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Knowing a Language Is Knowing the World: Learning and Supporting the Russian Language in the Republic of Tajikistan (Ethnodialogues; No.1, 2023) Year of publication: 2023 Author: Мунзифахон Бабаджанова The year 2023 in Tajikistan is dedicated to the Russian language. The Russian language today is officially the language of interethnic communication in Tajikistan. With the support and funding of the Russian Federation, “Russian World”, “Russian Language Foundations”, “Russian Space” centers and new Russian language schools were opened and now operate in Tajikistan. Russia has also supported Tajikistan in higher education: three universities with full Russian-language instruction have been established and are operating. 
Difficulties of Implementing Inclusive Education in Kazakhstan (Bulletin of Science; Vol.2, No.6) Year of publication: 2023 Author: Аллаярова В.С. | Олексюк З.Я. The article examines the problems of the introduction of inclusive education in Kazakhstan. The authors identify the difficulties that arise in the process of teaching students in general education schools and preschool institutions. Identify the most common problems that hinder the normal construction of inclusive education. 
Distance educational technologies in Russia and Uzbekistan: Prospects of development (Science and Education; Vol.4, Issue.7) Year of publication: 2023 Author: Наталья Викторовна Хохлова The article provides a comparative analysis of the stages of development of distance learning technologies and e-learning in Russia and Uzbekistan. Legislative support, experience of Russian and Uzbek scientists are considered. The difficulties of introducing distance learning technologies into the educational process are identified, which educational organizations and students in both countries have to face. Conclusions are drawn and directions for further development and cooperation in this direction are outlined. 
Eduaction in the Age of Articial Intelligence (The UNESCO Courier no. 4, October-December 2023) Year of publication: 2023 Corporate author: UNESCO At a time when the field of education is in worldwide ferment, a single instructional phenomenon has captured the attention not only of professionals but of laymen.” Does the innovation in question refer to artificial intelligence (AI), or to the use of augmented reality in the classroom? Neither one. This quote is from an article in The UNESCO Courier about “teaching machines”, a set of programmes developed in the USA to guide students in their learning. It dates back to… March 1965. Which just goes to show that pondering the role of computers in learning is nothing new. Whether lauded or decried, technologies are increasingly part of the school landscape, at least in industrialized countries. Digital learning games, online tutorials or massive open online courses (MOOCs) have become a reality for a growing number of pupils and students. The COVID-19 pandemic has only accelerated the phenomenon, spurring the rise, including in Africa, of companies specializing in digital educational services, the so-called “edtechs”. Yet no matter how sophisticated these technologies may be, they have not challenged the founding principle of a teacher giving a class simultaneously to a group of students. Artificial intelligence could be a game-changer. Does the arrival of content-generating tools like ChatGPT and intelligent tutorials mean the oft-heralded revolution has started? In any case, the use of generative AI in learning presents unprecedented challenges to education systems. As UNESCO’s Global Education Monitoring Report 2023 highlights, these new tools can prove invaluable in providing personalized support for students, particularly those with disabilities or living in remote areas. But they also raise questions about the digital divide, data confidentiality and the preponderance of major global corporations in this sector. And for the moment, safeguards are lacking. It is therefore urgent that regulations be adopted to ensure the use of AI in education remains human-centred, in the best interests of students. To support this, UNESCO published in September 2023 the first-ever Guidance for generative AI in education and research, designed to address the disruptions caused by these technologies. It complements other tools produced by the Organization, including the Recommendation on the ethics of artificial intelligence and a guidance for policy-makers on AI and education, both published in 2021. 
The Theme of Violence Against Women on the Internet Media of Uzbekistan: Content, Tools of Representation (PR and Advertising in a Changing World: Regional Aspect; No.28, 2023) Year of publication: 2023 Author: Я. М. Маматова In the context of the pandemic and post-pandemic in the media space of Uzbekistan, the flow of information about violence against women and girls, about cases of femicide and sexual violence has increased dramatically. In Uzbekistan, there are still few studies on the topic of coverage of this issue in the mass media, but they also mainly consider gender stereotypes, the aspect of violence in the processes of migration and trafficking. 
"Creating Equal Opportunities is the Responsibility of the Government.": A Conversation with Anjali Kaur from USAID Year of publication: 2023 Corporate author: Gazeta.uz Anjali Kaur, the deputy assistant administrator of the US Agency for International Development(USAID) for Asia, gave an interview during her visit to Uzbekistan "Газете.uz ". She spoke about the activities of USAID, the importance of creating equal opportunities for all and the responsibility of government, business and citizens. She spoke about the goals and activities of USAID in Uzbekistan, the importance of Uzbekistan for the agency, the need for equal access to education and other services for both boys and girls, as well as the responsibility of the state in ensuring such access. 
Streamlining the Global Path to Gender Equality: The Role of Feminist Foreign Policy Year of publication: 2023 Corporate author: UN WOMEN Europe and Central Asia As of June 2023, 15 UN Member States introduced feminist lenses to their foreign policies (FFPs). The policy brief examines the various FFPs and identifies shared aspects and gaps across seven key themes: WPS, political participation, economic empowerment, diplomacy, official development assistance, human rights/humanitarianism, violence against women and girls. 
