Essay from Eva Petropoulou Lianou

Christ is Risen 

The Holy Fire (Greek ‘Αγιος Φως, literally “Holy Light”) is a miracle that occurs every year at the Church of the Holy Sepulchre in Jerusalem on Holy Saturday, the day preceding Pascha. 

It is considered by many to be the longest-attested annual miracle in the Christian world, though the event has only been documented consecutively since 1106.

 In many Orthodox countries around the world the event is televised live.

The ceremony begins at noon when the Patriarch of Jerusalem  recites a specific prayer. The faithful gathered will then chant “Lord, have mercy” (Kyrie eleison in Greek) until the Holy Fire descends on a lamp of olive oil held by the patriarch while he is alone in the tomb chamber of Jesus Christ. 

The patriarch will then emerge from the tomb chamber, recite some prayers, and light either 33 or 12 candles to distribute to the faithful.

The fire is also said to spontaneously light other lamps and candles around the church. 

Pilgrims say the Holy Fire will not burn hair, faces, etc., in the first 33 minutes after it is ignited. Before entering the Lord’s Tomb, the patriarch or presiding archbishop is inspected by Israeli authorities to prove that he does not carry the technical means to light the fire. 

This investigation used to be carried out by Turkish soldiers.

The Holy Fire is first mentioned in the documents dating from the 4th century. 

A detailed description of the miracle is contained in the travelogue of the Russian igumen Daniel, who was present at the ceremony in 1106. 

Daniel mentions a blue incandescence descending from the dome to the edicula where the patriarch awaits the Holy Fire. 

Essay from Axmatova Maxliyo Ag‘zam qizi

CHALLENGES IN TEACHING WRITING SKILLS TO EFL LEARNERS.

Axmatova Maxliyo Ag‘zam qizi

Chirchik state pedagogical university

a student of Tourism faculty

Foreign language and literature, a 2ndyear student

ABSTRACT: This article explores the major challenges in teaching writing skills to EFL (English as a Foreign Language) learners. Writing is considered one of the most complex language skills, as it requires the integration of grammar, vocabulary, organization, and critical thinking. Many EFL learners face difficulties due to limited language exposure, insufficient vocabulary, and lack of regular practice. In addition, psychological factors such as fear of making mistakes and low confidence further hinder their writing development. The study also highlights the impact of traditional teaching methods, which often emphasize theoretical knowledge over practical application. Based on these challenges, the article suggests that effective teaching strategies, including interactive activities, continuous feedback, and supportive learning environments, are essential for improving students’ writing skills. The findings emphasize the importance of a learner-centered approach in overcoming writing difficulties and enhancing overall language proficiency.

KEYWORDS: EFL learners, writing skills, language learning, teaching challenges, vocabulary, grammar, feedback, teaching methods, student motivation, writing development.

АННОТАТЦИЯ: Данная статья рассматривает основные трудности в обучении письменной речи учащихся, изучающих английский язык как иностранный (EFL). Письмо считается одним из самых сложных языковых навыков, поскольку требует интеграции грамматики, словарного запаса, логической организации и критического мышления. Многие учащиеся сталкиваются с трудностями из-за ограниченного языкового окружения, недостаточного словарного запаса и отсутствия регулярной практики. Кроме того, психологические факторы, такие как страх допустить ошибку и низкая уверенность в себе, также препятствуют развитию письменной речи. В статье также подчеркивается влияние традиционных методов обучения, которые часто делают акцент на теоретических знаниях, а не на практическом применении. На основе выявленных проблем предлагается использовать эффективные педагогические стратегии, включая интерактивные задания, постоянную обратную связь и создание поддерживающей образовательной среды. Результаты исследования подчеркивают важность ориентированного на учащегося подхода для преодоления трудностей и развития письменных навыков.

КЛЮЧЕВЫЕ СЛОВА: учащиеся EFL, письменная речь, изучение языка, трудности обучения, словарный запас, грамматика, обратная связь, методы преподавания, мотивация студентов, развитие письменных навыков.

