People are swimming among the garbage into the Ocean
We expect to have a clean atmosphere and be happy
But people are bombing citizens and countries with
Poison
We are taking for environmental health
But we humans
We pollute
We don’t respect our selves
We don’t respect nature
We play God
We create earthquakes
We create rain
We create typhoon
One day Earth
Will say enough
And human will be rejected
For his bad behaviour
Review By poet
Kujtim Hadjari
This poem is a powerful and direct critique of human environmental destruction and self-destructive behavior. It’s not subtle—it’s a cry of anger and warning.The poet argues that our interference is not wise or divine; it’s a dangerous, arrogant disruption of natural systems. The poet, after explaining the danger we have created for our Earth, ends with a prophetic warning. It personifies the Earth as a living entity that will one day reach a breaking point: ”enough.”/”Human will be rejected” – This is the final, devastating consequence. Not just punished, but ”rejected,” like an organ rejects a foreign body or a host rejects a parasite. The implication is that the Earth will cleanse itself of humanity to survive.The poem is an ”eco-apocalyptic warning.” It argues that humanity’s pollution, violence, and arrogant manipulation of nature are not separate issues—they are all symptoms of the same disease: ”a fundamental lack of respect for the living system that sustains us.”The poet believes this path is suicidal. If we continue to act as a destructive, parasitic force, the Earth (through climate catastrophe, ecosystem collapse, or our own poisoned environment) will ultimately make the planet uninhabitable for us. It’s a call to recognize our interconnectedness with nature before it’s too late.In short, we are poisoning our own nest, and if we don’t stop, we will be evicted.The poem is a call for all inhabitants to change their behaviour for our living system.
Why did we travel, tell me whyin the cold winter and snow,
the beaming sun gave us a gift,you ray of sunshine lit me siashra.
Why did we run to the meadows, why
in the early spring fragrance of love
we pray to the flowers of the green field,
Embraced we felt exotic intoxication.
VALENTINE’S DAY
Lora
Embroidered Valentine’s Day
on the map of love
Egnatia-Naisus street
and in passing I also took
the honey flavor
from the hot ashes
of the estinguished fire.Lora
like a blonde ladybug in the meteorite
nobody whispers
on the map of love
and the star twister out of exhausted longing
in the timeless feeling
brought the freshness of age
the kiss of the mountain like Hera from Olympus
departed in the endless today
Night.
Lora
Frozen in heat
slightly heated to the bosom of love
“I’m very cold
Lan takes me with him
tonight
I do not want flowers
a white rose
to have for Valentine’s Day!
DON’T FALL IN LOVE WITH LORA
Do not fall in love with Lora, my friend,
for she has left her heart in pledge with mine.
It beats within my chest like a wave,
Like the echo of a song across the mountain line.
You may kiss her lips,you may call her yours,
but her eyes are skies without a sun,a night without a moon,
A cloud without rain,
a flame without ember burning, yet hidden in a cold bosom.
You may hold her close,
you may call her your own,
but her love she left to me in pledge,
Through ages and through time unknown.
So fall not for her gaze, young man
she is the dream of a silent yearning.
You will have a love without hope,
for her heart remains my pledge,
forever turning.
LAN QYQALLA graduated from the Faculty of Philology in the branch of Albanian language and literature in Prishtina, from Republika of Kosovo. He is a professor of the Albanian language in the Gymnasium. Lani is the Editor-in Chief of the international cultural and artistic magazine ORFEU, which is published in many languages in Pristina, the capital of Kosovo. He is also the editor of the cultural show ORFEU on TV Jupiteri7 channel on YouTube. He wrote poems, stories, drama, novels in Pristina. He has written in many newspapers, portals, Radio, TV, and Magazines in the Albanian language and in English, bangu, Romanian, Francophone, Turkish, Arabic, Italian, Greek, Swedish, Hindu, Spanish, Korean etc.
* In Polish tradition, on Christmas Eve, families share the Christmas communion wafer, which symbolizes love, unity, forgiveness and reconciliation between people. (The author’s note)
The Calling
I wandered, thinking off to the side
I tried to love
always imperfectly
an angel was shedding feathers
I didn’t see the signs
I understood very little
more and more questions are catching up with me
take my fear with your love
take me where nothing ever ends
silence becomes a melody
take me
Translated by Sr. Paula Drożdż
dewdrops
falling dewdrops
carelessly announced
their presence on the bench
wanted to arouse admiration
in a single moment in human
illuminated by the rays
of the rising sun
revealed a unity
split in two
Amazement
Filled the milieu
Translated by Olga Smolnytska
Aleksandra Sołtysiak (Poland), graduate of the Catholic University of Lublin and Jagiellonian University in Kraków. She has served as coeditor of the poetry anthology Dotyk nadzie (The Touch of Hope), which was translated into Ukrainian and German, as well as of the international anthology in support of world peace The tree of peace turns green / European poetry for universal harmony, which has been translated into Polish and English. She i also the author Hope blossoms longer and the published poetry volume „Spilled from the cases”. Finalist in the fourth International Poetry Contest, „Voices in the Wilderness” held in Rome (2022). She publishes nationally and internationally. She has also been awarded the Gold Cross of Merit by Polish president Andrzej Duda. In 2023 distinguished with a medal for Merit to Polish Culture.Information about the translator:Olga Smolnytska, (Ukraine), PhD, writer, artist, literary critic.
