WORD COMPOSITION COMPARISON IN UZBEK, RUSSIAN AND KARAKALPAK LANGUAGES

Nukus State Pedagogical Institute 

named after Ajiniyaz

First level student of  Uzbek language 

foreign language groups 

Faculty of  Turkish Languages

USANOVA QADEMAY MURATBAY QIZI 

Phone: +99891 305 69 79

Email: qademayusanova@gmail.com

The nature of word forms in Uzbek, Russian and Karakalpak languages is determined primarily by the fact that the Russian language is a flective language, the Uzbek and Karakalpak language is an agglutinative language.

Words in Uzbek, Russian and Karakalpak languages are separated into grammatical sections based on certain character traits. Word categories are initially classified into independent words, auxiliary words, modal words, exclamations, and imitation words. From these, the feature of shapeshifting is characteristic only of independent words. Change of form is referred to as speciation in relation to nouns, as tussification in relation to verbs. 

Russian words are divided into two parts as head shapes: base and completion. The place of completion in Russian words is extremely large, since the completion indicates which category of the word is and expresses the mutual grammatical relationship of the words. In general, in the Russian language, the endings come to denote rod, number, agreement, tense, person and other grammatical meanings. The completion, separated from the base of the word, does not represent a specific grammatical meaning in itself. The concrete grammatical meaning and function of the completion is determined in the sentence, context.  Completion in Russian is an integral part of the word. The word cannot be fully formed without completion. 

In Uzbek, the initial form of words does not have the same completion as in Russian. For this reason, the initial form is synonymous with the base of the word. Affixes that add to the base of the word and express grammatical meaning will not be as colorful in Uzbek as in Russian from form and meaning jiht. For example: uyda, qishloqda, maktabda, soat beshda, mart oyida – at home, in the village, at school, at Five O’clock, like in March.

In Russian, the completion will consist of only one morpheme and can simultaneously represent several grammatical meanings. For example: the –a completion of the книга word in the книга сестры compound indicates the jensky rod, the unit, the head agreement, the –ы completion of the сестры word indicates the jensky Rod, The Unit, The Crow agreement. 

When dividing a word in Karakalpak into a base and a suffix, their base can be used as a singular word at all times . For example: ten’iz, ten’izge, ten’i zden – to the sea, to the sea, like from the sea. 

The made word will consist of a STEM as well as a word-making morpheme. In Uzbek, Russian, and Karakalpak languages, word-making morphemes are also quite different from each other depending on their place in the word. 

In Uzbek, the yasama word composition is mostly in the form of” base+word-making affix”. For example: like ish-chi, bog‘-bon, bog‘-dor-Chi-lik. The pre-base consonant of word-making morphemes is not unique to Uzbek, nor to Turkic languages in general. Only a few prefixes are found, such as be -, ba -, no -, ser – borrowed from Tajik. It is with morphemes that an adjective is made. For example: begʻam, badavlat, sermahsul, noma’lum – impeccable, wealthy, prolific, like the unknown. 

Russian word-making Affixes are associated with the basis, and the basis cannot be used separately without them. For example: the base -ня in the words принять, занять, отнять – accept, borrow, take away cannot be a single word in itself. In Russian, word-making affixes can be used both before the base and after the base, and between the base. 1. Prefixes are used before the base: пере-вод, со-автор, у-ход – translation, co-author, care.  2. Suffixes are added after the base: like зл-ость, тка-ч, учи-тель – anger, weaver, teacher. 3. Among the compound bases, the interfixes –o -,- e -,- i – are used that attach them: рыболов, водопровод, пешеход – angler, water pipe, pedestrian.

Affixes that make a word in Karakalpak are easily distinguished from the base. Without the base word-word-making affixes, yak can also be used as a word: like aqil-li, aqil-siz, aqil-lasiw – smart, foolish, consult. In Karakalpak, word-making Affixes are added only after the base: a’dep-li-lik, taza-la, ten-im, kesh-ki – decency, cleansing, unum, evening. Karakalpak lacks interfixes and prefixes. Sometimes the biy -, na- morphemes entered from the Persian language are added in front of some base, serving to give them only the meaning of indivisibility: biymezgil, nama’lim, biyjuwap – not in time, unknown, unanswered. 

In Uzbek, when different morphemes are added to the base of a word and a new word is made, the base usually does not change. For example: friend-friends, work-worker, month-like monthly. When verbs are toned or a new word is made, the phenomenon of falling, alternating vowel sounds occurs in Uzbek: ong-angla, yosh-yasha, son – sana – to understand, live, date. 