ANNOTATSIYA: Ushbu maqolada ingliz tilini chet tili sifatida o‘rganuvchi (EFL) o‘quvchilarda yozma nutq ko‘nikmalarini o‘rgatish jarayonidagi asosiy muammolar tahlil qilinadi. Yozish eng murakkab til ko‘nikmalaridan biri bo‘lib, u grammatika, lug‘at boyligi, fikrni mantiqiy tashkil etish va tanqidiy fikrlashni o‘z ichiga oladi. Ko‘plab o‘quvchilar cheklangan til muhiti, yetarli lug‘at zaxirasining yo‘qligi hamda muntazam mashq yetishmasligi sababli qiyinchiliklarga duch keladilar. Bundan tashqari, xato qilishdan qo‘rqish va o‘ziga ishonchsizlik kabi psixologik omillar ham yozish ko‘nikmalarining rivojlanishiga salbiy ta’sir ko‘rsatadi. Maqolada an’anaviy o‘qitish usullarining kamchiliklari ham yoritilib, ular ko‘proq nazariy bilimlarga urg‘u berishi ta’kidlanadi. Tadqiqot natijalariga ko‘ra, interaktiv metodlar, doimiy fikr-mulohaza (feedback) va qo‘llab-quvvatlovchi o‘quv muhiti orqali yozish ko‘nikmalarini samarali rivojlantirish mumkin. Shuningdek, o‘quvchiga yo‘naltirilgan yondashuvning ahamiyati alohida ta’kidlanadi.

KALIT SO’ZLAR: EFL o‘quvchilari, yozish ko‘nikmalari, til o‘rganish, o‘qitish muammolari, lug‘at boyligi, grammatika, fikr-mulohaza, o‘qitish metodlari, o‘quvchi motivatsiyasi, yozish rivoji.

INTRODUCTION: In today’s globalized world, writing has become an essential skill for learners of English as a Foreign Language (EFL). It plays a crucial role in academic success, professional communication, and personal expression. However, teaching writing to EFL learners remains a challenging task for many educators. Writing is not only about using correct grammar and vocabulary, but also about organizing ideas logically and expressing them clearly. As Stephen Krashen emphasizes, language acquisition depends largely on meaningful exposure, which many EFL learners lack in non-English speaking environments. One of the main difficulties is that learners often have limited opportunities to practice writing outside the classroom. This results in low confidence and slow development of writing skills. Moreover, students frequently struggle with generating ideas and structuring their texts effectively. According to Jeremy Harmer, regular practice and constructive feedback are key factors in improving writing proficiency. In addition, psychological barriers such as fear of making mistakes can negatively affect students’ motivation and willingness to write.  Understanding these challenges is essential for developing effective teaching strategies that support learners in overcoming difficulties and improving their writing skills.

One of the most significant challenges in teaching writing skills to EFL learners is their limited vocabulary and insufficient understanding of grammar rules. Many students face difficulties when they try to express their thoughts in English because they do not know the exact words or appropriate grammatical structures. As a result, their writing often becomes simple, repetitive, and less meaningful. This problem also affects their confidence, making them hesitate to participate in writing tasks. In many cases, learners know the idea they want to express in their native language but cannot transfer it effectively into English. This gap between thought and expression creates frustration and slows down their progress. According to Jeremy Harmer, vocabulary enrichment and grammar accuracy are essential components of writing development, and they require continuous practice, exposure, and feedback from teachers[1]. Without a strong linguistic foundation, students cannot develop advanced writing skills such as argumentation, coherence, and creativity. Another major issue in developing writing skills among EFL learners is the lack of regular practice and limited exposure to the English language. In many educational contexts, students only use English during classroom activities, which is not enough to develop fluency in writing. Writing is a productive skill that improves only through consistent practice, but many learners do not have opportunities to write outside school. This lack of exposure leads to slow progress, weak idea generation, and poor organization of thoughts. Students often struggle to start writing because they are not familiar with academic structures or common writing patterns in English. As Stephen Krashen explains, language acquisition becomes more effective when learners are exposed to meaningful and understandable input in a low-anxiety environment[2]. Therefore, without sufficient exposure and practice, students cannot fully develop their writing potential. Teachers need to encourage more writing tasks, journals, and interactive activities to improve learners’ skills.

