She sat on a greenish boulder beside a lake beneath a maple tree. Her soft little hands were trembling with the weight of the letter she was holding, a letter of goodbye from someone who once used to sit next to her on this same boulder. They used to compete on who could throw rocks farthest into the lake. In her mind, she was lost in a typhoon on a wrecked ship with no signs of shore.” Tears kept running down her eyes from her cheeks to her chin, later turning into white shiny pearls dropping on the letter, blurring the words:
“My love, you are the sole beacon of fire, Fervor of my life, Elixir of my soul’s Obscurity. I forget how to breathe in your absence, I’m just a body whose soul is entrapped within yours. Each night I spend in this dugout staring at the stars, the brightest of them reminds me of you. The cold dazzling wind in my ear whispers your name. I close my eyes and see you in my arms, as if Vega itself has landed on Earth. Sometimes fire shells land near my dugout. Every day feels as if it’s going to be my last. It does not unnerve me, for love of my soil steels my heart.”
“It ignites a fire of passion in me, laying down my life for my country, so that I can honor the oath to which this uniform bound me. And the thoughts of me returning to you bloom a garden of daisies in the barren lands of my heart. If death finds me, when we are apart, I promise you to accompany you as a sheltering maple tree beside the lake where we sit, play and laugh. As a full moon brightening your darkness, as night jasmine blossoming a fragrance around you, as the rainbow that comes after rain. As the spring that comes after the autumn, and as a melody of love that adds rhythm to your a capella. If Death takes me away from you, I shall return to you as my letters of love to you, and if my corpse is placed in front of you, just know I’m standing right beside you, grasping your shoulder, holding you close to me, and like a brave lady, accept my keepsakes of valor with a smile.”
Amidst the typhoon on the wrecked ship, she was moving towards shore, but suddenly someone called her name. The shore disappeared, she began to drown. She screamed, struggled to reach the surface, but it was no help. She fell deeper and deeper, but it wasn’t merely a physical ocean, it was the oceans of her sorrow, which engulfed her and her world, bit by bit.
“Amber, Amber! The ambulance is here!” said her childhood friend Anne. Anne paused, looking at the ambulance. “He kept his word. He came back.”
Fiza Amir is an emerging writer, poet, and medical student from Pakistan. Her work explores the intersection of empathy, memory, and the human condition. She has been published in Fevers of the Mind and Pandemonium Journal.
I was born in a kingdom with underground passages. The king was a tyrant and the queen a woman made up of lies. Poverty, lowliness, and humiliation. I was raised like a guinea pig for experiments. I was raised with the seed of a soul. I have wanted wings since I was a child.
Since I was a child, I wished to fly away from the harshness and darkness of this life. An old man once said to me: “I want to fly. Nothing is certain in this world, but whoever denies heaven will be denied by heaven. I believed it.
I began to have a will to the sun. I knew that even in the land of underground passageways, we are made up of the power of the heavens and the earth. It is not a flight to the top. Rather, we fly to the bottom. To the very depths of humanity.
The ugliness of human beings, their meanness toward the upper class and their pride toward the lower class, became my strength. Wingless flight. I descended to the bottom of the underground passage. There, the living had no purpose, and their souls were as good as dead. Here it became clear to me for the first time that I was an angel without wings.
I planted the seeds of my soul in them without reserve. The will to the sun. With their last strength, they ran up the underground passageway and escaped to the earth. To a land without a tyrannical king and a false queen.
Burnt by the sun and with blinded eyes, they ran up to a high cliff. Then, arms outstretched, they soared toward the sun, one after the other, light and full of happiness.
The Lonely Warrior: In the Wings of the Condor, the new novel by Alexandros Stamatoulakis, has been released by Adrahti Publications. This is the second novel in the saga of the Lonely Warrior, Alex Kosmatos. (In the first novel, Alex turns from a young kid, scared and isolated, into a winner of life in the hands of Akira, a descendant of the Samurai).
