Behind the curtains Ayyiri was a sound of the drum of joy, but it is not same as the sound of mosquitoes wings moving around in the dark? Was it not same as the wails of the sirens from a far?
Was it not……. Was it not?. I regret the very first day i heard it, you’re his they said. I was overjoyed not knowing i was tied Not with those three strong ropes but with pain, They said ” marriage is form of worship” but didn’t told me i was going to the sanctuary, I didn’t know i was going back in time to the time of my forefathers that lived in slavery. Resistance in that place is seen as rebellion not as a form of bravery. ”You are now not only bonded by love, but patience and perseverance.
Love was for courtship ” my mother whispered to my ears, It made me wonder how love will end before it even starts? But it was the very last i shine this my 32 to the rising sun and the falling moon. The hands that i think would hold and caresses now grasp my neck and confines me The voice that was one my favourite now screams and defines, send shivers of fear to my spine He was the apple of these eyes that once shone with light, now dim with tears like he was a third layer of an onion. A heart that once beat with love now is suffering from tachycardia. I complained and they said ”a woman pride is in her husband’s house”
But where’s the pride when it was no longer her husband’s house but a dungeon in the early European empire As if living with a monster was better than a homeless shelter. As if the bruises he left on me didn’t go deeper than skin. How could you tell me ” the patient dog eat the fattest bone” when the water has dried and the stone either burst or burn and emit heat rays that send water raining down my cheeks? I was taught in geography class about earthquakes and erosion, but not heartquake and bloody eruption in the lumen of my Aorta?
Tell me my people how could you tell me ” stay for your children if you leave where do you want them to go” when i was dying every single day, that you are seeing me not seeing me. You said i should endure it but won’t want to walk with me even for a second when i embark on endurance trek? You said i can change him to be the man i want but this is a pendulum bulb A cycle that repeats like TCA cycle, a vicious spin like a wheel of fate yana gararamba a kan titi. It is a dance of dominance, that he enjoyed as if he’s at Davido’s show in O2 arena, it is like an athletic game–an olympic that has a medal to win I thought love should uplift, not tear apart.
I said I’m not staying you started calling me names, yes you belong to the same specie of monster. I left you said i wasn’t religious as if it wasn’t the religion that says ” a finger shouldn’t be lift on a woman to beat her”. It is not the religion that gave me freedom? Haaa? Abi i no read it well ne? Then you said i should remember culture, the one that said i wasn’t entitled to leave even when i was going through hell? The one that said man should carry his wrong doings like grace? Or the one that says woman was born to be caged? Who made the culture then?
You see these words ehn? They were not just arranged in lines But it carries the weight of a thousand cuts The silence screaming in my chest, i swallow my heart in my guts It carries the story of every woman shut down behind the curtains of GBV. A story of hearts that lives but still yearns for life…………. Deejasmah
Khadija Ismail is a student of Medical lab science, a Hausa novelist, writer, poet, essayist and content writer. Her works centres on society and romance, she uses words to address issues like GBV, Mental and public health. She is the writer of Nisfu Deeniy and Wani rabo. Her work will be published in Yanar gizo anthology.You can connect with her on Facebook as Khadija Bint Ismail and Deejasmah writer on Instagram and Tiktok.
Photo shows a young Central Asian woman with straight dark hair in a bun, a white collared shirt and black coat.
To My Beloved Teacher
(Dedicated to my teacher, Rajabova Sadoqat)
This world is but a fleeting dream,
A moment’s spark, a passing gleam.
Yet in this life so swift, so small,
You shine — a blessing to us all.
You brought the light where shadows lay,
You lit our minds, you shaped our way.
O dearest teacher, gentle, wise,
May peace forever fill your skies.
You gave us more than words could say,
Your time, your care, your heart each day.
You left your home, your rest, your part —
To warm the world with your pure heart.
Your every word — a golden tone,
Your every glance — compassion shown.
Among all teachers, you stand apart,
With prayer and love in every heart.
No poet’s pen could quite define
The grace that in your eyes does shine.
Each day we feel your tender art —
Your kindness lives in every heart.
At your soft call, we run, we race,
To see your smile, your gentle face.
