First of all, published poet and contributor Tao Yucheng is still hosting a poetry contest, open to all readers of Synchronized Chaos Magazine.

Synchronized Chaos Poetry Contest: We seek short, powerful, imaginative, and strange poetry. While we welcome all forms of free verse and subject matter, we prefer concise work that makes an impact.

Guidelines: Submit up to five poems per person to taoyucheng921129@proton.me. Each poem should not exceed one page (ideally half a page or less). All styles and themes welcome. Deadline for submissions will be in early March.

Prizes: First Place: $50 Second Place: $10, payable via online transfer. One Honorable Mention. Selected finalists will be published in Synchronized Chaos Magazine.

Also, past contributor Alexander Kabishev is seeking international poems of four lines each on the theme of friendship for a global anthology. The anthology, Hyperpoem, will be published by Ukiyoto Press and a presentation of the poem will take place in Dubai in August 2026.

Kabishev says the new vision of the project goes beyond commercial frameworks, aiming to become an international cultural and humanitarian movement, with the ambitious goal of reaching one million participants and a symbolic planned duration of one thousand years.

The focus is on promoting international friendship, respect for the identity of all peoples on Earth, and building bridges of understanding between cultures through poetry and its readers.

Please send poems to Alexander at aleksandar.kabishev@yandex.ru

This month’s issue asks the question, “Who Will We Become?” Submissions address introspection, spiritual searching, and moral and relational development and decision-making.

This issue was co-edited by Yucheng Tao.

Sajid Hussain’s metaphysical, ethereal poetry, rich with classical allusions, reminds us of the steady passage of time.

Jamal Garougar’s New Year reflection emphasizes ritual, spirituality, and the practices of patience and peace. Taylor Dibbert expresses his brief but cogent hope for 2026.

Dr. Jernail S. Anand’s spare poetry illustrates the dissolution of human identity. Bill Tope’s short story reflects on memory and grief through the protagonist’s recollection of his late school classmate. Turkan Ergor considers the depth of emotions that can lie within a person’s interior. Sayani Mukherjee’s poem on dreams lives in the space between waking thought and imaginative vision. Stephen Jarrell Williams offers up a series of childhood and adult dreamlike and poetic memories. Alan Catlin’s poem sequence renders dreams into procedural logic: how fear, guilt, memory, and culture behave when narrative supervision collapses. Priyanka Neogi explores silence itself as a creator and witness in her poetry. Duane Vorhees’ rigorous poetic work interrogates structure: individuality, myth, divinity, agency, culture. Tim Bryant analyzes the creative process and development of craft in Virginia Aronson’s poetic book of writerly biographies, Collateral Damage.

Nurbek Norchayev’s spiritual poetry, translated from English to Uzbek by Nodira Ibrahimova, expresses humility and gratitude to God. Timothee Bordenave’s intimate devotional poetry shares his connection to home and to his work and his feelings of gratitude.

Through corrosive imagery and fractured music, Sungrue Han’s poem rejects sacred authority and reclaims the body as a site of sound, resistance, and memory. Shawn Schooley’s poem operates through liturgical residue: what remains after belief has been rehearsed, delayed, or partially evacuated. Slobodan Durovic’s poem is a high-lyric, baroque lament, drawing from South Slavic oral-poetic density, Biblical rhetoric, and mythic self-abasement.

Melita Mely Ratkovic evokes a mystical union between people, the earth, and the cosmos. Jacques Fleury’s work is rich in sensory detail and conveys a profound yearning for freedom and renewal. The author’s use of imagery—“fall leaf,” “morning dew,” “unfurl my wings”—evokes a vivid sense of life’s beauty and the desire to fully experience it. James Tian speaks to care without possession, love through distance and observation. Mesfakus Salahin’s poem evokes a one-sided love that is somewhat tragic, yet as eternal as the formation of the universe, as Mahbub Alam describes a love struggling to exist in a complicated and wounded world. Kristy Ann Raines sings of a long-term, steady, and gallant love.

