Painting entered my life at a very young age as a way to express my emotions.
What is your inspiration?
My inspiration is the human being, feelings, and even something simple like a song.
2. What is the message you want to give through your art?
Through my works, I want to capture the viewer’s interest and create a feeling, either positive or negative.
Where is your inspiration coming from?
My inspiration comes from my daily life and my emotions.
3. Do you believe that new generation is creating art?
I believe that the new generation has talent and creativity
Do we have good painters or not?
There are many remarkable young artists who create with passion and authenticity.
4. How have you felt when you see your Art awarded in Art media event this February?
It was a moment of emotion and gratitude. I felt that the effort and love I put into my creations were recognized. At the same time, it was a motivation to continue with even greater strength.
5. Do you want to share with our readers a phrase that changed your life:
“Live in the present and do not be afraid of the future.”
6. What is your future project?
In the future, I would like to study at the School of Fine Arts and then continue to be actively involved in the art field.
…..
Biography
Vivian Daouti is 19 years old and comes from Platanos, Ancient Olympia, Greece. She is a high school graduate and currently in her second semester at the Educational Union (SAEK) of Athens. She holds a Proficiency diploma in English and is a self-taught painter.
At the age of 17, she participated in a painting exhibition for the first time, where she received an award and highly positive reviews, while several of her works entered private collections. Despite her young age, she has already taken part in twenty-four group exhibitions in Greece and abroad — Austria, Istanbul, Turkey, Athens, Pyrgos, Naousa, Paros, Syros, Ancient Olympia — earning distinctions and honorary awards.
In March 2025, she received the 1st Audience Award at the Pan-European Dreamteam Competition at the War Museum of Athens. The award was presented by the Mayor of Ancient Olympia, Mr. Aris Panagiotopoulos. On the occasion of this distinction, the Metropolitan of Ilia, Mr. Athanasios, as well as the Directorate of Secondary Education of Ilia, sent her congratulatory letters for her artistic course and for representing her school at the art exhibition in Istanbul.
In August 2025, she participated in a group exhibition in Ancient Olympia that lasted 24 days and attracted high attendance and warm reviews.
In September 2025, she held her first solo exhibition at the Latsio Municipal Hall of the Municipality of Pyrgos, which drew impressive attendance and very positive feedback from the public and art institutions.
In January 2026, she presented her second solo exhibition in Ilioupoli, Attica, with great success.
In February 2026, she was awarded for the second consecutive year with the 1st Audience Award at the Pan-European DREAMTEAM Art Competition at the War Museum of Athens.
Her works have been published in collectible books, international painting volumes, as well as in print and digital media. At the same time, she participates with her work in the commemorative French edition of the historical volume on the life of the Dredes.
She is a collaborator of the creative group “Grypiotis Collection.”
Her goal is to study at the School of Fine Arts and to explore different cultures through travel, exhibitions, and museums around the world.
Tourism and Its Impact: Economic, Cultural, and Environmental Dimensions
Abstract Tourism has become one of the fastest-growing global industries, influencing economic development, intercultural communication, and environmental sustainability. This paper examines the multidimensional impacts of tourism through a qualitative analytical approach based on existing scholarly literature and international tourism reports. The study identifies tourism as a significant driver of economic growth, a facilitator of cultural exchange, and a factor that can both protect and threaten the natural environment.
The findings suggest that sustainable tourism practices are essential to balance economic benefits with social and ecological responsibilities.
Keywords: tourism, economic impact, cultural exchange, sustainable tourism, environmental impact
Introduction Tourism plays a vital role in the modern globalized world. Increased mobility, globalization, and digital accessibility have enabled millions of people to travel across borders annually. Countries increasingly rely on tourism as a source of income, employment, and international cooperation. However, tourism also produces social and environmental challenges that require responsible management. The purpose of this paper is to analyze tourism from three major perspectives: economic contribution, cultural interaction, and environmental consequences. The study aims to demonstrate that tourism is beneficial when managed sustainably but potentially harmful when uncontrolled.
Literature Review Previous studies indicate that tourism contributes significantly to national GDP and employment rates (UNWTO, 2023). According to economic development theories, tourism stimulates local markets by increasing demand for transportation, accommodation, and services (Sharpley, 2018).
In developing countries, tourism is often considered a catalyst for regional development (Scheyvens, 2019). From a cultural perspective, tourism promotes intercultural dialogue and mutual understanding (Smith & Richards, 2017). Cultural tourism allows visitors to experience traditions, festivals, cuisine, and heritage, strengthening global awareness and tolerance. However, researchers warn that commercialization may threaten cultural authenticity (Cohen, 1988).
