EFL teacher of Uzbekistan State World Language University
Olimova Shahina Botirjon qizi
Student of Uzbekistan State World Language University
Abstract: Alexandr Feinberg is a national poet, connector of Uzbek and Russian literature. The poet wrote not only about Uzbek culture, nationality and history but also the personality and character of the Uzbek people. Because of his importance, his poems became popular among other nations. He translated Uzbek poems and novels that helped Russian people to get to know Uzbek literature.
Аннотация: Александр Файнберг – народный поэт, связующее звено узбекской и русской литературы. Поэт писал не только об узбекской культуре, национальности и истории, но и о личности и характере узбекского народа. Благодаря своей значимости его стихи стали популярными среди других народов. Он переводил узбекские поэмы и романы, что способствовало знакомству россиян с узбекской литературой.
Annotatsiya: Aleksandr Faynberg — xalq shoiri, oʻzbek va rus adabiyotining bogʻlovchisi. Shoir nafaqat o‘zbek madaniyati, millati, tarixi, balki o‘zbek xalqining shaxsiyati va xarakteri haqida ham yozgan. Ahamiyati tufayli uning she’rlari boshqa xalqlar orasida mashhur bo’ldi. U rus xalqining oʻzbek adabiyoti bilan yaqindan tanishishiga xizmat qilgan oʻzbek sheʼr va romanlarini tarjima qilgan.Key words: uzbek literature, nationality, connection between literatureКлючевые слова: узбекская литература, национальность, связь между литературами
Tayanch so‘zlar: o‘zbek adabiyoti, millat, adabiyot o‘rtasidagi bog‘liqlik
Introduction: Various measures have been taken in Uzbekistan to preserve the literary heritage of Alexandr Feinberg and perpetuate his name. In 2004, he was awarded the title of People’s Poet of Uzbekistan, and in 1994, the title of Honored Worker of Culture of Uzbekistan was given to him. Additionally, a monument to Alexander Feinberg was erected in recognition of his important practical work to enhance the prestige of our homeland in the international arena and strengthen cultural ties between the Russian and Uzbek people through his work.
Many events, competitions and conferences dedicated to the life of the writer, his creative legacy and his contribution to the spiritual world of our people are being held at UzSWLU. During the events, participants read and discuss Alexander Feinberg’s poems, learn about his life, and analyze his works. Moreover, the university organizes an Alexandr Feinberg stipendium every year to award students for their scientific work. Various events related to Alexander Feinberg are held in the Alley of Writers.
I am drifting, love, far away, Smoke rises from distant fires. A star takes a kiss from you, From this shore, I depart today. Along the river flows the untamed stream, You gaze at the sky — at the birds that gleam. Even the waves seem to feel the pain of parting, As if they embrace each other, softly departing.
Alexander Feinberg, as an Uzbek and Russian poet, won many hearts with his creativity and poetry. He was able to show the nationality and culture of the Uzbek people not only in Uzbek literature, but also in his poems, glorifying the Uzbek people in Russian literature. The immortal creativity of the writer, his works translated and set to music, will live forever in our hearts.
The Importance of Environmental Education in the Development of Society
Yangibiyeva Iroda
Termez State University Faculty of Foreign Languages Philology and Teaching Languages: English Language Education Program
Humanity today is experiencing an era of rapid technological growth and global modernization. The world is changing faster than ever before — but, unfortunately, this development has also led to a growing distance between humans and nature. Forests are being cut down, rivers polluted, and the air filled with harmful substances. These are not just environmental problems; they are the consequences of our attitude toward the planet. In this situation, only one force can change the way we live — environmental education.
Environmental education is not simply a school subject about plants and animals. It is a philosophy of life that teaches us to live in harmony with nature. A person who receives environmental education learns to see the environment not as a resource to be exploited, but as the very foundation of life. This awareness forms the essence of a sustainable and responsible society.
For a nation to truly progress, it must develop not only economically, but also morally and environmentally. A citizen with ecological awareness does not litter out of fear of punishment; they act responsibly because they understand that protecting nature means protecting oneself. This is why environmental education should begin from the earliest years of childhood. When a child waters a tree, learns not to waste water, or picks up trash, they are forming habits that will shape their entire worldview.
