J.J. Campbell (1976 – ?) is currently trapped in suburbia, plotting his escape. He has been widely published over the years, most recently at The Rye Whiskey Review, Disturb the Universe Magazine, Misfit Magazine, The Beatnik Cowboy and Yellow Mama. His new book, to live your dreams, might be unleashed upon the world soon. You can find him most days betting on soccer and baseball. He still has a blog, but rarely has the time to write anything in it. (https://evildelights.blogspot.com)
Genghis Khan and Amir Temur, who shook China: two paths of history
There are many people in the pages of history who shook the world with their power. But among them there are two names – Genghis Khan and Amir Temur. Both of their lives were spent in campaigns, conquests and the creation of great empires. However, one left a legacy of destruction, the other of creation.
Genghis Khan, the skillful commander of the Mongol state, was actually Temujin. He was born in the Delun Boldak region on the banks of the Onon River between 1155 and 1167. According to legend, he was born with a blood clot in his palm, and the soothsayers predicted: “This child will shed a lot of blood in the future.” He was only 12 years old when his father, Yasugai Bakhodir, died. After his father’s death, the tribes that had submitted to him dispersed, and young Temujin was forced to spend his days fishing on the Onon River with his mother.
In his youth, Temujin, who was briefly captured by one of the Chinese khans, managed to escape and swore revenge on the Chinese. He subdued China’s fiercest enemies and recruited them into his army. After that, the Chinese people trembled with fear when they heard the name Genghis Khan, and even made sacrifices, saying, “Buddha is punishing us with Genghis Khan.”
By 1205, Temujin had become the most powerful ruler in Mongolia. In 1206, a congress was held in the upper Onon River, where he was given the title “Genghis Khan.” The city of Karakorum was chosen as the capital of the state. In the following years, the northern part of Mongolia in 1207, the Yenisei River basin in 1207–1208, and China in 1211–1215 fell into the hands of Genghis Khan.
He was a tall, thin-bearded man who would tuck his beard behind his ears when he was angry. He ate whatever his soldiers ate and fought alongside them. For this reason, he earned great respect and admiration in his army. But he was also extremely cruel: he destroyed mosques, forced monks to become horse herders, burned books, and put those who resisted to the sword. He took beautiful girls as his concubines or wives, and his first wife, Burda Khotun, was his loyal advisor. His soldiers buried many innocent people alive and slaughtered those who rebelled. He spent most of his life in wars, conquering vast territories, but did not build a single minaret or mosque, and burned and destroyed cities. According to the Russian writer M. Ivanin, at the beginning of his reign, Genghis Khan had about 13 thousand huts and families, but by the end of his life he had subdued 720 peoples speaking different languages and practicing different religions.
In 1224, Genghis Khan divided his state among his four sons – Joji, Chigatai, Oktoi and Tuli. In 1227, during a campaign against the Tangut state of Xi Xia in Northern China, he fell seriously ill and died. He was buried at the foot of Mount Burkhan Khaldun, but his grave still remains a mystery.
A few centuries later, the great Amir Temur appeared on the stage of history. He also conquered vast territories, like Genghis Khan. But the goal of his campaigns was different: to rebuild the destroyed lands, develop science and art, and restore trade routes. While Genghis Khan’s campaigns left behind dusty ruins, Amir Temur’s campaigns left behind blue-domed madrasas, mosques, caravanserais, and gardens. Therefore, in the memory of the people, Temur remained a creator, and Genghis Khan remained a destroyer. History shows that power and empire are temporary, but the legacy left behind them is eternal: one is remembered with fear and violence, the other with creativity and enlightenment.
Abdisattorova Khurshida was born on November 9, 1997 in a village of Alarok district, Kashkadarya region. She’s a 3rd year student in the University of Journalism and Communications. Currently, her articles are published in the newspapers ANSISLISSISSIZ, HONOR IF “SISTRICTS AND, HIGHSSIZI’, and History _ 2025.
This article explores effective strategies as well as age-appropriate materials for engaging young learners in English. It highlights have storytelling, creative activities and emotional encouragement can build confidence and interest in English at early ages. This paper also gives some information about the benefits of songs and playful routines improving communication skills in learning a second language.
Key words:
age-appropriate methodologies, play-based methods, learning strategies, activities, English language teaching.
