An Ordinary Saturday Night
Four beers in
On an ordinary Saturday night
And he’s doing internet research
On why dogs
Sit on people’s chests,
He can’t believe that his London
Has been gone
For more than two years.
Taylor Dibbert is a poet in Washington, DC. He’s author of, most recently, “Takoma.”
理性
是否每个人心中的指挥官
总是指向清晰的正义之路，
仅由无形的良知北极星所指引？
有时，自私的黑色磁石
牵引着指挥官冷静的目光，
引他走向扭曲的十字路口；
有时，仇恨与嫉妒的绯红迷雾
遮蔽了指挥官清澈的双眼。
在我的大学时代，
当疾病如烈焰般爆发，
我多次跨过黑暗的门槛；
抑郁的惊涛骇浪
将指挥官推下无尽的悬崖。
啊，神圣的造物主，
愿你所立的这位静默船长的心
永远如夜空的星辰一般闪耀，
不被病态自我的黑暗玷污划伤。
在生命的狂风暴雨中，
将他牢牢锚定在正义的基石上。
Reason
Does the commander in everyone’s heart
Always point to a clear and righteous path,
Solely guided by the invisible North Star of conscience?
At times, the black magnet of selfishness
Draws the commander’s calm gaze,
Leading him down twisted crossroads.
At times, the crimson mist of hatred and envy
Clouds the commander’s clear eyes.
During my college years,
When the disease flared like a fierce flame,
I crossed the threshold of darkness many times;
The fierce waves of depression
Pushed the commander off the endless cliff.
O divine architect,
Let the heart of this quiet captain You have established
Always shine like the stars of the night sky,
Untainted and unscarred by the darkness of a sickened self.
In the fierce storms of life,
Secure him firmly to the anchor of justice.
Wansoo Kim (1954) achieved Ph. D. in English Literature from the graduate school of Hanguk University of Foreign Studies. He has published eight poetry books. One poetry book, “Duel among a middle-aged fox, a wild dog and a deer” was a bestseller in 2012. He won the World Peace Literature Prize for Poetry Research and Recitation, presented in New York City at the 5th World Congress of Poets(2004). He published poetry books, “Prescription of Civilization” and “Flowers of Thankfulness“ in America.(2019), received Geum-Chan Hwang Poetry Literature Prize in Korea(2019) and International Indian Award(literature) from WEWU(World English Writer’s Union)(2019). He published “Heart of God” in America(2020). He published an autobiography book, “Secrets and Fruits of Mission” and a poetry book, “Flowers of Gratitude”(2021). He received India’s Independence Day Literary Honors 2021”(2021). He published the Chinese version of his ebook, “Heart of God,” which reached Amazon bestseller #1(2022). He published poetry books, “Captive of Crazy Love.”(2023) and “Teachings of Mother Nature(2024).
The Two Malta Trees
I was just getting ready to cut down the trees
The two Malta trees I planted four years ago
But there blooms not a single flower from then
I lost my patience and just took the cutter in my hand
‘To be, or not to be, that is the question’
Suddenly like a magic art I saw from both of them
The branches covered with flowers
My heart filled with joy
I stopped and waited for a while
Gradually the tree like the little ball blazed with the Maltas
So many Malta in the trees with the light of green stars
The birds are calling near them
Something heavenly whispers in my ears
The light of my smiling face reflects on them
I just came back to my thought
And found the path
Of the stretching glory in the belly
That comes to light at the time of the natural beauty.
Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.
Raising Eco-Conscious Leaders: My Journey with the ʼʼEcoMarathon ʼʼProject
In a world grappling with climate change, pollution, and the degradation of nature, the importance of environmental awareness cannot be overstated. Among the many initiatives working toward a greener planet, the ʼʼEkoMarathonʼʼ stands out as a remarkable and impactful project that not only educates youth but also transforms them into active defenders of the environment. I am honored to have been part of this inspiring journey.
The EkoMarathon is the brainchild of the dynamic and visionary Xusayn Tursunboyev—a person who wears many prestigious titles and plays several key roles in the field of youth activism and environmental advocacy. He is a member of the Youth Parliament, part of the TOP 20 Eco-Activists, recipient of the Ulughbek State Scholarship, the first-ever laureate of the Nature Protector Award, mentor-trainer at @uva_uz, Chairman of the Youth Ecologists Council (@yoshekologlar), and founder of the @ekonuruz and its flagship initiative, the ʼʼEkoMarafonʼʼ.
