Still from Gira, by Grupo Corpo. Photo: Jose Luiz Pederneiras
21 and Gira
Grupo Corpo
Zellerbach Hall
University of California, Berkeley
Gyres of Eshu
A review by Christopher Bernard
Cal Performances (the Bay Area’s most adventurous promoter of dance, music and live performance) delivered once again one late weekend in April, as part of its Illuminations: “Fractured History” series: Brazil’s formidably gifted dance company, Grupo Corpo.
Based in Brazil’s legendary Minas Gerais, and founded in Belo Horizonte in 1975, the company is driven by the synergistic talents of two brothers, Paulo and Rodrigo Pederneiras, house choreographer, and director and set and lighting designer, respectively, who have created, with their collaborators, an aesthetic that blends classical ballet and the complex heritage of Brazilian culture, religious and ritual traditions, the whole leavened by a musical culture that is wholly unique.
The company brought two ambitious dances to Berkeley’s Zellerbach Hall. The first was their breakout dance, from 1992, which put the company securely on the international dancing “map”: 21, a number that retains an enticing mystery to it. It also introduced one of the company’s musical signatures: the music and instruments of Marco Antonio Guimarães and the artists of the Uakti Instrumental Workshop. These last not only have a unique armamentarium of instruments, but even use their own microtonal scales, unless my ears were fooling me—essential elements of what makes the company’s work uniquely engaging.
21 was groundbreaking: a slow burn that used the entire company in a processus of simple chthonic motives, closely gripping the floor like the movements of wary but defiant jungle animals, on dancers at first dressed entirely in yellow bodysuits against a pitch-black background, appearing at first behind a misty transparent screen that creates a ghost-like effect, and rising midway through the work as the dance moved to illumination from mystery.
The dance began with a hypnotic monotony of group motions with slight variations against a polyphony of percussion and string and blown instruments entirely new to this listener’s ear, and gradually morphed into a succession of solos and increasingly elaborate duos, trios, and corps, by turns haunting, raunchy, and carnivalesque, until its energies, long simmering, boiled over and broke out into a joyously orgiastic conclusion that brought the Brazilian gods to the stage and the local audience to their feet.
The imaginative use of lighting and color, as well as the costume designs (which transmogrified from the monotone to the wildly polychrome) of Freusa Zechmeister, were as vital to the overall effect as motion and music.
The second dance, Gira (“Spin”), from 2017, takes the elements of spiritualist rite suggested in 21 and brings them unapologetically to the fore. The dance is based on the rituals of Umbanda (a merging of West and Central African religions such as Yoruba with Catholicism and spiritism) to the music of the jazz band Metá Metá and vocals from Nuno Ramos and Eliza Soares. The dance is based on rituals calling forth the spirit of Eshu, a deity who acts as a bridge between humanity and the world of the orixás of Ubamba, Condomblé, and the spiritualities they have in common. Eshu commands and drives the rite of the giras, or spinning, whose motions, like those of the dervishes of Islam, open the dancers to the gods and the gods to the dancers.
Gira evolved as a series of variations on the motions of the ritual, increasingly fugal, danced by the performers as if in the trance that the ritual aims, paradoxically, both to create and to emerge from. Both male and female dancers wore long white skirts and were bare breasted in a show of a curious mixture of vulnerability, beseeching, and seduction to bring forth the divine.
It’s a beautiful and evocative work, if overstaying just a little.
Not to be forgotten is the technical brilliance of the dancers themselves: masters of their gifts, and sharpened by the equal mastery of the company’s leadership.
____
Christopher Bernard is an award-winning novelist, poet, and essayist and author of numerous books, including A Spy in the Ruins (celebrating its twentieth anniversary in 2025) and The Socialist’s Garden of Verses. He is founder and lead editor of the webzine Caveat Lector and recipient of an Albert Nelson Marquis Lifetime Achievement Award.
First of all, we wish everyone a very happy Earth Day! Here’s a picture from regular contributing artist Jacques Fleury.
