like a curtain caught in a window that was never opened
and even now there’s a silence I visit sometimes
where she almost speaks
and I almost answer
Leon Drake is a Toronto based poet whose work has been published in print and online. He lets his writing speak for him. For art is the best side of us.
The Aral Sea Crisis: A Major Environmental Disaster in Central Asia
The Aral Sea is one of the most tragic environmental disasters in modern history and a powerful example of how large-scale human intervention in nature can lead to long-term ecological, economic, and social consequences. Once the fourth-largest inland lake in the world, it was located in Central Asia between northern Uzbekistan and southern Kazakhstan. During the second half of the twentieth century, the sea began to shrink dramatically due to Soviet irrigation projects that diverted the main rivers feeding it, the Amu Darya and Syr Darya, for cotton and agricultural production. Over time, this massive water body lost most of its volume, transforming into a desert-like landscape known today as the Aralkum Desert.
The reduction of water inflow caused the salinity of the lake to rise sharply, making it impossible for most fish species to survive. As a result, the once-thriving fishing industry collapsed completely. Thousands of people who depended on fishing for their livelihoods lost their jobs, and entire coastal communities were economically devastated. Ports that were once active became stranded far from the shoreline, leaving behind abandoned ships in the middle of dry land, which now serve as silent reminders of a prosperous past.
As the water level continued to decrease, the exposed seabed released large amounts of salt, dust, and toxic chemicals into the atmosphere. These pollutants were accumulated over decades of agricultural runoff containing pesticides and fertilizers. Strong winds carry these particles over long distances, affecting air quality and causing serious health problems in surrounding regions. Respiratory diseases, throat infections, anemia, and other health issues have become more common among the local population, particularly in areas close to the former shoreline.
Climate conditions in the region also changed significantly. The presence of the large water body once helped regulate the local climate by reducing temperature extremes. However, after its shrinkage, summers became hotter and drier, while winters became colder and harsher. This shift negatively affected agriculture, biodiversity, and the overall living conditions of people in the surrounding areas. Soil salinity increased as well, making it more difficult to grow crops and reducing agricultural productivity.
The ecological consequences extended beyond the immediate area. Wetlands and ecosystems that depended on the Aral Sea gradually disappeared, leading to the loss of numerous plant and animal species. Migratory bird populations that once used the region as a resting point also declined. The disappearance of biodiversity has had long-lasting effects on the ecological balance of the entire region.
Social impacts have been equally severe. Communities that once relied on fishing and water-based trade were forced to adapt to new and often difficult economic conditions. Many people migrated to other regions in search of employment opportunities, leading to demographic changes and the decline of some settlements. Poverty levels increased in affected areas, and access to clean drinking water became a serious challenge in certain locations.
Despite the scale of the disaster, various restoration and mitigation efforts have been undertaken. One of the most successful examples is the construction of the Kok-Aral Dam in Kazakhstan, which helped partially restore the Northern Aral Sea by improving water retention and reducing salinity levels in that part of the basin. As a result, fish populations began to recover in the northern section, and local fishing activities were revived to some extent. However, the southern part of the Aral Sea, mainly located in Uzbekistan, continues to face severe environmental degradation.
In Uzbekistan, efforts have been made to address the consequences of the disaster through afforestation projects on the dry seabed. Planting drought-resistant vegetation such as saxaul has helped reduce dust storms and stabilize the soil. International organizations, including the United Nations and the World Bank, have also supported projects aimed at improving water management, environmental protection, and sustainable agriculture in the region.
The Aral Sea disaster is often studied as a global lesson in environmental management and sustainable development. It demonstrates the importance of balancing economic goals with ecological responsibility. Large irrigation schemes that prioritize short-term agricultural output without considering long-term environmental impact can lead to irreversible damage. The case also highlights the need for regional cooperation, as water resources often cross national borders and require joint management.
Today, the former seabed continues to expand as a desert, but it also serves as a symbol of both loss and awareness. Scientists, policymakers, and environmentalists use the Aral Sea example to educate future generations about the consequences of unsustainable resource use. It remains a reminder that human actions can reshape entire landscapes and that careful planning is essential to protect natural ecosystems.
In recent years, global attention to the Aral Sea has increased, especially in discussions about climate change and water scarcity. Central Asia faces growing pressure on its water resources due to population growth, agricultural demand, and changing climate patterns. The lessons learned from the Aral Sea are therefore highly relevant not only to the region but to the entire world.
