Synchronized Chaos’ First April Issue: Where Memory Meets Tomorrow

Image c/o Omar Sahel

First, a few announcements.
Sandra Tabac invites poetry and art submissions for an international Hands of Love anthology.

Also, The Arab Poets Forum has recently published the book “Alphabet of Pain… Letters Bleeding Meaning”, a remarkable poetic encyclopedia featuring 212 poets from around the world, presented in two volumes spanning 800 pages.

The cover artwork is created by Iraqi visual artist Nada Askar, and the cover design is by Lebanese artist Layla Beiz Al-Mashghariya. Several Synchronized Chaos contributors, including Taghrid Bou Merhi, Mirta Ramirez, Eva Petropoulou Lianou, Dildora Xojyozova, Binod Dawadi, and Kujtim R Hajdari, are published in this collection.

Now, for this month’s first issue, Where Memory Meets Tomorrow.

Image c/o Yana Ray

This issue is beautiful, rich, and international. There’s a strong throughline of memory, devotion, identity, and renewal running across continents and genres.

For this month’s first issue, we are proud to present a collection of voices that span styles and topics, each offering a meditation on what it means to live, remember, and hope.

Vo Thi Nhu Mai opens with a heartfelt tribute to her mother, honoring the quiet love and lifelong dedication of a teacher. From Uzbekistan, Orzigul Ibragimova calls her people forward with intelligence and determination, while Namozova Sarvinoz Erkin qizi explores the nation’s ongoing transformation toward an eco-friendly, energy-efficient future. Sevara Abduxalilova reflects on the legacy of Mirzo Ul’ugbek, the great Central Asian astronomer whose vision still resonates across time, as Botirova Gulsevar Muzaffar qizi honors political leader and poet Zahiriddin Muhammad Babur, known for promoting education and national development. Munisa Islomjonova celebrates her native Uzbekistan through verse.

Image c/o Linnaea Mallette

The power of words themselves comes into focus in Harinder Cheema’s celebration of poets as messengers of peace and inspiration, echoed by Soumen Roy’s prayer to poetry as a source of healing and transcendence. Jamoliddinova Dilnozaxon Mirhojiddinovna discusses how countries and social groups form communication and speech traditions. Olimova Shahina Botirjon qizi discusses strengths and weaknesses of different methods for teaching foreign languages. Hamdamova Sevara Saidmurodovna outlines modern philological theory about the power of language beyond literal meaning. Türkan Ergör sharpens her focus to highlight the pain of a world without trust and truth. Rev. Dr. Jitender Singh speaks to human unity across race, color, nationality, or creed. Manik Chakraborty and Mesfakus Salahin and Mahbub Alam each issue urgent calls for peace, reminding us of our shared humanity in a fractured world. Graciela Noemi Villaverde depicts the pain of words felt but never sent. Christina Margeti speaks to war and childhood, what humanity destroys and what we strive to protect. Faleeha Hassan reviews Saudi directors Meshal Al-Jaser and stars Adwaa Badr and Yazeed Al-Majioul’s film “Naga” (Purity) which, through the tragedy of a betrayed and rebellious young woman, shows the weight of a society imploding upon itself as it punishes the existence of femininity. Asadullo Habibullayev brings violence down to a smaller scale, reminding us that how we treat each other at the interpersonal level matters. At the same time, poet Nilavronill decries how poets have failed to stop the world’s violence with their words.

Themes of love and devotion weave throughout the issue. Sandro Piedracita reflects on the distinction between selfless love and possessiveness, while Eva Petropoulou Lianou honors the tender, enduring bond between mother and child. Nazokat Jumaniyozova offers a moving elegy for her grandfather, and Danijela Ćuk pays tribute to Eva Petropoulou’s tireless support of fellow writers. Saparboyeva Laylo Xajibay qizi relates a folktale-like story of grief, justice, fate and renewal. Joseph Ogbonna expresses his spiritual devotion in the Easter season and his thanks for Christ’s humble sacrifice. Maqsudova Anora Alisherovna’s poem urges heartfelt sincerity and reflection when people observe Ramadan. Sarvinoz Bakhtiyorova relates the tale of a now-adult son who sacrificed his own body for his mother. Jahongir Murodov expresses his tender care and respect for his mother. Xojamurodova Nigina urges sensitive souls to continue loving and not lose heart in a brutal world as Ms. Kim Sun Young shares how longing for a lost love is persistent, like a weed in her heart and Do’sanova Dilnoza Xolmurod qizi reflects on heartbreak and regret.

