a groaning mid-afternoon loss of Thou



beginning to suspect he's not the target audience



before expulsion
a bit 
of the Pater Noster



 'don't write that down...you're the only one 
who doesn't know it'
 


discovering another Jovian moon in the ice cream truck's jingle



when children are eating the wild grasses



scent of crushed sage off the bare shoulders of a stranger



above the skeevy gas-station urinal 
a tally-ho senryu



when the lime-green hummingbird thrummed in the air between us



before Les Mots
I could play Wipe Out
on the surface of the sun



Milarepa...
when she says
'rebuild over there'

Cleaning House

            It’s one of the oldest metaphors and it should be, since the job is never done in either case. After six years of formal study in philosophy, which followed more than a decade of religious indoctrination, I always wrongly believed I understood what it meant to “know thyself.” I probably did. But one must account for denial. No is often an overlooked necessity. I learned that when one joins a Buddhist monastery the first thing they hand you is not a manuscript of the Dhammapada, or any other scroll full of teachings. It’s a broom. I believed I had it figured out. 

I took a week off, and the first few days were working; spent; spent working. I cleaned the toilets, but I failed, because I needed cleansers. I cleaned the tiles in the bathrooms, but this necessitated a new need. More failure. But things were cleaner. I vacuumed. I needed the machine for that; more needs: more failure. But things were cleaner. Dishes. Laundry. Folded clothes. Swept the hardwood floors. Wiped down the counters. Dusted the shelves. Brought out the window cleaner and did the windows. I wiped clean the framed pictures in the office, the place where poetry does not begin, but the place it passes through, on its way from wherever it once was, to wherever I was, and onto wherever a reader was reading it. I have pictures of others, for inspiration, perhaps, or just for the pure aesthetics of it, on the walls of that office. After some blue spray and some wiping, Charles Bukowski never looked better. Ezra Pound was never more clear. I did the sheets, and wished one could do the same with the sheets in the printer: just wash it all away and start over, leave new stains, with more beautiful patterns, patterns more indicative of life-making or love-making, and less indicative of waste. 

It all looked very good as I walked about the place, though realizing it is never done, but realizing the joy and peace I experienced in just doing it. For 48 hours I held my metaphorical broom, and had found my place in my monastery. 

            Something felt incomplete still the same; something felt still; something felt the same. After cleaning off the glass that housed the framed images and art I moved on to the windows. And then I looked in the mirror. And I realized, my work here is not only unfinished, but that I had hardly begun. 

It was a very dirty mirror, it still needed cleaning, but only when I looked into it. The surface was fine.

A Cup of Coffee

My morning cup of coffee

On the table of displacement

I taste the bitterness of life

And live the dark and terrible nights

I watch the violent storm inside

Eradicating my tent so far

And the dogs attack my innocent children.

I see the world as a foam

Cover the heinous crimes

While we are drowning so deep.

I smell the scent of blood

With every sip of my cup

And I see the faces of the children

Who immersed in their blood.

After awhile,

I woke up while I’m absent-minded sitting

On the table of displacement

Gazing inside my coffee

And listening to the silence of the the world.

1. Flowers

Li Mengxi (11, Xiaohe Poetry Club)

For whom do flowers bloom?

By whom are they praised as “excellent”?

When flowers fall, who will pity them?

For whom do they strive all their lives?

2. Returning Home

Chen Yuyao (10, Xiaohe Poetry Club)

The city is filled with tall buildings;

The countryside has green mountains, clear waters, singing birds and fragrant flowers—

Such is the contrast.

Even if I can never step out of the mountains,

I am still willing.

3. Sweet Osmanthus

Liu Zihan (12, Xiaohe Poetry Club)

Huh? Can you smell it?

This lingering fragrance—

Whose is it?

Huh? What’s that?

Wow, it’s sweet osmanthus!

This rich, dense scent—

Fills every corner of our house.

I won’t allow it: no one should fail to smell the osmanthus yet.

Because the osmanthus wants everyone in the world

To catch its faint sweetness!

