Emily as Men of Science Waste Their Lives
No matter the reward
of knowing,
the incredible things
can only nurse us
when they’re in
our mouths.
I cannot chorus
with any other man.
I’m busy, with Emily.
Emily as a Suit of Gold
Whenever
I’m given
an opportunity
to wear Emily
I am to be
witnessed
& remembered
for the excess
of her love.
Emily as an Owl in the Morning
The light is staggering,
but she can still see me
even when I hide from her.
She cries in silence
When it’s echoing,
The clouds go dark
The dream melts
The tears pulling down her cheeks in my chest
wake her up to another morning
The pain she endures has developed into tears
The clock turned,
In bed, the pillows are wet
Her cries couldn’t be voiced out to be heard
Instigated by friends, was the mystery she bared
She looked around
She was alone again
She cries in silence,
No care, no love, no affection
What a dramatic irony
She fed love in her heart with tears that flow in silence
Late night coming
The love has faded
She cries,
And left her eyes bloody and red
No attention,
The TV has now become her companion
Biography:
Jelvin S. Gibson is a multifaceted individual with various talents and interests. He is a:
– *Poet*: Known for his thought-provoking poems, such as “Addiction,” “Kweeju” (Abandon Child), “Love at Sunset,” “Black Queen,” and “Another Plus One”.
– *Teacher*: Holds an Associate Degree in Education (AA) in Language Arts from Licosess Mobile Teacher Training College.
– *Scriptwriter*: Has written scripts for movies, including “Greed” and “Kweeju” (Abandon Child).
– *Director*: Involves in the Liberian movie industry as a director.
– *Actor*: Has acted in movies, showcasing his creative skills.
– *Introvert*: Prefers to keep a low profile, focusing on his artistic pursuits.
– *Inspiration*: Draws inspiration from his father, who encourages him to pursue his dreams
Problems in the process of teaching the mother tongue at school
Kattakorgan State Pedagogical Institute
Faculty of Pedagogy
Primary Education Department student
Nurmetova Orzu Farhod qizi
Tel: (+998)-88-267-37-07
E-mail: orzunurmetova48@gmail.com
Annotatsiya : Ushbu maqolada maktabda ona tili taʼlimini samarali tashkil etish masalalari hamda bu yoʻnalishda uchrayotgan muammolar tahlil qilingan.Maqolada oʻquv jarayonida qoʻllanilayotgan darsliklar va metodikalar,oʻquvchilarning kasbiy tayyorgarligi,nutq madaniyati hamda tilga boʻlgan munosabati haqida soʻz yuritiladi.Shuningdek,zamonaviy pedagogik texnologiyalarni qoʻllash,interfaol usullarni keng joriy etish,oʻquvchilarda ona tiliga muhabbat va masʼuliyat hissini shakllantirish boʻyicha soʻz yuritilgan
Kalit so‘zlar: ona tili, ta’lim jarayoni, metodika, o‘qitish usullari, dars sifati, o‘quvchi faolligi, nutq madaniyati, imlo xatolari, yozma nutq, og‘zaki nutq, didaktik materiallar.
Аннотация: В данной статье проанализированы вопросы эффективной организации преподавания родного языка в школе, а также проблемы, возникающие в этом направлении. В статье рассмотрены используемые в учебном процессе учебники и методики, профессиональная подготовка учащихся, культура речи и отношение к языку. Также речь идет о применении современных педагогических технологий, широком внедрении интерактивных методов, формировании у учащихся чувства любви и ответственности к родному языку.
Ключевые слова: родной язык, образовательный процесс, методика, методы преподавания, качество урока, активность учащихся, культура речи, орфографические ошибки, письменная речь, устная речь, дидактические материалы.
Annotation: This article analyzes the issues of effectively organizing mother tongue teaching at school and the challenges encountered in this field. The article discusses the textbooks and methodologies used in the learning process, students’ professional preparation, speech culture, and their attitude towards the language. In addition, it focuses on the use of modern pedagogical technologies, the extensive implementation of interactive methods, and cultivating a sense of love and responsibility towards the mother tongue among students.
