Doctors used to have to do everything by themselves. Now they have machines that can help them.

These machines can look at a lot of information very quickly and accurately.

This is changing the way patients are cared for because intelligence and machine learning are making diagnoses more accurate and treatment more personal.

Intelligence and machine learning are also making things run more smoothly in hospitals and clinics.

The use of intelligence and machine learning is really changing the way medicine is practiced and it is helping patients get better care.

Artificial intelligence and machine learning are very important, in medicine now.

The use of Artificial Intelligence in medicine is really interesting especially when it comes to diagnosing illnesses. Doctors use things like X-rays, MRIs and CT scans to look at what’s going on inside the body. These tests give a lot of information. It can take a long time for doctors to look at everything.

Artificial Intelligence is also changing the way doctors plan treatments. Normally doctors use the treatment for everyone but this does not work for each person because we are all different. Our genes, the air we breathe and the way we live are all unique, so we need treatments that’re unique too. Artificial Intelligence is helping doctors make treatment plans that are just right, for each person. Artificial intelligence models can put together information from health records and other tests like genomic sequencing and clinical trials. This helps doctors create treatment plans for each patient. Studies have found that artificial intelligence systems are as good as doctors at finding diseases like cancer, heart problems and brain disorders when they are just starting.

For example, in cancer treatment artificial intelligence systems assist doctors in selecting the medicines by figuring out how a patient’s tumor will respond to those medicines. This way of treating patients is better because it improves the results and reduces side effects. As a result, the patient’s life becomes better overall. Artificial intelligence models are really helpful in this process because they use data, from health records and other sources to make decisions. Artificial intelligence is another thing that comes from using it in healthcare. Healthcare systems over the world are having a tough time because people are getting older there are not enough staff and costs are going up. Artificial intelligence tools do work make sure patients get the right care at the right time and help doctors make good decisions so doctors can spend more time with patients. In emergency rooms artificial intelligence can figure out which patients are in the danger and need help right away which can save lives.

Artificial intelligence, in medicine has some problems that need to be thought about even though it can do a lot of good things. Data bias is a problem. If Artificial Intelligence systems are trained on data that does not have a lot of kinds of people in it, they may not work as well for some groups of people. This can make it even harder for people who already have a time getting good healthcare.

Medical records have personal information, so we need to make sure they are safe and private. We need to have cybersecurity to protect this information, and we need to be open, about how we handle data. This is important because we need people to trust us with their information. Data bias and data security are both issues when it comes to Artificial Intelligence and medical records.

Hasanov Umidjon Ilhomovich was born on May 27, 2010, in Qorako‘l District, Bukhara Region. He began his education at Secondary School No. 9 in Qorako‘l District and has been studying since the 9th grade as a student of the Presidential School for Gifted Children.

Umidjon Hasanov has achieved numerous academic and social accomplishments. He is the holder of more than 50 international certificates and has actively participated in national competitions, earning over 20 certificates, diplomas, and letters of appreciation at the republican level. He is also the founder of several innovative projects.

At the national level, he won 2nd place in the “Youth Innovators” competition. In February 2025, he successfully obtained the CEFR B2 certificate. In 2025, he was recognized as the winner of both “Volunteer of the Year” and “Initiator of the Year” awards.

Additionally, he achieved honorable placements in the Republican Real Hackathon and Ideathon competitions for the EEAO book-related website project. Currently, Umidjon is actively organizing debate tournaments in his district and working on transforming the EEAO website prototype into a fully functional platform, collaborating with PIF members.

Journey across the sea

Take me to the other side of the sea,  

There where the pain settles along the shore 

And the boat bids a goodbye. 

There the generous winds come,

Gently takes me to the another world 

Of pleasure among plaintives.

There where the exhaustible afternoon fades away

And my weary mind rejuvenates. 

Steadily, the haze passed by with notes of chripping birds.

I wake up from the slumber of my own unconscious

Into the world of glow. 

There falls every shadow

And I dissolve into the hues of oneness,  

Commanding in the glory of God. 

For the light I have been longing for so long 

Sailed deep within my faith. 

There i saw myself lying under her feet, 

And she smiled over the sea. 

I wasn’t so lonely before 

To hold her grace in my empty hands. 

It happened for she wanted me. 

Yes, Radharani truly filled me!

UDC. 371.38

THE USE OF INTERACTIVE METHODS IN TEACHING STUDENTS WITH AND WITHOUT SPECIAL NEEDS IN INCLUSIVE PRIMARY EDUCATION

Dilnoza Khabibullo qizi
Akhmedova Kokand University, Andijan
Branch

Oygul Shuhratbek qizi
Abdullayeva

Student, “Primary Education”

Department, 2nd stage
Kokand University, Andijan
Branch

Annotation. This article provides an in-depth analysis of the role of interactive methods in ensuring high-quality and effective education for both students in need of inclusive education and healthy students in primary grades. The theoretical foundations of inclusive education, the pedagogical competencies of teachers in its practical implementation, as well as psychological-pedagogical approaches and methodological aspects, are scientifically substantiated. The article also reveals the mechanisms for applying interactive methods in primary grades and their role in supporting the individual development of students with diverse needs.