To overcome the challenges in teaching writing skills to EFL learners, several effective solutions and pedagogical recommendations can be implemented. First of all, teachers should adopt a student-centered approach in the classroom. This approach shifts the focus from teacher dominance to active student participation. When learners are given more opportunities to express their ideas, discuss topics, and engage in writing activities, their confidence and motivation gradually increase. Writing should not be treated as a purely mechanical task, but rather as a meaningful process of communication and self-expression. Another important solution is the use of regular writing practice. Students should be encouraged to write daily or weekly through journals, essays, short paragraphs, or creative tasks. Continuous practice helps learners improve vocabulary usage, grammar accuracy, and idea organization. In addition, writing tasks should be designed from simple to complex levels so that students can gradually build their skills without feeling overwhelmed. Providing constructive feedback is also essential. Feedback should not only focus on correcting errors but also guide students on how to improve their writing. Teachers should highlight strengths as well as weaknesses and give clear explanations. According to H. Douglas Brown, effective feedback plays a crucial role in language learning because it helps learners understand their mistakes and develop self-correction skills[3]. Without proper feedback, students may repeat the same errors and lose motivation.

Furthermore, interactive teaching methods such as peer review, group writing, and collaborative tasks should be implemented. These methods allow students to learn from each other, share ideas, and improve their writing through cooperation. As Jeremy Harmer emphasizes, writing is a process that involves planning, drafting, revising, and editing, and students need support at every stage of this process[4]. Another effective recommendation is the integration of technology in writing instruction. Digital tools such as blogs, online writing platforms, and grammar-checking applications can make writing more engaging and accessible. Technology also provides learners with instant feedback and opportunities for real-world communication. Improving writing skills among EFL learners requires a combination of interactive methods, continuous practice, supportive feedback, and modern teaching tools. When these strategies are applied effectively, students can overcome their difficulties and develop strong, confident writing abilities.

CONCLUSION: Teaching writing skills to EFL learners is a complex process that involves several linguistic, psychological, and pedagogical challenges. Students often face difficulties such as limited vocabulary, insufficient grammar knowledge, lack of practice, fear of making mistakes, and ineffective teaching methods. These factors negatively affect their ability to express ideas clearly and confidently in written form. As a result, writing is often considered one of the most difficult language skills to master in an EFL context. However, these challenges are not impossible to overcome. With the implementation of modern, student-centered teaching approaches, learners can significantly improve their writing abilities. Regular practice, meaningful writing tasks, and supportive classroom environments play a crucial role in developing students’ confidence and competence. In addition, constructive feedback helps learners identify their mistakes and gradually improve their performance. As highlighted by Jeremy Harmer, writing should be viewed as a process that includes planning, drafting, revising, and editing, rather than just producing a final product[5]. When teachers guide students through each stage of this process, learners become more independent and effective writers. Therefore, improving writing instruction in EFL contexts requires continuous effort from both teachers and students. By combining effective strategies, motivation, and practice, learners can overcome their difficulties and achieve higher levels of writing proficiency.

                                REFERENCES:

         1. Brown, H. D. (2000). Principles of Language Learning and Teaching.    Longman.

 2. Harmer, J. (2004). How to Teach Writing. Pearson Education.

 3. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.

 4. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.

