Bad Poetry is Bad Poetry 

“I just can’t figure it out. No one seems to be reading my poems. I post them in my writing groups and even on the rest of those Social Media sites. I’m not getting any comments or likes.” She sniveled. 

“Wish I had an answer for you.” I whispered.

“I’ve been thinking it might help if I change the font for my poem. Maybe use a flowery cursive style and format . I got it. I’ll overlay my poem on a picture with an image that captures the poem’s theme. What do you think?”

“My opinion isn’t important. I’m not at all familiar with how to present a piece of literature. Marketing is a mystery to me. ” I answered. It was my poor excuse for not wanting to give her the actual reason.

‘Why won’t you answer my question? I would really appreciate your professional critique. I’m trying to reach a larger audience and I believe the reason for the poor readership is the way my poems are presented. If I make them more attractive by adding a few features to capture the reader’s attention, I will become famous. Don’t you believe it’s true? Tell me what you think.”

“My professional opinion? I’m not sure I can be considered as a professional. But if you insist and want me to give you my take on your conundrum, I’ll offer my honest assessment. But listen , please don’t get all defensive and up tight and shit like that. Don’t take it as a personal attack. Now with that being said, are you sure you want me to tell you what I think is the cause of your limited success as a poet?”

“Of course I won’t be offended. I know you’ll be honest. Wait a second, are you going to put me down?”

” I’m going to offer my honest opinion. That’s what you want, isn’t it?”

” Yes. Okay, go ahead.”

” First of all, you’re way off course. You’re not seeing where the actual problem lies. The early classic Poets didn’t have Social Media and marketing tools available to dress up their work. 

Dylan Thomas, Robert Frost, Emily Dickinson, Walt Whitman, Sylvia Plath the Beat Poets and many more. Their poems were favored because they generated emotions or inspired ideas. The poem stood as a great piece of literature solely on the words and the rhythm of the verse.  

You spend more time planning the poem’s presentation than the time you spent creating the poem. 

Let me ask you this. What is your reason for writing a poem? Why do you want to be a poet?”

“I’m not really sure. I guess because it is something that comes easily to me. It doesn’t take a lot of effort for me to write a poem. Plus I think my poetry is good enough to make me famous and wealthy.”

“That is one of the most insincere reasons for anyone to choose as their purpose for becoming a poet. Really your intention is to win some type of popularity contest just to feed your ego? I’m amused by your main goal for writing poetry is to become famous and rich. I will let you In on a secret. As a poet you will be required to have a full length mirror.”

“ Why would I need a full length mirror? “

” So you can watch yourself starve to death.”

“You’re real funny. Ha ha.” 

” Seriously, it’s obvious you don’t have the slightest inclination of the enchantment that lives and breathes inside the soul of a poem. If ever you discover the intoxicating essence of its purpose It’ll be an enlightenment confirming that your fate chose you to be a poet. As if madness wasn’t enough.”

“What, you don’t think I’m a real poet?”

“I think anyone that creates a poem is a poet. But not everyone that creates a poem is a talented poet. Some writers just produce ‘Bad Poetry’ pablum, doggerel, drivel, prattle or pure garbage.”

“So you’re saying my poetry is garbage?”

” No, I didn’t say that. I consider the theme of your poems as narcissistic. Always centered around you which in turn evokes an unfavorable response.They’re filled with uninteresting thoughts, unoriginal insights, egocentric desires and dreams. You believe your experiences, your feelings, your ideas and your opinions are as important to everyone else as they are to you. What makes you think anyone is interested in your trivial dramas, your inconsequential dilemmas. They’re all insignificant. Remember this quote; ‘ Just because it happened to you doesn’t make it interesting.’ 

“Do you understand the meaning?”

“Yes I’m not an idiot.”

“ And I’m not suggesting you are.

But, another glaring flaw appearing in your poetry is your use of grammar school childish rhymes. Rhyming love with dove or home with roam and a long list of others. Then there are the worn out idioms or cliches that just add to your poem’s unoriginality. Maybe if you spent more time creating the poem instead of the hours you waste away planning its presentation, you’d find an epic piece that’s been hidden away inside of you.