Although full restoration of the original Aral Sea is considered impossible, partial recovery efforts and environmental rehabilitation projects show that improvement is still achievable in certain areas. The revival of fish populations in the northern section and the reduction of dust storms in afforested zones demonstrate that human intervention can also play a positive role when guided by sustainability principles.
Ultimately, the story of the Aral Sea is not only about environmental destruction but also about human responsibility, resilience, and the possibility of learning from past mistakes. It stands as one of the most important environmental case studies of the modern era, reminding humanity that natural resources must be managed with care, foresight, and respect for ecological balance.
Practical Analysis of Idiom Translation between English and Uzbek
Pardayeva Yulduz
2nd-year Master’s Student English Language and Literature program, Faculty of Foreign Languages, Uzbekistan
National Pedagogical university Named After Nizami
Abstract (English). This article offers a strategy-oriented practical analysis of idiom translation between English and Uzbek in both directions. The paper systematizes the procedures most frequently required in practice, including idiom-to-idiom transfer, functional substitution, paraphrase, calque, and compensation. The results show that natural idiomatic equivalence is the strongest option when available, but functional substitution is the dominant solution because image, register, and cultural framing often differ across the two languages. The article also identifies recurrent errors such as literalism, false equivalence, register mismatch, and pragmatic loss, and proposes a staged best-practice workflow for translators.
Annotatsiya (O’zbek). Ushbu maqola ingliz va o’zbek tillari o’rtasida idiomalar tarjimasining ikki yo’nalishdagi amaliy, strategiyaga yo’naltirilgan tahlilini beradi. Maqolada idiomadan idiomaga o’tkazish, funksional almashtirish, parafraz, kalka va kompensatsiya kabi amaliy jarayonda eng ko’p uchraydigan usullar tizimlashtiriladi. Natijalar tabiiy idiomatik ekvivalent eng kuchli variant ekanini, ammo obraz, uslub va madaniy ramkalash ko’pincha farq qilgani uchun funksional almashtirish ustun strategiya bo’lishini ko’rsatadi. Shuningdek, maqolada literalizm, soxta ekvivalentlik, uslubiy nomuvofiqlik va pragmatik yo’qotish kabi xatolar aniqlanib, tarjimonlar uchun bosqichma-bosqich ish jarayoni taklif etiladi.
Kalit so’zlar: tarjima strategiyalari, idiomadan idiomaga o’tkazish, funksional almashtirish, parafraz, kompensatsiya, literalizm, uslubiy nomuvofiqlik, tarjima ish jarayoni
Introduction
A practical analysis of idiom translation must move beyond abstract theory and examine how translators actually solve problems when direct phraseological equivalence is unavailable. In English-Uzbek translation, the challenge is not only to preserve meaning, but also to decide whether image, tone, cultural reference, or discourse function should be prioritized in a given context [1; 2; 3].
The dissertation’s practical chapter shows that translators routinely work with a limited but flexible strategy set: idiom-to-idiom transfer, functional substitution, paraphrase, calque, and compensation. The success of each method depends on genre, target audience, and the interaction between semantic adequacy and pragmatic naturalness [4; 5].
The aim of this article is to summarize the dominant practical strategies and to identify the most recurrent errors that reduce translation quality in English-Uzbek and Uzbek-English idiom transfer.
Methods
The study uses comparative qualitative analysis of representative idiom pairs discussed in the dissertation and its appendices. Each solution is interpreted through a strategy lens and evaluated according to semantic adequacy, pragmatic adequacy, idiomatic naturalness, and register compatibility [1; 2; 5].
A second layer of analysis focuses on error patterns. Special attention is paid to literalism, false equivalence, proverbization, excessive colloquialization, and the loss of politeness, irony, or humor, because these errors often make idiom translation sound unnatural even when the basic meaning is recognizable [3; 6; 7].
Results
The first result is that idiom-to-idiom transfer remains the strongest solution whenever a natural counterpart exists. Pairs such as to hit the nail on the head – mixni boshiga urmoq, or tishini tishiga qo’yib chidamoq – to grit one’s teeth, preserve both rhetorical compactness and figurative energy [1; 7].
