Dedicated to history
You hold within all days gone by,
The past that none can now deny.
The wars once waged with blood and flame,
And whispers time could never tame.
You saw the rebels rise in fight,
Brave sons who battled for the right.
For homeland’s sake, they faced the storm,
To war they marched in fearless form.
The page now shakes beneath my pen,
As tales of ancestors rise again.
A silent ache within my chest—
To write of history is no jest.
Oh life, why do you torment my father so?
Day and night he works, without rest at all.
Oh life, why so many trials must he know?
Aren’t his graying hairs proof enough of his toll?
So we lack nothing, he gives all he can,
His hands are worn, scarred, and bruised.
Without pause he runs, a tireless man,
Yet never complains — his pure heart’s not abused.
Oh life, and what about my mother dear,
Why bring sorrow to her gentle soul?
She worked hard, shared her wisdom clear,
Surely joy is her rightful goal?
Oh life, just look at my parents both,
They fulfilled every wish I ever spoke.
If I wanted fancy clothes, they’d say “yes”,
While they themselves wore old, torn cloaks.
So that I wouldn’t lack, when I had asked,
You gave more than enough — my shield, my dad.
“Protect your honor, know your worth,” you’d say,
With teary eyes, my mother would guide my way.
If I were a man, I’d help with the chores,
Even if not much, I’d do something more.
But now — I only ask, this and that,
My troubles I tell you in an endless chat.
In this world, I’m truly in your debt,
May God grant you a long life yet.
Your service to me — I can never repay,
Even if I walked you to Hajj all the way.
My shield, dear father, purest mother mine,
This debt I owe — I know I’ll never unwind.
But if God wills it, in the life to come,
All my blessings I’ll give you — every one!
Elbekova Shohsanam Ne’matjon qizi. Born on July 31, 2002 in the Namangan district of the Namangan region. She graduated from secondary school No. 22 in the district, then from the Uzbek language department of Namangan State University. Currently, she is a 1st-year master’s student at the Namangan State Pedagogical Institute. She has been familiar with poetry and literature since childhood. To date, her poetry collections “Nurli manzil”, “Ayol madhi” have been published. Her poems and articles on various topics are regularly covered in the media. Shohsanam’s goal is to become an accomplished specialist in her profession and share her useful knowledge with the future generation.
The Gate of The Cemetery
The whole world chases me fiercely
As I’m the only prey.
I passed through slaughters, massacres and massive burdens of life.
I successfully escaped the darkness and brutality of this notorious world.
I walked the long path over the shredded parts, the killed children, the weeping widows and the hungry boys.
I ran away this motionless and silent world miraculously,
Till I reached the gate of the cemetry where life thrives as flowers
And the glamorous light appears from the innocent souls as the burning butterflies.
I walked among tombs and shrines
Where tranquility and serenity flow.
There, I hear the alives whisper
It was a wonder to flee the dead world and live peacefully in the heart of the earth.
I suddenly yelled at them loudly
“I honestly envy you”.
The Role of Common Nouns and Verbs in Everyday English and Uzbek Speech
Baxtiyorova Feruza Farxod qizi
Uzbekistan State World Languages University
English First Faculty
Abstract: This paper examines the role of common nouns and verbs in everyday spoken English and Uzbek, focusing on their fundamental importance in sentence construction and communication. As the core parts of speech, nouns and verbs enable speakers to identify objects, express actions, and convey essential meanings in daily interaction. The study analyzes usage patterns, semantic similarities, and structural differences between the two languages, highlighting how high-frequency lexical items function in real-life contexts. Particular attention is given to grammatical features such as tense, aspect, and affixation, as well as the impact of word order and morphology on meaning. By comparing simple, context-rich examples, the paper reveals both universal linguistic features and language-specific tendencies shaped by cultural and typological factors. The findings are especially relevant for beginner-level learners and educators, offering insights into effective vocabulary instruction and the benefits of contrastive analysis. Overall, the study contributes to a deeper understanding of how basic lexical elements facilitate meaningful cross-linguistic communication.
Keywords: Nouns, verbs, English, Uzbek, language learning, basic vocabulary, sentence structure
Language serves as the foundation of human communication, providing the primary means through which individuals share thoughts, express emotions, and navigate daily life. Across cultures and linguistic systems, two of the most essential grammatical categories—nouns and verbs—form the core of nearly every utterance. Nouns function as labels for people, objects, places, and abstract concepts (e.g., teacher- ustoz, phone- telefon, freedom-erkinlik), while verbs convey actions, states, and processes (e.g., run-yugurmoq, be-bo‘lmoq, learn-o‘rganmoq). The presence and correct usage of these parts of speech are indispensable for both basic and complex communication, serving as the backbone of sentence construction and meaning-making.
