Why Are Study Abroad Semesters Valuable for Students?

Meaning of These Programs – What Are They?

A study abroad semester is a life-changing experience – but how exactly?

Costs, Challenges, and Requirements

Nowadays, there are many foreign citizens in my country. Are they just tourists? Not quite. Today we see young people coming from abroad to various parts of our country. The reason is the global student exchange program. This program has a long history and began to develop in the 20th century. It was created to promote cultural and scientific cooperation between countries. A student exchange program allows students to temporarily study at a different university abroad. Through it, students gain knowledge and experience.

Historically, the United States was one of the first countries where such programs became popular, beginning with the Fulbright Program. One of the most well-known is the ERASMUS program – the oldest student exchange program in Europe, launched in 1987. Germany later developed its own version, with the DAAD program starting in 1925. These programs are highly popular among young people.

Experiences of Students:

Many students report positive experiences with exchange programs. Jabboraliev O., who studies at Kuala Lumpur University in Malaysia, said: “I expanded my professional experience through the exchange program. That’s why I’ve worked in many areas of my field.” This shows that exchange programs offer career benefits too.

Dilafruz, a student who studied in Japan, said: “My verbal communication improved significantly.” In particular, her ability to express herself in Japanese grew. This proves students can also benefit linguistically from exchange programs.

Advantages of Student Exchange Programs:

Exchange programs offer many benefits. Students gain new knowledge and boost their academic progress. But that’s not all. Studying abroad helps develop important personal skills, such as:

– Intercultural Competence: Students learn to understand and respect cultural differences by engaging directly with people from diverse backgrounds.

– Independence: Living in a foreign country forces students to organize daily life independently – from housing to daily routines.

– Language Skills: Constant exposure to a foreign language helps students improve their language proficiency.

– Better Career Opportunities: Employers value international experience, which signals flexibility and adaptability.

Challenges:

Of course, there are also difficulties. Many students face the following challenges when moving abroad:

– Financial Issues: Living abroad can be expensive. Students often need scholarships or part-time jobs.

– Different Education Systems: Learning methods may differ from those in the home country, requiring students to adapt.

– Cultural Differences: Adapting to new customs and traditions can be tough in a foreign country.

Conclusion:

In conclusion, student exchange programs are an excellent opportunity for young people to gain international experience, explore other cultures, and improve both academically and professionally. They help students adjust to new environments and foster mutual understanding between cultures.

During the program, students learn how to navigate life in a foreign country, speak new languages, and enhance communication skills. These experiences are valuable in today’s world and can improve future career prospects. Additionally, students form international connections that may benefit them later.

Despite the challenges, such as financial burdens, housing issues, or differences in education systems, these very obstacles help students become more independent and adaptable.

Overall, exchange programs are a key component of global education. They not only help young people expand their knowledge but also support personal growth. International exchange strengthens relationships between countries and universities. Therefore, such programs should continue to be supported so more students can benefit.

Oyatillo Jabboraliev was born in Fergana region. He is a student at Xiamen University in Malaysia.

First, a few announcements.

Konstantinos FaHs has another article published following up on his Synchronized Chaos pieces about ancient Greek myths and their continuing role in modern Hellenic culture. He’d like to share his piece in The Rhythm of Vietnam, which is a Vietnamese magazine with a mission that seems similar to our own.

Also, disabled contributor, lyric essayist, and ALS activist Katrina Byrd suffered hurricane damage to her home and seeks support to rebuild and make ends meet while she’s getting ready to move. Whatever folks can contribute will make a real difference.

Now, for our new issue: Chaos Does Not Exclude Love. The reverse of a phrase from a review of Elwin Cotman’s urban fantasy collection discussing how Cotman’s work was from a loving place yet made room for the complexity of the world. At Synchronized Chaos, we are intimately acquainted with the world’s nuance and chaos, yet we see and find room for empathy and connection.

