Pig Butchering

Our modern world
lacking in humanity
herding them
into secret factories
tricked and trafficked
forced to toil
enslaved to enrich
Chinese crime gangs
with specific scripts
for pig butchering:
romance and crypto
investment scams.

Victims prey on victims
via fake online profiles
via deepfake videos
rich marks lured
by poor workers lured
to fake paying jobs
to real unpaid labor
bad food, packed dorms
beatings as morale boosters
living like farm animals
with 15-hour stints
warehouses of screens
running myriad scams
ruining others’ lives
their own lives ruined
trapped in the system
of ultra-modern slavery
to the vast organizations
that are bilking billions
from the global economy
in the ever-expanding
lawless global zones
in the scam compounds
of the pig butchering industry.

https://www.wired.com/story/he-leaked-the-secrets-southeast-asian-scam-compound-then-had-to-get-out-alive/

a fascist is a fascist is a fascist

Night town
white town
deep snow
deep cold
color white
and here we all are
a hybrid nation of individual
freedoms blackbooted
stomped upon
laws, norms, civility
under hard ice feet
glorifying the crush
the masks and heavy arms
bulked up brutality
colorless cruelty
attack dogs attacking
what stands in the way
of a demented mind
of a bulldozed morality
while the red rose pools
red  red  red
on the soft white snow.

No matter what the Administration might say, in embattled Minneapolis a rose is still a rose is still a rose.

EARLY PREVENTION OF DENTAL DISEASES IN CHILDREN: THE IMPORTANCE OF ORAL HYGIENE AND NUTRITION

Mansurov Abdulaziz Abdullox ugli

Student of Group 25-03 Faculty of Medicine, Department of Dentistry Email: mansurovabdulaziz99@gmail.com

 Abstract: This article discusses the prevention of dental diseases in children. It provides a detailed analysis of how oral hygiene and dietary habits affect dental health. The importance of developing oral hygiene skills from an early age, consuming healthy foods, avoiding sweets, and undergoing regular dental check-ups is scientifically explained. The article also offers practical recommendations for parents, teachers, and healthcare professionals, emphasizing that healthy teeth and a beautiful smile are based on preventive care.

Keywords:
children’s dental diseases, oral hygiene, prevention, nutrition, dental check-up, healthy teeth, beautiful smile.

Introduction. Childhood is one of the most important psychophysiological stages of human life, and it is during this period that general health, lifestyle, nutritional culture, and hygiene habits are formed. Oral hygiene holds a special position among these habits. Because the oral cavity is not only the anatomical area where food intake occurs, but also the gateway to the internal environment, and the diseases that occur there may affect the overall functioning of the entire organism later in life.

According to the World Health Organization (WHO), 60–90% of children worldwide show at least primary signs of caries by the age of 12 (WHO Oral Health Report, 2023). This rate remains high even in high-income countries. The high consumption of sugary products, the increase in sugar percentage in beverages, deficiency of essential minerals, and improper tooth care further exacerbate this problem.

Researchers classify dental caries in children as a “non-communicable epidemic.” Because although caries does not spread like an infectious disease, its prevalence is increasing globally at the speed of an epidemic. The reason is — despite preventive measures being simple, cheap, and fully available, most families do not effectively implement these preventive practices.

Caries is not just “one decayed tooth.” Clinically, it leads to impaired chewing function, delayed speech development, reduced self-confidence, shyness, and limitations in social communication. This ultimately reduces the child’s overall quality of life. Therefore, oral hygiene is not just a dental issue — but an interdisciplinary public health concern, touching pediatrics, psychology, and school hygiene.

The purpose of this article is to identify the scientifically proven importance of prevention in maintaining oral and dental health in children, to analyze the role of tooth hygiene, nutrition, family behavior, and dental check-ups, and to propose a complex multi-level approach based on advanced scientific evidence.

Methods. A mixed-method research design was employed in this study combining both qualitative and quantitative components. The qualitative part focused on thematic analysis of international guidelines and expert opinion sources, while the quantitative part relied on global epidemiological data and comparative cross-country statistics.

1. Literature Review A structured review of WHO, UNICEF, ADA, EAPD, and peer-reviewed Scopus/Web of Science publications published between 2020–2024 was conducted. In total, 180 papers were screened, of which 37 studies met inclusion criteria (focus: pediatric caries, prevention, sugar intake, oral microbiome). The PRISMA approach was applied in the screening process and relevant key concepts were extracted.
2. Comparative Analysis Health systems with strong preventive pediatric dental care (Scandinavia, Japan, South Korea) were compared to countries where dental prevention is weak and mostly treatment-oriented. Additionally, regions with school-based hygiene sessions were compared to those without such programs. This allowed identifying which systemic elements have measurable impact on caries incidence rates.
3. Statistical Monitoring UNESCO Global School Health Survey data was used to evaluate frequency of sugar-sweetened beverage consumption. WHO global caries burden indicators were analyzed to determine prevalence dynamics across age groups. Secondary datasets from OECD and IHME were used to evaluate the economic burden of pediatric oral diseases.
4. Expert Opinions Semi-structured expert interviews with pediatric dentists, preventive dentistry professors and school health physicians were included. Their clinical observations regarding early onset caries, risk factors in preschoolers, and parental behavior patterns were coded and compared with the literature thematic cluster.

