Meta Poetry. 

I often get asked what poetry really is; 

I’ve come to realize that poetry is simple, 

yet arranged in a not-so-simplistic way. 

Poetry is a riot of ideas waking you up at midnight, 

bombarding you in the most random, inconvenient hours. It is unfinished business that refuses to sign a peace treaty, waiting until you are halfway to a dream and cannot find a pen. 

It is emotion that needs expression from its obsession; 

It’s motivation, some call it inspiration, others a muse 

demanding an absolute revelation. 

Poetry is a man alone who needs no battalion to win a war. It is an advocate, a change-agent, and a master-mechanic screwing back the nuts and bolts that once held peace together. 

It is the smell of rain on Northern dust and the steam from a morning cup; the call to prayer and the desperate answer of the pen. 

It is the quietest thing found in silence itself, 

moments when time stands still and all is hush. 

Poetry is an endless ocean, vast and deep; 

It is anger, it is sacrifice, and it is the letter 

tucked beneath a lover’s pillow like a secret. 

Poetry is an armed robber, it takes what it wants 

but it is never a terrorist. 

It is an exaggerator; a handsome liar. 

It is the thief of sleep and the merchant of scars; 

the price we pay for seeing what others choose to ignore. 

It is verses, stanzas, meter, rhyme, and rhythm. 

It is diction, imagery, and the leap of enjambement. 

It is fourteen lines, it is seventeen syllables, 

it is free verse flight, the tribute, and the persona’s grief. 

Poetry is poetic license, sanctioned for poets 

to metamorphose and manipulate the world. 

It is Me. It is YOU. 

It is sacred, it is mundane, it is bizarre and unique. 

And what do you think this is? 

It is goddamn POETRY.

Abbas Yusuf Alhassan is a poet and a dedicated student of Fisheries and Aquaculture. Passionate about creative expression, he shares his work with a growing literary audience on Instagram. His work has been published in “Synchronized Chaos and he has co-authored two anthologies: “Life and Death” (SGSH Publication) and “If Only Words Were Enough” (Al-Zehra Publication). Abbas values the art of learning and unlearning, constantly seeking new ideas and perspectives. While he studies life underwater, his soul resides in verse and stanzas.

In this short and fleeting world,
There lived a noble soul,
Who chose to say, “My people first,”
And stayed forever true and whole.

His name itself spoke of peace,
Of loyalty and faithful ways,
To live in calm, to stand sincere,
The meaning carried through his days.

He walks beside us even now,
We feel his presence near,
Though unseen by our mortal eyes,
Our hearts know he is here.

Like Amir Temur, strong and just,
He served his people till the end,
Leaving longing in every heart,
His name on every tongue, my friend.

Jahongirova Gulhayo Jahongirovna
Navoi State University
Student of the Department of Philology and Language Teaching, English Language Major, Group 101

Methodology of Teaching Mathematical Concepts in Primary Grades Using Digital Tools 

University of economics and pedagogy NO.T. M 

Primary Education Programme, 4th year, part time mode of study Student of group 50-“F” , 

Isroilova Sarvinoz Maxmud qizi 

israilova174@gmail.com 

Abstract: This article highlights the importance of organizing mathematical concepts in primary grades based on digital tools and using them effectively in the teaching process. The role of digital tools in education and methodological approaches to forming and developing mathematical concepts are presented. Digital technologies contribute to the development of students’ logical thinking, facilitate the revision and reinforcement of previously covered topics, and, in particular, allow for the consistent improvement of educational effectiveness. 

Keywords: primary school mathematics education, digital technologies, interactive whiteboard, educational effectiveness. 

Introduction 

Nowadays, if we pay attention to students in the education system, we can observe a significant difference between students who studied before the widespread introduction of digital technologies and those who currently live surrounded by gadgets and smartphones. It is becoming increasingly difficult to imagine daily life without digital technologies and social networks, as they make our work easier and create various conveniences. Along with numerous advantages, digital technologies also have certain negative aspects. In the past, teachers who taught without digital technologies organized their lessons mainly based on textbooks, and students in mathematics classes mostly used counting sticks. At that time, there were almost no distracting materials, and students’ main activities were carried out using notebooks, pens, and learning tools, which ensured efficient use of time. Today, however, students spend much of their free time using various gadgets. It should be emphasized that our goal is not to criticize digital technologies, but rather to use them appropriately and purposefully. 

Research Experiment 

In this study, the aim was to determine the effectiveness of traditional and modern methods in the process of mastering mathematical examples and problems by primary school students. The research was conducted in two stages. At the first stage, examples and problems were solved using counting sticks during mathematics lessons. Simple addition and subtraction problems and practical tasks were presented to students, who used counting sticks to visually represent numbers and perform arithmetic operations.