4. Loss

Meng Lianghua (11, Xiaohe Poetry Club)

My dad has uremia.

If one day he’s gone,

I’ll be so sad.

I’m scared of losing my friends and other family.

When I grow up, I want to be a soldier—

To guard my friends,

Guard my family,

Guard the country.

5. Ode to Beans

Zhang Yuxuan (11, Xiaohe Poetry Club)

Beans, beans, beans—

The little bean vines

Climb up the frame.

After autumn passes,

I’ll help Mom harvest mung beans.

6. Why It Has to Be Glutinous Rice Balls

Su Moyan (10, Gongyelu Primary School, Gaocheng District, Shijiazhuang City, Hebei Province)

If only you were the moon—

You could hang high in the sky.

Being a bird’s egg would be nice too,

Hatching into a bird that flies far away.

Even being a ping-pong ball works,

Bouncing and spinning happily.

Being a gem would be even better,

Worn on the king’s crown—

Who would dare to offend the king?

But you just have to be glutinous rice balls.

Sigh, I always want to gobble you up in one bite.

7. Socks

Li Qiaoyu (8, Gongyelu Primary School, Gaocheng District, Shijiazhuang City, Hebei Province)

Once I had lots of colorful socks—

With little tigers, little crocodiles, all kinds of designs…

But I often wore

A red one on the left foot and a green on the right,

Ne Zha on the left and Ao Bing on the right.

Later, Mom had to replace them

With a pile of identical white socks.

No matter how I mix them, I can pretend they’re a pair.

8. Little Bee Takes a Bath

Xue Ziyang (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

The little bee takes a bath in the flower—

Tosses left, glances right.

What is it looking for?

Oh, it’s searching for nectar shampoo!

The greedy little bee,

After bathing,

Carries two buckets full of shampoo

And heads home.

9. The Wind That Loves Sleeping

Xue Jiayi (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

The naughty wind

Loves sleeping.

When it sleeps,

It loves snoring.

One snore—

Brings a late spring cold.

10. A Rabbit’s Words

Xue Yaozong (9, Guanzhuang Primary School, Jiashizhuang Town, Gaocheng District, Shijiazhuang City, Hebei Province)

Don’t laugh at my short tail—

It’s actually my advantage.

You don’t know:

When enemies come,

It won’t happen that

My body gets into the hole,

But my tail is still stuck outside.

The Importance of Using Text Analysis in the Artistic and Aesthetic Education of Primary School Students

Kokand University, Andijan Branch,

 Primary Education Department

 (Distance Learning),

 Group 24-03, 2nd Year
• Azamova Kumushoy Akramjon qizi

Abstract:
This article thoroughly explores the importance of text analysis in the process of artistic and aesthetic education of primary school students. Through the analysis of literary works, students develop a sense of beauty, the ability to evaluate characters, and improve their speech culture. The use of methods such as question-and-answer, discussion, and role reading helps enhance students’ creativity and imagination. The article highlights the significance, methods, and practical opportunities of this process and justifies the role of artistic and aesthetic education in the educational system.

Keywords: artistic and aesthetic education, text analysis, primary school, creativity, speech culture.

Introduction

In the Republic of Uzbekistan, extensive reforms are being carried out to modernize the education system and bring it in line with contemporary standards. The decrees and resolutions of the President, decisions of the Cabinet of Ministers, and the principle of “New Uzbekistan begins at the doorstep of education” clearly demonstrate these reforms.

Particular attention is given to the primary education stage, as it plays a crucial role in shaping students’ spiritual maturity, aesthetic taste, and speech culture.

In recent years, a number of innovations have been introduced into primary education, including:

• development and gradual implementation of new curricula;
• organization of lessons through digital education platforms;
• establishment of professional development courses for primary school teachers;
• publication of new textbooks and manuals on literature and artistic-aesthetic education;
• promotion of reading culture through state programs and various literary activities.

All these reforms aim to help students acquire modern knowledge, moral education, and respect for national and universal values.