 5. Hyland, K. (2003). Second Language Writing. Cambridge University Press.

 6. Karimov, A. (2018). Ingliz tilini o‘qitish metodikasi. Toshkent: O‘qituvchi nashriyoti, pp. 45–62.

 7. Yusupova, D. (2020). Til o‘qitishda zamonaviy yondashuvlar. Toshkent: Fan va texnologiya, pp. 33–55.

 8. Rasulov, B. (2017). Pedagogika va o‘qitish metodlari. Toshkent: Noshir, pp. 78–95.

 9. Mahmudov, S. (2019). Ingliz tili o‘qitish nazariyasi va amaliyoti. Samarqand: Zarafshon, pp. 101–120.

 10. Ochilov, N. (2021). Ta’lim jarayonida innovatsion texnologiyalar. Toshkent: Innovatsiya, pp. 60–84.

Poetry from Ummusalma Nasir Mukhtar

CREATIVE VOICES FOR SOCIAL CHANGE 

They are eager to create a good impression at work.

They are eager to create what you see, what you look, what you spark.

It is important to create from experience, from the mind of creative person.

They may have a scattered cognition.

They may seem like weirdos but the sacrifice makes it a real and accurate.

They create the television we watch and enjoy.

They never abnegate themselves.

They use their strategies to create something purposes.

They have effulgence lighting the way they create.

They perfect work with courage and forte

Their strength, their patience and their determination to see they accomplish and attain their work.

Their strength help them to appear self-important and self brain work.

They have determination to create something on the earth.

We leave some of our culture to follow someone trails for seeking refuge to achieve our dreams.

Our culture is the key to success and creativity adds something to it.

They change the world with what they create.

Their ideas bring light where there was no light.

They inspire others to dream on act from their courage.

New hope is freshness.

And follow culture and creatives is the life.

“Ummusalma Nasir Mukhtar is a Nigerian poet with a passion for words that transcend pages. Born to Nasir Mukhtar and Rahma Muhammad, she’s nurtured a dream of becoming an English literature professor, inspiring others with the power of language. With siblings Hauwa’u (Jidda) and Zainab (Inteeser) – a budding computer professional – Ummusalma’s journey is a tapestry of creativity and ambition. Her published works, ‘Ink Beneath My Skin’, ‘Shadows of My Voice’, and ‘Sun Rise’, echo her voice, weaving tales of experiences and emotions. With each line, she steps closer to sharing her unique perspective with the world.”

Essay from Doniyorbek G’ulomjonov

Technology and Artificial Intelligence in Language Learning

       Abstract

      The rapid advancement of technology and Artificial Intelligence (AI) has transformed the global educational landscape, particularly in the field of language learning. Digital platforms, adaptive algorithms, and intelligent tutoring systems now provide personalized learning experiences that were previously impossible in traditional classrooms. This article explores the evolution of language learning technologies, the impact of AI-driven personalization, immersive virtual environments, accessibility improvements, and ethical considerations. The study argues that while AI enhances efficiency and engagement, human-centered pedagogy remains essential. A balanced integration of technology and traditional instruction ensures sustainable and effective language education outcomes.

     Keywords

Artificial Intelligence, language education, adaptive learning, educational technology, NLP, digital platforms, e-learning, personalized instruction

    1. Introduction

In the digital era, technology influences nearly every sphere of human activity, including communication, business, healthcare, and education. Language learning has particularly benefited from technological innovation. Over the last two decades, the integration of Artificial Intelligence (AI) into educational systems has shifted traditional teacher-centered models toward more learner-centered approaches. Today, students can access interactive exercises, automated feedback, and immersive simulations through smartphones and computers. Such developments have made language acquisition more flexible, efficient, and globally accessible.

Artificial Intelligence refers to computer systems capable of performing tasks that typically require human intelligence, such as speech recognition, decision-making, and pattern identification. In language learning, AI analyzes learner behavior, tracks progress and adapts content accordingly. This paper examines the transformative role of AI technologies in language education and evaluates both their advantages and limitations.

     2. Evolution of Technology in Language Learning

Historically, language learning relied on printed textbooks, memorization techniques, and classroom lectures. Audio recordings and language laboratories later introduced listening practice, yet these tools still lacked personalization. With the development of the internet, online courses and multimedia materials expanded learning opportunities. The emergence of AI-based applications further revolutionized this process by introducing intelligent feedback systems.