Neven Duzevic reflects on travel memories and reconnecting with an old friend. Dr. Perwaiz Shaharyar speaks to the awesome and transformative power of romantic love. Dr. Prasanna Kumar Dalai reflects upon the intensity of romantic feelings. Duane Vorhees speaks to loneliness and heartbreak and sensuality and various forms of human-ness. Kristy Raines speaks to the beauty of love and the tragedy of heartbreak.

Harper Chan reflects on his bravado and the reality of his feelings in the past year. Mickey Corrigan’s poetry shows how psychological and cultural shifts and traumas can manifest in our bodies. Abigail George speaks to how support from friends and family and a commitment to live in the present rather than reliving old traumas can help those addicted to drugs. Alan Catlin mixes cultural memories and touchstones with personal and societal losses.

Vo Thi Nhu Mai offers up a poetic tribute to the international vision of fellow poet Eva Petropoulou Lianou. Greek poet Eva Petropoulou Lianou interviews Bangladeshi poet S. Afrose on how she hopes poetry and joint exploration through literary sci-fi will obliterate the need for war. Dr. Jernail Singh laments that morality and compassion have become passe to a generation obsessed with modernity and personal success. Priyanka Neogi speaks to the beauty of carrying oneself with noble character. Maria Koulovou Roumelioti urges us to remember the world’s children and create love and peace as Anwar Rahim reminds us to live with kindness and courage.

Mykyta Ryzhykh speculates on whether love can continue to exist amidst war. Haroon Rashid pays tribute to Indian political leader Dr. A.P.J. Abdul Kalam, who loved peace but led through strength. Christine Poythress reflects on how easy it is for a once-proud and free nation to slide into fascism simply by admiring the fascist aesthetic and its seductive power. Ahmed Miqdad renders a global tragedy in simple terms: he’s too scared to go back to his home in Gaza to water his cactus plant.

Lili Lang probes the meaning behind things that seem simple: the work of a hairdresser, a family packing up the belongings of a recently deceased grandmother.

Mahmudova Sohibaxon offers up a tribute to dependable and caring fathers. J.J. Campbell writes of the visceral love and physical work of aging and caregiving, of inhabiting an elderly and a middle-aged body. Taylor Dibbert’s poetic speaker embraces age with joy, thrilled to still be alive. Bill Tope crafts an expansive and welcoming vision of perfection that can welcome more types of people and bodies as Ambrose George urges the world to maintain an open mind towards gender roles and identities.

Leslie Lisbona pays tribute to her deceased mother by writing a letter catching her up on family news. Stephen Jarrell Williams considers endings and beginnings and the possibility of renewal. Asma’u Sulaiman speaks to being lost and then found in life. Cheng Yong’s poetry addresses ways we hide from each other and ourselves, physically and psychologically. Mahbub Alam wishes for a romantic connection that can extend and endure beyond Earth. Dibyangana’s poetry touches on love, grief, and personal metamorphosis. Mely Ratkovic writes of spiritual contemplation and the nature of good and evil. Lilian Dipasupil Kunimasa describes souls who turn away from greed and evil and heal, in smaller and larger ways. Christopher Bernard suggests that creativity and storytelling might play a part in what makes life worth enduring.

Brian Barbeito speculates about intention and communication with the universe. Svetlana Rostova speculates on what spirituality might mean in the face of a seemingly indifferent world. Shamsiya Khudoynazarova Turumnova’s piece conveys spiritual ecstasy, love, and beauty.

Sandro Piedrahita’s story highlights the power of enduring and sacrificial spiritual devotion in the midst of our human-ness.

Chimezie Ihekuna engages with the talents, creativity, and limitations of being human. Dr. Jernail Anand looks at human creativity and at AI and draws a comparison, encouraging humans to continue to create. Jasmina Rashidova explores what motivates people in the workplace. Eva Petropoulou Lianou interviews Turkish poet Bahar Buke about fostering imagination and connection through her work.

Paul Durand reflects on teaching first-grade music in a time of hatred and divisiveness. Su Yun collects the thoughts and observations of a whole selection of schoolchildren in China about nature and their world.

