The Impact and Importance of Artificial Intelligence on Learning

English National University of Uzbekistan

Department of Foreign Philology

Field of Study: Philology and Language Teaching (English Language)1st-year Student

Tuychiyeva Dilso‘z Sodiqjon qizi

Email address:dilsoztuychiyeva5@gmail.comPhone number: +998 99 262 19 02Annotation

This article analyzes the role and impact of artificial intelligence technologies on the process of learning English in the modern era.

Today, intelligent applications such as ChatGPT, Grammarly, Duolingo, Ibrat Farzandlari, and Elsa Speak provide language learners with opportunities to practice independently, improve pronunciation, correct grammatical errors, and create an effective communicative environment. At the same time, the article discusses both the positive and negative aspects of these tools — such as increasing learners’ motivation and supporting teachers, while also highlighting the potential risk of decreased independent thinking and creativity. The research explores the importance of artificial intelligence in English language education, the effective ways of integrating it into the educational system, and its possible future impact. The findings emphasize the necessity of using AI technologies purposefully and in a limited manner.

Keywords: artificial intelligence, English language learning, digital education, ChatGPT, Duolingo, language competence, technological approach.

Annotatsiya Ushbu maqolada zamonaviy davrda sun’iy intellekt texnologiyalarining ingliz tili o‘rganish jarayoniga ko‘rsatayotgan ta‘siri va o‘rni tahlil qilinadi. Bugungi kunda ChatGPT, Grammarly, Duolingo, Ibrat farzandlari, Elsa Speak kabi intellektual dasturlar til o‘rganuvchilarga mustaqil mashq qilish,  talaffuzni takomillashtirish, grammatik xatolarni tuzatish hamda foydali muloqot muhitini yaratish imkonini bermoqda. Shu bilan birga, maqolada bu vositalarning ijobiy va salbiy jihatlari, ya‘ni o‘quvchilarda ishtiyoq, motivatsiyani oshirish; o‘qituvchilarga yordam berish bilan bir qatorda, mustaqil fikrlash va ijodkorlik darajasining pasayish xavfi ham yoritiladi.

Sun‘iy intellektning ingliz tili ta‘limidagi ahamiyati, uning ta‘lim tizimiga samarali integratsiya qilish yo‘llari hamda kelajakka qanday ta‘sir qilishi haqida ilmiy tahlil olib boriladi. Tadqiqot natijalari AI texnologiyalaridan cheklangan holda va maqsadli foydalanish zarurligina ko‘rsatadi.Kalit so‘zlar: sun’iy intellekt, ingliz tili o‘rganish, raqamli ta’lim, ChatGPT, Duolingo, til kompetensiyasi, texnologik yondashuv.

Аннотация В данной статье анализируется роль и влияние технологий искусственного интеллекта на процесс изучения английского языка в современную эпоху. В настоящее время такие интеллектуальные приложения, как ChatGPT, Grammarly, Duolingo, Ibrat Farzandlari и Elsa Speak, предоставляют изучающим язык возможность самостоятельно тренироваться, совершенствовать произношение, исправлять грамматические ошибки и создавать эффективную коммуникативную среду. Вместе с тем в статье рассматриваются как положительные, так и отрицательные стороны этих инструментов — в частности, повышение интереса и мотивации учащихся, помощь преподавателям, а также риск снижения уровня самостоятельного мышления и креативности. В исследовании проводится научный анализ значения искусственного интеллекта в обучении английскому языку, способов его эффективной интеграции в систему образования и возможного влияния на будущее. Результаты исследования показывают необходимость целенаправленного и ограниченного использования технологий ИИ.Ключевые слова: искусственный интеллект, изучение английского языка, цифровое образование, ChatGPT, Duolingo, языковая компетенция, технологический подход.

INTRODUCTION

In the current era of globalization, the English language occupies a leading position in the fields of international communication, education, science, and technology. Therefore, learning it effectively has become an essential need for every young generation. In recent years, the rapid development of information technologies, particularly artificial intelligence (AI) systems, has brought about fundamental changes in the process of language learning. AI-based programs not only expand students’ opportunities for independent learning but also assist teachers in organizing interactive and learner-centered lessons.

The main advantage of AI technologies lies in their ability to allow learners to practice the language anytime and anywhere, automatically assess pronunciation, detect grammatical errors, and develop communication skills. At the same time, excessive reliance on artificial intelligence may reduce learners’ capacity for independent thinking, creativity, and real-life communication, which has become a subject of discussion among educators and researchers.