The second result is that functional substitution is the dominant practical strategy. Very often the source image is not conventional in the target language, so translators preserve the communicative effect through another idiom: when pigs fly becomes hech qachon or tuyaning dumi yerga tekkanda, and qovun tushirmoq becomes to put one’s foot in it [2; 4].
The third result is that paraphrase is necessary under non-equivalence but risky when overused. Descriptive translation protects clarity for culture-bound items such as carry coals to Newcastle or some proverb-like Uzbek idioms, yet repeated paraphrase flattens style and reduces the idiomatic density of the text; for this reason, compensation is often needed in neighboring sentences or passages [5].
The fourth result is that the most common practical errors are predictable: literal translation of non-conventional images, false equivalence based on superficial similarity, register mismatch, and pragmatic loss. In dialogue, these mistakes can distort character voice; in argumentative prose, they can weaken irony, criticism, or politeness [3; 6; 7; 8].
Discussion
The results suggest that idiom translation should follow a staged workflow: detect idiomaticity, interpret meaning in context, choose the most appropriate strategy, check the target expression for naturalness and register, and revise for consistency. This procedure is more reliable than the simple opposition between ‘literal’ and ‘free’ translation [1; 2; 4].
A second implication is that direction matters. Uzbek-English translation often needs stronger register control because proverb-like authority that sounds natural in Uzbek may sound overly didactic in modern English prose, while English-Uzbek translation often needs stronger politeness adaptation in hierarchical or evaluative contexts [3; 6].
Finally, the study shows that high-quality idiom translation depends on systematic checking rather than intuition alone. Translators need phraseological awareness, sensitivity to discourse function, and readiness to use compensation when a single local equivalent cannot preserve all layers of meaning [5; 7].
Conclusion
In practical English-Uzbek idiom translation, natural idiomatic equivalence is ideal but limited, functional substitution is the dominant solution, and paraphrase remains necessary under strong non-equivalence. The most effective professional habit is a revision-oriented workflow that tests every idiom against meaning, tone, register, and communicative effect before the translation is finalized [1; 3; 5].
References
[1] Baker, M. In Other Words: A Coursebook on Translation. 2nd ed. London/New York: Routledge, 2011.
[2] Newmark, P. A Textbook of Translation. London: Prentice Hall, 1988.
[3] House, J. Translation Quality Assessment: A Model Revisited. Tubingen: Gunter Narr, 1997.
[4] Toury, G. Descriptive Translation Studies and Beyond. Amsterdam/Philadelphia: John Benjamins, 1995.
Turgunboyeva Dildorakhon, 4th year student of the Faculty of Pedagogy and Psychology, Preschool Education Department, Kokand State University
DEVELOPING ENVIRONMENT IN THE PRESCHOOL EDUCATION SYSTEM AND ITS PEDAGOGICAL SIGNIFICANCE
Dildorakhon Turgunboyeva, Student of the Faculty of Pedagogy and Psychology of Kokand State University
Annotation. This article highlights the importance of a developing environment in the process of educating preschool children. It scientifically analyzes the content, main functions of the developing environment, and its impact on the cognitive, socio-emotional and creative development of children. It also provides practical recommendations on the organization and effective use of a developing environment in the pedagogical process.
INTRODUCTION. Preschool is one of the most important, active stages of growth and development in a young person’s life. During this period, the child is formed not only physically, but also mentally, socially, morally and aesthetically. Therefore, the educational environment created at this age is of decisive importance for the child’s future life and personal development. The Decree of the President of the Republic of Uzbekistan No. PF-19 dated February 5, 2026 “On measures to further improve the system of preschool education and upbringing” and the comprehensive measures aimed at its implementation serve to develop the preschool education system in accordance with modern requirements. In this process, the developing environment created for preschool children plays an important role in their adaptation to society and comprehensive development[1].
LITERATURE ANALYSIS AND METHODS. The issue of the environment affecting the development of preschool children has been widely studied in modern pedagogical and psychological sciences. In particular, Lev Vygotsky’s theory of social development substantiates the decisive role of the developing environment in the formation of a child’s knowledge and skills. According to him, child development occurs in the process of interaction with the social environment and adults. In modern preschool education practice, advanced pedagogical approaches such as the Montessori method and the Reggio Emilia approach demonstrate effective methods for creating a developing environment. In these approaches, the environment is considered one of the main factors in the child’s development and serves to support his independence, creativity and initiative. At the same time, the pedagogical competence of parents and educators, as well as the child’s entry into a healthy social environment, are also of great importance. This study used methods of analysis, comparison and generalization of scientific literature.