Educational activities based on literary texts strengthen such moral qualities as kindness, patriotism, and friendship. Primary education is an important stage in the formation of students’ moral integrity, aesthetic taste, ethical qualities, and personal worldview.

Through text analysis, students’ artistic perception expands—they learn to understand life phenomena more deeply and develop creative thinking as well as an aesthetic sense.

Working with literary texts promotes moral ideas such as friendship, compassion, patriotism, and diligence. This not only fosters independent thinking but also helps students develop the ability to make morally sound life decisions.

Therefore, teaching literary works and organizing text analysis in primary classes plays an invaluable role in students’ aesthetic development, psychological growth, and personal education.

Text analysis also serves as an important tool for improving students’ speech culture. By analyzing the behavior of characters, students form their own attitudes toward social events and gain a deeper understanding of honesty, justice, empathy, and indifference.

The main goal of modern education is not only to provide knowledge but also to nurture well-rounded individuals. In this regard, the use of text analysis in primary education is of great importance. Through artistic and aesthetic education, children develop not only creative thinking but also aesthetic appreciation, national pride, and moral sensitivity.

In teaching reading literacy, the communicative approach plays a key role. Since language primarily functions as a means of communication, interactive, activity-based, exploratory, and critical approaches are prioritized.

---

Methodological Foundations of Text Analysis

1. Developing correct, fluent, expressive, and conscious reading skills through the analysis of literary content.
2. Analyzing a work’s theme, idea, imagery, and stylistic devices plays an essential role in the student’s personal development.
3. Understanding a text’s meaning based on students’ life experience is a key condition of effective text analysis.

---

Review of Related Literature

The issue of artistic and aesthetic education of primary school students has been widely studied in Uzbek and world pedagogy. Various scholars and methodologists have proposed effective ways to achieve educational and aesthetic goals through text analysis.

Abdulla Avloni, in his work “Turkiy Guliston yoki Axloq” (The Turkic Garden or Ethics), emphasized the inseparable connection between education and upbringing, especially the role of literary texts in instilling goodness and beauty in the young generation — a concept that remains relevant today.

Similarly, in I. A. Karimov’s book “High Spirituality is an Invincible Power,” the exceptional role of literature and art in nurturing spiritually mature youth is highlighted. Literary works, in particular, develop students’ sense of national pride and love for their homeland.

Modern Uzbek methodologists such as D. Makhmudova and O. Kochkarova have developed methods for working with texts in primary grades. Their research shows that the use of interactive methods significantly enhances students’ artistic and aesthetic taste.

Foreign educators, including Jean Piaget, in his theory of cognitive development, also confirmed that literary text analysis plays an essential role in shaping knowledge and values in children.

---

Main Part

In recent years, significant reforms have been carried out in Uzbekistan’s education system, especially in primary education. The policy based on the principle “New Uzbekistan – New Education” has been directed toward improving the quality of teaching and learning.

One of the most important innovations in primary education is the introduction of new state curricula, designed according to students’ age and psychological characteristics, aimed at developing independent thinking, creativity, and communication skills.

Furthermore, within the framework of the digital education concept, students are being taught computer literacy and the use of information technologies. Electronic resources, multimedia materials, and interactive platforms are actively integrated into lessons.

Improving teachers’ qualifications plays a key role in enhancing education quality. Professional training courses for primary school teachers now focus on modern pedagogical methods, STEAM technologies, and interactive approaches.

In addition, the inclusive education system is being widely implemented, ensuring equal learning opportunities for children with special needs and promoting social justice.

The new edition of the “Reading Literacy” textbook differs significantly from the previous versions. It contains engaging and age-appropriate materials aimed at developing reading, listening, speaking, writing, and grammar skills.

---

Analysis and Results

The primary school period is a decisive stage in a child’s personal development. During the research, text analysis sessions were conducted with students based on the tales “The Golden Melon” and “Zumrad and Qimmat.”

Through “The Golden Melon,” students learned to appreciate honesty, generosity, and loyalty, while understanding that greed and envy lead to negative consequences. The tale “Zumrad and Qimmat” strengthened positive traits such as modesty, kindness, and diligence.