From this point of view, studying and analyzing this topic is extremely relevant today. Proper and purposeful use of AI technologies plays a crucial role in improving the quality of English language learning, advancing the digitalization of education, and enhancing modern teaching methods.

Moreover, this topic has attracted the attention of many foreign and local scholars. Among them are Enik Rukiati, Tek Mani Karki, Abdullah Alenezi, and Ali Hekmat, as well as Uzbek researchers such as R. Murodov, D. Saidkodirova, M. Baxtiyorova, and A. M. Kasimova, who have conducted significant studies and contributed valuable insights to this field.

Review of the Literature

In recent years, the role of artificial intelligence (AI) technologies in the process of learning English has grown remarkably. Numerous foreign and local studies have comprehensively examined the effectiveness of this field and its pedagogical implications. In their 2024 study, Nigora Khodjamqulova and Rano Murodova emphasized that modern technologies, including AI-based tools, have helped create an interactive learning environment for studying English in Uzbekistan. According to their findings, such tools not only increase students’ motivation and engagement but also broaden their opportunities for independent learning.

In 2023, Dilnoza Saidkodirova analyzed the influence of AI technologies on teachers’ professional activities, evaluating them not as a “threat,” but as an innovative means that enhances creativity. She concluded that AI reduces teachers’ workload and assists in selecting methods tailored to the individual needs of learners. Similar conclusions have been drawn in international research. In 2025, Tek Mani Karki and Bishal Karki explored the opportunities and challenges of integrating artificial intelligence into the English language teaching system. Their research suggested that while AI increases the efficiency of the learning process, it cannot completely replace human interaction.

Likewise, Abdullah Alenezi (2025) investigated teachers’ and students’ perceptions of AI technologies. His study revealed that these tools contribute to the personalization of lessons and support learners in identifying and correcting their mistakes. Overall, the reviewed sources demonstrate that artificial intelligence technologies are elevating English language education to a new level. However, many researchers emphasize the importance of using these tools wisely and in moderation. Overdependence on AI could potentially diminish students’ interpersonal communication, critical thinking, and creativity. Therefore, the gradual and balanced integration of artificial intelligence into English language education is considered the most effective approach.

Analysis and Results

During the research, a survey was conducted among 20 respondents aged between 17 and 37 to determine the impact of artificial intelligence on English language learning. The participants were individuals connected to the field of English studies, including students, teachers, and professors. The survey results indicated that artificial intelligence technologies have a significant influence on the educational process.

The first question asked was: “How has artificial intelligence affected your English learning?” According to the findings, 81% (13 respondents) stated that AI tools were useful and effective in improving their English learning experience. However, 19% (3 respondents) reported that they had not used such technologies during their studies. This suggests that some learners still rely on traditional teaching methods and have yet to integrate modern digital tools into their language-learning process.

The second question asked participants: “Which skill do you think can be improved with the help of AI?” According to the results, 62% (12 respondents) believed that artificial intelligence is more effective in developing writing skills, while 38% (6 respondents) considered it more beneficial for enhancing speaking abilities. These findings indicate that AI tools—such as ChatGPT and Grammarly—are more frequently used to refine writing performance, particularly in correcting grammar, style, and structure.

The third question was: “Do you think the disadvantages of artificial intelligence outweigh its advantages?” The responses showed that 6 participants answered “yes,” highlighting certain negative aspects of AI technologies. Another 6 participants responded “no,” emphasizing that the benefits prevail over the drawbacks. Meanwhile, 4 respondents expressed a neutral opinion, noting that the advantages and disadvantages of artificial intelligence are balanced.

Overall, these results suggest that while AI is viewed positively in language education, its use should remain purposeful and balanced to maximize benefits without diminishing human creativity and interaction. Overall, the results of the survey demonstrate that artificial intelligence has a positive impact on the process of learning English. However, for its effective use, it is essential for users to develop technological literacy, independent thinking, and critical reasoning skills. Based on statistical data, individuals who utilize AI technologies tend to master grammar more quickly, yet human interaction remains an important component in spoken communication.

According to the research, the most effective aspects of AI tools include:1. Creating exercises tailored to the learner’s proficiency level;2. Quickly analyzing mistakes and offering appropriate corrections;3. Simulating real communication environments artificially;4. Removing limitations of time and place in the learning process.

The findings confirm that artificial intelligence cannot completely replace the human factor in English language education but can serve as a highly effective support tool for teachers.

Conclusion

In conclusion, English remains one of the most recommended languages to learn for various reasons. The study revealed that artificial intelligence provides substantial support in mastering the language effectively. Nevertheless, if learners use AI without a clear purpose, structured plan, and discipline, it may lead to wasted time, distraction, and decreased productivity.