Keywords: inclusive education, primary grade, interactive
method, pedagogical cooperation, differentiated approach, students with special educational needs, competence, educational technologies, adaptive environment, pedagogical innovation.

INTRODUCTION.

One of the most important tasks facing the education system in today’s globalization process is to create equal opportunities for all
children, including providing quality education in the same classroom for students with special needs and healthy students. The inclusive education model is a practical expression of democratic values in world pedagogy and has been developing rapidly in the educational system of Uzbekistan in recent years. The Law of the Republic of Uzbekistan “On Education” also guarantees equal educational opportunities for all children [1].

According to UNESCO’s definition, inclusive education is “a system
that enables full participation in the educational process by creating equal opportunities for all children, including those with special needs” [2].

Primary education is the foundation of this process, where students’ personality formation, social communication skills, and motivation for learning develop. Therefore, the quality of education in an inclusive classroom, the correct choice of pedagogical approach, and the
use of interactive methods are of particular importance.

Pedagogical research shows that interactive methods — technologies such as “Brainstorming, ” “Blitz Questions, ” “Know-Want to Know-Learned (KWL) Chart, ” “Pair Work, ” “Role-Playing, ” “Circle Time” — are effective tools that unite students with different
needs and encourage their activity [3].

This article covers the scientific and methodological foundations
of improving the quality of inclusive education in primary grades using interactive methods, the results of experiments, and practical
recommendations.

LITERATURE REVIEW.

Scientific approaches to inclusive education are based on several
paradigms:

According to the “Social Model” put forward by M. Oliver,
disability is interpreted not as an individual defect or biological
limitation of a person, but as a result of an unadapted, barrier-
filled environment of society. This model views disability not as
a problem, but as a consequence of insufficiently inclusive environments and social structures. Therefore, it is considered wrong to segregate children with disabilities from society or evaluate them solely from the perspective of personal shortcomings. The main focus should be on adapting society itself — educational institutions,
infrastructure, methodology, and communication culture [3].

In the context of inclusive education, this approach is even
more significant. Oliver’s social model demonstrates the need to
create equal opportunities for students with special needs by removing psychological, pedagogical, physical, or communicative barriers in the educational process. That is, interpreting disability not as a “defect in the person” but as “the educational environment not
being sufficiently comfortable and adapted” encourages educators to create a supportive, adaptive, and discrimination-free environment for students. As a result, the educational process becomes open, fair, and inclusive for all children.

M. Ainscow’s “Pedagogical Integration Model” envisions creating a supportive educational environment and serves to enhance the individual capabilities of all students. This model ensures students’ full integration into the general education process by applying adaptive methods according to their needs and developmental
characteristics. Especially in inclusive education settings, the pedagogical integration model creates favorable conditions for
children with different needs to effectively integrate into the class community, participate in the learning process based on equal opportunities, and demonstrate their potential [2].

The main content of the model consists of adapting the educational process, individualizing the learning load, encouraging social cooperation among students, and ensuring psychological comfort. Through this, children with special pedagogical needs have the
opportunity to learn at their own pace, gradually master complex
tasks, and harmonize with the general educational environment. As a result, the educational process becomes not only effective but also fair and inclusive for all students.

Based on L. Vygotsky’s socio-cultural theory of learning, engaging students in cooperative learning significantly increases the effectiveness of the educational process. This approach is even more relevant in inclusive education settings. According to Vygotsky’s concept of the “zone of proximal development,” a student achieves higher results when engaging in cooperative activities with peers and adults in situations where it is difficult to acquire complex knowledge and skills independently. In this regard, cooperative learning methods in inclusive classrooms strengthen the social integration of students with special needs, develop their communication skills, and help them feel like full members of the class [6].

Furthermore, the cooperative learning process develops students’ social competencies such as mutual assistance, knowledge sharing, and supporting each other. As a result, favorable pedagogical conditions are created for children with different needs and abilities to participate in the general educational environment based on equal opportunities and fully realize their potential.

METHODOLOGY.

Our research was conducted in the following stages:

1. Diagnostic stage: The goal was to determine the students’
   developmental levels, the psychological profile of children
   with special needs, and the readiness indicators of teachers
   for inclusive education.
2. Experimental stage: Two parallel classes were selected: one taught with traditional methods, the other with interactive methods.

· Unique interactive methods (role-playing, small groups, visual
games) were applied.

3. Observation stage: Students’ activity, the strength of mutual
   communication, and the dynamics of task completion
   were studied.
4. Determination stage: Tests, interviews, and questionnaire
   methods were used. Interviews were conducted with students,
   teachers, and parents.

RESULTS.

The experimental process showed the following
results: In the class where interactive methods were used,
students’ active participation in the lesson increased from 28% to
70%. The level of communication between students with special
needs and their peers increased 2 times. In the interactive class,
the level of students giving independent answers to questions rose from 38% to 75%.

