Termiz University of Economics and Service

Student: To‘raqulova Pokiza

Abstract: Sustainability-oriented green transformation is considered an important concept in the development of modern society. It aims to integrate ecological, social, and economic systems, ensure the rational use of natural resources, and reduce negative environmental impacts.

Uzbekistan is implementing significant measures to align with global sustainability goals. The Constitution of the Republic of Uzbekistan pays special attention to ecological rights, ensuring that citizens not only have the right to a favorable environment but also to access reliable information about its condition. It was emphasized that the efforts of the Parliament and Government of Uzbekistan to ensure sustainable development—particularly environmental security—are being carried out with the active involvement of the public, and that innovative ideas and initiatives in this area play a significant role in combating climate change.

In 2008, the United Nations introduced the Green Economy Initiative (GEI) to strengthen the efforts of countries to increase investment in the environment. Priority is being given to modernizing the environmental monitoring system, which allows comprehensive solutions to existing problems. Clusters for the integrated management of solid household waste have been created by introducing technologies for recycling and utilization through public-private partnerships.It should be noted that the perception of sustainable development and the “green” economy, as well as ways of shaping it, varies across countries.

Although many nations are implementing programs based on the principles of the green economy, methodological approaches—including indicators and metrics—differ significantly among the European Union, North America, the Asia-Pacific region, and CIS countries. Achieving success in implementing sustainability based on the green economy largely depends on analyzing and generalizing global experiences in sustainable development, as well as designing measures tailored to each country’s unique characteristics.

Generalizing the experiences of various countries in sustainable development implies adapting the principles of the green economy and their implementation to national contexts. The main goal is to strengthen three key integrated approaches to sustainable development: economic growth, social development, and environmental protection.International experience demonstrates that the green economy stimulates regional development, supports social stability, and contributes to increased economic potential by creating new jobs in green sectors. The green economy helps promote economic progress, ensures GDP growth, increases national income, provides employment, and lowers the unemployment rate.

Today, the green economy is studied as a new branch of the economy that helps improve the natural environment of the country. In scientific literature, it is viewed as new technologies and ecosystems that support nature and generate economic benefits. The green economy represents a transition to a new stage of development aimed at producing environmentally friendly products, with the foundation built on clean or green technologies.Industrial enterprises in Uzbekistan are striving to introduce technologies aimed at energy efficiency and the effective use of resources. This process helps ensure environmental safety in industry and increases economic efficiency.

Moreover, industrial enterprises are implementing projects focused on recycling waste and producing goods from recycled materials. These efforts help reduce environmental impact and promote resource efficiency.

Uzbekistan is actively studying the experience of many foreign countries in the field of the green economy, and numerous measures are being taken within the framework of “greening” as part of national environmental policy. In particular, the shrinking of major river basins and the decline of biodiversity in the region raise serious concerns. Increased emissions of greenhouse gases and large-scale atmospheric pollution continue to exacerbate problems.

Today, no one doubts that achieving the goals of green development requires more active and effective action by countries.The green economy is an economic system whose main purpose is to preserve the planet’s ecology while developing all sectors of the economy. The green economy increases national welfare, ensures the rational use of energy resources, reduces harmful emissions, and decreases environmental costs. It is emphasized that the green economy represents a vector of sustainable development based on innovative green technologies. These technologies focus on energy and resource efficiency, as well as reducing carbon-based energy sources.

Under the initiative to ensure the transition to a green economy and establish a mechanism for assessing green growth, it is important to determine the level and coherence of activities being implemented, identify the scope and boundaries of their impact, and assess potential risks and possible negative consequences (such as pollution and ecosystem degradation).

Several indices have been developed globally to evaluate the effectiveness of countries’ efforts in the green economy. One of them is the Global Green Economy Index (GGEI), which assesses the participation of nations based on several indicators.The issue of sustainable development exists in two main directions.The first direction involves determining the development goals of society and identifying conditions necessary to achieve them.

According to the hierarchy of sustainable development goals, economic goals are positioned below societal development goals, meaning they are viewed as tools for ensuring overall sustainability.The second direction involves studying the conditions and factors that ensure sustainable economic development: determining its parameters and factors, assessing its balance, conditions, and criteria of optimality, and studying growth opportunities.