In Uzbekistan, environmental education has become one of the key directions of state policy. Projects such as the “Yashil makon” (Green Space) initiative, the introduction of ecology lessons in schools, and youth participation in clean-up campaigns are important steps toward shaping ecological consciousness. These efforts demonstrate that environmental protection is not only the government’s duty — it is a shared responsibility of every citizen.
The development of society depends on the human factor. And humans can only truly progress when they live in balance with the natural world. Environmental education should therefore be regarded not as an additional branch of science, but as a foundation of national development. A society that understands and respects nature is a society that ensures a stable economy, healthy people, and a sustainable future.
However, despite these positive steps, environmental indifference still remains one of the main threats to our planet. Plastic waste poisons the seas, fertile soil is disappearing, and climate change is bringing new diseases and disasters. No technology or law can protect the Earth if human beings themselves remain careless. This is why environmental education must become an integral part of culture, family upbringing, and national identity.
Environmental education changes not only how we think about nature — it changes who we are. It teaches patience, compassion, responsibility, and gratitude. When we plant a tree, save water, or separate waste, we are not just performing simple actions — we are expressing our philosophy of life.
In conclusion, environmental education plays a decisive role in shaping a responsible and sustainable society. It raises awareness, strengthens the moral foundation of humanity, and gives us the opportunity to leave behind a cleaner and greener world for future generations. We must learn to view ecology not merely as a subject, but as a way of life — only then will true progress be possible, in harmony with nature and with ourselves.
This article examines the origins and development of mother-tongue teaching methodology in primary education. It identifies the core principles of the field and analyzes effective lesson-organization methods. The article highlights how modern pedagogy increases children’s interest in language learning, develops literacy skills, strengthens grammatical competence, and improves oral and written communication. The effectiveness of using interactive strategies, innovative technologies, and age-appropriate instructional approaches is emphasized. Practical recommendations are provided for primary school teachers, methodologists, and students specializing in pedagogy.
The mother tongue represents the national consciousness, cultural identity, and spiritual heritage of every nation. Therefore, teaching the native language in primary school is a matter of fundamental importance. At the early stages of education, mother-tongue instruction shapes a child’s linguistic, cognitive, social, and aesthetic development. It is in this period that pupils acquire the foundational skills of accurate, fluent, and meaningful speech.
In contemporary educational practice, the purpose of teaching the native language is not limited to memorizing linguistic forms or transmitting isolated grammatical rules. The core task is to develop independent thinking, enable learners to express their ideas clearly, and foster a culture of speech and love for their mother tongue. Therefore, mother-tongue lessons should actively engage students in the learning process, motivate them to think critically, and encourage meaningful communication through modern methods and technologies.
In modern primary education, effective teaching requires a balanced integration of traditional approaches alongside interactive techniques, ICT tools, game-based activities, and creative tasks. Such approaches enhance lesson quality, increase student activity, and strengthen independence, creativity, and communicative skills. Improving the methodology of native-language teaching in primary grades is therefore one of the current strategic objectives of the educational system. Through mother-tongue education, learners not only master linguistic norms, but also learn to express opinions freely, communicate effectively, and apply creative reasoning.
Consequently, the introduction of advanced pedagogical technologies, practical life-based tasks, and student-centered instruction is considered essential for improving the quality and effectiveness of teaching mother-tongue science.
Review of Literature
The methodology of teaching the mother tongue in primary education—its principles, core concepts, and effective lesson-organization strategies—has been widely studied by contemporary scholars and methodologists. Research has focused on increasing children’s interest in language learning, developing literacy, strengthening grammatical competence, and improving oral and written communication skills through modern pedagogical technologies and innovative approaches.
Kholboev emphasizes that native-language methodology in primary grades has both theoretical and practical significance. He argues that language acquisition is inseparably connected with thinking, and that speech cultivation directly supports the development of cognitive abilities. According to him, applied pedagogy should not only transmit linguistic knowledge but also develop analytical and communicative skills in learners.
Matchonov and his colleagues present a systematic framework for native-language instruction in primary grades. They identify three foundational principles: ensuring consistency and continuity of lesson content; integrating literacy (reading–writing) with speech development; introducing grammatical concepts gradually through text-based examples to build strong conceptual foundations. Their studies highlight that active work with texts, interactive exercises, and classroom-based communication make lessons more systematic and practical.
