The plot for a potential story can sweep into my consciousness without me intentionally trying to manufacture one. For example, my latest protagonist, Laura Styversant, appeared in a vivid dream I had one night. I awoke, grabbed pen and paper, and started to outline the story based on my dream.
The protagonist I started to sculpt in my head, was a sassy, salty, routinely cynical 51-year-old San Francisco Bay area female private investigator (P.I.) who had everything go wrong in the last year, including a bad car accident which resulted in a broken arm, a fractured ankle, and two cracked ribs. After a slow four-month recovery period she gets back into the P.I. game with a ritzy senior corporate executive male client, Daniel Sarnoff. It’s a challenging case for Laura. Her mission is to locate the man’s ex-wife, who suddenly disappeared, and find out what she did with the stacks and stacks of money, a huge nest egg they hid together inside the master bedroom wall of their Long Island house.
Although Laura, my character, is physically back on her feet from injuries, there are complications in this new case, and her anxiety is off the charts. The client, Daniel Sarnoff, has gone missing. He doesn’t answer her calls. He’s not at home where he’s lived for twenty years. His mail is piling up. And he’s nowhere to be found. Laura thinks that he’s likely intentionally ghosting her. Or is it something else? He’s already paid her a hefty “up front” fee up but Laura despises unfinished business and so, she becomes obsessed with finding him.
Remember, this all came from a dream I had; one of my treasure chests for surfacing potential plot concepts when I want to start a new project.
In the midst of designing the skeleton of this new story, possibly a novel, I decide to attend a webinar focused on Crafting More Compelling Characters.
The webinar’s presenter opens with posing this question:
“Do you interview your characters?”
She goes on to say, “As a writer, you want to find out everything about your lead character; likes, dislikes, fantasies, fears, joys and more, more, more! The only way to do that is to ASK THE DIRECT QUESTIONS. Just pretend you’re interviewing them across the table. And, go deep.”
My mind swirls as I listen to this wisdom. When I exit the webinar, I immediately list specific interview questions to ask Laura Styversant, the protagonist that I’m creating. I come up with ten questions:
Laura, what motivated you to become a private investigator?
Do you wish you’d chosen a different line of work? As a child, what did you want to be when you grew up?
You seem cynical about life and a bit sassy, maybe edgy. What happened in your life to shape you this way?
Who is the one famous person you’d like to have dinner with? Anyone – alive or dead? Why does that person appeal to you?
What creeps you out, scares you, makes you nervous?
What would an ideal day for you look like? An ideal location for you anywhere in the world?
What family member do you most admire? Connect with? What is it about them?
What one thing or accomplishment would you like to leave as your legacy?
What secrets do you carry from childhood? high school? Your twenties? Something you don’t want anybody to know.
When did you have your first kiss? What was the experience like?
This list was easy to create because I was totally curious as to how Laura would respond.
These questions helped me get “inside” Laura’s head, and that is exactly where I wanted to be.
Visit Linda S. Gunther’s website to read 52 weeks of her WRITE-BYTES BLOG which features Tips for Writers of All Levels and Genres.
Linda S. Gunther is the author of six published suspense novels: Ten Steps from the Hotel Inglaterra, Endangered Witness, Lost in the Wake, Finding Sandy Stonemeyer, Dream Beach, and Death is a Great Disguiser. Her memoir titled A Bronx Girl (growing up in the Bronx in the 1970’s) was released in 2024. Her short stories and book reviews have been published in a variety of literary journals across the world. Linda’s short plays, Listen While You Work, Divided We Stand, and Waiting for Magic are being produced and performed in 2025 at theaters located in New York, Napa Valley, CA and in the Monterey Bay area in Northern California.
Abstract: This article analyzes the need and importance of staff training in the context of digital services in the banking system of Uzbekistan. The article identifies the advantages and disadvantages of the existing system in national practice, and studies international experience – approaches to training in the banking sector of Great Britain, Germany and Singapore. Based on the results of the study, proposals and recommendations have been developed to improve the effectiveness of training in Uzbekistan, such as a competency model, public-private sector cooperation, digital training platforms and integration into the international certification system. These approaches serve to strengthen the competitiveness of the financial sector by improving the professional skills of bank employees.