DISCUSSION. Creating a developing environment in the process of educating preschool children is an important condition for the comprehensive development of the child. Analysis of theoretical sources shows that the pedagogical views of scientists such as Lev Vygotsky justify the central role of the developing environment in the mental and social development of the child. At the same time, modern pedagogical approaches such as the Montessori method and the Reggio Emilia approach highlight the importance of the developing environment not only in terms of the material and technical base, but also in supporting the independence, initiative and creative freedom of the child.
In practice, the organization of a developing environment is not limited to toys and didactic materials. It includes, first of all, the attitude of educators to the child, effective communication, an atmosphere of cooperation and positive social relations. The results of the study show that children brought up in such an environment tend to think independently, acquire teamwork skills and actively engage in creative activities. Education is a process of comprehensive development of the younger generation, the formation of its consciousness, behavior and worldview, based on a specific goal, based on socio-historical experience [2. – P. 388].
In this regard, it is important to regularly update the developing environment in preschool educational institutions and introduce modern pedagogical methods into practice. However, there are some problems in organizing a developing environment. In particular, the lack of material resources, the level of qualification of teachers, and the lack of effective cooperation with parents can negatively affect this process [3. – P. 224]. Therefore, in future research, it remains an urgent issue to eliminate these problems, further improve the developing environment and increase its effectiveness.
RESULTS. A developing environment is a set of physical, psychological, didactic and social conditions created around a child, which supports the comprehensive development of the child’s personality, stimulates his interests and directs him to self-realization. Such an environment includes the following components: a comfortable and safe space adapted to the child, didactic toys and tools appropriate to his age, opportunities for stimulating independent activity, positive communication and emotional support, as well as pedagogical approaches based on play, creativity, experience and discovery. Based on the studied theoretical and practical sources, it was determined that a developing environment is of great importance in educating preschool children.
The results of the study show that a developing environment has a significant impact on the cognitive, socio-emotional and creative development of a child. In particular, such an environment serves to form independent thinking, self-management and decision-making skills in children. It has also been observed that children develop their knowledge and skills effectively when they participate in activities that are relevant to their interests and needs. The activities of teachers and the proper organization of the educational environment strengthen children’s social communication, cooperation and teamwork skills. A developing environment is determined not only by material means, but also by pedagogical approaches and socio-psychological conditions. At the same time, during the study, the lack of a material base and the low level of methodological training of teachers were identified as significant obstacles to creating a developing environment[4. – P. 145].
The main functions of a developing environment are as follows:- Ensuring cognitive development – the child understands the environment through games, activities and experiments, understands cause-and-effect relationships. – Supporting social and emotional development – communication, cooperation and mutual respect skills are formed. – Developing creative potential – the child expresses himself freely through art, music, drawing and dramatic activities. – Forming independence and self-control – the opportunity to act on the basis of choice increases the independence of the child’s personality.
CONCLUSION. In conclusion, we can say that the developing environment created for preschool children ensures their healthy intellectual, social, emotional and creative development. Such an environment is not limited only to material conditions, but also includes the professional qualifications of teachers, their educational approach and a respectful attitude towards the child. Each preschool educational institution should become a free, safe and developing space for children. Teachers, using modern methods and technologies, should create an environment that encourages children’s independence and creativity. At the same time, it is important to constantly improve the educational environment and strengthen cooperation with parents and the public.
References: 1. Decree of the President of the Republic of Uzbekistan dated February 5, 2026 No. PF-19 “On measures to further improve the system of preschool education and upbringing”. Electronic resource: https://lex.uz/pdfs/-8037353. 2. Khoshimov K., Nishnova S., Ibimova M. and others. History of Pedagogy. – Tashkent: Уүтитуччи, 1996. 3. Khodjayev V.Kh. General theory and practice of pedagogy. – Tashkent: Sano-standart, 2017. 4. Khalikova U.M. Methodology for designing pedagogical processes in preschool education. – Tashkent: Science and Education, 2022. 5. Alikulova M.Sh. Organization of development centers. – Karshi: Science-science-spirituality, 2025.
The roads that used to be the day to day now feel surreal, like a dream that passed too quickly.