Image c/o Jacques Fleury
Poet and essayist Abigail George, whom we’ve published many times, shares the fundraiser her book’s press has created for her. She’s seeking contributions for office supplies and resources to be able to serve as a speaker and advocate for others who have experienced trauma or deal with mental health issues.
Also, the Educational Bookshop in Jerusalem, a store that has the mission of peaceful dialogue and education, invites readers to donate new or gently used books (all genres) that have been meaningful to them, with a note enclosed for future readers about why the books were meaningful. (The books don’t have to be about peace or social justice or the Mideast, although they can be). Please send books here. US-based Interlink Publishing has also started a GoFundMe for the store.
We’re also having a presence at the Hayward Lit Hop festival this year, and we encourage everyone to attend this free, all-ages event! Many local writers will share their work and we will also host an open mic.
Image c/o Carl Gorringe
Passing along a message from someone who contacted us. If you’re interested, please email Mark directly at jennybridge45@gmail.com
Hi there, As a seasoned coordinator of educational events, this is my official introduction. Mark is my name. I hope our conversations won’t be hampered by my hearing loss. For an upcoming workshop, I’m searching for an illustrator, cartoonist, or artist to work with on a project. I’ll go over the project needs in detail and pay your fees in advance if you can assist. Once I indicate what has to be depicted or drawn, you can estimate the cost.
Mark Stewart from Ohio, USA.
This month’s theme is Lost and Found.
Photo c/o Brian Barbeito
Brian Barbeito shares a mindful reflection on walking a paved road, finding a human place in nature. Rustamova Asalay depicts a farmer in tune with the sun and the cycles of nature. Stephen Jarrell Williams contributes several different ways of looking at and interacting with a city plaza. David Woodward contemplates life and aging while observing his garden, yet to bloom. Sayani Mukherjee dreams of flowers, rivers and mortality, biological life undergirding a modern city. Grzegorz Wroblewski, in a second set of poetry translated by Peter Burzynski, probes the corporeal and how we nourish ourselves.
Maniq Chakraborty speaks to being a lost traveler on a psychological journey. David Sapp writes of ordinary people and the weight of regret for their past choices, whether justifiable or not. Mykyta Ryzhykh’s poetry portrays people trapped in memory or dreamtime. Graciela Noemi Villaverde laments our human limitations: mortality and fragmentary knowledge. Sheila Murphy addresses isolation, confusion, and the weakness of language when it comes to expressing inmost feelings.
Bokijonova Madinabonu Batirovna’s piece explores the universality of grief and how it fragments and hardens some people’s selves. Denis Emorine’s novella Broken Identities explores the weight of the past, even a past we didn’t live through, and how it affects our sense of self. Tamara Walker (T.A. Aehrens)explores the practical and psychological process of repentance and healing from cultural sins in her novel Leaves from the Vine in an interview with editor Cristina Deptula. Vo Thi Nhu Mai’s elegant, understated poems express the weight of memory and unanswered questions.
Eva Petropoulou Lianou’s poem, translated from Greek to English, and then to Bangla by Md. Sadiqur Rahman Rumen, expresses a warmer view of the past and nostalgia for the simple kindnesses of her childhood. Sterling Warner’s poetry revels in nostalgia, nature, and culture – from Silicon Valley to Oktoberfest. Mahbub Alam describes in great detail the Bangladeshi New Year celebration. Rashidova Shaxrizoda pays homage to her cultural past and the poetic heritage of Alisher Navoi. Kylian Cubilla Gomez looks at nature and culture with a whimsical and curious eye. Lilian Dipasupil Kunimasa learns from the past while planning for the future and playfully musing about the present.
Nigar Nurulla Khalilova’s poetic speaker leaves a beloved to pursue artistic dreams in a journey that resembles a camel caravan. Lalezar Orinbayeva reflects on how her youthful dreams have changed over time, but she has not lost her optimism or determination. Ismailova Hilola outlines events that inspired her to become a teacher, how she found her life’s calling.
