Yesterday, your smile still moved through the air.
Now the room a quiet of unfinished sentences, glances that stopped halfway.
On the side table, a glass of tea gone cold. Your room, refusing time, keeps a trace of your warmth.
I wish you a heaven, mother.
Let the earth be light above you. Let the wind pass without knowing you.
Mountains should remain untouched. The sky, unbroken. The sea free of all urgency.
At night, may moonlight find your pages.
Let there be no distance between you and the names you carried.
Let longing lose its language.
And happiness no longer a thing that must survive.May your tea never grow cold
The Sign
By Barbaros İrdelmen
Ah, how long I have been waiting for a sign from those alluring, colorful eyes!
If only it came…
Ah, then would crumble, collapse into dust, all the civilizations that have ever been.
A Conversation with Yesterday
By Dr. Barbaros İrdelmen
When our eyes first met we fell in love.
What day was it when we were married? You haven’t forgotten, have you?
The children— their graduations, their going off to the army, their weddings…
Then the grandchildren.
“Can such things ever be forgotten?” we had laughed the day I retired.
That grandchild in high school now— when was he born?
Tell me, do you remember all of it?
Or was all of this just yesterday, truly?
Dr. Barbaros İrdelmen is a Turkish poet, writer, translator, and retired specialist in internal medicine and nephrology, lives in Istanbul. With 19 published poetry collections to date, his works have been included in numerous national and international anthologies, poetry festivals, and selected literary compilations. Currently a poetry columnist for Edebiyat Magazin Newspaper and TV, also contributes actively to prominent literary journals such as Pazartesi14 NEYYA Edebiyat, Kirpi Edebiyat ve Düşünce Dergisi, writer for the Papirus Magazine, Literature House writer. As a member of the Writers Syndicate of Turkey, he is not only known for his original poetry but also as a leading figure in the translation of world poetry written in English into Turkish. He is also a member of the poetry translators community, part of the ITHACA Foundation (Spain), building cultural and literary bridges across borders through the power of poetry.
The urge to salvage something I suppose of my losses inspired a good deal of the poetry in this book. That is the oddity of memory: we never really lose anything we cherish. For me, there is an almost invisible essence to each thing we love, each moment, as particular and invisible as the scent of mint in the sauce of a good meal. So part of the inspiration to write the poems was also finding or coming up with the disguises that would conceal those dear ones, moments and things while they held the place of identities and kept the reader (in me) on the appreciative hunt, searching them out anew. An indispensable element of joy is in the pursuit and discovery of it.
Your poems often explore themes of nostalgia and reflection. Can you talk about the role of memory in your work?
To add to the partial answer to this question found in my first response: History contains a key in my way of thinking about my own past. It is collective memory, and it’s a vital key in knowing who we are, who we choose to be rightfully from our journey across time and distances. The fact for most of us is that we have many homes and a large and very diverse family. Going to be with one means leaving and for the time losing the other. I grew up watching the spirited Sand Hill Cranes on the Nebraska-Platte River stop of their migrations from South America to Canada each spring. They’ve flown the same migratory path since the age of the dinosaurs. A simple clue to the nearly perpetual mechanism of nostalgia and desire in me comes by way of the salient ironies of missing America most when I was living in France, and then missing life in France now that I’m living in America. That can be true of the different places I’ve lived here in the States too, living in Boston and missing Oklahoma or Tennessee. I have a joke about a partner who insists she stays with her guy mostly only to avoid falling into the gross error of having to miss him if she were to leave him!
These poems touch on the intersection of personal and historical events. How do you balance these two aspects of your poetry?
Some time back after I’d finished my Masters degree in England, I moved to Normandy in France. To my surprise I was very much appreciated – The American! – by people there. They kept insisting on thanking me for helping liberate them from the Nazis in WWII. I kept thanking them for the wine and fine meals they prepared for me, while insisting I hadn’t even been born yet in 1944. I grew up vaguely aware of a great-uncle, my mother’s uncle Jack, who did participate in the Battle of Normandy, but it took me awhile to connect those dots. In fact, particular interest in WWII came back powerfully to me as a way of finding a language to help me write about those 10 years in France. The end of the long poem in this book alludes to that uncle. Two more long narrative poems were written about the family French-American connection and the days of WWII in rural America and in Occupied France. I met so many people there who had lived under the Nazi Occupation, each with their memorable story to tell. Eventually I’d like to publish the three narratives together as a trilogy.
Your poems often have a strong sense of place. How do you think your surroundings influence your writing, and what do you hope readers take away from your descriptions of specific locations?
Writing about the particulars of a place marks a positive act of writing, of witnessing, but also appreciation. It is like complimenting another for the care and work they put into what they do—gardening, dressing fashionably, fixing a meal. The particular language of love waters the plant we are. When we don’t receive any recognition for our efforts we wilt. Same for place. We need, on a larger scale, to put more into the infrastructure of our country. When I first moved into the Boston area and was teaching, it disheartened me to hear students from Japan and Canada, polite and quiet as they meant to be, lament the shabby conditions of our roads, airports and trains!
In several pieces you write about accepting things you can’t change (death, war, office politics, WWII history). How do you think this relates to your broader themes of identity, mortality, and the human condition?
Acceptance is an abiding wisdom that runs the American in me deeply at odds. Because, I suppose as an American, I do believe humanity can live better – that we have, at periods in history, lived in fact better than in this age of great access to convenience, communication and travel. We are emphatically out of balance with nature, especially its pace and patience, and terribly imprudent in how we consume our resources. That is what the upcoming generations have to struggle for. But it helps me to see that by and large they are becoming lucid to the challenge and I believe they will by numbers overcome the harmful ways our super-tech and voracious society lurches about as though to saw off the branch we’re all sitting on, so to speak.