Results. The results clearly demonstrate that the prevalence of childhood caries is not a random biological phenomenon but rather a predictable socially constructed problem caused by modifiable lifestyle factors. Sugar frequency, weak hygiene culture, parental modeling, and lack of systematic preventive care emerged as the dominant causal determinants.

• Sugar Frequency – The meta-analysis from The Lancet Pediatrics (2021) proved that even small sugar doses consumed frequently are more harmful than larger doses consumed occasionally. The critical factor is “frequency of exposure”, not total daily sugar intake.

• Parental Behavior – According to Harvard (2020), parental self-discipline strongly determines children’s oral hygiene behaviors. Children do not imitate advice, they imitate behavior.

• School-Based Prevention – Scandinavian longitudinal data demonstrate that school dental check-ups twice annually reduce caries incidence by over 50%. Where this system is missing → treatment always dominates over prevention.

• Microbiome Dynamics – French medical academy data (2023) showed that Streptococcus mutans activity increases sharply 17–22 minutes after sugar exposure, which corresponds to rapid pH drop and demineralization phase.

• Economic Return – OECD (2022) confirmed that every dollar invested in early preventive dentistry returns up to 7 dollars in avoided future treatment costs and productivity loss.

• Mental Health Link – Frontiers in Psychology (2022) reported that children with visible dental decay suffer significantly lower self-confidence scores and social avoidance.

Discussion. The findings indicate that the current global dental model for children is structurally and conceptually misaligned with scientific evidence. Pediatric dentistry in most countries still operates within a reactive treatment paradigm — meaning that families visit dental services only when pain or visible destruction appears. This system reinforces a “disease-based” model rather than a “health-based” model. However, as EAPD guidelines emphasize, pediatric dentistry should be 80% preventive and only 20% curative. In other words, the primary goal must be to prevent caries from emerging, not to wait until it becomes irreversible.

Countries that have already reoriented to preventive health systems (Finland, Japan, Norway, Sweden) show that childhood caries burden can be drastically reduced through institutionalized school-based check-ups, systematic parental education, taxation of high-sugar beverages, and routine national screenings. These countries prove that the majority of childhood caries cases are not inevitable — they are the outcome of modifiable environmental and behavioral exposures. The challenge is not lack of medical technology, because early caries can be reversed through fluoride and remineralization. The real challenge lies in changing micro-behaviors: daily brushing routines, sugar frequency, parental modeling, and early-life diet patterns.

Furthermore, child oral health is not an isolated medical outcome — it reflects broader psychosocial determinants. Dental health correlates with socioeconomic status, parental education level, household nutrition habits, and school health policies. In this sense, childhood oral health should be viewed as a critical indicator of public health equity. A society where children continuously develop preventable dental diseases is a society that has not yet prioritized preventive public health.

Therefore, shifting from a treatment-based model to a prevention-based model requires multi-sectoral collaboration: families, schools, health ministries, public health agencies, pediatricians and dentists must act collectively. Only then can pediatric dentistry move beyond emergency interventions and become a scientifically-driven preventive discipline that protects children’s biological, psychological, and social well-being.

Recommendations. Family Level. Primary intervention must begin at the family environment. Twice-daily brushing, 2 minutes each, with fluoride toothpaste should be established as the biological minimum standard. Critically, parents must perform these hygiene rituals in the child’s visual field — because pediatric behavior is formed primarily through observational learning. Sugar-sweetened beverages should be reframed as a “weekend exception”, which creates a psychologically realistic boundary and reduces daily glucose/fructose acid load. A simple water rinse after every meal is one of the cheapest but biologically most effective micro-behaviors to neutralize oral acidity. Toothbrushes must be replaced every 3 months to maintain abrasive efficacy and hygiene quality.

School / Kindergarten Level. Educational systems are the second most influential behavioral ecosystem for children. Therefore, banning sugary drinks in school cafeterias is essential to normalize healthy consumption patterns at institutional level. Weekly 5–7 minute micro-lessons on oral hygiene can establish a continuous motivation loop and support knowledge retention. Integrating dental literacy modules into broader school health curricula will shift child oral health away from being perceived as a “dentist-only issue” into being part of general health literacy. Visual reminders in early grade corridors and bathrooms serve as daily behavioral cues and help reinforce automaticity.

National Policy Level. At the macro level, the adoption of a national pediatric preventive dentistry protocol is a decisive structural reform. Sugar-warning labels on beverages marketed to children can cognitively reframe consumption decisions away from marketing influence toward biological risk awareness. Integrating oral health education and counseling into prenatal care programs may have the highest long-term return on investment — because preventive behavioral patterns begin forming at the maternal stage, before the child even enters the healthcare system.

Conclusion. In conclusion, childhood caries represents a preventable, multi-factorial public health challenge that is strongly influenced by behavior, environment, socio-cultural norms and system-level health governance. The evidence collected demonstrates that biological vulnerability alone does not determine disease outcome. Instead, predictable modifiable factors — sugar frequency, family modeling, oral hygiene habits, and access to preventive dental care — are the primary determinants of risk among children. Therefore, reducing sugar intake, increasing parental involvement, establishing routine dental visits, and integrating oral hygiene interventions within school systems are not merely optional lifestyle recommendations, but necessary interventions backed by epidemiological, microbiological and economic evidence.