Environmental studies highlight both positive and negative outcomes. Ecotourism supports conservation and environmental education (Weaver, 2001). Conversely, overtourism causes pollution, biodiversity loss, and infrastructure pressure (Gössling et al., 2019).
Methodology This study uses a qualitative descriptive research method. Data is collected through analysis of international tourism reports, academic journals, and case studies. The method focuses on comparative analysis of tourism effects across economic, cultural, and environmental dimensions.
The research does not rely on primary field surveys but synthesizes existing reliable academic sources.
Economic Impact of Tourism Tourism significantly contributes to national and local economies. It generates employment in hotels, restaurants, transportation services, entertainment sectors, and small businesses. Many countries depend on tourism revenue as a major component of GDP. For example, Mediterranean countries benefit greatly from seasonal tourism activities.
Tourism also supports entrepreneurship. Local artisans, guides, and small enterprises benefit from tourist spending. Infrastructure development such as airports, roads, and communication networks often improves due to tourism demand, benefiting residents as well as visitors. However, economic dependency on tourism may create vulnerability during crises such as pandemics or political instability. Therefore, diversification of the economy remains necessary.
Cultural Exchange and Social Influence Tourism fosters intercultural communication by enabling people from different backgrounds to interact. Travelers learn about local customs, languages, and traditions, while host communities gain exposure to global cultures. This exchange promotes tolerance and global awareness. Nevertheless, cultural commodification may occur when traditions are modified solely to satisfy tourist expectations. Maintaining authenticity while accommodating visitors is essential. Community-based tourism models help protect cultural heritage by involving local residents in decision-making processes.
Environmental Impact Tourism affects natural ecosystems in multiple ways. Responsible tourism supports conservation programs, national parks, and heritage protection. Ecotourism initiatives encourage environmental awareness among travelers. In contrast, uncontrolled tourism leads to overcrowding, waste production, water consumption, and habitat destruction. Popular destinations often suffer from environmental degradation due to excessive visitor numbers. Sustainable management strategies such as visitor limits, recycling programs, and eco-friendly accommodations are necessary.
Discussion The findings demonstrate that tourism is neither entirely positive nor negative. Its impact depends on planning and regulation. Sustainable tourism integrates economic growth, social well-being, and environmental protection. Governments, businesses, and tourists share responsibility in maintaining balance.
Conclusion
Tourism remains a crucial global industry with powerful economic, cultural, and environmental effects. When properly managed, it supports development, cultural understanding, and conservation. However, without sustainable policies, tourism may damage communities and ecosystems. Future tourism strategies must prioritize sustainability to ensure long-term benefits for both travelers and host societies.
References Cohen, E. (1988). Authenticity and commoditization in tourism. Annals of Tourism Research. Gössling, S., Scott, D., & Hall, C. M. (2019). Global tourism and environmental change. Routledge. Scheyvens, R. (2019). Tourism for Development. Routledge. Sharpley, R. (2018). Tourism, tourists and society. Routledge. Smith, M., & Richards, G. (2017). The Routledge Handbook of Cultural Tourism. UNWTO. (2023). International Tourism Highlights. Weaver, D. (2001). Ecotourism. Wiley.
BOSHLANG‘ICH SINFLARDA KITOBXONLIKNI RIVOJLANTIRUVCHI INTERAKTIV USULLAR
Jizzax davlat pedagogika universiteti
Jizzakh State Pedagogical University
Faculty of Preschool and Primary
Education 2nd-year student
Arziqulova Adiba
ABSTRACT
This article examines the use of interactive methods in developing reading culture in primary school students. The effectiveness of pedagogical technologies such as the “Jigsaw,” “Boomerang,” and “Odd One Out” methods in reading lessons is analyzed. It is substantiated that these methods contribute to the development of students’ independent thinking and increase their interest in reading.
“Raising the culture of reading is an important guarantee for achieving our great goals.” – Shavkat Mirziyoyev
We would like to emphasize that the primary school curriculum is not a special state document in which the content and volume of knowledge, skills, and competencies to be mastered by students are strictly defined according to academic years. We needed to develop such a curriculum, but it could only be the result of successfully addressing a general task — identifying and substantively presenting the scientific and methodological foundations of the teaching course. In other words, we needed to describe the essential components aimed at studying reading as a method through which a growing and developing person acquires knowledge and reshapes reality, ensuring the uniqueness of planned educational activities. The starting point for reflection and analysis should have been the book itself.