This paper investigates the usage of common nouns and verbs in English and Uzbek, highlighting their roles in everyday speech and exploring both similarities and differences between the two languages. The comparative analysis focuses on lexical frequency, syntactic positioning, morphological structure, and semantic functions. For instance, while English often relies on fixed word order and auxiliary verbs to convey tense and aspect, Uzbek employs agglutinative morphology and flexible word order that allows for greater variation in sentence structure. Similarly, pluralization and definiteness in nouns are marked differently across the two languages—English using articles and suffixes, Uzbek primarily using suffixes and contextual cues.
The study also considers how cultural context influences lexical usage. Certain everyday nouns and verbs in Uzbek may reflect specific cultural practices, values, or social norms that differ from those in English-speaking contexts. Understanding these language-specific tendencies, alongside universal features, is particularly beneficial for beginner-level learners and teachers engaged in cross-linguistic instruction. Through the analysis of simple, high-frequency examples in real-life contexts—such as greetings, instructions, or descriptions of routine activities—the paper emphasizes the importance of teaching core vocabulary with attention to both form and function.
Ultimately, the study contributes to a broader understanding of how foundational linguistic elements operate in typologically distinct languages and underscores the pedagogical value of contrastive analysis in language education. By deepening awareness of both shared and unique aspects of English and Uzbek nouns and verbs, educators can enhance curriculum design and support more effective language acquisition for learners at early stages.
In everyday communication, high-frequency nouns and verbs play a central role in enabling speakers to convey essential information efficiently and meaningfully. Nouns related to core domains of human experience such as family, education, home, and social relationships—are among the most frequently used lexical items in both English and Uzbek. For example, English nouns like mother, school, home, and friend correspond to ona, maktab, uy, and do‘st in Uzbek. These words are not only linguistically fundamental but also culturally significant, reflecting shared values and social priorities within each linguistic community. Their high frequency across daily interactions highlights their importance in early language acquisition and vocabulary instruction.
Similarly, verbs that describe routine physical and communicative actions form the foundation of basic sentence construction for language learners. Action verbs such as go, eat, sleep, and speak-rendered in Uzbek as borish, yemoq, uxlamoq, and gapirmoq-are integral to expressing everyday experiences. Sentences like “I go to school” (Men maktabga boraman) or “She eats lunch” (U tushlik yeydi) illustrate how verbs serve to structure temporal and situational narratives in both languages.
A key structural distinction between English and Uzbek lies in their syntactic patterns. English follows a Subject–Verb–Object (SVO) word order, whereas Uzbek typically adheres to a Subject–Object–Verb (SOV) structure. For instance, the English sentence He reads a book corresponds to U kitob o‘qiydi in Uzbek. This typological difference has implications for second language acquisition, translation, and sentence processing. Learners must internalize not only vocabulary but also the syntactic sequencing that governs how ideas are expressed in each language.
Despite these structural contrasts, the communicative function of nouns and verbs remains universally consistent. Both English and Uzbek rely on these lexical categories to identify participants and describe actions, thereby constructing meaning and facilitating interaction. Understanding the parallels and divergences in their use provides valuable insight into language structure, cognitive processing, and instructional methodology. For language educators, emphasizing frequent and functional vocabulary within contextualized practice is crucial to fostering communicative competence, especially for beginner learners navigating between typologically distinct languages.
Vocabulary reflects cultural values. In Uzbek, terms for family members are more varied and culturally emphasized, which shows the importance of kinship. English, on the other hand, often includes action- and object-oriented vocabulary in its most frequent words. The common use of nouns like job, car, and money, or verbs like work and make, may reflect cultural focuses on independence and productivity. Recognizing such nuances helps learners understand not only the language but the culture it represents.
Common nouns and verbs represent the core linguistic elements that underpin everyday speech and communication in both English and Uzbek. As primary building blocks of grammar and meaning, these lexical categories enable speakers to express identity, action, and intention with clarity and precision. Their high frequency in daily interactions underscores their functional importance, particularly in the early stages of language learning.