Introduction
It is obvious that it can be both interesting and difficult to teach English to young children. Cause you know that almost every child do not want to pay more attention to learn something for a long time. Especially when it comes to learning English through ordinary learning methods like memorizing and repeating new vocabulary words. This seems chaotic to children and they want to stop.
But at the time, there are plenty of new teaching methods like playing games in English or watching English cartoons instead of only repeating new vocabulary words again and again. That is the reason why this article is based on learning the English language in the young learner’s academic life. Moreover, this paper will analyze the effect of games in English and show the mastery of learning English without any difficulty.
Methods:
The role of games :
Playing games in English can be an effective tool for developing children’s speech and improving their pronunciation. First of all, this method helps them not to feel bored. As a result, they can train in English for hours with huge interest.
Using from modern technologies in learning language :
It is clear that modern technologies are becoming popular among the population , especially in the life of young ages . These kind of multimedia tools are really essential for capturing the attention for young learners. Short videos and interactive games always attract them and so if we use from them in the right way , for example , in teaching , it gives us lots of benefits and we can achieve success in teaching English to beginners. Cause you know that it seems more interesting for young children to learn the second language through media than ordinary methods.
Conclusion
Games-based learning is one of the most effective ways to teach English to young learners.
Furthermore, by encouraging motivation, enhancing vocabulary acquisition, improving speaking skills, and leading to greater educational success in general, games offer a dynamic, fun, and creative alternative to traditional methods of teaching.
The databases can be integrated into educators’ curriculum with the assistance of these approaches that will facilitate the improvement of language in the academic life of young children.
References:
1. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press.
2. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide. Penguin English.
3. “The Benefits of Using Games in Language Teaching.” British Council
Future linguist | Article writer
Debate Speaker
Dilshoda Jurayeva, born on January 30,2008 in Jondor, Bukhara region of Uzbekistan, is a diligent language learner.
She began her academic journey at school No. 25 and this year she graduated from the school with good grades. During her school years she achieved to Cefr with English and national certifications in Mother Tongue and History. Then, she was accepted to the faculty of philology and teaching languages of Bukhara State University with the maximum score – 189.
She is an active member of the Ibrat debate project. Besides that, she has participated in various online/offline projects like SwapUp and Yk as a participant in her school years.
At first glance, “The Little Prince” by Antoine de Saint-Exupéry may seem like a children’s book, but in fact, it is a story that even adults find difficult to fully understand. In short, the book tells us how we are gradually losing the purest and most precious human emotions — our most treasured values. During the time of writing, the author himself said:
“I grieve for a generation deprived of human virtues… I despise my time with all my soul. In this era, man is condemned to perish from spiritual thirst… The only real problem in the world around me is this: we must restore in people a sense of spiritual satisfaction in life. There is no joy in living without poetry, colors, or love…”
This allegorical tale uses various symbols to reveal the innocence, intellect, and pure feelings of a child’s heart, as well as concepts such as love, responsibility, life, and death — all essential parts of humanity. With its strong philosophical foundation and deep meaning, “The Little Prince” has won a place in the hearts of both children and adults and brought immense fame to its author.
The story begins with a pilot’s childhood memories. As known, Antoine de Saint-Exupéry was a pilot by profession. Thus, we can say that the writer reflected himself in one of the main characters — the aviator. He contrasts the innocent thoughts of a six-year-old boy with the “serious” mindset of adults in a unique style, critiquing them. When the child draws a picture of a boa constrictor that has swallowed an elephant, the adults cannot see it as the child does — they only see a hat. They claim that drawing is useless and insist that the boy study more “serious and useful” subjects. As a result, he grows up to study geography and becomes a pilot capable of distinguishing China from Arizona at a glance. But he stops drawing altogether.
One day, the pilot’s plane crashes in the middle of the desert, and there he meets the Little Prince — a mysterious golden-haired boy who asks him to draw a sheep. None of the drawings satisfy the Prince until the pilot sketches a box and tells him the sheep is inside. The Prince is thrilled that someone can “see” the invisible. Both the pilot and the Prince could imagine the boa constrictor and the sheep in the box. This shows that the pilot has reconnected with the child he once was. We can even say the Little Prince is the embodiment of his childhood. After all, their worldviews are nearly identical.