The research also shows that prevention is not only clinically superior, but economically rational. Nations that shifted from treatment-centered models toward preventive policies achieved dramatic reductions in caries prevalence while simultaneously reducing long-term healthcare costs. This highlights that improving child oral health is not only a dental task — it is a strategic public health investment with measurable returns in cognitive development, educational performance, psychosocial outcomes, and future societal productivity.

Based on current scientific data, childhood caries must be recognized as an avoidable disease. Its continuation at high prevalence levels is a reflection of systemic inaction, delayed policy response, and insufficient behavior change at household and institutional levels. Strengthening preventive dentistry and embedding oral health education into daily life routines will not only decrease caries burden, but also improve children’s overall quality of life, self-esteem, social participation, and long-term health trajectory.

Preventive pediatric dentistry is therefore not simply a clinical recommendation — it is an ethical obligation.

References

1. WHO Oral Health Report. 2023.
2. UNICEF Child Nutrition & Oral Microbiome Review. 2022.
3. Harvard School of Public Health. Parental Modeling. 2020.
4. The Lancet Pediatrics. Sugar Frequency & Caries Meta-Analysis. 2021.
5. Académie Nationale de Médecine. Oral Microbiome Review. 2023.
6. OECD Health Policy Studies. Preventive Dentistry Return. 2022.
7. European Academy of Paediatric Dentistry Guidelines. 2023.
8. Frontiers in Psychology. Oral Health & Self-Esteem. 2022.

Modern Youth and the Culture of Reading

Today’s youth are swimming in an ocean of information. Every minute begins with new news, new images, and new headlines. For a generation growing up in the glow of phone screens, sources of knowledge have never been so abundant and, at the same time, so shallow. In such a reality, the culture of reading becomes not merely a habit of reading, but a means of protecting the mind, deepening thought, and maintaining spiritual balance. The rapid development of digital technologies has created new forms of information consumption. Today, young people turn more often to electronic resources, social networks, and short-form content than to traditional printed books. However, this does not indicate the complete disappearance of reading culture; rather, it shows that it is transforming and adapting to the demands of the time. The key question remains: can the young mind preserve the ability for deep thinking amid the rapid flow of information?

The culture of reading is the foundation of human thinking. A young person who reads books approaches reality not superficially, but meaningfully. Reading sharpens the mind, enriches speech, and nurtures the soul. Especially literary works teach the younger generation to empathize with different destinies and to understand life from multiple perspectives. Through literary characters, individuals come to know themselves and seek answers to their inner questions. Scientific and popular science literature, in turn, broadens intellectual horizons and strengthens cognitive potential.

Today, educational institutions play a crucial role in shaping reading culture. In schools and higher education institutions where a reading-friendly environment exists, young people begin to perceive books not as an obligation, but as a genuine need. Literary meetings, book presentations, poetry readings, and reading competitions transform books into living and valued cultural assets. At the same time, the reading environment within the family is of immeasurable importance. A child raised in a home where books are read grows into a thoughtful and reflective individual.

The modern library has now become the heart of reading culture. It is no longer merely a place where books are stored, but a spiritual space that encourages young people to explore, think independently, and analyze critically. Electronic libraries, audiobooks, and online platforms adapt reading habits to modern lifestyles. A book read on a mobile device or an audiobook listened to through headphones is also a form of reading. What truly matters is the culture of choice and the aspiration toward high-quality literature.

The abundance of information does not guarantee depth of knowledge. Short texts and rapid posts do not nourish the mind; instead, they distract it. If young people limit themselves to headlines alone, how will their analytical thinking develop? Therefore, today’s youth must engage in conscious, critical, and purposeful reading. The abilities to think deeply, draw conclusions, and make independent decisions are formed precisely through sustained reading.

As a student, I deeply feel that reading is not merely a component of the educational process, but a solid foundation for personal development. Every encounter with a book is not only an act of acquiring knowledge, but also a journey into one’s inner world, an enrichment of the spirit, and a reflection on life choices. Books protect individuals from inner emptiness, illuminate the soul, guide the mind, strengthen moral immunity, and teach a conscious attitude toward various ideological influences. Reading is a dialogue with oneself—a quiet yet profound interaction between thought and emotion. Each page and each chapter opens a new world in the student’s heart, raises new questions, and encourages a more thoughtful and conscious outlook on life. Therefore, reading is not merely an obligation for students, but the most reliable path to spiritual and intellectual growth.

In conclusion, reading culture is not simply the habit of reading books; it is a vital criterion that defines a person’s way of thinking, attitude toward life, and level of spiritual maturity. A young person who reads does not view reality superficially but seeks to understand events deeply and draw meaningful conclusions. The future of modern youth, the development of society, and the intellectual potential of a nation are closely connected to attitudes toward books—a truth made even more evident in today’s fast-paced information age. Technology brings convenience and speed into human life, but it cannot fully provide deep thinking and spiritual richness. Books, however, endow the human mind with depth, guide individuals toward independent thinking and self-awareness, and help them choose the right path in life. Therefore, fostering a love for books in the hearts of young people and transforming reading into a conscious way of life remains one of the most urgent and responsible tasks of our time.