In the luminous city of New York, the Lonely Warrior continues his initiation in the high Art of Living after having infiltrated the colorful world of advertising, under the guidance of his boss, Peter Drakos, and Laura the beautiful director. At his side is Akira, the incomparable mentor.
The love of his life, Sogia Aguile, is stressed out at work in the women’s magazine of the bossy and perfectionist Maggy Smith. Sofia’s grandfather, Don Giovanni, is the target of lethal threats.
At the same time, in the shadow of the defeat in Vietnam and the big economic interests, a conspiracy is brewing.
But then, a shocking event sends Alex away to Peru, where he encounters the samans of the Andes and meets his spirit animal, the condor.
The footnotes in the final section of the book constitute a valuable guide to survival and everyday life.
There always seemed a brightened, yet greying hue to this room, as your feet danced in a much more sturdy rhythm than mine, the bricked-up fireplace having an easier time breathing than me.
As we clumsily entwine here, we are blissfully distanced from changes that are well overdue, and which time had far more dictation over than we ever could.
Now only the chores and broken bookshelves remain; the contents of the draws and cupboards unrecognisable, and after just a two-day absence, we now become separated shadows.
The Hotel
I attempt to track a pulse
from these walls, the assumption
that history is productive enough
(or mischievous) to leave a mark,
if only for the sake of confusion.
I count the screws missing
from each door hinge, to help
juggle time until contentment
and the weak aura developed
by my presence in unknown places
are delivered via a reluctant room service.
A finger dragged through dust
creates a runway, wide enough
to hide the yet to be cleaned towels
and shadows cast from bad bedside
lamps, and still leave space for
flattened pillows, which constantly
threaten to withdraw rest.
The reception bar, almost static
with service, and the glasses stained
just enough to prevent unnecessary
consumption. The carpets slowly
expose past footprints of grease,
to ensure I remain for at least another
night at least.
Second Home
The same cramped room, which created a shell around this lack of warmth,
a second home where the elders were in celebration of everything but ourselves.
The pencil marks on the wall as you tracked our height, which formed like a rusted ladder, still remain etched well into my 30’s; my bones now stretched twice the size.
In that armchair, a less than elegant throne; you ensured this shelter never would never crack, as we are finally sent home, our usual refuge, which at least for the next few days, will seem slightly incomplete.
Jonathan Butcher has had poems appear in various print and online publications, including The Morning Star, Mad Swirl, Drunk Monkeys, Unlikely Stories Mark V, The Abyss, and others. His fourth chapbook, Turpentine, was published by Alien Buddha Press. He is also the editor of online poetry journal Fixator Press.
This article analyzes the negative impact of cataract disease on vision, its medical and social consequences, and the available treatment methods. It provides a scientific assessment of how cataracts affect patients’ quality of life and social activity. Cataract is the most common cause of blindness worldwide and mainly occurs among elderly people. The article discusses the causes, clinical symptoms, diagnostic methods, and the most effective surgical treatments for the disease. In addition, it highlights the impact of cataract on patients’ quality of life and social activity, as well as the resulting demand on healthcare systems. The article emphasizes the importance of preventive measures and raises awareness of the need for public education in combating the disease. Cataract is a disease in which the lens of the eye loses its transparency, leading to impaired vision. It can affect one or both eyes. Treatment for cataract usually involves surgical removal of the damaged lens and replacement with an artificial one.
Keywords: Cataract, social activity, clinical signs, diagnostic methods, preventive measures, eye lens, World Health Organization (WHO), lens, cataract etiology, toxic cataract, polar cataract, capsular cataract.
Introduction
Vision is an integral part of human life, determining how we perceive, understand, work, and experience the world around us. Among the most widespread diseases in today’s technological age that lead to vision impairment, cataract holds a special place. A cataract is the clouding of the eye’s lens, causing blurred, hazy, and unclear vision of the surrounding environment. This disease is not only a medical issue but also has significant social and psychological effects on human life.