Therefore, it is advisable to approach AI tools and technologies with rationality, balance, and mindfulness. In general, integrating artificial intelligence technologies with well-designed educational strategies can significantly enhance the quality of English language learning and strengthen the overall effectiveness of modern education.

References

1. Nigora Khodjamqulova, Rano Murodova. Modern Technologies in Teaching English in Uzbekistan: The Role of Artificial Intelligence. // Uzbek Journal of Foreign Philology. – 2024.2. Dilnoza Saidkodirova. Artificial Intelligence in Teaching and Learning English: Opportunities and Challenges for Teachers. // International Scientific Journal of Education and Innovation Studies. – 2023.

3. Tek Mani Karki, Bishal Karki. Integration of Artificial Intelligence in English Language Teaching: Opportunities and Challenges. // Dristikon: A Multidisciplinary Journal. – 2025. – Nepal Journals Online (NepJOL).4. Abdullah Alenezi. Teachers’ and Students’ Perceptions of Artificial Intelligence in English Language Education. // Arab World English Journal (AWEJ). – 2025.

5. Ali Hekmat. Artificial Intelligence and the Future of Language Learning: A Pedagogical Approach. // Journal of Educational Technology and Innovation. – 2024.6. Enik Rukiati, Tek Mani Karki. AI-Based Learning Approaches in Developing English as a Foreign Language Learners’ Skills. // Asian Journal of Education Research. – 2023.7. Rahim Murodov, Dilnoza Saidkodirova, Muxayyo Baxtiyorova, Aziza Murodjon qizi Kasimova. Advantages and Challenges of Teaching English Based on Artificial Intelligence. // Journal of Language and Education (Til va ta’lim ilmiy-amaliy jurnali). – Namangan, 2024.

Why People Remember Pain More Than Joy

Zamira Moldiyeva Bahodirovna, Student of English Filology Faculty,

UZSWLU.Email:zamiramoldiyeva219@gmail.com

Abstract: Human beings are emotional creatures, shaped not only by logic but also by feelings. Among all emotions, pain seems to stay in memory longer than joy. While moments of happiness are often bright but short-lived, painful experiences leave deep emotional and psychological traces that can last for years. This paper examines the biological, psychological, and social reasons why pain dominates human memory. It also explores how modern technology and lifestyle reinforce this tendency, and suggests ways to help people cultivate stronger, more lasting positive memories. Understanding this pattern is essential for improving emotional well-being and developing a more balanced perception of life.

Keywords: Pain, Joy, Human Memory, Psychology, Emotion, Neuroscience, Well-being

Introduction Every human being has both happy and painful memories. Yet, when we try to recall the past, painful experiences often appear sharper and more vivid than joyful ones. A simple question arises: why do we remember pain more than joy? Scientists, psychologists, and philosophers have long been interested in this phenomenon. From an evolutionary standpoint, pain plays an important survival role — it teaches us what to avoid.

For example, a person remembers the pain of touching a hot stove much longer than the pleasure of a warm meal. Psychologically, negative experiences create stronger emotional responses, which strengthen memory. Socially and emotionally, pain connects people through empathy and shared struggles, while happiness is often seen as personal and fleeting. This paper aims to discuss these aspects in detail — the biological reasons behind emotional memory, the emotional and social dimensions of pain, and the influence of modern society on how we remember and process our experiences.

Discussion 1. The Psychological and Biological Factors From a psychological perspective, the brain treats pain as a warning signal. According to research by Baumeister and colleagues (2001), negative experiences have a stronger impact on the brain because they trigger survival mechanisms. When a person experiences pain, the amygdala — the part of the brain that handles emotional processing — sends a powerful signal to the hippocampus, which then stores the memory more deeply. This means that even a single painful moment can form a permanent memory, while joy, which does not involve threat or fear, is stored more lightly. Furthermore, emotional pain and physical pain activate similar areas of the brain. When people recall a painful breakup or failure, the same brain regions that respond to physical injury become active. This overlap explains why emotional suffering feels so intense and long-lasting. Positive emotions, on the other hand, are often short and less urgent; the brain does not treat them as critical for survival.

2. The Emotional and Social Dimensions Pain also has a deep emotional and social meaning. When people experience loss, rejection, or failure, they often reflect deeply on it — trying to understand why it happened. This reflection leads to emotional learning but also strengthens the painful memory. Joy, however, is rarely examined with the same intensity. We celebrate, smile, and move on. Because we replay pain more often in our minds, it becomes stronger and more permanent. From a social perspective, pain can even create unity. People connect more easily over shared struggles than over shared happiness. Comforting someone, expressing empathy, or discussing hardships make emotional bonds deeper. Happiness, in contrast, is individual and temporary — it is felt but not always shared in depth. This difference also influences which memories our brains choose to preserve.