Unlike the green economy, the traditional “brown” economy is based on energy-intensive and resource-consuming production models. The transition from the traditional model of economic growth to the green economy is a global trend, determining the sustainability not only of individual national economies but also of the entire world economy. Promoting the green economy is the main path toward development.

References:1. Xasanova N. Analysis of Approaches to Studying the Concept of Sustainable Development. “Green Economy and Development” Journal, 2023.2. Brundtland G.H. Our Common Future. Oxford University Press, 1987.3. Decree of the President of the Republic of Uzbekistan on the Strategy of the “Green Economy” and Measures within the Framework of Sustainable Development Goals. Tashkent.4. Xo‘jayev B. The Concept of Sustainable Development

To‘raqulova Pokiza Sanjarovna was born in 2006 in Termez city, Surkhandarya region. She graduated from school with excellent grades. She is currently a 3rd-year student at Termez University of Economics and Service. She has more than 10 published articles. In the 2024–2025 academic year, she became a recipient of the “Rector’s Scholarship.” She has participated in various competitions. In January, she actively took part in Shokhida Yusupova’s 5-day marathon “Shine with Shokhida” and was awarded a certificate. In June, she traveled to Indonesia on a university-organized trip. On July 27, she was awarded a certificate for her successful participation in the master class titled “Empower, Educate, Elevate!” held in honor of the 3rd anniversary of Shine Girls Academy.

Sometimes the Clouds and Sometimes the Angels (prose poem and picture)

at moments though it was generally overcast, the light of the sun so determinately arrived that it felt like an angel or group of angels giving a sign and blessing. I had a spinning ring silver w/several saints and divine figures and I touched it. I remembered other moments similar such as when a praying mantis out of nowhere flew across and landed beside me, watching me. it was the wings of the creature that made it appear like a fairy or angel or whatever the case, something more metaphysical than of this world. and then as life goes in cities and in rural and pastoral settings w/many blessings, the clouds resumed and even some rain and anxious strange wind had their turn and show of ruefulness and moving melancholy. but one had to take all moods of the capricious earth and learn from them by observing and remembering. like a soul that would scry the sky or an old-time sagacious psychic who had gifts of the spirit. so, step and step and step again, by the field and under late autumnal tree canopy beige and yellow and brown then…yes step again, to become a nature poet. 

DEVELOPING STUDENTS’ ORAL, WRITTEN, AND MULTIMODAL SPEECH IN MOTHER TONGUE LESSONS USING TEXT AND DIGITAL RESOURCES

Tokhtayeva Muqaddas Olimovna
Jizzakh State Pedagogical University
Preschool and primary education faculty
Primary education direction 2-year 811-Group student
Xadjimusayeva Nilufar
Scientific leader: Jizzakh State Pedagogical University
PhD in philology, associate professor

Annotation: this article highlights the importance of using text and digital resources in the development of oral, written and multimodal speech of students in native language lessons. The study analyzed the effectiveness of the development of speech activity of students through the use of a multimodal approach, that is, various semiotic systems such as text, image, audio and video. Also presented in elementary students are methods aimed at the formation of multimodal thinking, advantages and practical results of the use of digital resources. The results of the study showed that classes organized using multimodal resources significantly increase students' ability to communicate, express and think creatively.