Keywords: mother tongue, educational process, methodology, teaching methods, lesson quality, student activity, speech culture, spelling errors, written speech, oral speech, didactic materials.
Introduction: The mother tongue is a spiritual treasure of the nation, and the most important means that expresses the people’s thinking and culture. Teaching the mother tongue in the school education system is aimed not only at providing grammatical knowledge, but also at developing the ability to think correctly, fluently and consistently, expanding students’ vocabulary, and improving their speech culture.
However, today there are several problems in the process of teaching the mother tongue in schools. On one hand, this is related to the effectiveness of teaching methods, and on the other hand, it is closely connected with the general attitude towards language culture in society.
At a time when learning foreign languages is gaining great importance in the context of globalization, it is necessary to further strengthen the prestige and status of the mother tongue. Therefore, improving the process of teaching the mother tongue at school, strengthening students’ love and respect for their native language, and increasing the effectiveness of education based on modern pedagogical approaches are among the most urgent tasks.
Literature review
Scientific work and research conducted on teaching the mother tongue in schools show the relevance of this topic. Sh. Almamatova and M. Mamatqulova in their research highlighted the learning problems that occur in modern lessons and developed proposals to eliminate them. U.B. Bobojonova systematically justified the general didactic and subject-specific methodological principles in mother tongue teaching. S.M. Umarova scientifically substantiated the effectiveness of using an integrative approach in teaching the mother tongue, that is, teaching the language in harmony with other subjects through learning tasks. In the article “Current problems in teaching the mother tongue and literature and ways to solve them” written by Jalil Jalolovich, problems related to the scientific-methodological consistency of textbooks, students’ low literacy level, teachers’ methodological culture, and the material and technical base of schools were widely analyzed. These views show that the number of scientific studies on this topic is increasing and that the topic requires constant research.
Research methods
The research on the topic “Problems in the process of mother tongue teaching at school” was carried out on the basis of the following methods:
Observation method – During the research, mother tongue lessons at school were directly observed, and the organization of the lesson, the level of using interactive methods, students’ activity in the lesson, and their independent thinking skills were studied. Based on the results, recommendations were developed to improve lesson effectiveness.
Survey and interview method – Surveys were conducted among students and teachers. In it, students’ interest in the mother tongue subject, problems in speech culture, difficulties encountered during the lesson, and teachers’ methodological approaches were studied. Interviews were also conducted with teachers and their professional experience was analyzed.
Analysis method – School textbooks, curriculum, methodological guides, practical experiences, and materials related to the activities of advanced teachers were analyzed. Based on these, the effective and weak aspects of the lesson process were identified and directions for improvement were developed.
Results and discussion
The results of the research showed that the main problems in the process of teaching the mother tongue are as follows:
the development of students’ oral and written speech is weak, their vocabulary is limited, and their skills of using grammar rules in practice are low;
the learning process is more focused on theoretical knowledge, and work on text analysis, creative thinking and speech situations is insufficient;
teachers’ pedagogical skills and their aspiration for innovation in choosing methodological approaches are not high everywhere;
due to the large number of students in classes, individual approach is limited;
extracurricular reading culture is weak, and interest in reading fiction is insufficient.
To eliminate these problems, it is necessary to strengthen interactive approaches in teachers’ activities, organize lessons based on practical exercises, increase work with texts that develop independent thinking in students, and involve parents in the process.
Conclusion
In conclusion, the mother tongue is not only a subject that provides grammatical knowledge, but also the main subject that shapes the student’s thinking, worldview, speech and spirituality. Therefore, improving the teaching process of the mother tongue at school is a requirement of the time. Applying modern pedagogical technologies in the lesson, strengthening teachers’ methodological training, increasing students’ love and respect for the language, and establishing work with literary texts will increase the efficiency of education. As a result, the speech culture, thinking capacity and national identity of the future generation will rise.
References
EDUCATION BEYOND THE CLASSROOM, HOW EXTRACURRICULAR ACTIVITIES SHAPE FUTURE LEADERS
Student of philology faculty, Uzbekistan State World Languages University.