Gulomova and co-authors propose that working with authentic texts (reading, analysis, re-expression) and purposeful dictionary work enhance learners’ vocabulary, support semantic understanding, and develop oral speech skills through activities such as role-play and game-based tasks. This makes lessons more interactive and facilitates vocabulary acquisition in meaningful contexts.
Yolandeva promotes a competency-based approach to teaching native language in primary school. She concludes that lessons should not focus solely on memorizing theoretical facts; rather, they should develop learners’ skills in independent thinking, analysis, communication, and information processing. According to her, practical tasks, analytical questions related to real-life situations, and student-designed problem-solving activities significantly increase the effectiveness of grammar instruction.
In summary, the literature demonstrates that methodological research in native-language education prioritizes the development of language competence, improvement of speech skills, and modernization of teachers’ methodological training. Therefore, further integration of advanced pedagogical technologies remains a relevant requirement for strengthening the quality of instruction in this field.
Analysis and Results
Within the scope of this research, the effectiveness of modern methodologies for teaching the mother tongue to primary-grade students was examined. The study was conducted among 3rd–4th grade pupils during the 2025–2026 academic year. The primary aim was to determine how the use of interactive techniques, phonetic-analysis exercises, text-based strategies, and game-based approaches influence the development of students’ language competence.
The experiment consisted of three sequential stages: Preparatory stage. Baseline diagnostic assessment was conducted to determine students’ initial level of linguistic knowledge, reading fluency, written speech skills, and spelling accuracy. A total of 48 students participated in this phase.
Practical stage. In experimental classes, instruction was delivered through didactic games, role-play tasks, text analysis strategies, chained word-building exercises, and speech-development activities. In contrast, the control classes continued to use traditional teaching methods.
Final stage. Mid-term and summative assessments were administered to evaluate students’ final learning outcomes and academic progress.
Research Findings
Data analysis revealed measurable improvements in the experimental group. Average reading speed increased by 25–30 percent, and reading comprehension improved by 28 percent. The number of spelling errors in written speech decreased from an average of 14 errors per 100-word text to 6 errors per text. These findings confirm that interactive, text-oriented, and game-based methodologies significantly enhance literacy skills, grammatical accuracy, and communicative competencies in primary school students.
Conclusion
In conclusion, the methodology of teaching the mother tongue in primary grades plays a crucial role in shaping children’s speech, thinking, and spiritual development. Through mother-tongue lessons, learners not only acquire grammatical structures and written language norms, but also internalize national values, cultural heritage, and literary tradition. Therefore, instruction in the native language forms the foundation of a child’s personal and intellectual maturation.
Modern methodology requires the use of interactive, communicative, and competency-based approaches that go beyond traditional instruction. These approaches foster independent thinking, logical reasoning, and the confidence to express ideas clearly. Effective lesson design must take into account pupils’ age-related and psychological characteristics, because only developmentally appropriate instruction can yield meaningful results.
Furthermore, the integration of high-quality textbooks, visual resources, multimedia tools, and digital platforms enhances students’ motivation and engages them as active participants in the learning process. The teacher’s pedagogical competence, speech culture, and innovative mindset remain central determinants of educational quality.
Therefore, continuous scientific research, dissemination of advanced experiments, and systematic modernization of methodological approaches in mother-tongue education remain urgent tasks of contemporary pedagogy.
List of references used
1. Kholboev G. Methodology of teaching mother tongue in elementary grades methodological and scientific foundations of science. – Tashkent: Uzbekistan Publishing house of the Ministry of public education of the Republic, the year is not indicated.
2. Matchonov S. Methodology of teaching the native language in primary grades.- Tashkent: “O’qituvchi” Publishing House, year not specified.
3. Ghulomova M. Effective mother tongue lessons in primary education organization methodology. – Tashkent: Enlightenment, the year is not indicated.
4. Yolandeva S. Language skills in primary school students formation methodology. – Tashkent: Science and Technology, year not shown.
5. Kadyrova F. Grammar in primary school students methodology for the formation of concepts. – Tashkent: TDPU publisher, 2018.
6. Yo’ldoshev Q. Theory and methodology of teaching the native language. – Tashkent: “Fan”, 2015.
New houses, rows of luxury cars — at first glance, everything seems perfect. The family looks happy, birds are singing joyfully, as if thanking life itself. Inside one of these grand houses lived two children. To their friends, they seemed like the happiest kids in the world. After all, when your parents work in powerful state companies, when you live in mansions with servants who cook and wait for you after school — isn’t that happiness?
