Do you think clowns also have problems and pain of their own? Do they cry at night like we do? Just like a coin has two sides, I believe people think differently about this. Some say, “Of course, they do — after all, they are human too,” while others might say, “Why would they? They make us smile, so they probably don’t have any pain or problems.”
From my point of view, I believe that clowns may have even more pain than we do, yet they are braver than us. Why, you ask? The reason is simple. We only carry our own pain and problems (sometimes those of our close ones or relatives). But what about them? We all know that psychologists and doctors feel their patients’ pain and live with it as if it were their own.
Clowns also have patients — they are just called differently: “the audience.” Clowns heal even more people than doctors and psychologists; or rather, they prevent people from getting sick. Whether we want it or not, when we see them, a smile appears on our faces. And every smile is a step toward a healthier life.
Let me tell you a story.
One day, a patient came to see a doctor. The doctor asked him,
“Please tell me, what is bothering you? What are your complaints?”
The patient replied,
“Doctor, I feel unwell. I can’t enjoy life anymore. I suffer because I can’t forget my pain. I’ve lost my appetite — I can’t even swallow a piece of bread. Images of hungry, half-naked people don’t leave my mind. I can’t sleep until morning; I shiver with cold as if I’m living through their suffering. When I hear news about crimes, I feel as if I’m guilty too. Laughing? I’ve completely forgotten how to laugh. I don’t smile anymore, doctor. I can’t laugh. If you don’t help me, I’m afraid my condition will get worse.”
The doctor examined the patient carefully, placed a hand on his shoulder, led him to the window, pulled the curtain aside, and pointed toward the street. There was a circus poster with a clown’s picture on it.
“My dear,” the doctor said, “do you see that clown? Every evening he puts on a wonderful performance. I advise you to go and watch it. You’ll forget all your suffering, laugh freely, and leave your pain behind. Your heart will feel light, and there will be nothing left of your illness.”
The patient lowered his head, sighed deeply, and said quietly:
“Doctor… that clown is me.”
Mutaliyeva Umriniso Rahimjon’s daughter was born on 14.01.2011 and currently lives in the Tashkent region of Uzbekistan. Umriniso is a proud model of behavior, intelligence and knowledge at school. She is interested in mathematics, Russian, and English and is studying them. She has also participated in science Olympiads and won honorable places. Umriniso is also engaged in creativity. Her creative works have been published in prestigious American magazines and she has been volunteering for several organizations. In her free time, Umriniso also plays tennis, checkers, reads books, and draws. She has many goals and she is taking steps towards them.
your automatic sleep stampede built on the bifocal
Fractal gladiator carries lugubrious toy rifles
A coffee is a squares pipes
the registering girl flowed streaming wet
rain in the looped army
oceans slowly open child
glittering morphological lining
recorder kept single pudding
palm world powers narcissist module
then stuck dripping steamed gulf
wooden dress could hyphenate
swift blackness the transverse thin for water
circles surged dactyl our dead
cars solids curtains tiny jaguars wanted another explosives
vast software guns arranged someone to the stretched
PERISCOPE
She bumped red suns
crackling white galactic
clicking engines luminous
orange car slammed ink animals
sonorous notifier flaming griffin
simple hand put down porcelain
tingling troops tumbling
The bright inter-spaced creatures
engravings lengthen estuary
tanks ensconce over echo kill
printed lance the white words
leather waterfalls of tranquil light
translucent faded statues
mysterious Indian rays
The few people of ice gods
crazy hyperborean troops
darkened day package
resistant sailor tripped
office burns the air
run in the fine summer Data
imperial curtains shook the machine
The lamp her curling clerks
zinc encircled candle furry with anesthetize threshold
the whipper shut moons
reflection in pinball
dressed eye and clouds
but static torch falling
plastic antique face hid guns
LINCOLN LOOP
A geometrical design drifted past
disconnected hands twinkle
a fold in the flows held a glassine eye
facsimiles of dead space in the disorganized area
in blue time desolation thread broke
a complex flow disconnected the intruding lines
design accident instar horizon
automatic movements of the tiny area
ballerina knew the suspected man
Burning specters like thought wings
a lake that glitters with radioactive fluorescence
something strained almost to breaking
ashes frayed like threads of fabric
the darkness depressed child propellant
blotted minds with metabolic radiocarbon
Sumerians slide down glistening icicles
tropical bomb suddenly formed fish channel
gnomic trouser that first discovered life
THE PROXY INTELLIGENCE
Candied terabyte of meson water
rubbed a couple of skies with
xenon supply paper
submerged thickness of brownstone
partially pulling regrettable friends
Osiris piloted 3 musketeers
scooped bronze hospital ship with frozen stamp
Dixie hook looks with lucrative sugar
Mars girls stay with area 56 in underwater fur
tank curves in noteworthy knees
ultraviolet rainbows over a microwave sea
dispenser of strangeness strikes strontium
sea breakfast gives an inch
analgesic reprisal of quick colonnade
our Goliath buildup uses his plush nightlife
accidentally flattens bobcat
Didn’t rinse sylphs with metallic blood
opening calibration out of vortex aggregate
specters appear in the polar ring
knight clamps nettle out of cubed windows
capacitor crowns tactless morphology
French flags wash beautiful scrimshaw
foobar needs camerawork structures
waterfalls on pirate ship pumping high
FURRY CHILDREN
Someones touch electrified the visiplates
blood and bone only with eyes of iron
this but sparkles and hovers
the fire banister became Egyptian
king of sleep in concession stand
geometric anthem sometimes covers sky
attached flare of sizzling ripples
commandos pierce narrow blind
hands drift in darkness
milky teeth traps tank beneath polar bears
there parted somewhere heroes
Machine looking into small fingerprints
closed uniformity glasses
filing furry children from willows Garbo
small earth fell over the night rays of birds
Little John resplendent in the tiny tools of time
later doom to atoms behind the kangaroo
green against this studded thunder
water patiently wears the edge
stopped dreaming fishes
thought seeps into the very spaces between
pressure zone conceals enormous carved gargoyles
Gregory Wallace has been making art of various kinds for at least 50 years. He was active in the mail art scene in the 80s and participated in international mail art exhibits and correspondence. Mr. Wallace was a founding editor of Oblivion magazine and has published several books of poetry including The Girl With Seven Hands, The Return of the Cyclades, and Exile and Kingdom Come. His artistic activity encompasses poetry, collage, sculpture, assemblage, photography and painting. His work has appeared in Typo, BlazeVox, #Ranger, Synchronized Chaos, and God’s Cruel Joke.