Annotation: “Tell me and I forget, teach me and I may remember, involve me and I learn.’’ – Benjamin Franklin. This quote clearly underlines the importance of extracurricular activities in the learning process. It suggests that success, real understanding, and personal growth come not from passive, theoretical lessons but from practical and hands-on involvement. Furthermore, it emphasizes that extracurricular activities mainly focus on developing essential life skills, including leadership, teamwork, and problem-solving. However, in many countries, the traditional education system often overlooks the power of hands-on experience. This raises an intriguing question how schools and universities can balance theoretical and practical learning, where students gain not only knowledge but also an experience to build a strong background for their future. This article explores how important extracurricular activities are in shaping students success across various aspects toward excellence.
Key words: Extracurricular activities, Education, Leadership, Problem-solving, Critical thinking, Creativity, Financial constraints, Personal growth.
Introduction: Education is often linked with classrooms, exams, and theories. However, extracurricular activities, including sports, music, art, excursions, volunteering programs, and debates not only help build social skills and connections but also enhance academic performance and develop leadership and responsibility. It is also considered a pathway to personal growth, especially when students are involved in group projects or teamwork. Therefore, they learn how to work together, manage their time, solve problems and handle responsibilities which are not taught in textbooks.
Social media and misconceptions: Furthermore, with the rise of social media among young people, a lot of misinformation has been spread. Many bloggers and motivational speakers are promoting the idea that formal education is insufficient for achieving success with the examples of the most successful billionaires, such as Bill Gates, who dropped out of Harvard University, Mark Zuckerberg, who also left Harvard University and Steve Jobs, who quit college, etc. Therefore, this has led to the belief that higher education is not essential to achieve success.
Here comes the question: is dropping out of education really the only solution to succeed. Although some people give credit to quitting school or university as the key to success, the opposite is true in the real world. A few billionaires, such as Bill Gates, Mark Zuckerberg, and Steve Jobs, are exceptions, representing a very small percentage. According to studies, many of U.S. leaders, including billionaires, attended college. Thus, successful dropouts are extremely rare.
Role of Universities and Clubs: As for the example of Harvard, there are more than 450 student-run organizations, including athletic teams and a wide range of artistic, musical, political, and social clubs. These opportunities provide students with hands-on experiences for personal growth, leadership development, and building networks and friendships. Besides, extracurricular activities do matter in gaining admissions at top universities, such as the University of Oxford, Cambridge, MIT, and other world-renowned universities. Students with robust extracurricular profiles or CVs, or at least with 30% of public activeness, are more likely to be accepted. Consequently, prestigious universities do not overlook the real power of extracurricular activities or treat them as optional. However, they see them as the most powerful educational tools.
Extracurricular activities in Uzbekistan vs. Abroad: In addition to this, extracurricular activities in Uzbekistan also hold an essential role, but their structure and content differ from those in foreign countries. For instance, in Europe and North America, art, music, drama, sports, literature, design, and other creative disciplines, which enhance their imagination, thinking skills, and expressive abilities, are mainly carried out. As for Uzbekistan, extracurricular activities primarily focus on promoting cultural and national values. Therefore, national arts and handicraft clubs are mainly valued as far as they foster an interest in Uzbek nationality and identity. Moreover, sport and literature are also given great attention. Many schools and educational organizations arrange sport competitions and literature clubs, especially those focused on promoting a healthy lifestyle and understanding nation’s literary heritage.
Debates and Conferences: Participating in debates and conferences is more than just an extracurricular activity. These activities not only provide real-life experience for students but also strengthen their communication skills and critical thinking abilities, which are particularly beneficial for job interviews, presentations, or even casual conversations. In debates or group discussions, students are often pushed to think on their feet. They must understand both sides of an argument and analyze situations from multiple perspectives, which helps them sharpen their problem-solving skills. Besides, during the class discussions, it is crucial to be a good listener and to respect opponent’s points. This teaches them responsibility and the importance of listening before responding. These experiences make them good team players by promoting collaboration. In order to prepare for debates, students are required to research their topics deeply, which involves finding reliable sources and relevant facts to support their arguments. This process develops strong research skills, which helps differentiate between credible and non-credible sources of information. These skills are important for shaping them into well-rounded individuals who are informed about the world around them.