Their friends were still too young to understand that wealth, position, and luxury don’t define happiness. Maybe they just believed the lies those rich children told them. It was said that the family often dined together, played games, and went on trips every week. “Really?” thought their neighbor Khadicha, who knew the truth. The children could hardly remember the last time they saw their parents or ate together. Every morning at five, Ali and Lola woke up hoping to see their parents — but their father was away on another business trip, and their mother had gone out to meet friends or organize new events.
Even when she was home, she would tell the servants,> “If the kids ask, tell them I’m at work. I want to sleep in peace today — I have no time for their endless chatter.” The servants were shocked — so many people yearn for children, while these parents can’t spare even five minutes for theirs. Last Monday, the situation worsened. Ali won first place in the national stage of the “Young Reader” competition and even received a Chevrolet Cobalt as a prize. He wanted to gift it to his father and stayed up until 2 a.m. waiting. But his father never came.
When he finally returned in the morning, the driver excitedly told him the news. The father just smirked:> “A Cobalt? I could buy a thousand of them along with that silly contest. They chose him because of my wealth and influence.” The driver snapped:> “No, sir. They chose him for his knowledge and intellect — even officials’ children couldn’t win.” But the boss had already gone to bed, tired from his trip to Turkey. The driver was disgusted.
Those parents traveled the world, while their children were forgotten — no relatives visited, no love from their own parents. Only kind neighbor Khadicha sometimes took them to the park so they wouldn’t feel so lonely. In their parents’ eyes, the children were nothing but a burden. Life is cruel — some people long for children, while others take them for granted.> “If only kids could choose their parents…” thought the driver sadly.“
When we fail to appreciate God’s blessings, He can take them back.” He sighed, hoping:> “May this story end well.” But the truth remains — real wealth is peace, love, and family unity. When there is harmony at home, everything else can be earned later. No child should grow up deprived of love, forced to mature without ever feeling what childhood truly means.
Since childhood, I loved one fairy tale my mother used to tell —> “There once lived a snake and a cat. The brave cat always fought the snake, but in the end, the snake devoured the cat.”
Every night, I asked my mother to tell it again, hoping that one day the ending would change — that the cat would win. But it never did.
That’s when I realized — not every story ends happily. Life is like an exam: the more you fall, the higher you can rise. One of my teachers once said:> “Life is like boiling water. Whether you want it or not, you’re thrown into it every day. If you don’t endure and trust the process, you’ll face even harder trials. Those hardships are gifts — they wash away your sins and test your patience. The more patient you are, the sweeter the reward.”
I understood — like gold purified by fire, humans too are refined through challenges. Gold must be heated thousands of degrees before it becomes beautiful jewelry — and we must face pain to become stronger. When I was younger, I couldn’t understand why adults got upset over small things. Now that I’m older, I finally do. Life is temporary, and stress causes most of our illnesses. Even our physical pain often begins with emotional pain. The human body is a miracle — everything inside is connected like clockwork.
A few years ago, I underwent laser eye surgery. After years of studying day and night for exams, I had strained my eyes and partially lost vision. When the surgery succeeded, and I saw the world clearly again — distant trees looked like they were right before me — I realized how little we value our blessings until we lose them. Whenever I feel sad, I remind myself:> “I can see, I can walk, I am healthy — I should be grateful.” Even hardships can be blessings in disguise. When something doesn’t go as planned, maybe it’s because something better awaits. We just don’t see it yet.
For example, when I was trying to get my driver’s license, I failed twice during the practical test. After months of preparation and money spent, I almost gave up. But on the third attempt, I passed. That’s when I learned — what’s truly yours will find its way to you, no matter how long it takes. In conclusion — every person faces such tests. What matters is not what we get from society, but what we give back to it. The key is to value what we already have — because if we don’t, it can be taken away.
And as for that childhood fairy tale —Not every story ends happily, because sometimes failure itself is the happiest ending — it’s what helps us grow. If you fall, rise again — stronger than before.