Eshboyev Oybek Davlat Oglu also speaks to education, highlighting potential roles for e-learning. Shahina Olimova researches the use of role-playing games in English language learning.
Chimezie Ihekuna shares his life’s purpose, asserting his artistic independence and desire to make the world a better place through writing and music. Biljana Letic of the Balkan Beats radio program interviews Maja Milojkovic about the spiritual, intercultural, and humane inspirations behind her writing. Shamsiya Khudoynazarova Turumovna’s poetry celebrates the beauty, grace, and discipline that goes into crafting haiku. Vernon Frazer positions words and shapes and fonts onto three pages with a loose theme of music. Rizal Tanjung explores the nuances and ambiguities within Anna Keiko’s abstract paintings. Jim Meirose’s piece mutates language into a mix of fonts and verbs and sounds, giving the sense of flying a plane.
Jacques Fleury also experiments with language as he reflects on learning to “go with the flow” of life, even when life’s “flow” is uneven, in a piece crafted during meditation. Gabriela Marin’s gentle poems evoke dreams, intimacy, and the imagination. Duane Vorhees’ pieces speak to attraction and intimacy, longing for human and poetic muses. Sam Hendrian explores moments of human connection and faux-connection.
Eva Petropoulou Lianou urges human solidarity and friendship: she wishes for women to stand together and befriend each other. Dr. Jernail S. Anand’s essay reminds us that society’s leaders should represent ethical values beyond money and power. Rahmat A. Muhammad expresses her hopes for international and domestic peace within her country. Ahmed Farooq Baidoon urges the world to become worthy of its children. Isabel Gomes de Diego’s photos celebrate new and burgeoning life in various forms. Isaac Aju’s short story challenges the Nigerian social taboo about middle-aged women remaining unmarried, celebrating a broader scope of people and lifestyles.
Even as we find some new joys and new lives, we sadly lose others. Ahmed Miqdad laments the destruction of Gaza and its ravages on both land and souls. Emran Emon decries the killing in Gaza and the U.N.’s lack of action. Daniel De Culla lampoons those who lead humanity while willfully ignoring climate change.
Sandro Piedrahita’s tale of conquest, tragedy, and some tiny justice finally served dramatizes the Spanish colonization of the Incas. Z.I. Mahmud explores dystopian elements within Margaret Atwood’s feminist classic The Handmaid’s Tale.
On a more personal level, Anna Keiko’s youthful-sounding poetry expresses tender lovesickness and fear of losing her beloved. Taylor Dibbert’s weary poetic speaker gives up on the dating world. Bill Tope’s short story presents a tragic interpersonal situation with tenderness, causing readers to think about the role of the justice system.
Christopher Bernard’s piece illustrates how humans can defend ourselves against all sorts of danger with calm, mindful preparedness. We hope that this issue will not only charm and entertain, but inspire and strengthen you to face the days ahead.
Humanitarian Crisis in Gaza: The UN’s Role in Preventing Mass Atrocities
The humanitarian catastrophe unfolding in Gaza is one of the most harrowing tragedies of our time. Since October 2023, relentless bombardments, blockades, and mass displacements have turned Gaza into an open-air graveyard. Thousands of innocent Palestinians—many of them women and children—have been killed, while millions face starvation, disease, and psychological trauma. The systematic targeting of civilians, infrastructure, and medical facilities raises serious allegations of genocide under international law.
Yet, amid this devastation, the United Nations (UN)—an institution founded to prevent such atrocities—has largely remained a spectator, issuing resolutions that lack enforcement power. The situation in Gaza not only exposes the failures of global diplomacy but also questions the credibility of international institutions meant to safeguard human rights.
Genocide, as defined by the UN Convention on the Prevention and Punishment of the Crime of Genocide (1948), includes acts intended to destroy, in whole or in part, a national, ethnic, racial, or religious group. Israel’s military campaign in Gaza—marked by indiscriminate bombings, mass killings, targeted starvation, and forced displacement—fits this definition.