Other contributors turn toward time, myth, and the natural world. Ananya Guha evokes deep, mythic landscapes, while Sayani Mukherjee and Lan Xin draw on the imagery of spring—its motion, memory, and rebirth. Ankica Anchie Biskupović finds unity in flowing water, and Elaine Murray immerses herself in nature’s quiet revelations. Ms. Koo Myongsook reflects in stillness on a mountain as a metaphor for life. David Kokoette’s desert journey and Duane Vorhees’ meditation on absence and longing remind us of the inner landscapes we all traverse. Maja Milojkovic laments the steady decline of her powers due to old age. Aziza Jorayeva expresses heartbreak, loneliness, and grief. Dr. Prasanna Kumar Dalai speaks to autumn, night, longing, and confession. Siyoung Doung expresses the mystery of our existence and the beauty of finding small moments of beauty and meaning. Dr. Tomasz Laczek urges us to make the most of the lives we have and live for something that matters.

Image c/o George Hodan

This issue also engages with contemporary life and its tensions. Abdumaxamediva Gulchexra looks at the positive and negative effects of American cultural influence on traditional Uzbek culture. Patricia Doyne sharply critiques the current U.S. administration, while Bill Tope employs satire to confront its institutional excess and brutality. J.K. Durick reflects on individuals navigating vast, impersonal systems, even systems invented for fun, such as professional sports, engaged yet estranged. Peter Cherches plays the absurdist blues for us in his poem that’s equal parts exile ballad, street song, and darkly comic cabaret. Christopher Bernard kicks off the first installment of his children’s story Otherwise, with a mixture of philosophy, mystery, and middle-grade energy.

Science, education, and personal determination appear in compelling ways. Urokova Nargiza discusses ways to protect against new types of viruses. Jorakulova Gulshoda Uchqun qizi examines disease detection through the lens of blood cell analysis, while Abduhalilova Sevdora Xayrulla qizi advocates for reconnecting physical education with nature. Nabiyeva Xilolaxon Axrorjon qizi discusses how to make fuel composition less toxic and more environmentally sustainable. Choriyeva Oynur analyzes the role of music in helping students concentrate and learn. Anarboeva Madina Ulmas qizi highlights her accomplishments in the Uzbek national sport of kurash. Laylo Yo’lbarsova highlights the role of personality in determining suitability for different careers. Priyanka Neogi asserts her self-determination, strength, self-respect, and independence. Maxsudbekova Farogat Izzatbek qizi valorizes self-assurance, personal dignity, and individuality. Toshmamatov Javohir tells a story of perseverance through the journey of a computer science student, Jumayev Akmal G’ulom o’g’li discusses ways to get young people more involved in shaping the future of Uzbekistan and to help them take their place in the workplace, and Gulhayo Abduqahhorova considers the choices that shape life after college.

Artistic memory and cultural reflection round out the issue. Mark Young presents his signature altered geographies, while Brian Michael Barbeito revisits the world of hockey through personal recollection. Mykyta Ryzhykh captures the intensity of first awakenings—moments that divide life into before and after. Jacques Fleury offers a haunting vision of beauty, resilience, and power embodied in a goddess who still fades from view while he can only watch. Ms. Im Sol Nae looks at death not merely as an ending, but as a transformation, a communal aesthetic experience.

Image c/o Dany Jack Mercier

Finally, editor Cristina Deptula contributes a review of No One Dreams in Color by John Biscello, a work that meditates on consciousness, grief, the creative process, and the fragile boundary between reality and imagination.

Together, these works form a tapestry of voices, which are urgent, reflective, and deeply human. They remind us that across distance and difference, we are united by our search for meaning, our capacity for love, and our enduring hope for renewal.