Observations revealed that for some students the process of solving problems was slow and that their attention was easily distracted in certain cases. At the second stage, mathematics lessons were conducted using an interactive whiteboard. Animated examples, colorful geometric shapes, and moving objects were used to explain addition and subtraction operations. Students solved problems independently on the board and had the opportunity to immediately check their results.

As a result, students’ interest in the lesson increased, their activity intensified, and they began to solve examples and problems more quickly and accurately. The analysis of the obtained results showed that in lessons conducted using the interactive whiteboard, the level of mastering mathematical concepts was higher compared to lessons based on counting sticks. In particular, positive changes were observed in problem analysis, logical thinking, and independent conclusion-making skills. Based on these findings, it was concluded that the use of modern digital tools, especially interactive whiteboards, along with traditional methods in teaching mathematics in primary grades contributes to improving educational effectiveness.

Within the scope of this research, the issue of increasing the effectiveness of mastering mathematical examples and problems by primary school students was widely discussed in the fields of pedagogy and methodology. The role of traditional and modern teaching methods and their importance in forming students’ knowledge, skills, and competencies were analyzed. It was emphasized that the use of visual aids in primary school mathematics lessons plays an important role in developing students’ abstract thinking. In particular, performing addition and subtraction using counting sticks, cards, and object models contributes to forming and strengthening the concept of numbers, as noted in many studies. Traditional methods, being appropriate to students’ age characteristics, were shown to create opportunities for the conscious and visual mastering of mathematical concepts. 

Analysis and Results 

To further clarify the research results, the outcomes of lessons conducted using traditional and modern methods were analyzed using a diagram. According to the data presented in the diagram, the level of mastering examples and problems in lessons organized using traditional methods was 62 percent. In lessons where modern pedagogical methods were applied, this indicator reached 85 percent. The obtained results demonstrated that modern methods have high effectiveness in forming and strengthening students’ mathematical knowledge. At the same time, the combination of traditional visual aids with modern approaches contributed to increasing students’ cognitive activity and ensuring the conscious mastering of examples and problems. 

Conclusion 

In conclusion, the use of digital tools in teaching mathematics in primary grades significantly increases the effectiveness of the educational process. The research results show that although traditional methods play an important role in forming initial mathematical concepts, modern digital technologies enhance students’ interest, increase their activity, and contribute to the rapid and durable acquisition of knowledge.

Lessons conducted using interactive whiteboards, animations, and colorful visual tools were found to develop students’ logical thinking, analytical skills, and independent conclusion-making abilities. Diagram-based analyses confirmed that the level of mastery is higher in lessons where modern methods are applied. Therefore, combining traditional and modern methods and using digital tools purposefully and systematically in primary education is one of the key factors in improving the quality of education. 

References 

1. Abdullayeva M., Jo‘rayev R. Methodology of Primary Education. — Tashkent: O‘qituvchi, 2019. 

2. Xudoyberdiyev M. Methodology of Teaching Mathematics in Primary Grades. — Tashkent: Fan va texnologiya, 2021. 

3. Qosimova K. Pedagogical Technologies and Interactive Methods. — Tashkent: Innovatsiya, 2020. 

4. Sobirova D. Improving Educational Effectiveness Based on Digital Technologies. — Collection of Scientific Articles, 2022. 

5. ARM Electronic Library. Pedagogical and methodological electronic resources. — Online source. 

6. Karimova N. Using Modern Educational Technologies in Primary Grades. — Tashkent: Pedagogika, 2018. 

7. Rasulov Sh. Methodology of Using Information Technologies in Mathematics Lessons. — Tashkent: Fan, 2020. 8. UNESCO. Information and Communication Technologies in Education. — Paris, 2021

THE SEMANTIC FEATURES OF THE VERB FAIRE

Samarqand davlat chet tillar instituti 

Roman German tillari fakulteti 

Filologiya va tillarni oʻqitish (fransuz)

2-kurs talabasi Mansurova Shahnoza 

ABSTRACT: This article analyzes the semantic properties of the French verb faire and the causative function of the faire + infinitif construction. The study examines the polysemantic nature of the verb faire, its role as a complex predicate, and its role in expressing cause-and-effect relationships. The results show that the meaning of the verb faire is largely determined by context and that it is an important grammatical tool in French.