In every class, your spirit’s near,
Our hearts rejoice — we feel you here.
May God preserve your days and years,
Protect your path, erase your fears.
May joy and health forever stay,
And blessings light your every day.
A thousand thanks I raise to you,
For all you gave, for all you do.
May Heaven guard, with mercy deep,
The soul whose love we’ll always keep.
Rayhona Sobirjonova💞Sadoqat Rajabova
Sobirjonova Rayhona, a 11th-grade student of the 8th general secondary school in Vobkent district, Bukhara region. She was born in December 2008 in the village of Cho’rikalon, Vobkent district, in a family of intellectuals. Her parents supported her from a young age. She started writing in the 3rd grade. Her first creative poem was published in the newspaper “Vobkent Hayot”. She has also published extensively in Synchronized Chaos Magazine, India’s Namaste India Magazine, Gulkhan Magazine, Germany’s RavenCage Magazine and many other magazines and newspapers. She has actively participated in many competitions, won high places and won many prizes, and she is still busy creating.
Natural support: diet with fruits, vegetables, fermented milk products.
Research-based recommendation: minimum 2–4 weeks of probiotic therapy post-antibiotics.
6. Conclusion
Antibiotics are powerful tools — but misuse converts medicine into a hidden toxin.
Microbiota protection should be part of every pediatric treatment plan.
Long-term child health depends not only on curing disease, but preserving biological balance.
References
1. World Health Organization. Antimicrobial resistance: Global report on surveillance. Geneva, 2023.
2. Blaser MJ. Missing Microbes: How the Overuse of Antibiotics Is Fueling Our Modern Plagues. 2014.
3. Arrieta M-C et al. “Early-life antibiotics, gut microbiota disruption, and metabolic outcomes.” Nature Communications, 2021.
4. Tamburini S et al. “The microbiome in early life: implications for health outcomes.” Nature Medicine, 2016.
Baxronova Vasila is a student of the Bukhara State Medical Institute, a member of Argentina’s “Juntos por las Letras” International Writers’ Association, Egypt’s “Iqra” Foundation, and India’s “Art and Culture International Forum”.
Her articles have been published in India’s “Intellectuals of the Third Renaissance” Almanac, the United States’ “Voices of Uzbek Girls” International Anthology, Qatar’s “The Voice of Uzbek Women: Bridging Cultures, Inspiring the World” International Anthology, and Turkey’s “Inspiring Voices of Uzbekistan” International Anthology. She is also a participant in the Republican Scientific-Practical Conference “Conference of Natural and Applied Sciences in Scientific Innovative Research.”
Her scientific articles have been published in India’s Editor KavyaKishor International Journal and Thailand’s Page3NewsThai International Journal. She is the holder of multiple international certificates.
CAUSES OF SUICIDE ATTEMPTS AMONG YOUNG PEOPLE ON SOCIAL NETWORKS AND METHODS OF PREVENTION
Dilshoda Nodirovna Nurboboyeva
3rd Year Student, Psychology Department Turon University
Abstract: Social networks have a profound influence on the mental health of young people, sometimes precipitating suicide attempts. Key causes include cyberbullying, social isolation, harmful social comparison, and exposure to suicidal content. This article explores these factors in detail and discusses effective prevention methods such as digital literacy education, mental health support integration, algorithmic content moderation, and peer support systems to mitigate risks and promote psychological resilience in adolescents
Keywords: Social networks, suicide attempts, youth mental health, cyberbullying, social isolation, social comparison, suicidal content, digital literacy, prevention methods, peer support, algorithmic moderation, emotional resilience, online harassment, adolescent psychology, mental health resources.
In recent years, the profound impact of social media on the lives of young people, as well as on their psychological health and social interactions, has been steadily increasing. Platforms such as Instagram, TikTok, and Facebook have enabled youth to express themselves, maintain connections with friends, and access information, yet they have also introduced new risk factors. Specifically, cyberbullying, social comparison, feelings of loneliness, and the spread of suicide-related content are contributing to a rise in depression, anxiety, and suicide attempts among young people. For example, studies conducted in the United States show that young individuals who experience cyberbullying are four times more likely to have suicidal thoughts and attempts (National Institutes of Health, NIH).