Modern platforms use machine learning algorithms to assess learners’ strengths and weaknesses. These systems adjust task difficulty, recommend revision materials, and monitor long-term progress. Gamification elements such as points, levels, and achievement badges also increase motivation and engagement.

      3. Personalization and Adaptive Learning

One of the most significant contributions of AI is adaptive learning. Each learner has a unique cognitive style, pace, and objective. AI-driven systems analyze performance data and design individualized study paths. If a learner struggles with grammar structures, the system automatically provides additional exercises and explanations.

Spaced repetition algorithms strengthen vocabulary retention by scheduling review sessions at scientifically optimized intervals. Automated writing evaluation tools provide instant grammar and coherence feedback, enabling continuous improvement. This personalization increases efficiency while maintaining learner motivation.

      4. Immersive and Interactive Technologies

Virtual Reality (VR) and Augmented Reality (AR) technologies create immersive learning environments where students practice language in simulated real-world contexts. For example, learners may participate in virtual job interviews, travel simulations, or business meetings. Such contextual learning enhances communicative competence and cultural awareness.

Natural Language Processing (NLP) enables AI systems to evaluate pronunciation, fluency, and lexical diversity. Speech recognition tools provide immediate corrective feedback, supporting pronunciation development and confidence building.

      5. Accessibility and Global Impact

Technology democratizes education by reducing geographical and financial barriers. Students from rural regions can access high-quality language instruction through mobile applications and online platforms. This accessibility supports equal educational opportunities and promotes global academic mobility.

AI-powered systems also assist learners with disabilities through text-to-speech, speech-to-text, and translation technologies. Such inclusive design contributes to more equitable and diverse learning environments worldwide.

      6. Challenges and Ethical Considerations

Despite numerous advantages, AI integration presents challenges. Overreliance on digital tools may reduce meaningful human interaction, which remains essential for cultural and emotional aspects of communication. Additionally, data privacy concerns arise as platforms collect extensive user information.

Educational institutions must implement strong cybersecurity measures and transparent data policies. Teachers should guide students in responsible technology usage while maintaining a balanced blended-learning approach.

     7. Conclusion

Artificial Intelligence and digital technologies have significantly transformed language education by introducing personalization, adaptive learning, and immersive communication environments. These innovations enhance efficiency, motivation, and accessibility. However, technology should complement rather than replace human educators. A balanced integration of AI tools and traditional pedagogical strategies ensures sustainable and high-quality language learning outcomes in the modern world.

      References

1 Chapelle, C. A. (2003). English Language Learning and Technology. John Benjamins Publishing.

2 Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. (2016). Intelligence Unleashed: An Argument for AI in Education. Pearson Education.

3 Godwin-Jones, R. (2018). Using mobile technology to develop language skills. Language Learning & Technology, 22(3), 1–17.

4 Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Center for Curriculum Redesign.

5 Kukulska-Hulme, A. (2020). Mobile-assisted language learning. The Oxford Handbook of Language Learning and Technology. Oxford University Press.

6 Reinders, H., & White, C. (2016). 20 years of autonomy and technology. Language Learning & Technology, 20(2), 143–154.

7 Stockwell, G. (2013). Technology and Motivation in English-Language Teaching and Learning. Palgrave Macmillan.

Poetry from Thi Lan Anh Tran

THE WAR THAT DOES NOT END

Thi Lan Anh Tran – Aschaffenburg, Germany
10.04.26

My mother never told stories
the way books do.

She would pause in the middle of words,
as if something beyond language
was heavier than memory itself.

There was once a garden—
not the kind you visit,
but the kind that remembers you.

The soil carried more than roots.

I grew up far from alarms,
far from skies torn open,
yet at night
I still feel a quiet pulse beneath the earth—
steady, buried,
refusing to leave.

They say time moves forward.
But memory stays still.

It waits.

Elsewhere in the world,
men sit across polished tables
carefully choosing their words:
ceasefire,
security,
shared interest.

Their voices are calm.

Somewhere, a child learns
the difference between thunder
and something that is not weather.