RESEARCH METHODOLOGY
Nowadays, developed countries have accumulated extensive experience in applying pedagogical technologies that enhance students’ learning and creative activity and ensure the effectiveness of the educational process. The basis of this experience is interactive methods, which are increasingly used by almost all teachers in their lessons.
The term “interactive” originates from the English word interact (Russian: “интерактивный”), which literally means “inter” – mutual, bilateral, and “act” – to act, to do.
An interactive method in education serves to activate students’ learning and develop personal qualities by increasing the activity between students and teachers. The use of interactive methods fosters independent thinking, analysis, drawing conclusions, healthy communication, expressing one’s opinion and defending it with reasoning, focusing attention on the main issues of the lesson topic, participating in discussions and debates, and creating conditions for students to realize their potential.
There are many types of interactive methods, which are chosen according to the lesson topic and intended objectives, and require prior preparation. Correctly selected methods make lessons interesting and effective. Participation in interactive lessons requires students to be prepared and meet certain requirements, including mastering the necessary knowledge for active participation, readiness for communication, collaborative work, independent thinking, and the ability to express and defend their opinions.
Below is an example of an interactive method for developing reading skills among primary school students. The “One Extra” strategy (fifth, sixth, seventh, etc., is extra) helps students not only develop logical thinking but also improve skills in understanding texts and analyzing literary works. The method is applied in reading lessons as follows:
1 Form a system of concepts that reveal the content of the text or story (characters, events, main idea, literary devices);
2 Select four (five, six…) elements that match the text and one element that does not fit;
3 Ask students to identify the extra element and explain why they chose it;
4 Study the remaining concepts, analyze their interrelations, and gain a deeper understanding of the text’s content.
This method helps students develop independent thinking, justify their viewpoints, exchange ideas with peers, and at the same time, increases interest in reading.
Every lesson is a new adventure, and every book is a key that opens doors to new worlds. Using this method, students not only comprehend the text but also develop a love for books and expand their knowledge and imagination.
REVIEW OF LITERATURE
It is known that in the second half of the 20th century, the methodology of primary education began to emphasize approaching literary works aesthetically, studying them as works of art. At the same time, psychological research indicated that the potential abilities of young students require a different approach to introducing them to the world of literature.
For instance, N.N. Svetlovskaya developed a theory of independent reading for students, while Ye.A. Adamov, M.S. Vasileva, V.G. Goretskiy, M.I. Omorokov, T.G. Ramzaeva, and others focused on analyzing the form and content of literary works. L.A. Gorbushina, O.V. Kubasova, L.N. Mali, L.V. Nefedova, and others highlighted the importance of students’ creative activities in methodology. Some researchers emphasized the necessity of developing reading techniques. Thus, the methodology of primary education has gone through significant stages of formation as a scientific discipline.
In the work of J. Yoldoshev and S. Usmonov, “Pedagogical Technologies and Pedagogical Mastery”, the theoretical foundations of applying modern pedagogical technologies in the educational process are extensively explored. The authors analyze the content, types, and mechanisms of implementing pedagogical technologies in teaching, demonstrating that the teacher’s pedagogical mastery is a crucial factor in enhancing educational effectiveness. This source plays a particularly important role in defining the scientific and theoretical basis for the use of interactive methods in primary education.
ANALYSIS AND RESULTS
Currently, primary school teachers expect clear, evidence-based, and scientifically grounded guidance from methodology. Methodology ensures that future primary school teachers can approach the content of literary education independently and consciously. They should not only study the experiences of others but also analyze the results of these activities critically and draw correct conclusions.
M.A. Ribnikova identifies four didactic principles as the foundation of methodology:
1 Education should comprehensively influence students’ understanding.
2 Students should clearly understand the task set before them.
3 The teacher should have the skill to present new complex phenomena as if they were familiar.
4 Deduction should be linked with induction.
Ribnikova views the methodological system as a living process and emphasizes the need to focus attention on the methodological system itself.
These perspectives highlight the need for a new approach to the analysis and interpretation of literary and artistic works studied in primary school reading lessons. Conducting text analysis systematically and step by step allows students to direct their learning activities toward specific goals.
The “Boomerang” method is aimed at helping primary school students analyze reading material independently and explain it to their peers. Each student studies a part of the text and then presents it to other students in the group. As a result, knowledge is comprehensively and consciously acquired.
This method:
Organizes students’ activities step by step;
Ensures an individual approach;
Develops independent thinking and teamwork skills.