Cataract (from the Greek katarrhaktes — waterfall) is the opacity of the eye’s lens. This condition partially blocks the passage of light rays entering the eye, sometimes resulting in complete vision loss. Cataract, caused by the clouding of the eye’s lens, is one of the leading causes of blindness worldwide. According to the World Health Organization (WHO), more than 50% of global blindness is related to cataract. The condition is especially common among older adults, significantly affecting their daily activities, independence, and social engagement.
Etiology and Types of Cataract: Medical and Clinical Approach
Cataract is a disease characterized by the clouding of the eye’s lens due to various causes, leading to reduced visual ability. It may occur in congenital or acquired forms. Although it mostly develops in elderly individuals, it can appear at any age. Depending on the part of the lens affected, cataracts are classified into: anterior and posterior polar cataract, capsular cataract (affecting the capsule surrounding the lens), nuclear cataract (in the center of the lens), spindle-shaped, zonular or lamellar, complete membrane-like, polymorphic, and cortical cataract (affecting the peripheral layers of the lens). When clouding begins in the lens, it is called a primary cataract, while opacity that appears after lens surgery or removal of cataract mass is known as a secondary cataract.
The main causes of cataract include:
Hereditary factors
Aging
Inflammation of endocrine glands
Eye injuries or diseases
Long-term exposure to ultraviolet or radiation
Toxic exposure (toxic or intoxication-related cataract)
Deficiency of antioxidants
In children, cataract is usually congenital and appears during the first months of life. As the disease progresses, opaque spots form in the lens, gradually impairing vision. The symptoms often appear slowly, and many patients seek medical help only after significant vision loss.
Common symptoms of cataract include:
Blurred or cloudy vision
Fading of colors (white may appear yellowish, cream may look grayish)
Increased sensitivity to light (bright lights cause discomfort or pain)
Difficulty driving at night or seeing road signs
Eye strain or headaches caused by light glare
Double vision in one eye
Temporary improvement of nearsightedness (a sign of progression)
Types of Cataract
1. Congenital Cataract Congenital cataract develops due to various factors affecting the mother or fetus during pregnancy. The causes may include:
Exposure of the mother to toxic substances (chemicals, drugs, alcohol, smoking)
Vitamin deficiency (especially A and C)
Infectious diseases during pregnancy (measles, toxoplasmosis, rabies, flu, etc.)
Rh incompatibility (difference between maternal and fetal blood types)
Genetic disorders (e.g., Down syndrome, Marfan syndrome, galactosemia)
Congenital cataract is often detected at birth or develops slowly over time, reducing vision gradually. In some cases, it remains stable throughout life and only requires regular observation. However, if central vision is affected, surgery is necessary.
2. Acquired Cataract Acquired cataract develops later in life due to various external or internal factors. Its main types include:
a) Senile (Age-related) Cataract This is the most common form, typically seen in individuals over 55–60 years old. It results from natural aging and increased oxidative stress in the lens. Senile cataract progresses through four stages: initial, immature, mature, and overripe. Vision gradually becomes cloudy, glare appears, and bright lights scatter, creating multiple reflections.
b) Traumatic Cataract Caused by physical injury, blunt force, or burns to the eye. Damage to the lens structure leads to clouding, often appearing some time after the trauma.
c) Complicated Cataract Develops as a result of other eye diseases (e.g., glaucoma, iridocyclitis, uveitis) or systemic conditions (e.g., diabetes mellitus). Diabetic patients, in particular, are at high risk.
d) Radiation and Toxic Cataract Results from exposure to ionizing radiation, ultraviolet light, prolonged high temperature, or industrial toxins (such as mercury, lead, or naphthalene). Long-term use of corticosteroid medications may also increase the risk ofcataract formation.
Diagnosis
The following examinations are performed to diagnose cataract: • Visometry – assessment of visual acuity; • Biomicroscopy – examination of the condition of the lens; • Ophthalmoscopy – inspection of the fundus of the eye; • Ultrasonography – evaluation of ocular structures, especially useful in advanced cataract cases.
Prevention
To prevent the development of cataract, it is important to follow these measures: • Eat healthy foods rich in vitamins; • Protect the eyes from ultraviolet (UV) rays by wearing quality sunglasses; • Use special anti-glare glasses when working at a computer and give your eyes short breaks every 45 minutes; • Take vitamin supplements regularly to support eye health.