3. The Influence of Modern Life In today’s fast-paced, competitive, and digital world, our attention is constantly pulled toward negative information. Social media, for example, emphasizes perfection and comparison, which often increases feelings of inadequacy and emotional stress. News outlets focus on tragedies more than positive stories, training our minds to pay attention to pain. As a result, many people unconsciously strengthen their negative memories. When we constantly compare ourselves to others or worry about the future, we relive emotional pain again and again. Over time, this makes painful experiences even more powerful in memory. However, the human brain is flexible. Positive experiences can also become long-lasting if we learn to pay attention to them. Practicing gratitude, keeping a “happiness journal,” and focusing on the present moment can train the brain to store joyful experiences more deeply. Mindfulness and reflection can balance the emotional weight between pain and joy.

4. A Balanced View of Memory Remembering pain is not a weakness — it is part of being human. Pain teaches us caution, wisdom, and empathy. Yet, focusing only on painful memories can distort our perception of life. The healthiest approach is to remember both pain and joy equally. Pain shows where we have been, while joy shows where we can go. By consciously practicing positive recall — such as recalling moments of success, gratitude, and love — people can reshape their emotional memory.

Conclusion Pain remains stronger in memory because it protects us and helps us learn, while joy fades quickly because it poses no threat to our survival. Still, this natural imbalance can be corrected. Humans have the power to train their minds to remember positive emotions with equal strength. Cultivating gratitude, engaging in positive reflection, and surrounding oneself with uplifting people can all help in creating a more emotionally balanced memory. In essence, remembering pain more than joy is a sign of growth and awareness — but true wisdom lies in giving both emotions their place. Pain teaches us lessons, but joy gives us reasons to live them.

References:1. Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370.2. LeDoux, J. (2012). The Emotional Brain: The Mysterious Underpinnings of Emotional Life. Simon & Schuster.3. Kahneman, D. (2011). Thinking, Fast and Slow. Farrar, Straus and Giroux.4. Fredrickson, B. L. (2009). Positivity. Crown Publishers.5. Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. American Psychologist, 54(3), 182–203.6. Siegel, D. J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are. Guilford Press.7. Tversky, A., & Kahneman, D. (1973). Availability: A heuristic for judging frequency and probability. Cognitive Psychology, 5(2), 207–232.

FROM CHALKBOARD TO SCREEN: COMPARING DIGITAL AND CONVENTIONAL LEARNING

KAMOLOVA MASHHURA DILMUROD QIZI

1st year student of the Faculty of English Philology of the Uzbekistan State World Languages University

Abstract   As a result of technological development, learners can have access to the education not only by face-to-face interaction with teachers, but also through e-learning. This study aims to compare the effectiveness, advantages and limitations of traditional classroom education and online learning. The research highlights key differences between digital educational approach and conventional learning methods in accessibility, flexibility, interaction and academic outcome.    

Key words: conventional education, traditional classroom learning, virtual learning, digital educational approach, learning effectiveness, student engagement, academic performance, learning outcomes.

Annotatsiya    Texnologik rivojlanish natijasida o‘quvchilar ta’lim olish imkoniyatiga nafaqat o‘qituvchilar bilan yuzma-yuz muloqot orqali, balki elektron o‘qitish (e-learning) vositasida ham ega bo‘ldilar. Ushbu tadqiqot an’anaviy sinfda o‘qitish va onlayn ta’limning samaradorligi, afzalliklari hamda cheklovlarini taqqoslashga qaratilgan. Tadqiqot raqamli ta’lim yondashuvi va an’anaviy o‘qitish usullari o‘rtasidagi asosiy farqlarni — ta’limning mavjudligi, moslashuvchanlik, o‘zaro aloqadorlik va o‘quv natijalari nuqtayi nazaridan — yoritib beradi.    

Kalit so‘zlar: an’anaviy ta’lim, sinfda o‘qitish, virtual o‘qitish, raqamli ta’lim yondashuvi, ta’lim samaradorligi, talaba faolligi, akademik ko‘rsatkichlar, o‘quv natijalariАннотация   В результате технологического развития учащиеся получили возможность получать образование не только через личное взаимодействие с преподавателями, но и посредством электронного обучения (e-learning). Данное исследование направлено на сравнение эффективности, преимуществ и ограничений традиционного обучения в классе и онлайн-образования. В работе подчеркиваются ключевые различия между цифровым образовательным подходом и традиционными методами обучения в аспектах доступности, гибкости, взаимодействия и академических результатов.     