(Young Central Asian woman with long straight dark hair, brown eyes, a white collared shirt, and a black and white striped vest standing outside on grass near a parking lot on a sunny day)

ANALYSIS OF THE RESULTS OF COMPARING FRENCH PROVERBS WITH UZBEK PROVERBS

Masharipova Sayyora                       

Samarkand State Institute or Foreign language. 

Romance and Germanic Languages 

3rd year student or Philology and 

Language Teaching (French)

Annotation: this article will talk about the analysis of the results of comparing French proverbs to Uzbek proverbs, the formulation of Proverbs, the content of the essence. Also, its role in the culture of our people is analyzed on the example of Proverbs. The translation of Proverbs of another nation is a meditation on the important importance of friendship between peoples. 

Keywords: qavlun, friendship, social, psychological, moral education,

INTRODUCTION 

Friendship is a socio – moral and psychological concept. Mutual respect represents a form of human interaction based on liking, generality of interests, intimacy, mutual understanding. As a form of human communication, friendship is close to the concepts of brotherhood, comradeship, and brotherhood, but from a psychological point of view, it differs from them in its uniqueness, selectivity, and emotionality. Friendship, as an ethical psychological phenomenon and personal trait, changes with a person’s age (friendship in childhood, adolescence), with the formation of the individual (friendship at school, during student years, in the army).

RESEARCH METHODOLOGY 

A proverb is a short, but meaningful and often wise saying that expresses the experience, moral values, and life lessons of a people. Proverbs are often used in oral literature, in the educational process, or in everyday life. They are used for the following purposes:

1.Expressing experience and wisdom: Proverbs often embody the long-standing experience of a people and provide life lessons. 

2. Moral education: when they explain moral values, correct and inappropriate behavior helps. 

3. Enriching communication: Proverbs make speech colorful and interesting, adding depth to communication.  

4. Learning and remembering: Because proverbs are short and easy to remember, they can be useful in the learning process.  

5. Preservation of Culture: Proverbs play an important role in preserving the cultural heritage of a nation as they are passed down from generation to generation. Therefore, proverbs are important not only in language and literature, but also in various aspects of our lives.

REVIEW OF USED LITERATURE 

Friendship, as an ethical psychological phenomenon and personal trait, changes with a person’s age (friendship in childhood, adolescence), with the formation of the individual (friendship at school, during student years, in the army). The social moral environment, the way of life of people determine the meaning and essence of friendship. Noble behavior brings friendship, bad behavior brings hostility. Friendship is an invaluable beauty of human morality, a gem of positive qualities. If all the beautiful qualities in a person are like a string of pearls, the pearl of them is friendship based on true human love. Thanks to friendship, our homes are prosperous, peace reigns in the world, and abundance is on our tables. That is why wise people have always praised and valued friendship in all societies and encouraged people to always be friends and make more friends.

Amir Temur says: “I did good to the good, and I left the bad to their own bad deeds.” Whoever made a friendship for me, I did not forget the value of his friendship and showed him grace, donation, izzatu.””While my friend is friendly to my enemy, I don’t count him as a friend. Beware of sugar added to poison ” – Abu Ali Ibn Sino. “Live like this with your friends. Have no words to speak about you when they are enemies. Live with your enemies so that your face does not blush when you are friends.”- Jalalidin Rumiy.

ANALYSIS AND RESULTS 

French articles about friends and their Uzbek equivalents 

Un veritable ami est le plus rare que l’or et l’argent – a true friend is more rare than gold and silver 

Prefer wealth.

The meaning of this phrase is that true friends, that is, loyal, reliable, and sincere people, are more important than financial or material wealth. 

Friends support each other, help each other in difficult times, and spend happy moments together.

L’amitie ne saurait exister entre deux etres parfaitement identiques – two perfect strangers cannot be friends.

This proverb generally means that a friendship or relationship between two people is unreliable or negative. The word haramza refers to a person who is malicious, treacherous, or unreliable. Overall, this article highlights the importance of trust and sincerity in friendship.

True friendship thinks high, always speaks the truth, and never holds a grudge – a friend does not harm, a harmful friend does not harm.

This proverb has a deep meaning about friendship and relationships between people. This proverb emphasizes that true friendship must have trust, loyalty, and sincerity. If a friend is harmful, meaning he is malicious or harmful, then he is not considered a true friend. 

Mille connaissances ne valent pas un veritable ami-good friend face 

better than a relative. 

This proverb emphasizes the importance of friendship and the value of a real friend. 

Among people, dostship is often deeper than kinship, and 

may be more sincere. Relationships with relatives are sometimes based on obligation or blood – kinship, but friendship is based more on trust and mutual respect.

Adversity is the touchstone of friendship – a friend is known in a time of trouble. 

The meaning of this proverb is that true friends show themselves in difficult and difficult times, that is, during times of problems, difficulties, or trials. In such situations, the authenticity and loyalty of friendship are tested. On the other hand, this proverb emphasizes how important relationships between people are and how important friendship is in difficult times. Qui s’aime trop n’a point d’amis – not having friends is a bad thing. This article suggests that a person who has no friends may experience a change in his or her mental state, feelings, and character in a negative direction. Friends play an important role in a person’s life, serving as a source of help, support, and positive energy. Aime l’ami tien, avec le defaut sien – A friend who seeks a friend without fault will be left friendless. This proverb emphasizes the complexity of true friendship and the need to accept people’s shortcomings. This proverb means that everyone has flaws, so looking for a friend without flaws can ultimately lead to being friendless. In friendship, it is important to understand, understand each other’s shortcomings, be patient and accept each other. 