The International Court of Justice (ICJ) has acknowledged that South Africa’s genocide case against Israel has merit, leading to a provisional ruling demanding Israel take steps to prevent genocidal acts. However, the killings have not stopped. Instead, the assault on Gaza has intensified, with humanitarian aid being blocked and civilian infrastructure being destroyed.
The UN was founded in the aftermath of World War-II to ensure that such atrocities never happen again. However, when it comes to Gaza, the UN has been unable to enforce its own mandates. Notwithstanding, history shows that the UN has, in certain cases, played a crucial role in stopping genocides and war crimes. From Bosnia to Rwanda, the UN has intervened—sometimes successfully, sometimes too late. The question today is: can the UN still fulfill its mandate and eventually stop the genocide in Gaza?
While the UN has often been criticized for inaction, there have been instances where it successfully played a role in halting genocidal violence. These examples provide lessons for Gaza.
Bosnia (1995): UN Peacekeeping and International Justice
During the Bosnian War, the UN initially failed to prevent the massacre of over 8,000 Bosniak people in Srebrenica. However, after global pressure, NATO—under a UN mandate—intervened with airstrikes, leading to the end of the war. The International Criminal Tribunal for the former Yugoslavia (ICTY) later prosecuted those responsible, holding key figures accountable for war crimes and genocide.
Lesson for Gaza: The UN, despite its slow response, was able to rally international action against genocide. A similar decisive approach, including sanctions and military deterrence, could force Israel to halt its actions.
Rwanda (1994): A Late but Important Intervention
The Rwandan Genocide, where over 800,000 Tutsis were slaughtered, remains one of the UN’s worst failures. However, after the genocide, the UN established the International Criminal Tribunal for Rwanda (ICTR), which successfully tried and convicted genocide perpetrators. The UN also played a role in rebuilding Rwanda, ensuring long-term stability.
Lesson for Gaza: Justice delayed is not justice denied. The UN must start preparing for accountability measures now, ensuring that those responsible for war crimes in Gaza face prosecution.
East Timor (1999): UN-Led Independence and Peacekeeping
When Indonesia’s military-backed militias unleashed violence in East Timor after its independence vote, the UN intervened with peacekeeping forces (INTERFET). The mission successfully stabilized the region, ending the violence and paving the way for East Timor’s full independence.
Lesson for Gaza: A UN-led peacekeeping mission, with support from the international community, could ensure the long-term protection of Palestinians and prevent future genocidal acts.
Why has the UN failed in Gaza so far? Despite these past successes, the UN has not been able to stop Israel’s military campaign in Gaza. Several factors are responsible to this failure:
Security Council Paralysis: The UN Security Council (UNSC) is responsible for maintaining international peace and security. However, due to the veto power of permanent members, particularly the United States, resolutions calling for a ceasefire in Gaza have been repeatedly blocked. The US, a staunch ally of Israel, has used its veto multiple times to shield Israel from international accountability. This has paralyzed the UN from taking decisive action, allowing the genocide to continue unchecked.
General Assembly’s Limited Power: Unlike the UNSC (United Nations Security Council), the UN General Assembly (UNGA) cannot enforce its resolutions. It has passed multiple resolutions condemning Israel’s actions and calling for a ceasefire, but these have had no impact on the ground. The lack of enforcement mechanisms renders the UNGA largely symbolic in this crisis.
Failure to Implement ICJ Rulings: The ICJ’s ruling on genocide prevention should have led to immediate global intervention. However, Israel has ignored the ruling, and its allies continue to supply it with weapons. The UN lacks the ability to ensure compliance with its own judicial system, further eroding its authority.
The Ineffectiveness of UN Agencies: UN agencies like UNRWA (United Nations Relief and Works Agency) have been crucial in providing humanitarian aid to Palestinians. However, Israel and its allies have systematically undermined these efforts, with many countries suspending funding to UNRWA based on unverified allegations. This has worsened the humanitariancrisis, leaving millions of Gazans without food, water, and medical care.
