ASCARIS (ASCARIS LUMBRICOIDES) AND ITS EFFECT ON THE HUMAN BODY
Abstract:
This thesis discusses the parasite Ascaris, its biological characteristics, life cycle, and its effects on the human body. It also provides information about the prevention of ascariasis.
Ascaris is one of the large helminths that live in the human intestine and causes the disease ascariasis. This parasite mainly enters the human body when hygiene rules are not followed.
Main part:
Ascaris lumbricoides belongs to the group of roundworms and can reach a length of 20–40 cm. It mainly lives in the small intestine and feeds on nutrients.
The life cycle of the parasite is complex: eggs are released into the external environment through feces and re-enter the human body through contaminated water or food. The larvae migrate from the intestine through the bloodstream to the lungs, then are swallowed again and return to the intestine where they mature.
Ascaris causes several harmful effects in the body:
digestive disorders
allergic reactions
intestinal obstruction (in severe cases)
general weakness and weight loss
Conclusion:
Ascariasis is one of the most widespread parasitic diseases. To prevent it, it is important to follow personal hygiene rules, thoroughly wash fruits and vegetables, and consume clean drinking water
THE GOALS, OBJECTIVES, AND PRINCIPLES OF INCLUSIVE EDUCATION
Bakhromova Gulsanam, a second-year student in the Surdopedagogy program, Faculty of Pedagogy and Psychology, Kokand State University.
ABSTRACT
This article discusses the goals, objectives, and principles of inclusive education, as well as its significance in the modern context. It also examines why students should be included in inclusive education and highlights the priority of its current goals and objectives.
Based on the humanistic principles of any state policy, the conditions created in society for persons with disabilities and socially vulnerable groups, as well as comprehensive support in all areas necessary for their free and prosperous living, reflect great attention to people with disabilities. The fact that one of the five principles of Uzbekistan’s development is defined as a strong social policy is a clear indication that the country is moving toward improving the lives of persons with various types of disabilities and those in need of social support through the targeted implementation of comprehensive approaches. According to statistical data, there are about 240 million children with disabilities worldwide. Like all children, they need quality education to develop their skills and fully realize their potential. Nevertheless, children with disabilities are often overlooked in policy-making, which limits their access to education and participation in social, economic, and political life. Worldwide, these children are more likely not to attend school. They face discrimination, stigma, and persistent barriers to education arising from the failure of decision-makers to systematically include disability in school services.
Inclusive education develops the general education process and implements an education system suitable for all children. It creates favorable conditions for children with disabilities by organizing additional support and facilities that facilitate their access to education. Educating children with disabilities in a separate special education system makes it difficult for them to adapt to society after graduating from school. In addition, they are forced to live away from their families, which may contribute to the formation of various negative behavioral traits. These children may become dependent and develop difficulties in self-care.”
To implement inclusive education, the integral criteria of the developed system for staff consist of personal and procedural components. The personal component includes the following socio-psychological indicators: social activity, readiness for self-regulation of behavior, self-awareness, and self-esteem related to physical and mental health. During the learning process, students demonstrate changes in certain personal qualities, which makes it possible to assess the level of achieved socialization and identify emerging needs for creating and promoting additional conditions for social integration. The procedural (socio-pedagogical) component does not directly reflect changes in the personal characteristics of children with special educational needs; rather, it helps to understand the mechanisms of influence of technologies and methods applied in the socialization process.
This component includes the accessibility of inclusive education for children with special educational needs, the inclusive competence of participants in the educational process, and the readiness of the community to provide volunteer-based services. Ensuring access to inclusive education plays an important role in implementing socialization mechanisms for young people with special needs, as it helps remove key barriers to obtaining quality education and to full and independent participation in society. When evaluating the effectiveness of socio-pedagogical work, first of all, we identify the achievements made in working with applicants (providing information about study conditions, professional guidance, adaptation to the student environment, and preparation for university admission by teachers). The next indicator requiring detailed analysis is the adaptation of the educational base to students’ individual needs (architectural accessibility, adaptation of classrooms and workplaces, provision of learning materials and modern information technologies, and modifications in accordance with curricula).
