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.
When modern medicine becomes more concerned with curing
male-pattern baldness, erectile dysfunction and low testosterone,
folks look a lot whole better on the outside
than they do on the inside.
Anatomy of a Writer
Ten fingers
and
a brain
is all
I need.
The rest
of me
just gets
in the way.
Little Poem
I am a little poem,
made, not born,
in need of defined meaning,
as rough scrap paper drafts
folded into paper airplanes
crash land through blizzards
of crumpled snow balls into
the overflowing recycling bin,
until the inevitable avalanche.
But with so many
words to write,
there are only so many
empty pages of white.
Chris Butler is an illiterate poet. He has published ten collections of poetry, including Artsy Fartsy (Alternating Current), DOOMER (Ethel) and Neurotica (Scars Publications). He is also the co-editor of The Beatnik Cowboy.
The Importance of Using Text Analysis in the Artistic and Aesthetic Education of Primary School Students
Kokand University, Andijan Branch,
Primary Education Department
(Distance Learning),
Group 24-03, 2nd Year • Azamova Kumushoy Akramjon qizi
Abstract: This article thoroughly explores the importance of text analysis in the process of artistic and aesthetic education of primary school students. Through the analysis of literary works, students develop a sense of beauty, the ability to evaluate characters, and improve their speech culture. The use of methods such as question-and-answer, discussion, and role reading helps enhance students’ creativity and imagination. The article highlights the significance, methods, and practical opportunities of this process and justifies the role of artistic and aesthetic education in the educational system.
Keywords: artistic and aesthetic education, text analysis, primary school, creativity, speech culture.
Introduction
In the Republic of Uzbekistan, extensive reforms are being carried out to modernize the education system and bring it in line with contemporary standards. The decrees and resolutions of the President, decisions of the Cabinet of Ministers, and the principle of “New Uzbekistan begins at the doorstep of education” clearly demonstrate these reforms.
Particular attention is given to the primary education stage, as it plays a crucial role in shaping students’ spiritual maturity, aesthetic taste, and speech culture.
In recent years, a number of innovations have been introduced into primary education, including:
development and gradual implementation of new curricula;
organization of lessons through digital education platforms;
establishment of professional development courses for primary school teachers;
publication of new textbooks and manuals on literature and artistic-aesthetic education;
promotion of reading culture through state programs and various literary activities.
All these reforms aim to help students acquire modern knowledge, moral education, and respect for national and universal values.
Educational activities based on literary texts strengthen such moral qualities as kindness, patriotism, and friendship. Primary education is an important stage in the formation of students’ moral integrity, aesthetic taste, ethical qualities, and personal worldview.
Through text analysis, students’ artistic perception expands—they learn to understand life phenomena more deeply and develop creative thinking as well as an aesthetic sense.
Working with literary texts promotes moral ideas such as friendship, compassion, patriotism, and diligence. This not only fosters independent thinking but also helps students develop the ability to make morally sound life decisions.
Therefore, teaching literary works and organizing text analysis in primary classes plays an invaluable role in students’ aesthetic development, psychological growth, and personal education.
Text analysis also serves as an important tool for improving students’ speech culture. By analyzing the behavior of characters, students form their own attitudes toward social events and gain a deeper understanding of honesty, justice, empathy, and indifference.
The main goal of modern education is not only to provide knowledge but also to nurture well-rounded individuals. In this regard, the use of text analysis in primary education is of great importance. Through artistic and aesthetic education, children develop not only creative thinking but also aesthetic appreciation, national pride, and moral sensitivity.
In teaching reading literacy, the communicative approach plays a key role. Since language primarily functions as a means of communication, interactive, activity-based, exploratory, and critical approaches are prioritized.
Methodological Foundations of Text Analysis
Developing correct, fluent, expressive, and conscious reading skills through the analysis of literary content.
Analyzing a work’s theme, idea, imagery, and stylistic devices plays an essential role in the student’s personal development.
Understanding a text’s meaning based on students’ life experience is a key condition of effective text analysis.