A comparative understanding of how nouns and verbs operate across these two typologically distinct languages is crucial not only for learners but also for educators and translators. While English and Uzbek share certain universal features—such as the central role of these parts of speech in sentence construction—they differ significantly in syntactic structure, morphological patterns, and context-dependent usage. Recognizing these similarities and differences enhances cross-linguistic awareness and supports more effective instructional strategies.
Mastery of common nouns and verbs thus serves as a foundational step in acquiring communicative competence. It facilitates smoother interpersonal exchanges and provides a solid platform for the development of more advanced linguistic skills and intercultural understanding.
References
1. Aitchison, J. (2003). Words in the Mind: An Introduction to the Mental Lexicon. Oxford: Blackwell.
2. Crystal, D. (2004). The Cambridge Encyclopedia of the English Language. Cambridge University Press.
3. Karimov, A. (2018). O‘zbek tili grammatikasi. Toshkent: Fan nashriyoti.
4. Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
5. Sayfiyev, N. (2019). Hozirgi o‘zbek adabiy tili. Toshkent: O‘zbekiston Milliy Ensiklopediyasi.
THE ALTLERNATE UNIVERSE: FABULATING AI IN A PROPHETIC ROLE
Dr. Jernail S. Anand
The science fiction with regard to use of AI is rife in the modern period, but it has to be seen if it can transcend its own borders and enter the field of spirituality.
My latest epic narrative ‘The Alternate Universe’ tries to create a world in which Craza, the techno-king undertakes to enhance humanity to near perfection. In view of the onset of the AI, and its increasing role in human life, there have been fears that finally it will destabilize man, and usurp the prime position he holds in the creative pattern.
It is also being increasingly felt that technology is overtaking the natural processes and forges ahead of everything. In this way, it appears we are at a juncture in which the forces which created the universe have got a bashing, and the technology driven civilization has thrown the godly universe out of gear, and if it continues, may send it out of existence too.
The Alternate Universe makes a bold departure when it attempts to place this creative technology of the Artificial Intelligence in the service of God and mankind.
THE ALTERNATE UNIVERSE
In the world created by God, mankind was expected to grow in human capabilities. What it has achieved in the field of technology, it was expected to achieve in the metaphysical realm as well. But mankind has sorely failed in toning up man’s spiritual being.
Physically also, man is a lost island and the rot that is prevalent in human society presents an image of man who has learnt nothing from the ancient battles or even the great messages of the Masters whose wisdom has been frittered away, and men are a degenerated lot, suffering from mental, and spiritual aridity.
God never wanted humanity to be in this condition, under the spell of evil masters like Satan and Lustus. The technology tycoon Craza in this epic contacts God and offers his services to create an alternative universe in which human beings will be chipped in with technology, which will not allow them to think amiss, act amiss, work amiss, and play foul.
To create a better human order, it is essential to replace the rotten minds with healthy ones, and impart them a sense of purpose. Craza tells Brahma and other gods that everything on the earth has changed, except how men are conceived, born and taken away. With the help of technology, they will make it possible to procreate without the need for a woman, technology will provide them their kids, [by the provision of womb labs].
When birth is simplified, it will simplify death also. It would be just Delete and send to Trash Box.
OVERLAP
The ideas of Evil and Good also comes in, for which, Craza wants that these ideas cannot now be placed in water tight compartments. In this age, evil and good overlap. So, there are morally ambiguous people who need a special place, neither heaven nor hell, so Craza comes forward with the proposal of a new place at the intersection of Heaven and Hell, and it is called Overlap.
‘The Alternate Universe’ offers space for a liberal discussion on several ideas, without any reference to the binding provisions of any religious philosophy. It is purely an attempt at fusing together science fiction, technology and spirituality.
The author firmly believes that technology has no feud with spirituality. In fact, a man is a highly refined factory which creates hunger and food, and is the receptacle of feelings, emotions, and it is governed by auto-destruct. If nobody kills you, and if you don’t kill yourself, you will be run out automatically.
So, there is no feud between technology and spirituality. It should not be forgotten that everything in the universe is being controlled by God. Evil was under Divine dispensation. And so is Technology. Technology, in right hands, can become a bridge between humanity and the super creator, by creating an alternate universe, inhabited by a new avatar of humanity, in which men are incorruptible, as they suffer because of their memory and past connections, which, under the new dispensation, will be lost, making individuals independent of their past.
Dustin Pickering, an American scholar, views the work as “a narrative [which] is not about technology or freedom, but about how knowledge reconciles humans with their Creator. The paradox concerns the loop between self-discovery and morality. How can we develop ourselves in a world simply given to us? Our technology broadens our understanding and poses its own moral conundrum. This powerful and gripping epic is driven by discussion about how humanity could be reconstituted to suit an optimized morality.