Lan Xin evokes and links a personal love with collective care for all of humanity. Ri Hossain expresses his hope for a gentler world by imagining changed fairy tales. Critic Kujtim Hajdari points out the gentle, humane sensibility of Eva Petropoulou Lianou’s poetry. Brian Barbeito’s lyric, understated travel essay passes through a variety of places and memories. Anna Keiko’s short poem shares her wish for a simple life close to nature. Christina Chin revels in nature through sensual, textured haikus.

Doniyorov Shakhzod describes the need for healthy and humane raising of livestock animals. g emil reutter hits us on the nose with cold weather and frigid social attitudes towards the suffering of the poor and working classes. Patricia Doyne lampoons authoritarian tendencies in the American government. Eva Petropoulou Lianou reminds us that we cannot truly enjoy freedom without a moral, peaceful, and just society. Sarvinoz Giyosova brings these types of choices down to a personal level through an allegory about different parts of one person’s psychology.

Dr. Jernail S. Anand critiques societal mores that have shifted to permit hypocrisy and the pursuit of appearances and wealth at all costs. Inomova Kamola Rasuljon qizi highlights the social and medical effects and implications of influenza and its prevention. Sandip Saha’s work provides a mixture of direct critique of policies that exploit people and the environment and more personal narratives of life experiences and kindness. Gustavo Gac-Artigas pays tribute to Renee Nicole Good, recently murdered by law enforcement officers in the USA.

Dr. Ahmed Al-Qaysi expresses his deep and poetic love for a small child. Abduqahhorova Gulhayo shares her tender love for her dedicated and caring father. Qurolboyeva Shoxista Olimboy qizi highlights the connection between strong families and a strong public and national Uzbek culture. Ismoilova Jasmina Shavkatjon qizi’s essay offers a clear, balanced meditation on women in Uzbekistan and elsewhere as both moral architects and active agents of social progress, grounding its argument in universal human values rather than abstraction.

Dilafruz Muhammadjonova and Hilola Khudoyberdiyeva outline the contributions of Bekhbudiy and other Uzbek Jadids, historical leaders who advocated for greater democracy and education. Soibjonova Mohinsa melds the poetic and the academic voices with her essay about the role of love of homeland in Uzbek cultural consciousness. Dildora Xojyazova outlines and showcases historical and tourist sites in Uzbekistan. Zinnura Yuldoshaliyeva explicates the value of studying and understanding history. Rakhmanaliyeva Marjona Bakhodirjon qizi’s essay suggests interactive and playful approaches to primary school education. Uzbek student Ostanaqulov Xojiakba outlines his academic and professional accomplishments.

Aziza Joʻrayeva’s essay discusses the strengths and recent improvements in Uzbekistan’s educational system. Saminjon Khakimov reminds us of the importance of curiosity and continued learning. Uzoqova Gulzoda discusses the importance of literature and continuing education to aspiring professionals. Toychiyeva Madinaxon Sherquzi qizi highlights the value of independent, student-directed educational methods in motivating people to learn. Erkinova Shahrizoda Lazizovna discusses the diverse and complex impacts of social media on young adults.

Alex S. Johnson highlights the creative energy and independence of musician Tairrie B. Murphy. Greg Wallace’s surrealist poetry assembles itself as a bricolage of crafts and objects. Noah Berlatsky’s piece operates almost entirely through phonetic abrasion and semantic sabotage, resisting formal logic and evoking weedy growth. Fiza Amir’s short story highlights the level of history and love a creative artist can have for their materials. Mark Blickley sends up the trailer to his drama Paleo: The Fat-Free Musical. Mark Young’s work is a triptych of linguistic play, consumer absurdity, and newsfeed dread, unified by an intelligence that distrusts nostalgia, coherence, and scale. J.J. Campbell’s poetry’s power comes from the refusal to dress things up, from humor as insulation against pain. On the other end of the emotional spectrum, Taghrid Bou Merhi’s essay offers a lucid, philosophically grounded meditation on laughter as both a humane force and a disruptive instrument, tracing its power to critique, heal, and reform across cultures and histories. Mutaliyeva Umriniso’s story highlights how both anguish and laughter can exist within the same person.

