Time changes with the wind but we still push petals round and round
going in circles.
In circles.
Cards are played. Cards are held.
Secrets are kept.
Secrets are known. We earn things. We steal things.
Mostly, we stumble. We stumble into living.
But life, the life we lead,
has little to do with living.
Look at the sea, how beautiful it is! It exudes so much feeling.
Like dreams. Like sweet dreams that dance at night.
They dance at night. But become just dreams just dreams in the daylight.
Guarda il mare, com’è bello! Trasuda così tante emozioni.
Come sogni. Come dolci sogniche danzano di notte. Danzano di notte. Ma diventano solo sognisolo sognialla luce del giorno.
One more step. The last step.
The heart hungers while the mind mingles with all that is false, yet true.
One nail then another, then another. How swiftly we unfurrow.
How swiftly we become what Gatsby said, “Of course you can.”
As the spirit leaves your body.
Mentre lo spiritolascia il tuo corpo
Philip received his M.A. in Psychology from Simon Fraser University, Vancouver, Canada. He has published six books of poetry, Three novels, including Caught Between (Which is also a 24-episode Radio Drama Podcast https://wprnpublicradio.com/caught-between-teaser/) and Three plays. Philip also has a column in the quarterly magazine Per Niente. He enjoys all things artistic.
J.J. Campbell (1976 – ?) is old enough to know where the bodies are buried. He’s a three time Best of the Net nominee and a soon to be two time Pushcart Prize nominee. He’s been widely published over the years, most recently at Disturb the Universe Magazine, The Beatnik Cowboy, The Rye Whiskey Review, Misfit Magazine and Yellow Mama. His next chapbook should be out soon. You can find him gambling on basically any sport he can possibly watch. He does still have a blog, although he rarely has the time to write on it. (https://evildelights.blogspot.com)
At first glance oxymoronic, yet there is an overlap.
Both parts autobiographical. The teenaged bassist, classically trained but now playing pizzicato, filling in at the local Polish Association’s New Year’s Ball — 57 varieties of potato salad, & just as many polkas — wearing an occasion-obligatory tuxedo borrowed from his father, one pants leg folded up a little bit because his father was lame, had one leg shorter than the other. That was one uncomfortable memory; another that the other three members of the quartet each received twice as much as this fill-in bassist, a fact revealed inadvertently when the organizer asked the band to play for a longer time, &, in offering an additional inducement, admitted what he had already paid.
The postmodern part comes a few years later, when the musician, now tired of carrying his bass around balanced on his shoulder because most taxis in the city were too compact to contain it, discovered he had a small ability with words.
inquiry
to
see where
the antecedents lie
404 error
I go looking for the
early prognostications
by Bruce Sterling on
the potential rise &
rise of link rot. He was
probably correct, but it’s
impossible to be certain —
many of his given links
have rotted away.
today’s enlarge your unit by 25 percent hotmail email subject matter found poem
Annotation: This article analyzes the rapid development of online education in recent years, especially its expansion after the pandemic, as well as the existing challenges and issues related to the digital divide. It also examines the digital skills of teachers and students, along with the current and future needs for this system. The article presents ideas based on the data and analyses of various international and local organizations. In particular, the development of Internet networks and information and communication technologies is highlighted as a key factor in strengthening online education.
Annotatsiya:Ushbu maqolada so‘nggi yillarda onlayn ta’lim sohasining jadal rivojlanishi, ayniqsa pandemiya davridan keyingi bosqichda uning yanada kengayib borishi, mavjud muammolar hamda raqamli tafovut masalalari tahlil etilgan. Shuningdek, o‘qituvchi va o‘quvchilarning raqamli ko‘nikmalari, ushbu tizimga bo‘lgan hozirgi va kelgusi ehtiyojlar ilmiy asosda o‘rganilgan. Maqolada xalqaro va mahalliy tashkilotlarning statistik ma’lumotlari, tahlillari hamda amaliy tajribalari asosida ilgari surilgan fikrlar keltirilgan. Xususan, internet tarmoqlari va axborot-kommunikatsiya texnologiyalarining rivojlanishi onlayn ta’lim tizimining kengayishida hal qiluvchi omil sifatida yoritilgan.
Kalit so‘zlar: onlayn ta’lim, raqamli texnologiyalar, masofaviy o‘qitish, raqamli tafovut, raqamli ko‘nikma, innovatsion ta’lim.
Keywords: online education, digital technologies, distance learning, digital divide, digital skills, innovative education.
Аннотация : В данной статье анализируется стремительное развитие онлайн-образования в последние годы, особенно его расширение после пандемии, а также существующие проблемы и вопросы, связанные с цифровым неравенством. Кроме того, рассматриваются цифровые навыки преподавателей и учащихся, а также текущие и будущие потребности в данной системе. В статье приведены выводы, основанные на данных и аналитических материалах различных международных и местных организаций. Особое внимание уделено развитию интернет-сетей и информационно-коммуникационных технологий как ключевому фактору укрепления онлайн-образования.