A city learns to dim its lights
without calling it fear.

A mother learns silence
so deeply
it becomes a way of breathing.

I stand between what has ended
and what is repeating.

Nothing returns exactly the same—
yet nothing truly disappears.

War does not always arrive in fire.

Sometimes it remains—
in the body,
in language,
in the hesitation
before trusting tomorrow.

If history breathes,
it does not speak in victory.

It exhales slowly
through those who remember
what others are still becoming.

CUỘC CHIẾN KHÔNG KẾT THÚC

Mẹ tôi không kể chuyện
theo cách của sách vở.

Mẹ thường dừng giữa câu nói,
như thể phía sau lời nói
có điều nặng hơn ký ức.

Từng có một khu vườn—
không phải nơi để nhớ,
mà là nơi biết cách nhớ lấy con người.

Đất ở đó
giữ nhiều hơn rễ cây.

Tôi lớn lên không có tiếng còi báo động,
không có bầu trời bị xé toạc,
nhưng trong đêm
vẫn có một nhịp đập sâu dưới mặt đất—
chậm, nặng,
không chịu biến mất.

Người ta nói thời gian đi về phía trước.
Nhưng ký ức thì không.

Nó chờ.

Ở một nơi khác,
những cuộc họp diễn ra sau những chiếc bàn dài
với những từ ngữ được chọn lọc:
ngừng bắn,
an ninh,
lợi ích chung.

Giọng nói rất bình tĩnh.

Ở đâu đó,
một đứa trẻ học cách phân biệt
tiếng sấm
với thứ âm thanh không thuộc về tự nhiên.

Một thành phố học cách tắt đèn
mà không gọi đó là sợ hãi.

Một người mẹ học cách giữ im lặng
đến mức
nó trở thành hơi thở.

Tôi đứng giữa điều đã qua
và điều đang lặp lại.

Không có điều gì lặp lại nguyên vẹn—
nhưng cũng không có gì thật sự mất đi.

Chiến tranh không phải lúc nào cũng đến bằng lửa.

Đôi khi
nó ở lại—
trong cơ thể,
trong ngôn ngữ,
trong sự chần chừ
trước ngày mai.

Nếu lịch sử còn biết thở,
nó không nói bằng chiến thắng.

Nó thở ra thật chậm
qua những người còn nhớ
những điều người khác vẫn đang trở thành.

Nr. 65 TÌNH YÊU KHÔNG CHỈ LÀ NỖI ĐAU

Tình yêu đâu chỉ sắc hồng,
Dẫu như cầu vồng sau cơn mưa bay.
Có cay mới hiểu vị say,
Có xa mới biết vòng tay cần gần.

Đường yêu lắm nỗi gian nan,
Nhưng đâu chỉ có khóc than một mình.
Sau đêm rồi sẽ bình minh,
Giữa đông giá lạnh vẫn sinh nắng vàng.

Nếu ai giữ mãi muộn màng,
Thời gian đâu phải chỉ mang phai tàn.
Mở lòng thay những cửa then,
Tim còn biết đập — còn quen yêu người.

Tình đâu chỉ tựa trò chơi,
Chia ly cũng để hiểu lời yêu thương.
Dẫu mai hai ngả đôi đường,
Gặp nhau vẫn nhớ một thời đã qua.

Tình yêu không chỉ lệ sa,
Có khi là cả bao la dịu hiền.
Ai còn tin sẽ còn duyên,
Yêu thương giữ lại — bình yên trong lòng.

Nr. 65 LOVE IS MORE THAN PAIN


Love is not just colors bright,
like rainbows fading after light.
Through bitter taste, we learn what’s true,
through distance, feel what love can do.

The road of love is steep and long,
yet not all hearts must grieve alone.
For after night, the dawn will rise,
and warmth returns beneath cold skies.

If hearts stay closed in silent fear,
time cannot heal what we won’t hear.
Unlock the door, let feelings flow,
a beating heart still longs to grow.

Love is not just a fleeting game,
nor parting hearts to shift the blame.
Though paths may part and drift apart,
they still remain within the heart.