Paul Tristram traces various moods of a creative artist, from elation to irritation, reminding us to follow our own paths. Esonova Malika Zohid qizi’s piece compares e-sports with physical athletics in unadorned writing where convictions emerge with steady confidence. Dr. Perwaiz Shaharyar’s poetry presents simple, defiant lyrics that affirm poetry as an indestructible form of being, embracing joy, exclusion, and madness without apology.

Ozodbek Yarashov urges readers to take action to change and improve their lives. Aziza Xazamova writes to encourage those facing transitions in life. Fazilat Khudoyberdiyeva’s poem asserts that even an ordinary girl can write thoughtful and worthy words.

Botirxonov Faxriyor highlights the value of hard work, even above talent. Taro Hokkyo portrays a woman finding her career and purpose in life.

We hope that this issue assists you, dear readers, in your quest for meaning and purpose.

MUSTAQIL TA’LIM METODLARINING O’QUV MOTIVATSIYASIGA TA’SIRI

To’ychiyeva Madinaxon Sherquzi qizi
O’zbekiston davlat jahon tillari universiteti talabasi

ANNOTATSIYA
Mazkur ilmiy maqolada mustaqil ta’lim metodlarining talabalarning o‘quv motivatsiyasiga ta’siri empirik va nazariy jihatdan tahlil qilinadi.Tadqiqot oliy ta’lim muassasasi talabalari ishtirokida
olib borilib, tajriba va nazorat guruhlari asosida amalga oshirildi. Tadqiqot davomida mustaqil ta’lim metodlarining qo‘llanilishi talabalarda ichki motivatsiyani kuchaytirishi, o‘quv faoliyatiga
bo‘lgan qiziqishni oshirishi hamda o‘z-o‘zini boshqarish ko‘nikmalarini rivojlantirishi aniqlandi. Olingan natijalar zamonaviy ta’lim tizimida mustaqil ta’lim metodlarini joriy etish zarurligini ilmiy
asoslab beradi.

ABSTRACT
This scientific article analyzes the impact of independent learning methods on students’ learning motivation from both theoretical and empirical perspectives. The study examines the effectiveness of student-centered learning approaches based on independent learning principles in higher education. The research was conducted among university students using experimental and control groups. The findings indicate that independent learning methods
significantly enhance students’ intrinsic motivation, increase their interest in learning, and improve self-regulated learning skills. The results of this study provide a scientific basis for the systematic implementation of independent learning methods in modern education systems.

KALIT SO’ZLAR
Mustaqil talim, o’quv motivatsiyasiga, ichki motivatsiya, ta’lim samaradorligi, talaba faolligi.

KEYWORDS
Independent learning, learning motivation, intrinsic motivation, self-regulated learning, educational effectiveness.

KIRISH
Bugungi globallashuv va raqamlashtirish sharoitida ta’lim tizimi oldiga yuqori malakali, mustaqil fikrlay oladigan, o‘z bilimini doimiy ravishda rivojlantirib borishga qodir shaxsni shakllantirish vazifasi qo‘yilmoqda. Ushbu jarayonda an’anaviy o‘qitish usullari bilan bir qatorda, alabaning faolligiga asoslangan mustaqil ta’lim metodlari alohida ahamiyat kasb etmoqda.