Keywords: banking system, training, digital services, competency model, international experience, digital training, personnel policy, financial sector, innovative development.
Relevance of the topic: Over the past decade, the processes of introducing and developing digital technologies in the global financial market have significantly accelerated. The banking system is one of the most active participants in this process, widely using innovative solutions to provide fast, convenient and secure services to customers. These include remote settlement systems, mobile applications, Internet banking, advisory services based on artificial intelligence, blockchain technologies and online lending systems. These digital services not only increase the operational efficiency of banks, but also serve to bring interaction with customers to a qualitatively new level.
However, the successful implementation of digital services is not determined only by the development of technological infrastructure. In this process, human capital – that is, the professional potential, knowledge and skills of bank employees – is a decisive factor. In addition to financial literacy, modern bank employees must have excellent knowledge of information technologies, master the basic principles of cybersecurity, and be able to explain new services to customers and direct them to their effective use. According to the World Bank (World Bank, 2023) and the International Monetary Fund (IMF, 2022), 70–75% of banks that have successfully implemented the digital transformation process have introduced special training programs for employees. These programs are aimed at adapting employees to work with new technologies, improving service quality, and enabling them to respond quickly to customer needs.
In the Republic of Uzbekistan, the development of digital services in the banking system has also been identified as one of the priorities of state policy. Within the framework of the “Digital Uzbekistan – 2030” strategy, a number of reforms are being implemented to widely introduce innovative technologies in banking activities, increase the types of remote services, improve online payment systems, and strengthen cybersecurity. However, practice shows that in many commercial banks, the process of staff training is not organized in accordance with the pace of development of digital services. Currently, in some banks, training courses on digital services are held only after the introduction of new systems, but a continuous training system has not been established. This leads to delays in the full adoption of new technologies, differences in the quality of service, and in some cases, customer dissatisfaction. International experience shows that digital transformation gives effective results only when the training of bank employees is carried out in a continuous, systematic and goal-oriented manner. Therefore, the purpose of this article is to analyze the process of staff training in the context of digital banking services, study international practice, and develop scientifically based proposals for optimization for the banking system of Uzbekistan.
The results of the study are expected to improve the quality of services by increasing the level of training of bank employees, increase the share of digital services and strengthen the overall competitiveness of the banking system. World practice in the development of human capital and staff training in the banking system in the process of digital transformation offers various approaches. Analysis of best practices is of strategic importance for Uzbekistan, since competitiveness in the global financial market depends not only on technological infrastructure, but also on the system of training qualified personnel. The following is an analysis of advanced approaches in the banking systems of Singapore, Great Britain, Germany, South Korea and the USA.
Singapore experience: The issue of professional development in the Singapore banking sector is supported at the state policy level. The Skills Framework for Financial Services program, developed by the Institute of Banking and Finance (IBF), defines a single competency model for all bank employees. This model covers: technical skills (IT, cybersecurity, data analysis); customer service competencies; strategic management and leadership skills. Banks ensure that employees undergo at least 40 hours of mandatory training each year. Classes are mainly held in the “blended learning” format (online + practical training).
UK experience: In the UK, the Chartered Banker Institute operates to train bank employees. It maintains a certification system for banks according to professional qualification levels. Certification: Professional Banker Certificate – for new employees; Chartered Banker Diploma – for middle and senior specialists; Executive Education – for top managers. This system is based on the principle of “lifelong learning” and encourages employees to constantly improve their skills.
German experience: In Germany, a dual education system is widely used in the banking system. Commercial banks, in cooperation with the German Banking Academy, participate in programs that allow employees to work and study at the same time. This system: allows for the direct application of theoretical knowledge in the work process; effectively uses the “learning-by-doing” method in mastering new technologies.
South Korean experience: In the South Korean banking sector, training processes are carried out through the FinTech Education Center and internal training centers of large banks. Training is mainly focused on the following areas: FinTech innovations; mobile payment technologies; blockchain-based services; IT security. Banks involve employees in practical training in a “digital sandbox” environment, where they have the opportunity to test new technologies in a safe test environment.