Challenges in Implementation: Despite the clear benefits of extracurricular activities, challenges in implementing them can hinder the development of students. First and foremost, the main challenge is a shortage of resources and budget for schools and educational organizations to operate co-curricular programs. With limited budget allocations among competing priorities. For example, art programs need supplies, sports teams require valuable equipment, and IT or technology clubs demand up-to-date tools. These issues often become the first obstacles. Moreover, students often struggle with balancing co-curriculars and exam preparation as balanced schedules are not always set by schools or organizations. In that case, many students have to prioritize exam preparation or academic performance over these hands-on learning experiences. Examination-focused education systems often view these activities as distractions rather than complements to learning. Consequently, parents and administrators may reject these programs as they are seen to take time away from “serious” academic work. Additionally, overwhelming workloads are faced by teachers and trainers, leaving little energy for additional responsibilities. A lack of specialized knowledge can become a barrier when schools are ready to offer diverse activities but few teachers with relevant skills in coaching. A history teacher may excel in the classroom but cannot hold meaningful debate clubs for students, reducing opportunities for them to develop critical and analytical thinking.
Solutions to Challenges: Creative problem-solving and strategic planning are required to overcome these challenges. Schools and educational organizations frequently face financial challenges in implementing extracurricular activities, which is the often the case in Uzbekistan. To address these issues, several measures can be implemented by the government. This includes finding financial sponsorships from local cultural clubs, businesses, or youth organizations to share resources and skills. Additionally, applying for grants or financial aid from foundations in order to support extracurricular activities. Costs can be reduced by reusing existing materials, sharing resources between organizations, and using free online platforms or courses. Furthermore, curriculum integration strategies play an important role in addressing time constraints by embedding co-curricular elements within regular academic programs. It is critical to strike a balance between academics and extracurricular activities. Teaching students how to manage their time and prioritize tasks contributes to their overall development. Balance does not always mean equal time for everything but rather ensuring that there is enough time for priorities. Moreover, schools and educational organizations should promote regular extracurricular activities that are aligned with academic calendars to avoid overlap. To address the belief that extracurricular activities actually distract students from academic achievements, educators and administrators can organize meetings or seminars to demonstrate how these programs enhance academic excellence rather than reduce it.
Teacher workload and training: According to UNESCO’s “Global Report on Teachers”, many educators are suffering from excessive workloads, and a lack of guidance and support. It is believed that by reducing paperwork, and non-teaching tasks, and by freeing up their time, teachers can be more available to supervise extracurricular activities. In addition to this, educational organizations can arrange workshops or professional coaching to educate teachers and help them become specialist in their fields. Recognizing and rewarding teachers also contribute to their effectiveness and consistency, emphasizing teacher motivation and status. Thus, in order to deal with these workload concerns and excessive pressure on teachers, the government should offer targeted support to enable teachers to contribute to extracurricular programs effectively.
Conclusion: Extracurricular activities play an indispensable role in shaping the future leaders and well-rounded individuals, contributing considerably to both personal and academic growth. They equip students with many opportunities to nurture critical life skills that are not typically taught in classes, including leadership, time management and teamwork. Moreover, engaging in extracurricular activities should not be seen merely as a way to pass the time but for strengthening and gaining hands-on experiences for real-life challenges. As for the many successful individuals, such as Elon Musk, Bill Gates, and Mark Zuckerberg, they underline the importance of creativity and curiosity and problem-solving skills, which go far beyond classroom lessons. In spite of potential challenges, which arise mainly because of limited financial resources, heavy teacher workloads, and a lack of specialized trainers, the benefits of extracurricular participation far outweigh the drawbacks. Therefore, educational institutions and schools should prioritize the integration of diverse and inclusive extracurricular programs to promote comprehensive development.