But I still feel under fingerprints the old fabrics of the table and bed, the ants waiting for bread crumbs, and the smell of coffee in the morning. I miss it, a little, The soft touch of your face and its warm comfort.
“But only a little” says my mind, which barely remembers the burning sun, the cold esmerald floor and white ceiling.
“Feel it again” says my heart desperately, which only felt the easy warmth, the heat of a hug,
and a lost voice.
“I miss everything” says my nose, to which everything seems new and distant: the roads, the coffee, the fabrics, and your scent.
(DOB 07/06/1973) is a passionate Indian Author-cum- bilingual poet while a tremendous Asst Professor of English by profession in the Ganjam district of Odisha. He is an accomplished source of inspiration for young generation of India. His free verse on Romantic and melancholic poems appreciated by everyone. He belongs to a small typical village Nandiagada of Ganjam District,the state of Odisha.After schooling he studied intermediate and Graduated in Kabisurjya Baladev vigyan Mahavidyalaya then M A in English from Berhampur University PhD in language and literature and D. Litt from Colombian poetic house from South America.
He promotes his specific writings around the world literature and trades with multiple stems that are related to current issues based on his observation and experiences that needs urgent attention. He is an award-winning writer who has achieved various laurels from the circle of writing worldwide. His free verse poems not only inspire young readers but also the ready of current time. His poetic symbol is right now inspiring others, some of which are appreciated by laurels of India and across the world. Many of his poems been translated in different Indian languages and got global appreciation. Lots of well wishes for his upcoming writings and success in future.
He is an award-winning poet author of many best seller books. Recently he was awarded Rabindra nath Tagore and Gujarat Sahitya Academy for the year 2022 from Motivational Strips. Jaidev Puraskar from Kavita Minar Badamba Cuttack A gold medal from world union of poets France & winner Of Rahim Karims world literary prize 2023.The government of Odisha Higher Education Department appointed him as a president to Governing body of Padmashree Dr Ghanashyam Mishra Sanskrit Degree College, Kabisurjyanagar. Winner of ” HYPERPOEM ” GUNIESS WORLD RECORD 2023.Recently he was awarded at the SABDA literary Festival at Assam. Highest literary honour from Peru contributing world literature 2024.Prestigious Cesar Vellejo award 2024 & Highest literary honour from Peru. Director at Samrat Educational charitable Trust Berhampur, Ganjam Odisha.
Vicedomini of the World Union of Poets, Italy. UHE awarded him the prestigious Golden Eagle award for his contributions to world literature in 2025.
Completed 257 epistolary poems with American poet Kristy Raines.
Bharat Seva Ratna National award 2025, International Glory award from Manam Foundation Hyderabad Telengana. On the eve of the 1979 Independence Day celebration he earned the Rashtra Ratna award & Maa Bharati Seva Sammana. In 2025 he received a doctorate in Humanity and Literature from Theophany University in Haiti with UNESCO, AEADO and the leaders of Autonomy International. The Prince of Crimea and the Golden Horde from the House of Genghis Khan gave him the prestigious title of “Honorary Bey.”
Received Sahitya Ratnakar from New Delhi 2025, Honorary Doctorate from RMF University collaborated with east and west university Florida United States of America on the eve of International Peace Day. Prestigious THE CONDOR OF ANDES from UHE Mexico 2025. PRESTIGIOUS DOCTORATE from VICTORIA UNIVERSITY OF CULTURE AND WORLD PEACE 2025. Nominated for Padmashree 2025. Three-time Gold from the world Union of Poets France. Doctorate from Theophany university Haiti contribution for the world literature 2025. SAHITYA RATNAKAR from New Delhi. Dr. Mayadhar Mansigh Saraswat Samman 2025. Doctorate in Gandhian Philosophy, Peace and Humanity 2025.
Doctorate from Victoria University for Peace 2026. UHE of Peru appointed him as a World Ambassador for Peace and Justice 2026.Valiant of the Nation Award 2026 on the eve of the 129th birthday commemoration for Subash Chandra Bose.
INTERNATIONAL BOOKS
1.Psalm of the Soul 2. Rise of New Dawn 3. Secret Of Torment 4. Everything I Never Told You. 5.Vision Of Life National Library Kolkata 6.100 Shadows of Dream 7. Timeless Anguish 8. Voice of Silence 9.I Cross my Heart from East to West and epistolary poetry with Kristy Raines, published in USA.
