----------------------------------------------------------------------
the chinese alphabet
i dread the holidays
mostly because i grew
up on dysfunction
normal shit is as foreign
to me as the chinese
alphabet
but i'm old now
crazy left years ago
i seek the quiet
never minded being
alone, just never wanted
to be lonely
the phone won't ring
on christmas
all my former friends
have their families
and the friends they
are using now
i'll turn on some music
something dark and melodic
we never even bother to
put up a tree anymore
somewhere charlie brown
is laughing
-------------------------------------------------------------------------------
while alone in the shower
she reminds you of
a ghost from your past
listens to mozart
while humming
in spanish
pretends to play
the slide trombone
while alone in the
shower
her kisses taste
like you were
born on the
wrong planet
she once kissed me
on my lips and told
me to close my eyes
i never saw her again
---------------------------------------------------------
plastic bombs in the sand
insomnia dances
like a lost lover
strung out on neon
lights and a gentle
line of cocaine
think of all the years
since our lips first met
then ponder how each
of us should already
be dead
rainbows and smiles
plastic bombs in the sand
maybe one day the poor
won't have to fight a rich
man's war
i know
long after most of the planet
ceases to exist
you ever learn to speak
another language
yeah
i can say fuck fluently
in nearly all of them
that's really all you need
------------------------------------------------------
make believe brilliance blah blah blah
long lines
rising prices
i knew there was a reason
i never wanted children
and all the good alcohol
is too expensive
and the shit i can afford
is only meant to harm
the liver faster
i put on some charlie parker
and wonder which will
come first
the first line of a poem
or a fresh vein
don't worry
if i can't afford the alcohol
how the fuck can i afford
the drugs
poem after poem
make believe brilliance
blah blah blah
maybe santa should actually
bring me some scratch offs
that are winners
----------------------------------------------------------------
way too early in life
the darkest eyes
cover up the most
pain
her smooth skin
tasted like all my
nightmares made
into an off broadway
play
the twinkling lights
are supposed to be
joyful
you've seen too
many movies
about small
towns
backwoods killers
and all the children
that succumb to reality
way too early in life
the holidays are rarely
happy
no snow for christmas
just rain
endless fucking rain
misery fit for everyone
around here
J.J. Campbell (1976 - ?) was raised by wolves yet managed to graduate high school with honors. He's been widely published over the years, most recently at Dumpster Fire Press, Lothlorien Poetry Journal, Horror Sleaze Trash, The Asylum Floor and The Beatnik Cowboy. You can find him most days on his mildly entertaining blog, evil delights. (https://evildelights.blogspot.com)
the sun has come out
one crow flies across the lot
& then another
—
on the 38
one block from Jack’s Lawson Park
sidewalks lined with tents
—
ol’ crow got sum’n
he takes it up to the roof
of the bus station
—
the year’s shortest day
the mailman knocks on my door
& postage is due
—
without a coffee
I walk back from Circle K
crow caws out hello!
—
bio/graf
J. D. Nelson’s poems have appeared in many publications, worldwide, since 2002. He is the author of ten print chapbooks and e-books of poetry, including *Cinderella City* (The Red Ceilings Press, 2012). Nelson’s first full-length collection is *in ghostly onehead* (Post-Asemic Press, 2022). Visit his website, MadVerse.com, for more information and links to his published work. His haiku blog is at JDNelson.net. Nelson lives in Boulder, Colorado, USA.
ENHANCING STUDENTS’ CREATIVE THINKING THROUGH INTERNATIONAL ASSESSMENT PROGRAMS
Annotation: This article describes the concept of creative thinking in a broad sense and mentions that this concept is important for students' future research. The PISA program, which is considered one of the international researches, requires creativity and the opinions are expressed about the further improvement of the quality of education
Key words: skill, creative thinking, divergent thinking, science, mathematics, problem, platform, domain,
INTRODUCTION
The main task of education is to form the skills that the student will need today and in the future to lead a successful life in society. Creative thinking is an important skill that today's youth should have. These skills help them adapt to a world that is constantly and rapidly changing, requiring workers with "21st century" skills that go beyond simple literacy. In general, today's student is expected to work in the future in fields that do not even exist now, to solve new problems through new technologies. A number of researchers have tried to identify the mental capacities necessary for creative thinking.