David Sapp reflects on how he wishes to always appreciate the egrets and lilies, sailing off into nature amid the various bird voices of the wild world. Mesfakus Salahin rhapsodizes about flowers and giddy spring romance. Soumen Roy celebrates the simple joy of butterflies and tea. Sayani Mukherjee speaks of an enduring oak tree in summer. Poetry from Eva Petropoulou Lianou, translated to Italian by Maria Miraglia and Arabic by Ahmed Farooq Baidoon, celebrates life lessons from nature. Liang Zhiwei reminds us of the power and vastness of nature, before and after the era of humanity. Nuraini Mohammed Usman sends up a sepia photograph of a tire hidden by a leafing young tree.

Jibril Mohammed Usman shares a photograph of a person looking into nature, at one with and part of his world, altered in the same way as the trees and house. Mark Young’s geographies play with and explore Australia from new angles, turning maps into works of art.

Jerome Berglund and Christina Chin stitch ideas and images together like clotted cream in their joint haikus. Patrick Sweeney’s two-line couplets explore a thought which ends in an unexpected way.

Odina Bahodirova argues for the relevance of philology as an academic discipline because of its role in preserving cultural wisdom encoded in language and the ability of students to understand and think critically about language. Sevinch Shukurova explores the role of code-switching as a pedagogical tool in language learning. Surayo Nosirova shares the power of an educator giving a struggling student tutoring and a second chance. Nozima Zioydilloyeva celebrates Uzbekistan’s cultural accomplishments and women’s education within her home country. Marjona Mardonova honors the history of the learned Jadid Uzbek modernizers.

Nazeem Aziz recollects Bangladeshi history and celebrates their fights for freedom and national identity. Poet Hua Ai speaks to people’s basic longings to live, to be seen and heard. Leif Ingram-Bunn speaks to hypocrisy and self-righteousness on behalf of those who would silence him, and self-assertion on his part as a wounded but brave, worthy child of God.

Z.I. Mahmud traces the mythic and the heroic from Tolkien to Harry Potter. Poet Hua Ai, interviewed by editor Cristina Deptula, also wonders about the stories we tell ourselves. She speculates through her work about what in the human condition is mandatory for survival and what is learned behavior that could be unlearned with changing times.

Synchronized Chaos contains many of the stories we tell ourselves about ourselves and our world. We hope you enjoy and learn from the narrative!

WINGS THAT STILL GUARD THE SKY

He walked with the silence of the sea breeze,
born not into power,
but into promise
a prayer whispered in the pages
of a Holy Quran,
in a house by the waves.

A boy with a paper bag full of stars
became the man who taught missiles to fly,
but never forgot
how to fold a paper plane.

Dr. Kalam never sought war
but he built the wings
to defend peace,
when peace stood cornered
by the storms of ambition and threat.

In the silence before the sirens,
as borders burn with the weight of history,
as satellites spin with dread,
and headlines scream uncertainty,
we remember him.

His dreams wore no crown
only the scent of rockets,
the burn of metal,
and the fragrance of books.
They called him the Missile Man,
but he was more.
He was a monk of science,
a teacher of truth,
a pilgrim of peace
in a world that often forgot how to listen.

Today, missiles rest in hidden silos,
drones hum across the clouds,
and soldiers march toward uncertain dawns.
But somewhere,
his vision marches with them
not in weapons,
but in will.
Not in fire,
but in foresight.

He once said,
“A nation without vision is a nation without future.”
And now,
as the world forgets the language of dialogue,
India remembers the man
who built her strength with humility
and stitched her future
with threads of science and soul.

Even as President,
he carried his own bags,
and a billion hopes
on shoulders not shaped by power,
but by purpose.

His laboratory was his temple,
his heart an orbiting satellite of humility.
He didn’t just ignite minds
he liberated them.

Let the world watch.
Let adversaries test.
India does not seek destruction
but make no mistake:
she is ready.
Because he made her ready.