Launched in 2023 by the ECONUR team, the project has already completed ten successful seasons, growing in impact and recognition with each passing year. It is designed not only to equip young people with theoretical knowledge about ecology but also to guide them in putting that knowledge into practice. The project instills responsibility, awakens love for nature, and creates a ripple effect by encouraging participants to initiate their own environmental efforts within their communities.
My First Step Into a Green Future
I became part of this movement during its 7th season, and currently, I am proud to be participating in the 10th season as well. Thousands of young people apply for each season of the marathon, yet only 150 delegates are carefully selected based on merit, commitment, and potential to make a difference. The competitive nature of the selection process itself speaks volumes about the credibility and seriousness of the project.
Participating in the 7th season was a turning point in my life. Before that, I had a general interest in nature, but the EcoMarathon deepened my understanding and strengthened my emotional connection to the environment. It turned my curiosity into a calling. As a result, I not only became more environmentally responsible in my daily life but also took the initiative to create my own project called EkoZakovat, which focuses on ecological knowledge and awareness through educational games and challenges.
What Makes the EcoMarathon Unique
The EcoMarathon is structured as a 3-day program. Though it is technically an online project, the actual activities and assignments are performed offline by the participants, ensuring practical engagement. Delegates are divided into teams, each supervised by coordinators who monitor progress, ensure participation, and maintain discipline throughout the program.
Despite the online nature of coordination, the atmosphere is incredibly vibrant and unifying. In just three days, strangers from different corners of the country become like a family—sharing experiences, solving real-life ecological challenges, and motivating each other to do better. One of the most admirable features of the project is its balance between strong discipline and a supportive environment. Delegates who do not fulfill their responsibilities are respectfully removed, maintaining the quality and seriousness of the marathon.
The sessions include hands-on ecological training, creative challenges, recycling activities, awareness campaigns, and much more. The training sessions are delivered by environmental experts and mentors who offer valuable insights into various ecological issues and solutions. Each day of the marathon is carefully planned to be meaningful, motivational, and memorable.
EcoMarathon’s Deeper Impact
The EcoMarathon is not just about cleaning up parks or planting trees—it is about changing mindsets. It encourages participants to see the environment not as a separate entity, but as an extension of themselves. It teaches us that every small action, from using reusable bags to conserving water, can have a meaningful impact if multiplied across society.
Moreover, the project fosters leadership, communication, teamwork, and time management skills. Delegates learn to handle pressure, cooperate with people from diverse backgrounds, and take ownership of responsibilities. These are life-long skills that serve well beyond the ecological context.
The ripple effect is truly visible—many former participants have gone on to lead their own eco-initiatives, conduct local training sessions, and become influential voices in their communities for sustainable living.
My Personal Growth Through the Project
Looking back, I can confidently say that being a part of the EcoMarathon helped shape who I am today. It was not just a program I attended—it was a transformational experience. It changed my perspective on life, strengthened my belief in youth power, and most importantly, showed me that even a single individual can contribute to global change.
I still remember how nervous I was before my first season. But within the first day, I realized I was in a space where everyone shared the same dream—a greener, cleaner, and more conscious world. That sense of unity, shared purpose, and boundless energy still motivates me today.
After my 7th season, I continued to stay active in ecological work. I volunteered for other environmental events, helped organize eco-quizzes, and even mentored younger students who were interested in environmental protection. I now feel a sense of responsibility not only to nature but to future generations.
The Power of Youth and the Road Ahead
The EcoMarathon proves that youth are not just the leaders of tomorrow—they are the changemakers of today. When given the right guidance, tools, and opportunities, they are capable of tackling the world’s biggest challenges. Projects like the EcoMarathon are essential in building this bridge between knowledge and action.
As the 10th season continues, the dream is to expand the program even further—to reach more young people, create more awareness, and amplify the impact. The organizers hope to one day involve hundreds, if not thousands, of delegates per season, bringing ecological education into the mainstream of youth development.
I deeply support this vision. I believe that if every young person could go through an experience like the EcoMarathon, we would be living in a vastly different world—one where empathy for the planet is a natural part of our daily decisions.
Final Reflections
In conclusion, the ʼʼEkoMarathonʼʼ is more than just a project; it is a movement. A movement that brings together knowledge, action, and emotion in the most powerful way. It awakens the inner environmentalist in each participant and empowers them to carry that fire into the real world. For me, it wasn’t just a season of training—it was the season where I found purpose.