US experience: In the US banking system, the training system is mainly carried out through the internal academies of large banks. For example, the Bank of America Academy trains more than 100 thousand employees per year. Trainings are focused on: customer service quality; credit risk assessment; regulatory requirements and compliance policy; introduction of digital services. Generalization of international experience. Analysis shows that the system of advanced training of bank employees in advanced countries has the following features. Public-private partnership – training programs are integrated with state policy. Competency-based approach – training programs are aimed at developing specific competencies. Flexible training format – online and offline training are combined. Practice-oriented training – training in conditions close to the real work process. Continuous update – programs are regularly updated in accordance with technological changes. These experiences can serve as an important methodological basis for improving the training system in the context of digital services in the banking system of Uzbekistan.
CONCLUSION: In the banking system of Uzbekistan, staff training is not only a factor of internal efficiency in the digital economy, but also an important strategic direction ensuring competitiveness in the global financial market. The study shows that the success of the training process depends on several interrelated factors: strategic planning, the introduction of advanced technologies, harmonization with international standards, and a system of employee motivation. International experience, including the practice of Great Britain, Germany, Singapore, and South Korea, has proven that organizing training based on a competency model, strengthening public-private cooperation, and the widespread use of digital training platforms yield effective results. This experience is also applicable in the conditions of Uzbekistan, and its adaptation will accelerate the pace of innovative development of the banking sector. The existing problems in the national banking system – the incomplete compliance of training programs with modern requirements, weak integration with international certification programs, and the lack of practice-oriented training – can be eliminated through a systematic approach. To this end, the following should be set as priorities: 1. Developing a unified competency-based training model. 2. Expanding cooperation with international financial institutions and professional associations. 3. Introducing online and hybrid learning technologies. 4. Developing practical training and simulations in a “digital sandbox” environment. 5. Incentivizing employees by partially subsidizing training costs. As a result, a modern and effective training system will increase the adaptability of bank employees in the digital economy, improve service quality, strengthen customer trust, and strengthen the position of the Uzbek banking sector in the international arena.
References:
1. Decree of the President of the Republic of Uzbekistan dated May 12, 2020 No. PF–5992 “On measures to reform and digitize the banking system”
2. Central Bank of the Republic of Uzbekistan. “Strategy for the introduction of digital technologies in the banking system”. – Tashkent, 2023.
3. Mirkiyamov, A. R. Banking: theory and practice. – Tashkent: Economy, 2021. – 356 p.
4. Kagan, J., & Molyneux, P. The Business of Banking. – Oxford: Oxford University Press, 2020.
5. World Bank. Fintech and the Future of Banking. – Washington, DC: World Bank Publications, 2022.
6. Basel Committee on Banking Supervision. Sound Practices for the Management and Supervision of Operational Risk. – Basel, 2021.
7. OECD. Digital Transformation in Financial Services. – Paris: OECD Publishing, 2022.
8. Singh, R., & Sharma, P. “Competency-Based Training in the Banking Sector: Global Trends and Practices.” International Journal of Bank Marketing, 2021, Vol. 39(4), pp. 567–589.
9. Ernst & Young. Global Banking Outlook 2023. – London: EY, 2023.
10. European Banking Authority. EBA Guidelines on ICT and Security Risk Management. – EBA, 2022.
I am Eshmurodova Sevinch Bahrom qizi, born in 2006 in the Kamashi district of the Kashkadarya region. Between 2022 and 2024, I studied at the Academic Lyceum of Karshi State University in the “exact sciences” department and successfully graduated. In 2024, I was admitted to Karshi State Technical University and am currently a 1st-year student at the Faculty of Economics and Management, Banking Department. In my free time, I play sports. I am a 3-time champion of Uzbekistan. I have also taken the honorable 1st place in Tashkent several times. In addition, I have won the Rector’s Cup several times. Currently, I am running an online business at home. I make tiaras for girls. I take an online course in Turkish. My goal is to open a training center in the area where I live, in agreement with the governor. I would like to pay special attention to Turkish, Russian, mathematics, and robotics at the center.
Abstract: This article analyzes the importance and effectiveness of using game methods in teaching English. Game technologies are considered an important tool in the educational process to increase students’ motivation, develop communication skills, expand vocabulary, and consolidate learned knowledge. The positive impact of the method is illustrated through examples and scientific explanations.
Keywords: game method, English, motivation, communicative approach, interactive learning.