And while he rests among the stars,
where gravity cannot reach,
his fire still fuels our courage,
his dream still guards our sky,
his wisdom still writes
the silent code
of every soldier’s heart,
and falls softly
into the hands of every child
who dares to dream,
who dares to imagine,
and dares to become.

For every soul that seeks peace,
for every hand that builds rather than destroys,
Dr. Kalam’s legacy is a flame
that will never fade
it is the winged promise
that guards not just India’s sky,
but the sky of every nation
that dares to rise
in hope, in unity, in peace.
– Author Haroon Rashid

Biography:

ABOUT AUTHOR HAROON RASHID

Haroon Rashid is an internationally celebrated Indian author, poet, and humanitarian whose soul-stirring words transcend borders, cultures, and languages. Revered as “a movement of thoughts” and “a soul that breathes through verses,” he is a global ambassador for peace, education, and sustainable development. Through literature, he fosters empathy, cultural harmony, and a collective vision for a better world.

KEY LEADERSHIP ROLES
• Global Ambassador & International Member, Global Federation of Leadership & High Intelligence A.C. (Mexico)
• SDG Ambassador (SDG4 & SDG13), World Literary Forum for Peace & Human Rights
• National Vice Chairman, Youth India – Mother Teresa International Foundation
• Peace Protagonist, International Peace Forums – Mexico & Greece
• Honorary Founding Member, World CP Cavafy

AUTHOR & LITERARY CONTRIBUTIONS
• We Fell Asleep in One World and Woke Up in Another – poetry book, translated by 2024 Nobel Peace Prize Laureate Eva Petropoulou Lianou
• Author Haroon Rashid Quotes – A soul-deep treasury of reflections
• Works translated into: Greek, French, Persian, Urdu, Arabic, Chinese, Tamil, Hindi, Sanskrit, German, Indonesian, Bolivian, and more.

GLOBAL HONORS & AWARDS
• Diploma de Honor al Mérito – Mexico (2025)
• World Art Day Honor – Indonesia (2025)
• Friedrich von Schiller Award – Germany
• 4th World Gogyoshi Award – Global Top Vote (2024)
• 1st Prize – Silk Road International Poetry Exhibition (2023)
• Golden Eagle Award – South America (2021 & 2023)
• United Nations Karmaveer Chakra – 2023 & 2024
• REX Karmaveer Chakra – Silver & Bronze – India
• Global Peace Award – Mother Teresa Foundation (2022)
• Cesar Vallejo Award – UN Global Marketplace
• Honorary Doctorate in Humanity – La Haye, France (2021)
• Sir Richard Francis Burton Award – European Day of Languages
• Prodigy Magazine USA Award – Literary Excellence
• Certificates of Honor – Greece, Serbia, Indonesia, Mexico
• Honorary Award for Literature & Arts – Trinidad & Tobago

GLOBAL PRESENCE & RECOGNITION
• Invited Guest on The Oprah Winfrey Show
• Featured in O, The Oprah Magazine
• Speaker at:
• International Peace Day – Mexico & Greece
• 3rd International Congress of Education – Mexico
• Paper Fibre Fest – Represented India in China, Greece, Mexico, Peru
• UN SDG Conferences, Global Literary & Peace Forums
• Work featured in education campaigns, peacebuilding initiatives, and cross-cultural literary dialogues
• Admired by global celebrities, educators, artists, and policymakers

CULTURAL AMBASSADOR OF INDIA
• Embodies India’s timeless storytelling, spiritual ethos, and peace traditions
• Bridges Indian philosophy with global consciousness
• Revered as an ethical thought leader, visionary poet, and global voice of unity

PHILOSOPHY & SOCIAL VISION

Literature, for Haroon, is a sacred space for:
• Healing, empathy, and consciousness
• Advocacy for:
• Mental Health Awareness & Emotional Resilience
• Climate Action & Sustainability
• Spiritual Depth & Interfaith Harmony
• Youth Leadership & Cultural Preservation

He aims to inspire changemakers, dreamers, and peacemakers across generations.