The importance of developing creative thinking at school is not limited to the labor market. School is important for young people to discover their abilities and skills, including creative talents. Also, creative thinking supports students' learning by interpreting events, experiences, and behaviors in a new and personally meaningful way. In order to increase the student's motivation and interest in the school, it is necessary to establish new forms of education that take into account the creative potential and enthusiasm of all students.
This can especially help students who are not very interested in the educational process, and it will help them express their opinions and develop their potential. the concept of convergent and divergent thinking has greatly influenced research in this field. Analytic thinking is generally defined as the ability to use conventional and logical strategies to search, understand, and make decisions based on information gathered in order to find answers. Divergent thinking, on the other hand, is original by applying new approaches and forming unexpected combinations from existing information, as well as using the capacities of connections, thinking, and transformation, such as semantic variability and fluidity. is the ability to develop ideas.
REFERENCES AND METHODOLOGY
Divergent thinking is also described as the ability to abandon ready-made instructions, to search for different solutions to problems, to resort to unexpected measures when all other means are exhausted, to look at problems from a different point of view, to abandon ready-made methods and try new ones. In general, divergent thinking is often about generating new, unusual, and unexpected answers. Creative thinking is often described in terms of divergent thinking, and most research to date has been devoted to studying the mental processes associated with divergent thinking.
But the research is analytical or decision-making clearly shown that mental processes of similar thinking, such as the ability to do, are important for creativity. For example, the ability to generate new and valuable ideas may depend on the implementation of other processes, such as problem definition. In fact, it was found that the success of art students in defining the problem is closely related to the criteria of aesthetic value and originality of the pictures they draw. These criteria, in turn, depended on the long-term success of these students as artists. Schools can promote educational methods that support the mental skills and approaches necessary for creativity, and learning to form mental representations has been shown to improve student creativity in science, mathematics, and ICT.
The literature suggests that the more domains covered in an assessment of creative thinking, the better the coverage of the construct. However, some practical and logistical limitations of the PISA study affect the possible domains to be included in the PISA program. The first of these is related to the age of those being tested. Given that the target audience of the PISA study (15-year-old students) has limited knowledge and life experiences, the domains chosen for assessment should be based on knowledge and experiences common to all students in the world (such as drawing, writing or problem solving). The domain being tested (and related tasks) should also reflect a realistic expression of the creative thinking that a 15-year-old student can demonstrate in this context.
The second limitation is related to the time allotted for testing. According to the structure of the current PISA assessment, one hour is allocated to the test to assess students' creative thinking. This means that the number of possible domains must be limited so that a sufficient amount of data can be collected for each domain. Since the purpose of the PISA study is to provide benchmarks of test results at the country level rather than individual test results, different forms of tests can be used interchangeably. In this, students solve a diverse mix of tasks (with some accidental overlap) within the domain.
However, ensuring that students obtain reliable indicators of national test performance in each domain requires that sufficient time be allocated to each domain's task and limits the number of tasks that can be covered in an assessment. A third limitation is the implementation of the test of creative thinking in the standard PISA test-taking platform related to the obligation. PISA tests are performed on a standard computer, which does not have a touchscreen or an Internet connection. The platform currently supports various forms of response input, including multiple choice, text input, drag-and-drop, hot-spot (clicking on an area within a text or image), chat interface, interactive charts, and graphics.
Although it is possible to add new functionality to the platform during the development of this assessment, such as a drawing tool, selection of assessment areas, the technical limitations of the platform must be taken into account when developing the same tasks. The development of an international program for the assessment of creative thinking can lead to positive changes in educational policy and pedagogy. The PISA Assessment of Creative Thinking in Research provides a clear, reliable, and actionable assessment tool to help policymakers make evidence-based decisions. The results also fuel debates in society about the importance and methods of developing this important skill through education.