Keywords: native language, multimodal speech, digital resources, oral speech, written speech, text, student activity, primary education, methodology.
Introduction: In the current era of globalization, the formation of complete feedback, communication and creative writing skills in the native language of students is one of the priorities of education.
While native language classes previously mainly emphasized oral and written speech, there is now a growing need to develop multimodal speech, that is, speech forms that are expressed on the basis of text, image, sound, video and digital elements.
The multimodal approach encourages students to actively participate in the course process, attracts their attention, facilitates the process of remembering and analyzing the studied topic. Therefore, the development of students’ oral, written and multimodal speech by harmonizing textual and digital resources in mother tongue lessons is considered an important scientific and practical topic.
Main part: Since oral speech is now slow in students, various methods for its development are being tested and put into practice. Why does speech really lag behind development? First of all, if we are looking for an answer to this question. There will be several reasons why speech does not develop:
1.Lack of vocabulary richness. The vocabulary should be sufficient to freely represent speech. Readers are unable to express their opinion clearly and colorfully due to limited vocabulary. In this case, they are often based on short and repeated sentences such as “I don’t know”, “it’s difficult”.
2.Lack of communication environment. The speech activity in many cases depends on the student’s environment. Without the ability to practice language at home or at school, students remain passive in speech.
3.Psychological barriers. Some students find it difficult to find a word due to fear, shyness, feeling uncomfortable when speaking. This reduces speech activity. By creating a warm and supportive environment by the teacher, positive stimulation reduces this problem.
The development of students’ speech in mother tongue lessons should not be limited to grammatical knowledge. The Moderna educational process requires to train the student to actively communicate, express his opinion through text, audio or video.
Text resources (stories, proverbs, poems, dialogues) expand the linguistic richness of readers.
Digital resources (interactive presentations, video lessons and audio materials) develop speech through vision, hearing and perception.
The multimodal teaching method has the following advantages:
it teaches students to think logically and creatively.;
increases the expressive richness of speech;
facilitates the receipt of information in various forms;
it gives the teacher the opportunity to relive the course of the lesson.
This approach harmoniously develops students’ reading, writing, listening and speaking skills.
In conclusion, the problems that prevent the development of oral speech are multifaceted, and in their elimination, not only the individual state of the student should be taken into account, but also teaching methods, communication environment and psychological states. To solve these problems, an integrated approach is necessary — techniques that combine vocabulary, grammar, listening comprehension, motivation and an interactive environment. We also took the shortcomings of the above educational methodology as a problem. In my opinion, the remaining problems can also be eliminated with the help of the methodology of a native language teacher. In this regard, A.R.Saifullayev, M.Halomirzayev, R.Saifullaeva, N.Kuhatov, A.Gülomov, B.Kabulova, N.Kasimova, M.The theoretical views that the kadyroves informed science are considered to be of importance. The teacher must set the study assignments for the students in such a way that each of them must be learned by the student. “It is necessary to create conditions for independent learning of the student, not to teach!”, D.Yolandeva.
We list below some of the methods that serve to form oral speech.1. The role of working with text. The reader is taught to create an oral statement from a written text. This skill is exactly necessary in real life – in conversation, argument, presentation, oral exams. There are also different ways to take it.
a) re-articulation:

• a simple narrative text is given
• the reader remembers it and re-expresses it verbally
• other readers listen and evaluate it
  Example: text: “Nigora helped her by seeing a bird falling out of her nest on the way back from class.”
  The reader verbally said, “it was his goodness that Nigora helped by seeing a bird on the road”.
  b) make a statement by changing the form.
  Verbal expression by changing the person, time, style of the text:
  Example: text: “I took a book to read from the library.”
  He changed: “he took books from the library.” (3rd Person, past tense
  Oral: “he took a book from the library yesterday, he was fun.”
  c) into paragraph
  The reader is given one simple sentence. On the basis of this sentence, he orally draws up a paragraph of 3-4 sentences
  Example: sentence: “children are playing football.”
  Oral argument: “the weather is good today. The children went out to the stadium after class. They are playing football. Everyone is happy.”

1. Communication environment and the role of motivation. The student’s speech activity often depends on the state of mind and the external environment. When interest is aroused, he begins to speak more freely.
   a) role-playing dialogue(role-playing game
   Students are given life situations. Each student verbally expresses their role
   Example: buyer and seller in the store.
   These exercises stimulate the student to compose a speech that is appropriate and free to the situation.
   b) debate and debate (debate
   Students are divided into subgroups. Positive and negative thoughts on one topic are spoken verbally. Through the argument in the middle, speech activity increases
   Example: “should we keep the water, not?”
   Group 1: “it is necessary, because there is no life without water”
   Group 2: “Sometimes it does not happen, because in our daily life it is very necessary.”
   c) assignments based on personal experience
   The reader is asked to tell a personal story. This opens up his emotional world, freedom of speech increases
   Example: “tell me about the day you are most remembered.”
   Experience: we have also developed a method for 3rd graders whose oral speech is not well formed. This method is as follows: you can perform the method 8-10 minutes before the end of the lesson. On several pieces of paper, the word courage or truth is hidden and put on the board. The reader goes to the board and chooses one of the papers. If the word truth chooses the paper in which it is hidden, it speaks to its own will. For example, he can also tell some interesting story in his life or tell about the topic. If the word courage chooses the paper in which it is hidden, a situation is given by the teacher or the student, and the student must make a speech in the same position. For example, who will you see yourself as in the future? You can say Tell us that you got into that situation. That is, similar life situations are given.
   For 3rd grade native language classes, this method was tried. In the beginning, when there was time for two students in one lesson, after three to four lessons, five students in one lesson became talkative.