The Gaza genocide exposes the double standards in global governance. When Russia invaded Ukraine, the international community responded with sanctions, military aid to Ukraine, and a strong diplomatic stance. In contrast, Israel’s actions in Gaza are met with muted criticism and continued military support from Western nations. This hypocrisy has further discredited the UN and weakened trust in international institutions. If genocide can occur in Gaza with impunity, what message does this send to other aggressors worldwide?
While the UN’s failures are glaring, the crisis in Gaza has mobilized global civil society, human rights organizations, and progressive governments. Here’s what must be done to end the genocide and restore the credibility of international institutions:
Reforming the UN Security Council: The UNSC’s structure, where five permanent members hold veto power, is outdated and undemocratic. Reforming this system is essential to ensure that no single nation can block humanitarianinterventions. Countries from the Global South, including Bangladesh, must push for a more balanced and representative international order.
Enforcing ICJ Rulings: If the ICJ has ruled that Israel must prevent genocide, there should be international mechanisms to enforce this decision. Sanctions, arms embargoes, and diplomatic isolation should be imposed on Israel until it complies with international law.
Strengthening the Role of the Global South: Western nations have failed to hold Israel accountable, but the Global South has shown increasing resistance to these double standards. Organizations like BRICS, the African Union, and the Organization of Islamic Cooperation (OIC) must take the lead in pressuring the UN for decisive action. Bangladesh, as a vocal supporter of Palestinian rights, should strengthen its diplomatic efforts in this regard.
Holding War Criminals Accountable: Israeli leaders responsible for war crimes should be tried at the International Criminal Court (ICC). If justice is selective, international law loses its legitimacy. Civil society groups must continue documenting war crimes to ensure accountability in the future.
The genocide in Gaza is not just a humanitariancrisis—it is a test of humanity’s moral compass. If the UN fails to act, it risks losing its credibility as a guardian of peace and human rights. Past interventions in Bosnia, Rwanda, and East Timor show that the UN can stop genocide when there is political will.
Now, the world must demand that the UN does the same for Gaza. Sanctions, accountability measures, and a UN peacekeeping mission could help end the atrocities. If the UN remains silent, it will not only fail the people of Palestine but also set a dangerous precedent for future genocides worldwide.
Moreover, governments, civil society, and individuals must work together to demand an end to genocide, ensure accountability, and rebuild a world where international law is respected—not selectively enforced.
Gaza’s innocent children deserve to live. The people of Palestine deserve freedom. And the world deserves a United Nations that stands for justice—not power politics. The time for action is now. The UN must choose: uphold its founding principles or become an institution of empty words.
Emran Emon is an eminent South Asian writer, journalist and columnist. He can be reached at emoncolumnist@gmail.com
Simmering with strain. Fault lines beneath the strain.
Enclosed
Enclosed, we outlive our closeness. Beyond
the perpendicular pronoun. Warm we,
second person plural, a better answer
to the restaurant host’s “Just one?” The
hungry body needs to lose itself,
without strangling dangling participial
others thirsty for speakeasy taunts, as if
proximity meant all one, Alwun House,
a performance space in our western village
bloated with population. In twos, shucking
the status of MVP, a threnody
before the spotlight on one deemed ideal
for the role of icon according to
the ministry of prey, overcast
with envy to carry forward an urgent,
inextinguishable senseless oneness.
Recidivist
I’m on my way to taintthe glyphs on trees. Freeze frame light of day. Board the traipse-mobile and go away (I’m on my way). Cliffs splay clipboards at play. Way north of gerunding, God willing. Recidivist splay. Rebel against the gains on hilltops retrieved. A reprieve. Scope sequenced to fault the slow learn. Slow burn fallen (through). Who teaches you, the few. I wrap my head around the wrap around my head.
Trawling the score named evermore, free lit freeway, smell of hay
Underpainting
Braille hums
haptic heft, a fuse
lurking around
future romp. Pomp
and cirque-de-soleil.