The use of pedagogical technologies such as “Boomerang” and the “Saw” method ensures that work with literary texts is goal-oriented, learning activities are systematically organized, individual approaches to students are provided, and students’ work can be monitored and assessed quickly.
In the “Saw” method, the literary text is divided into components. This technology can be applied to study all works included in the Grade 4 “Reading Book” curriculum. For example, in the lesson studying the story “The Prince’s Childhood”, the text is first presented as audio. The story is divided into four parts, and the class is split into four small groups. Each group is assigned one part to study.
Using the “Saw” method, students work independently in small groups. Each group understands the content of their assigned section and identifies the main idea. In the next stage, groups are restructured so that students explain the parts they studied to one another. As a result, the full content of the work is comprehensively and consciously acquired.
This method helps students develop skills in independent thinking, communication, teamwork, and justifying their opinions. Lessons that employ interactive methods significantly increase students’ engagement and interest in reading.
The results of the study indicate that pedagogical technologies such as “Saw” and “Boomerang” are effective in primary school reading lessons, contributing to the conscious comprehension of literary works and fostering a culture of reading.
CONCLUSION
In conclusion, the use of interactive methods in primary school reading lessons enhances the effectiveness of education. Pedagogical technologies such as “Saw” and “Boomerang” increase students’ engagement, develop their skills in conscious comprehension and analysis of literary works, and foster independent thinking. As a result, students’ interest in books grows, and the culture of reading is strengthened.
LIST OF REFERENCES
1.Azizxo‘jayeva, N. N. (2006). Pedagogik texnologiyalar va pedagogik mahorat: O‘quv qo‘llanma. Toshkent: O‘zbekiston Yozuvchilar uyushmasi, Adabiyot jamg‘armasi. https://www.ziyouz.com
2.Komiljonova, G. (2024). Ta’limda interfaol metodlardan foydalanishning afzalliklari. Worldly Knowledge International Journal of Scientific Researchers, 5(2), 766. ISSN: 3030-332X.
3. Omonov, H. T., Xoʻjayev, N. X., Madyarova, S. A., & Eshchonov, E. U. (2009). Pedagogik texnologiyalar va pedagogik mahorat: 5A340605 – Xalqaro moliya mutaxassisligining magistrantlari uchun darslik. Toshkent: IQTISOD-MOLIYA. https://www.ziyouz.com
4.Pardabayev, D. A., & O‘ktamova, S. U. (2023). Boshlang‘ich sinflarda kitobxonlikni shakllantirish dasturi. Research Focus, 2(3). https://doi.org/10.5281/zenodo.7779225
5. Qorayev, S. B., & Janbayeva, M. S. (2022). Boshlang‘ich ta’limda o‘qish darslarida interfaol metodlarni samarali qo‘llashning o‘ziga hos jihatlari. Academic Research in Educational Sciences, 3(1), 1079–1085. https://doi.org/10.24412/2181-1385-2022-1-1079-1085
6. G‘ulomova, X. (2020). Boshlang‘ich sinfda o‘qish darslarini tashkil etish metodikasi. Academic Research in Educational Sciences, 1(3), 354. https://www.ares.uz
DRAMATIC COLLISION IN SHUKRULLO’S “BURIED WITHOUT A SHROUD”
Iroda Ibragimova
Jizzakh State Pedagogical University
Faculty of Philology, 1st-year student
E-mail: irodaibragimova896@gmail.com
This article examines the devastating impact of the totalitarian regime on human personality and destiny through the example of Shukrullo’s work “Buried Without a Shroud”. The main issue of the work is interpreted from a literary and psychological perspective, focusing on the spiritual resilience of the lyrical protagonist (the author himself) and his struggle to preserve inner freedom amid the horrors of the 1937 repression period. The conducted research proves that the work is not merely a historical document, but a true tragedy demonstrating that personal courage and universal human values are capable of surviving even under totalitarianism.
Keywords:
Buried Without a Shroud, Repression Period, Autobiographical Prose, Victims of Stalinism, Totalitarianism, Forced Labor Camp System, Psychological Analysis, Personal Tragedy.
INTRODUCTION
In the history of Uzbek literature, Shukrullo’s work “Buried Without a Shroud” is recognized as one of the most significant and courageous examples of prose from the independence period. This work is a literary and historical document that reflects the cruel reality of the political repressions that affected the intellectuals of Uzbekistan during the 1930s–1950s, conveyed through personal experiences. The autobiographical nature of the work and the author’s depiction of the severe trials within the system of forced labor camps further intensify its emotional impact on the reader.