Ключевые слова: традиционное образование, обучение в классе, виртуальное обучение, цифровой образовательный подход, эффективность обучения, вовлеченность студентов, академическая успеваемость, результаты обученияIntroduction     Education has undergone significant changes in recent years, driven by advancements on technology and the increasing availability of digital tools. traditional classroom education has been the cornerstone of formal learning for centuries, however, e-learning which includes online courses, virtual classes and digital platforms, is becoming prevalent. Since learners can access to diverse resources and able to learn independently in flexible schedule due to the unique benefits provided by e-learning.

Despite its advantages, there are some concerns, remained regarding student motivation, class engagement and the quality of academic education in online environment. Therefore, by investigating advantages and downsides of these two learning methods, the study informs educators and learners for optimal learning strategies in the 21st century.

The transformation in the education system

Over the years, educational education has experienced remarkable change from traditional classroom learning which relies heavily on chalkboards, physical classrooms and face-to face interaction to computer-based instruction that contains online platforms, courses and virtual communication tools. Students are no longer passive recipients of information when the new form of learning, e-learning, that uses technology for teaching and learning is introduced as a result of the digital revolution. Especially, during the pandemic, online learning has made it possible for students to continue their education. For example, in Pakistan the popularity of online teaching increased during the COVID-19 pandemic.(1) In this case, online platforms such as Zoom, Google classroom, Moodle have played crucial role to gain knowledge.

Even when the questionnaire went on to show the importance of the Moodle system as an e-learning platform, students mentioned that the Moodle Learning Management System (LMS) helped them to improve their study skills(2) However, while e-learning offers a number of advantages, some concerns about discipline, learning quality and unequal access to technology is still remaining.

Changing roles of teachers and students

In the traditional classrooms, teachers play the main role as authority figures. Learning atmosphere is shaped by their experiences and direction, human interaction, instant feedback and face-to face communication. Students, in turn, are supposed to attend the class in person, follow the instructions given by educators. In virtual environment, on the other hand, teacher`s role loses its significance, becomes more of a mentor. Learners, meanwhile, become more independent, active participants and tend to do self-study-searching new information, guide themselves in navigating online resources, taking part in online forums, and most importantly, learn self-organization and time management. Therefore, today, most educators support blended learning which combines classroom experiences with online tools.

Accessibility and learning opportunities 

One of the strongest benefits of e-learning is its flexibility. Learners can access courses from anywhere in the world as long as they have an internet connection. This opens doors for people who live in remote areas or cannot attend regular schools because of work or financial problems. In this case, distance learning can be seen as the obvious solution for remote learners. Regardless of geographical distance, any access difficulties can be overcame by the help of online media.

(3) Since, online platforms can offer a wide variety of subjects and global collaboration among students. Information can be updated easily, making learning materials more current and diverse. In one of the studies, 61% of students responded that cyber learning allows easy access to content.

(4)However, these conveniences are not equally available to everyone. Students in rural or economically challenged regions may face difficulties related to poor internet service or lack of digital devices. The lack of IT related knowledge when online classes are conducted is the greatest difficulty which faced by a number of students.

(5) For that reason, the digital divide remains a major issue that limits the effectiveness of online learning. Additionally, one of the studies showed that  some did not prefer online education due to the lack of concentration and non-verbal communication.(6) Traditional education, though limited by location, offers equal classroom conditions once students are present. In that sense, traditional schools still play an important role in ensuring social equality in education.

Conclusion

Both systems have advantageous sides: in-person education provides direct interaction, emotional connection and social development, while digital educational approach offers several opportunities such as flexibility, personalized instruction and easy access to the education. That is why, it is not about choosing the better system for improving academic performance, but the goal should be combining their strengths to achieve academic success. Because the combination of both formats is important in increasing the effectiveness of education.(7)

References: Sumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

K.D.V. Prasad, Shyamsunder Chitta, Hariprasad Soni. A comparative analysis of traditional and electronic learning systems and their applications in new education system. Multidisciplinary Science Journal. 2023. DOI:10.31843/multiscience.2023060

Commentary:  Many  Students  in  Developing  Countries Cannot  Access  Education Remotely  |  The University  of  Chicago Harris  School  of  Public  Policy.  Available  from: https://harris.uchicago.edu/news-events/news/commentary-many-students-developing-countries-cannot-access-education-remotelySumia Fatima, Tayyaba Idrees, Sidra Hamid, Muhammad Umar. A Comparative Study of Online and Traditional (Face-to-Face) Learning. Journal of Rawalpindi Medical Collage(JRMS); 2022. https://doi.org/10.37939/jrmc.v26i4.1710