The influence of the translator’s personality on translation quality
Author: Toshpo‘latova Aziza
University: Termiz davlat universiteti
Field: Tarjima nazariyasi va amaliyoti
Annotatsiya: Ushbu maqolada tarjima jarayonida tarjimon shaxsining tarjima sifatiga ko‘rsatadigan ta’siri chuqur tahlil qilinadi. Tarjimonning kasbiy mahorati, shaxsiy fazilatlari, madaniy saviyasi hamda til kompetensiyasi tarjima natijasining aniqligi, uslubiy yaxlitligi va madaniy mosligini belgilovchi asosiy omillar sifatida o‘rganiladi. Shuningdek, tarjimonning ijodiy yondashuvi, emotsional intellekti, madaniyatlararo tafakkuri va mas’uliyat hissi tarjima jarayonida qanday rol o‘ynashi ilmiy jihatdan asoslab beriladi.Kalit so‘zlar: tarjima sifati, tarjimon shaxsi, madaniy kompetensiya, ijodkorlik, tarjima jarayoni, til tafakkuri
Annotation :This article provides an in-depth analysis of the influence of the translator’s personality on translation quality. The translator’s professional skills, personal qualities, cultural background, and language competence are explored as key factors that determine the accuracy, stylistic integrity, and cultural relevance of the translated text. The article also explains scientifically the role of the translator’s creative approach, emotional intelligence, intercultural thinking, and sense of responsibility in the translation process.
Keywords: translation quality, translator’s personality, cultural competence, creativity, translation process, linguistic thinking.Аннотация :В данной статье подробно анализируется влияние личности переводчика на качество перевода. Профессиональное мастерство переводчика, его личные качества, культурный уровень и языковая компетенция рассматриваются как ключевые факторы, определяющие точность переведенного текста, стилевую целостность и культурную адекватность. Также научно обосновано, какую роль играют творческий подход переводчика, его эмоциональный интеллект, межкультурное мышление и чувство ответственности в процессе перевода.Ключевые слова: качество перевода, личность переводчика, культурная компетенция, креативность, процесс перевода, языковое мышление.
Introduction
Translation has played a special role in the history of humanity as a means of intercultural communication and exchange of ideas. In every period, translation has served not only as the transfer of words, but also as the transmission of ideas, values, and cultural meanings. Therefore, translation quality cannot be limited to grammatical accuracy or lexical precision alone. The translator is a bridge between two languages and two cultures. He/she must not only possess linguistic knowledge, but also broad thinking, cultural sensitivity, empathy, analytical ability, and creativity. For this reason, modern translation studies recognize the personality of the translator as a decisive factor in translation quality.
Many translation theorists (Komissarov, Nida, Newmark, Baker, etc.) have analyzed the role, responsibility, and personal approach of the translator. According to them, the success of translation is directly related not only to the translator’s knowledge, but also to his/her worldview and ethical responsibility.
Methodology
This research is based on the following scientific approaches: Descriptive method – the relationship between the translator’s personality and translation quality was described based on scientific sources. Comparative analysis – the differences between various translation schools (Russian, English, and Uzbek translation studies) were clarified. Empirical observation – translation classes involving teachers and students were analyzed, and the individual characteristics of the translator were observed. Content analysis – features of translator’s style in literary and academic translations were studied through examples. Scientific literature, articles and practical translation texts (literary works, articles, academic texts) were used as research sources.
Results Analysis revealed the following main results: Translation quality is closely connected with the translator’s personal qualities. The translator’s patience, sense of responsibility, wide thinking, and artistic taste have a significant influence on the translation process. Perfect linguistic knowledge is not enough. A translator must understand not only grammar, but also metaphors, idioms, and cultural codes of the language. Cultural competence is the key to successful translation. In cases of cultural differences, the translator’s cultural sensitivity prevents errors and makes translation more natural.
Creativity plays an important role in translation. To recreate the tone and spirit of each text, the translator applies creative elements. Translators’ ethical position and responsibility matter. The translator must remain faithful to the text and convey the author’s message without distortion, adhering to professional honesty and objectivity.
Discussion The findings show that the role of the translator’s personality is one of the most important factors determining translation quality. As classical translation scholar Yu. N. Komissarov (1990) noted, “a translator is not only a transformer of language, but a creator of meaning. ”E. A. Nida (1964) suggested evaluating translation through “dynamic equivalence,” meaning that the translated text should produce the same effect on the target reader as the original did on the source reader. For this, the translator’s ability to perceive emotions, culture and context is crucial.