Developing Social Skills in Children Through Pedagogical Approaches
Bahora Akmalova, student of the Faculty of Pedagogy
KDPI Major in Preschool Education
Annotation: The article examines the development of children’s social skills through pedagogical approaches, highlighting the importance of communication, cooperation, collective activities, and the role of the teacher in the educational process.
A child’s development as an individual is directly connected to their social skills. Social skills are the set of abilities that allow a child to communicate effectively, express their thoughts, cooperate, and adapt to social situations. Pedagogical approaches play a crucial role in forming and developing these skills.
Properly chosen methods and techniques in the educational process enhance a child’s social activity, teach teamwork, and lay a strong foundation for personal development. Therefore, pedagogical approaches are essential in socializing children and helping them successfully integrate into society. By applying appropriate methods, teachers and caregivers can foster children’s social competencies, enhance teamwork, and promote self-confidence.
Understanding the relationship between pedagogy and social development is crucial for preparing children to engage positively with peers, teachers, family members, and the broader community.
The Importance of Social Skills in Childhood
Social skills are critical for multiple aspects of life:
Communication: Children learn to express their needs, share ideas, and understand others’ perspectives.
Collaboration: Working in groups teaches negotiation, compromise, and joint problem-solving.
Empathy and Emotional Regulation: Understanding emotions—both their own and others’—helps children form meaningful relationships.
Conflict Resolution: Socially skilled children can manage disagreements in a constructive way.
Adaptability: Children learn to adjust to new environments, rules, and social norms.
Children who develop strong social skills tend to perform better academically, demonstrate higher self-esteem, and show improved mental health outcomes. Conversely, poor social development can lead to isolation, behavioral issues, and difficulties in learning and teamwork.
There are several key pedagogical strategies used to develop children’s social competencies:
Play-Based Learning: Play is a natural medium for social interaction.Through structured and unstructured play, children learn to take turns, share, and negotiate. Role-playing games allow children to experience different perspectives and develop empathy.
Collaborative and Group Activities: Group projects, cooperative games, and team-based learning promote communication and teamwork. Children learn leadership skills, responsibility, and accountability. Teachers act as facilitators, guiding interactions and providing feedback to enhance positive behaviors.
Communication and Language Development: Encouraging conversations, storytelling, debates, and discussions enhances expressive and receptive language skills. Activities like “show and tell” or dramatization help children articulate thoughts and feelings clearly.
Modeling and Social Guidance: Teachers and caregivers model appropriate social behavior, demonstrating respect, patience, and empathy. Children imitate these behaviors and internalize social norms.
Use of Technology and Interactive Tools: Interactive digital games and applications can simulate social situations and problem-solving scenarios.Technology can complement real-life interactions, but human-guided learning remains crucial.
Integration with Emotional Learning (SEL): Social and Emotional Learning programs teach self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Combining SEL with traditional pedagogy strengthens children’s holistic development.
The Role of the Teacher
Teachers are central in facilitating social skill development. Their roles include:
Observer: Identifying social strengths and challenges in individual children.
Guide: Offering strategies and interventions to enhance positive interactions.
Mediator: Helping resolve conflicts and teaching constructive problem-solving techniques.
Encourager: Reinforcing prosocial behavior and promoting inclusion.
Conclusion
Developing social skills in children is a fundamental aspect of their overall growth and successful integration into society. Pedagogical approaches, including play-based learning, collaborative activities, communication exercises, and social-emotional learning, provide effective methods to nurture these skills.
Teachers play a central role as guides, role models, and facilitators, creating supportive environments where children can practice and improve their social competencies. By fostering communication, cooperation, empathy, and problem-solving abilities, these approaches prepare children not only for academic success but also for meaningful relationships and active participation in their communities.