This activity in the international assessment program PISA is related to another project of the Organization for Economic Co-operation and Development aimed at supporting a new pedagogy for the development of creative thinking. The main task of education in creative thinking is to form the skills that the student will need today and in the future to lead a successful life in society. Creative thinking is an important skill that today's youth must have, and this skill will help them adapt to a constantly and rapidly changing environment that requires personnel with up-to-date skills beyond simple literacy. In general, today's students will work in fields that do not even exist in the future, for new skills for new problems will allow them to solve increasingly complex local and global problems through an unusual approach.
The importance of developing creative thinking at school is not limited to the labor market. School is important for young people to discover their abilities and skills, including creative talents. Creative thinking also supports student learning by interpreting events, experiences, and behaviors in new and personally meaningful ways.
Conclusion
A number of educational research studies have explored different methods of teaching or learning that increase the likelihood of knowledge and skill acquisition. Research shows that creative thinking can be effectively developed by working together in a team environment that allows for the creation of knowledge and skills. In other words, schools act as knowledge and skill-generating organizations, where students are actively engaged in creative and regular activities infused with new ideas.
When the process of creating knowledge becomes a purposeful activity that is an integral part of the educational process, that is, a type of everyday activity, Knowledge can also be created by "looking at the world with the eyes of questioning wonder." Looking at the world with questioning wonder is understood as the process of a student trying to understand the world, and it motivates students to put forward their own opinions about various phenomena. Students' creativity is reflected in their creative thinking skills, especially when most of the creative thinking process involves "invisible" tasks.
REFERENCES
1. Amabile, T. (2012), «Componential theory of creativity», No.12-096,HarvardBusinessSchool, http://www.hbs.edu/faculty/Publication%20Files/12-096.pdf (accessed on 28 March 2018). [59]
2.Amabile, T. (1997), «Motivating creativity in organizations: on doing what you love and loving what you do», California Management Review, Vol. 40/1, pp. 39-58, http://dx.doi.org/10.2307/41165921.
3.Guilford, J. (1956), «The structure of intellect», Psychological Bulletin, Vol.
53/4, pp. 267-293, http://dx.doi.org/10.1037/h0040755. [46]
4.Guilford, J. (1950), «Creativity», American Psychologist, Vol. 5/9, pp. 444-454, http://dx.doi.org/10.1037/h0063487.
5.Essex, C. (1996), Teaching Creative Writing in the Elementary School. ERIC
Digest, ERIC Digest., https://files.eric.ed.gov/fulltext/ED391182.pdf. [108]
6.Feist, G. (1998), «A meta-analysis of personality in scientific and artistic
creativity», Personality and Social Psychology Review, Vol. 2/4, pp. 290-309. [61]
7.Gajda, A., M. Karwowski and R. Beghetto (2017), «Creativity and academic
achievement: A meta-analysis.», Journal of Educational Psychology, Vol.
109/2, pp. 269-299, http://dx.doi.org/10.1037/edu0000133.
What is happiness for you?
Everyone imagines happiness differently, but the scope of this concept is much wider than our scope of thinking and it cannot be expressed in a single case. Let's say that the birth of a person
is happiness, marrying someone you love is happiness, and having children is happiness. Also, receiving parental blessings is happiness for a child, to have a car, to build a house, to achieve some other dreams... They are, all of them can be happiness for some people.
These states, which people know as happiness, can be continued as long as they want. But there is such happiness among them that to be a guest of it is a great example of perfection. This is to be loyal to the Motherland, to show self-sacrifice for the development of society, peace, and tranquility of compatriots. Also, happiness can be, to love people, to look at them impartially, with the eyes of love, to recognize that everyone is a person like himself and that they are equal
before the Creator. Even greater happiness for me is that I am a young generation of a peaceful country called Uzbekistan.