GLOBAL PRAISE & LOVE

Described as:
“A movement of thoughts.”
“A soul that breathes through verses.”

Celebrated across Europe, Asia, Africa, and the Americas, Haroon is loved for his:
• Authenticity
• Emotional depth
• Literary brilliance
Honored by governments, universities, and global literary councils.

TITLES & GLOBAL IDENTITY
• Global Literary Icon
• Award-Winning Author & Poet
• International Peace Advocate
• Global Educator of the Heart
• Cultural Diplomat & Ethical Leader
• SDG Voice for Education & Environment
• Voice of Peace, Passion, and Purpose

QUOTE BY AUTHOR HAROON RASHID

“It’s our responsibility to create a better world for our future generations.”

CONNECT WITH HAROON RASHID
Follow and engage across all platforms:
@AuthorHaroonRashid

Language Alternation in Higher Education: Examining the Effects of Code-Switching on English Proficiency Among Uzbek Bilingual Learners

Abstract

This study explores how code-switching between Uzbek and English influences English language development among bilingual university students in Uzbekistan. With the growing role of English in academic environments, bilingual learners frequently alternate between the two languages to navigate classroom communication and learning tasks. Employing a mixed-method approach—combining surveys, proficiency assessments, and qualitative interviews—this research reveals a complex relationship between code-switching and language proficiency. While code-switching appears to support comprehension and social engagement in the classroom, excessive reliance on the first language may inhibit advanced development in speaking and writing. The study suggests a need for balanced bilingual education strategies that recognize the pedagogical value of code-switching while fostering sustained use of the target language.

1. Introduction

As the world becomes more interconnected, the prevalence of bilingual and multilingual individuals continues to rise, particularly in academic contexts where students are often required to study in a language other than their mother tongue. In Uzbekistan, English is increasingly prioritized in higher education, creating a linguistic environment where many students regularly shift between their native language, Uzbek, and English. This phenomenon, commonly referred to as code-switching, has become a characteristic feature of student discourse both inside and outside the classroom.

Code-switching refers to the practice of alternating between two or more languages during a single interaction or conversation. Linguists have long debated whether this practice facilitates or obstructs the acquisition of a second language. On one hand, it can function as a cognitive support mechanism, allowing students to express ideas more fully, clarify confusion, and participate actively in discussion. On the other hand, if overused, it may reduce meaningful exposure to the target language, limit vocabulary acquisition, and undermine learners’ confidence in using English independently. Despite the growing body of research on bilingual education, relatively little is known about how habitual code-switching affects English language development among Uzbek learners in academic settings. Given the shift toward English-medium instruction in universities, understanding how language alternation influences students’ proficiency is both timely and necessary.

 Research Objectives

This study seeks to:

1. Investigate the frequency and contexts in which code-switching occurs among bilingual university students.


2. Analyze the relationship between the frequency of code-switching and levels of English language proficiency.


3. Explore students’ personal attitudes and experiences regarding code-switching as part of their language learning process.



Relevance

This research is significant for educators, curriculum developers, and language policymakers in bilingual or multilingual contexts. It provides insights into how bilingual learners navigate their linguistic environments and offers recommendations on how to effectively integrate code-switching into English language instruction.

2. Methodology

The participants in this study consisted of 60 second-year students majoring in English Philology at a prominent university in Tashkent. All students identified as bilingual in Uzbek and English, and they had studied English for a minimum of five years prior to university.

A mixed-methods approach was adopted to allow for both quantitative analysis and in-depth qualitative exploration. The following instruments were used:

Questionnaire: A structured survey containing 20 items focused on code-switching habits, contexts of use (academic vs. informal), and perceived impact on learning.

English Language Proficiency Test: Based on CEFR benchmarks, this test measured reading, listening, writing, and speaking skills objectively.

Semi-structured Interviews: Conducted with 10 participants to gather qualitative data on personal experiences with code-switching, including challenges and benefits.