At the same time, social media can also play an important role in supporting the mental health of youth. Online mental health resources, supportive peer networks, and algorithmic monitoring tools for early identification of at-risk individuals can effectively strengthen the psychological resilience of young people.
The primary objective of this article is to thoroughly investigate the impact of social media on suicide attempts among youth and to identify the main factors involved in this process. Additionally, it aims to develop effective prevention strategies focused on limiting the spread of harmful content on social media, supporting the psychological well-being of young people, and enabling early detection of individuals at risk.
To achieve this objective, the following tasks have been outlined:
1. To analyze the effects of cyberbullying, feelings of loneliness, and suicide-related content on the mental health of young people on social media.
2. To develop prevention strategies aimed at curbing the dissemination of harmful content on social media and supporting the psychological health of youth.
3. To establish systems for early identification and assistance for individuals at risk.
This article proposes evidence-based scientific approaches aimed at preventing suicide attempts among young people and improving their psychological well-being.
The influence of social media on adolescent psychological development represents a multifaceted and rapidly evolving domain within contemporary mental health research. Social media platforms such as Instagram, TikTok, and Facebook have become embedded within the social fabric of youth culture, profoundly affecting identity formation, emotional regulation, and social interaction. According to Social Comparison Theory, the pervasive exposure to curated and idealized representations of peers lives intensifies self-evaluative processes, often exacerbating feelings of inadequacy, low self-esteem, and depressive symptoms.
This psychosocial dynamic is further complicated by phenomena such as the Fear of Missing Out (FOMO), which heightens anxiety and emotional distress by perpetuating the perception of social exclusion or lesser personal fulfillment. Empirical evidence robustly links these psychological stressors to increased vulnerability to suicidal ideation and attempts among young people. For instance, research conducted by the National Institutes of Health (NIH) reveals that adolescents subjected to cyberbullying exhibit more than a fourfold increase in the likelihood of suicidal thoughts and behaviors compared to non-victimized peers. These findings are corroborated by meta-analytical reviews indicating a significant correlation between online harassment and self-harm tendencies.
Beyond cyberbullying, recent longitudinal studies underscore the predictive significance of digital addiction symptoms manifested through compulsive social media engagement and excessive screen time in forecasting suicidal behavior. Notably, it is not merely the quantity of screen exposure but the qualitative aspects of addictive use, such as emotional dysregulation and functional impairment, that critically elevate suicide risk. Such insights necessitate the implementation of comprehensive, evidence-based intervention strategies encompassing digital literacy education, parental mediation, platform accountability, and accessible mental health services.
Digital literacy programs aim to enhance adolescents’ critical awareness of online content and its psychological impact, thereby fostering resilience against harmful social comparison and cyberbullying. Parental involvement is essential in establishing boundaries and supporting healthy digital habits. Concurrently, social media companies must enhance content moderation protocols to limit exposure to suicide-related and harmful material, utilizing algorithmic detection and user-reporting mechanisms. Finally, integrating mental health resources within digital environments can provide timely support for at-risk youth, potentially curtailing the progression from ideation to suicidal behavior.
Projecting into the near future, it is anticipated that these multifactorial approaches, augmented by advances in artificial intelligence and machine learning for early detection of distress signals, will substantially mitigate the deleterious effects of social media on adolescent mental health. Consequently, this synthesis of theoretical frameworks, empirical data, and practical interventions forms a critical foundation for understanding and addressing the complex relationship between social media use and suicide risk among young people.
The intersection of social media use and suicidal behavior among adolescents can be critically examined through several psychological and sociological theories that elucidate underlying mechanisms contributing to vulnerability. One of the foundational frameworks is Festingers Social Comparison Theory (1954), which posits that individuals inherently evaluate themselves by comparing with others to establish self-worth and identity.
In the context of social media, this process becomes amplified due to the omnipresence of idealized, often curated representations of peers’ lives, resulting in maladaptive upward comparisons that precipitate lowered self-esteem, depressive symptoms, and feelings of inadequacy (Vogel et al., 2014). Empirical studies confirm that adolescents engaging in frequent social comparison on platforms like Instagram report elevated levels of anxiety and depressive affect, both established precursors of suicidal ideation (Appel et al., 2016).