In summary, intentional pedagogical strategies are essential for cultivating well-rounded, socially competent individuals. Social skills are essential for children’s personal and social development. Pedagogical approaches, such as play, group activities, role-playing, and guided interactions, help children learn communication, cooperation, empathy, and problem-solving. Teachers play a key role in supporting, guiding, and modeling positive social behavior.
By using these strategies, children become more confident, socially competent, and better prepared to interact successfully with peers and the wider community. Effective pedagogical practices are therefore crucial for nurturing well-rounded and socially skilled individuals.
Used literature
Berk, L. E. (2018). Development Through the Lifespan (7th ed.). Pearson.Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182–191.Piaget, J. (1972). The Psychology of the Child. Basic Books.Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Fergana State University, Faculty of Foreign Languages, Department of English Philology
ziyodamuradilova@icloud.com
Abstract: In today’s digital information landscape, social media has profoundly influenced journalism. This article explores the role of social networks in journalism, emphasizing their speed of information dissemination, interactivity, and integration with traditional mass media. It also discusses the main challenges faced by professionals — disinformation, manipulation, and the impact of algorithmic filters. The findings reveal that while digital platforms encourage the development of journalism, they also threaten its traditional values. Therefore, it is essential for journalists to adapt to new technologies, apply fact-checking methods, and establish stronger connections with their audiences.
Keywords: social media, journalism, disinformation, media technologies, information dissemination, fact-checking, audience.
Over the past decade, social media has become an inseparable part of everyday life and has brought radical transformations to the field of journalism. Information now spreads within seconds, and users not only consume news but also take an active part in its creation and distribution. This has blurred the boundaries between professional and citizen journalism.
The main objective of this research is to analyze the impact of social media on journalism, focusing on information reliability, interactivity, and the evolving relationship between the media and the audience. As traditional journalism faces new challenges, understanding how digital platforms reshape journalistic values and practices has become crucial. This study applies a qualitative research method, analyzing academic sources, expert opinions, and practical examples from platforms such as Facebook, Telegram, Instagram, and X (formerly Twitter).
Comparative analysis was conducted between traditional media (newspapers, television) and social media-based journalism. Fact-checking practices, information verification mechanisms, and the influence of algorithmic filtering on audience behavior were also examined.
The research involved reviewing reports from international media institutions (e.g., Reuters Institute, BBC, Oxford University Press) and local media outlets (Kun.uz, Daryo.uz) to identify trends in digital journalism. The findings indicate that social media has reshaped journalism in several ways:
1. Speed and accessibility: Information circulates in real time, increasing the demand for rapid publication. 2. Interactivity: Journalists now engage directly with audiences through comments, messages, and live sessions. 3. Disinformation threat: False or manipulated information spreads faster and more widely than verified news. 4. Algorithmic control: Social media platforms filter content according to user preferences, creating “echo chambers” that limit exposure to diverse viewpoints.
These changes have led to both positive and negative consequences. While social media has democratized access to information, it has also raised ethical and professional concerns in journalism.
Social media has opened new opportunities for journalists by offering direct communication channels, instant feedback, and access to global audiences. However, it also presents challenges that question the very essence of professional journalism.
The increasing number of “fake news,” clickbait culture, and the pressure of advertising and sponsorship weaken editorial independence and accuracy. Journalists must now not only report but also verify, interpret, and defend the truth amid an overload of online information.
Digital literacy and fact-checking skills have become fundamental competencies for modern journalists. Media organizations must invest in training and technological tools to detect misinformation and protect ethical journalism. Furthermore, collaboration between media outlets and technology companies is essential to combat algorithmic bias and promote transparency in information flow.
Social media represents a turning point in the evolution of journalism. It has accelerated the dissemination of information and strengthened audience engagement, yet simultaneously exposed journalism to disinformation, manipulation, and declining trust.
The future of journalism depends on how effectively professionals integrate new technologies while maintaining truth, accuracy, and ethical integrity. Journalists must evolve into digital communicators who not only inform but also educate and empower audiences in the age of information abundance.
References
1. Karimova, D. (2023). Foundations of Digital Journalism. Tashkent: National University of Uzbekistan Press. 2. Jenkins, H. (2019). Convergence Culture: Where Old and New Media Collide. New York: NYU Press. 3. Kovach, B., & Rosenstiel, T. (2021). The Elements of Journalism. New York: Crown Publishing. 4. President of the Republic of Uzbekistan. (2022). Decree on Measures to Ensure Information Security and Counter Disinformation.
5. Castells, M. (2020). The Rise of the Network Society. Oxford: Blackwell Publishing.
6. Kun.uz. (2024). “The Problem of Fake News on Social Media and the Responsibility of Journalists.” 7. Reuters Institute Digital News Report (2023). Oxford University Press. 8. Shiraliyeva, N. (2022). “The Role of Social Media in Modern Journalism.” Journal of Philology and Mass Media, No. 2.