Keywords: faire, faire + infinitif, causative construction, polysemy, complex predicate, valence, French linguistics, grammaticalization, semantic analysis

INTRODUCTION 

The French verb faire is characterized by its wide range of uses and its polysemantic nature. It represents work – action, while also expressing cause – effect relationships, and is considered an important grammatical tool in French, forming complex predicates and participating in many phraseological units. The Faire+ infinitive construction plays a crucial role in expressing causativity, and this construction involves a change in valence and a redistribution of actants. This article analyzes the main semantic features of the verb faire and its grammatical functions in French.

RESEARCH METHODOLOGY 

The semantics of a verb includes the semantic characteristics of the actions, states, and processes expressed by the verb. The main semantic feature of a verb is the meaning of action. In grammar, the meaning of action is widely understood. It represents not only physical action, but also state, mental change, biological process and existence. For example, verbs like venir, marcher indicate a real action, se tenir debout, se réveiller indicate a state, s’inquiéter, étonner indicate a mental (psychological) process, and fleurir, grandir indicate a biological process.

The common aspect of the verb is that all actions, states, and processes occur in relation to time. Therefore, the verb is a dynamic semantic unit. The meaning of the verb is related to the appearance, development or change of a certain sign, which is the main factor that distinguishes it from other parts of speech.

One of the most commonly used verbs in French is faire, which has several unique aspects. The French verb faire comes from the verb faire, meaning “to do” or “to make,” and is synonymous with about 30 French verbs. In this context, the verb faire is a very active verb in French. However, the verb faire is also used in French in all tenses and with linguistic devices.

An experiment was conducted to purchase a complex predicate for 71 children who were French-speaking speakers and 17 native-speaking adults. The children were divided into three age groups: 1) 25 children aged 3 to 4 years; 2) 21 children aged 4 to 5 years; 3) 25 children aged 5 to 6 years. Adults (managers and workers) have different extremes.

The selection of target verbs for our study was not arbitrary. This is conditioned by two main factors: 1/ the syntactic and semantic properties of verbs; 2/ the frequency of occurrence in verbal dummy constructions. Thus, we selected the following verbs:

1) intransitives wait and gather (agent inergatives); dance (action inergative) and drop (position shift) (Perlmutter’s Incuzative hypothesis, 1978, Levin and Rappaport, 1995), in which case we see whether our target children destroy the causative verb. to do (e.g.: sarute, go to drink my baby, I will dance my cat, ef. Sarkar, 2002:191).

REVIEW OF THE LITERATURE

the Faire + Vinf construction is analyzed as a complex predicate (Gaatone, 1976). In this structure, the verb faire serves as a causative (causative) auxiliary verb and carries grammatical information about tense, aspect and declension (TAM).

According to Tesnière (1969), the introduction of the verb faire expands the valence of the infinitive verb by one new actant — the causer (causateur). At the same time, the initial subject may be excluded from its primary syntactic position and occupy various syntactic positions: direct complement (objet), indirect complement (datif), or other indirect form (oblique).

Dixon (2000) and Novakova (2002) classify causative mechanisms from the most compact forms (synthetic, morphological, lexical) to the least compact forms (periphrastic constructions). In this classification, the faire + Vinf construction is placed between synthetic and analytic structures, that is, at an intermediate level.

ANALYSIS AND RESULTS

The verb faire as a polysemantic verb

The verb faire is used in different semantic fields and its meaning changes depending on the context. For example, faire un travail means to do a job, while faire un gâteau means to create and prepare a cake. This is an example of the polysemantic nature of the verb faire. 

Meaning of action and activity

We often use the verb faire to express general actions and activities in everyday life, such as faire ses devoirs, faire du sport, faire le point. In this sentence, the verb expresses a general action, not a specific action.

Causative (causal) meaning

One of the important semantic features of the verb faire is its use in causative constructions. The form faire + infinitif expresses the causation of an action to be performed by one person through another. For example: Il fait réparer sa voiture. Here, the person who is directly performing the action is another person.

Grammaticalized faire 

Sometimes the verb faire loses its basic lexical meaning and acquires a grammatical meaning.For example, in compounds such as faire attention, faire partie de, the verb has a weakened independent meaning and provides the semantic integrity of the entire phrase.

Faire in phraseological units

We can also find the verb faire in many phraseological units: faire la tête, faire semblant, faire attention à. In these conjugations, the meaning of the verb is determined through a complete context and phrase.

The results of the analysis showed that the verb faire is one of the most active and multifunctional verbs in French. Its semantic possibilities are strongly dependent on context, providing economy and universality in speech.

CONCLUSION 

This study has shed light on the semantic and grammatical properties of the French verb faire. The analysis showed that the polysemantic nature of the verb faire means that it can have different meanings in different contexts. In particular, the cause-and-effect relationship is expressed through the faire + infinitif construction, and this structure is characterized by the expansion of valence and the redistribution of actants. Also, the active participation of the verb faire in grammaticalized forms and phraseological units confirms its central functional role in French. 