Love is not only tears that fall,
but gentle light that warms us all.
For those who trust, love will remain—
a quiet peace beyond the pain.

Essay from Satimboyeva Risolat Ilhomboy qizi

ARTIFICIAL INTELLIGENCE AND THE HUMAN BRAIN: SIMILARITIES AND DIFFERENCES

Introduction

In today’s rapidly developing technological era, artificial intelligence (AI) is becoming an integral part of human life. In particular, the similarities and differences between artificial intelligence and the human brain have attracted the attention of many scientists and researchers. This article provides detailed information about how artificial intelligence and the human brain work, as well as their similarities and differences.

Understanding Artificial Intelligence

Artificial intelligence is the ability of computer systems to perform tasks that are similar to human intellectual activities. These include learning, problem-solving, understanding speech, and decision-making.

Artificial intelligence mainly operates using algorithms and large amounts of data. It continuously learns and improves its performance over time.

Understanding the Human Brain

The human brain is a highly complex biological system that controls processes such as thinking, feeling, memory, and decision-making. It consists of billions of neurons that are interconnected and exchange information.

The brain not only processes information but also has the ability to generate new ideas, manage emotions, and be creative.

Similarities

There are several similarities between artificial intelligence and the human brain:
 1. Ability to Learn
Both can learn through experience. The human brain learns throughout life, while artificial intelligence improves itself through data.
 2. Information Processing
Both analyze incoming information and produce results.
 3. Decision-Making
Both humans and artificial intelligence make decisions based on available data.
 4. Network Structure
The human brain consists of neural networks, while artificial intelligence uses artificial neural networks.

Differences

However, there are also important differences between them:
 1. Natural vs Artificial
The human brain is biological, while artificial intelligence is a man-made system.
 2. Creativity
Humans can create new ideas, whereas artificial intelligence relies on existing data.
 3. Emotions
Humans have emotions, while artificial intelligence does not.
 4. Adaptability
Humans can quickly adapt to different situations, while artificial intelligence operates within its trained scope.
 5. Energy Efficiency
The human brain uses very little energy, whereas artificial intelligence requires significantly more energy.

Conclusion

Although there are many similarities between artificial intelligence and the human brain, they are fundamentally different. The human brain is more complex, adaptable, and rich in emotions. Artificial intelligence, on the other hand, excels in fast computation and processing large volumes of data.In the future, artificial intelligence will continue to develop and play an important role in making human life easier. However, it can never fully replace the human brain.

I am Satimboyeva Risolat Ilhomboy qizi. I was born on 16 February 2007 in Hazorasp district of Khorezm region. I am currently a first-year student at the Tashkent International University of Financial Management and Technologies in Tashkent city. I studied at School No. 12 in Hazorasp district of Khorezm region and participated in numerous academic olympiads, winning honorable 1st and 2nd places.

I hold several international certificates in Russian and Turkish languages. I have also worked as a tutor, teaching students Russian, and I can speak both Russian and Turkish fluently. During my school years, I actively took part in reading competitions and was repeatedly awarded certificates in the “Best Reader” and “ exemplary student” nominations.

I participated in intellectual competitions such as “Zakovat,” advancing to the regional level. My photos were displayed at school as one of the most exemplary young readers and role-model students. I am the holder of many certificates and also frequently participates in literary anthologies. In my free time, I write poems and continue doing so; one of my books has already been published.

Reaching this level at the age of 18 is largely due to the support of my parents and grandmother, whose encouragement has played a significant role in my achievements.

Poetry from Sayani Mukherjee

Life

Little flowers of heaven

I surmised a letter for you

What ifs and what not?

The mountains sprang a rhythm

Of hullabaloo and orchids

A little girl of unnamed origin

Weaving a Garland of heaven

Of half agony and half joy.

Questions of life after death

I give my hands of hope

Bouquets of forgotten mystery

The river ran a mountain high

Nature’s mystery slowly unraveling

As if everything is a great shower of life.