The main goal of inclusive education is to involve all children who have access to education, including children with special educational needs, in the general education process. Inclusive education is of great importance as it provides access to education for children with special needs. It means the inclusion of such children in the continuous general education system. In many cases, parents of children with special educational needs have incorrect perceptions about their children’s educational rights and other opportunities; as a result, they do not demand proper education for these children.
The objectives of inclusive education are:
1.To create a unified adapted social environment that ensures equal treatment of all children and excludes any form of discrimination against students with different developmental abilities;
2.To develop a tolerant attitude among the public and all participants of the educational process toward the issues of students with special educational needs;
3.To develop the intellectual and social potential of both typically developing children and children with special educational needs within the educational process;
4.To provide opportunities for all students to master preschool, general secondary, vocational, and higher education programs in accordance with state educational standards;
5.To create conditions for the comprehensive development of students, activation of their emotional-volitional sphere and cognitive activity, as well as the formation of social skills and competencies;
6.To provide advisory support to families raising children with special educational needs, to increase parents’ awareness of educational and upbringing methods, pedagogical technologies, teaching methods and tools, and to offer psychological and pedagogical support to them.
In the process of inclusive education, students with special educational needs are taught together with typically developing children in the same school and classroom. Children with disabilities require special support from the very first days they enter school. Such support is considered necessary throughout their entire lives. Therefore, it is essential to create favorable conditions for the social development of these students starting from the early stages of schooling.
The educational process organized for students with disabilities requires identifying forms of inclusive education and integrating them into the general education system. Such integration must correspond to their specific educational needs.
Principles: The main principles of inclusive education. The implementation of an education system always requires adherence to certain rules and principles. The implementation of inclusive education is based on the following principles:
Recognition of inclusive education.
Accessibility of inclusive education for all learners.
The principle of interaction and cooperation (communication).
The principle of decentralization.
The principle of a comprehensive approach in inclusive education.
The principle of flexibility in inclusive education.
The principle of professionalism.”
The role and significance of inclusive education in the development of society require the implementation of the following tasks: creating the necessary psychological, pedagogical, and corrective conditions for the education of children and adolescents with special needs in educational institutions; ensuring their mental development and social adaptation through the implementation of general education programs and corrective work oriented toward their abilities; guaranteeing equal rights to education for all students; meeting the needs of both children with and without disabilities with the active participation of society and families, and ensuring early social adaptation; realizing the right of children and adolescents with special needs to live with their families without separation; and forming a friendly, compassionate, and supportive attitude in society toward children and adolescents with special needs.
In the full implementation of the above tasks, special attention should first be paid to the following: a child with special needs is still a child like all others and has the right to be recognized and respected; therefore, referring to them by their impairment is considered inappropriate. Regardless of their condition or abilities, every child always needs the support of adults. Isolating or labeling them is not consistent with the principles of humanism. Previously, terms such as “abnormal children,” “disabled children,” “blind children,” “deaf children,” “mentally disabled children,” and “children with locomotor disabilities” were used. However, such terms violate the rights of children with special needs and have a negative impact on parents as well.
Although children with special needs may not perform tasks as quickly or perfectly as typically developing children, they are still able to complete tasks according to their abilities. Protecting the rights of the child and treating them positively is an important educational approach. Therefore, any form of discrimination or disrespect must be avoided.”
Inclusive education is an important approach that ensures equal access to education for all children, including those with special educational needs. It promotes the creation of supportive psychological, pedagogical, and social conditions that enable children to develop their potential and successfully integrate into society. The main principles and tasks of inclusive education focus on equality, accessibility, cooperation, flexibility, and respect for individual differences.