Complementing this is the Interpersonal Theory of Suicide (Joiner, 2005), which identifies two primary psychological states driving suicidal desire: perceived burdensomeness and thwarted belongingness. Social media can exacerbate these states through cyberbullying and social exclusion, which diminish feelings of social connectedness and increase loneliness, thereby intensifying suicidal risk (Van Orden et al., 2010). Data from longitudinal studies reinforce this association, revealing that adolescents experiencing online harassment exhibit significant increases in suicidal ideation over time (Hamm et al., 2015).
Another relevant framework is the Cognitive-Behavioral Model of Problematic Internet Use (Davis, 2001), which explains addictive patterns in social media engagement. This model theorizes that maladaptive cognitions such as beliefs about the necessity of online validation lead to compulsive use that interferes with daily functioning and emotional regulation. A growing body of evidence demonstrates that such addictive use patterns predict heightened emotional distress and suicidality in youth (Moreno et al., 2011; Hawes et al., 2022). Notably, recent research differentiates between mere screen time and addictive behaviors, highlighting that it is the latter’s interference with psychosocial functioning that serves as a more robust predictor of suicidal tendencies (Twenge & Campbell, 2018).
From a sociological perspective, the Routine Activity Theory offers insights into the situational factors facilitating exposure to harmful content and cyberbullying. This theory suggests that the convergence of motivated offenders (cyberbullies), suitable targets (vulnerable youth), and the absence of capable guardians (insufficient moderation and supervision) creates an environment conducive to victimization (Cohen & Felson, 1979). The lack of adequate content regulation and digital literacy exacerbates youths exposure to suicide-related content, which empirical data link to contagion effects and normalization of suicidal behavior (Niederkrotenthaler et al., 2012).
Looking forward, the integration of these theories suggests a complex biopsychosocial model wherein individual vulnerabilities, cognitive distortions, and environmental risk factors converge synergistically to influence suicidal behavior in adolescents engaged in social media. Predictive models incorporating machine learning algorithms applied to digital footprints show promise in early detection of at-risk youth by identifying markers consistent with these theoretical constructs (Reid et al., 2023). This underscores the imperative for multidisciplinary prevention strategies combining psychological interventions, digital literacy enhancement, and platform-level policy reforms to mitigate the burgeoning public health challenge
n conclusion, the intricate relationship between social media use and suicide attempts among adolescents is mediated by a confluence of psychological, cognitive, and sociocultural factors. Empirical evidence elucidates that exposure to cyberbullying, maladaptive social comparisons, addictive engagement, and suicide-related content collectively exacerbate mental health vulnerabilities, precipitating suicidal ideation and attempts. Theoretical frameworks such as Social Comparison Theory, the Interpersonal Theory of Suicide, and the Cognitive-Behavioral Model of Problematic Internet Use provide a robust explanatory scaffold for understanding these dynamics. Notably, the amplification of risk is facilitated by insufficient digital literacy, inadequate content moderation, and the absence of effective psychosocial support systems within digital environments.
Forecasting the trajectory of this public health issue, it is anticipated that without comprehensive interventions, suicide attempts linked to social media will continue to rise concomitantly with increased digital engagement among youth populations. However, advances in predictive analytics utilizing artificial intelligence and machine learning hold promise for early identification of at-risk individuals through real-time monitoring of online behaviors and linguistic markers. This technological evolution must be integrated thoughtfully within ethical frameworks to safeguard privacy while maximizing preventive potential.
Based on the synthesis of current literature and data, several critical recommendations emerge. First, multidisciplinary prevention programs should be implemented, incorporating digital literacy education aimed at fostering resilience to negative social comparison and enhancing critical engagement with online content. Second, parental and educational stakeholder involvement is imperative to establish balanced digital consumption and to facilitate open dialogues about mental health risks associated with social media.