Story installment from Christopher Bernard

The Children’s Crusade

(The third in the series of Otherwise fantasy adventure novels)

Chapter One: An Unlucky Number

Petey had always hated that number. Never do anything important, major, interesting, or even just iffy on the 13th day of the month. Thirteen to dinner was of course going to end with everybody hating each other, a big food fight, and several divorces. Judas was the thirteenth at the Last Supper, after all. There was never a thirteenth floor on a skyscraper – he knew that because Aunt Marguerite had told him so after returning from her last visit to New York City.

And here he was, thirteen years old! He knew he should never have gotten out of bed this year. It was so unfair! If skyscrapers could go from the twelfth to the fourteenth floor without anybody on the elevator even noticing, why couldn’t he skip thirteen and go straight from twelve to fourteen too? In that case, he would be as old as his best friend Chace Fusillade. He wouldn’t be such a smarty pants then, I’ll bet! thought Petey.

He was still on the pudgy side, and his hair was, if anything, orangier than ever, but he had “shot up” (as his mother said) two full inches over the last year, with no sign of stopping (though Chace had kept pace and still breezily lorded it over him). His parents could hardly keep him in clothes. His pants were too short again and showed an embarrassing line of white skin above his socks. Priscilla Li must absolutely despise him, though he would rather let himself be torn apart by crocodiles (an unlikely prospect in Holloway, “the quietest, quaintest, queerest little small town in New England,” according to a brochure from the ancient 1960s) rather than ever let her know he cared two bits what a girl thought.

And his voice was starting to change – to “break,” as his mother called it, unhelpfully, as though everything about him wasn’t all breaking at the same time! It couldn’t make up its mind whether to be a manly baritone, like his dad’s voice, or a giggly soprano, like Debbie Voinovich’s in math class when she was showing off her latest brilliant solution in algebra—and which identity crisis always struck at the most embarrassing moments: usually when he was talking to a girl! (Not that he cared! But still . . .)

And then there were the pimples.

He stared at himself miserably in the bathroom mirror. There it was, below the bright orange hair and amid the swarm of freckles that, if anything, seemed to be increasing, adding embarrassment to humiliation: a white head ogled him from the top of his right cheek. It had been a measly black head only a week ago. But now it was big and a sickly yellow white surrounded by a bright red ring. Ugh! It made him look like a freak! Or like a zombie half mouldering in his grave . . . Now Priscilla Li would completely hate and despise him.

He hated it! He hated his face! He hated being thirteen!

It’s just a phase, it’s just a phase, it’s just a phase . . . Petey started repeating to himself, over and over, like a mantra. It was what his mother kept telling him, in a futile attempt to console him. It didn’t help that his dad laughed and said, “Your face is just a phase, Petey!” and accused him of having lost his sense of humor like a sock in the laundry when Petey ran angrily from the room. At least his father didn’t see him burst into tears after he got to his room and flung himself on the bed. He would never have lived it down.

And to make it even worse, today was Friday the 13th! All day until midnight – which was hours away . . . 

“Peter Myshkin Stephenson!” his mother called from the floor below. “Come down this instant.” 

Uh-oh, he must have done something really bad. That was the only time his mom called him “Peter.” And Petey, after giving his reflection a parting look of despair, reluctantly departed the bathroom and padded downstairs.

His mother’s finger pointed sternly at the obvious: no words were necessary. It wasn’t like he had “forgotten” to take the trash out; it was more like a little devil inside him had risen in revolt and refused to take it out. As if it were time for somebody else to burn the damn trash!

Though, honestly, in the deep meditation on his lurid existential state while staring into the bathroom mirror, it had in fact slipped his mind. Was that also part of the hell of being thirteen? 

Petey opened his mouth and tried to say, “Sorry . . .” but what came out was a horrible combination of a squeak and a honk. His voice was breaking again!

He dragged the trash can outside, down the little slope in back of the house to the trash pile, and emptied it in a little heap of brown paper bags, a candy wrapper, a spent toothpaste tube, a cereal box, crumpled napkins, several paper towels, a dirty sponge, an unraveling pair of his old socks, and miscellaneous disjecta membra from the family’s last twenty-four hours, then knelt beside it, took out a pack of matches and, lighting one of the crumpled napkins, watched as the fire slowly consumed the pile.

Though something inside him seemed to in a constant state of rebellion against himself and the world, one of the symptoms being his pretended forgetfulness of doing the chores he had been happily doing for years, he actually enjoyed burning the trash every evening. 