In recent years, the demand for learning English has been increasing sharply. Along with traditional teaching methods, game methods are widely used in modern education. The game is a natural human activity, and when incorporated into the learning process, it turns learning into an interesting and effective process. Research shows that interactive and game-based activities increase students’ interest in the language and involve them as active participants (Brown, 2007).
Definition and types of game methods. Game methods are methods that use game elements in the learning process to achieve educational goals. The following types of games are considered effective in teaching English: Vocabulary games (Word Bingo, Scrabble, Word Search) – accelerate the acquisition of new words. Grammar games (Verb Tense Races, Grammar Jeopardy) – reinforce grammatical rules. Role-playing (Role-play) – develop communication skills in real-life situations. Interactive online games (Kahoot, Quizlet Live) – test knowledge using digital tools. Definition of game methods: Game methods are a pedagogical approach aimed at developing students’ knowledge, skills and competencies using game elements or the entire game structure in the educational process. This method increases students’ activity, independent thinking, creativity, communication skills and increases their interest in the lesson.
The main features of game methods:
ü Having a clear learning goal.
ü Following the rules of the game.
ü Creating an atmosphere of cooperation or competition between participants.
ü Creating a positive emotional environment.
ü Providing active and interactive learning.
Game methods are especially effective in language teaching, making abstract concepts more understandable, memorizing new words and phrases, and developing communication skills.
Types of game methods:1. Didactic games: Games created for specific educational purposes and based on strict rules. They serve to consolidate or test new knowledge. Examples: “Word Chain”, “Bingo”, “Who is faster?”2. Role-playing games: Students play different roles in certain situations and practice real-life communication situations. This method develops communicative competence. Examples: “Shopping in a store”, “Going to visit”, “Business interview”.3. Business games: Games in which professional processes are modeled, strategic thinking and problem-solving skills are developed. Examples: “Managing a company”, “Drawing up a marketing plan”.4. Scenario roles (plot role-playing games): Complex games based on a specific event and scenario. They require creativity, teamwork, and analytical thinking. Examples: “Trial”, “Theatre staging”.5. Action games: Games that help consolidate knowledge and skills through physical movements, more aimed at primary and preschool students. Examples: “Ball collection”, “Relay”.6. Digital and computer games: Games with gamification elements, played on mobile applications or interactive platforms. Examples: Kahoot!, Quizizz, Duolingo. 7. Intellectual games: Games that serve to develop logical thinking, quick response and expand the scope of general knowledge. Examples: “Intelligence”, “Who Wants to Be a Millionaire?”, “Jeopardy”. Advantages of game methods: Game methods are widely used in modern education as an interactive and motivational approach. Studies show that the use of game elements makes the learning process more effective and interesting (Gee, 2007; Prensky, 2011). The following are the main advantages of these methods:1. Increases student motivation. Since the game process is inherently interesting, it encourages students to actively participate. The desire to achieve success and the spirit of competition in games increase intrinsic motivation for the lesson. Example: Taking a test through “Bingo” or “Kahoot!” arouses more enthusiasm in students than traditional control work.2. Active participation and communication are enhanced. Role-playing and group games encourage lively communication between students. This is especially effective in language teaching, as students engage in natural communication with each other. Example: Role-playing games such as “Shopping” allow you to practice real-life conversations. 3. Develop creativity and problem-solving skills. Scenario games and business games force students to think creatively and find unconventional solutions. Example: The game “Create a Marketing Campaign” involves students in developing advertising ideas. 4. Enables consolidation of knowledge and rapid memorization. Knowledge acquired during the game process is often remembered longer than in traditional lessons. This is explained by the phenomenon of “memory retention through emotional connection” in psychology. Example: The game “Word Chain” to increase vocabulary. 5. Reduces stress and creates a positive emotional environment. During the game, students feel free and are not afraid of making mistakes. This makes the learning process stress-free and enjoyable. 6. Develops teamwork and social skills. Many games require teamwork, which develops skills such as leadership, compromise, and sharing of tasks in students. Example: Relay or group quizzes. 7. Compatible with modern technologies. Digital games (Kahoot!, Quizizz, Duolingo) are very convenient in distance learning and blended learning systems, allowing you to get interactive results in real time. Increasing cultural and linguistic competence. Game methods in language teaching: Model real-life communication situations; Develop intercultural communication skills; Promote natural language acquisition. Example: In the “Cultural exchange” game, each student describes the culture of another country. 6. Supporting person-centered learning. Game methods take into account the individual capabilities of each student: Develop strengths; Adapt to the pace of learning; Overcome difficulties in a gentle way.