Third, social media platforms bear a significant responsibility to enhance algorithmic content moderation, proactively removing harmful and suicide-related materials, and promoting supportive, prosocial content. Fourth, accessible, youth-friendly mental health resources embedded within digital platforms should be expanded, enabling timely interventions. Finally, policymakers must prioritize the development of regulatory frameworks that hold digital platforms accountable for mitigating harms and safeguarding adolescent mental health.
In summation, addressing the multifactorial impact of social media on adolescent suicide attempts demands an integrative approach combining psychological theory, empirical research, technological innovation, and policy action. Such a holistic paradigm will be indispensable for reducing suicide rates, improving mental health outcomes, and fostering a safer digital ecosystem for future generations.
REFERENCES.
1. Шукурова С. О. Цифровые эхо: влияние социальных сетей на суицидальные мысли и профилактику среди молодежи // American Journal of Language, Literacy and Learning in STEM Education. 2023.
2. Боймуродова Ф. З., Норбекова Б. Ш. Влияние социальных сетей на психическое здоровье подростков // Узбекский журнал исследований. 2023.
3. Полванова Д. Т. Анализ факторов, способствующих распространению угроз кибербуллинга // Журнал социальных наук и фундаментальных исследований. 2025.
4. Набибуллаева Х. З. Зависимость от социальных сетей у молодежи: проблемное использование и проблемы с образом тела // Журнал научно-инновационных исследований Узбекистана. 2023.
5. Мори Ю. Связь между буллингом и попытками суицида среди подростков: международное исследование // Университет Турку. 2024.
6. Вей Ч. Ю., Мукерджи С. Здоровье и поведение, связанные с повышенным риском суицидальных попыток среди подростков: кросс-секционное исследование // arXiv. 2020.
7. Ренджит Ш., Абрахам А., Джиоти С. Б., Чандран Л., Томсон Дж. Глубокое обучение для выявления суицидальных мыслей в сообщениях в социальных сетях // arXiv. 2021.
8. Ши Л., Чжан С. Анализ факторов, способствующих распространению угроз кибербуллинга среди подростков // Журнал социальных наук и фундаментальных исследований. 2020
Nurboboyeva Dilshoda born on March 4, 2005, in Shurchi village, Shahrisabz district, Kashkadarya region, is one of Uzbekistan’s bright young minds who has devoted her early years to the pursuit of knowledge and human understanding. From childhood, she has been deeply passionate about learning, psychology, and the science of the human soul.
In 2023, she was admitted to Turon University in Karshi city, majoring in Psychology, and currently continues her studies as a third-year student. Throughout her academic journey, Dilshoda has shown exceptional dedication not only in mastering her field but also in inspiring and leading others.
As the leader of the “Future Leaders” initiative, she has worked to foster a spirit of unity, motivation, and academic excellence among students. Her leadership is defined by empathy, creativity, and the ability to bring people together toward shared goals.
Dilshoda’s scientific research has already earned recognition. She has authored and published around ten academic papers in respected journals such as “Science, Education and Research,” “Prospects of Science,” and “Journal Pedagogs.” In addition, she has participated in several scientific and practical conferences, including “Young Jadids” and “Future Scientists,” where she shared her research findings and innovative ideas. She is also the recipient of multiple international certificates for her academic and leadership achievements.
Her technical proficiency includes digital literacy, analytical research, presentation design, and effective work on online platforms — skills that support her modern, research-oriented approach to psychology.
For Dilshoda, psychology is more than a profession — it is a calling. She believes that a true psychologist helps people overcome emotional struggles, develop confidence, and restore inner harmony. Her mission is to study the human psyche deeply and to contribute to building a society with stronger mental well-being and positive thinking among youth.
In the future, she aspires to become a qualified psychologist and educator, continue her scientific research, and share her knowledge through teaching and practical work in the field of psychology. Dilshoda aims to be a role model for young researchers and an advocate for mental health awareness.
Her life philosophy beautifully reflects her dedication to learning and morality:
“Study so hard that I have no strength left to sin.”
This article analyzes the life and creative work of Zulfiya Isroilova, a prominent representative of Uzbek literature, People’s Poetess, and public figure. It highlights the artistic and aesthetic value of her works and their role in expressing universal ideas such as the spiritual world of Uzbek women, love for the homeland, loyalty, peace, and beauty. The article also examines the harmony between natural imagery and human emotions in Zulfiya’s poetry, as well as her active participation in the social life of her time.