Week
Total students Number of students who participated
Number of students who spoke orally
1-hafta 20 3 1
2-hafta 20 3 2
3-hafta 20 5 4
4-hafta 20 6 5

At the very beginning, students were also hesitant to go out to the board and talk. Out on the board
only looked at the ground. Those who tried to speak were also confused, unable to speak their thoughts in order. I would say that this method, which was carried out for four weeks, gave a good result of 80-85%. Even struggling to talk about himself, the readers were able to talk about various life situations, much pressing their excitement. The more diverse, interesting the lessons, the more passionately the child begins to learn it.
What to do in the development of oral and written speech of students using text and digital resources, what ways to apply effective and to prevent problems, I will mention the following suggestions.

1. Regular introduction of multimodal tasks in native language lessons (text + image + audio).
2. Train teachers to effectively use digital didactic tools.
3. Development of a national methodological guide for multimodal teaching for elementary students.
4. Development of criteria for assessing multimodal competence at each class stage.
   In place of the conclusion, it should be said that since the excellent oral literacy of our future specialists has risen to the level of the main issue of the day, we must contribute to achieving this not only in the lessons of native language and literature, but throughout the educational activity. “The development of speech is not only the task of native language science, but also the current task of the family and the public today.” (A. Gülomov, M. Kadyrov, M.Ernazarova and others, 2012)speech development is a necessary tool for successful communication not only in scientific and academic activities, but also in everyday life. It also has a positive effect on the personal and professional development of students.
   List of literature used:
   1.Askarova, M. (2014) issues of Uzbek linguistics, materials of the scientific theoretical conference. – T.222.
   2.Kasimova, K. S. Matjonov and b. (2009) native language teaching methodology. (Pp. 167, 301-303).
   3.Yolandeva D (2021). Methodology for teaching the Uzbek language. – Durdona publishing house.
   4.Kholmatova, O. O. K. (2023). COGNITIVE CHARACTERISTICS OF THE CONCEPT OF QUANTITY IN UZBEK FOLK PROVERBS. Oriental renaissance: Innovative, educational, natural and social sciences, 3(7), 292-299.
   5.Gulomov A, et al. Methodology for teaching the native language. – T.: “Science and technology
5. Lian, R. (2022). The Effects of Multimodal Teaching for Primary Students in L2 Primary School Classrooms. Atlantis Press.
6. Linder, R. (2024). Multimodal Resources and Approaches for Teaching and Learning: An Integrative Literature Review. Education Sciences, 14 (9), 10-10.
7. Hadizadeh, A. (2025). Exploring the Impact of Multimodal Language Learning Activities on Oral Skill Development: A Study of in-Class Oral Speech, PowerPoint Presentations, Video, and Blog Projects. Journal of Language Research, 9(1), 52-72.
   9.Turšynbaeva, A. (2024). Teaching Speaking Through Multimodal Texts in English. Field-Foreign Education.
8. Dada, C. (2025). Integrating Technology for Multimodal Literacy in English. NIU Humanities Journal.
   11.Khairullaeva, M. (2023). The influence of digital educational technologies in the elementary grades on the development of speech. Journal of educational innovation, 3(2), 44-49.

Ars poetica in Shots

A poem begins where the mouth hesitates. 

When words betray you,

and tears are not enough. It’s the corner of the world that listens back,

no need to shout or make yourself be understood. 

It’s the music of the heart and the rhythm of the mind.

The way it takes the feelings deeply rooted and how it shows a sliver of yourself. What if you don’t?

What if you think poetry doesn’t listen back, isn’t born on the page,

not enough to save you, 

not there, not real.

What better way to bottle everything up, and never write.

Poetry is a gift few save, some find and none forget.