The Little Prince, who arrived from a tiny, lovely planet, can be seen as a representation of our inner self — our true essence. On his small planet were baobabs, flowers, three volcanoes (one extinct), and most importantly, a cherished, delicate turquoise flower. This planet symbolizes our world — our body and soul. The Prince uproots the baobabs each day to prevent them from damaging the planet, as they can destroy everything once grown. Baobabs and flowers initially look alike, so one must learn to distinguish between what’s harmful and what’s beautiful. In the same way, we must identify and remove the bad qualities from our hearts before they grow and destroy us.
Literary scholars interpret the relationship between the Little Prince and his proud, vain flower as a metaphor for Exupéry’s relationship with his wife, Consuelo. The flower’s behavior — her pride, her demanding nature — reflects this. The Prince waters her daily, protects her with a glass dome, and gives her his affection. On another level, the flower may symbolize our ego — our inner selfishness.
Eventually, the Prince decides to explore other planets. His journey is a metaphor for self-discovery — a look at human nature from the outside, which is the first step toward inner change. The flower tries to prevent his departure, which symbolizes how our pride often holds us back from understanding ourselves.
The three volcanoes on the Prince’s planet could represent strong emotions. He cleans them regularly, even the extinct one, because once harmful traits have existed in us, they can always reawaken. Therefore, we must cleanse our inner selves daily to avoid being destroyed from within.
Jalaluddin Rumi once said:
“A person is like the sea. Only the surface is visible. What lies beneath is unknown and untold, though it holds great storms.”
Sometimes, diving into the depths of that sea — our inner self — helps us understand who we really are.
The Little Prince visits seven planets and meets various people. On the first planet, a king reigns over no one but still gives orders. He claims that if a general disobeys, the fault lies not with the general, but with the king himself. The moral: we must take personal responsibility for our actions — the path to understanding ourselves begins here.
On the second planet lives a vain man who constantly asks to be praised. This character represents those who seek admiration without effort and believe themselves to be great despite doing nothing.
The third planet is home to a drunkard who drinks to forget the shame of drinking. He symbolizes our desires and how we knowingly do wrong, succumbing to urges that eventually enslave us.
On the fourth planet lives a businessman too busy counting stars to notice anything else. He believes he owns them, despite them offering him no benefit. He represents people obsessed with materialism who forget the meaning of life.
The fifth planet belongs to a lamplighter — the only character the Prince admires. He performs his duty with dedication, even at the cost of sleep. The lamplighter symbolizes responsibility. He also represents those who resist change despite the evolving world around them. Though the Prince offers him good advice, he refuses to change.
The sixth planet is inhabited by a geographer who writes massive books but never explores. He relies on others for knowledge and highlights those scholars who theorize without experience.
Interestingly, the size of each planet differs. The Prince’s favorite — the lamplighter’s planet — is the smallest. This might mean that the rarest or most meaningful traits are the ones we value most deeply in our hearts.
The seventh planet is Earth, where the first creature the Prince meets is a snake — a symbol of wisdom in many cultures. The snake speaks in riddles and offers to help the Prince return home if he is ever overwhelmed by grief. And indeed, in the end, the Prince does call upon the snake when he longs for his planet.
He also finds a rose garden and realizes that his beloved flower is not unique. Then he meets the Fox. In many cultures, the fox symbolizes wisdom, and in this story, it plays a vital role in delivering its core message.
The Fox says:
“People have forgotten this truth — but you must not forget it. You become responsible, forever, for what you have tamed.”
As the Prince tames the Fox, he realizes that he, too, was tamed by his rose. Though many roses exist, his is special because of the time and love he gave it. The Fox teaches him the most important truth:
“It is only with the heart that one can see rightly; what is essential is invisible to the eye.”
Maintaining this clarity of heart is essential. Rumi once said:
“The mirror of the heart must be clean so that the beautiful and the ugly can be seen clearly.”
The Prince finally meets people — humans — who are strange. They rush from place to place on trains without knowing why or where they’re going. This symbolizes how people chase time and goals blindly, burdened by self-imposed worries. Only children know what they are truly looking for and can love a rag doll so much that its loss makes them cry. Only children truly know how to live and enjoy life.