How Effective Is the Role of the United Nations Human Rights Council in Protecting and Promoting Human Rights (The Arabic Journal of Human and Social Science; Vol.13, No.5) Year of publication: 2021 Author: Saffo Nardjesse Corporate author: University of Djelfa The issue of human rights remained the first in the list of human concerns and hopes, and one of the priorities that emerged on the shoulders of the United Nations within its established and difficult-to-reach programs and goals. There is no doubt that the most important causes of its emergence are attributable to those flagrant violations of human rights, especially those linked to war crimes and others against humanity, which prompted the major countries specifically to consider establishing a body concerned with the first of all the maintenance of international peace and security and the protection and promotion of human rights. , Through the Commission on Human Rights as one of the sub-committees established by the Economic and Social Council, which is tasked with preserving the sanctity of these rights. However, it soon proved ineffective due to the control of states violating human rights on the one hand and the politicization of their role on the other hand. Over the years, the committee dealt with human rights issues in ways that some commentators described as unsatisfactory and more sterile. As a result, the new body was established under the name of the "Human Rights Council" by General Assembly Resolution 60/251, and was considered the largest international body entrusted with the responsibility of promoting global respect. Human rights and fundamental freedoms for all without discrimination of any kind and in a just and equitable manner. Did the new mechanism, with its newly created composition, adequately address the weaknesses of the Commission on Human Rights? In other words, has the Human Rights Council added from its inception to today a greater value and contribution to the ؟protection and promotion of human rights? 
Underwater Cultural Heritage in the Arab States Region Year of publication: 2023 Corporate author: UNESCO Cairo "Underwater Cultural Heritage in the Arab State RegionUnderwater Cultural Heritage (UCH) is defined by UNESCO as “all traces of human existence having a cultural, historical or archaeological character which have been partially or totally under water, periodically or continuously, for at least 100 years such as: i. sites, structures, buildings, artefacts and human remains, together with their archaeological and natural context; ii. vessels, aircraft, other vehicles or any part thereof, their cargo or other contents, together with their archaeological and natural context; and iii. objects of prehistoric character”1.This definition relates primarily to the age and environmental conditions of the deposit, i.e., the remains must have existed fully or partially “underwater” for at least 100 years, regardless of their type, nature, or the culture to which they belong. Once these core elements have been confirmed, the archaeological material can be defined further according to one or more specific criteria: - chronology – the time period the remains date from; - region – the geographical area where the remains were found; - typology – the physical categorisation of the remains, e.g., pottery, animal bone, stone etc.It is important to recognise that while the above criteria will remain constant, the “underwater” nature of the archaeological remains is subject to change, as a result of either human or environmental intervention. For example, many sites where prehistoric activity took place on land, usually close to ancient shorelines, are • 1 - UNESCO. 2001. Convention on the Protection of the Underwater Cultural Heritage. Paris: Records of the General Conference, 31st ses-sion, Article.Underwater Cultural Heritage in the Arab State Regionnow submerged due to rising sea levels. Similarly, items such as swords, deposited in lakes or rivers as part of past rituals, were made and used on land. These sites and artefacts have therefore come to meet the definition of “Underwater Cultural Heritage”. The opposite process is also possible: a shipwreck, for example, or other material remains lifted from the seabed and placed in a museum would lose its status as UCH. This nuance tells us that UCH is not necessarily a constant scientific term. It relates to the underwater environment in which the material culture is located rather than any inherent archaeological or cultural attribute2. That is not to say that the material culture’s underwater location is not important: on the contrary, the underwater context reveals changes in use, condition and meaning over time. The physical changes that the underwater environment can cause, such as corrosion or decay, and the natural, social and ideological changes that underwater locations can reflect, therefore, are vital parts of a site or object’s life history. The underwater location is also a key factor in determining which scientific techniques and methods to use when dealing with this type of material culture for purposes of exploration, research, documentation, excavation, conservation, presentation or public display. Thus, the study of UCH usually requires the use of tools and techniques that differ from those employed on terrestrial archaeological sites3. For this reason, UCH is frequently mentioned in association with underwater archaeology, i.e., archaeological work, such as excavation, recording and analysis, that takes place on partially or fully submerged sites. Underwater archaeology is governed by the same scientific principles and standards as archaeological work on land but is tailored to the specific challenges of underwater conditions4. The term “underwater archaeology” is not, therefore, a sub-discipline of archaeology. Instead, it is a technical term referring to a specific set of tools and techniques used in conducting archaeological work underwater, within the wider framework and principles of archaeological research." 
Humanitarian Action for Children in the Middle East and North Africa for 2023: Fast Facts Year of publication: 2022 Corporate author: UNICEF Middle East and North Africa Total number of children in the region: over 191.2 million Total refugee children: 6.4 million Children in need: around 52.7 million Total internally displaced children: over 6.9 million UNICEF MENA is appealing for US$ 2.6 billion to respond to the ongoing humanitarian crises and children’s humanitarian needs around the region.