In Russian, however, the phenomenon of sound exchange occurs at the base of a word with the addition of a word-making or word-changing morpheme to the composition of the word. For example: 

1. Consonant sounds alternate: ходить – хожу, ухо – уши, друг – друзья – дружеский, писать – пишу – walking – walking, ear – ears, friend – friends – friendly, writing – writing.  

2. Vowel sounds alternate when verbs are stressed or a new word is made: говорить – разговаривать рыть – рой, пыть – пей – talk – talk dig – swarm, pyt – drink. 

3. In some cases, with a change in completion, a new sound appears in the core: любить – люблю – любишь, терпить – терплю – терпишь – . 

4. When The Shape of some words is changed, the vowel sounds in the base fall: сон – сна, уголок – уголки, день – дни – sleep – sleep, corner – corners, day – days. 

In Karakalpak, the base morpheme is considered to be the main lexical meaning of the word. For example: ko‘riw, ko‘rgish, ko‘rgizbe, ko‘rsetpe. In Karakalpak, the basis is always singular and has a lexical meaning. Therefore, it is not difficult to divide the word into a base and a suffix. For example: in the words basshi, basliq, basqariw, basla, the bas word can be used as a basis, singly. 

In Karakalpak, the basis does not change when word-making or word-changing morphemes are added to the composition of the word. Only in some cases, that is, when a morpheme is added, the end of which begins with vowel sounds, such as p, k, q, they alternate to b, g, g‘ sounds. For example: aq-agʻim, aq-agʻariw, toʻk – toʻgin, kitap-kitabiy – white-flow, white-flow, spill-spill, book-reader. 

It is also worth mentioning that each language relies on the statutes defined in the word composition of the morpheme. In Russian words, first, the pristavka (if there is one), the base, followed by the suffix and the suffix:  без – пол – ез – ный – useless. In Uzbek, however, the base is initially followed by the word-making affix, the word-changing affix: like the oʻqi-tuv-chi-lik – teaching. In Karakalpak, however, a word is made by first adding a base, followed by a word-making affix, followed by a form-making affix: kitap-sha-larinʻizdi – your books . This in turn can cause some difficulties in the comparative study of Uzbek and Russian, Russian and Karakalpak languages. 

REFERENCES:

1. Azizov O va boshqalar O‘zbek va rus tillarining qiyosiy grammatikasi Toshkent.1965.

2. Azizov O. Safaev A. Jamolxonov. O‘zbek va rus tillarining qiyosiy grammatikasi. Toshkent.1986.

3. Bekbergenov A. Rus haʻm qaraqalpaq tillerininʻ salıstırmalı grammatikası. Noʻkis. 1995.

Usmanova Kademay was born on October 9, 2003 in Nukus, Republic of Karakalpakstan. She successfully graduated from school No. 15 in Nukus. He participated in various events and Science Olympiads at the school and took the corresponding places. He can speak Uzbek, Russian, Karakalpak, Kazakh and Turkish fluently.

She is currently a 1st Stage Student of the Nukus State Pedagogical Institute named after Ajiniyaz.

She also has a place in the international arena! In particular, he is a member of India’s All India Council for technical skill development, Argentina’s Juntos Por Letras, Egypt’s creation forum for Culture, Arts and peace, and India’s Iqra Foundation. Her scientific work has been published in Europe, USA, Belgium, India, Russia, Turkey, Italy, Poland, Germany, Belarus, the Netherlands, the United Kingdom. 

“Stepmother” by Ahmed Lutfi Kazanchi

The work “Stepmother” is about the kindness and love of a believer and caressing the heads of orphans, showing them mercy and kindness.

The ideas of the work are manifested in the image of Fatima, a Muslim woman. At a time when people are not able to give good education to their children, they are not able to say sweet things, Fatima’s love for Khayria’s two sisters, pampering her with sweet words, what does she do to her child the fear of hurting an orphan’s soul will shake the heart of any person. The main ideas of the work are about humanity, how to treat orphans.

He can be an example to people who do not know how to treat their children well, who are not afraid to hurt the heart of an orphan.
Our mothers and sisters should read this work to know God, to understand oneself, to understand what a Muslim should be, what actions are obligatory in Islam. Our fathers and brothers should study in order to learn to fear someone’s rights, humanity, and refrain from
sinful things. In my opinion, this work is not suitable only for young people. The work is intended for everyone to read.