Introduction.
In the development and formation of Uzbek literature, Zulfiya occupies an exceptional place among female poets. Through her unique lyrical works, she brought new beauty, sincerity, and a spirit of humanity into Uzbek poetry. Her works symbolize the dreams, hopes, and devotion of the Uzbek woman, and thus hold an important place in the history of national literature. The poetess’s works not only reflect the social and spiritual environment of her era but also portray the subtlest feelings of the human soul. Through her poetry, she glorified women’s strong will, patience, family affection, and motherly devotion. In this sense, Zulfiya’s creativity represents a special stage in shaping the artistic image of the Uzbek woman.
Main Part.
Zulfiya Isroilova was born on March 1, 1915, in Tashkent, into an educated family. From an early age, she showed great interest in books, literature, and poetry. Her first poetic attempts began during her school years, and her talent soon gained recognition. Her first poem was published in the Ishchi (Worker) newspaper in 1931. Her first poetry collection, Hayot varaqalari (Pages of Life), appeared in 1932, followed by Temiroy (1934), She’rlar (Poems), and Qizlar qo‘shig‘i (Song of Girls, 1939). The peak of her poetic career is associated with the collections They Called Him Farhod (1943), Days of Separation (1944), and Khulkar (1947).
After the sudden death of her husband, the famous writer Hamid Olimjon, in 1944, Zulfiya’s poetry entered a new phase, filled with deep emotional and spiritual experiences. Through her personal tragedy, she expressed the pain and sorrow of a nation emerging from World War II with great loss and grief.
The early stage of Zulfiya’s work was devoted mainly to themes of youth, love, nature, and dreams. During the war and post-war years, her focus shifted toward social issues such as human destiny, peace, prosperity of the Motherland, and the role of women in society. Her life was challenging yet exemplary. She was not only active in literature but also in social work, dedicating many years to defending women’s rights and supporting young writers. In 1956, she was awarded the title of People’s Poetess of Uzbekistan and later became a laureate of the State Prize.
Together with her husband, Hamid Olimjon, Zulfiya formed one of the most remarkable creative tandems in Uzbek literature. Their literary and emotional partnership opened a bright page in the history of Uzbek poetry. After Hamid Olimjon’s death, Zulfiya wrote many touching poems dedicated to his memory, which became symbols of loyalty and perseverance in Uzbek women’s poetry.
At the center of Zulfiya’s creative world stand the themes of the human being, womanhood, homeland, and nature. Her poetry is filled with faith in life, humanity, peace, and goodness. She interpreted the social role of women, motherhood, loyalty, and love through the lens of national values. In her poem Woman, for example, she glorifies the image of a woman as a source of kindness and the creative force of life.
The themes of patriotism and peace occupy a central place in her works. During World War II, she wrote poems expressing the suffering, loss, and yearning for peace of her people. In her poem My Son, There Must Never Be War, she conveys the idea of peace through a mother’s heartfelt voice, addressing all humanity.
Nature imagery occupies a special place in Zulfiya’s poetry. Spring, rain, flowers, and birds symbolize the inner world of human emotions. For Zulfiya, nature was not merely a background but a reflection of the soul. This harmony between beauty and spirituality makes her poems emotionally rich and artistically powerful.
Her famous poem Spring Has Come Asking for You… beautifully embodies this harmony:
Spring has come asking for you…
In the cool mornings, in the almond blossoms,
In the lips of violets, in the fields — spring.
In the flight of birds, in the playful breeze,
In velvet valleys and hills — spring…
How you loved the spring, my dear,
You adored the apricot blossoms.
Each awakening bud gave life anew —
You’d touch and kiss it tenderly.
In these lines, the poetess captures not only the beauty of nature but also the deep longing and love hidden behind each breath of spring. Here, spring becomes a symbol of warmth, revival, and cherished memories — not merely a season but a metaphor for renewal and affection.