THE USE OF PHRASEOLOGICAL UNITS IN MODERN MASS MEDIA AND SOCIAL NETWORKS

Samarkand State Institute of Foreign Languages
Faculty of Romance and Germanic
Languages
Philology and Language Teaching
(French)
2nd-Year Student
Dildora Abdullayeva
Mukhiddin kizi abdullayevadildora006@gmail.com

ABSTRACT: This article analyzes the specific features of using phraseological units in the language of modern mass media and social networks. It highlights how the dynamic nature of the media environment and the need to capture audience attention contribute to the active use of phraseological expressions as expressive tools. The study examines the functional and stylistic role of phraseological units in media headlines, journalistic texts, and social media content, as well as their transformations, shortened forms, and meme-based variants. Additionally, the emotional, pragmatic, and communicative functions of phraseological units in media discourse are explored.
Keywords: phraseological units, media language, social networks, media discourse, stylistic function, meme culture, transformation.

KIRISH
Modern media and social networks are the most active social platforms that directly affect human thinking, speech and cultural communication. The agility of the Medial environment, short and touching reporting encourage journalists, content creators to use expressive means in their lives. Phraseologisms are therefore becoming one of the most effective language units in this process.
The study and research of phraseological units has long been of interest to linguistic scientists. Until the 19th century, phrases were studied in lexicology, in which only their meanings and etymology were described.

New issues facing society in today’s globalization process, such as environmental crisis, gender inequality, or corruption, are also reflected in phraseological units. This article is aimed at analyzing how phraseologisms reflect the social life of not only the Uzbek people, but also humanity as a whole. Today, issues such as the purpose of using phraseological units, their transformation, the process of becoming a meme on social networks, semantic changes, and their impact on the audience have not been sufficiently studied.

RESEARCH METHODOLOGY
Semantic (meaning) and stylistic (methodological) analysis of phraseologisms in Media is carried out, and their function (function) in the text is determined. In this, the meaning of phraseologisms, through what stylistic means it is used, and its role in creating additional meaning and influence in the text are investigated. When the talk of phraseology began, schwetzar wrote that the French scientist Sh.It is impossible to remember Balli, who initially wrote his own book, ” Traite de stylistique française Bally. Ch. 1921), referring to frzeology. The term phraseological Bulic was the first to be applied to linguistics by V.Introduced by V Vinogradov. [Vinogradov, V.V.: 1946). Currently linguists. Although proverbs and sayings are also taught at the level of phraseological units, we will only consider units that are specific to idioms below.

Structural (grammatical) analysis :Phraseologism mainly represents character and action, and they belong to the category that grammatically denotes character or action. Most phraseologisms in French are phraseologisms that are related to the verb phrase category. Examples include avoir du sang de poulet – être paresseux, être lâché-be a coward.

Semantic analysis: in French, category SEMAS in the semantic content of phrasemes rely on phraseological meaning-for example
Lexical-semantic analysis: phraseologisms of the verb category: Fowler aux pieds-to behold, rendre, faire hommage à qqn-to respect
Stylistic analysis: verb, noun, ravish, adjective word-type phraseological units are widely used in newspapers and magazines, increasing textual impressiveness and serving to enhance communicativeness. Parler dans le vide, parler sans effet, parler en l’air – to talk in vain, that is, to talk too much. Ça ne mange pas de pain, il n’y a pas de risque-no harm.

Connotative meaning: quelque chose qui cloche – something is not working well, Ne vous en faites pas, Ne vous inquiéte pas – don’t worry

ANALYSIS AND RESULTS
Idiomatic Expression Literary Standard Spoken Mem – Tik tok Analysis Results
Prendre son temps To be on time, not to rush Go quietly, Do not hurry Chill, No stress Expressed humorously in memes, enriched with more emojis
Raconter des salades Lie Lying, telling lies Blah blah again,He’s telling me stories In memes, phrases are shortened and can be used in a humorous tone.
Avoir le cœur sur la main Be generous Be kind Trop good ce mec, heart, big Tone increases in social networks
En faire une montagne Making an elephant from a fly Exaggerate OMG it doesn’t matter Short phrases are used in memes

Pleuvoir des cordes It’s raining heavily. It’s raining in torrent Rain mode Memes are used with emojis.
Remuer ciel et terre To act with all his might Do everything I move everything, Going ill in The memes use emojis and English idioms.
Se bouffer le nez Fight tirelessly Arguing, getting angry, violently They slam each otherFight mode On We use emotional and short phrases in memes.
Changer de disque Changing the subject during a conversation Change the subject, move on Ok next topic, change thé vibe We use mixed idioms in English in memes.
Ouvrir son cœur Open your heart Confide in yourself, speak frankly I tell you everything Memes are enriched with emojis