And as far as your ideas to gain attention, when I see a poem overlayed on a picture with fancy hard to read fonts in some jumbled format, I don’t even take the time to read the title. Speaking of titles, stop using Untitled for a title. Because Untitled is actually a title. It says to me, If the poet lacks the talent to create a title, the poem must be equally uncreative. Make me understand why it’s necessary to gift wrap a poem and tie it up with ribbons and bows.”

“You don’t have to be so mean. I just asked for help, not your degradation. Ya know what, go to hell. Your opinion doesn’t make you right.”

” That’s correct, I’m not claiming to be right. I said I would give you my honest opinion. That’s exactly what I’m doing.”

” Fine now no sex for you until maybe forever. You know I’ve received a lot of positive responses and encouraging comments from a few of my writing groups in the past.”

“And what good did that do? Tell me. I see it as a dishonest act, perpetuating a major untruth. I’ll call it like it is, a lie. When someone posts their poems in some Poetry Group and it receives undeserved compliments. People comment with positive statements to someone who obviously has no talent for writing. Telling them it’s great ink or interesting creative verse, raving about how wonderful the poem is. Instead they should be offering suggestions on how to write a decent poem or give examples of how their poem could be better. Give them an honest assessment of their work. What people are doing by giving undeserved kudos and accolades is setting them up for a horrible realization when every poem they submit to a magazine is rejected. False encouragement and untruthful evaluation of their writing is a cruel act. It will surely backfire in the future. Admins of those groups explained to me it is an act of being nice. Personally, I’d rather have an honest critique of my writing, positive or negative instead of bullshit. I don’t need anyone to be nice. I don’t need my ego stroked. I prefer to be told the truth. “

“What makes you Mr.Know it all? I don’t see your books on the Bestseller list or your poems winning any awards. Who do you think you are? No matter what you say I’ve been told my poetry is unique.”

” See, now here you go reacting exactly like a self-righteous person getting angry and defensive because you didn’t receive flattering comments. What makes you think everyone should shower you with praise? Let me give you a fact of life. There are some real rude, insensitive, cold-hearted, brutal and callous people in this world that won’t be as polite when offering their opinion. So toughen up. “

“You hurt my feelings. I thought you would give me advice not to belittle me. You don’t know what being nice is.”

” I’m sorry if you’re upset but it’s just the way I see things. Ya know what I’ve got a great idea. Didn’t you take some Art classes in painting a couple years back at the Community College? I remember your Watercolor Paintings were dazzling. Maybe you should take a shot at being an Artist. What do you think? “

JSB

Judge Santiago Burdon 

Stray Dogs and Deuces Wild, Not Real Poetry, Quicksand Highway, Fingers in the Fan, Tequila’s Bad Advice, Lords of the Afterglow, Overdose of Destiny, Architect of Havoc, A Charlatan’s Aphorisms.

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THE ROLE OF ENGLISH PHILOLOGY IN MODERN LINGUISTIC AND CULTURAL STUDIES

Abstract

This article discusses the significance of English philology in the modern educational and scientific context. English philology is considered as an interdisciplinary field that studies the English language, its history, literature, and cultural development. The article highlights the importance of English philology in language learning, intercultural communication, and the formation of linguistic competence among students.

Keywords: English philology, linguistics, literature, language development, intercultural communication, education.

Introduction

English philology is one of the most important fields in modern humanities. It focuses on the comprehensive study of the English language, including its structure, history, literature, and cultural background. In today’s globalized world, English has become an international language, which increases the relevance of English philology in education and research.

1. The Subject Matter of English Philology

English philology combines several academic disciplines such as linguistics, literary studies, stylistics, and cultural studies. Linguistics examines phonetics, grammar, vocabulary, and semantics of the English language. Literary studies focus on English and American literature, their genres, themes, and historical development. Cultural studies help learners understand the social and cultural context of the language.