“Since handing over the righteous one to an orphan, after every prayer, hoping for the grace of God, who is able to do everything, “Oh, Lord, grant Samiham to a pure orphan, grant my daughter a happy and prosperous marriage, just as you have answered my prayers with justice until today, grant me this marriage. He did not forget to pray to Habibi Akram, the Sultan of orphans, strangers, and orphans. She wants to go out and live on her own, not to live alone, but to show love to people who grew up with a broken heart and hard to love, together with her righteous daughters, and wants to reduce those defects even a little. because he asks Allah Almighty for this in every prayer.

It is true that this work tells about the fate of orphans whose mothers died for certain reasons and were left in the hands of their stepmothers. But unfortunately, today there are people who give their loved ones to orphanages and sell their children for money. Looking at them, the characters in this work seem to us to be a little bit good. That is why I think that it is necessary to increase the publication of this work, and to strengthen the promotion of reading the work.

As soon as I started reading the work, my heart cried without it. After reading the book, I decided to change. I have no doubt that I will leave this world unscathed if my life is like that of Fatima.

Ahmed Lufti Kazanchi’s Stepmother is available here.

Hamrokulova Zilola Sherali’s daughter was born on June 26, 2006 in the village of Kyzilcha, Nurota District, Navoi Region of the Republic of Usbekistan.Nowadays,she is studying “Foreign Languages” at the academic lyceum of the Navoi State University of Mining and Technology. In her spare time, she writes poems. She has published her creative works in world-famous magazines of several foreign countries.

PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)

Annotation: This article reviews the achievements of the PIRLS international assessment program.  The purpose, components of this program are mentioned.  The procedure for conducting Reading Literacy, which is considered the main focus of the International Assessment Program, is noted

Key words: education system, literacy, purpose, components, reading literacy, assessment, questionnaire

The Progress in International Reading Literacy Study (PIRLS) is a large international comparative study of the reading literacy of fourth-grade students. The study is conducted by the International Association for the Evaluation of Educational Achievement (IEA), with national sponsors in each participating education system (previously referred to as education systems). The National Center for Education Statistics (NCES), in the Institute of Education Sciences at the U.S. Department of Education, is responsible for the implementation of PIRLS in the United States. Reading literacy is one of the most important abilities that students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society. 

Participants in PIRLS include both countries and subnational entities, both of which are referred to as education systems. PIRLS focuses on the achievement and reading experiences of children in grades equivalent to fourth grade in the United States. The study includes a written test of reading comprehension and a series of questionnaires focusing on the factors associated with the development of reading literacy. PIRLS was administered in 2001 to students in 35 education systems, in 2006 to students in 45 education systems, in 2011 to students in 53 education systems, and in 2016 to students in 61 education systems. 

Purpose PIRLS is a carefully constructed reading assessment, consisting of a test of the reading literacy of fourth-grade students and questionnaires to collect information pertaining to fourth grade students’ reading literacy evaluation. 

PIRLS has four goals: (1) develop internationally valid instruments for measuring reading literacy suitable for establishing internationally comparable literacy levels in each of the participating education systems; (2) describe on one   scale the literacy profiles of fourth-graders in school in each of the participating education systems; (3) describe the reading habits of fourth-graders in each participating education system; and (4) identify the home, school, and societal factors associated with the literacy levels and reading habits of fourth-graders in school. 

Components PIRLS assesses four broad-based comprehension processes within each of the two purposes for reading: focus on and retrieve explicitly stated information; make straightforward inferences, interpret and integrate ideas and information; and evaluate and critique content and textual elements. 

Also, PIRLS focuses on three aspects of reading literacy: purposes for reading; processes of comprehension; and student reading behaviors and attitudes. The first two aspects are measured through the PIRLS assessment component, which is administered to each participating student. The third dimension, reading behaviors and attitudes, is measured through a separate component of background questionnaires. In 2016, the PIRLS administration included the PIRLS assessment as well as ePIRLS, an assessment of online informational reading. PIRLS 2021 will present a new digital web-based delivery system called digitalPIRLS. digitalPIRLS will be offered so countries can take advantage of a full computer-based assessment. 

The digitalPIRLS assessments will include the ePIRLS assessment of online reading initiated in 2016. With digitalPIRLS, countries will experience greater operational efficiency in translation and translation verification, data entry, and scoring, without the need for printing or shipping. Digital PIRLS will be offered as a web-based system via school-based or IEA web servers, or a USB drive connected locally to a PC with the Windows Operating System. As an alternative to digitalPIRLS, countries may administer PIRLS 2021 in paper format. ePIRLS is available in 2021 only in conjunction with digitalPIRLS. For more information on digitalPIRLS, please visit the IEA website at https://www.iea.nl/. 