According to the results of my observations for a long time, these phrases are very common on the Sorbonne and @FrancaisAvecMoiii channels in the telegram channel mettre la main à la pâte and and ouvrir son cœur. These phrases are used officially. This section shows the characteristics of how phraseological units collected as a result of our research are used in modern French. In the table, each phrase is presented in terms of official, literary, oral familier and methods of use in social networks. In addition the phrases se bouffer le nez and remuer ciel et terre are common on youtube and instagram channels. French.Schol.tv and Français Avec Pierre can be observed on social pages.

The phrase En faire une montagne can also be used in literary language, official articles, oral familier case and memes. In memes, the phrase is used to express humor and laughter. The meaning of this phrase is to make an elephant out of a fly, that is, to make a big tragedy out of a small thing.

The idiom Pleuvoir des cordes is used in literary language, oral familier and memes,social media. This phrase we can use in official articles, press, official descriptions, and in the mouth-in everyday conversation. In memes, this phrase is used to describe heavy rain with visual humor.

REVIEW OF USED LITERATURE
In his article on the structural properties of phraseological units, Iskandarova Mohira gave examples of Idioms on verb, noun, vowel, adjective word categories. The article also addresses the stylistic, semantic, connotative meaning, structural, and lexical semantic learning of phraseological units. When the talk of frzeology began, schwetzar wrote that the French scientist Sh.It is impossible to remember Balli, who initially wrote his own book, ” Traite de stylistique française Bally. Ch. 1921), referring to frzeology.The origin of phraseology, what it means, has made these clear. Schwetzar was the son of a French nobleman, Sh. Recalling Balli, he originally wrote his own book, ” Traite de stylistique française Bally. Ch. 1921), referring to frzeology.

The term phraseological units was the first to be applied to linguistics by V. Introduced by V Vinogradov. [Vinogradov, V.B.: 1946). Currently linguists. aphorism, who also taught Proverbs at the phraseological unit level, he considers only those units that are characteristic of the idiom.

Phraseology is an important area of linguistics and studies sustainable expressions that embody the cultural memory, worldview and historical experience of the people. Since the beginning of the 20th Century, V.V. Vinogradov, A.V. Kunin, B.A. Larin, N.N. Scientists such as Amosova have scientifically substantiated the classification, semantic nature, origin and linguistic features of phraseological units. In Uzbek linguistics, Sh. Rahmatullaev and A.E. Mamatov developed this field and conducted in-depth research on the role of phraseology in expressing national identity.

CONCLUSION
During the study, it was found that phraseological units are actively used in modern French, especially in media and social networks. Observations have shown that many phrases are used identically in formal, literary, and oral speech, while on the internet they adapt to the form of meme, shorthand, or humor. This suggests that medial speech is dynamic and influential. In general, phraseologisms are manifested in modern communication as an important tool that increases figurativeness, emotionality and expressive power.

REFERENCES

1.Bally, Ch. (1921). Traité de stylistique française (2e éd.). Heidelberg. 1-79 c.

2. Iskandarova, M. (n.d.). Frazeologik birliklarning struktur xususiyatlari. France International Scientific Conference: Scientific Approach to the Modern Education System, Part 12, 5th February.
3. Meliqo‘ziyeva, O‘. (2023). Frazeologik birliklarning asosiy xususiyatlari va ularning ma’nolari. Theoretical Aspects in the Formation of Pedagogical Sciences: International scientific-online conference.
   4.Qurbonova, G. S. (2021). Fransuz va o‘zbek tillaridagi to‘qima frazeologizmlarning qiyosiy tahlili. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences, 1(1). https://cyberleninka.ru
4. Виноградов, В. В. (1946). Основные понятия русской фразеологии. Труды юбилейной научной сессии ЛГУ, 203 с.

Flowering fields

Flowering fields.
My soul entrances.
Endless love
haunted my soul.
Your innocent image
defeating my love.
Restless snow,
near my cottage.
I can feel your broken heart.
Cheerless image
are slow and restless.
Her revelry voice
are soundless
and naughty here.