It was spring, and the sun was setting. Their house stood at the edge of Halloway, and so there was a view across the hills and woods to the west, and the open sky above was like a magnificent proscenium for the sun as it sank grandly toward the horizon, changing color from moment to moment, dimming from a blinding shapeless blaze to a great calm circle, then to the shape of an egg being squeezed between two enormous fingers, shrinking at last to a small, pressed drop of diminishing light pulling with it a vast multicolored cloak made of clouds and sky, pierced here and there with tiny points of light, that stretched across the immense dome of space overhead; new each day, unique each night, a turbulence of transformation, vast, silent, unpredictable, yet almost tender in its grandeur.

And in front of Petey, in a little corner of darkness at the bottom of the hill, the trash pile burned, with the curious effect of each piece coming alive as it turned into flame, curling, lashing, dancing, breaking away from the mass and flying up toward the darkening sky in streaks of red and yellow embers before fading to ashes and blowing upward and away into the night. It was quite magical to watch. Everything was alive: that was it. It was plain as day, though it was sometimes only made clear with the coming of the night.

“Hi ya,” said a familiar froggy voice nearby. Then it cleared its throat.

Uh-oh, thought Petey. Here comes trouble.

It was his neighbor, Bumper, a little round boy with bangs, who was always hanging around him like he was his older brother or something. 

Why me?

“Are you burning the trash?” Bumper asked.

Well, no, I’m ironing my underwear.

“Yep.”

“It’s illegal in California to burn trash.”

That’s why we don’t live in California anymore.

“Hm.”

“But I guess it doesn’t matter if it’s just a little trash.” Bumper paused, then said excitedly. “Mr. Goose was fired.”

“Mr. Gauss.”

“Well, he was sure a goose to get caught with Miss Peckersmith in the library,” Bumper said with a knowing snicker. Then he stopped: “Though why was that so bad?”

“They weren’t reading Harry Potter.”

Bumper considered that for a moment.

“What were they doing then?”

Petey squirmed. The fact is he wasn’t sure himself.

“You’ll find out when . . .”

“When?” Bumper looked at him hopefully.

“. . . when they tell you.” 

He fell silent, blessedly. Petey really wasn’t in the mood for either an environmental sermon or a quiz on school scandals from a ten-year-old.

“Are you going to the fair?”

At last, a diversion!

“What fair?”

“The First Swallow of Spring Fair. It’s coming to Leek’s Mill for a week.”

“Never heard of it.”

“Oh no? We used to go before we moved here.” Bumper’s family had moved to Halloway from deep inland a couple of months ago. “It used to be at Pratt’s Falls till the flood. It’s really cool. They have a balloon!”

Petey stirred the fire.

“That’s cool,” he said, indifferently.

Bumper pouted; he was annoyed by how unimpressed Petey seemed.

“Anyway, we’re going on Saturday.”

He paused.

“Want to come?”

“I’m hanging out with Chace.”

“Chace can come too, if he wants.” 

The reluctance in Bumper’s voice was only too obvious.

“I thought you hated Chace,” Petey said, with a sly look at Bumper.

“I don’t hate Chace! He hates me!”

“No he doesn’t.”
“But he’s so mean.”

“That’s just his way. He doesn’t mean it.”

“You think so?”

Bumper looked dubious.

“He doesn’t hate you. I promise.”

“Okay,” he said reluctantly. “If you say so.”

“I say so!”
Bumper suddenly looked pleased.

“So, you’ll go?”

“I’ll think about it. Let me ask Chace first.”

The fair did sound like fun. Even if it meant having to put up with Bumper and his weird infatuation. Chace just might be persuaded.

Bumper smiled brightly and stared into the fire with Petey till it had all burned to ash and darkness fell over the yard, and the stars filled the night sky as though all the embers had risen there, and remained.

Chapter Two: All’s Fair

“Or . . . ?”

“Or nothing!’

They were bickering again, as best of friends will do. The subject hardly mattered – whether Barry Bonds was the best batter of all times or Babe Ruth, Oasis or U2 the best band, The Two Towers or The Golden Compass the best movies, MineCraft or Myst the best video games. They marked out spaces, drew lines in the sand, and dared the other side to attack.