Summer gardens
opaque with shine.
Toots Kinsky matte
finish. Surface gloss
gone tame. Outer
glass rough with
source code grains.
With / Draw / All
With.
Draw. All
morning.
Raw
mourning. A longing.
ensconced in
brother
broth once
fair-minded, now
un-
mended
sweat on brow.
Practiced
preach. Long-
sleeved feral.
skeet
shot blood
on window
missing
target by way
of cheap wheels.
Husbandry
Roller coast me close
to breeze viatical (remember
expectation. Bluebottle dit
dot (pairs sans need
(pared just enough
for early breath. Shaped
pear pearl lid plot
half
injurious day-
glow (run from
penury (slow
return to place-
based pain). Stain-
cropped (drum
plain page boy
buoys no sprite
Just spit
(split lip
Sheila E. Murphy. Appeared in Fortnightly Review, Poetry, Hanging Loose, others. Forthcoming: Escritoire (Lavender Ink). Permission to Relax (BlazeVOX Books, 2023). Gertrude Stein Poetry Award for Letters to Unfinished J. (Green Integer Press, 2003). Hay(ha)ku Book Prize for Reporting Live From You Know Where (Meritage Press, 2018).
Modern education and its advantages in the educational process
Jizzakh State Pedagogical University, Faculty of Natural Sciences, 3rd stage student, Eshboyev Oybek
Abstract: The article informs the teacher of the modern educational system about the use of various innovative methods, thinking about new views. Also. The issue of the role and importance of modern technologies in improving the quality of education was discussed.
Key words: information technologies, video textbook, electronic textbook, information and communication technologies, quality of education, personnel.
Currently, the number of initiatives to improve the quality of education is increasing significantly. One of the main tools for improving the quality of education is modern technology. Today, almost all people know how to use the Internet: smartphone, computer, tablet and similar devices. Children are no exception. Children of school age can use these devices and networks almost without problems. Of course, this is a happy situation, but at the same time, it requires good skills and knowledge from teachers.
In contrast to the usual technical education tools, information and communication technologies. (ICT) not only provides students with a large number of ready-made, carefully selected, properly organized knowledge, but also improves students’ intellectual and creative abilities, independent acquisition of new knowledge, and information along with various developments. allows to develop the skills of working with resources. The knowledge potential of teachers in the field of ICT is implemented by improving their skills.
In order to improve the quality of lessons, teachers should constantly improve their ICT skills, and to meet such requirements, improving their knowledge through individual education is a modern education system. In addition, it will not be useful for teachers to use various scientific and practical methods. They can share their experience with colleagues through conferences, seminar materials, teachers’ forums, and social networks. Thus, the introduction of ICT and the use of the Internet to improve the quality of lessons provide the following opportunities:
Opportunities in the field of professional skills of teachers;
Increasing students’ interest in the lesson;
Many opportunities for teachers to approach their profession creatively;
Wide opportunities for independent education and remote education of teachers;
Today, the speed with which the education system is immersed in digital technologies provides a basis for serious analysis and pedagogical justification of much that is currently offered in the information space. The purpose of this article is to analyze the possibilities of digital technologies, to determine the priority directions of the development of the educational process, their advantages and threats, based on the hypothesis of the need for their scientifically based implementation in the work of higher educational institutions. Digitization of the educational environment can be implemented in various forms. :
transfer of existing educational materials, including lectures, presentations, textbooks, tasks for independent work and knowledge control tools to an electronic environment;
creation of an interactive electronic environment for the cooperation of teachers and students, including the creation of electronic offices for teachers, conducting webinars, discussion forums, etc.;
creation of new types of educational tools: electronic textbooks, electronic problem books, video lectures, quests;
creation of fundamentally new forms of education using the possibilities of the electronic environment – expanding the scope of image transmission of information, simulating various situations during role-playing games, simulating competitive games, etc.;
1. Electronic textbooks:
Their use helps to solve the following didactic problems: acquisition of basic knowledge of science; Systematization of acquired knowledge;
Learn to answer very confusing questions; Formation of skills of independent work with educational materials using ICT; Development of self-control skills;
Motivation to learn and study science in general; Providing educational and methodological support to students in their independent work on educational materials; Providing a comfortable educational environment and opportunities for independent selection and search of information sources, that is, preparing students for exams in a short time, forming many useful general educational skills in them;
2. Video tutorials:
The advantage of using video lessons is that you can pause during the exhibition, discuss what you have seen and ask students questions. Children must draw conclusions from what they see. The duration of the demonstration should not exceed 10-15 minutes, then the type of training should be changed. Students can also download video lessons for homework. The video lesson itself can be in different forms, for example, there are three main types of lessons: Explaining a new topic; Strengthening of knowledge, skills and qualifications; Generalization and control of knowledge, skills and competences;
Advantages of e-learning include:
1) solving problems of education: elimination of regional barriers to education; removal of time restrictions – access at a convenient time for the user; access to classes due to the division of classes into blocks; learning from highly qualified teachers.