2. The Importance of English Philology in Education

English philology plays a key role in developing students’ language competence. It improves reading, writing, speaking, and listening skills. Moreover, studying literature enhances critical thinking, creativity, and aesthetic appreciation. English philology also prepares future teachers, translators, and researchers by providing deep theoretical and practical knowledge of the language.

3. English Philology and Intercultural Communication

One of the main goals of English philology is to promote intercultural communication. Through language and literature, students learn about traditions, values, and worldviews of English-speaking countries. This helps them communicate effectively with people from different cultural backgrounds and reduces misunderstandings in international interaction.

Conclusion

In conclusion, English philology is a vital field that contributes to linguistic education, cultural awareness, and personal development. Its interdisciplinary nature makes it essential for training qualified specialists who can use English effectively in various professional and social contexts. Therefore, the development of English philology remains an important task in modern education.

References

1. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge University Press.2. Widdowson, H. (1996). Linguistics. Oxford University Press.3. Carter, R., & McRae, J. (2001). Language, Literature and the Learner. Pearson Education.

Rukhshona Kamolovna Turayeva was born on December 5, 2006, in G‘ijduvon district of Bukhara region. She graduated from Secondary School No. 8 in her district. She is currently a first-year undergraduate student at the Uzbekistan State University of World Languages. Since childhood, Turayeva has been deeply interested in poetry and literature. Her aspiration is to become a highly qualified specialist in her field and to share the valuable knowledge she acquires with future generations.

SPEECH DEVELOPMENT DEFICIENCIES IN PRESCHOOL CHILDREN AND WAYS TO OVERCOME THEM

Navoi State UniversityPreschool Education Program,

3rd-year student

Yarmamatova Sevinch Elyor qizi

Abstract

This article analyzes the main deficiencies encountered in the speech development of preschool children, their causes, and effective pedagogical approaches to overcoming them. The topic is also relevant for foreign preschool educational institutions, and the importance of early pedagogical intervention in developing children’s language competence is highlighted.

Keywords: preschool age, speech development, phonemic hearing, speech therapy, communicative competence, pedagogical technology, language development, early intervention, vocabulary, articulation exercises.

Introduction

Speech is the main tool in children’s socio-psychological development and forms the foundation of thinking, communication, and learning processes. During preschool age, speech development occurs rapidly; however, due to various factors, some children may experience delays or disorders in speech development. Such conditions negatively affect later stages of reading, writing, and social adaptation.

1. Main Speech Development Deficiencies

1.1. Limited Vocabulary

Many children have a vocabulary level below age norms. This makes it difficult for them to express thoughts consistently, answer questions, or engage in communication.

1.2. Underdeveloped Grammatical Structure

Errors in sentence construction, incorrect use of cases and tenses, and inability to arrange sentence components coherently are commonly observed.

1.3. Speech Sound Disorders

Sound articulation disorders such as sigmatism and rotacism, sound substitution, or omission are widespread among children.

1.4. Deficiencies in Phonemic Development

Children’s inability to distinguish or correctly perceive sound differences in words can later lead to difficulties in literacy acquisition.

1.5. Insufficient Communicative Competence

Shyness, inability to express thoughts freely, and poorly developed dialogic skills are also significant issues in the speech development process.

2. Causes of Speech Development Deficiencies

Insufficient Speech Environment in the Family

Limited verbal interaction with adults or excessive exposure to screen-based media slows down speech development.

Pedagogical Neglect

Failure to provide age-appropriate speech activities and lack of active engagement in communication.

Psychological Factors

Stress, fear, and attention deficits can hinder speech development.

Biological Factors

Prenatal or perinatal injuries and hearing impairments affect speech formation.

3. Ways to Overcome Deficiencies and Methodological Recommendations

3.1. Enriching the Speech Environment

Reading books to children, daily conversations, and role-playing games help expand vocabulary.

3.2. Speech Therapy Sessions

Regular activities such as sound correction, articulation gymnastics, and exercises to develop phonemic hearing are essential.

3.3. “Early Development” Programs

Sensory development activities, communication games, and kinesthetic and visual materials have a positive impact on speech development.