Vieille amitie ne craint pas la rouille-ancient friendship stainless. This proverb emphasizes the stability of friendship and its importance over time.This proverb means that true friendship does not lose its value over time, but rather becomes stronger.This article also encourages us to appreciate the value of friendship, maintain and develop relationships with old friends.

Qui met des restrictions A L’amitie what La connait pas-store sweeper said killer.

This goal emphasizes the importance of friendship and the wrongs and harms that naturally come with its loss. This proverb means that losing a friendship or breaking it is a very painful and sad situation, even comparable to murder. Overall, this article encourages us to understand the value of friendship and to cherish it.

Dis-moi, qui tu frequentes je te dirai qui tu es-tell me your friend, I’ll tell you who you are. 

 This phrase emphasizes the connection between friendship and the character of a person. Whoever people make friends with can know a lot about their personality, interests and values. For example, if your friends value loving, sincere qualities and strive to develop them in yourself. Thus, we can better understand ourselves through our friends. 

Un ami est un tresor-your friend’s fortune. 

This phrase emphasizes the value of friendship, its importance in life, and the connections between people. Friends not only help each other in difficult times, but also share happy moments, support each other, and experience life’s various experiences together. 

Thus, our friends are our most valuable wealth, because they make our lives more meaningful and happy.

Les bons comptes font les bons amis – the reckoned friend is inseparable.

This proverb expresses the need for understanding, respect, and helping each other in order for a friendship to be true and lasting. This means that when there is knowledge and sincerity of each other’s value in friendship, their relationship will be strong and lasting. 

Amitie passe le gand-test a friendly friend in a climax.

This proverb emphasizes the authenticity of friendship and its importance in times of difficulty. This phrase means that true friends support each other in difficult situations and overcome trials. Friendship shows itself not only in good times, but also in difficult times.

A proverb is a genre of oral folk art, a short and concise, figurative and non-figurative, grammatically and logically complete meaningful expression, with deep meaning. It has a specific, clear form. Proverbs embody the life experiences, attitudes towards society, history, mental state, ethical and aesthetic feelings, and positive qualities of the ancestors. It has been polished among the people for centuries and has come into a compact and simple poetic form. The term “proverb” comes from the Arabic word qavlun – to speak, to say. The history of the study of the genre of the article dates back to Mahmud Kashgari. In his work “Devonu lexicat turk”, about 400 proverbs and sayings are included, Beyond which we can see that proverbs are given special attention in the work of Alisher Navoi, Sultan of the word estate, Zahiriddin Muhammad Babur and others.

The proverbs are extremely rich and diverse in subject matter. A variety of proverbs have been created on topics such as homeland, labor, crafts, friendship, harmony, wisdom, vigilance, language and speech culture, love and affection, as well as negative traits. The dialectical unity of content and form, rhyme in many cases, sometimes polysemy, and richness of figurative meanings are characteristic of the article. The phenomenon of antithesis is often found in proverbs (Respect the elder, honor the younger).

Proverbs are used in various situations and contexts. They are used in the following cases.

1. In presenting life lessons:

Proverbs are usually used to express important lessons or experiences in life. For example, to remind caution before doing something.

2. In counseling: one can strengthen one’s thoughts by saying Proverbs when people advise one another. This is seen, for example, in the article “Think before you start.” 

3. In moral education: Proverbs are used as an important tool in explaining and teaching moral values, such as “Do good and you will see good.” 

4. In communication: during a conversation, proverbs are used to enrich and make communication interesting. They help to express thoughts briefly and clearly. 

5. When making jokes or jokes: Some proverbs can be funny or humorous, so they are used among friends or in informal settings.

6. At events and celebrations: Proverbs are often used in speeches or wishes at celebrations, weddings, or other events.

Thus, proverbs can be used in different situations and for different purposes, while their purpose is often to express life experiences in a concise and precise manner. 

CONCLUSION 

In short, people’s lifestyle, thinking, and environment also play an important role in the formation of proverbs. This article expresses how important friendship is.

Shunday qilib, maqollar turli vaziyatlarda va maqsadlarda ishlatilishi mumkin, ularning maqsadi esa ko’pincha hayotiy tajribalarni qisqa va aniq ifodalashdir. 

FOYDALANILGAN ADABIYOTLAR ROʻYXATI 

1. Abdullayeva, N. U. q. (2021). O‘zbek va ingliz xalq maqollarida do‘stlik tushunchasi masalalari. Scientific Progress, 2(1), 377.

2. Mirzayev, T., Musoqulov, A., & Sarimsoqov, B. (Tuzuvchilar). (2005). O‘zbek xalq maqollari. Toshkent: Sharq nashriyot-matbaa aksiyadorlik kompaniyasi.

3. Rajabova, Z. I., & Ikromova, L. B. (2024). Education proverbs in French and their equivalents in Uzbek. American Journal of Language, Literacy and Learning in STEM Education, 28, 241. https://www.grajournalus

4. Salimova, M. J., & Yakubov, J. A. (2021). Fransuz va o‘zbek maqollarining lingvokulturologik xususiyatlari. Nauki, 108.