2) Expansion of options: the ability to choose the teacher and the method of presenting the material; emphasis on logic, images (associations) or practice (situations, tasks); the ability to choose the method of assimilation of material: through auditory, visual, motor skills or interactive participation; the ability to choose the depth of mastering the material – a wide range of courses; the ability to choose a convenient way to test knowledge: tests, tasks, projects, interactive conversations with artificial intelligence, etc.
3) Expansion of the forms and means of knowledge transfer: in addition to traditional lectures, performances and seminars, the use of project work, group discussions, role-playing games and competitive games, including with virtual participants, etc.
4) Socio-economic advantages: the possibility of forming social intellectual networks based on interests; relatively cheap (high investment and low operating costs).
it can be said that improving the quality of teaching today requires a wide range of knowledge and skills from the teacher. Because today students also have a certain level of knowledge about modern technologies. I think it is good for students to learn the basics of ICT from the teacher, as well as learn about the environment. Therefore, today there is a need to constantly improve ICT and innovative technological skills of teachers. With the development of e-learning, the market for educational services is becoming increasingly global. The goal of introducing information and communication technologies into the educational process is to familiarize students with modern information and technologies, to improve their literacy in this regard, and most importantly, to improve their skills in using this information. The introduction of ICT capabilities increases the efficiency and attractiveness of the modern educational process. Emphasizing the importance of expanding students’ worldview, we should not forget the rules of their use.
Used literature
1. Azamkhanov, B.S. & Burkhanova, M.M. (2023). Methods of formation of information competence of students of a higher educational institution. Scientific-methodological journal of interpretation and research, 1
(17), 308-311.
2. Burkhonova M.M. CISCO network technology and its role and effectiveness in teaching computer networks. Internauka. 2020. No. 36 (165). S. 75-76.
3. Djalilov, M. L., Abdullaev, S. S., & Pulatov, G. G. (2016). Improve the strength of hmac based on one time passwords using sha3 in hmac. In Sovremennye nauchno-prakticheskie reshenia i podkhody (pp. 42-44).
4. Kasimakhunova, A. M., Umarova, G. A., & Zokirov, S. I. O. G. L. The role of broad implementation of modeling on the subject of semiconductors in higher education institutions.
5. Khoitkulov, A. A., & Pulatov, G. G. (2022). Development of organizational and economic mechanisms to increase the capacity of textile enterprises. Gospodarka i Innowacje., 23, 142-145.
6. Latipdjanovich, D. M., Shavkatjonovich, A. S., & Gofurjonovich, P. G. Improve the strength of hmac based one time passwords using sha3 in hmac. Nauchno-prakticheskie resheniya i podkhody, 2016, 34.
Eshboyev Oybek Davlat Oglu was born on June 13, 2003, in Bulung’ur district of the Samarkand region. Currently, he is a 3rd stage student in Jizzakh State Pedagogical University.