The purpose of this study is to analyze the pressure of the totalitarian regime on the individual as portrayed in “Buried Without a Shroud”, as well as the protagonist’s inner spiritual struggle against this oppression and the motives behind his moral choices. The work also depicts how many innocent Uzbek young men were falsely accused, brutally executed, and thrown into the soil without shrouds. The main thesis of the article is that Shukrullo presents the forced labor settlements not merely as physical prisons, but as a system aimed at destroying the human spirit; however, through the lyrical protagonist’s inner monologues and moral resistance, the narrative demonstrates a spiritual victory over the regime.
MAIN PART
1. The Psychology of the Repression Period and Inner Loneliness
The psychological state of the protagonist becomes an object of analysis from the very beginning of the work. The scenes of interrogation and arrest reveal the complete helplessness of the individual in the face of totalitarianism. By depicting the protagonist’s extremely delicate inner experiences, the author demonstrates that spiritual suffering is deeper and more devastating than physical torture.
The protagonist’s first experiences in prison are particularly significant for psychological analysis. He describes himself as “a soul crying between invisible walls” [Shukrullo, 2015, p. 32]. This image signifies the individual’s isolation from society and confinement within a spiritual cage. A direct example reflecting the protagonist’s sense of loneliness and despair is expressed in the following lines: “It was not an iron cage that surrounded me, but walls of facelessness and conscience-lessness. I felt completely cut off from the world” [Shukrullo, 2015, p. 45].
2. The Struggle for Human Dignity in the Life of Totalitarian Labor Camps
The central part of the work — the detailed depiction of life in repression camps — is presented as a field of moral choices. Despite hunger, cold, and constant threats in the лагер conditions, the author shows through his protagonist that supreme human values such as compassion, friendship, and conscience can still be preserved. This struggle forms the core idea of the work. The cruelty inflicted upon prisoners and the harsh treatment they endured are clearly portrayed.
Scenes depicting the author’s spiritual closeness with other prisoners strengthen the motif of preserving inner freedom. He writes: “To share a piece of bread, to look at one another in silence — this had become the highest expression of human life” [Shukrullo, 2015, p. 115]. Their monologues about “seeking light within the darkness” demonstrate spiritual resilience and unbreakable will [Shukrullo, 2015, p. 128].
3. “Buried Without a Shroud” – Interpretation of Its Symbolic Meaning
The title of the work — “Buried Without a Shroud” — carries a powerful symbolic meaning that reveals the inhuman essence of the totalitarian regime. A shroud is not only a material object, but also a spiritual ritual and a sign of respect. To be buried without a shroud signifies not only physical death, but also the erasure of a person from social memory and the loss of human dignity.
The term is used by the author to represent the spiritual death of repression victims and the attempt to erase their names from history. In the work, the forced labor settlements themselves are depicted as vast graves: “Here they do not shroud us; they simply kill our memory and bury it” [Shukrullo, 2015, p. 210]. One of the most powerful expressions of the author’s lyrical voice appears in the following line: “It was not the road to death itself, but the loss of dignity that was the most terrible tragedy” [Shukrullo, 2015, p. 230].
4. The Literary Value of Memory and Resistance
The value of this work also lies in the fact that it was created years after the tragic events it describes. It is not merely a journalistic account, but a spiritual victory of memory over tragedy. The author’s later reflections further enhance the literary significance of the work.
As an example of autobiographical prose, its scientific and historical value is strengthened, presenting it as an important source for preserving historical memory for future generations. Memory itself becomes a weapon of resistance, as the author writes: “I was compelled to write this work so that the horror of those past days might continue to flow in the blood of the next generation” [Shukrullo, 2015, p. 255].
CONCLUSION
Through “Buried Without a Shroud,” Shukrullo introduced a new dimension to the tradition of psychological realism in Uzbek literature within the context of the repression period. The findings of this study confirm that despite the overwhelming pressure of the totalitarian regime on the individual, the lyrical protagonist preserves his inner moral independence and spiritual freedom.
This article strengthens the theoretical approach to “Buried Without a Shroud” and presents it as a valuable source for studying the prose of forced labor camps in post-Soviet literature.
List of References
Shukrullo. Kafansiz koʻmilganlar (Qayta nashr). Toshkent: Yangi asr avlodi. 2015.
Joʻrayev M. Jadid adabiyotining psixologik qatlamlari. Toshkent: Akademnashr. 2023
Normatov U. Adabiyot moʻjizasi: Tanlangan maqolalar. Toshkent: Sharq. 2018