Mustaqil ta’lim talabaning bilim olish jarayonida tashabbuskorlik ko‘rsatishi, axborotni mustaqil izlab topishi, tahlil qilishi va xulosa chiqarishiga asoslanadi. Bu jarayon o‘z navbatida talabaning
o‘quv motivatsiyasini shakllantirishda muhim omil hisoblanadi. O‘quv motivatsiyasi esa ta’lim jarayonining samaradorligini belgilovchi asosiy psixologik-pedagogik omillardan biridir. Shu nuqtai nazardan, mustaqil ta’lim metodlarining o‘quv motivatsiyasiga ta’sirini o‘rganish dolzarb ilmiy muammo bo‘lib, ushbu tadqiqotning asosiy maqsadi ham aynan ushbu masalani tahlil qilishdan iborat.

INTRODUCTION
In the context of globalization and rapid technological development, modern education systems face the challenge of preparing individuals who are capable of independent thinking, continuous
self-development, and effective decision-making. Higher education institutions are increasingly shifting from teacher-centered instructional models toward student-centered approaches that
emphasize learners’ autonomy and responsibility in the learning process.

Independent learning methods play a crucial role in this transformation. These methods encourage students to take initiative, engage in self-directed knowledge acquisition, and actively
participate in their educational development. As a result, independent learning contributes significantly to the formation of learning motivation, which is one of the key determinants of academic success.

Learning motivation is defined as a combination of internal and external factors that stimulate students’ desire to acquire knowledge and achieve academic goals. Research in educational psychology has shown that intrinsically motivated students demonstrate higher levels of engagement, persistence, and academic achievement.
The main purpose of this research is to examine the impact of independent learning methods on students’ learning motivation and to identify their pedagogical effectiveness in higher education.

METODLAR
Tadqiqot pedagogik tajriba-sinov usulida olib borildi. Unda oliy ta’lim muassasasining 1–2-bosqichida tahsil olayotgan 60 nafar talaba ishtirok etdi. Talabalar tasodifiy tanlash asosida tajriba guruhi va nazorat guruhiga ajratildi.

Tajriba guruhida quyidagi mustaqil ta’lim metodlari qo‘llanildi:
loyiha asosida o‘qitish; muammoli vaziyatlar asosida topshiriqlar;
mustaqil izlanish va taqdimotlar; elektron ta’lim resurslaridan foydalanish; reflektiv tahlil.

Nazorat guruhida esa asosan an’anaviy ma’ruza va tushuntirish metodlari saqlab qolindi. O‘quv motivatsiyasi darajasi tadqiqot boshida va oxirida maxsus so‘rovnoma orqali aniqlanib, statistik
jihatdan solishtirildi.

METHODS
This study employed a mixed-method research design combining both quantitative and qualitative approaches. The research was conducted among 60 undergraduate students enrolled in a higher education institution. Participants were randomly divided into two groups: an experimental group and a control group.

The experimental group was taught using independent learning methods, including:
project-based learning;
problem-based learning tasks;
independent research assignments;
use of digital and electronic learning resources;
reflective analysis and self-assessment activities.

The control group continued learning through traditional teaching methods such as lectures and teacher-led instruction. Learning motivation levels were measured at the beginning and end of
the study using a structured motivation questionnaire adapted for academic contexts. The collected data were analyzed using comparative and descriptive statistical methods to evaluate changes in students’ motivation levels.

NATIJALAR
Tadqiqot natijalari shuni ko‘rsatdiki, tajriba guruhida o‘quv motivatsiyasi darajasi sezilarli darajada oshgan. Talabalarning aksariyati mustaqil topshiriqlar ularning bilimga bo‘lgan
qiziqishini kuchaytirganini ta’kidladilar.

So‘rovnoma natijalariga ko‘ra:tajriba guruhida ichki motivatsiya
ko‘rsatkichlari yuqori bo‘ldi;talabalar o‘z bilimini mustaqil boshqarishga o‘rgandi;o‘quv faoliyatiga nisbatan mas’uliyat hissi kuchaydi. Nazorat guruhida esa motivatsiya ko‘rsatkichlarida sezilarli
o‘zgarish kuzatilmadi.