According to P. Newmark (1988), translation is not only related to language, but also to thinking. The translator creates a new semantic space between languages. This requires creativity, intuition, and analytical thinking. In Uzbek translation studies, the issue of translator personality has also received attention. Scholars such as O. Sharafiddinov, N. Komilov, and A. Obidjon have defined translation as a creative process and pointed out that the translator’s spiritual richness and artistic taste determine the quality of translation.
In today’s globalization, translation is not only transferring a text into another language, but also adapting a whole cultural code into another culture. In this process, the translator’s unique worldview, individual perception and personal experience are essential elements. Because each person interprets the world differently — therefore translation is also influenced by personal interpretation.
Furthermore, modern translation studies include the concept of the “translator’s visibility and invisibility” (Lawrence Venuti). Sometimes the translator’s voice, stylistic sensitivity, and personal decisions may make the translation more natural, lively, and relevant to contemporary context.
Conclusion Based on the above analysis, the following conclusions can be drawn: The core factor of translation quality is the translator’s personality, cultural worldview, and professional competence. To improve translation quality, the following qualities must be developed in translators: perfect linguistic and cultural knowledge creative and analytical thinking professional responsibility and ethical position communicative and emotional intelligence
In training translators, not only linguistic knowledge, but also cultural, psychological and creative skills should be emphasized. Considering the human factor in translation is the key to high-quality translation. In general, in modern translation practice, the translator’s inner world, cultural capital, and emotional intelligence are becoming central. Even in the era of advanced technologies, AI translation and automated systems, human creativity and contextual sensitivity still remain superior to artificial intelligence.
Therefore, in translator training systems today, the following components should be considered strategic priorities: psychological preparation, development of cultural thinking, expansion of creative thinking, strengthening ethical responsibility.
Thus, at the heart of translation quality lies not linguistic knowledge alone, but the translator’s personality — his/her worldview, experience, knowledge, and cultural sensitivity. This requires considering the translator not as a simple “language mediator,” but as a “cultural diplomat.”
Recommendations: Organizing special trainings on intercultural communication and ethical responsibility for translators. Introducing the course “Translator Psychology” in translation departments. Preserving the role of human creativity when using artificial intelligence tools in translation. Establishing a mentor–apprentice system for young translators.
ReferencesKomissarov, Yu. N. (1990). O perevode i perevodchike. Moscow: Nauka.Nida, E. A. (1964). Toward a Science of Translating. Leiden: Brill.Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall.Baker, M. (2011). In Other Words: A Coursebook on Translation. London: Routledge.Larson, M. L. (1998). Meaning-Based Translation: A Guide to Cross-Language Equivalence. Lanham: University Press of America.Catford, J. C. (1965). A Linguistic Theory of Translation. London: Oxford University Press.Sharafiddinov, O. (2003). Tarjima san’ati. Tashkent: Fan.Komilov, N. (2015). Til va tafakkur uyg‘unligi. Tashkent: Yangi asr avlodi.
Connected threads in the fabric of life, forever spun.
The same breath that stirs the trees, stirs the human heart,
A shared essence that pulsates, a single work of art.
In the mirror of the soul, reflections shine,
A multitude of faces, yet a single divine.
No separate streams, but rivers flowing free,
Merging into the ocean, where unity is the sea.
Let’s break the chains of division’s might,
And recognize the oneness, shining with delight.
For in embracing our shared humanity, we find,
A world where love is the answer, and peace of mind.
May we walk the path of unity and light,
And in our hearts, may oneness be our guiding sight.
Dr. Ashok Kumar is an international mystical bilingual poet from India. His philosophical, spiritual poems are published in various anthologies in different languages including Urdu, English, Spanish, Polish, Hindi, and Chinese. He’s working as a principal in a reputed institution of India . He’s a universal poet appealing for love, Unity and integrity
BECOMING A POET…… Your touch of love making me a great poet in the entire society Troubles and sufferings can’t break mystic poet’s heart and soul This valuable vehicle of universal experience helping poet for strong emotions and true beauty Social, political and psychological changes are mystic divine goal This wild rose helping poet spreading fragrance on this planet earth for humanity and integrity Together we can be hopeful, optimistic in this journey of lovely life Purpose of poet is to carry duties and responsibility for the entire society Together we can understand each others to cope with stress and strife