Source versions of all instruments (assessment booklets, the ePIRLS assessment, questionnaires, and manuals) were prepared in English and translated into the primary language or languages of instruction in each education system. In addition, it was sometimes necessary to adapt the instrument for cultural purposes, even in countries that use English as the primary language of instruction. All adaptations were reviewed and approved by the International Study Center to ensure they did not change the substance or intent of the question or answer choices. 

The first aspect of the assessment component that is targeted by PIRLS is purposes of reading. The purposes of reading component encompasses the two main reasons why young students read printed materials: for literary experience and for the acquisition and use of information. To measure the ability of students to read for literary experience, fictional texts are used; to measure students’ skills for acquiring and using information, nonfictional texts are used. In 2016, literary experience and acquiring and using information each made up 50 percent of this aspect of the PIRLS reading assessment.

The second aspect of the PIRLS assessment component is processes of comprehension, which describes how young readers interpret and make sense of text. In 2016, this aspect was composed of four categories: focusing on and retrieving explicitly stated information (20 percent), making straightforward inferences (30 percent), interpreting and integrating ideas and information (30 percent) and evaluating and critiquing content and textual elements (20 percent). 

Both PIRLS and PIRLS Literacy devote half of the assessment passages to each of the purposes for reading, while the ePIRLS online assessment focuses solely on reading to acquire and use information. The ePIRLS approach simulates websites from the Internet, through which students can navigate to accomplish school-based research projects or tasks. Because PIRLS Literacy is designed for students earlier in the process of learning to read, a larger percentage of items (50 percent of the assessment) is devoted to measuring foundational reading comprehension processes—the ability to focus on and retrieve explicitly stated information. 

Also, PIRLS Literacy has shorter reading passages with easier vocabulary and syntax. The second component, background questionnaires, collects information on reading behaviors and attitudes (the third aspect of reading literacy targeted by PIRLS), and helps to provide a context for the performance scores. These questionnaires focus on such topics as students’ attitudes and beliefs about learning, their habits and homework, and their lives both in and outside of school; teachers’ attitudes and beliefs about teaching and learning, teaching assignments, class size and organization, instructional practices, and participation in professional development activities; and principals’ viewpoints on policy and budget responsibilities, curriculum and instruction issues, and student behavior, as well as descriptions of the organization of schools and courses. 

Assessment. In the main PIRLS assessment, each student completes a reading comprehension assessment booklet, which contains two blocks of passages that form the foundation of the PIRLS reading literacy test. Half of the assessment blocks contain passages of literary text which include realistic stories and traditional tales, and half contain passages of informational texts including chronological and non-chronological articles, a biographical article, and an informational leaflet. The passages of text are followed by questions about the text, which the student answers using constructed-response and multiple-choice response options.

REFERENCES:
1. Kennedy, A.M., Mullis, I.V.S., Martin, M.O., and Trong, K.L. (2007). PIRLS 2006 Encyclopedia: A Guide to Reading Education in the Forty PIRLS 2006 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/encyclopedia.ht ml. 

2.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Flaherty, C.L. (2002). PIRLS 2001 Encyclopedia: A Reference Guide to Reading Education in the Countries Participating in IEA’s Progress in International Reading Literacy Study (PIRLS). Boston College, International Study Center. Chestnut Hill, MA. 
https://timss.bc.edu/pirls2001i/PIRLS2001_Pubs_ER. html. 

3.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report: IEA’sProgress in International Reading Literacy Study in Primary Schools in 40 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/intl_rpt.html. 

4.Mullis, I.V.S., Martin, M.O., Minnich, C.A., Drucker, K.T., & Ragan, M.A. (Eds.). (2012). PIRLS 2011 
Encyclopedia: Education Policy and Curriculum in Reading, Volumes 1 and 2. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2011/encyclopedia-pirls.html. 
5.Uses of Data Green, P.J., Herget, D., and Rosen, J. (2009). User’s Guidefor the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files, and Database with United States Specific Variables (NCES 2009-050).

Aziza Amonova is a 3rd grade student of the Faculty of Primary Education of Jizzakh State Pedagogical University. Currently, she has about 40 scientific articles and two methodological manuals.  In addition, she participated in about 25 different forums and conferences.

