Azerbaijan State Pedagogical University

Homonyms constitute one of the most ancient lexical layers of the Azerbaijani language. The period of homonym formation dates back to a stage when the conceptual potential of the language was enriched, but the verbal model was limited. Since the verbal model for increasing information content was limited during the formation of homonyms, individual concepts were compressed into a single verbal model. That is, in human thought, individual concepts were perceived syncretically, as a single whole. Thus, at the initial stage of homonym formation, their norms also developed within the framework of human thought. Homonyms continued their traditions, periodically being used in the language, and maintained norm stability. This created the impression in the imagination that homonyms are groups of words, similar in form but different in content. The presence of variants of homonyms belonging to the same part of speech and to different parts of speech led experts to the conclusion that homonyms belonging to the same part of speech originated from polysemy, and tonality was the main means in the formation of homonyms belonging to different parts of speech.

The refinement, democratisation, and humanisation of teaching and learning processes represent a vital responsibility for the teaching staff of both general and higher education institutions. Educational institutions, as the architects of the younger generation who build our society, must ensure their intellectual, moral, aesthetic, physical, ethical, and multicultural development while uncovering their creative potential. It is their duty to foster a humanistic attitude within the individual towards themselves and their environment, thereby establishing a healthy educational atmosphere. Through education, individuals gain the capacity to directly influence societal events, which in turn facilitates the development of a robust social consciousness. The author further observes that our educational system draws its strength from both universal human values and national spiritual traditions. Azerbaijani youth must recognise that national and universal principles lie at the very core of our educational system and constitute an inseparable part of its foundation. By instilling these noble, humanistic sentiments in today’s students, we effectively illuminate their internal spiritual world.

Type of the article: Research ArticleAbstractThe accelerating digital and green transition has intensified the role of financial centers as investment conduits, making the relationship between financial strength and smart city development both timely and policy-relevant. This study aims to examine whether and to what extent the Global Financial Centres Index (GFCI) explains variation in the Smart Centres Index (SCI) across a global sample of cities. The analysis relies on panel data covering 78 cities from 2019 to 2025, with all calculations performed in R Studio using fixed effects, random effects, and robust error-corrected estimators. The findings reveal a sharp contrast between specifications: while the fixed-effects model detects no significant relationship (β = 0.0013, p = 0.963), the random-effects model identifies a positive and statistically significant link (β = 0.0858, p < 0.001), explaining about 56% of SCI variation (R² = 0.557). Robustness checks with clustered and Driscoll–Kraay standard errors confirm the stability of this result. City-level effects highlight London (+60.24), New York (+54.39), and Singapore (+39.46) as leading overperformers, while New Delhi (–74.49) and Mumbai (–68.15) emerge as underperformers. These outcomes demonstrate that financial strength matters for smart city advancement, but local governance, infrastructure, and innovation ecosystems critically shape whether financial capacity translates into smart development.

In this study, the temperature dependence of the electron paramagnetic resonance (EPR) spectra of MnGa2S4 single crystals was investigated in the range of 7.4–180 K. The signal lines were of symmetric Lorentzian shape, and their intensity, resonance line width (ΔH), relaxation time (τ), and g-factor variations were investigated. The signal intensity reaches a maximum in the range of 50–120 K, while at lower temperatures the spectra broaden and the intensity decreases, which is associated with spin freezing. These results are explained by spin correlations and phonon effects. The resonance linewidth broadens at low temperatures, indicating that spin–spin relaxation dominates. At 7.4 K, the relaxation time is approximately τ ≈ 2.22 × 10–10 s. The temperature dependence of the g-factor also shows a corresponding trend—it is high at low temperatures (2.0063), and then remains stable and low (1.998) in the medium and high temperature range. These observations accurately reflect the magnetic phases that the system undergoes with heating—from the antiferromagnetic to the paramagnetic regime. At high temperatures, Mn2+ ions exhibit paramagnetic properties. The EPR analysis of MnGa2S4 single crystals enables precise assessment of their spin properties, facilitating the optimization of material selection for spintronic applications, such as the development of energy-efficient memory and logic devices.

This article compares the application of the STEAM approach and traditional teaching methods in the organization of pedagogical practice and evaluates their final outcomes. The STEAM approach enables students to apply theoretical knowledge in practice and prepares them to solve real-life problems. It ensures interdisciplinary integration, fostering creative and critical thinking, problem-solving, and collaboration skills. Traditional teaching methods, on the other hand, provide a structured and systematic approach that supports the acquisition of fundamental knowledge. However, they have certain limitations in developing creative and critical thinking skills. The application of STEAM methods increases students’ learning motivation and makes the teaching process more interactive and engaging. At the same time, effective implementation of this approach requires the expansion of laboratories and teaching resources in schools, as well as specialized training for teachers.