I am grateful to Xusayn Tursunboyev and the ECONUR team for their relentless efforts, their belief in youth, and their dedication to making this world a better place. The EcoMarathon is a testament to what can be achieved when passion meets purpose, and when young hearts come together for a common cause.
As I continue on my own journey of environmental activism, I carry with me the lessons, memories, and friendships built during the EcoMarathon. I hope my story inspires others to participate, to care, and most importantly—to act.
Because the future of our planet begins with the choices we make today.
Surayyo Nosirova Elyor qizi was born on May 13, 2006, in the Narpay district of the Samarkand region, Uzbekistan. From an early age, she showed a deep interest in literature, languages, and creative expression. Her passion for learning and writing became evident during her school years, where she actively participated in various academic, literary, and cultural activities. Currently, Surayyo is a first-year student at the Uzbekistan State University of World Languages, specializing in English Philology and Teaching. She is known for her strong academic performance and her dedication to mastering the English language. Her commitment to education extends beyond the classroom—she is the author of three published books: Heartfelt Thoughts, Voices in Writing, and Beyond Words: Mastering English. Each of these works reflects her insights into language learning, writing skills, and the emotional depth of student life. In addition to her books, Surayyo has written numerous articles.
The Faces of L.O.V.E
Love’s gentle touch knows no equal
Love’s goodness breaks the strongest wall
Love’s greatness breaks the largest mall
Love’s gift should be everyone’s call
Love’s courage makes man abound
Love’s care makes posterity surround
Love’s cause heals the odd wound
Love’s cast takes off the burden of the heavy ground.
Love Lets Offered Values Exist
Love Locks Off Vices Exceedingly
Love Labels Outrightly Valued Entities
Love Locates Obvious Virtues Easily
These are the faces of L.O.V.E.
(J)
Dad Loves Me
Dad loves me
because He made me
Dad makes me trust him
because he made my team
Dad makes me strong
because he made me not want
Dad makes me smile
because he took care of my file
Dad makes me sleep well
because he made me well
Dad makes me work
because he made me walk
Dad makes me obey
because he kept ‘Bad’ at bay
Dad makes me pass life’s test
because he made me life’s best
Dad makes me read my book
because he made me the nook
Dad makes me a way
because he made me pray
Dad makes me alive
because he gave me a life
Dad makes me like everyone
because he made love anyone
Dad makes me preach
because he made me teach
Dad makes me modest
because he made me honest
Dad makes me eat
because he made me fit
Daddy loves me always! That’s why I love him too!
Bilingualism and Cognitive Development in Children: A Study of Uzbek-Russian Bilinguals
Abstract: This paper investigates how bilingualism—especially Uzbek-Russian bilingualism—affects cognitive development in youngsters. Emphasizing the cognitive benefits seen in bilingual children—especially in executive functioning, memory control, metalinguistic awareness, and socio-cognitive development—it draws from present research and data gathered in Uzbekistan.
Although the advantages are clear, the article also addresses contextual issues such linguistic dominance and social attitudes. The paper underlines the need to encourage bilingual education in
multilingual cultures and urges greater study on underrepresented bilingual communities including Uzbek-Russian children.
Keywords: Bilingualism, cognitive development, executive functions, Uzbek Russian, metalinguistic awareness, theory of mind, socio-cognitive skills, Uzbekistan, language development, children.
Introduction
For decades, psychologists, linguists, and educators have been fascinated by bilingualism. Although the worldwide body of study has usually concentrated on European or North American populations, little is known about multilingual children in Central Asia, particularly in Uzbekistan.
Given the country’s multilingual background—where Uzbek is the state language and Russian is still widely spoken— children are often reared in bilingual settings. Focusing on executive processes, working memory, theory of mind, and metalinguistic awareness, this study looks at how Uzbek-Russian multilingual influences cognitive development.
The sociolinguistic scene of Uzbekistan provides a special background for research on bilingualism. Historically influenced by Soviet policy, Russian has retained a prominent presence in education, media, and government. Despite efforts to promote Uzbek, many families continue to speak both languages at home or across generations (Abduraxmanova & Abdurayimova, 2024).
Bilingual children often get instruction in Uzbek while consuming Russian media, leading to high levels of functional bilingualism. Recent research indicates that bilingualism improves various facets of cognitive growth. Constant mental switching between languages, Bialystok (2001) claims, helps bilingual children acquire better executive functions.