Interactive activities such as drawing, dramatization, and expressive reading were included in the lessons. As a result, students’ speech culture, imagination, creative thinking, and aesthetic taste developed noticeably.

Artistic and aesthetic education thus fosters harmony in personal growth, laying the foundation for children to become spiritually mature, sensitive to beauty, and socially responsible individuals in the future.

Conclusion

In conclusion, the use of literary text analysis in primary education develops not only students’ reading skills but also their moral qualities, aesthetic sense, and creative thinking. Through the analysis of the tales “The Golden Melon” and “Zumrad and Qimmat,” students learn to distinguish between good and evil and to understand the importance of such human values as honesty, diligence, and compassion in real life.

Text analysis enables students to express their emotions, visualize artistic images, expand their vocabulary, and appreciate beauty. This process contributes to their spiritual maturity and positively influences their personal development.

Thus, literary text analysis is one of the most effective means of harmoniously developing moral and aesthetic education among primary school students.

---

References

1. Hasanboeva, O., & Yo‘ldosheva, Sh. (2019). Boshlang‘ich ta’lim metodikasi [Methods of Primary Education]. Tashkent: O‘qituvchi.
2. Karimova, D. (2021). Means of Aesthetic Education in Primary School Students. Education and Development Journal, (2), 55–60.
3. Ministry of Public Education of the Republic of Uzbekistan. (2023). Reading Literacy Textbook (Grades 1–4). Tashkent: Sharq.
4. Azizkhojayeva, N. (2020). Pedagogical Technologies and Pedagogical Skills. Tashkent: TSPU Press.
5. Jalolova, N. (2020). The Educational Importance of Using Folk Tales in Primary School. Pedagogy and Innovations, (4), 72–78.

Cataract and Its Impact on Vision: Medical, Social Aspects, and Treatment Methods

Abdurofiyeva Taxmina Avazovna

 Student of Tashkent Medical Academy

 Termiz Branch

abdurofiyevataxmina@gmail.com

Annotation

This article analyzes the negative impact of cataract disease on vision, its medical and social consequences, and the available treatment methods. It provides a scientific assessment of how cataracts affect patients’ quality of life and social activity. Cataract is the most common cause of blindness worldwide and mainly occurs among elderly people. The article discusses the causes, clinical symptoms, diagnostic methods, and the most effective surgical treatments for the disease. In addition, it highlights the impact of cataract on patients’ quality of life and social activity, as well as the resulting demand on healthcare systems. The article emphasizes the importance of preventive measures and raises awareness of the need for public education in combating the disease.
Cataract is a disease in which the lens of the eye loses its transparency, leading to impaired vision. It can affect one or both eyes. Treatment for cataract usually involves surgical removal of the damaged lens and replacement with an artificial one.

Keywords: Cataract, social activity, clinical signs, diagnostic methods, preventive measures, eye lens, World Health Organization (WHO), lens, cataract etiology, toxic cataract, polar cataract, capsular cataract.

Introduction

Vision is an integral part of human life, determining how we perceive, understand, work, and experience the world around us. Among the most widespread diseases in today’s technological age that lead to vision impairment, cataract holds a special place. A cataract is the clouding of the eye’s lens, causing blurred, hazy, and unclear vision of the surrounding environment. This disease is not only a medical issue but also has significant social and psychological effects on human life.

Cataract (from the Greek katarrhaktes — waterfall) is the opacity of the eye’s lens. This condition partially blocks the passage of light rays entering the eye, sometimes resulting in complete vision loss. Cataract, caused by the clouding of the eye’s lens, is one of the leading causes of blindness worldwide. According to the World Health Organization (WHO), more than 50% of global blindness is related to cataract. The condition is especially common among older adults, significantly affecting their daily activities, independence, and social engagement.