Conclusion: Game methods are one of the most effective tools among modern pedagogical approaches, they form the educational process not only as a process of imparting knowledge, but also as a complex system that supports the personal, social and cultural development of the student. Research shows that lessons with game elements retain students’ attention for a longer period of time, increase motivation and increase the level of mastery. In the process of the game, students acquire not only theoretical knowledge, but also the skills to apply it in real-life situations. This approach: Cognitive development – strengthens the skills of analysis, logical thinking, and quick decision-making; Emotional-intellectual development – awakens positive emotions, increases self-confidence, and reduces fear of mistakes; Social competence – develops teamwork, leadership, and cooperation skills; Cultural and linguistic competence – naturalizes the process of language and culture acquisition; Technological integration – increases the effectiveness of the lesson through digital tools. As a result, game methods not only make the lesson process interesting and lively, but also turn education into a person-oriented, flexible, and innovative system. Their use plays an important role in shaping students as competitive individuals who meet the requirements of modern society. Therefore, the systematic and targeted use of game methods in pedagogical practice is one of the most important strategies for improving the quality of education.
2. Chang, & Yang. (2023). Game-based learning in early childhood education: A systematic meta-analysis. Journal of Early Childhood Research, 21(2), 145–162. https://pmc.ncbi.nlm.nih.gov/articles/PMC11018941/
3. Evaluating the efficacy of computer game-based learning on ESL undergraduates’ speaking skills. (n.d.). Journal of Language Learning and Technology, 19(3), 101–120. https://pmc.ncbi.nlm.nih.gov/articles/PMC11381748/
4. Gunel, & Top. (n.d.). Effects of educational video games on English vocabulary learning and retention. International Journal of Educational Research, 45(4), 230–242. https://files.eric.ed.gov/fulltext/EJ1342982.pdf
5. Lestari, R., & Rohmani. (2025). Trends in the development of game-based science learning research in elementary schools. Educational Research and Reviews, 20(1), 1–15. https://www.researchgate.net/publication/371207103
7. Zhong, K. (2024). The effect of game-based vocabulary learning on middle school students’ motivation and retention. Lecture Notes in Educational Psychology and Public Media, 74, 166–172. https://www.ewadirect.com/proceedings/lnep/article/view/17947
I am Nafosat Jovliyeva, born in 2005 in Kamashi district of Kashkadarya region. I studied from 1st to 9th grade at secondary school No. 68 under the Department of Public Education in Kamashi district. Between 2022 and 2024, I studied at the Academic Lyceum of the Karshi Institute of Engineering and Economics in Karshi city, majoring in “social sciences”, and successfully graduated with honors. In 2024, I was admitted to Shahrisabz State Pedagogical Institute and am currently a 1st-year student at the Faculty of Philology, majoring in Foreign Languages and Literature.
In my free time from classes, I make various types of jewelry, such as various handbags, gold chains for our girls, and flowers for gifts using colored ribbons. Currently, I am actively participating in the online “Zakovat” intellectual project and chess games. Currently, I communicate fluently in English and want to continue my master’s degree in Turkey by studying Turkish. One of my future goals is to learn German and Arabic in addition to English and Turkish, and to open a foreign language center in my area and provide free language courses for women in need. I also have sufficient knowledge in the IT field and help young people use online platforms to spend their time meaningfully and enrich themselves with useful information.
For today’s youth, the ocean of opportunities is wide and full: studying abroad, building innovative projects, exploring creativity, traveling… Yet paradoxically, the more opportunities exist, the harder it becomes to decide. Every door seems open, but behind which one lies our true self?
Far too often, we adopt the dreams of others as our own — the expectations of parents, the “ideal” models of society, the polished lives we see online. These can bury our real desires, until one day we find ourselves walking a path that does not belong to us.