By the late 1940s, after the Soviet Union’s resolutions concerning art and literature were implemented, Uzbek literature suffered significant setbacks. Zulfiya, accused of pessimism, was harshly criticized. Like many of her contemporaries, she then began composing poems that reflected the “spirit of the era.” However, she soon returned to her natural voice, writing poems and journalistic essays about women’s lives, calling on them to be socially active and defend their rights.
In the second half of the 1950s, Zulfiya took part in the Asian and African Writers’ Conferences under the banner of peace and international solidarity, visiting many countries including India, Egypt, Japan, and neighboring republics. These travels left a profound impression on her creativity. Poems such as Mushaira, My Son, There Must Never Be War, Kazakh Melodies, and The Picture I Could Not Paint brought her widespread fame.
From the 1970s onward, her poetry gained new colors and emotional depth, reflecting the national life and philosophy of reality. Her collections Thoughts (1965), Reunion (1972), and Years, Years… (1975) mark the period of her true artistic maturity. She also returned to the epic genre with The Sunlit Pen (1970), dedicated to her mentor Oybek. In addition, she wrote a series of children’s poems, including The Red Tulip (1975).
A significant part of her life was devoted to preserving and publishing the literary heritage of her husband, Hamid Olimjon. As part of this work, she co-authored the play Simurgh (with S. Somova), based on his epic Simurgh or Parizod and Bunyod, and wrote the libretto for the opera Zaynab and Omon.
Zulfiya was not only a poetess but also a translator, literary promoter, and public figure. She worked tirelessly to introduce Uzbek readers to world literature, translating works by Pushkin, Lermontov, Shevchenko, and Nekrasov with deep sensitivity to rhythm and poetic spirit. For her, translation was not merely linguistic exchange but a cultural dialogue between peoples.
For many years, she worked at the Union of Writers of Uzbekistan, mentoring young authors and supporting their creative growth. She actively addressed issues of women’s rights, education, and spirituality. Even in her later years, Zulfiya never stopped writing. She always felt a profound responsibility toward her people, literature, and homeland. Her life and work remain an inspiration for generations.
Today, the annual Zulfiya State Prize serves as a symbol of deep respect and admiration for her name. This award continues to inspire hundreds of talented young women in their creative journeys.
Conclusion.
Zulfiya is the pride of Uzbek literature — a symbol of feminine grace, loyalty, and devotion. Through her poetry, she conveyed the soul of the nation, the purity of the human heart, and the tenderness of womanhood. Her works remain a spiritual lesson for all humanity, nurturing readers with love, kindness, and patriotism.
Zulfiya elevated the image of the Uzbek woman to an artistic ideal, immortalizing her spiritual beauty through the art of words. Today, Zulfiya’s name lives on as an embodiment of womanhood, loyalty, and patriotism in Uzbek literature. Her poems, analyses, translations, and public activities are regarded as an invaluable part of Uzbekistan’s cultural heritage. Her life calls us to patience, love, and devotion to creativity.
References
1. Zulfiya. Selected Works. Tashkent: G‘afur G‘ulom Literature and Art Publishing House, 1980.
2. Karimova N. The Poetic World of Zulfiya’s Creativity. Tashkent: National Library of Uzbekistan, 2015.
3. Sodiqova D. The Role of Uzbek Women Poets in Literature. Tashkent, 2012.
4. Hamidova M. Zulfiya — The Queen of Lyrics. // Uzbekistan Literature and Art Newspaper, 2020, No. 3.
5. www.ziyouz.uz — Information portal about the life and works of People’s Poetess of Uzbekistan, Zulfiya.
Choriyeva Oynur was born in Muborak district of the Republic of Uzbekistan. She is a student at the Faculty of English Philology of the Uzbekistan State World Languages University.
The Importance of Environmental Education in the Development of Society
Yangibiyeva Iroda
Termez State University Faculty of Foreign Languages Philology and Teaching Languages: English Language Education Program
Humanity today is experiencing an era of rapid technological growth and global modernization. The world is changing faster than ever before — but, unfortunately, this development has also led to a growing distance between humans and nature. Forests are being cut down, rivers polluted, and the air filled with harmful substances. These are not just environmental problems; they are the consequences of our attitude toward the planet. In this situation, only one force can change the way we live — environmental education.