Etiology and Types of Cataract: Medical and Clinical Approach

Cataract is a disease characterized by the clouding of the eye’s lens due to various causes, leading to reduced visual ability. It may occur in congenital or acquired forms. Although it mostly develops in elderly individuals, it can appear at any age.
Depending on the part of the lens affected, cataracts are classified into: anterior and posterior polar cataract, capsular cataract (affecting the capsule surrounding the lens), nuclear cataract (in the center of the lens), spindle-shaped, zonular or lamellar, complete membrane-like, polymorphic, and cortical cataract (affecting the peripheral layers of the lens).
When clouding begins in the lens, it is called a primary cataract, while opacity that appears after lens surgery or removal of cataract mass is known as a secondary cataract.

The main causes of cataract include:

• Hereditary factors
• Aging
• Inflammation of endocrine glands
• Eye injuries or diseases
• Long-term exposure to ultraviolet or radiation
• Toxic exposure (toxic or intoxication-related cataract)
• Deficiency of antioxidants

In children, cataract is usually congenital and appears during the first months of life. As the disease progresses, opaque spots form in the lens, gradually impairing vision. The symptoms often appear slowly, and many patients seek medical help only after significant vision loss.

Common symptoms of cataract include:

• Blurred or cloudy vision
• Fading of colors (white may appear yellowish, cream may look grayish)
• Increased sensitivity to light (bright lights cause discomfort or pain)
• Difficulty driving at night or seeing road signs
• Eye strain or headaches caused by light glare
• Double vision in one eye
• Temporary improvement of nearsightedness (a sign of progression)

Types of Cataract

1. Congenital Cataract
Congenital cataract develops due to various factors affecting the mother or fetus during pregnancy. The causes may include:

• Exposure of the mother to toxic substances (chemicals, drugs, alcohol, smoking)
• Vitamin deficiency (especially A and C)
• Infectious diseases during pregnancy (measles, toxoplasmosis, rabies, flu, etc.)
• Rh incompatibility (difference between maternal and fetal blood types)
• Genetic disorders (e.g., Down syndrome, Marfan syndrome, galactosemia)

Congenital cataract is often detected at birth or develops slowly over time, reducing vision gradually. In some cases, it remains stable throughout life and only requires regular observation. However, if central vision is affected, surgery is necessary.

2. Acquired Cataract
Acquired cataract develops later in life due to various external or internal factors. Its main types include:

a) Senile (Age-related) Cataract
This is the most common form, typically seen in individuals over 55–60 years old. It results from natural aging and increased oxidative stress in the lens. Senile cataract progresses through four stages: initial, immature, mature, and overripe. Vision gradually becomes cloudy, glare appears, and bright lights scatter, creating multiple reflections.

b) Traumatic Cataract
Caused by physical injury, blunt force, or burns to the eye. Damage to the lens structure leads to clouding, often appearing some time after the trauma.

c) Complicated Cataract
Develops as a result of other eye diseases (e.g., glaucoma, iridocyclitis, uveitis) or systemic conditions (e.g., diabetes mellitus). Diabetic patients, in particular, are at high risk.

d) Radiation and Toxic Cataract
Results from exposure to ionizing radiation, ultraviolet light, prolonged high temperature, or industrial toxins (such as mercury, lead, or naphthalene). Long-term use of corticosteroid medications may also increase the risk of cataract formation.

Diagnosis

The following examinations are performed to diagnose cataract:
• Visometry – assessment of visual acuity;
• Biomicroscopy – examination of the condition of the lens;
• Ophthalmoscopy – inspection of the fundus of the eye;
• Ultrasonography – evaluation of ocular structures, especially useful in advanced cataract cases.

Prevention

To prevent the development of cataract, it is important to follow these measures:
• Eat healthy foods rich in vitamins;
• Protect the eyes from ultraviolet (UV) rays by wearing quality sunglasses;
• Use special anti-glare glasses when working at a computer and give your eyes short breaks every 45 minutes;
• Take vitamin supplements regularly to support eye health.