Student of Denov Institute of Entrepreneurship and Pedagogy
Email: shomurodovadilafruz07@gmail.com
The article discusses the fact that in Uzbek linguistics a number of studies have been carried out on the linguopoetic, pragmatic, derivational, and communicative features of texts, and that the emergence and development of such fields as pragmalinguistics, discourse analysis, cognitive linguistics, and linguoculturology in world linguistics have led to the appearance of serious theoretical approaches in interpreting the phenomenon of text creation.
It is well known that in world linguistics texts were initially approached mainly from semantic and syntactic perspectives. In recent years, especially since the beginning of the 21st century, the tendency to study texts on the basis of linguoculturological, pragmatic, sociolinguistic, cognitive, and psycholinguistic principles has intensified. Texts began to be viewed not merely as a collection of semantically and syntactically connected sentences, but as a form of communication possessing social value and as a mental construct that reflects the knowledge, linguistic thinking, national psychology, and mentality of speakers of a particular language. The formation of the anthropocentric paradigm is associated with the study of the speaker as a linguistic subject. The anthropocentric turn in linguistics shifted attention away from the structuralist principle of studying language “in and for itself” and focused instead on the human factor. The roots of anthropocentrism, which is now recognized as one of the leading paradigms in linguistics, draw upon the theoretical views of W. von Humboldt and L. Weisgerber. The term anthropocentrism is derived from the Greek anthropos (human) and the Latin centrum (center). Initially, the term was used in reference to the ancient Greek philosophical idea that “Man is the center of the universe,” a view that became
especially widespread in medieval Europe. In linguistics, the anthropocentric study of the language system has been manifested primarily in research on linguistic semantics, cognitive linguistics, psycholinguistics, pragmatic linguistics, and linguoculturology. Studies conducted within the framework of the anthropocentric paradigm investigate the language system in close connection with the human factor. Although research by Uzbek linguists in linguistic semantics, pragmatics, and cognitive linguistics demonstrates anthropocentric tendencies, studies in this area are still insufficient.
In particular, approaching text analysis from an anthropocentric perspective has become one of the leading directions in modern linguistics. Many researchers emphasize that in the study of texts as complex and multifaceted phenomena, the triad consisting of the speaker-text-listener (author- text-recipient) should be regarded as the main object. The well-known Russian linguist Yu. N. Karaulov, in the preface to a collection of articles devoted to issues of language and personality, emphasized the idea that “behind every text stands a specific individual who has mastered linguistic systems.” The external and internal structure of a text can be likened to a mirror that reflects the linguistic competence of speakers belonging to a particular nation.
In early studies of text, attention to the text creator was observed mainly in psycholinguistic and pragmalinguistic research, whereas today rapidly developing fields such as cognitive linguistics, functionalism, ethnolinguistics, linguoculturology, and discourse analysis have made this issue one of the central problems of linguistics. The main achievement of the system-structural approach was proving that language is a systemic phenomenon. However, it became evident that these paradigms shared a common shortcoming: language was separated from its owner-the human being. Attempts to overcome this deficiency led to the emergence of pragmatic and cognitive linguistic paradigms.
Professor N. Mahmudov, reflecting on the formation of the anthropocentric paradigm in linguistics, notes that in accordance with the objective nature of language, the anthropocentric paradigm places the human being at the center, while language is regarded as the main component that shapes human personality. Specialists often cite the aphoristic statement of the famous Russian writer S. Dovlatov that “90 percent of a person’s personality is formed by language.” At the same time, the anthropocentric approach to language integrates the latest achievements of these fields and increasingly strengthens its status as an independent paradigm. As recognized in linguistics, the anthropocentric paradigm focuses primarily on the subject of speech activity-that is, the language user who produces and perceives speech. The inclusion of the category of the language user in scientific paradigms necessitates greater attention to concepts such as personality, linguistic consciousness, thinking, activity, mentality, and culture.
At present, the concept of the language user is mainly employed in the following senses: (a) an individual capable of carrying out speech activity in a particular language, that is, capable of producing and perceiving speech; (b) a person who uses language as a means of communication, a communicant; (c) a representative of a particular language community who possesses and manifests the lexical resources reflecting the national-cultural and spiritual values of their people.
In contemporary research, various branches of linguistics approach the issue of the human factor from their specific perspectives. The problem of text interpretation and the human factor is closely connected with issues of text creation and the perception of its content. In studying this problem, it is important to examine not only the text creator but also the perceiving individual-the listener or reader. As N. I. Zhinkin aptly stated, “A person speaks not through individual sentences, but through texts.” Therefore, a person’s stylistic features can be adequately studied only on the basis of the texts they produce.