5. Назарян, А. Г. (1987). Фразеология современного французского языка (2-е изд., перераб. и доп., с. 215). Москва: Высшая школа.

AGREEMENT OF ADJECTIVES AND NOUNS IN FRENCH AND UZBEK

 Xurramova Farangiz                                                  

Samarkand State Institute of Foreign Languages 

Faculty of Romance and Germanic Languages 

2nd year student of the French Department

Annotation: This article deals with adjective–noun agreement in French and Uzbek. From a comparative perspective, it examines gender and number agreement of adjectives in French and the grammatical invariability of adjectives in Uzbek. The study identifies key differences between the two grammatical systems and contributes to reducing difficulties in learning French.

Keywords: French language, Uzbek language, adjective–noun agreement, comparative grammar, adjective variation

INTRODUCTION

The study of grammatical relations between word classes in linguistics is of great theoretical and practical importance. In particular, the relationship between adjectives and nouns is one of the main factors that determine the grammatical structure of each language. These relationships are expressed differently in different types of languages. French belongs to the group of inflectional languages, while Uzbek is an agglutinative language. 

For this reason, the agreement of adjectives and nouns is based on different grammatical mechanisms in these languages. This article will be devoted to a comparative analysis of these differences.

Quality and agreement of horses in French

In French, adjectives must agree with the noun in gender (masculine, feminine) and number (singular, plural). This agreement is manifested in the formal variation of the quality and is one of the important features of the French grammatical system (Grevisse, 2016).

For example

un garçon intelligent

une fille intelligente

des garçons intelligents

In addition, there are color adjectives, compound adjectives, and some invariable adjectives that create exceptions to the agreement process. These complexities pose a challenge for foreigners learning French, including Uzbek speakers.

Quality and attitude of horses in Uzbek

In Uzbek, adjectives are grammatically invariable and do not agree with the noun in gender or number. An adjective only indicates the sign or characteristic of a noun and does not undergo formal changes (Rahmatullayev, 2006).

For example:

good book

good books

big house

big houses

It is clear that even though the noun changes in number, the adjective retains its form. In Uzbek, grammatical relations are mainly expressed through suffixes, while adjectives perform a lexical-semantic function.

RESEARCH METHODOLOGY

This study examined the issue of agreement of adjectives and nouns in French and Uzbek based on a comparative-linguistic approach. Descriptive, comparative and analytical techniques were used in the research process. Based on the materials of both languages, the grammatical features of adjectives, their relationship with the noun and their function in speech were determined.

Using the comparative analysis method, the agreement of adjectives with nouns in terms of gender (masculine, feminine) and number (singular, plural) in French and the invariability of adjectives in Uzbek were compared. In the study, the formative and semantic aspects of grammatical agreement were given special attention.

In the process of grammatical (structural) analysis, the formative changes of adjectives in French, concurrence suffixes and exceptional cases were considered. In the Uzbek language, the invariability of adjectives and their semantic connection with nouns were analyzed using examples. Examples of interesting Uzbek book – interesting books were compared, for example, with the French forms un livre intéressant – des livres intéressants.

Through semantic analysis, the role of adjectives in expressing meaning and their function in identifying characteristics were studied. It was found that although the meaning of adjectives is similar in both languages, there are significant differences in their grammatical expression.

In addition, the features of the use of adjectives in oral and written speech were analyzed using the method of functional analysis. It was determined that the correct agreement of adjectives in French ensures the grammatical correctness of speech, while the invariability of adjectives in Uzbek serves the simplicity and clarity of speech.

These methodological approaches served to comprehensively cover the subject of the study and scientifically reveal the main differences in the systems of adjective and noun agreement in French and Uzbek.

TAHLIL VA NATIJALAR

Til

Misol

Grammatik holat

Izoh

Tahlil natijalari

French	Un homme courageux	Masculin, singulier	The adjective ends in -x, the agreement is preserved.	Gender and number agreement binding
French	Une femme courageuse	Féminin, singulier	The adjective has the suffix -e.	Sex-specific variation
French	Des maisons blanches	Féminin, pluriel	Quality came with es	Gender and age are displayed simultaneously.
French	Un travaille difficile	Masculin, singulier	The quality does not change in form.	There are also unchanging adjectives.
Uzbek	Go’zal qiz	Invariant	Quality does not undergo a formal change.	There is no grammatical agreement.
Uzbek	Go’zal qizlar	Invariant	The noun is plural, the adjective does not change.	No number agreement.
Uzbek	Eski uy	Invariant	Denotes character	Quality only serves a semantic function.
Uzbek	Baland binolar	Invariant	No gender category	Agglutinative property

Comparative analysis: Comparative analysis shows that in French, the agreement of adjectives and nouns is an integral part of the grammatical system, while in Uzbek, such agreement does not exist. This situation causes interference phenomena in the speech of Uzbek speakers learning French. In particular, errors related to the disagreement of adjectives in gender and number are common. The comparative approach is of significant methodological importance in identifying and eliminating these problems in advance. 

REVIEW OF LITERATURE USED

In the course of this study, a number of scientific sources devoted to highlighting the grammatical structure of French and Uzbek languages were analyzed. In particular, the question of quality and horse agreement in French grammar has been studied in depth by many mature linguists.