“Otherwise . . . ?”

Petey groaned, “Not that again!”

That, of course, was the Big One: the bone of contention in danger of turning boys into rabid dogs. Was it real or hallucination? A fact or a dream? Truth or lie?

And did it matter?

Even Petey had begun to distrust his own memories under the merciless onslaught of his friend’s skepticism. Even though Chace had been there too, at least the second time Petey’d been. Chace had just been knocked out and lost his memory (how convenient!). 

Maybe Petey had been hallucinating all along. It would make a weird sort of sense. The more he thought about it, the more it felt like a dream, just one he could not forget, unlike most dreams, which he could never remember. 

He had entirely given up trying to convince people who had not been there. He had tried that once, the first time; then, even more foolishly, the second. All it had done was make everyone think he was half crazy or a compulsive liar. It did wonders for his “popularity, lack of.” His parents even muttered about sending him to a child therapist. That was when he “admitted” he had made it up, “just to get attention,” his mother had said, accusingly (as though there was something so terribly wrong about “getting attention”). 

But he hadn’t made it up! 

Had he?

He was starting to wonder if he could believe anything he remembered. If that hadn’t been true, what other memories were not true too? Could he believe anything he remembered? Anything he thought?

It was enough to make you dizzy!

“‘Otherwise’ nothing!”

“Petey, old son,” Chace gave him a moue of sorrow. “You disappoint me! Where’s your spunk? Where’s your fight? I never knew such a capitulation to total defeat before the armies of derision and doubt. It’s not like you. What would Priscilla Li think? What would Bumper?”

“The heck with Priscilla Li! Who cares what a girl . . .” But the words stuck in his throat. He did, of course. No matter what he thought he thought. Aargh, it was so confusing! 

Maybe he should have gone to that therapist after all, he thought irrelevantly. 

Mentioning the ineffable Bumper reminded him, and gave him a convenient offramp from the perilous freeway to Otherwise.

“Bumper invited us to go with him and his parents to the fair at Leek’s Mill next Saturday.”

“But Bumper hates me.”

“No he doesn’t. He thinks you hate him.”

Chace gave Petey another moue.

“Why would I hate Bumper?” he asked, as the idea of hating so insignificant a creature was beyond comprehension.

Petey smirked in his turn.

“Because of that!”

“Let me clear the air, clarify the issue, and straighten out our ideas on this very important matter. I do not hate Bumper. I have never hated Bumper. I do not presume to hate Bumper in future, unless he behaves in ways more shocking than I can imagine him ever actually doing. And I am pleased to know he does not hate me.”

“That’s nice,” said Petey.

“What’s this fair all about?”

“It travels the western half of the state, where Bumper used to live, in the spring. It’s visiting Leek’s Mill, don’t ask me why.”

“Leek’s Mill is such a magnet for the masses,” Chace said archly. “Does it have a Ferris wheel?”

Petey considered.

“We can look it up.”

He took out his cell phone and did a search for The First Swallow of Spring Fair.

“Hm. That’s funny. I think I just broke the internet.”

“Nothing there?”

“Nope.”

“Probably the wrong name.”

Petey didn’t think so, but he tried several variations. He even looked up Link’s Mill’s website for local events. But the website hadn’t been updated in two years.

“Well, we’ll just have to trust Bumper.”

Chace scowled.

“But I must have a Ferris wheel. What’s a fair without a Ferris wheel? It’s like an angel without wings, a devil without horns, a chicken without a grievance.”

Petey stared at his friend.

“Why must a chicken have a grievance?”

“Why wouldn’t it if the only reason for its existence was to give its eggs in the morning and be a roast at night? Anyway, a fair without a Ferris wheel is nothing but a carni barker with pretentions.”

“Bumper said it had a balloon.”

“The only thing worse for a fair than not having a Ferris wheel is a fair not having balloons. It better have a thousand balloons. And enough helium to ride us to the stars! . . .”

Chapter Three: The First Swallow of Spring

It was a gorgeous Saturday morning. The first spring flowers were bursting into blossom in a careless invasion of the country brush, the woods shyly burred in tangles of branches in new leaf, the air fresh and tonic and cool, lanced with sunlight. Birds only seen or heard in spring and fall, heading north or south along the flyway passing above Halloway made town and country echo with exotic sounds that made one pause, wondering at the exotic cacophony. 