The Prince meets the pilot again — the same one we met at the beginning. The mysterious boy wins his heart, and they spend several days together. The pilot grows attached to him, but the Prince must leave. The pilot says:
“Six years have passed since my friend and his sheep left me. I write this so I won’t forget. There is nothing sadder than forgetting a friend. Not everyone is lucky enough to have one. And I never want to become like those adults who care only for numbers…”
The Prince traveled far, met many, but could not stay with anyone long. Everyone has their own planet, their own flower, their own distant stars. In the end, he calls the snake to return to his planet. Whether the Little Prince died or flew away remains a mystery. But in my view, he did not die. He lives on — in the heart of every person. Some will find him; others will not.
In conclusion, this short story carries deep meanings. Everyone understands it differently, according to their worldview. The symbols and allegories used by the author are open to interpretation. What matters is that each reader draws meaningful insights for themselves.
REFERENCES:
Antoine de Saint-Exupéry. The Little Prince. Tashkent: “Adabiyot Uchqunlari,” 2018.
Abstract: This article discusses the development of the tourism sector in our country and the formation of a sense of patriotism among the population. We all know that the future begins with history. Therefore, we need to form a sense of patriotism in the minds of young people. There are many historical places in our country, each of which holds a unique meaning. Is it possible to form a sense of patriotism through travel? -Of course, because through travel, you can explore not only historical places, but also the miraculous nature and culture of our heavenly country. This awakens a sense of gratitude in us, because our country is so peaceful and prosperous that we witness a miracle wherever we go. Therefore, we need to create opportunities for travelers in our country and create amenities for those who do not have the opportunity.
Keywords: Travel, reforms, patriotism, historical and cultural sites, youth engagement.
The article discusses the problems of forming a sense of patriotism through travel and their solutions. Today, there is a low level of deep understanding of real historical places, national heritage and values of the country among young people. The concept of patriotism is often perceived as theoretical knowledge, and there are few cases of feeling it with the heart.
Also:
Young people’s travel opportunities are limited.
School and college trips are based solely on formality.
There is not enough interest in local tourism.
Parents do not travel with their children, instead they pay too much attention to their phones and social networks. Or they do not have enough money for travel. Travel depends on two things: time and money. Because working people usually do not have time to travel, or even if they do have time, they do not have enough opportunities to travel. Another problem is the lack of interest in historical places among young people. They mainly want to go on extreme and entertainment trips. Therefore, the majority of visitors to historical and cultural places are older people. Below we will find solutions to these problems:
1. Strengthening domestic tourism – Systematically organizing excursions to the historical, cultural and natural attractions of our country. In particular, annual travel plans should be introduced in schools, colleges and universities.
2. Organize trips in an educational direction – During each trip, a sense of patriotism can be awakened by sharing information about the history of the country, stories about local heroes, and historical monuments.
3. Creating a youth movement under the slogan “See the beauties of the homeland with your own eyes” – encouraging young people to promote their country on social networks, introducing tourist attractions of Uzbekistan through photos and short videos.
4. Creating a culture of family travel – Parents traveling with their children instills in them a sense of love and appreciation for their country early on.
5. The “Patriotic Path” project – Targeted trips to historical sites in each region, commemorative events, cultural evenings, and meetings with local heroes should be organized.
Through these, it is possible to interest young people in historical and cultural places and thus form a sense of patriotism through travel. Every young and old person should love and protect their homeland.
List of used literature:
1. Mirziyoyev Sh.M. “New Uzbekistan – the realization of the dream of the people and the homeland.” – T.: Uzbekistan, 2022.
2. Karimov IA “High spirituality is an invincible force.” – T.: Ma’naviyat, 2008.
3. “Tourism and Youth Education” – Publication of the Ministry of Culture and Tourism of the Republic of Uzbekistan, 2021.
4. “Domestic tourism is a source of national pride” – “History of Uzbekistan” magazine, 2023, issue 1.
5. Ziyovuddinov M. “Patriotic Education and Modern Approaches” – T.: Teacher, 2020.
6. www.ziyonet.uz – Lesson plans on patriotism and tourism
7. Resolutions and decrees of the President of the Republic of Uzbekistan on youth (2021–2024)
Jumaniyozova Nazokat Olim qizi was born in Tuproqqala district of Khorezm region. Currently, I am a 2nd year student at the Surkhandarya regional Denov Entrepreneurship and Pedagogical Institute, majoring in tourism and hospitality.
Dongeon is currently in 7th grade and attends an international school in Vietnam. He likes to read both graphic novels and chapter books. He also likes to play games and socialize with his friends.