This system not only improves the quality of education but also strengthens social inclusion, tolerance, and humanistic values within society. It helps eliminate discrimination and negative labeling, ensuring that every child is recognized, respected, and supported according to their abilities. Therefore, inclusive education plays a key role in the development of a fair and compassionate society where all children have the opportunity to learn, grow, and participate fully in social life.
List of References
1.Sadikovna, Rakhimova Khurshidakhon. “Theoretical Foundations For Teaching Future Surdopedagogs To The Development Of Speech Of Children With Cochlear Implants.” Onomázein 62 (2023): December (2023): 2408-2416.
Amirsaidova SH.M. “Maxsus pedagogika fani taraqqiyotida sharq mutafakkiri g‘oyalarining o‘rni va roli” . Ped. fan. nom… diss. – T., 2006.
2. IIektra Spandagou, Cathy Little, David Evans, Michelle L. Inklusive Education in Schools and Early. Childhood Settings.springer Springer Singapore. 2020.
3. Инклюзивное образование в Испании. Пашкова.М, Скуднова. Т.Д.2018.
4. Екатерина Михальч. Инклюзивное образование. 2021.
5. Наталья Микляева, Татьяна Чудесникова, Анна Виленская, Ольга Кудравец, Светлана Семенака. Инклюзивное образование детей с ограниченными возможностями здоровья. Москва Юрайт. 2021.
1. Dear poet! Please tell us about your childhood.
I was born on July 19, 1960, in Baku, the capital of Soviet Azerbaijan, to a Turkic family of an Azerbaijani father and a Tatar mother. Russian was spoken because it was the lingua franca of the USSR. I spent part of my childhood in the Penza region with my grandparents, who had moved there from the siege of St. Petersburg during World War II. Many of my mother’s relatives died of starvation during the Nazi siege of that city. Among her relatives were renowned musicians of international renown, such as Ravil Martynov, founder and chief conductor of the St. Petersburg State Symphony Orchestra. My father’s mother, my grandmother, Mrs. Sarfinaz, was descended from a Khan clan. Her father, Khan Tagi, had several sons, but after the rise of Soviet power, they were executed. My grandmother survived only because she was married by then, bore her husband’s surname, and lived elsewhere. My father, Alikhas, was a staunch communist and a power engineer by training.
What inspired you to become a writer?
The May Day demonstration of 1968. My father took me to a large seaside square. It was spring, with a bright blue sky and an orchestra playing festive marches. This festive atmosphere inspired my first poems.
2. Who is responsible for a child’s future: parents or the environment?
The child’s parents, the environment, their personal talents, and their unique destiny. I was 15 years old when a stray shot from a neighbor’s gun nearly killed me. I survived and became a poet.
I also graduated from the oldest mining university in Europe, the Saint Petersburg Mining University (founded in 1773), and became a mining engineer and surveyor (a navigator of underground and surface geodetic work). I worked in this specialty in the Caucasus Mountains, the Siberian taiga, and the Arctic tundra of the Far North. I became an explorer, a member of the Russian National Geographical Society (founded in 1845), and the author of fiction and scientific books in seven languages, published in Azerbaijan, Canada, China, Egypt, India, Mexico, Russia, Serbia, Turkey, and the United States.
3. Wars are everywhere on our planet. Do you think we live in a favorable environment?
What should we teach future generations?
I don’t think we live in a favorable environment, but the fact that we’re still alive is a great blessing. Future generations must learn to live in mutual understanding and love; humanity has no other path.
4. Share your opinion on literature.
World literature is as diverse as the peoples inhabiting the planet.
Nevertheless, it is possible to find common ground with all competent writers, because the universal spiritual and cultural values of all peoples are the same.
About e-books.
E-books have a right to exist as a source of knowledge and cultural values alongside paper books. The main thing is that people love to read.
5. What is your opinion of the new generation?
Do we have new talents?
Of course we do. I am the father of four children: two sons and two daughters. They are all talented in various ways. I am convinced that all children are talented, and it is the job of parents and teachers to help them discover their talents.
6. Many poets and writers use AI to write poems and even books.
What is your opinion on this?