And Petey and his two friends bounced along the black country road in back of the ancient, firetruck-red pick-up owned by Bumper’s dad. Bumper was beaming from ear to ear, Chace lounged like a young prince against the back, and Petey was pretending not to be enjoying himself as much as he was, but failing ignominiously. He was having the time of his life, the wind in his hair and scrubbing his face to a burnished red.

They had been riding half an hour up and down hills, twisting and turning through the woods west of Halloway, crossing the Metawny River and past half a dozen hamlets, when they made one final turn, the hills settled down into a broad valley and the woods ended, and the sleepy town of Link’s Mill, with its Kiwanis Club sign, two churches, water tower, abandoned mall, and the remains of the old watermill by the local stream appeared before them. 

“Just what I was afraid of,” Chace shouted from the back, with a stentorian sigh. “No Ferris wheel!”

Bumper looked at Petey with a grin.

“But I told you there’d be a balloon!”

Above a field of booths and tents and flags at the edge of the town where the fair had put in stakes, there rose toward a monument of clouds a balloon in red, white and blue, like an enormous teardrop in reverse. Petey could see a tiny carriage at the bottom, attached to the balloon with long ropes, with a stand and an illegible sign below it. 

In red letters was a sign above the fair entrance with the words “The First Swallow of Spring”; above the letters there was a picture of a swallow in flight.

“I guess nobody told them,” Chace shouted from the back.

“Told them what?” Petey asked, wearily, knowing from long experience he was being set up for one of Chace’s “witticisms.”

“It takes more than one swallow, old son, to make a spring.”

Petey groaned.

Chace added, drily: “And more than one spring to make a thirsty man swallow.”

“Stop it!” Petey cried.

Bumper’s jaw sagged open.

“That’s . . . deep!” he said.   

“Well, don’t drown in it,” said Petey.

Bumper gave him a puzzled look, but smiled gamely.

“Hokay, Petey!”

You could tell Bumper was memorizing Chace’s wit and wisdom, filing it away, as he muttered silently to himself, for future use. 

There wasn’t just a balloon, of course. What met the trio of boys (and Bumper’s parents – a little jolly father and a tall, thin waspish mother) after they entered the canvas-covered storm fence surrounding the fair was a little town of pleasures, jokes, and forgetfulness far from the nuisance of reality. The first thing Petey noticed was a combined smell of corn dogs, funnel cakes, and cotton candy: now, that meant “carnival”!

Off to the left was a carousel, with a herd of enamel horses, swans, zebras, unicorns, and a long Chinese dragon pumping up and down in a perpetual race to nowhere, and a banner unscrolling from its crown. To the right was a Tilt-a-whirl, dipping and plunging like a drunken beast, tickling and terrifying a dozen riders holding on for dear life like a host of flies at the whip ends of the ties as they were flung like planets around a sun. Straight ahead was a drop tower, inching up its pack of passengers, then dropping them with a collective scream at the last possible moment, only to catch them with a casual gesture and a “Well, you don’t think I’d just let you all break your necks, do you?” a second before crashing to the ground.

But the real screams were reserved for the foldable rollercoaster dominating the center of the fair: a serpentine entanglement of wood and coaster rails, precipice and chasm, soar and dip that sent out a regular tocsin of scream and shout, laughter and screeches fit to raise the dead in the six surrounding counties.

Around the feet of these dinosaurian gamesters and gynormous playsets was clustered a toy city of tents and booths, from shooting galleries to raffles, from a strongman’s hammer bell to a petting zoo, from a faux freak show (where the “freaks” showed they were all in amiable disguise) to a very real funhouse constructed of misdirection and mirrors, from an escape room to a hot-dog eating contest to a demolition derby in a torn up pasture at the far back and a pig race next door. And don’t forget the magic show, the acrobats, the puppet show, and the juggling act on the main stage near the carousel.

Or the food!