The questionnaire and language test were administered during class hours, with the support of instructors. Interviews were conducted in a quiet setting, recorded (with permission), and transcribed for thematic analysis. The data collection process spanned a total of four weeks. Quantitative data from the questionnaires and tests were analyzed using descriptive statistics and correlation analysis. Qualitative data from interviews were examined using thematic coding to identify recurring patterns and sentiments regarding the use of code-switching in educational settings.

3. Results

The survey results demonstrated that:
A large majority (approximately 85%) of students code-switched daily during classes, particularly in group discussions and peer interactions.

Students were more likely to revert to Uzbek when confronted with unfamiliar vocabulary or when discussing culturally complex or emotionally charged topics.

Around 60% of respondents indicated that they often began responses in English but reverted to Uzbek for clarity or ease.


Proficiency Outcomes

When English test scores were compared, the following differences emerged: Frequent code-switchers showed higher comprehension scores (listening and reading), suggesting that code-switching may aid in understanding input. However, the same group demonstrated lower performance in speaking and writing, implying a lack of consistent practice in producing English output without reverting to Uzbek.

Qualitative analysis revealed three major themes:

1. Cognitive Support: Students often used code-switching to overcome vocabulary gaps or to clarify their thoughts before expressing them in English.
2. Psychological Comfort: Switching to Uzbek helped reduce anxiety in oral communication, especially during presentations or debates.
3. Awareness of Dependency: Some students expressed concern that code-switching had become a habit that hindered their ability to think and respond entirely in English, especially in academic writing.

4. Discussion

The findings from this study reinforce the idea that code-switching is both a resource and a risk in bilingual language development. It serves as a scaffolding tool that enables learners to remain engaged in the learning process when they lack full command of the target language. For many students, it fosters participation, lowers affective filters (e.g., fear or embarrassment), and promotes comprehension of complex academic material.

However, frequent switching may also become a crutch, reducing the necessity for learners to push themselves into productive language use. When students default to their native language too often, they may miss opportunities to internalize grammatical structures, expand their lexicon, and develop fluency in academic discourse.

Implications for Language Instruction

Language instructors should neither discourage code-switching entirely nor allow it to dominate classroom interactions. Instead, they should:

Use code-switching strategically—for example, to explain grammar rules, give instructions, or translate unfamiliar vocabulary.

Create target-language immersion zones to encourage output without interference.

Provide feedback that helps learners become more metalinguistically aware of when and why they code-switch. This study was limited to a single university context and relied on self-reported data. Future research could employ longitudinal methods to track changes in proficiency over time and examine how different instructional approaches affect code-switching behavior. It may also be useful to study multilingual students who speak Russian, Uzbek, and English, to compare code-switching across more than two languages.

5. Conclusion

In sum, code-switching is a nuanced and context-sensitive practice that reflects both the challenges and strengths of bilingual learners. Among Uzbek university students, it is an effective mechanism for managing comprehension and classroom interaction. However, it must be monitored to ensure it does not interfere with the acquisition of productive language skills. By understanding the dual nature of code-switching, educators can better support learners in becoming proficient, confident users of English in both academic and professional contexts.

                                 REFERENCES:

1. Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish y termino en español: Toward a typology of code-switching. Linguistics, 18(7–8), 581–618.
   
   2. Macaro, E. (2005). Codeswitching in the L2 classroom: A communication and learning strategy. In E. Llurda (Ed.), Non-Native Language Teachers (pp. 63–84). Springer.
   
   3. Ferguson, G. (2003). Classroom code-switching in post-colonial contexts: Functions, attitudes and policies. AILA Review, 16(1), 38–51.
   
   4. Gumperz, J. J. (1982). Discourse Strategies. Cambridge University Press.
   
   5. Sert, O. (2005). The functions of code-switching in ELT classrooms. The Internet TESL Journal, 11(8).
   
   6. Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423.

7. Auer, P. (1998). Code-Switching in Conversation: Language, Interaction and Identity. Routledge.


8. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.