Environmental education is not simply a school subject about plants and animals. It is a philosophy of life that teaches us to live in harmony with nature. A person who receives environmental education learns to see the environment not as a resource to be exploited, but as the very foundation of life. This awareness forms the essence of a sustainable and responsible society.
For a nation to truly progress, it must develop not only economically, but also morally and environmentally. A citizen with ecological awareness does not litter out of fear of punishment; they act responsibly because they understand that protecting nature means protecting oneself. This is why environmental education should begin from the earliest years of childhood. When a child waters a tree, learns not to waste water, or picks up trash, they are forming habits that will shape their entire worldview.
In Uzbekistan, environmental education has become one of the key directions of state policy. Projects such as the “Yashil makon” (Green Space) initiative, the introduction of ecology lessons in schools, and youth participation in clean-up campaigns are important steps toward shaping ecological consciousness. These efforts demonstrate that environmental protection is not only the government’s duty — it is a shared responsibility of every citizen.
The development of society depends on the human factor. And humans can only truly progress when they live in balance with the natural world. Environmental education should therefore be regarded not as an additional branch of science, but as a foundation of national development. A society that understands and respects nature is a society that ensures a stable economy, healthy people, and a sustainable future.
However, despite these positive steps, environmental indifference still remains one of the main threats to our planet. Plastic waste poisons the seas, fertile soil is disappearing, and climate change is bringing new diseases and disasters. No technology or law can protect the Earth if human beings themselves remain careless. This is why environmental education must become an integral part of culture, family upbringing, and national identity.
Environmental education changes not only how we think about nature — it changes who we are. It teaches patience, compassion, responsibility, and gratitude. When we plant a tree, save water, or separate waste, we are not just performing simple actions — we are expressing our philosophy of life.
In conclusion, environmental education plays a decisive role in shaping a responsible and sustainable society. It raises awareness, strengthens the moral foundation of humanity, and gives us the opportunity to leave behind a cleaner and greener world for future generations. We must learn to view ecology not merely as a subject, but as a way of life — only then will true progress be possible, in harmony with nature and with ourselves.
This article analyzes the problems and challenges of personal data protection in the digital era. It highlights the importance of privacy, cybersecurity, and legal mechanisms for ensuring data safety in a rapidly developing technological world.
Keywords: personal data, digital security, privacy, cybersecurity, information law, technology.
Introduction
In today’s digital world, personal data has become one of the most valuable resources. Every online action—social media usage, online shopping, or digital communication—leaves a digital footprint. Protecting this data is one of the key challenges of the 21st century, requiring legal, technological, and ethical solutions.
Main Part
1. The importance of data protection
Personal data includes information that identifies an individual, such as name, address, ID number, or online behavior. When such data is misused, it may lead to fraud, identity theft, or violation of privacy rights. Therefore, protecting personal information is crucial for ensuring human dignity and freedom.
2. Legal frameworks and international standards
Many countries have introduced laws to protect personal data, such as the General Data Protection Regulation (GDPR) in the European Union. These laws aim to give individuals more control over their information and hold organizations accountable for its misuse.
3. The role of education and digital literacy
Raising public awareness about data protection is as important as legislation. Citizens, especially youth, must be educated on how to safeguard their digital identity, use secure passwords, and recognize online threats.
Conclusion
To conclude, personal data protection in the digital age is not only a legal issue but also a matter of personal responsibility. Combining legal measures, advanced technology, and digital literacy is the key to building a secure and privacy-respecting information society.
Nazirova Madinakhon Rasuljon qizi was born on September 5, 2008, in Furqat district, Fergana region. She studied at School No. 2, specializing in certain subjects, and is currently a second-year student at the Namangan Regional Academic Lyceum under the Tashkent State University of Law (TSUL).
Since childhood, Madina has stood out among her peers for her creative ideas and deep thinking. She holds a certificate in the Turkish language and has actively participated in subject Olympiads, achieving honorable results in the field of State and Law Fundamentals.
Madina’s goal is to become a highly qualified lawyer and contribute to the development of legal awareness and legal culture in society through the valuable knowledge and experience she acquires.