RESULTS
The results of the study revealed a significant increase in learning motivation among students in the experimental group. Students who participated in independent learning activities demonstrated higher levels of intrinsic motivation, greater responsibility for their learning
outcomes, and stronger engagement in academic tasks.

Survey results indicated that:
students developed a stronger interest in learning activities;
self-regulated learning skills improved noticeably; students became more confident in making independent academic decisions.

In contrast, the control group showed no significant improvement in motivation levels. These findings confirm the effectiveness of independent learning methods in enhancing students’ motivation.

MUHOKAMA
Olingan natijalar mustaqil ta’lim metodlarining o‘quv motivatsiyasini oshirishdagi muhim rolini ko‘rsatadi. Mustaqil ta’lim talabaning shaxsiy ehtiyojlari, qiziqishlari va imkoniyatlarini inobatga olgan holda tashkil etilishi sababli, u ichki motivatsiyani shakllantirishga xizmat qiladi.

Mazkur natijalar Deci va Ryan tomonidan ishlab chiqilgan ichki motivatsiya nazariyasi bilan uyg‘unlikda ekanligini ko‘rsatadi. Shuningdek, Zimmerman tomonidan ilgari surilgan o‘z-o‘zini
boshqaruvchi ta’lim konsepsiyasi ham tadqiqot natijalari bilan tasdiqlandi.

DISCUSSION
The findings of this study support the hypothesis that independent learning methods positively influence students’ learning motivation. By granting learners greater autonomy and responsibility, independent learning fosters intrinsic motivation and promotes deeper engagement in the learning process.

The results align with the Self-Determination Theory proposed by Deci and Ryan, which emphasizes autonomy as a core component of intrinsic motivation. Additionally, the outcomes correspond with Zimmerman’s theory of self-regulated learning, highlighting the importance of learner control and reflective practices.

Independent learning methods not only enhance motivation but also contribute to the development of critical thinking, problem-solving abilities, and lifelong learning skills. Therefore, these methods should be considered essential components of modern pedagogical practice.

XULOSA
Xulosa qilib aytganda, mustaqil ta’lim metodlari zamonaviy ta’lim tizimida o‘quv motivatsiyasini oshirishning samarali vositasi hisoblanadi. Tadqiqot natijalari shuni ko‘rsatdiki, mustaqil ta’limga
asoslangan yondashuv talabalarning bilim olishga bo‘lgan ichki ehtiyojini kuchaytiradi, ularning faolligi va mas’uliyatini oshiradi.

Mustaqil ta’lim metodlari orqali tashkil etilgan ta’lim jarayoni talabaning shaxsiy va kasbiy rivojlanishiga xizmat qiladi. Shu sababli oliy ta’lim muassasalarida mustaqil ta’lim metodlarini tizimli va bosqichma-bosqich joriy etish tavsiya etiladi.

Kelgusida olib boriladigan tadqiqotlar mustaqil ta’lim metodlarining turli fanlar va ta’lim bosqichlarida qo‘llanilishi, shuningdek, ularning uzoq muddatli pedagogik ta’sirini o‘rganishga qaratilishi lozim.

CONCLUSION
In conclusion, independent learning methods represent an effective pedagogical approach for increasing students’ learning motivation in higher education. The study demonstrates that the systematic implementation of independent learning strategies enhances intrinsic motivation, encourages active participation, and strengthens students’ self-regulation skills.

Independent learning transforms students from passive recipients of knowledge into active participants in the educational process. This shift has significant implications for improving educational quality and preparing students for professional and lifelong learning challenges.

Future research should focus on examining the long-term effects of independent learning methods across different academic disciplines and educational levels. Further studies may also explore the integration of digital technologies with independent learning to maximize motivational outcomes.

FOYDALANILGAN ADABIYOTLAR

1. Azizxodjayeva N. Pedagogik texnologiyalar va pedagogik mahorat. – Toshkent, 2018.
2.Zunnunov A. Pedagogika nazariyasi va amaliyoti. – Toshkent: O‘qituvchi, 2020.
3.Deci E., Ryan R. Intrinsic Motivation and Self-Determination in Education. – New York, 2000.