These consist of improved attentional management, mental flexibility, and inhibitory control. Baart et al. (2024) discovered in a comparative research that Uzbek-Russian bilingual kids did better in audiovisual speech perception activities than their monolingual counterparts.
Bilinguals also seem to have better memory performance. Kids with two language systems grow more efficient working memory to organize and keep vocabulary and grammar from both languages (Practice in Clinical Psychology, 2024).
This backs a developing agreement that bilingualism challenges and strengthens children’s cognitive control mechanisms rather than confounding them. Often, bilingual kids have improved metalinguistic awareness—the capacity to understand the structure and application of language.
This capacity becomes especially clear in Uzbekistan, where youngsters negotiate between two grammatically distinct languages (Alimova, 2023). They learn to think about language not simply as a medium of communication but as a system of rules that might fluctuate.
Theory of mind, the understanding that others have views and viewpoints different from one’s own, is also improved in multilingual children (Kyuchukov et al., 2023).Among Uzbek Lyuli youngsters, who speak both Uzbek and Russian or Tajik, bilingualism was found to boost early development of perspective-taking and empathy.
Despite these advantages, bilingual youngsters in Uzbekistan confront problems. Some families regard Russian to be the “prestige language,” resulting to unequal development or even loss of Uzbek abilities among urban youth. Tursunova et al. (2023) caution that such changes could impair cultural identity and weaken native language ability.
Moreover, educational systems generally do not fully support balanced bilingual development. Lack of skilled teachers, inadequate bilingual materials, and cultural bias against minority languages lead to language dominance and code-switching anxiety (Miliyeva, 2023).
Recent study in locations like Tashkent and Bukhara demonstrates that multilingual youngsters often develop early literacy skills in both languages and exhibit excellent social adaptation. However, language use varies largely on parental influence, school language policy, and peer group preferences (Baart et al., 2024; Tursunova et al., 2023). For instance, in houses where both languages are equally supported, children demonstrate higher vocabulary retention and comprehension.
Uzbek-Russian bilingualism is a good case study for learning how managing two languages influences a child’s cognitive development. The benefits—ranging from higher executive functioning to better social understanding—are consistent with global research on bilingualism. However, to reap these benefits, educational policy in Uzbekistan should better foster balanced bilingualism and overcome cultural biases.
Future research should include longitudinal data and neurocognitive tests to better validate these findings in Central Asia.
References
1. Abduraxmanova, X. R., & Abdurayimova, A. I. (2024). Reflection of Uzbek-Russian bilingualism in the speech of residents of Uzbekistan. European International Journal of Pedagogics, 4(5), 61–63.
https://eipublication.com/index.php/eijp/article/view/1873
2. Alimova, M. I. (2023). The impacts of bilingualism on children’s language development. American Journal of Pedagogical and Educational Research, 12, 300–302. https://www.americanjournal.org/index.php/ajper/article/view/924
3. Baart, M., Arakelian, E., Morozov, A., & Usmanova, M. (2024). Exploring audiovisual speech perception in monolingual and bilingual children in Uzbekistan. Journal of Experimental Child Psychology, 239, 105808.
https://doi.org/10.1016/j.jecp.2023.105808
4. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge University Press.
5. Konnikova, M. (2013, January 22). Is bilingualism really an advantage? The New Yorker. https://www.newyorker.com/science/maria-konnikova/bilingual-advantage-aging-brain
6. Kyuchukov, H., de Villiers, J., Mamurov, B. B., & Akramova, G. R. (2023). Narratives reflecting Theory of Mind among bilingual Lyuli children of Uzbekistan. Journal of Language and Cultural Education, 11(1), 1–15. https://doi.org/10.2478/jolace-2023-0001
7. Miliyeva, M. G. (2023). Influence of bilingualism on socio-cognitive personal development. Zien Journal of Social Sciences and Humanities, 1(4). https://zienjournals.com/index.php/zjssh/article/view/37658. Practice in Clinical Psychology. (2024). Cognitive abilities in monolingual and bilingual children: A comparative study in Azerbaijan Iran. Practice in Clinical Psychology, 12(3). https://jpcp.uswr.ac.ir/article-1-930-en.html
9. Tursunova, Z. F., Mamatova, D., & Sharipov, M. (2023). Bukhara’s linguistic mosaic: Unraveling bilingual dynamics. Comparative Linguistics, Translation, and Literary Studies, 1(2). https://citrus.buxdu.uz