Farooq  F,  Rathore  FA,  Mansoor  SN.  Challenges  of  online medical education in Pakistan during COVID-19 pandemic. J Coll Physicians  Surg  Pakistan.  2020;30(1):S67–9.    Available  from: https://doi.org/10.29271/jcpsp.2020.supp1.s67Mukhtar  K,  Javed  K,  Arooj  M,  Sethi  A.  Advantages, limitations  and  recommendations  for  online  learning  during covid-19 pandemic era. Pakistan J  Med  Sci.  2020;36(COVID19-S4):S27–31.    Available  from: https://doi.org/10.12669/pjms.36.COVID19-S4.2785Sharipova Makhmuda Zoitovna. (2024).

EFFECTIVENESS OF ONLINE LEARNING: A COMPARATIVE ANALYSIS OF TRADITIONAL AND DISTANCE LEARNING. American Journal of Philological Sciences, 4(11), 106–110. https://doi.org/10.37547/ajps/Volume04Issue11-19

I was born on April 8, 2007, in Bukhara, Uzbekistan. I am currently a first-year student at the Faculty of English Philology of the Uzbekistan State World Languages University. Since my early school years, I have been deeply passionate about languages, literature, and communication.

I have always believed that language is a bridge connecting people and cultures. This belief inspired me to study English philology and dedicate myself to improve my language proficiency. I also enjoy exploring the use of technology in education and learning about innovative teaching methods.

In addition to my academic interests, I am an active participant in volunteer and social projects. I value teamwork, kindness, and personal growth. I believe my creative mindset and enthusiasm make me a promising young specialist in my field.

In my free time, I enjoy drawing, expressing my ideas through art and creative activities. I dream of becoming a professional English teacher who inspires students to learn with curiosity, confidence, and joy.

My life motto is: Dream big, work hard and stay humble.

How to Read a Boring Novel

Since my teenage years, I’ve been addicted to reading books, particularly novels, because they allow me to explore worlds that were previously difficult for me to recognize in my limited reality at the time. I often turned to novels to heal or recover from certain illnesses and ailments that would suddenly overtake me. I remember one time when I was struck by a high fever, which confined me to bed for several days, shivering beneath the covers, eating or drinking nothing but water, with sweat pouring from my face. Then my eyes fell upon a novel stacked atop its counterparts in the corner of my room. I forced myself to walk weakly over to it, held it up, and began reading it while lying on my sickbed. Its title remains etched in my memory to this day: “Spotted Dog Running at the Edge of the Sea ” by Chingiz Aitmatov. As soon as I finished, my fever subsided, and I awoke feeling well, as if it had provided me with the energy of recovery.

However, sometimes I long to get hold of a particular novel, because its author is a famous writer. This writer may have won an important international literary award, or they may have a surprising title, such as “How a Ghost Fetus Forms in a Goose’s Belly.” I think that’s a shocking title, isn’t it?! Perhaps one day I will use it in one of my novels—who knows? Titles like this when my appetite to immerse myself more in reading. But sometimes—I say sometimes, thank God—I fall into the trap of boredom, this heavy thing that tries to creep in and prevent me from continuing my reading pleasure.

The reason for my boredom may lie in the novel’s emptiness and its lack of an amazing opening that can captivate its reader and keep him in his chair until the end, so that he remains throughout the reading searching for the hidden link between it and the events of the novel. An opening like, “After many years, in front of the firing squad, Colonel Aureliano Buendía remembered that distant day when his father took him to introduce him to ice,” or “Suddenly, as if a hurricane had planted its roots in the centre of town, the banana company arrived, pursued by a storm of leaves.” Openings like these made me fall in love with García Márquez’s novels. They are rich, they awaken my curiosity, and therefore they leave no pore for boredom to creep in.

Another reason that opens the door to boredom for me is a slow or overly descriptive beginning. I remember almost choking when I started reading Tolstoy’s The Brothers Karamazov. The author elaborated on the introduction, detailing the family backgrounds and philosophical analyses of the characters, using complex language. This made it seem truly overwhelming, especially for first-time readers—and classic literature lovers will surely hate me.

Another reason that makes reading a novel boring for me is the postponement of the main event, leaving the reader feeling as if the dramatic action is absent or flat from the start. For example, in Thomas Hardy’s The Return Home, the actual events begin about 100 pages into the novel, and this is not something readers can easily tolerate. If we leave aside the many reasons for boredom with reading and try to find a cure for it, then certainly every reader has their own way of doing so.