References:
1. Extracurricular Activities: Success and Development of Communication Skills with the Role of Parents, Public and Home Work (Alisher Sabirov) — A study from Uzbekistan on the value of extracurricular activities in higher & secondary education. (https://scispace.com/pdf/extracurricular-activities-success-and-development-of-1efezp1s7q.pdf)
2. Organization of Extracurricular Activities in Primary Classes Abroad and in Uzbekistan — A 2025 article analysing the organisation of extracurricular activitiesinUzbekistanvsabroad.(https://scientists.uz/uploads/202502/B.P.-16.pdf)
3. Significant Features of Organizing Scientific Extracurricular … (Abduramanova D.V., 2020) — Study on student interest in extracurricular circlesinUzbekistan. (https://ares.uz/storage/app/media/2020yil/Vol_1_Issue_3/718-722.pdf)
4. Uzbekistan Education Sector Analysis: 2021 (UNICEF / UN) — Broader report on Uzbekistan’s education sector including elements relevant to extracurricular&non‑formalactivities. (https://uzbekistan.un.org/sites/default/files/2022‑05/Edu%20Sit%20An_UNICEF%202022_0.pdf)
5. Students Involvement in Extracurricular Clubs: Effect on Academic Achievement – Uzbekistan Case (Sardor G., 2025) — Recent research showing positive effects of extracurricular club involvement in Uzbekistan. (https://unipublish.org/index.php/conference-proceedings/article/view/32)
6. Extracurricular Activities in Professional … Teaching Students Folk Crafts – Uzbekistan Example (Qodirov B.E., 2022) — Example of using folk‑craft extracurricularsinUzbekistan. (https://eipublication.com/index.php/eijmrms/article/view/199)
7. National Review – Adult Learning and Education Uzbekistan (DVV International – Central Asia, 2025) — Review of adult and non‑formal education in Uzbekistan, useful for broader context of extracurricular / non‑formallearning.(https://www.dvv-international-central asia.org/fileadmin/files/centralasia/National_Review/National_Review_ALE_Uzbekistan_2025_EN__10_.pdf).
Omonova Shakhzoda is a university student specializing in English Philology at the Uzbekistan State University of World Languages. Her academic interests include education, language learning, and cross-cultural communication. She has participated in Model United Nations conferences, student debate clubs, and volunteering programs aimed at youth development. She is currently focusing on improving her research and communication skills and plans to continue her studies abroad. Shakhzoda also contributes to academic research and article writing, aiming to share insights on social, educational, and cultural topics.
Pouring the Isle of “You smile all the time” in Titanic Chugged Cruiser: ‘The Way We Were’—-A Decanter of Obituaryfest Through Filmic Literature
Z I Mahmud, Alma Mater, English Department, University of Delhi, India
Silver screen mountain lion of Utah—Robert Redford and lioness glamour girl—Barbra Streisand manifest character arcs within claustrophobic debonair … As Rooseveltian romantic lovers, the chameleon couple is exposed to being infested and pestered through an ensemble of aural-visual on-screen framework enculturated within psychodrama ; thus marooned within the shipwreck of unamnesiac anathema. Sydney Pollack embodies francophone aboriginality and diasporic expatriate postnationalist postcoloniality Bunyanesquing— [Bunyanesquing is a neologism, insomuch and inasmuch of psychologizing and sexualizing filmic repertoire and that is this line of argument can be phrased as projections of extended personalities from curatorial directorship perspectivity] a laurel wreathed in romantic tenor filmic production. Erens, Patricia, and Sydney Pollack. “SYDNEY POLLACK: THE WAY WEARE.” Film Comment 11, no. 5
(1975): 24–29.
Katie Morosky puts forth the rhetoric of Rooseveltistic welfarism and unionization —raking over the coals anti-Cold War tensions and anti-McCarthyism in controversial conversation with fellow travelers and socialist compatriots of the motion picture industry.
Without cineversing hat on a hat, Barbra Streisand roasts arguments to watch their melting faces drip off their worthless faces as explained in the article by Matelski, Marilyn J. “‘The Way We Were. . .’ and Wish We Weren’t: A Hollywood Memoir of Blacklisting in America.” Studies in Popular Culture 24, no. 2 (2001): 79–98. Herein the interpolation of Rooseveltistic sympathizer cast Streisand in highlights of liberalistic Americanism.