Indicators for written and oral literacy showed meaningful
growth: literacy: +20%, reading technique: +19%, mathematical
literacy: +25% (Figure 1).

[DISCUSSION. The obtained results show that using interactive
methods in primary inclusive classrooms significantly strengthens the differentiated approach in the learning process.

This creates an opportunity to give each student tasks tailored
to their individual abilities, capabilities, and needs. Students
with special needs feel the positive impact of the inclusive
environment by participating in the same activities and games as
their peers, without feeling excluded. At the same time, group-based games and activities unite all children, fostering solidarity, cooperation, and social connections among them.

The use of interactive methods builds students’ self-confidence, increases motivation, and encourages an active learning process. Students test their abilities by completing tasks at different levels and develop self- assessment skills through a sense of achievement. At the same time, the interactive approach expands opportunities
for teachers to implement inclusive pedagogy and adaptive technologies in practice. They can improve the quality of education
by creating an individual education plan for each child, determining their developmental pace, and adapting the necessary
pedagogical tools.

As a result, interactive methods serve as an important tool for
effectively organizing the pedagogical process in an inclusive classroom, positively influencing students’ mutual cooperation, personal development, and teachers’ professional competencies. This is a crucial factor in improving the overall quality of inclusive
education and creating equal opportunities for every student.

CONCLUSION.

The research results show that teaching students with special needs and healthy students in the same classroom using interactive methods is not only effective but also the most important condition for ensuring equal quality of education. Pedagogical approaches adapted to inclusive education develop students’ social integration, psychological adaptation, critical and creative thinking skills.

To ensure quality education in inclusive classrooms, it is
important to develop differentiated educational programs, improve the set of interactive methods, enhance teacher qualifications, establish systematic cooperation with parents, and strengthen the activities of psychological- pedagogical services.

Indeed, every child has the right to quality education. Educating
students with disabilities requires more effort and research from teachers. If lessons are approached more seriously and students are engaged using various interactive methods, change and growth in every child are inevitable. We believe that the methods analyzed above will certainly help in this process.

REFERENCES

1. Law of the Republic of Uzbekistan No. O’RQ-637 dated September 23, 2020 “On Education” / National Database of Legislation Information, 24.09.2020, No. 03/20/637/13-13.
2. Ainscow M. Understanding the Development of Inclusive Education. — London: Routledge 264 p.
3. Oliver M. The Social Model of Disability: An outdated ideology? — London: University College London Press, 1996. — 72 p.
4. UNESCO. Inclusive Education Guidelines. — Paris: UNESCO Publishing, 2009. — 52 p.
5. Vygotsky L.S. Pedagogical Psychology [Pedagogicheskaya psikhologiya]. — Moscow:
   Pedagogika, 1991. — 480 p.
6. Zaripova Sh., Abdullaev B. Theoretical Foundations of Inclusive Education [Inklyuziv
   ta’limning nazariy asoslari]. — Tashkent: Fan,

——————————————————–

ankles to neck

one of those nights

where arthritis tells

you, you should’ve

died young

a constant pain

ankles to neck

gin used to dull

this fucker

but those days

are long gone

as always something

stronger is needed

there has to be

a bent spoon

around here

somewhere

a little glass mirror

that hasn’t been

broken in some

psychotic rage

the next door

neighbor is

a gypsy

i’m sure she’ll

have something

of course, she’s

younger

only takes digital

currency

————————————————————–

the new normal

tornado warning

in february

there’s still snow

on the fucking

ground

they say this is

supposed to be

the new normal

i guess for the

first time in

my life

i can officially

say

i’m too old

for this shit

——————————————————-

overtime

bloody teeth on the ice

a nation lets go of forty

six years of frustration

i believe whitman would

call it a barbaric yawp

i would say i screamed

in ecstasy

something i have been

waiting for since i was

four years old

but for at least one

sunday in february

the boys will be

known as golden

—————————————————–

a secret to be kept

remember the first woman

you took to get an abortion

she was a friend that never

asked for any money

only for a secret to be kept

and it has

we, the lost souls of the

nineties

kids in the streets

or the kids that thought

they knew the streets

dealing drugs in the

apartments

running cocaine across

three towns at four in

the morning

most of us made it out

alive

some of us had no choice

but to die young

i look at the old photos

still remember the names

and the good times

but don’t know where

any of them are anymore

just how they like it

———————————————————-

keeps you up at night

the voice of an angel

enough baggage to take

a few years off your life

of course you’re in love

the ache in your soul

that keeps you up

at night

the endless questions

that have no answers

she sends her love every

morning so many miles

away

promises to come find

you before you die

you’re old enough

to know

a promise really means

nothing until it does

all the scars have a story

every heartbreak has

a song

life keeps turning the

page until the story

runs out

hopefully, we have

a few more chapters

to write

———————————————————–

jcampb4593@aol.com

https://evildelights.blogspot.com

https://goodreads.com/jjthepoet