Your poetry often has a reflective, introspective tone. What do you hope readers take away from your work, and how do you think it can relate to their own experiences?
I try to be very careful about broadcasting any demagogical intention in my writing. I would hope the introspective element would inspire readers to be themselves generous with quiet time, turn off all the media and music, not all the time, not in any strict sense, but to cultivate an appreciation for the sifting ruminative processes of reflection. Great insights do come, but only of themselves with a sort of natural, unforced, even wary way of approaching them. Almost like deer in the wild. Voluminous wide access to all the facts doesn’t really help us put those facts together. On a small very intense scale, that’s an important lesson creative writing teaches us. Beyond what, the how!
We know that now Information Technology is developing at a wide pace. Information systems and technologies are now used all over the world. In addition , technologies such as the Internet of Things, Artificial Intelligence(AI) are becoming part of our lives.Therefore, the greatest demand in the current era is for artificial intelligence. And the demand for this direction is growing. Now we need to understand what Artificial Intelligence is, what its advantages and capabilities are. Artificial intelligence is a field of science and technology that creates machines that can mimic human intelligence.
In other words , it almost imitates the human mind. Basically, Artificial Intelligence is a technology that mimics human thinking, learning, and decision-making processes through computers and programs. Artificial intelligence is mainly based on large amounts of data. As mentioned above, artificial intelligence imitates human thinking, large database comes in handy. This means that artificial intelligence studies every single piece of information in the case of using this base, and helps predict the future through past and present data. AI produces results faster and more accurately than humans.
Another reason for rapid development in areas such as finance , economics , and medicine is that it provides much faster than humans , reduces paperwork and saves time. It has begun to be widely used widely in everyday life. For example, we can consider social networks and search engines. On social networks, users often see content based on their interests. This is because social media algorithms suggest similar content based on users’ interests. This can also be seen in search engines.For example , Yandex and Google. Another example is online shopping, which is becoming increasingly popular. It also provides suggestions that match your wishes, desires, and requirements on these platforms. This is done using artificial intelligence algorithms. In conclusion, artificial intelligence technologies help us achieve more results in less time.
O’rinboyeva Ziynatjon Anvarbek qizi is a third-year student at Tashkent State University of Economics. Winner of the “Robbit Academy” educational program, one of the projects of Najot Ta’lim. She’s a district coordinator at UzMIHU, a graduate of the “Five Million AI Leaders” project courses, a graduate of the “Kelajak Ilmli Qizlar” community, author of several articles and participant in international anthologies, active participant in Zakovat and Zakovat Quiz intellectual games, mentor in three seasons of the Changemakers Challenge project.
Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi
INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS
Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.
The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.
LITERATURE ANALYSIS
The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].
METHODOLOGY
This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS
The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:
Table 1
Theoretical components of parent-school integration
Components
Content
Impact on educational outcomes
Unity of purpose
Harmony of educational goals
Personal stability is formed
Information exchange
Communication between parents and teachers
The individual characteristics of the child are taken into account
Collaborative activities
Joint activities and educational work
Social activity develops
Pedagogical culture
Pedagogical literacy of parents
Effectiveness of upbringing increases
These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.
Summary
In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.
REFERENCES USED:
1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p.
AI in the Classroom: Educational Revolution or Intellectual Laziness?
It’s hard to ignore how much AI has crept into our daily lives lately, and education is probably where we see it most. Whether it’s students looking for a quick explanation or teachers trying to organize their week, everyone seems to be using it. While some people are excited about how much time it saves, others are honestly a bit worried about where this is all heading.
One of the coolest things about AI is how it treats every student as an individual. Let’s face it: no two people learn at the exact same speed. AI tools can actually track how you’re doing and suggest materials that fit your specific level. For instance, a lot of people nowadays use AI to polish their English or get ready for the IELTS. It lets you skip the stuff you already know and focus on your weak points, which makes the whole process much faster.
Plus, it just makes learning less of a chore. Instead of staring at a dry textbook for hours, you’ve got interactive apps and smart systems that keep things interesting. It also takes a huge load off teachers’ shoulders. By letting AI handle the “boring” stuff—like grading repetitive homework or prepping basic handouts—teachers can actually spend more time talking to their students and tackling the tough topics together.
But, it’s not all perfect. There are some real red flags we shouldn’t ignore. The biggest concern is that students might start leaning on AI a bit too much. If you let an app do all the thinking for you, even for the simple tasks, your own problem-solving skills are bound to get rusty. If we stop challenging ourselves, we aren’t really “learning”—we’re just outsourcing our brains.
There’s also the issue of fairness. Not everyone has a high-speed internet connection or a brand-new laptop. While some students are getting ahead with these fancy tools, others are being left behind just because they don’t have the access. This digital divide is a massive problem, especially in developing parts of the world.
In my view, AI is a fantastic tool, but only if you know how to use it without letting it take over. It should be there to support your learning, not replace your brainpower. At the end of the day, it’s all about finding that balance. If we use it wisely, AI could be the best thing that ever happened to education, but we have to stay in the driver’s seat.
Toshbotirov Bekjaxon Asliddin o‘g‘li was born on April 9, 2009, in Nurobod district of Samarkand region.
He studied at Secondary School No. 1 in Nurobod district from 2016 to 2025. Currently, he is studying at Nurobod District Technical College (Technical School).
Achievements: B2 Multilevel certificate, Ibrat Academy 2+6 program participant, certificate in Artificial Intelligence, member of the National Program.