REFERENCES USED

1. Bezinaka, Y. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: yanabezón@yahoo.fr

2. Chevrot, J.-P. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: jpchevrot@wanadoo.fr

3. Gaatone, D. (1976). Le factitif en français. Langue française, 29, 45–62.

4. Grevisse, M., & Goosse, A. (2016). Le Bon Usage: Grammaire française (16e éd.). De Boeck Supérieur.

5. Nardy, A. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: aurelie.nardy@u-grenoble.fr

6. Neves, F., Muni Toke, V., Durand, J., Klinger, T., Mandada, I., & Prévost, S. (2010). L’acquisition de faire + Vinf en français: Production, compréhension, imitation. In Congrès Mondial de Linguistique Française (CMLF 2010). Institut de Linguistique Française. https://doi.org/10.1051/cm2010227

7. Novakova, I. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: inovakova@yahoo.fr

8. Nuritdinov, N. S. (2024). Fransuz tilidagi faire fe’lining ishlatilishi, uning sinonimlik xususiyatlari va o’zbek tilidagi tarjima variantlari [Usage of the verb faire in French, its synonym characteristics and translation options in Uzbek]. Ta’lim va innovatsion tadqiqotlar.

9. Sulaymonova, M. O. (2021). Fe’l so’z turkumi va uning leksik-semantik tasnifi [Verb system and its lexico-semantic classification]. Oriental Art and Culture Scientific-Methodical Journal, (6), 1–?. ISSN 2181-063X.

Sway

I finally decide to spit out my over-clotting pain, 

but in whose face?

I pause to deflect a morbid ray.

There is no raven perching on the rail of my bed

to enlighten my head,

no ancient lore up my sleeve

to defer a bleed.

There are no reflections of a resurrected spirit

at my feet,

I reel.

I paint with kohl my inflated eyelids

to camouflage the tears

that would rob every hardened feature of its blade,

that would erode the charade of invincibility,

meant to keep every scoundrel at bay, 

yet thrown off my balance,

I, but only momentarily, sway.

Animists

And do you understand what the wind intimates?

It is not the mere rhythm that makes branches sway,

the vigorous breath that animates stagnant flags into interplays,

the energy that propels gigantic galleys with widespread sails.

It is not merely the hum of trees that Romantic poems exhale,

the booms of waves with which the Gothic novel resonates,

or the caress that woos colossal mountains rooted to their spheres.

It is more eloquent than the most articulate of foreseers.

My Life Fast Flew

My life fast flew before my own bewildered eyes

and ended up its uneven course 

before it had the chance to thrive.

Dissolving love dissipated like frantic fog

and companionship freaked 

before the shrieks of loss.

Paws

“Apart from the Brontës and Virginia Woolf,

most of the women I claim to know

can hardly attain the status of a wolf.

And they do possess paws,

with which they claw a man

if he cannot prove his financial worth,”

he stated with a spoof!

Time as Our Witness

Poem by Lan Xin (Lanxin Samei)

International Spiritual Poet, Internationally Renowned Chinese Writer and Poet, Winner of the Premio Letterario Internazionale Francesco Giampietri, the Only Female Inheritor of the World Memory Heritage Naxi Dongba Culture, Dean of the Yulong Wenbi Dongba Culture Academy of China and Lanxin Samei Academy

Dedicated to the Greek readers on Valentine’s Day, February 14, with this poem. May you and your loved ones be blessed with eternal happiness!

——Lan Xin

Three thousand years ago

You were the Lord of the Universe—the King of Kings

Known to gods and mortals alike, I was your cherished Queen

Then came the great catastrophe of the Three Realms

Tearing us apart abruptly, leaving us to grieve the love we lost

Since then, time has carried me

Across the Ten Directions and Dharmadhatus

Through six cycles of reincarnation

Reborn as a human, I walked the path of cultivation for nine lifetimes

Endured all the tribulations of the mortal world, just to meet you again

After three thousand years of wandering

I searched for you a thousand times among the crowds

And finally, today, three thousand years later

We reunite beneath the magnolia tree

Its dancing shadows whisper our ancient vows

In the moment our eyes meet

We see reflections of ourselves from three thousand years ago

And the endless search through lifetimes unfolds before us

Above the mortal world, you remain the supreme King of Kings;

Within the mortal world, you are also the finest man on earth.