Review of Related Literature
The issue of artistic and aesthetic education of primary school students has been widely studied in Uzbek and world pedagogy. Various scholars and methodologists have proposed effective ways to achieve educational and aesthetic goals through text analysis.
Abdulla Avloni, in his work “Turkiy Guliston yoki Axloq” (The Turkic Garden or Ethics), emphasized the inseparable connection between education and upbringing, especially the role of literary texts in instilling goodness and beauty in the young generation — a concept that remains relevant today.
Similarly, in I. A. Karimov’s book “High Spirituality is an Invincible Power,” the exceptional role of literature and art in nurturing spiritually mature youth is highlighted. Literary works, in particular, develop students’ sense of national pride and love for their homeland.
Modern Uzbek methodologists such as D. Makhmudova and O. Kochkarova have developed methods for working with texts in primary grades. Their research shows that the use of interactive methods significantly enhances students’ artistic and aesthetic taste.
Foreign educators, including Jean Piaget, in his theory of cognitive development, also confirmed that literary text analysis plays an essential role in shaping knowledge and values in children.
Main Part
In recent years, significant reforms have been carried out in Uzbekistan’s education system, especially in primary education. The policy based on the principle “New Uzbekistan – New Education” has been directed toward improving the quality of teaching and learning.
One of the most important innovations in primary education is the introduction of new state curricula, designed according to students’ age and psychological characteristics, aimed at developing independent thinking, creativity, and communication skills.
Furthermore, within the framework of the digital education concept, students are being taught computer literacy and the use of information technologies. Electronic resources, multimedia materials, and interactive platforms are actively integrated into lessons.
Improving teachers’ qualifications plays a key role in enhancing education quality. Professional training courses for primary school teachers now focus on modern pedagogical methods, STEAM technologies, and interactive approaches.
In addition, the inclusive education system is being widely implemented, ensuring equal learning opportunities for children with special needs and promoting social justice.
The new edition of the “Reading Literacy” textbook differs significantly from the previous versions. It contains engaging and age-appropriate materials aimed at developing reading, listening, speaking, writing, and grammar skills.
Analysis and Results
The primary school period is a decisive stage in a child’s personal development. During the research, text analysis sessions were conducted with students based on the tales “The Golden Melon” and “Zumrad and Qimmat.”
Through “The Golden Melon,” students learned to appreciate honesty, generosity, and loyalty, while understanding that greed and envy lead to negative consequences. The tale “Zumrad and Qimmat” strengthened positive traits such as modesty, kindness, and diligence.
Interactive activities such as drawing, dramatization, and expressive reading were included in the lessons. As a result, students’ speech culture, imagination, creative thinking, and aesthetic taste developed noticeably.
Artistic and aesthetic education thus fosters harmony in personal growth, laying the foundation for children to become spiritually mature, sensitive to beauty, and socially responsible individuals in the future.
Conclusion
In conclusion, the use of literary text analysis in primary education develops not only students’ reading skills but also their moral qualities, aesthetic sense, and creative thinking. Through the analysis of the tales “The Golden Melon” and “Zumrad and Qimmat,” students learn to distinguish between good and evil and to understand the importance of such human values as honesty, diligence, and compassion in real life.
Text analysis enables students to express their emotions, visualize artistic images, expand their vocabulary, and appreciate beauty. This process contributes to their spiritual maturity and positively influences their personal development.
Thus, literary text analysis is one of the most effective means of harmoniously developing moral and aesthetic education among primary school students.
References
Hasanboeva, O., & Yo‘ldosheva, Sh. (2019). Boshlang‘ich ta’lim metodikasi [Methods of Primary Education]. Tashkent: O‘qituvchi.
Karimova, D. (2021). Means of Aesthetic Education in Primary School Students. Education and Development Journal, (2), 55–60.
Ministry of Public Education of the Republic of Uzbekistan. (2023). Reading Literacy Textbook (Grades 1–4). Tashkent: Sharq.
Azizkhojayeva, N. (2020). Pedagogical Technologies and Pedagogical Skills. Tashkent: TSPU Press.
Jalolova, N. (2020). The Educational Importance of Using Folk Tales in Primary School. Pedagogy and Innovations, (4), 72–78.