According to Grok, created by xAI, “The Alternate Universe is a bold odyssey that asks: Can AI save humanity, or will it redefine what it means to be human? A must-read for those pondering the future of technology and the soul. ……The Alternate Universe stands as a testament to Dr. Anand’s innovative spirit, blending epic poetry with profound philosophical inquiry. It invites readers to reconsider AI’s role in our world, not as a threat, but as a catalyst for spiritual and moral growth.
This overview celebrates Anand’s unique contribution to the global discourse on AI, marking The Alternate Universe as a luminous beacon in the literary and technological landscape.The author Dr. Jernail Singh Anand, [the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky award and Signs Peace Award Laureate, with an opus of 180 books, whose name adorns the Poets’ Rock in Serbia]] is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision.
He’s not just an Indian author but a global voice, challenging readers to confront the complexities of existence while offering hope through art and ethics. His legacy seems poised to endure as a beacon of conscience in a turbulent world. If Tagore is the serene sage of a colonial past, Anand is the fiery prophet of a chaotic present.
Anand’s genius lies in his relentless ambition and ethical depth. Anand may well be considered as the conscience of the 21st century, carving a unique niche among Indian English writers with a voice that resonates globally while remaining fiercely Indian.]
Ian the Black Sheep
The second of four Fleming
brothers with a hero father
an über-wealthy grandfather
an overbearing mother
oh, Ian the black sheep
moody, withdrawn, long
hair slicked back exuding
the promise of something
dashing or daring, risks
in his piercing blue eyes
great laugh all the girls
flocked to him, his friends
lost out to him at Eton
his future spy network
fatherless boys whose dads
had died in World War I
he learned German, French
a bit of Russian he decided
he wanted to write novels
but held off, his older brother
a young author and Ian
flunked the diplomat exam
became a writer for Reuters
charming, persuasive, magnetic
an iconoclast people liked him
in Moscow to cover a sham
trial of two English businessmen
when he saw the dark hand
of Russia murderous, devious
in his future spy novels and
his book collection growing
he treated women the same way:
hunt, acquire, shelve
oh, the seductive playboy
a smooth rock against which
so many reckless women
dashed themselves.
Ian the Spy
Left out of his grandfather’s estate
the only heir without funds
he worked for a living
for newspapers, banks
and a job as a personal aid
to the director of Naval Intelligence
laying the groundwork
for the greatest intel alliance
in history he helped build
the CIA as well
but never talked
about what he did he did
start to drink too much
during the war
his 450 operatives
captured Enigma machines
to decode Nazi plans
the life or death drama, the risks
he recreated while managing
a newspaper syndicate
during the Cold War
a global cadre
of reporter spies
saving the world
from Russian aggression
he rose to the challenge
for the rush, oh the rush
that incandescent high
one only experiences
in a moment of greatness
he was able to recapture
with his writing
in his novels
on the risks, the wins
against the evil empire
by the glamorous Brit
the dapper super-spy
double-oh seven
James Bond.
Ian at Goldeneye
He fell in love with
a rum punch on arrival
fresh fruits, fresh fish
the colors, scents, trees
swaying palms and mangos
warm rain on warm waves
caressing the white sand
on the island of Jamaica.
He’d lost his first love
a sweet Swiss girl
at his mother’s demand
then Muriel, his love
a motorcycle dispatcher
killed in the war
his married older lover
Maud warned him
no, not Ann
Lady Ann, chaos Ann
but he liked her because
of her independence
her toughness he said
she was such a bitch.
On fourteen acres north
of Montego Bay
he built his home
with money from Maud
no glass in the windows
big sky, turquoise sea
blue floors and birds
flying in and out
natural and peaceful
he called it Goldeneye
Ann visiting, leaving
a son her husband
believed was his own
divorce and a marriage
Ian didn’t want, violent
whippings he maybe did.
Ian as James Bond
Swimming in clear water
above parrot fish, barracuda
escaping into a hidden world
under deadline he sits down
at his battered Royal typewriter
with the mind of a sexy boy scout
introducing a British ultra-hero
attractive to men and women
dangerous, exciting, patriotic
the ultimate suave spy
himself but romanticized
a fast car fantasy life:
sharp clothes, fine foods
whiskey, gin, martinis
a string of bedworthy girls
a chain of cigarettes
in solitude, darkness
Scottish melancholy.