M. in highlighting the issue of gender and numerical agreement of adjectives with nouns in French. The work “Le Bon Usage” by Grevisse is an important source. This work details the agreement of adjectives, exceptions, and the grammatical features of adjectives that do not change and indicate color. Bescherelle’s grammar guides also systematically explain the rules of agreement of adjectives in French, which are of great practical importance from the point of view of grammar.

In Russian linguistics, V. covered the issues of general and comparative grammar. V. Vinogradov’s scientific views are important. His works theoretically substantiate the grammatical relations between parts of speech, including the agreement of adjectives. Also, A. V. Kunin and N. N. Amosova’s works highlight the semantic and functional aspects of grammatical categories, providing an important theoretical framework for comparative analysis.

Grammatical features of adjectives in Uzbek linguistics and their relationship with the noun Sh. Rahmatullayev’s work “The Modern Uzbek Literary Language” covers this topic extensively. The author scientifically demonstrates the invariability of adjectives in the Uzbek language and their participation only as lexical units denoting a sign. A. E. Mamatov and A. Hajiyev’s research also analyzed in depth the grammatical system of the Uzbek language, the functional features of word categories.

On the basis of these sources, the agreement of quality and nouns in French and Uzbek was studied in a comparative way, identifying the main differences in the grammatical system of the two languages. The literature used served to strengthen the theoretical basis of the study as well as to ensure the scholarship of the conclusions drawn.

CONCLUSION 

In short, the system of agreement of adjectives and nouns in French and Uzbek is fundamentally different. In French, adjectives are grammatically active and agree with the noun in gender and number, while in Uzbek, adjectives are invariable. The results of this comparative study are of theoretical and practical importance for the study of the French language and can be effectively used in the process of language teaching

REFERENCES

1.Grevisse, M. Le Bon Usage. Paris: De Boeck Supérieur, 2016.

2.Bescherelle. La grammaire pour tous. Paris: Hatier, 2015.

3. Rahmatullayev, Sh. Hozirgi o‘zbek adabiy tili. Toshkent: Universitet, 2006.

4. Hojiyev, A. Tilshunoslik terminlarining izohli lug‘ati. Toshkent, 2002.v

The Role of Self-Discipline and Motivation in Academic Success among University Students

Ziyoda Murodilova

First-year Bachelor’s student

Department of English Philology

Fergana State University, Uzbekistan

Abstract

This article explores the role of self-discipline and motivation as key psychological factors influencing academic success among university students. Academic achievement is not determined solely by intellectual ability; rather, behavioral and psychological characteristics play a crucial role in students’ learning processes. Using a qualitative research approach based on an extensive review of academic literature, this study examines how self-discipline and motivation contribute to effective learning, time management, and academic performance. The findings indicate that students who demonstrate higher levels of self-discipline and intrinsic motivation tend to achieve better academic outcomes, particularly in language-related disciplines that require continuous practice and independent learning. The study emphasizes the importance of developing self-discipline and motivation within higher education systems to enhance students’ academic success and personal development.

Keywords: self-discipline, motivation, academic success, behavioral studies, university students, language learning

 Introduction

Academic success has long been a central concern in educational research, particularly in higher education. Traditionally, academic achievement has been associated with cognitive abilities such as intelligence, memory, and problem-solving skills. However, recent studies in psychology and behavioral sciences suggest that non-cognitive factors, including self-discipline, motivation, and self-regulation, play an equally significant role in determining students’ academic performance.

Self-discipline refers to an individual’s ability to control impulses, manage time effectively, and persist in goal-directed behavior despite distractions or difficulties. Motivation, on the other hand, is the driving force that encourages individuals to engage in learning activities and sustain effort over time. For university students, especially those studying foreign languages and philology, these factors are essential due to the high demand for independent study, consistent practice, and long-term commitment.

Students of English Philology are required to develop advanced skills in reading, writing, speaking, and critical analysis. Achieving proficiency in a foreign language is a gradual process that demands sustained effort and self-directed learning. Therefore, understanding the role of self-discipline and motivation in academic success is particularly relevant for language students. This study aims to examine how these psychological factors contribute to academic achievement among university students, with a focus on behavioral and motivational aspects of learning.

 Methods

This study employs a qualitative research design based on a comprehensive literature review. Academic books, peer-reviewed journal articles, and theoretical studies related to self-discipline, motivation, self-regulated learning, and academic success were systematically analyzed. The sources were selected from reputable academic databases such as Google Scholar, ERIC, and educational psychology journals.

The inclusion criteria for the literature review focused on studies that directly examined the relationship between psychological factors and academic performance among secondary school and university students. Both classical and contemporary research works were considered to provide a balanced theoretical foundation. The collected data were analyzed using thematic analysis, allowing the identification of key patterns and recurring findings related to self-discipline and motivation in academic contexts.

This methodological approach enables a deep understanding of existing research findings without conducting primary empirical data collection. It is particularly suitable for theoretical and conceptual analysis in psychology and behavioral studies. 

Results

The analysis of the reviewed literature reveals a strong and consistent relationship between self-discipline, motivation, and academic success. Multiple studies indicate that students with high levels of self-discipline demonstrate better academic behaviors, such as effective time management, regular study habits, and consistent engagement with learning materials.