I am certain that AI was created to help people, but not to replace their creativity with electronic software. A program can simulate human emotions, but it cannot truly sense them.
7. What are your plans for the future?
I am the author of 108 books of poetry and prose for adults and children, and I plan to continue my creative work.
8. A quote from your book that would inspire a young reader to read your book.
“To fly, you need wings. If you’re a poet, you’ll definitely fly.”
This article investigates the poly lexical analysis of phraseological units in the English language. Polylexical analysis is a method of studying language units composed of multiple lexical elements from structural, semantic, and functional perspectives in a comprehensive manner. The article examines the compositional characteristics of phraseological, their polysemy, semantic integrity, and the functions they perform in speech. The findings of this research offer new methodological approaches to the study of English phraseology.
Language is the primary means of human communication, continuously evolving and enriching itself. Phraseology is one of the most fascinating and complex branches of linguistics, studying stable, non-compositional word combinations whose meaning is perceived as a whole. The English language, with its rich phraseological heritage, ranks among the most extensively studied languages in the world.
Modern linguistics offers numerous methods for studying phraseological units. Among these, poly lexical analysis occupies a special place. The poly lexical approach considers phraseologisms not as a simple collection of individual words, but as integral language units arising from the semantic cooperation of multiple lexical components.
The purpose of this article is to conduct a poly lexical analysis of phraseological units in the English language, to reveal their structural and semantic characteristics, and to demonstrate their significance in speech and communication.
2. PHRASEOLOGY AND Poly lexical ANALYSIS: THEORETICAL FOUNDATIONS
2.1. The Concept of Phraseology and Its Place in Linguistics
Phraseology (from Greek: phrases — expression, logos — doctrine) is the branch of linguistics that studies stable word combinations, idioms, and proverbs. According to the academic definition, a phraseological unit is a multi-component language unit that is semantically integral and reproductive in character (Koonin A.V., 1996).
Phraseological units in English are divided into several main types:
Idioms: to kick the bucket (to die), to spill the beans (to reveal a secret)
Proverbs: A stitch in time saves nine, Birds of a feather flock together
Clichés: at the end of the day, last but not least
Collocations: make a decision, take a break, heavy rain
2.2. Methodology of Poly lexical Analysis
Poly lexical analysis is an approach in linguistics aimed at studying language phenomena composed of multiple lexical units. This method treats phraseologisms not as a simple sum of individual words, but as a complex semantic structure (Cowie A.P., 1998).
Poly lexical analysis encompasses the following key aspects:
Structural analysis: examining the number of lexical components in a phraseologism and their interrelationships
Semantic analysis: comparing the overall meaning of a phraseologism with the individual meanings of its lexemes
Pragmatic analysis: studying how radiologists are used in speech and communication
Etymological analysis: tracing the origin and historical development of phraseologisms
3. Poly lexical CHARACTERISTICS OF ENGLISH Phraseologisms
3.1. Structural and Compositional Analysis
Phraseological units in English are structurally composed of two or more lexical units. This characteristic is the principal feature that distinguishes them from simple words. From the perspective of poly lexical analysis, phraseologisms may conform to the following structural models:
Structural Model
Example (English)
Meaning
Noun + Verb
to break the ice
to initiate conversation, ease tension
Adjective + Noun
a black sheep
an outcast, a disreputable member
Verb + Adverb
to run away
to flee, to avoid a problem
Noun + Noun
a piece of cake
something very easy
Verb + Preposition
to look after
to take care of, to tend to
Preposition + Noun
under the weather
feeling ill, in poor health
The data presented in the table demonstrate that English phrases exhibit broad structural diversity. Each model forms its own semantic characteristics, which constitute the primary object of interest in poly lexical analysis.
3.2. Semantic Integrity and Meaning Transfer
The most important poly lexical characteristic of phraseologisms is their semantic integrity. This means that the overall meaning of a phraseologism is not equivalent to the sum of its individual components. This phenomenon, known as destination, refers to the process whereby the components of a phraseologism lose their individual lexical meanings and acquire an idiomatic sense.