9. Canagarajah, S. (1995). Functions of code switching in ESL classrooms: Socializing bilingualism in Jaffna. Journal of Multilingual and Multicultural Development, 16(3), 173–195.

10. Levine, G. S. (2011). Code Choice in the Language Classroom. Multilingual Matters.

The souls of the Jadids are eternally in our hearts 

Mardonova Marjona Muhsin kizi

Student of Polytechnic No. 1

Tel number:998-94-326-58-50

Abstract:

This article talks about the selfless Jadids who fought for the people, showed that science is an important factor, and raised the flag of the homeland to the skies. Who are the Jadids themselves? What did they do? Why are they called Jadids? These questions are not relevant for the Uzbek people, because the people of Uzbekistan highly respect their ancestors. The bravery and heroism they did in our past are immortalized in epic books in different languages. It is not difficult to learn from their lives that the Jadids would not have survived even death for the homeland during their lives. Most Jadids died early from this life, while some faced death in the very prime of their lives. But they died early not from death, but for the foundation of the homeland. Of course, these terrible events can shake the human heart, but we must understand that they wanted us to speak their names on our tongues, not with tears, but with pride. That is why the Uzbek people keep the souls of the Jadids in their hearts forever.

Keywords:

Jadids, enlightenment, spirituality, progress, reforms, people, self-sacrifice, science, struggle, commerce, generation, cultural heritage, research, prosperity

Introduction:

It is not for nothing that we named the title of this article as the souls of the Jadids are eternal in our hearts. Today, let’s bring together the Jadids who fought and strived for our current peaceful life. True, there are so many of them that if we wanted to write about them, we would create a book, but we will cite a few.

1. Mahmudkhoj Behbudiy, one of the founders of the Jadids, was one of the representatives of his people with a number of books, articles, and poems.

 2. Abdulla Avloni, one of the representatives of the Jadids, a poet, a teacher, an enlightener of the Shura period and a number of other creative figures

3. Shepherd, a national artist of Uzbekistan

These are the founders of the Jadid school. Selfless heroes who fought for the homeland

1. Jaloliddin Manguberdi

2. Amir Temur

3. Zahiriddin Muhammad Babur

Our scientific and writer ancestors

1. Alisher Navoi

2. Abu Ali ibn Sino

3. Hamza Hakimzoda Niyozi

These are just representatives of the Uzbek people, how many more of our ancestors fought for Uzbeks.

Main part:

Thousands of heroes around the world fought for their homeland, their names are sealed in books, we can only read about their heroic deeds in books because they fought for our prosperity and independence. If we write thousands of articles and books for them, we must show them again and again for the younger generation that they are still with us, and this is necessary, regardless of what nationality we are from.

Conclusion:

We, the youth of Uzbekistan, will never tire of showing the world the bravery of our Jadids, and this is our duty. This article was written about the Jadids of Uzbekistan. Let us be grateful to them for the peace and prosperity of our homeland, which the Jadids have done for us. The souls of the Jadids are eternal in our hearts

References:

1. B. B. Islamov – Jadids and enlightenment

2. Sadriddin Ayni – Esdalik (memories)

3. Khurshid Davron – Jadid

My Loyal Cactus

My loyal cactus,

I’m sorry to leave you alone in my balcony

I have no excuse except being forced to go to the south

Under the barrage of heavy bombs,

Frightening explosions and thousands of martyrs.

I’m sorry  again to let you encounter the terrible days and nights,

Witness the destruction of my surrounding neighborhood

And let you face thirst for more than a year without a sip of water

But I was there hungry and starving like you

When I came back

I found you still stalwart

Only some scars on your body

As a testimony on the merciless soldiers.

Let me  hug you tightly  and console you 

Because your thorns more delicate

Than the hypocrisy of humanity.

©® Ahmed Miqdad

Gaza

Palestinian poet

Activist

Awarded poet

Literary prize

Naji Naaman

2025