Investigating the speech style of a writer or creator solely from the perspective of word choice or sentence construction no longer meets contemporary requirements. Consequently, studying text creation from the perspective of individual style enables a deeper examination of the linguistic aspects of texts.
It is well known that cognitology is intrinsically linked with semantics. Today, many researchers regard the 21st century as the age of
interdisciplinary integration. Interdisciplinary cooperation yields effective results in revealing the essence of particular objects of study. Such an approach is especially appropriate in investigating the speech activity of the human personality, a complex phenomenon. Human speech, like the human being itself, is multifaceted and complex. Therefore, cooperation among linguistic disciplines will undoubtedly yield fruitful results.
It should be noted that in the early years of the 21st century, significant research was conducted in Uzbek linguistics within the field of text linguistics. Monographic studies emerged on text linguopoetics, content perception, pragmatic, derivational, and psycholinguistic features of texts, as well as text modality and temporality. Studying texts from the perspectives of their creation, perception, and comprehension further deepens theoretical views on texts. Investigating the mechanisms through which the intellect and thinking patterns of a discourse subject are transformed into textual form makes it possible to identify features specific to the reflection of cognitive models in the Uzbek language. In literary works, especially in prose, the expression of key linguoculturological concepts such as life, death, mother, homeland, love, goodness, justice, and woman frequently occurs. Since literary texts are products of creative activity, the expression of particular concepts in such texts naturally manifests individuality and imagery.
Consider the following text:
By the side of a great road, a tree was growing… By chance, a traveler came to rest beneath it. The day was hot, and the traveler was tired. He sat in the shade of the tree and rested… The traveler grew hungry. He looked and saw that fruits were ripening on the tree. He was too lazy to climb it, so he threw a stone. The fruits fell abundantly. The traveler ate his fill… The destination was far. He broke off a branch from the tree and made a walking stick… Then his throat became dry. He went back under the tree’s shade… Then he continued on his way… The tree began waiting for another traveler… The name of this tree was Goodness… (O’. Hoshimov, “The Tree by the Road”).
In this passage taken from O’. Hoshimov’s book Notes in the Margins, the concept of GOODNESS is expressed. In the text, this concept is represented through the symbol of a tree, and the act of comparison employed in the author’s cognitive- discursive activity gives the text a metaphorical meaning.
Indeed, the most important source for elucidating the relationship between language and personality is the text. A text is not only a speech structure that encompasses all levels of language, but also a phenomenon that fully reveals the linguistic potential of the speaking (or writing) individual. Cognitive metaphors, as one of the factors generating implication, leave their traces in words, phrases, sentences, or entire texts. Units whose meanings have shifted on the basis of metaphor represent the visible part of the “cognitive iceberg” (to use Fauconnier’s term), while its main part remains hidden deep within our linguistic consciousness. It should be noted that the cognitive background phenomenon manifested in such cases has not yet become an object of study in Uzbek linguistics. Studying the cognitive background in connection with metaphor, metonymy, simile, and personification is one of the essential issues of anthropocentric linguistics.
Today, the study of the human factor as the performer of linguistic activity continues to deepen in such linguistic fields as psycholinguistics, linguoculturology, cognitive linguistics, and pragmalinguistics.
References:
1. A. Aliyev, Q. Sodiqov. From the History of the Uzbek Literary Language: A Textbook for University Students. Tashkent: Uzbekistan, 1994. 118 p.
2. U. Tursunov et al. History of the Uzbek Literary Language: A Textbook for University and Pedagogical Institute Philology Students (revised and expanded edition). Tashkent: O’qituvchi, 1995. 264 p.
3. M. Vahoboyev. The Uzbek Socialist Nation.
Tashkent, 1960. pp. 30-32, 49.
4. M. Qodirov. “A Journey into the Wealth of Words.” Labor and Life, no. 4, 1972, pp. 20-21. 5. A. Nabiyev. Historical Local Studies. Tashkent: O’qituvchi, 1979. pp. 63-74.
Shomurodova Dilafruz Bahodir qizi was born on October 3, 2007, in Sariosiyo district of Surkhandarya region, Uzbekistan. She is a first-year student of the Uzbek Language and Literature program at the Denov Institute of Entrepreneurship and Pedagogy of Samarkand State University. She is a holder of a national certificate in her native language and literature. Her scientific articles have been published on the Google Scholar platform. She is also an active member of the Argentina Association of Science and Literature Writers and actively participates in academic and creative activities, holding numerous certificates.