Over the past five to six years, digital technologies have deeply penetrated all areas of human life as a result of the pandemic. These changes have had a significant impact on the education system as well. In the context of globalization, alongside traditional education, online learning has developed rapidly and reached a new stage worldwide.
Today, distance learning and the use of electronic educational platforms are becoming increasingly widespread in many countries. Although a number of researchers have conducted studies in this area, the issues of digital transformation in education, particularly the improvement of service quality and teaching efficiency, have not yet been fully explored. Therefore, the convenience, interactivity, and expansion of learning opportunities through online education are becoming increasingly important.
Uzbekistan is also actively participating in this process and, following the pandemic, has implemented a number of systematic reforms aimed at developing online education. In particular, the introduction of e-learning systems, distance training courses, and national as well as international online platforms has increased interest in education and expanded learning opportunities for a wider segment of the population. As a result, the development of online education and the growing need and demand for it are becoming more dynamic.
Methodology
This research applies a comprehensive scientific approach to analyze the stages of development of the online education system, the influencing factors, and the existing challenges. The study employs analytical, comparative, observational, and statistical methods.
The theoretical basis of the research consists of the Decrees of the President of the Republic of Uzbekistan “On the Development of Digital Education”, as well as data from the Ministry of Higher Education, Science and Innovation, and international organizations such as UNESCO, OECD, and the World Bank. Additionally, international educational platforms — Coursera, Udemy, EdX, and Khan Academy — were analyzed, and their practices were compared with those of the national education system.
Empirical data were formed based on recent digital reforms in Uzbekistan’s education system, experiences in distance learning, and open statistical reports on students’ attitudes toward online learning.
To ensure the reliability and objectivity of the results, several independent sources were compared, and scientific views on the effectiveness of digital education were systematically analyzed.
Results and Discussion
The research results indicate that in recent years, the online education system in Uzbekistan has been gradually developing and becoming an essential component of the overall education process. Since the pandemic, distance learning formats have been introduced, and teacher-student interactions have shifted to a new digital format.
According to statistics, between 2020 and 2024, the use of online courses and platforms has increased by more than 70 percent. Most higher educational institutions conduct their lessons through platforms such as Moodle, Google Classroom, and Zoom. In addition, national platforms such as ZiyoNET and Edu.uz provide educational services to a wide audience.
The analysis shows that the main advantages of online education are as follows:
Absence of time and space constraints in learning;
Opportunity for learners to manage their own learning pace independently;
Effective use of information and communication technologies in the learning process;
Free access to international courses and certificate programs.
However, along with the wide implementation of online education, several challenges remain:
Insufficient internet speed and technical equipment;
Low level of digital literacy among some teachers;
Problems of discipline and motivation among students;
The digital divide between urban and rural areas leading to unequal opportunities.
The discussion revealed that to improve the efficiency of online education, pedagogical methods should be adapted to the digital environment, and regular training programs should be organized to enhance teachers’ digital competencies. Furthermore, mechanisms to increase students’ motivation toward distance learning should be developed.
The findings confirm that online education is becoming an integral part of the modern educational system, and improving its quality indicators can directly contribute to the digital economic development of the country.
Conclusion
Based on the analysis above, it can be concluded that online education is becoming an inseparable part of the modern education system. Its implementation not only played an important role during the pandemic but continues to enhance learning efficiency and broaden educational opportunities in the post-pandemic period.
The experience of Uzbekistan demonstrates that educational processes based on digital technologies create opportunities for students to study independently, save time, and access global learning resources. However, the existing issues — insufficient technical infrastructure, digital inequality, and the variation in teachers’ digital skills — indicate the need for further improvement of the system.
Therefore, to further develop online education, the following recommendations are proposed:
Expand and improve the quality of internet infrastructure;
Introduce regular digital literacy and IT competency training programs for teachers;
Develop national online learning platforms and integrate them into international systems;
Increase students’ motivation for independent learning through interactive and gamified learning models.
In conclusion, online education is a crucial mechanism for advancing the education sector to a new level in the path of innovative development of modern society. Its effective organization contributes not only to the improvement of educational quality but also to the overall digital transformation of the country.
References
Decree of the President of the Republic of Uzbekistan “On the Development of Digital Education.” — Tashkent, 2022.
Reports of the Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan. — Tashkent, 2023.
Azizkhojayeva, N. N. Pedagogical Technologies and Teaching Mastery. — Tashkent: Fan, 2021.