The art of finding yourself is about listening to your inner voice, discovering your values, and following your own path — even if others do not understand. This journey may be filled with more mistakes than successes, but those mistakes shape and define us. True success is not becoming what society calls “successful,” but creating a life where you remain authentically yourself.
@Iroda_Bozorboyeva_07 Baxromovna I do not want to be remembered as “She was born, she lived, she died.”
SOCIAL-PSYCHOLOGICAL CONSEQUENCES OF YOUTH UNEMPLOYMENT AND SOLUTIONS
Khudoykulova Shahzoda Sherali kizi
Student at Karshi State University, Faculty of History
Abstract : In today’s global society, youth are one of the most vulnerable social groups. This article examines the impact of unemployment on the psychological state of young people, changes in social relationships, and their confidence in the future.
Annotation: V sovremennom globalom obshchestve molodej yavlyaetsya odnoy iz samyx weakx sotsialnyx grupp. V dannoy state rassmatrivaetsya vliyanie bezrabotitsy na psychologicheskoe sostoyanie molodeji, izmeneniya v sotsialnykh tnosheniyax i uverennost v zavtrashnem dne.
Annotation: In today’s global society, young people are one of the weakest social groups. This article examines the impact of unemployment on the psychological state of young people, changes in social relations, and confidence in the future.
Keywords: Society, parents, youth, neighborhood, state, government, women, leader, internet
Key words : Obshchestvo, roditeli, molodej, sosedi, gosudarstvo, vlast, genshchiny, leader, Internet
Key words : Society, parents, youth, neighborhood, state, power, women, leader, internet
Introduction: Youth is the most active, creative and promising stratum of any society. Their education, finding their place in the labor market and building an independent life are important for the stability and development of society. However, in today’s conditions of globalization and technological change, the increase in unemployment among young people is seen as an urgent social problem. Unemployment has a negative impact on society not only economically, but also socially and psychologically. The lack of participation in the labor market of young people, who constitute the most active and potential stratum of the population, threatens not only their personal lives, but also the sustainable development of society. Today, attention to youth in our country is one of the priority areas of state policy. Because the future and development of any society depend, first of all, on its educated, strong-willed, enterprising and healthy young generation. Therefore, large-scale reforms are being implemented in our country to comprehensively support young people and fully realize their potential.
The main causes of youth unemployment
The following factors contribute to youth unemployment:
1. Lack of professional skills that meet the demands of the labor market.
2.Lack of experience.
3. The disconnect between education and production.
4. Territorial imbalance (for example, lack of jobs in rural areas.
5. Lack or weakness of social connections.
Social consequences
Unemployment among youth causes a number of negative social processes in society:
1. Increased crime: Unemployed youth may be inclined to commit crimes for self-expression or to satisfy material needs.
2.Migration: Young people who cannot find work migrate to other countries or large cities in search of work, leading to demographic imbalance.
3. Social instability: Unemployed youth feel inequality and injustice in society more acutely, which leads to increased feelings of discontent.
.4Marriage and family delays: Due to lack of financial stability, young people are delaying or completely abandoning family formation.
Psychological consequences
Youth unemployment also directly affects a person’s mental state:
1. Depression and discouragement: Feeling useless in society, ineffective use of time, and lack of confidence in the future lead to psychological problems.
2. Low self-esteem: Young people who cannot find work feel helpless and incompetent.
3. Aggression or apathy: When unemployment lasts for a long time, people can fall into two extreme states: one is aggression towards society, and the other is complete apathy.
4. Social isolation: Unemployed youth are isolated from the majority and lose social connections.
Solutions: Unemployment among young people poses a great threat not only to their economic situation, but also to the social stability of society. To address this problem, the following are necessary:
1. Adapting the education system to the demands of the labor market;
2. Expand internship and training programs;
3. Support for youth startups and small businesses;
4. Establish psychological support centers and inform the general public.
In order to prevent unemployment from negatively affecting the lives of our youth, a number of measures are being taken, and various decrees and resolutions have been implemented. On measures to implement the tasks set out in the “Open Dialogue with Youth” of the President of the Republic of Uzbekistan (Decree No. PF-61 of March 26, 2025) to develop a long-term strategy aimed at introducing a digital social ecosystem to unite youth, form national values in the young generation, early identify their interests and needs based on artificial intelligence technologies, monetize their potential, and involve them in socially significant projects. Many decisions have been made, such as developing a procedure for allocating grants of up to 100 million soums by the Youth Affairs Agency to create national and useful media content that interests young people in science and organize the best intellectual shows, including mechanisms for selecting applicants and projects. From this, we can see that our country is paying great attention to the young generation and opening up wide opportunities for them. This document clearly demonstrates the constant attention of our President to young people and his desire to appreciate each of their achievements at the state level. Decree No. PF-61 includes not only material incentive measures, but also strategic goals aimed at improving the intellectual and creative potential of young people. On the State Program of the President of the Republic of Uzbekistan on the Implementation of the Strategy “Uzbekistan – 2030” in the “Year of Youth and Business Support” (Decree No. PF-37 of 21.02.2024) In order to effectively implement the large-scale reforms set out in the “Uzbekistan – 2030” strategy in 2024, consistently continue systematic efforts to achieve positive changes in the daily lives of our people, ensure high economic growth rates based on the principles of the “green economy”, improve the ecological situation, widely introduce standards for the efficient use of water and other natural resources, and further improve the management system aimed at the interests of the people: from March 1, 2024, young people who require special work, as well as talented and gifted young people, shall be assigned to the heads of ministries and departments, local executive authorities, state-owned enterprises and organizations, and higher educational institutions on the basis of the “Youth Balance” by decision of the Republican Commission for Coordination of Youth Work in Mahallas. In this regard, these leaders should: meet with the youth assigned to them at least once a month, solve their problems and reveal their potential, provide them with employment by training them in high-demand professions, find their place in life, and also provide comprehensive assistance in raising their legal awareness and culture. This decree is the central document of state policy designed to encourage youth and business entities and expand innovative activities. Its main tasks are: to bring the direction of supporting youth and business of the “Uzbekistan-2030” strategy to a practical stage, diversify the economy through innovation and increase competitiveness, and encourage talented youth and startups integrated into socio-economic growth.
Resolution of the President of the Republic of Uzbekistan “On measures to radically improve the system of working with youth in neighborhoods” (PQ-92 dated 19.01.2022). In order to introduce new management mechanisms for working with young people, create a vertical system for working with them, solve youth problems directly in neighborhoods, and further increase the effectiveness of spiritual, educational and educational work in educational institutions:
The position of youth leader shall be introduced in every town, village, aul, as well as in every neighborhood in cities, towns, villages and auls. The following shall be defined as the main tasks of the youth leader in the neighborhood: to form a “Youth Balance”, to enter the necessary information about young people into the electronic platforms “Youth Notebook” and “Youth Portal”, to organize effective work with them; to meaningfully organize the leisure time of young people in neighborhoods, to popularize national folk games and sports among young people, to implement Five Important Initiative Projects, youth festivals and other cultural and educational events, to increase the social activity of young people, to encourage their talents, abilities and initiatives and to help them find their place in life, to educate young people in the spirit of patriotism and to ensure their intellectual maturity and spiritual development. This resolution initiated a structural and functional transformation in the system of working with young people. This decision: Created a position responsible at the neighborhood level for direct and systematic communication with young people,
Improved the quality of youth data management and service provision through social monitoring and digital systems, and implemented projects that have gained great social significance between generations. Resolution of the President of the Republic of Uzbekistan “On measures to increase income and ensure employment of young people by allocating land to them, as well as on the development of new land areas” (No. PQ-153 dated 05.04.2024) . In order to increase the production of food crops through the effective use of land and water resources in agriculture, ensure employment of the population, including youth, and increase their incomes: It is determined that 60 thousand hectares of land in the reserve of district khokimiyats will be put up for electronic online auctions and leased to young people on a priority basis for the organization of dehkan farms, and the following new system will be introduced, covering the chain from cultivation to sale of agricultural products. Resolution No. PQ-153 is an important legal document aimed at stimulating the economic