4.Zimmerman B. Self-Regulated Learning and Academic Motivation. – Journal of Educational Psychology, 2002.
5.The Effect of Learning Independence and Motivation on Students’ Learning Outcomes when Implementing Distance Learning.
Masofaviy ta’limda mustaqillik va motivatsiyaning o‘quv natijalariga ta’siri bo‘yicha ilmiy maqola.journal.unismuh.ac.id

6.Development of Students’ Independent Learning Activity: Analysis in the Context of the Cognitive‑Motivative Approach
Mustaqil o‘qish faoliyatini kognitiv‑motivatsion yondashuv kontekstida tahlil qiladigan maqola.

scientificbulletin.com

PLAVETNILO

Iz unutrašnjosti nebeskog

Plavetnila, prosuta zvjezdana

Prašina, stapa se sa  korijenjem 

Zemljine utrobe  kosmičkim sjemenom 

Zajedno daju zemaljske plodove 

Lakoćom fluidnog kretanja neprekidno

Putuje duša, spiralnom međusvjetovnom 

Svjetlošću pamti astralna putovanja

Svjesnost poznaje tjelesni oblik, nikada 

Ne kasni, neprekidnim vraćanjem 

Svome još uvijek usnulom tijelu

Pred svitanje, ponovno se  spaja

Duh, duša sa tijelom, životni ciklus 

Zatvara krug praiskonsko modro

Sa zlatnim zracima aurore, 

Neprekidno rađanje I umiranje,

Događa se istovremeno u obje 

Realnosti, jedno bez drugog ne

Može, tako je i bit će!!!

                           

BLUE

From the interior of the celestial

Blue, spilled starry

Dust, merges with the roots 

Earth’s womb with cosmic seed 

Together they give earthly fruits 

With the ease of fluid movement continuously

The soul travels, spiraling interworld 

With light it remembers astral journeys

Consciousness knows the physical form, never 

Is not late, by continuously returning 

To its still sleeping body

Before dawn, it reunites

Spirit, soul with body, life cycle 

Closes the circle of the primordial blue

With the golden rays of the aurora, 

Continuous birth and death,

Happening simultaneously in both 

Realities, one cannot exist without the other

It can, it is and it will be!!!

RENEE the Brave SOUL

Yes, it’s true

No one can kill you

If you are a poet

You have sung songs

All were happy with you

Only a few

No one can make everyone happy 

The crazy ones never be happy 

They are sadistic 

No one can satisfy them

They stick like glue

May God rest your soul in peace 

As a poet we love you 

You have left

This, full of hatred world

You will live always 

Within our hearts 

If a poet is true

Like you

Can never be snatched away

RENEE NICOLE

Your golden memories 

Your good works

Will always remind us 

Will always motivate us 

How should we fight for others

To safeguard weaker people

To protect others

To stand with your neighbours 

You are our inspiration

You have taught us

Believe in good works

Don’t lose patience 

RENEE, 

You are our inspiration 

Dr. Perwaiz Shaharyar 

New Delhi, India 

THE IMPACT OF SOCIAL NETWORKS ON STUDENTS’ DAILY
LIVES

Erkinova Shahrizoda Lazizovna
Student of Samarkand State Institute of Foreign Languages.
shahrizodaerkinova26@gmail.com

Annotation: This article analyzes the impact of social networks on students’ lives in the modern era of globalization and digital technologies. Today, social media platforms are becoming an important and integral part of university students’ lives. The article examines both the positive and negative effects of social networks on students’ daily lives, academic activities, and mental and physical health. Many scholars, including Sampasa-Kanyinga and Lewis, Woods and Scott, and Jamil, have studied the extent to which social networks affect students’ lives. It is also highlighted that social networks can play a positive role in supporting the learning
process.

Keywords: Social networks, students, academic activity, psychological state, FOMO, education.