Her husband is dead! Dead!!! Yes, Mrs. Roosevelt went down into the mines. And when they asked her why, she said, “I am my husband’s legs.” Did you tell the crippled jokes, too? Is there anything that isn’t a joke to you people?”
Hubbell and Morosky star studded casts pacifist egalitarianism transition toward flashforwards of retrospective grain of salt : ‘but making a blessed buck’ and ‘PEOPLE—are more important than any goddamn witch-hunt’.
Crystalline Jewishness of Katie Morosky [Barbra Streisand] surmountingly triumphs with conquest of a bagel of appreciation. Because of her creditworthy work ethics, passion, intelligence and marvel —- heartmelting observance of Jewish American lady persona in Hubbell Gardner [Robert Redford] backstage is fruitified in PICKETTE, SAMANTHA. “‘When You’re a Funny Girl’: Confirming and Complicating Accepted Cultural Images of Jewish Femininity in the Films of Barbra Streisand.” In Jews and Gender, edited by Leonard J. Greenspoon, 245–70. Purdue University Press, 2021. Both masculinization and feminization are characteristic traits of wave of womanist revolutionary blueprint of Jewishness and Samantha Pickette situates Streisand framework consolidating ‘feminine’ and ‘masculine’ to undermine ideals of a hierarchical society governed by hegemonic gendered expectations.
However, commie to saddie stock caricature imperils this governance of femininity. For the sake of argumentative emphasis, castration threat faced by the heroine is an unheimlich torrent in the vein of imaginary eugenics agrophobia—- superimposed upon the hero’s egomaniacal masculinity and psychic virility.
‘You and me. Not causes. Not principles’—-depoliticizes her political partisanship and disenfranchises female empowerment. After all, undertones and undercurrents of power struggles derelict the relationship between the couple with Katie’s clash of counterback, “Hubbell, people are their principles.” For Hubbell Katie’s reformer sage-like personality for thriving and striving the way of the world is a utopian idealism. Despite platonic romance Hubbell-Katie is a doomed pair—- stranded in dysfunctional marriage—– recoils into a shuddered wedding. If Katie doesn’t sell her soul for the sake of the American dream as extrapolated from the literary critic Letty
Cottin Pogrebin’s point of view, then I wish to argue what Samantha Pickette’s illustrative scholarship eschews. Hubbell Americanizes Judaism to the hinges and fringes of Christianity for the sake of the American Dream by permutation of plot twist and storyline. The transposition of a divorce petition springs forth within the cellar of the fourth wall.
Wasn’t Samantha Pickette walking on egg shells with confession in the performative gender of bolstering feminine body polity that after all she shrugs off her standpoint in the teleological ontology tracing Barbra Streisand’s happy endings— as transgressive nature of
feisty womanist Jewishness betide through poetic justice in the consequential aftermath of breaking off ritualization of interreligious institution.
Later the erudite scholarly critic nails the coffin in Katie Morosky’s everywoman struggles for restoration of family building by sheltering in the refuge of lyrical poetic fairy tale tradition of angel of the hearth. Dissolution of marriage coincided since salt of the earth Hubbell wanted care-free reliable family reconciliation within screen writing career; however Hubbell’s angel of the hearth was always waiting for the next shoe to drop in this mores of the nuclear disarmament campaign. In a nutshell, nostalgic glorification behind succumbment of the rack and ruin pair is likewise opening a can of worms amongst star-crossed and unrequited lovers.
The Way We Were transcendentally nostalgizes as symbolic epitome —in the heartfelt memoiristic reminiscences of Barbra Streisand for being cultural lightning in a bottled remembrance—memorial services of star-studded goodbye Hollywood has seen in decades. We are talking about a man who didn’t just act. He discovered talents. He nurtured careers. He changed the entire landscape of independent filmmaking. After all, as much as you can and as long as you can, philosophy floods with the memorabilia chemistry of this on-screen
couple—outlasting impressions of idolization of the entertainment industry alongside film studies and film criticism. ‘The double helix of the star wattage heyday lionizes tussled blonde locks, granite jaw and million dollar smiles’ as star cast reviewed by Robert Redford’s Funeral, Barbara Streisand’s TRIBUTE Is STUNNING!