Yarmamatova Sevinch Elyor qizi was born on July 11, 2005, in Khatirchi district of Navoi region.She graduated from General Secondary School No. 39 in her district. Currently, she is a third-year undergraduate student majoring in Preschool Education at Navoi State University. From an early age, Sevinch has been deeply interested in poetry and literature. Her goal is to become a highly qualified specialist in her profession and to share the valuable knowledge she has gained with future generations.

Socialist Linguistics: Theoretical and Practical Perspectives

Abstract

This article examines the theory of socialist linguistics, its role in society, and the social functions of language. It highlights the importance of language in socialist societies, the relationship between language and social development, language policy, and the communicative functions of language.

Keywords

Linguistics, socialist society, language policy, social communication, socialism

Introduction

Language is the primary means of communication in any society, closely linked with social development, culture, and political systems. Socialist linguistics studies language not only from a linguistic perspective but also in terms of its social functions and within the context of socialist values.The main objective of socialist linguistics is to explore the interrelation between language and society, identify the role and functions of language within socialist ideology, and contribute to its practical implementation in education, media, and culture.

1. Theory of Socialist Linguistics

The theoretical foundations of socialist linguistics include: 1. Language and Social Structure – Language reflects societal norms and values across all social strata. 2. Language Policy and Norms – In socialist societies, language policy aims to develop a unified national language and adapt it to socialist values. 3. Language and Ideology – Language serves as a medium to instill socialist ideology and shape social behavior and culture.

2. Language and Social Development

Language plays a crucial role in the social development of a socialist society:

Education and Culture – Socialist linguistics facilitates systematic language learning and its application in society.

Communication Processes – Language enables effective information exchange among different social groups.

Cultural Integration – Language acts as a tool to unify national and ethnic groups under common socialist values.

3. Practical Directions of Socialist Linguistics

Developing linguistic norms and standards

Analyzing socialist literature and texts

Studying language and communication strategies

Integrating language and ideology

Conclusion

Socialist linguistics provides a deep understanding of the relationship between language and society. It examines the social functions of language, its alignment with socialist values, and its role in language policy and communication. Therefore, socialist linguistics is a vital instrument for social development and cultural integration in socialist societies.

Adashaliyeva Durdona Akramjon qizi was born on June 30, 2002, in Uychi District, Namangan Region. She graduated from Secondary School No. 33 in Uychi District, and later completed her studies in Uzbek Language at Namangan State University. She is currently working as a teacher at Namangan City Polytechnic No. 1.

Methods for Improving the Conceptual Foundations of Speech Act Theory in the Uzbek Language

Shamsiddinova Maftuna Hamidjon qizi

Master’s student in Uzbek Language and Literature

Namangan State Pedagogical Institute

Phone: +998-94-755-00-10

Abstract

This article analyzes the formation, development, and practical application of speech act theory in the Uzbek language. The necessity of improving the conceptual foundations of speech act theory in accordance with modern communicative needs is substantiated. Based on approaches such as intercultural pragmatics, cognitive linguistics, and communicative competence, the article proposes new methodological ways of studying speech acts in the Uzbek language. In addition, the practical application of speech act theory is examined in the context of digital communication and artificial intelligence.

Keywords

Speech act, pragmatics, illocution, perlocution, communicative competence, Uzbek language, cognitive approach, intercultural communication, digital linguistics, context.

Introduction

In the 1950s, the English philosopher J. L. Austin proposed the idea that language is not merely a means of transmitting information, but also a tool for performing actions in real life. He justified this philosophy in his well-known work “How to Do Things with Words.” While the origins of speech act theory are associated with Austin, J. Searle later significantly refined and developed this theory. During the 1960s and 1970s, the American scholar J. Searle strengthened the theory by identifying the structure and types of speech acts.

When discussing speech act theory, it becomes evident that language is not simply a collection of words or a tool for conveying information, but also performs a variety of other functions. These characteristics of language were thoroughly analyzed and studied by J. Austin and J. Searle. According to them, language performs actions in addition to transmitting information. At first glance, this idea may seem unusual, as it raises the question of how something inanimate can perform actions. However, these actions are not physical but cognitive in nature and occur through human consciousness.