Heaven and earth unite, with white cranes as their matchmakers

Sun and moon unite, with Venus as their matchmaker

Mountains and rivers unite, with gold as their matchmaker

Chestnut and pine trees unite, with bees as their matchmaker

Turquoise and black jade unite, with golden threads as their matchmaker

When you and I unite once more, who shall be our matchmaker?

Let three thousand years of time be our matchmaker

To witness our timeless love

For the rest of my life

I do not wish to return as the goddess of the Diamond Kingdom

I only wish to be the little woman in your arms

For the rest of my life

I do not wish to leave a legacy for a thousand years

I only wish to be with you, day and night

For the rest of my life

I do not wish to be a fairy in the clouds

I only wish to live fully as a mortal woman

For the rest of my life

I do not wish to be showered with thousands of affections

I only wish to nestle in the arms of you, the ultimate doting husband

For the rest of my life

I do not wish to return to the cosmic kingdom

I only wish to savor the love of this mortal world

Time as our witness

Heaven and earth as our testimony

May we be united for ten thousand years

And never part again

To My Beloved Wife

By Bai Gengsheng

About the Author: Vice Chairman of the China Writers Association, Member of the Standing Committee of the 13th National Committee of the Chinese People’s Political Consultative Conference (CPPCC), Honorary Dean of the China Yulong Wenbi Dongba Culture Academy

Translator: Lan Xin (Lanxin Samei)

About the Translator: Internationally renowned writer and poet, the only female inheritor of the World Memory Heritage Dongba Culture, Dean of the China Yulong Wenbi Dongba Culture Academy, Winner of International Literary Awards

Thirty-three years ago,

I met you,

And set you on a lifetime of giving.

Back then,

I said I was an ethnic minority,

You said you had long yearned for that;

I said I was born in the great southwest,

You said you had always dreamed of its wonderful customs and scenery;

I said I was a man from the mountains,

You said you loved my calm and kindness;

I said I was just a worker-peasant student,

You said it was because the college entrance exam had not yet resumed;

I said my work would keep me in the fields,

You said that was the most down-to-earth;

I said I was penniless and had no luck with wealth,

You said having knowledge made me the richest man;

I said my profession had once seen many “rightists”,

You said that era was gone forever;

I said my Mandarin was not fluent,

You said your skill would help me speak with a Beijing accent.

Your figure was everywhere on the stage back then,

Your beauty was indispensable to the landscape;

Countless eyes were drawn to you,

Many hearts were set ablaze by you.

What did it matter that you were not from the mountains, an ethnic minority, from the great southwest, or a worker-peasant student?

Who made you stay true to your heart,

And walk with me for thirty-three years?

Thirty-three years passed,

You followed me through wind, frost, and toil.

My home expanded from eight square meters,

My salary grew from forty-nine yuan;

My academic career started with short articles,

My steps always measured the land of words,

My spirit always roamed the cosmos.

Yet I bore none of the burden of raising our daughter and caring for our parents;

You raised our daughter and cared for our parents, always shedding tears alone;

You found joy in those tears,

You endured illness and pain in silence,

You never doubted anything I did,

Firmly believing I would always stay true to my original heart:

Upholding one faith,

Cherishing one ideal,

Joining one political party,

Holding one nationality,

Pursuing one profession,

Earning one salary,

Needing one home,

Loving one woman,

Raising one child,

Not envying others’ wealth and many descendants.

Thirty-three years later,

I never took you to watch lanterns,

I rarely went to dances with you;

I never asked about daily chores or social status,

I never knew the hardship of cleaning and sweeping;

You always hoped my writings would outlive me,

You loved my calm and peaceful nature.

Your sweetness was lying down to hear me tell stories of “Wolf Grandma”,

Your comfort was singing a song softly or loudly,

Your encouragement was a sincere and true kiss,

Your love was a gentle smile without many words,

Your promise was to hold my hand as we grow old.

Ah,

My beloved wife,

Thirty-two years is not short,

Thirty-two years is not long;

How many black hairs have turned to white frost,

My beloved wife,

In this life and the next, I owe you more and more,

In this life and the next, I owe you more and more——

Yet I still have a heart full of passion,

Yet I still have a heart full of loyalty,

I can only move forward bravely,

I can only give you all my love.

My beloved wife,

I will never forget your days and nights under the stars and moon for thirty-three years,

I will never forget your hand in mine through wind and snow,

I will never forget your letters when I wandered far and wide,

I will never forget your heartbeat when I rose and fell in officialdom.

Thirty-three years later,

I will also never forget how you warmed me in the bitter cold,

I will never forget how you made soup for our family and stayed by my side;

I will never forget how you remained unstained in a corrupt world,

Like an orchid blooming quietly in an empty valley, exuding a faint fragrance.