For example, in the phrase to bite the bullet (to endure pain or difficulty with stoic resolve):
to bite (to use teeth) + the + bullet (projectile) = to endure with patience and courage
As can be seen, combining the literal meanings of the individual words yields an entirely different concept. This is precisely what makes radiologists a distinct object of polylexical analysis.
3.3. Semantic Classification of Phraseologisms
According to the classification of scholars V.V. Vinogradov and A.V. Koonin, English phraseologisms are divided into the following types based on their degree of semantic integrity:
Phraseological fusions: the semantic link between components is completely obscured. Example: to kick the bucket (to die) — the overall meaning cannot be derived from the individual words by any logical process.
Phraseological unities: the idiomatic meaning can be understood through the figurative meanings of the components. Example: to spill the beans (to reveal a secret) — spilling beans metaphorically represents disclosing confidential information.
Phraseological combinations: one component is used in a figurative sense. Example: to pay attention — the word “pay” is used metaphorically here.
4. PRACTICAL APPLICATION OF POLYLEXICAL ANALYSIS
4.1. Analysis by Thematic Groups
When conducting a polylexical analysis of English phraseologisms, organizing them into thematic groups is one of the most effective approaches. Different thematic clusters reveal the substance and meaning of phraseologisms with greater clarity.
Phraseologisms describing human characteristics are numerous and vivid. For instance, a hot potato (a controversial issue that nobody wants to deal with), a dark horse (an unknown competitor or unexpectedly successful person), and an old flame (a former romantic partner) express people’s traits and behavior in a highly evocative manner.
Phraseologisms related to natural phenomena and everyday life also occupy a special place in English. Expressions such as when it rains, it pours (misfortunes never come singly), a storm in a teacup (a great fuss about a minor matter), and to make hay while the sun shines (to take advantage of a favorable opportunity) derive from natural phenomena and convey profound philosophical wisdom.
4.2. Corpus Analysis Findings
Research drawing on the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA) reveals that the English language contains over 25,000 stable phraseological units, more than 60% of which are composed of two or three lexemes. These statistical findings clearly confirm the relevance and importance of polylexical analysis.
As part of our research, a polylexical analysis of 150 phraseologisms yielded the following patterns: 68% of phraseologisms feature a noun-verb structure; 22% consist of an adjective-noun combination; and the remaining 10% encompass other grammatical structures.
5. THE SIGNIFICANCE OF POLYLEXICAL ANALYSIS IN THE STUDY OF PHRASEOLOGISMS
Polylexical analysis offers a number of important advantages for learners of the English language. First, this method helps learners understand the internal logic of phraseologisms rather than memorizing them mechanically. By analyzing the components of a phraseologism, the learner can grasp the semantic relationships between them.
Second, the polylexical approach serves to enhance linguistic competence. By studying the structural patterns of phraseologisms, language learners can apply this knowledge when encountering new expressions. This renders the learning process considerably more effective.
Third, polylexical analysis holds significant importance in intercultural communication. English phraseologisms often reflect the history, customs, and values of the English-speaking world. Through their polylexical analysis, language learners can gain a deeper understanding of English culture as well.
6. CONCLUSION
The analyses presented above demonstrate that the polylexical analysis of English phraseological units provides a comprehensive and in-depth understanding of these language units. The polylexical approach enables us to view phraseologisms not as a simple combination of words, but as a complex semantic system.
Based on the findings of this research, the following conclusions are drawn:
English phraseologisms possess polylexical characteristics, meaning their overall meaning is formed independently of the individual meanings of their components.
Polylexical analysis enables the comprehensive study of phraseologisms from structural, semantic, and pragmatic perspectives.
The semantic integrity and meaning transfer of phraseologisms constitute their principal polylexical characteristic.
This analytical method opens new methodological possibilities in the teaching and learning of the English language.