A deeper understanding of this phenomenon can be achieved through the analysis of literary texts.

Main Part

According to J. L. Austin, speech acts are divided into three main types: 1. Locutionary act – the literal meaning of an utterance.2. Illocutionary act – the speaker’s intention or purpose in uttering the statement.3. Perlocutionary act – the effect of the utterance on the listener.

As can be seen, all three types of acts are closely interconnected and mutually dependent. Each speech act can be analyzed from all three perspectives. For example, consider the following sentence from Said Ahmad’s short story “Sobiq”:“Hurry up, they are waiting,” said by the chairman to a cotton worker.

From a locutionary perspective, the sentence is grammatically and lexically correct. From an illocutionary perspective, it is not merely a statement but a command requiring action. From a perlocutionary perspective, it implies the listener’s reaction, such as haste or anxiety, following the chairman’s words.

Searle further classified illocutionary acts into several categories:Assertives – statements that convey facts or information.

Example: “The painter is still young and lacks sufficient experience.”

Directives – utterances used to give commands, requests, or advice.

Example: “Control yourself; do not embarrass yourself in front of others.” (command)

Commissives – expressions of promises, obligations, or plans.

Example: “You will go to the meeting. Your train ticket is ready; go home, get dressed, and leave.” (plan)

Expressives – utterances that express emotions such as gratitude, apology, or congratulations.

Example: “I greeted him timidly. When he saw me, his eyes lit up.”

Declaratives – utterances that bring about a change in status or situation through words themselves.

Conclusion

Speech act theory does not limit itself to studying the grammatical structure and semantic content of language, but also explains how communicative goals are achieved through speech. The locutionary act reflects the formation of meaning, the illocutionary act reveals the speaker’s intention, and the perlocutionary act demonstrates the actual effect on the listener. In particular, the classification of illocutionary acts highlights the complex and multifaceted nature of speech functions. Illocutionary types such as commands, requests, promises, advice, and statements help to deeply understand the communicative power of language.

Thus, speech act theory serves as an important methodological foundation for studying the pragmatic aspects of language and reveals the intrinsic relationship between meaning and impact in the speech process.

References

1. Abdulvokhidov, E. Pedagogical concept of writers as a means of enriching the pedagogical process. Oriental Renaissance: Innovative, Educational, Natural and Social Sciences Scientific Journal, Vol. 1, Issue 11, December 2021.2. Ibragimova, N. T. The use of interactive methods and techniques in foreign language teaching. “Ta’lim va taraqqiyot” Scientific-Methodological Journal, 2025, Issue 2.3. Tillayeva, R. The effectiveness of organizing research activities in increasing students’ engagement. Proceedings of the Young Philologists’ Society, Alisher Navoi Tashkent State University of Uzbek Language and Literature.

Shamsiddinova Maftuna Hamidjon qizi was born on April 28, 2003, in Norin District, Namangan Region. She began her education at Secondary School No. 17 in her district, then continued her studies at the Academic Lyceum of Namangan State University (NamDU). After graduating from the lyceum, she was admitted on a state-funded (grant) basis to Namangan State University, majoring in Philology and Language Teaching: Uzbek Language.She successfully completed her undergraduate studies with an honors diploma and is currently a graduating master’s student in Uzbek Language and Literature at Namangan State Pedagogical Institute.

Maftuna’s strong interest in languages, alongside her devotion to her native language, has also led her to study English. At present, she works as a teacher of Uzbek language and literature at a specialized creative school focused on languages.

Maftuna’s goal is to become a highly qualified specialist in her profession and, through her expertise, to share knowledge and contribute to the education of others.

Nigina’s Arrival from Mars

Early in the morning, Nigina’s mother entered her daughter’s room to wake her up. But Nigina was not there. Thinking she might have woken up early, her mother searched every room in the house and even the garden. Although Nigina rarely played with the neighbors, her mother still checked their homes — but no one had seen her.