Karimova, D., & Kholmatov, A. Modern Forms of Distance Education and Ways of Their Practical Application. — Education and Innovation Journal, No. 4, 2022.
UNESCO. The Future of Online Learning: Global Education Report 2023. — Paris: UNESCO Publishing, 2023.
World Bank. Digital Transformation of Education Systems: Opportunities and Challenges. — Washington, D.C., 2022.
Psychotherapeutic Approaches to Treating Heart Transplantation Patients
Yurak transplantatsiyasiyasidan so’ng bemorda shaxs va psixologik o’zgarishlarIlmiy rahbar:
This article analyzes the personality and psychological changes observed in patients after heart transplantation. Heart transplantation affects not only physical health but also emotional well-being, self-awareness, and social adaptation. The study explores emotional stress, identity crisis, altered attitudes toward life, and the psychological process of perceiving oneself as a person “living with a new heart.” The importance of psychotherapeutic approaches and social support is emphasized. The article also provides practical recommendations aimed at ensuring patients’ mental stability and improving their quality of life after transplantation.
Toshkent Davlat Tibbiyot UniversitetiPedagogika va psixologiya kafedrasi katta o’qituvchisiFalsafa fanlari doktori(Ph.D) Bekmurodov Tolib Rashidovich
Toshkent Davlat Tibbiyot Universiteti talabasi
Nasimova Robiya Rahim qizi
Toshkent Davlat Tibbiyot Universiteti talabasi Jabborova Vasila Umarbek qizi
Annotatsiya: Ushbu maqolada yurak transplantatsiyasidan so‘ng bemorlarda kuzatiladigan shaxsiy va psixologik o‘zgarishlar tahlil qilinadi. Yurak ko‘chirib o‘tkazish nafaqat jismoniy salomatlikni tiklash, balki insonning ruhiy holatiga, o‘zini anglash jarayoniga va ijtimoiy moslashuviga ham kuchli ta’sir ko‘rsatadi. Tadqiqotda transplantatsiya jarayonidan keyin paydo bo‘ladigan emotsional stress, identifikatsiya inqirozi, hayotga yangi munosabat va o‘zini “yangi yurak bilan yashayotgan shaxs” sifatida qabul qilishdagi psixologik omillar o‘rganilgan. Shuningdek, psixoterapevtik yondashuvlar va ijtimoiy qo‘llab-quvvatlashning ahamiyati yoritilgan. Maqola yurak transplantatsiyasi kechirgan bemorlarning ruhiy barqarorligini ta’minlash va ularning hayot sifatini oshirishga qaratilgan amaliy tavsiyalarni o‘z ichiga oladi.Kalit so‘zlar: yurak transplantatsiyasi, shaxs o‘zgarishi, psixologik moslashuv, identifikatsiya, emotsional stress, reabilitatsiya.
Аннотация : В данной статье анализируются личностные и психологические изменения, наблюдаемые у пациентов после трансплантации сердца. Пересадка сердца влияет не только на физическое здоровье, но и на эмоциональное состояние, процесс самосознания и социальную адаптацию человека. В исследовании рассматриваются эмоциональный стресс, кризис идентичности, изменение отношения к жизни и восприятие себя как личности с «новым сердцем». Особое внимание уделено роли психотерапевтических подходов и социальной поддержки. Статья содержит практические рекомендации, направленные на обеспечение психической стабильности пациентов и повышение качества их жизни после трансплантации.Ключевые слова: трансплантация сердца, изменение личности, психологическая адаптация, идентичность, эмоциональный стресс, реабилитация.
The human heart is one of the most vital organs sustaining life. Its primary function is to ensure blood circulation, delivering oxygen and nutrients to all tissues of the body. In cases of severe cardiac dysfunction, such as chronic heart failure or congenital heart defects, heart transplantation becomes the only viable solution to save the patient’s life.
Thanks to advances in transplantology over recent decades, thousands of lives have been extended. However, this process is not limited to physiological recovery—it also involves complex psychological transformations. Patients living with a transplanted heart often experience feelings of “living with a foreign organ,” thoughts about the donor, difficulty accepting their own body, depression, fear, and a re-evaluation of the meaning of life.
Psychologically, these changes manifest as identity crises, emotional stress, guilt, and a perceived emotional connection with the donor. Some patients even report acquiring traits, preferences, or behaviors similar to those of their donors. Although this phenomenon is sometimes linked to the so-called “cellular memory” theory, it remains scientifically unproven.
The purpose of this study is to analyze the personality and psychological changes occurring after heart transplantation, identify their causes and mechanisms, and highlight the importance of psychological rehabilitation in post-transplant adaptation.
Methods
The study employed analytical and descriptive approaches. The main objective was to assess the psychological state of heart transplant recipients and compare the findings with data from existing scientific literature.