Introduction: In the 21st century, social networks have become not only a means of communication for young people, including students, but also a broad platform for obtaining information and entertainment. Students’ daily routines, preparation for classes, social relationships, and even sleep patterns are increasingly dependent on their use of social networks. The significant increase in time spent on social networks has both positive and negative effects on students’ lifestyles. Therefore, this issue is a relevant research topic not only for educational institutions but also for society as a whole.

Social media tools provide many conveniences for university students and positively influence their academic performance. They enable collaborative group work and projects, as well as the prompt sharing of necessary literature, lecture notes, and other information. In addition, they allow online conferences, online professional development, and audio communication.

For example, in many universities, especially in fields such as engineering or IT, students use various applications to exchange ideas and receive quick feedback from instructors, which would take much more time in offline settings. In this respect, the Internet has surpassed television, radio, and other media in attractiveness.

Several scholars have also emphasized the impact of the Internet. In particular, Sampasa-Kanyinga and Lewis studied the relationship between social media use and psychological distress. They
found that using social networks for more than two hours a day is associated with higher levels of psychological pressure. Banjanin et al. examined the relationship between excessive social media use and depression but found no statistically significant relationship between the two variables.

Frison and Eggermont studied different patterns of Facebook use, perceived social support on social networks, and mood among male and female students. They found a positive relationship between both passive and active Facebook use and depression, with perceived social support acting as a mediating factor. Gender was also identified as a moderating variable.

Vernon et al. examined changes in negative emotional investment in social networks and their relationship with depression and externalizing behaviors.

Their study showed that excessive attention to social networks increased depression among adolescent students, which was associated with sleep disturbances. Barry et al. explored the relationship between adolescents’ social media use and psychological adjustment, finding a moderate positive association between social media activity, depression, and anxiety. A study
conducted in China by Li et al. showed that insomnia played a mediating role in the relationship between social media addiction and depression among middle school students.

In the same year, Yan et al. studied the relationship between time spent on social networks and anxiety among middle school students, finding that more than two hours of use was significantly associated with higher anxiety levels. However, despite its many benefits, the Internet also has negative consequences, often affecting
mental health by increasing depression, anxiety, and feelings of loneliness.

In particular, the concept known as FOMO (fear of missing out) describes the strong anxiety experienced when individuals feel excluded while observing others’ successes. In short, excessive Internet use can contribute to various mental health issues.

Conclusion: In conclusion, social networks today have a significant impact on the upbringing and daily lives of young people. Therefore, developing a culture of conscious and purposeful use of social networks—aligned with personal values and goals—is a key factor in ensuring students lead successful and healthy daily lives.

References:

Alimov V. S. Social Networks and Their Role in the Socio-Cultural Life of the Country // Bulletin of the National University of Uzbekistan. – T., 2015. www.in-academy.uz

Blau, I., Weiser, O., & Eshet-Alkalai, Y. (2017).
Bhandarkar, A. M., Pandey, A. K., Nayak, R., Pujary, K., & Kumar, A.
(2021). Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020).

One Horizon for the New Year

At the gate of the year,

we remove our shoes—

the earth is sacred,

wounded by too many names.

From the breath of deserts

to the patience of olive trees,

the world whispers:

enough of division.

O New Year,

teach us the art of return:

return to the human face,

so we may recognize one another

beyond fear and banners.

Let peace be

not a slogan,

but a daily gesture—

bread shared,

a wound listened to.

We were made from one breath,

and to that breath we return,

different in paths,

equal in dignity.

My lord

He never stopped working for his family
He thought about the happiness of his children
He always lived happily and with a smile
My dear, gentle, kind lord

He always held my shoulder and kissed me
He always prayed for me
When I cried, he wiped my tears from my face
My lord, he also gave me joy

He never bowed his head when trouble came
He looked for an opportunity in every task
He always supported his loved ones
My dear, sweet-spoken, generous lord