As for me, the cure I rely on consists of several steps, the first of which is postponing reading, not abandoning it. As soon as I feel that this novel is boring, I put it on the table, whispering to it, “I will meet you tomorrow.” Yes, tomorrow. In my opinion, it is not appropriate to leave a novel you have started reading without completing it for more than two days. So, when the next day arrives and my sacred time comes—I mean, the one designated for reading—I prepare a cup of tea and begin talking to myself, gently encouraging it to complete what I started the day before, saying, “Since I do not believe in the existence of coincidence, then certainly the arrival of this novel to me does not fall within the circle of coincidence. Rather, it wants to tell me something.” If I am unable to convince it of what I have told it, I continue talking to it in a language that carries within it a kind of focused motivation based on imagination, saying, “Perhaps this novel is hiding its secrets from the recipient.” It takes patience to master it.

After a conversation that may last ten to fifteen minutes, I sit on the couch and begin reading. Boring novels force their readers to sit on couches. Otherwise, how can you adjust your posture whenever you want, and how can you relax in any position you wish if you’re not sitting on a couch?

Sitting on a chair doesn’t allow you to do that. And every time I finish a few pages, I insist on continuing reading to reach the lost secret I’ve longed to discover. It’s inconceivable that a novel written in, say, a hundred pages should be devoid of an important sentence. If I reach the middle and don’t find what I’m looking for, I remove the lens of the explorer to continue reading with the eye of a critic. At that point, I ask myself, “Why was this novel written?” Or, “What did its author intend by writing it?” I cannot imagine him waking up one morning and saying to himself, “Today I intend to write a novel that will annoy readers, without any real purpose.”

In this case, the annoyance itself is the purpose or goal behind writing this novel, isn’t it? If this seems to me to be the case, I have no choice but to connect the events of the novel with my imagination, and I try to become one of its heroes. Of course, I will choose to be the main hero, upon whose character development the dramatic escalation of the event is built. I begin to project my own feelings onto his character, and then I will become emotionally attached to the novel, ensuring that I will not stop reading until I discover the ending of my chosen character.

Even if the novel’s ending is superficial, lacking psychological, philosophical, or symbolic depth, or a traditional ending in which the hero marries or dies, or the narrator provides us with a religious or moral sermon, saying, for example, “And so we learned that greed is useless,” or the novel’s ending is a direct report, such as, “Those events were lessons of patience,” then I will have overcome my boredom and continued reading.

Films “Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly” Honored with the “Courage for Freedom Film Award”

“Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly“ Honored with the Courage for Freedom Film Award

This is the first time in the history of cinema that an award has been given on the subject of “Courage for Freedom,” and it is the first time that a film award has been linked to the values of freedom imbued in heroes for  freedom. 

The “Courage for Freedom Film Award” is linked to the hero of two worlds, Giuseppe Garibaldi, so named because Garibaldi brought independence to countries on both sides of the world: Italy and Rio Grande do Sul (Brazil), but the hero also fought for the cause of independence of Uruguay.

From October 28th to November 4th, with the participation of the Italian Ministry of Foreign Affairs, the founder of this film award, Hon. Francesco Garibaldi Hibbert, a descendant of the hero Garibaldi, was welcomed to the celebration of the 150th anniversary of Italian immigration to the state of Rio Grande do Sul. 

The tour  included  thirteen cities in the Brazilian state, where the film “Anita,” produced by Assisi Suono Sacro and featuring Wardal and music by Andrea Ceccomori, was presented as a world premiere. 

On November 9th “Anita“ received three awards at the Herbst theatre for SF New Concept INT Film Festival : Wardal : USA Excellence for acting a motion picture monologue, Maestro Andrea Ceccomori : best Score, Francesco Garibaldi: Best Concept . 

The film centers on the powerful, poignant lyric “Anita” by Giuseppe Garibaldi, about the agony and death of his wife Anita.

The grand debut of the “Courage for Freedom Film Award,” founded by Francesco Garibaldi, artistic director Wardal, will take place on December 13th in Pompeii , at the Vesuvius Film Festival (Vesuviusfilmfestival.it) directed by architect Giovanna D’Amodio. 

This year, the Vesuvius film festival is dedicated to Federico Fellini, with a photographic exhibition on Fellini curated by Giovanna D’Amodio and Graziano Marraffa, president of the historical archive of Italian cinema.