Conclusion

In conclusion, failure to treat cataract in a timely manner may lead to serious complications such as retinal detachment, secondary glaucoma, or even complete blindness. Cataract is also common among people suffering from diabetes, which is considered a high-risk condition. It is essential not to ignore the early signs of the disease and to consult an ophthalmologist as soon as possible.

A healthy lifestyle, a vitamin-rich diet, protection from UV rays, and regular eye rest can help prevent cataract development. Furthermore, undergoing an eye examination at least once a year plays a vital role in maintaining good eye health.

References

1. World Health Organization. World Report on Vision. Geneva: WHO; 2019.
2. American Academy of Ophthalmology. Cataract in the Adult Eye Preferred Practice Pattern®. San Francisco, CA; 2021.
3. Kanski J.J., Bowling B. Clinical Ophthalmology: A Systematic Approach. 8th ed. Elsevier; 2015.
4. Resnikoff S., et al. Global magnitude of visual impairment caused by uncorrected refractive errors in 2004. Bulletin of the World Health Organization. 2008.
5. Ministry of Health of the Republic of Uzbekistan. National Eye Health Program. Tashkent; 2020.
6. Mukhamadiev R.O. – Professor at Samarkand State Medical Institute, Doctor of Medical Sciences, Hero of the Republic of Uzbekistan. Ophthalmology – Textbook for Medical Students.
7. https://daryo.uz/2020/09/20/katarakta-eng-keng-tarqalgan-koz-kasalligining-7-ta-belgisi/
8. https://uz.wikipedia.org/wiki/Bosh_Sahifa
9. https://med24.uz/uz/bolezn/katarakta
10. https://www.saif-optima.uz/uz/kataraktani-davolash/

The Barren Lands Of My Heart

She sat on a greenish boulder beside a lake beneath a maple tree. Her soft little hands were trembling with the weight of the letter she was holding, a letter of goodbye from someone who once used to sit next to her on this same boulder. They used to compete on who could throw rocks farthest into the lake. In her mind, she was lost in a typhoon on a wrecked ship with no signs of shore.” Tears kept running down her eyes from her cheeks to her chin, later turning into white shiny pearls dropping  on the letter, blurring the words:

“My love, you are the sole beacon of fire, Fervor of my life, Elixir of my soul’s Obscurity. I forget how to breathe in your absence, I’m just a body whose soul is entrapped within yours. Each night I spend in this dugout staring at the stars, the brightest of them reminds me of you. The cold dazzling wind in my ear whispers your name. I close my eyes and see you in my arms, as if Vega itself has landed on Earth. Sometimes fire shells land near my dugout. Every day feels as if it’s going to be my last. It does not unnerve me, for love of my soil steels my heart.”

“It ignites a fire of passion in me, laying down my life for my country, so that I can honor the oath to which this uniform bound me. And the thoughts of me returning to you bloom a garden of daisies in the barren lands of my heart. If death finds me,  when we are apart, I promise you to accompany you as a sheltering maple tree beside the lake where we sit, play and laugh. As a full moon brightening your darkness, as night jasmine blossoming a fragrance around you, as the rainbow that comes after rain. As the spring that comes after the autumn, and as a melody of love that adds rhythm to your a capella. If Death takes me away from you, I shall return to you as my letters of love to you, and if my corpse is placed in front of you, just know I’m standing right beside you, grasping your shoulder, holding you close to me, and like a brave lady, accept my keepsakes of valor with a smile.”

Amidst the typhoon on the wrecked ship, she was moving towards shore, but suddenly someone called her name. The shore disappeared, she began to drown. She screamed, struggled to reach the surface, but it was no help. She fell deeper and deeper, but it wasn’t merely a physical ocean, it was the oceans of her sorrow,  which engulfed her and her world, bit by bit.

“Amber, Amber! The ambulance is here!” said her childhood friend Anne. Anne paused, looking at the ambulance. “He kept his word. He came back.”

Fiza Amir is an emerging writer, poet, and medical student from Pakistan. Her work explores the intersection of empathy, memory, and the human condition. She has been published in Fevers of the Mind and Pandemonium Journal.