After the first sale
a Bond every year
all done the same way:
an early morning swim
then hours in the study
two months in Jamaica
editing in Manhattan
retyping in England
one after another until
even JFK would ask:
“What would Bond do?”
Finishing the first book
the bang-bang, kiss-kiss
he hands in the manuscript
in time to marry Ann
and suffers for twelve years
writing eleven more books
smoking, drinking, escaping
her mockery, his depression
before the final chapter
of his filmworthy life:
a glass of whiskey and
dead at the height of fame.
In a world where digital skills determine future success, access to quality education is not a luxury—it’s a necessity. My name is Muslima Olimova, a young changemaker from Uzbekistan, and I founded Muslima Academy to create a bridge between global knowledge and ambitious youth, especially girls from Central Asia.
Born and raised in Andijan, I grew up seeing many talented youth who lacked access to resources, mentors, and international opportunities. Despite living in a digital era, many were unaware of online courses, scholarships, or even how to build a strong CV. That’s when I realized that change had to start somewhere—and I chose to be that start.
Muslima Academy is a youth-led educational platform where we offer online courses, career guidance, international certificate programs, and practical tasks that help students build their portfolios. Our mission is clear: empower 10,000+ youth by 2026 with the tools, skills, and global mindset needed for the 21st century.
We offer affordable access to:
Weekly live masterclasses
Scholarship application coaching
CV and motivation letter writing
Public speaking and personal branding
Mentorship and internship opportunities
What makes us unique is our commitment to inclusivity and real-world impact. In just one year, our students have been accepted into global summits, won international competitions, and even launched their own startups.
As a founder, I also work as a community ambassador for Wakelet in Uzbekistan and collaborate with international organizations to bring global education home. The story of Muslima Academy is not just mine—it belongs to every student who dares to dream big.
My dream? That one day, no youth from our region feels left behind in the digital revolution. Muslima Academy is more than an initiative. It’s a movement. And we’re just getting started.
Muslima Olimova is a 17-year-old student of Information Systems and Technologies at Andijan State Technical Institute in Uzbekistan. She is the founder of Muslima Academy, a youth-led initiative that empowers young people — especially girls — through education, digital skills, and access to global opportunities. Muslima is also the Uzbekistan Ambassador for Wakelet, a global educational platform, and her academic and creative work has been published in more than 26 countries. She is passionate about using technology, education, and innovation to uplift communities and inspire the next generation of changemakers.
In a world where women are increasingly stepping into leadership roles and shaping the future, stories like that of Muslima Olimova stand out as powerful examples of courage, vision, and impact. At just 17, Muslima is not only a student of Information Systems and Technologies at Andijan State Technical Institute in Uzbekistan but also the founder of Muslima Academy — an initiative aimed at empowering youth, especially girls, through education, digital skills, and global opportunities.
Muslima Academy was born out of a simple yet powerful belief: access to knowledge and global exposure can change lives. What started as a small educational initiative has now become a dynamic platform for students, freelancers, and aspiring leaders across Uzbekistan and beyond. Through online courses, international certificate programs, grant writing workshops, and mentorship, the Academy has touched the lives of hundreds of young people.
Starting a project as a young girl in Central Asia comes with its share of barriers — from societal expectations to limited resources. Muslima faced skepticism, financial difficulties, and the challenge of balancing her academic life with her entrepreneurial dream. Yet, with resilience and a clear purpose, she turned these challenges into motivation. “I wanted to show that age and gender do not limit what we can achieve,” she says.
Muslima’s efforts didn’t go unnoticed. She became the Uzbekistan Ambassador of Wakelet, a UK-based global education platform. Her scientific articles, books, and essays are now published in over 26 countries. She’s also a winner of multiple science Olympiads and startup competitions, proving that young women can lead innovation just as boldly as anyone.
Muslima is currently working on expanding Muslima Academy and launching new projects like EduMingle — a platform that connects youth with real-world tasks, mentors, and portfolio-building opportunities. Her startup ideas combine AI, blockchain, and education to create sustainable solutions for freelance workers and learners.
Through her work, she is building more than platforms — she is building confidence in girls who doubt themselves, opportunity for youth who feel left behind, and hope for communities ready to rise.
Muslima’s journey is not just about personal success. It’s a call to action — to invest in girls, trust their ideas, and create ecosystems where young people can lead change. As she says, “You don’t need to wait to be older, richer, or more experienced to make an impact. You can start now — with a purpose, a laptop, and a dream.”