The “Courage for Freedom film award“ will be assigned, in addition to the film “Anita”, to three major productions such as the soon-to-be-released film “Chrysalis”, a human story of survival, on the life of Sir Daniel Winn, with Daniel Winn, directed by J. Robert Schulz and “Kamilah the Miracle Filly“ by Angela Alioto  about the freedom to live and produced by Moe Rock, founder of the LA Tribune and Emily Letran, its co-founder, the documentary awarded by Pope Francis and the Dalai Lama: “Book of Death” by Jenny Thai on the drama of the refugees in Vietnam.

Invisible Wounds: The Unseen Effects of Antibiotic Overuse on Child Development

Abstract 

Antibiotics revolutionized modern medicine, but their overuse disrupts the fragile ecosystem of gut microbiota, particularly in children.

Discusses mechanisms of dysbiosis, clinical manifestations, and long-term health consequences.

Emphasizes rational prescription, parental education, and post-antibiotic microbiota restoration strategies.

1. Introduction 

Antibiotics as one of the greatest discoveries in medicine.

Current global concern about antibiotic resistance and over-prescription.

Statistics: According to WHO, about 50–60% of antibiotics prescribed for children are unnecessary.

Purpose of study: to analyze the hidden consequences of antibiotic overuse on child development and suggest preventive measures.

 “While antibiotics save lives, their misuse silently steals the natural balance essential for growth.”

2. Physiology and Importance of Gut Microbiota 

Definition and composition: about 100 trillion microorganisms living in the human gut.

Functions: digestion, vitamin synthesis (B12, K), immune maturation, neural development.

The gut-brain axis: how microbiota influence emotions and behavior in children.

Early colonization factors: delivery mode, breastfeeding, environmental exposure.

3. Mechanisms of Dysbiosis Due to Antibiotics 

How antibiotics damage microbiota diversity — killing both pathogenic and beneficial bacteria.

Example: amoxicillin, azithromycin — broad-spectrum drugs that cause major microbiome shifts.

Reduction of Lactobacillus → weakened mucosal immunity.

Overgrowth of Clostridium difficile → antibiotic-associated diarrhea.

Immunological consequences: imbalance between Th1/Th2 immune responses, allergy risk.

4. Clinical and Developmental Consequences 

Gastrointestinal disorders: bloating, chronic constipation, recurrent diarrhea.

Metabolic outcomes: obesity, insulin resistance.

Neurodevelopmental associations: autism spectrum disorder, ADHD, anxiety.

Weakened resistance to infections due to disrupted microbial education.

Graph or table (optional): antibiotic exposure vs microbiota diversity index in children.

5. Prevention and Restoration 

Rational antibiotic use — antimicrobial stewardship in pediatric practice.

Physician–parent communication: education about viral vs bacterial infections.

Role of probiotics (Bifidobacterium longum, Lactobacillus rhamnosus).

Prebiotics (inulin, fructooligosaccharides) — restoring beneficial flora.

Natural support: diet with fruits, vegetables, fermented milk products.

Research-based recommendation: minimum 2–4 weeks of probiotic therapy post-antibiotics.

6. Conclusion 

Antibiotics are powerful tools — but misuse converts medicine into a hidden toxin.

Microbiota protection should be part of every pediatric treatment plan.

Long-term child health depends not only on curing disease, but preserving biological balance.

References 

1. World Health Organization. Antimicrobial resistance: Global report on surveillance. Geneva, 2023.

2. Blaser MJ. Missing Microbes: How the Overuse of Antibiotics Is Fueling Our Modern Plagues. 2014.

3. Arrieta M-C et al. “Early-life antibiotics, gut microbiota disruption, and metabolic outcomes.” Nature Communications, 2021.

4. Tamburini S et al. “The microbiome in early life: implications for health outcomes.” Nature Medicine, 2016.

Baxronova Vasila is a student of the Bukhara State Medical Institute, a member of Argentina’s “Juntos por las Letras” International Writers’ Association, Egypt’s “Iqra” Foundation, and India’s “Art and Culture International Forum”.

Her articles have been published in India’s “Intellectuals of the Third Renaissance” Almanac, the United States’ “Voices of Uzbek Girls” International Anthology, Qatar’s “The Voice of Uzbek Women: Bridging Cultures, Inspiring the World” International Anthology, and Turkey’s “Inspiring Voices of Uzbekistan” International Anthology. She is also a participant in the Republican Scientific-Practical Conference “Conference of Natural and Applied Sciences in Scientific Innovative Research.”

Her scientific articles have been published in India’s Editor KavyaKishor International Journal and Thailand’s Page3NewsThai International Journal. She is the holder of multiple international certificates.