The word "Motherland" itself has a broad meaning. Our world is one of the meadows, where nature is our land, and faith in God is a blessing. Unfortunately, many estimate happiness to be wealth in this life. Wealth is not an indicator of happiness. For example, a great Russian scientist saw his happiness in creating rockets. He lived by eating leftovers from kitchens. But even in such conditions, he considered himself happy. Being full can be a small factor in feeling happy.
Satisfying human needs at least to a moderate level also creates the basis for happiness. Sometimes even people who have enough of everything feel unhappy. What should people do to feel happy?
Coming into this world as a human is happiness, and leaving it as a human is even more happiness. Nonetheless, we are not always able to appreciate the value of happiness. Getting up early to see the sunlight and breathing every moment of our life is unlimited happiness. It's about being able to feel it and enjoy the blessings of the world.
"Happiness cannot be traveled to, owned, earned, worn, or consumed. Happiness is the spiritual
experience of living every minute with love, grace, and gratitude."
-- Denis Waitley
Why should I cry?!
If I die my spirit flies to the sky
If they cry with blue on the Earth they are him for I
Say him that she's gone for coming back never- because she died
Why do I have to cry, do they cry
If friends have tears-causes are expressed
We said it for the soul, or what or else
This sadness stuck me into the darkness
If any questions, say she flied to the sky
Why do I have to cry, do they cry
Bunches of the life throw away flowers
The life of one flower is ending as bu(rgeon)d
Making me feel that events in my heart
They left me leaving such torture as peeks
Nibble my inside-I became downward
Why do I have to cry, do they cry
Reason-memory(memento) martyr me by after by after
Heart burning continuously (my mind) hurts (mine) my mind
Versus winds standing my patience
Roars saying "oh" - tough protestation
"Don't cry" they say, flower glamourous
But cannot say we don't make you cry, tongue wonders
Left me, won't come back that sweetheart liar
Why do I cry, do they cry
Kindness in eyes, words without words
Exists spark still, intends glowing
But the possessor of fire burning another
Every moment tells fiery words
Getting away, not coming back my valentine-without tolerance, pert (without justice-fired)
Why do I cry, do they cry
Causing impatience they left me, of course
Have you reached at your pointed distance, (at the end ?) destinations
Did you deliberately hurt me, finally again (at the end) ?
Or again brought me to the grain, at the end ?
Oh my chosen valentine chose the other
Have you left me forever - entirely end ?
Yourself whisper, who could I make mine-my lovely anymore(then) ?
Why do I cry, do (they) cry
I will leave this world one day
Right towards to my God, his forward (away)
At that time He will give me Happiness huge endless
I do live in the garden of Paradise with gladness
My patience's travelled unending space
Before it ends, impart(deliver) me to Your Ways
Oh My God, I will go back to You, without any doubts
I am Your servant(creature, prayer), I am (only, just) Yours
Forgive my sins, My Lord who created, (I am thoughtless)
You are aware and listener as well(also) with patience
The time hasn't been taken down for us - mysterious
Why do I have to cry, (but) do they cry
My heart hurt, causing that satisfaction night
I find my soul out dead at (next) that dawn
No hearts to feel anymore then
I will shut it (forever) till the end
And that life unmatched and with locked hair
From my Happiness into the moments
Why is sadness finding spaces ?
That annoyed(uneasy) psyche is abandoned(ruin), insulted
That fire is not for intolerant jack, anymore again
Why do I cry, do they(he, all) cried...?!
Mukhlisa Safarova was born on August 13, 2001, in the Surkhandarya region of the Republic of Uzbekistan. She is 21 years old and has a deep interest in poetry. She is the author of numerous poems, songs, stories, and articles. Currently, she is a second-year student at the University of World Economy and Diplomacy. She was awarded the Peace Ambassador nomination in a competition organized by the Iqra Foundation and has served as a representative of the SPCS organization in the United Kingdom, as well as a Global Education representative for Wisdom University, earning certificates and winning various competitions and contests.