DIGITAL TECHNOLOGIES IN EDUCATION PROSPECTS OF USE

Nowadays, digital technologies are actively used in all spheres of life, in particular, they serve the rapid development of the economy, banking, service sector, as well as the educational process. All citizens living in the country, including young children and pensioners, are forming the opinion that all problems in society can be solved through digital technologies. In addition, the robotization of production and management processes, for example in the banking sector, raises the issue of competition between robots and workers. With the undoubted benefit of digital technologies, issues related to ethical, personal data protection, legal aspects of competition between robots and employees of organizations are increasingly being considered.

In this regard, as the President of our country, Shavkat Mirziyoyev, stated, “To achieve development, it is necessary and necessary to acquire digital knowledge and modern information technologies. This gives us the opportunity to take the shortest path to ascension. After all, information technologies are deeply penetrating all areas of the world today. Of course, we know very well that the formation of the digital economy requires the necessary infrastructure, a lot of money and labor resources. However, no matter how difficult it is, if we don’t start today, when will we?! Tomorrow will be too late.”

It is possible to widely introduce digital technologies in state and community management, social sphere, increase efficiency, in a word, dramatically improve people’s lives. The digital economy is not only a type of activity, but also business, industrial facilities, quality education and services. The term “digital” refers to the active use of information technologies in all areas. If in the ordinary economy material goods are considered the main resource, in the digital economy it will be information and data that can be processed and transmitted. After their analysis, a solution for proper management is developed.

It is not surprising that the educational system today is absorbed by digital technologies, because it serves as a basis for serious analysis and pedagogical justification of many things that are offered in the information space today. It is also important that in recent years, no research has been conducted on the basis of any state project or survey on the problems of “digitalization” of education and its impact on its formation. At the same time, we can see the importance of the influence of the environment on the Internet system on the minds of young people in the reports of the government, modern mass media, pedagogical public discussions, researches of graduate students and researchers, as well as deputies. It should be noted that before we were limited to the implementation of digital technologies in all spheres, that is, industry, economy, banking and other spheres. Today, taking into account that the digital economy is rapidly developing, deputy heads of all areas of digital development are included in the position.

Activation in the direction of digitization is being carried out in all business structures. Today, digital technologies are “aggressive” in all areas, especially where economic benefits are found, and are being supported at all levels. The dynamics of the processes taking place in the economy require an active position of the educational community in the analysis and development of proposals for the development of higher education in the digital transformation of the economy.

What needs to be done to effectively use digital technologies in education while maintaining the quality of teaching?

– we should improve the Internet infrastructure in our country, increase the quality of services provided by mobile operators, and most importantly, create conditions and privileges for the population, especially students and young people, to master the latest achievements of modern information and communication technologies;

– expanding the scope of using digital technologies in the organization of the educational process and developing information resources, teaching tools and distance learning technologies, to involve creative students in digitization projects of the university and make suggestions to the competent authorities on making changes to the normative legal documents regulating the activities of higher education institutions, organization of centers, including structures equipped with high-performance digital devices, classrooms, laboratories, media studios, etc., and application of the experience gained there in all higher education institutions of Uzbekistan;

– ensuring the solid integration of modern information and communication technologies and educational technologies, creating additional conditions for the continuous development of the professional skills of pedagogues in this regard;

– organizing and conducting courses for improving the qualifications of teachers on topics such as the use of interactive presentation systems, the development of interactive and multimedia presentations in connection with the Internet for lectures and seminars;

– implementation of distance learning process at any time using real-time interactive presentation systems, video conference communication systems, virtual halls, electronic resources;

– the use of cloud technologies, virtual reality, augmented reality and the use of a 3D printer in the development of didactic materials and experimental designs, as well as, it is necessary to develop scientific websites for the application of digital didactics and digital education models, for teachers and students to discuss projects, theses, scientific research, etc. Only then will we be able to use digital technologies to provide students and young people with knowledge at the level of today’s demand without lowering the quality of education.

It should be noted separately that today our life is connected with techniques and technologies in every way, that is, the time from early in the morning until the end of planning and studying. We wanted to create an opportunity for beneficial use of technologies to improve and develop the quality of education. When the tablet becomes an element of education, children are more interested in the learning process. It is equivalent to combining classical education with play. As a result, the school will improve, assimilation, level of education and efficiency of personnel training will increase. An educated generation, professional personnel are the guarantee of the development of the society on a large scale.