Conclusion
In conclusion, failure to treat cataract in a timely manner may lead to serious complications such as retinal detachment, secondary glaucoma, or even complete blindness. Cataract is also common among people suffering from diabetes, which is considered a high-risk condition. It is essential not to ignore the early signs of the disease and to consult an ophthalmologist as soon as possible.
A healthy lifestyle, a vitamin-rich diet, protection from UV rays, and regular eye rest can help prevent cataract development. Furthermore, undergoing an eye examination at least once a year plays a vital role in maintaining good eye health.
References
World Health Organization. World Report on Vision. Geneva: WHO; 2019.
American Academy of Ophthalmology. Cataract in the Adult Eye Preferred Practice Pattern®. San Francisco, CA; 2021.
Kanski J.J., Bowling B. Clinical Ophthalmology: A Systematic Approach. 8th ed. Elsevier; 2015.
Resnikoff S., et al. Global magnitude of visual impairment caused by uncorrected refractive errors in 2004. Bulletin of the World Health Organization. 2008.
Ministry of Health of the Republic of Uzbekistan. National Eye Health Program. Tashkent; 2020.
Mukhamadiev R.O. – Professor at Samarkand State Medical Institute, Doctor of Medical Sciences, Hero of the Republic of Uzbekistan. Ophthalmology – Textbook for Medical Students.
TEACHING METHODOLOGY OF THE UZBEK LANGUAGE FOR FOREIGN STUDENTS
Abdusalimova Zukhraxon Bakhtiyor qizi 1st-year student, Faculty of Philology, Andijan State University E-mail: zuxraxon2603@gmail.com
Abstract This article explores the specific features of teaching the Uzbek language to foreign students and analyzes effective methods and approaches used in the process. Since Uzbek is taught as a second or foreign language, communicative methodology and the use of modern teaching materials play a crucial role in the classroom. The study focuses on developing foreign learners’ speech competence, pronunciation, and gradual acquisition of lexical units. Furthermore, it discusses the implementation of innovative technologies in Uzbek language teaching and examines the changing role of the teacher in the modern educational environment.
Introduction
In the current era of globalization, as the international prestige of the Republic of Uzbekistan continues to grow, the number of foreign students studying in our country is steadily increasing. This naturally makes the teaching of Uzbek to foreigners one of the most pressing issues. In higher educational institutions, the need to teach the Uzbek language effectively, using modern and innovative methods, has become increasingly important. Teaching Uzbek to foreigners is not merely the process of imparting grammatical and lexical knowledge; it is also an educational and cultural process aimed at helping learners understand the rich history, national culture, customs, and values of the Uzbek people.
Therefore, teachers of Uzbek as a foreign language must possess high professional competence, methodological expertise, communicative competence, and a thorough understanding of modern teaching technologies. Language is the main mirror of human thought, worldview, and national identity. From this perspective, teaching Uzbek to foreigners involves developing their linguistic, communicative, cultural, and sociolinguistic competencies. In turn, this contributes to raising the international status of the Uzbek language and expanding intercultural communication among nations.
The main goal of this research is to help foreign learners communicate fluently in Uzbek, develop a culture of speech, think independently, and foster respect and interest toward Uzbek culture. Furthermore, using modern information and communication technologies, interactive methods, and multimedia tools in teaching Uzbek to foreigners significantly increases the effectiveness of the learning process. In conclusion, teaching Uzbek to foreigners is one of the most important directions of today’s education system. It serves not only as a linguistic process but also as a vital cultural and spiritual bridge that strengthens Uzbekistan’s international cooperation and promotes national values worldwide. Therefore, scientifically studying this topic, developing effective teaching methods, and applying them in practice are among the priority tasks of the modern education system.