activity of young people through material resources and strengthening their employment. Resolution: Establishes the provision of land resources necessary for young people to start and implement their own economic projects. Opens up various sources of income for young people who are not employed in agriculture and other sectors. Serves as a solid foundation for unlocking the potential of young people in the future and ensuring socio-economic stability. i. Resolution of the Cabinet of Ministers of the Republic of Uzbekistan “On measures to improve the system of training young people in professions (specialties) and foreign languages” In accordance with the Resolution No. 213 of 17.04.2024 , the Cabinet of Ministers of the Republic of Uzbekistan decides to ensure the implementation of the Decree of the President of the Republic of Uzbekistan No. PF-59 dated April 4, 2024 “On improving labor migration processes and additional measures to support persons temporarily engaged in labor activities abroad”, as well as to support the interest of young people in learning foreign languages and acquiring a profession, to improve the system of training them as competitive personnel in the domestic and foreign labor markets, and to expand their opportunities for work in foreign countries. The Resolution establishes the expansion of the system of training the population, especially young people, in modern professions and foreign languages. This is aimed at training competitive personnel in the labor market. Short-term training courses in specialties and foreign languages that are in high demand in the regions will be opened. Modern methodologies and curricula will be introduced. The employment opportunities of trained citizens will expand, they will be able to start their own business or work in the service sector. It will fill the gaps in the labor market in terms of skills and language skills. It will increase international job opportunities through knowledge of foreign languages. It will develop practical and short-term forms of vocational education. It will open the way for young people and the unemployed to express themselves and achieve economic independence. Resolution of the President of the Republic of Uzbekistan “On measures to develop the social and production infrastructure of the Republic of Uzbekistan in 2024-2026” (No. PQ-404 dated 25.12.2023) . It is about implementing the tasks set out in the “Uzbekistan — 2030” strategy, further developing social and production infrastructure in the regions, especially in neighborhoods, as well as improving the living standards of the population and creating a favorable investment environment for entrepreneurs. On the basis of the resolution, a comprehensive set of measures and a state program have been developed for the development of social and production infrastructure in the country. The resolution established the establishment of an “Infrastructure Development Engineering Company” for the construction, reconstruction and overhaul of preschool educational institutions, general education and specialized schools in 2024–2026. The resolution provides for the implementation of work on the modernization of infrastructure and the construction of new facilities on the basis of the necessary design and estimate documentation and through a state order
REFERENCES USED
1. http://lex.uz//uz/docs/-7451522 On measures to implement the tasks set out in the open dialogue of the President of the Republic of Uzbekistan with youth
2. http://lex.uz//docs/-6811936 On the State Program for the Implementation of the Strategy “Uzbekistan-2030” in the “Year of Youth and Business Support”
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.
In today’s digital age, misinformation has become a silent pandemic that is spreading rapidly across the globe. With the rise of social media and the internet, false information can be easily disseminated to millions of people within seconds. This has led to a dangerous situation where individuals are exposed to inaccurate information that can have detrimental effects on society as a whole.
One of the key reasons why misinformation spreads so easily online is due to the speed and ease of sharing information on social media platforms. With just a click of a button, false information can be shared to thousands of people, creating a ripple effect that can quickly spiral out of control. Additionally, the lack of fact-checking and verification processes on many social media platforms allows misinformation to go unchecked, further perpetuating its spread.
The dangers of misinformation are far-reaching and can have serious consequences on society. For instance, false information about health and medical treatments can lead to individuals making harmful decisions that can impact their well-being. In extreme cases, misinformation can even incite violence or political unrest, as seen in instances of fake news being used to manipulate elections or stoke social divisions.
So, what can society do to fight the spread of misinformation in the digital age? One approach is to educate individuals on how to identify and critically evaluate information they come across online. Teaching media literacy skills can empower individuals to discern fact from fiction and make informed decisions about the information they consume.
Furthermore, social media platforms can play a role in combating misinformation by implementing stricter fact-checking processes and algorithms that prioritize accurate information over sensationalized content. By holding users accountable for the information they share and promoting credible sources, social media platforms can help stem the tide of misinformation online.
In conclusion, the spread of misinformation in the digital age is a pressing issue that requires immediate attention. By understanding how false information spreads online, recognizing the dangers it poses, and taking proactive measures to combat it, society can work towards creating a more informed and responsible digital landscape. Only through collective efforts can we hope to mitigate the impact of the silent pandemic of misinformation and protect the integrity of information in the digital age.