THE IMPACT OF SOCIAL NETWORKS ON STUDENTS’ DAILY LIVES
Erkinova Shahrizoda Lazizovna Student of Samarkand State Institute of Foreign Languages. shahrizodaerkinova26@gmail.com
Annotation: This article analyzes the impact of social networks on students’ lives in the modern era of globalization and digital technologies. Today, social media platforms are becoming an important and integral part of university students’ lives. The article examines both the positive and negative effects of social networks on students’ daily lives, academic activities, and mental and physical health. Many scholars, including Sampasa-Kanyinga and Lewis, Woods and Scott, and Jamil, have studied the extent to which social networks affect students’ lives. It is also highlighted that social networks can play a positive role in supporting the learning process.
Keywords: Social networks, students, academic activity, psychological state, FOMO, education.
Introduction: In the 21st century, social networks have become not only a means of communication for young people, including students, but also a broad platform for obtaining information and entertainment. Students’ daily routines, preparation for classes, social relationships, and even sleep patterns are increasingly dependent on their use of social networks. The significant increase in time spent on social networks has both positive and negative effects on students’ lifestyles. Therefore, this issue is a relevant research topic not only for educational institutions but also for society as a whole.
Social media tools provide many conveniences for university students and positively influence their academic performance. They enable collaborative group work and projects, as well as the prompt sharing of necessary literature, lecture notes, and other information. In addition, they allow online conferences, online professional development, and audio communication.
For example, in many universities, especially in fields such as engineering or IT, students use various applications to exchange ideas and receive quick feedback from instructors, which would take much more time in offline settings. In this respect, the Internet has surpassed television, radio, and other media in attractiveness.
Several scholars have also emphasized the impact of the Internet. In particular, Sampasa-Kanyinga and Lewis studied the relationship between social media use and psychological distress. They found that using social networks for more than two hours a day is associated with higher levels of psychological pressure. Banjanin et al. examined the relationship between excessive social media use and depression but found no statistically significant relationship between the two variables.
Frison and Eggermont studied different patterns of Facebook use, perceived social support on social networks, and mood among male and female students. They found a positive relationship between both passive and active Facebook use and depression, with perceived social support acting as a mediating factor. Gender was also identified as a moderating variable.
Vernon et al. examined changes in negative emotional investment in social networks and their relationship with depression and externalizing behaviors.
Their study showed that excessive attention to social networks increased depression among adolescent students, which was associated with sleep disturbances. Barry et al. explored the relationship between adolescents’ social media use and psychological adjustment, finding a moderate positive association between social media activity, depression, and anxiety. A study conducted in China by Li et al. showed that insomnia played a mediating role in the relationship between social media addiction and depression among middle school students.
In the same year, Yan et al. studied the relationship between time spent on social networks and anxiety among middle school students, finding that more than two hours of use was significantly associated with higher anxiety levels. However, despite its many benefits, the Internet also has negative consequences, often affecting mental health by increasing depression, anxiety, and feelings of loneliness.
In particular, the concept known as FOMO (fear of missing out) describes the strong anxiety experienced when individuals feel excluded while observing others’ successes. In short, excessive Internet use can contribute to various mental health issues.
Conclusion: In conclusion, social networks today have a significant impact on the upbringing and daily lives of young people. Therefore, developing a culture of conscious and purposeful use of social networks—aligned with personal values and goals—is a key factor in ensuring students lead successful and healthy daily lives.
References:
Alimov V. S. Social Networks and Their Role in the Socio-Cultural Life of the Country // Bulletin of the National University of Uzbekistan. – T., 2015. www.in-academy.uz
Blau, I., Weiser, O., & Eshet-Alkalai, Y. (2017). Bhandarkar, A. M., Pandey, A. K., Nayak, R., Pujary, K., & Kumar, A. (2021). Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020).