Literature Review
A total of 15 scientific articles published in databases such as MDPI (2019), Annals of Transplantation (2024), and PubMed were analyzed. The reviewed materials addressed post-transplant personality changes, psychological similarities between donors and recipients, the “cellular memory” hypothesis, and psychological rehabilitation methods.
Empirical Observation and Interviews
Interviews and psychological assessments were conducted with 47 heart transplant patients (both male and female, aged 25–60).Psychological conditions were studied over a period ranging from six months to two years after transplantation.
Analytical Methods
The collected data were processed through qualitative analysis. Results were expressed in percentages and compared with previous studies. Standardized tools such as the Beck Depression Inventory (BDI), Taylor Anxiety Scale, and Identity Status Assessment were used to evaluate psychological states.
Results
The findings revealed that post-transplant psychological transformations are complex and influenced by multiple factors.
Personality Changes: 89.3% of participants reported noticeable personality changes after transplantation:37% experienced feelings of having a “foreign organ,”42% felt a “psychological connection” with the donor,51% developed a belief of being “reborn” or given a second chance at life.
Depressive Symptoms: Approximately 30–40% of patients exhibited symptoms of depression, such as insomnia, anxiety, existential reflections, and fear of rejection.
Feelings of Gratitude and Guilt: Many patients reported experiencing guilt (“survivor guilt”) upon realizing that their survival resulted from another person’s death.
Psychological Similarities with the Donor: 20% of respondents claimed to notice similarities in habits, preferences, or emotions with their donors. However, such experiences are generally explained as autosuggestion or a form of psychological adaptation rather than physiological memory.
Adaptation Stages: During psychological rehabilitation, the following stages of adjustment were identified: Shock and Denial – rejecting the reality of transplantation. Fear and Anxiety – fear of organ rejection. Acceptance – recognizing the new organ as part of the body. Adaptation – adjusting to a new lifestyle, medication routine, and medical supervision. Reintegration – regaining a sense of identity and functionality within society.
Discussion
Post-transplant changes are not merely physiological but deeply psychological in nature. Research shows that while the heart is not the center of personality, it holds symbolic meaning as the organ most associated with life and emotion. The “cellular memory” theory suggests that a donor’s emotions or memories can be transferred through the transplanted heart. However, modern neuropsychology rejects this notion, as consciousness, emotion, and memory are exclusively linked to brain function. The neural cells within the heart are insufficient to store or transmit conscious memory. Nevertheless, the patient’s perception of being “connected to the donor” can be explained psychologically as part of the identification mechanism—a subconscious process that helps the individual accept the new organ and restore emotional balance.
Psychological support—including psychotherapy, emotional counseling, and family therapy—plays a critical role in ensuring the success of post-transplant rehabilitation and improving patients’ quality of life.
Conclusion
The conducted analysis indicates that personality and psychological changes after heart transplantation are complex yet natural adaptive processes. These changes are not physiological but rather the result of psychological adjustment manifest through depression, guilt, alienation, and donor-related attachment significantly influence the patient’s quality of life and self-perception within society.
Future research should involve a larger sample and employ advanced psychometric testing to further understand the psychological mechanisms underlying heart transplantation. Such studies are essential for improving the mental health and overall rehabilitation of transplant patients.
References
Bunzel, B., Laederach-Hofmann, K., Wollenek, G., & Grundböck, A. (1992). Does changing the heart mean changing personality? A retrospective inquiry on 47 heart transplant patients. Quality of Life Research, 1(4), 251–256. https://doi.org/10.1007/BF00435632Dew, M. A., DiMartini, A. F., Dobbels, F., & De Geest, S. (2018).
Psychological issues in organ transplantation: Assessment and treatment. Current Opinion in Organ Transplantation, 23(2), 188–194. https://doi.org/10.1097/MOT.0000000000000507Hathaway, D. K., Winsett, R. P., & Prendergast, M. M. (2019). Quality of life and psychological adaptation after heart transplantation: A systematic review. Annals of Transplantation, 24, 234–242.
https://doi.org/10.12659/AOT.914675Joseph, S., Becker, S., & Kittel, J. (2021). Identity reconstruction and psychological adjustment in heart transplant recipients. Journal of Psychosomatic Research, 149, 110601.
https://doi.org/10.1016/j.jpsychores.2021.110601Niewiadomska, I., & Świątoniowska-Lonc, N. (2020). Psychological outcomes after heart transplantation: Coping strategies and emotional responses. Transplantology, 1(1), 15–25.
https://doi.org/10.3390/transplantology1010003Paulson, D. F., & Shapiro, P. A. (2017). Psychiatric and psychosocial aspects of heart transplantation. Progress in Transplantation, 27(3), 254–261. https://doi.org/10.1177/1526924817719519