By the time she reached the school, it was clear that something extraordinary had happened. The rocket was missing. Even more shocking was the huge hole in the school roof, which left everyone frightened and confused. But among Nigina’s classmates, fear mixed with excitement. The rocket they had built was not a toy after all. It was real — powerful enough to fly away. This filled them with pride and amazement.

No one could explain how a school project could reach another planet. No one knew where Nigina went. Her mother was worried, the teachers were confused, and her classmates were completely lost. The rocket was gone, the roof was destroyed — and Nigina had disappeared. For everyone, it became a mystery.

News about Nigina spread quickly — first across the town, then throughout the country. Journalists and scientists arrived from everywhere. They visited her school, her house, even the backyard. People who knew Nigina gave interviews, eager to share their thoughts. The whole country wanted to know: Where was Nigina? What happened to her? And how did she fly a real rocket?

Meanwhile, Nigina sat inside the rocket cabin, writing down her thoughts. Time felt strange to her — almost frozen. She explored the strange planet around her and was amazed to see sunflowers growing on Mars. Their leaves were purple, and the seeds were much larger. Curious, she tasted one and smiled. “It tastes good,” Nigina whispered.

Nearby grew banana and coconut trees. Just as she reached for a banana, something struck her hand. Startled, Nigina ran back into the rocket and peered out the window, trembling.

A sudden cry echoed outside, frightening her even more. But moments later, she saw a pile of bananas gently placed near the rocket.

It was a monkey — trying to make friends.Nigina’s fear melted away. Soon, she and the little monkey became close companions. She named him King of Space. With her new friend, she explored Mars freely. They walked along a silver river where fish sang songs, and pink-feathered ducks swam gracefully. Fields of chamomile stretched nearby, while red butterflies danced above them.

Nigina had never seen such a beautiful place. Everything felt magical — as if she had been born again.The King of Space gave Nigina a glowing butterfly as a gift — its soft red light brightened even the darkest night. She also met a frog who spoke twenty languages, a chameleon-cat that changed colors, and a magical plant called the Knowledge Leaf. The monkey handed her one of the leaves and said:“Keep this with you. It knows everything. When you are lost, it will guide you.”

Nigina wondered how easily she would now answer all the questions in her classes back on Earth.She left paper, candy, glue, and other little gifts for her new friends.

Then came the time to say goodbye. In the middle of the night, the rocket landed gently on her home’s roof. Her mother was awake — waiting. They embraced tightly. From her daughter’s eyes, the mother could see that Nigina had changed forever.

The news of her return spread quickly across the city. Reporters lined up to speak with the girl who had visited space. Her photographs appeared in the city center. But for Nigina, fame did not matter. What mattered were the friends she had made on Mars.Every night, when she looked up at the stars, she felt as though they were waving back at her.

Nigina wrote down everything she had seen — the rivers, the glowing butterflies, the magical plants — so others could learn about the wonders she discovered. She handed her classmates shiny stones she had brought from Mars and said she was proud of their brilliant inventions.   

Story by Asmonur Rajabboyeva

English Translation by Shuxratova Nilufar

Shukhratova Nilufar Azizbek qizi was born on March 31, 2013, in Uchqo‘rg‘on District, Namangan Region. She completed her primary education at Secondary School No. 31 in her district. Currently, she continues her studies at the Ishoqxon Ibrat Creative School in To‘raqo‘rg‘on District.Despite her young age, Nilufar has achieved several accomplishments before the age of 12. As a young translator, she has translated many short stories from Uzbek into English. Through each new translation, she continues to develop not only her language skills but also her creative thinking and literary abilities.

One of Nilufar’s greatest dreams is to become a student at Harvard University, one of the world’s most prestigious higher education institutions. From an early age, she has been strengthening her passion for knowledge, language learning, reading, and creativity, moving steadily and confidently toward her goal.Her teachers and relatives describe her as intelligent, hardworking, inquisitive, and highly responsible. Every achievement Nilufar attains is a strong step toward her future success and greater accomplishments.

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.