In conclusion, today’s classrooms are very different from ten years ago, and classrooms are equipped with computers, iPads, tablets, smart boards, and other types of educational technology. As in other parts of the world, a seven-screen generation of the digital generation – television, computer, tablet, tablet, phablet, smartphone and smartwatch – is emerging in Uzbekistan. As a result of having such a dense digital environment and constant interaction with it, the thinking and information processing processes of today’s students are fundamentally different from the previous thinking and information processes. The digital generation cannot and should not be taught the way our parents learned. It is not possible to use blackboard and white chalk in teaching this generation. Changing the blackboard to white and the chalk to a marker doesn’t change anything, it’s not the way to motivate today’s students to learn and develop the skills to succeed in the job market. It is necessary to adapt the educational system to the digital generation through mass and effective use of innovative educational technologies and didactic models based on modern information and communication technologies. At the same time, it is necessary to actively use the approach based on research in the educational process, and with this, it is possible to develop the skills of students in scientific research and to form their creative abilities and creative thinking based on IT competence.

Information and communication technologies are not a solution to all problems in the education system, but a tool for making lectures and seminars informative and interactive for the digital generation. It should also be noted that teachers retain the main role in the interactive learning process focused on the needs of students.

Author: Madina Fayzullaeva

Master’s student in the field of “Management of educational institutions” in the faculty of Pedagogy of Chirchik State Pedagogical University in Uzbekistan

Fountain

The fountain had its heights

The maverick of Springfield season

Each had its plenty

Mahogany branches

Full of spring season quilt

Moonlight by the shadows

It had it’s fall

Falling over bemused darkness

The noontide heaven of

Lost symphonies

Trees by the fringe side

Cover of darkness

A descriptive zeal

Heavenly shadows by the wrong fence

A dull moment of ragged feast

The fountain’s courtly vehicle

I survived the two penced crowd

Making the nightmares blue

Out of a dark sonnet

My fountain had it’s climax

So full of plenty

It died a blooming shore.

The answer

Each winged heart has its own world full of questions! The heart and the mind are always looking for answers to these questions hand in hand. In fact, sometimes I am surprised by the questions that my heart sends to my mind. I can't wait to find answers to them. A few years ago, I faced one of these questions - it was as if I wandered around the world in my imagination. How happy a person
lived in life?

Of course, this question, which many people could not answer, was difficult for me. I searched, thought and read a lot. But I couldn't find the answer I was looking for. There are various thoughts and wise words of scientists, writers, and poets about life in the right books and works of art. But they were not the best answer in my opinion.

One day, while reading the poems of Zulfiyakhanim Israilova, the beloved poetess of our people, I came across the answer I was looking for.

This is life. It is a habit of man to wait,
Tomorrow is better than today.
Bliss as expected in the hole
The future is visible to everyone.

Don't fall in love, I'm already at peace,
Your happiness and greatness is in your peace.
Than a life spent carelessly
The pain of hatred is more sweet.

After all, life is an opportunity. It is a great gift given to us to take a bold step towards goodness, to be a good person and to do meritorious deeds. Those who can understand this happiness are the happiest people!

However, people use this opportunity in different ways. As it is said in Zulfiya Khanim's poem, the days full of hard work, full of sweet pains, and awake nights are happiness and greatness for them. They are happy. Because such people, after their hard work, one day they will be happy.

There are also such people for whom fleeting pleasures and pleasures are their happiness. They prefer carelessness in the guise of pleasure over hard work and patience. But this kind of life is regrettable and regrettable in my opinion.

Moreover, it is a waste of precious life. When I come across such people wrapped in ignorance, I thank God who decorates my every day with hardships and changes.

Also, I wish every person who wants a happy life and a good luck always sweet pains of life!

Ochildiyeva Shahnoza
Uzbekistan

WHEN I WRITE A POEM…

When I write a poem,
all the beauty appears in front of me.
giving life to the lines,
My verses make a riot

When I write a poem, as if my pen
My heart is in a rush.
My lines don’t fit on the paper,
It will busy without finding a way.

When writing a poem, the whole world,
Sing accompaniment with me.
The total human of the earth,
Thoughts of goodness and peace.

When I write a poem, it’s like the world,
It is visible in the palm of my hand.
Mother Earth is the whole existence,
Hold it in a warm heat.

When I write a poem, my proud feelings,
He shouts out of pride.
Feelings dormant in the depths of the heart,
As long as it is full, it will blow.

When writing a poem, it is as if the ocean,
I will sink to the bottom
My world in my mind,
I will fly in the sky.

Saodat Kurbanova
Uzbekistan