The findings also show that self-disciplined students are less likely to procrastinate and more capable of overcoming academic challenges. These students tend to set clear academic goals and take responsibility for their learning process. Furthermore, motivation—particularly intrinsic motivation—plays a critical role in sustaining long-term academic effort. Students who are internally motivated to learn are more engaged, persistent, and resilient in the face of academic difficulties.

In language learning contexts, self-discipline and motivation are especially important. Learning a foreign language requires repeated practice, exposure, and active use of language skills. Studies indicate that motivated and disciplined learners achieve higher levels of language proficiency and academic performance compared to their less motivated peers.

 Discussion

The results of this study align with previous research in psychology and education, which emphasizes the importance of behavioral and motivational factors in academic achievement. Duckworth and Seligman argue that self-discipline is a stronger predictor of academic success than intelligence quotient (IQ), highlighting its significance in educational outcomes.

From a behavioral perspective, self-discipline enables students to regulate their learning activities and maintain focus on long-term academic goals. Motivation provides the emotional and psychological energy required to sustain effort over time. Together, these factors form the foundation of self-regulated learning, which is essential for success in higher education.

For students of English Philology, the role of self-discipline and motivation becomes even more pronounced. Language learning is a cumulative process that cannot be achieved through short-term effort alone. Therefore, educational institutions should place greater emphasis on developing students’ self-discipline and motivational strategies through academic support programs, mentoring, and learner-centered teaching approaches.

 Conclusion

This study concludes that self-discipline and motivation are vital psychological factors that significantly influence academic success among university students. Students who demonstrate strong self-discipline and intrinsic motivation are better equipped to manage academic responsibilities, engage in effective learning behaviors, and achieve higher academic performance.

For students studying English Philology and other language-related disciplines, these factors are essential for mastering complex language skills and achieving long-term academic goals. Higher education institutions should recognize the importance of behavioral and psychological development alongside cognitive learning. By fostering self-discipline and motivation, universities can enhance students’ academic success and prepare them for future professional challenges.

References

Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.

Engagement and Disillusionment 

Engaged here means the engagement of the mind with the mind. In order to keep the engagement of the mind with the mind intact, it is important to be happy with your mind. Despondency is despair, grief, heartbreak.          

In the case of engagement, if the mind’s desire is fulfilled, if the mind does not get hurt, sorrow, or suffering, the mind is right. The attention is the same remains A close connection of mind with mind keeps the focus fixed. Enthusiasm increases in the mind, it remains cheerful. Therefore, there is no need to grieve, nor to suffer. You have to keep going, seeing that the cut does not open in the mind and feet. No one can be given a place to occupy the mind. You have to move forward in connection with your own existence. Therefore, the power of the mind is very important.  Flowers should be kept in care. The juice will be in the mind, let the mind move like that. Mind connection provides the juice to move forward in life.

Understanding of mind and spirit with mind. Persistence, hope, desire, self-strength, mental strength move the mind forward. From connected thoughts, one has to increase concentration and move forward in life. Sparkling, shining light keeps life in full flow. All is the result of mind freshness. Intelligence and mental connection with the mind, kinship of one’s own soul with one’s own soul can keep oneself in order, must reach the right goal.              

Despondency means to be broken, hopeless. The mind is burdened with pain – it increases the sickness of the mind. The mind breaks down, becomes useless. The distance between the mind and the mind increases. The connection between the mind is lost. There will be both engagement of the mind and disorientation in life. But if you give importance or keep alive the depression Mind will be hurt, mind power and self-power will be lost. Which is very bad for everyone. Even if you are depressed, you should do what you need to do. You should see your dreams.          

Symptoms of depression or anxiety:

1. First understand yourself – I have suffered, I am suffering. 2. Loss of enthusiasm for work or creative work. 3. No way forward. Signs of getting out of depression: 1. To identify the pain of the mind, find out the cause. 2. To find a way to shake off or erase the pain of the mind. 3. Staying away from those people who have caused grief. 4.Walk and talk in such a way that no one gets hurt. 5. Talking and discussing the matter with a close person if necessary. 6. Dancing-reciting-pictures-art- listening to music, creative work including yoga and joining social service work.

7. Persistence, strength, patience and courage to make new plans and move forward, to overcome adversity. 8. Mental preparation is always necessary. I will be fine. I will be strong in any situation, my actions I will take it forward. 9. I will not let injustice happen to me. I have to protest for injustice. Sometimes I have to fight silently. 10. Even if you are disappointed, you have to give yourself hope. Must go to work. 11. Stay away from negative thoughts and activities. 12. It is one’s duty and duty to mend one’s broken heart. 13. Have confidence and trust in yourself.              

Both good and bad are in our hands there is self-view, self-action, consideration, self-perception, Dreaming, thinking, choosing direction, staying positive is all is in good standing.   

Amb. Dr. Priyanka Neogi is from Coochbehar. She is an administrative controller of United Nations’ PAF, a librarian, a CEO of Lio Messi International Property & Land Consultancy, international literacy worker, sports & peace promoter, dancer, singer, reciter, live telecaster, writer, editor, researcher, literary journalist, host, beauty queen, international co-ordinator of the Vijay Mission of Community Welfare Foundation of India.