Robert Redford elevated the powerhouse actress like Streisand through the enduring magical caprice of the popcorn classic The Way We Were. ‘That film, that performance, that chemistry between Redford and Streisand, it captured something eternal about love and loss, and the way time changes everything … As Barbra Streisand takes her leather gloved hand and pushes her summer boy Sandie blonde hair from Robert Redford’s forehead and he clasps her
wrist gently pulling her into a final embrace. An inevitable farewell, the audience sobbed.’
Redford resurrects in her epitaphic memorial as the times she remembered the fun they had commenting upon the Oprah Winfrey interviewing him, “I remember liking her energy and her spirit. It was wonderful to play off of. I also really enjoyed kidding her. She was fun to kid.”
From touching every corner of the entertainment industry, the actors he worked with, the directors he discovered and causes he championed…devotion to conservation, life, vision and
lasting contribution to Utah…feelings he inspired, dreams he encourages, independent voices he amplified through Sundance, lives he touched, careers he launched, the storytelling craft…loyalty, trustworthiness, principles, looks, commitment to excellence… and so on and so forth. Streisand’s onscreen heroization of Redford shall outlive real marriages through the relationship strands between Katie-Hubbell pair—-beauty with substance and stardom with
purpose helming the filmworld—-recognizing his worth, celebrating his talent, maintaining the everlasting bond throughout decades.
Photography Acknowledgement
THE WAY WE WERE Starring Barbra Streisand & Robert Redford. October 16, 1973. Picture, taken on set during the filming in 1972. Eoghan. Barbra Streisand Fan’s World Page
Robert Redford and Barbra Streisand, who starred together in 1973’s ‘The Way We Were’.
💜Smooth Radio
Robert Redford In ‘The Way We Were’
Barbara Streisand and Robert Redford sit smiling looking forward in a scene from the film ‘The Way We Were’, 1973. (Photo by Columbia Pictures/Getty Images)
Streisand & Redford In ‘The Way We Were’
View of American actors Barbra Streisand and Robert Redford as they lie in bed in a scene from the film ‘The Way We Were’ (directed by Sydney Pollack), Los Angeles, California, 1972. (Photo
by Steve Schapiro/Corbis via Getty Images)
Redford & Streisand In ‘The Way We Were’
View of American actors Robert Redford and Barbra Streisand as they face one another in a scene from the film ‘The Way We Were’ (directed by Sydney Pollack), Los Angeles, California, (Photo by Steve Schapiro/Corbis via Getty Images) 1972.
Z. I. Mahmud [email: zimahmud_anan@yahoo.com] is a Bangladeshi scholar, creative writer, and B.A. (Honours) alumnus in English from Satyawati College, University of Delhi. He has recently submitted an essay for the Keats Shelley Memorial Prize titled, The Utopian Enlightenment of Romantic Sublime Dissolves Into Dystopian Apocalypse Within Mary Shelley’s Last Man. His research and creative work explore literature’s intersections with history, imagination, and cultural reception. Mahmud’s abstract, Dungeon-Castle and Demonic Downfall: Traumatizing Horroresque Gothicization of the Medievalist Halloween, has been selected for panel presentation at the virtual conference Confound the Time: Reception in Medieval & Early Modern Studies, 24–25 January 2026.
FEELING OUT OF SIGHT
Versatile love in life
Arrange feelings with emotions
Raise your love for me
State it, even when times are darkest
How we suffer despite this
And let me count the ways
Before the sun rises
Reasonably I have to make you mine
And when you’re with me
Joys that seem to boggle the mind
Equal by its tears, and clear
Sweet feelings of true love
Has touched our lives, our souls forever.
Dr. Brajesh Kumar Gupta ‘Mewadev’, Banda (U.P. – India)
Dr. Brajesh Kumar Gupta, also known as “Mewadev,” has been recognized on several prestigious platforms for his contributions to literature and the arts. Notably, the state of Birland commemorated him with a special edition postage stamp. He is the recipient of the Presidency of the International Prize De Finibus Terrae (IV edition), awarded in memory of Maria Monteduro in Italy. Dr. Gupta has been honoured with an honorary Doctorate of Literature (Doctor Honoris Causa) by both The Institute of the European Roma Studies and Research into Crimes Against Humanity and International Law in Belgrade, Republic of Serbia, and the Brazil International Council CONIPA and ITMUT Institute.