Mrinal Kanti Ghosh, India

He is a lyricist for All India Radio Calcutta. He has written many books of poetry, novel and short story. The names of his books are as follows: 1. Atmabairi 2.Sudhu rtis jannaya (Funded by West Bengal government) 3. jodi chole jai 4. Nairite nisarga namey 5.Ami se o somudra (novel) 6. Ekhane akash nei 7.Suranjana (English and Bengali) 8.Chayapathe saresrip bikel 9.Bideshi kobita (transcription of poetry in English and Bengali) 10.Dhupchaya nir 11.Nirjan sayanhey joytshna 12. Shely 1. Bangladesh award 2.Certificate from different countries. He has given certificate. He is a musician. He plays guitar (Indian classical). His other two books are under process. He is also an Astrologer, He believes in Astrology. He also believes in Rebirth/Regeneration. The poet also wrote a rtist poetry on Rebirth/Regeneration. His other book is going to be published on Rebirth/Regeneration.

The Impact of Globalization on Humanity: Achievements and Challenges

Abduvaliyeva Jasmina Jahongir qizi

2nd-year student, Sociology Department,

Faculty of Social Sciences, Namangan State University

Group: SogAu-23

Abstract

This article analyzes the impact of globalization on humanity, focusing on both its achievements and challenges. It highlights the positive aspects of globalization, including economic development, cultural exchange, technological progress, and advancements in the field of medicine. At the same time, the article addresses the negative consequences of globalization, such as economic inequality, environmental problems, the risk of losing national cultures, and cybersecurity issues. The study concludes by emphasizing the importance of globalization in modern human life and discussing the need for effective strategies to manage its influence in a balanced and sustainable way.

Keywords

Globalization, Economic development, Cultural exchange, Social inequality, Innovation, Global challenges, Environmental problems, Technological progress, National culture, Cybersecurity

Introduction

In today’s world, globalization processes are increasingly integrating societies and penetrating all spheres of human life. While globalization creates new opportunities for humanity, it also gives rise to various challenges. Economic, cultural, and political relations among states are expanding, and the world is gradually forming into a single interconnected system. As a result of globalization, humanity has gained access to numerous opportunities. International trade has expanded, cultures have become closer to one another, and technological achievements have transformed daily life. However, globalization is not limited to positive outcomes alone. Alongside its benefits, it has also generated serious issues such as social inequality, environmental degradation, and the threat of losing national identity.

Main Part

Globalization has both advantages and disadvantages. One of its major achievements is the removal of trade barriers, which has led to increased interconnection among international markets. Through international institutions such as the World Trade Organization, trade agreements have become more accessible and efficient. Globalization also creates favorable conditions for the development of science and technology. With the help of the Internet, artificial intelligence, and mobile technologies, the world has become highly interconnected, and information exchange now takes place within seconds.

Moreover, globalization has expanded educational opportunities for students and researchers by providing access to international programs and studying abroad. In fields such as cinema, music, and sports, international events and festivals have accelerated cultural exchange. Global cooperation has also strengthened innovation and scientific collaboration across countries.

Despite these achievements, globalization has significant drawbacks. It has widened the gap between developed and developing countries, increasing global economic inequality. Environmental issues such as deforestation, climate change, and rising sea levels are among the negative consequences of global economic growth. In addition, migration processes associated with globalization have led to various social tensions and challenges in many societies.

Conclusion

In conclusion, globalization is an inseparable part of modern humanity, offering vast opportunities for development and progress. At the same time, its negative effects require careful management and regulation. Preserving national interests while promoting international cooperation, ensuring environmental sustainability, and reducing economic inequality are crucial for the future of humanity. A balanced and responsible approach to globalization will help maximize its benefits while minimizing its harmful consequences.

References

1. Martin. A fundamental work on the impact of globalization on society and state structures.

2. Thomas. A book on how globalization is shaping the modern world.

3. Monfred. A concise and clear guide to understanding globalization.

Abduvaliyeva Jasmina Jahongir qizi was born on July 29, 2005, in Qozokovul village, Norin district, Namangan region. She completed her secondary education at Secondary School No. 14 in her home village. Currently, she is a third-year student majoring in Sociology at the Faculty of Social Sciences, Namangan State University.Jasmina’s goal is to become a highly qualified specialist in the social sciences and to contribute meaningfully to the development of society.