Main Part For many years, the Uzbek language has been taught as a foreign language in numerous higher educational institutions, and this process continues to develop gradually. Currently, the number of foreign students in our country’s universities is steadily increasing. According to official sources, there are 34,767 foreign students studying in higher education institutions in Uzbekistan. In his congratulatory message on the 35th anniversary of the Uzbek Language Day, President Shavkat Mirziyoyev stated: “There are still many tasks ahead to reveal the unique potential of the Uzbek language and to enhance its prestige and attractiveness on a global scale.” These words emphasize the need for new approaches in the process of teaching and developing the Uzbek language.
Today, many studies and practical experiences are being conducted on teaching Uzbek to foreigners. Positive changes can especially be seen in the development of methodological foundations, modern textbooks, and educational materials. Among them, the textbook “Uzbek Language for Foreigners (A2 Level)”, published on the TSUULL website, stands out for its methodological excellence. This textbook consists of 12 topics, with grammatical materials arranged logically based on national and cultural texts. Each lesson includes exercises, QR codes linking to video clips and audio materials, as well as explanations translated into English, French, Korean, Turkish, and Russian. The topics are adapted to real Uzbek communicative situations, and special attention is given to lexical units and expressions. These features make the textbook an effective tool for learners transitioning from the A1 to the A2 level.
However, foreign students face several challenges in learning Uzbek. The most common ones include:
•Lack of language environment, •Errors in listening comprehension and pronunciation, •Differences in intonation and vocabulary, •Limited opportunities for real communication.
To overcome these issues, teachers should actively engage students in communication, consider their individual characteristics, and make extensive use of multimedia technologies to improve learning outcomes.
The following methodological directions are particularly significant in this process:
1. Phonetic and Phonological Training Studying the vowel and consonant system of the Uzbek language, mastering stress and intonation patterns, and developing correct speech through pronunciation exercises. 2. Lexical and Phraseological Approach Gradually expanding vocabulary, teaching phrases and idiomatic expressions in context, and encouraging their active use in communication. 3.Integrative Approach and Use of ICT Tools Developing students’ independent learning skills through the use of QR codes, video lessons, audio materials, and online platforms (forums, chats, Zoom, Google Classroom). 4. Cultural Approach Organizing lessons based on Uzbek folklore, literature, customs, and national holidays, thereby familiarizing students with Uzbek communication culture and traditional values. These approaches make learning Uzbek both effective and engaging for foreign students. As a result, learners not only master the language but also gain insight into the cultural world of the Uzbek people.
Conclusion Teaching the Uzbek language to foreign students today has become not only an educational process but also an important form of cultural cooperation. The Uzbek language opens new doors of opportunity for foreigners — through it, they can learn not only the language but also the rich culture, values, and spiritual heritage of our people.
Therefore, in teaching Uzbek to foreign audiences, it is essential to apply modern pedagogical technologies, interactive methods, and digital learning resources. Each teacher should choose an individual approach that takes into account the psychological, cultural, and social characteristics of the learners to ensure a more effective learning process. In the future, it is necessary to further improve educational materials, electronic platforms, and audio-visual resources designed for foreign learners, as well as to continuously enhance teachers’ methodological training. This will help increase the global prestige of the Uzbek language and strengthen the interest in learning it worldwide.
References 1. Shavkat Mirziyoyev. Congratulatory message on the 35th anniversary of the Uzbek Language Day. https://president.uz/oz/lists/view/7628 2. Article: “Innovative approaches in teaching Uzbek to foreigners.” https://zenodo.org/records/15206498/files/209-212.pdf?download=1 3. Official website of Tashkent State University of Uzbek Language and Literature. “Uzbek Language for Foreigners (A2 Level)” textbook. https://tsuull.uz/uz/content/xorijliklar-uchun-ozbek-tili-a2-daraja-uchun-darsligi-yaratildi 4. Inlibrary.uz — “Methodology of teaching Uzbek to foreigners.” https://inlibrary.uz/index.php/archive/article/download/45332/45780 5. Rasulov Namoz Murodullayevich. “Some features of presenting lexical and grammatical knowledge in teaching Uzbek to foreign students.” National University of Uzbekistan.