In addition to his literary achievements, Dr. Gupta was awarded the Uttar Pradesh Gaurav Samman in 2019, further solidifying his impact on regional and international platforms. Currently, he holds the position of the 3rd Secretary-General of the World Union of Poets, serving from December 30, 2017, through December 31, 2024. His role in this organization is pivotal, reflecting his commitment to advancing the global literary community.
Dr. Gupta is an accomplished author of eight books and the editor of twenty-seven volumes, showcasing his extensive contribution to literary scholarship. Beyond his literary pursuits, he serves as the principal of S.K. Mahavidyalaya, Jaitpur, Mahoba (U.P.), and resides in Banda, Uttar Pradesh, India. For further engagement, he can be reached via his social media profiles at facebook.com/brajeshg1, or through email at dr.mewadevrain@gmail.com. His work and legacy are also featured on www.mewadev.com.
First Flight
The plane races along the runway
like a blue-eyed stag bounding step by step,
its beak raised, wings unfurled,
rising straight into the sky.
Through the window—
high-rises, trees, roads,
shrinking into toy-like shapes,
fields spreading like flat plates,
ponds boxed into tiny squares,
sheep and goats no bigger than ants.
The earth recedes behind
as the aircraft tilts its wings
to take a sudden turn—
just as we stray off a path
onto some slanting trail,
towards Fork, towards trail.
At thirty-three thousand feet
I peer downward into the haze:
black mist hides winding threads,
surely they are rivers,
holding in their flow
the innocence of our hearts.
Clouds appear—
flower-clusters, white, azure,
soft as carded cotton;
hills draped in blue veils of mist,
summits locked in embrace with drifting vapors,
and far beyond—
snow-mountains, ascetic, still,
their serenity like sages in meditation.
Overhead stretch white canopies of cloud,
and when the plane strikes them
its wings glisten, damp,
as if even the passengers’ souls
had been washed in a secret rain.
Then—enter the air hostesses,
voices honeyed,
words spilling with laughter—
smiling lips, eyes alive,
whispering through the hush of turbines,
fragrant as fresh jasmine.
At night, midair,
I glance below—
scattered glimmers blink back,
like stars shining
from the depths of earth itself.
Descending into darkness,
the city spreads in long-shot frames:
a dazzle of lights,
shimmering, blinding,
pulling you into wonder,
but also planting
an unfamiliar dread,
like a lone wayfarer on a highway
who, hearing a vehicle thunder close behind,
instinctively edges
toward the safety of the curb.
Lakshmi Kant Mukul is an Indian writer, poet, critic, rural historian and serious scholar of folk culture, born on 08 January 1973 in a rural family in Maira village, District Rohtas, Bihar province, India. His literary journey began in 1993 as a Hindi poet and since then, he has published three books in Hindi and has been published in more than two dozen anthologies and hundreds of journals. Apart from Hindi, he also writes extensively in Urdu and Bhojpuri and also translates them into English himself. His two published poetry collections are- “Lal Chonch Wale Panchhi” and “Ghis Raha Hai Dhan Ka Katora”. His published book on rural and local history is- “Yatrion Ke Najriye Mein Shahabad”. He has received many awards for his work, including Aarambh Samman for his poetry writing in Hindi language, the prestigious Hindi Sevi Samman of Bihar Hindi Sahitya Sammelan. His English poetry has been published in many international anthologies and translated into many languages. The notable achievements of his literary career are – recognition as a farmer poet and expertise on the changes taking place in the rural environment in the global era. Having studied law, he has adopted the modern style of farming. postal address -LAKSHMI KANT MUKUL Village _ Maira, PO _ Saisar, SO _ Dhansoi, Buxar, Bihar [ INDIA] Mob.no._6202077236 Postcode – 802117 Email – kvimukul12111@gmail.com mob.no