Aside from the aforementioned that tickled Petey’s nose upon entry, there were turkey legs and buffalo wings, nachos and churros, samosas and adobo, barbecue, burgers, hot dogs, knackwurst, bratwurst, liverwurst, tacos, enchiladas, and burritos, deep-fried zucchini, deep-fried pickles, deep-fried Oreos, deep-fried Whatever, salt-water taffy and ’smores, crystallized pineapple and caramel apples, and an infinite array of ice cream with sprinkles and M&Ms and whipped cream and butterscotch and chocolate chips and chocolate syrup, and who knows what else?

And don’t forget the coke and lemonade and fruit juices and Mexican drinks and Asian bobas, and coffee for the jolly father and tea for the waspish mother, to wash it all down with.

The five marauders from Halloway were drunk with delight after less than an hour, going from ride to ride (the boys insisted on trying every single one, vying with each other over who had the loudest scream), from booth to booth (Chace, naturally, won the shooting gallery and graciously gave the huge stuffed T. rex he had won to Bumper. “Thanks, Chace!” said the diminutive ten-year old. “I think . . .” he whispered to himself as he embraced a fuzzy dragon almost as big as he was), from food stall to food stall, resting only to concentrate on lunch on the benches clustered near the haunted house. 

“I never had so much fun since . . . since Paddy and Patricia’s wedding!” the jolly father said, nudging his thin waspish wife with a wink.

“Arnold! The children!”

The father grinned.

“How about you boys?” he said, turning to the trio.

The boys mumbled through mouthfuls of burrito, hot dog, and samosa.

“It’s great!” Petey got out, with genuine enthusiasm. It far exceeded any expectation he had had. He had even managed to forget his pimple, which had burst overnight and made looking in the mirror this morning even more agonizing than usual.

Bumper grinned at Petey and half-choked out a seconding “Yeah!”

Even Chace smiled happily and waved his samosa.

“They say all’s fair in love and war. I say all’s love in this fine fair.”

“Clever boy!” said the father. 

The mother gave Chace her first smile of the day. The truth is, she hated fairs and carnivals and circuses. Give her a book and a quiet corner; that was her idea of a good time.

A passing zephyr caught the wax paper in Bumper’s hand and blew it away. The ever-conscientious little boy ran after it—but every time he grabbed at it, another zephyr caught and blew it just past his hand; he stooped and grabbed, and jumped and grabbed, and ran and grabbed, to no avail. It was quite infuriating! It was like it was teasing him.

“Give it up, Bumper!” It was Chace’s voice, shouting after him amiably. “It’s just playing with you.”

But he wasn’t going to stop till he’d caught it and put it into the litter bin, where it belonged. So he ran and ran. No sir! I’m not going to stop till . . .

Chapter Four: The Balloon of Dr. Sazerac

He felt a shadow fall over him and looked up, startled, as the paper danced and blew away on an updraft, disappearing into the sky,

He was frightened at first. Then he gasped.

It was the balloon, rising high between him and the noonday sun, and rocking slowly in the breeze.

At the bottom was a little striped tent with a banner flying at the top, and a stand where the balloon’s carriage sat, with a long, thick cable attached to the stand, and a large sign, printed in extravagant, old-fashioned lettering: 

“Dr. Sazerac’s Aerial Wonders, Exploits, Prodigies, Amazing Sensations and Preposterous Presdidigitations. Pay a Visit to the Sky! Nod Acquaintance with the Clouds! Get an Eagle’s Eye View of the Whole Country! Rides: $2”

The only thing that was a little strange was that, unlike all the other rides, there was no crowd. In fact, there was no sign of anyone. 

Bumper ran back to the benches where everyone was finishing lunch.

“I found the balloon! It’s big! It’s huge! It’s wonderful! I want to take a ride! It’s only two dollars! Can I take a ride, daddy? I’ll never smoke a cigarette again!”

He had once been found smoking a cigarette behind the garage. He’d been forbidden any use of his computer for three days. It had been hell.

“That’s quite a promise, Bumper,” said the jolly little man dubiously. “And we will most certainly keep you to it! But you’ll have to ask your mom. What do you say, May?”

May looked even more doubtful than her husband.

“A ride in a balloon! It sounds awfully dangerous,” she said.

Of course, that was partly the point: everything interesting was a little dangerous. But Bumper had learned the hard way, when he had asked if he could climb the hickory tree when he was seven, not to emphasize that general truth. Indeed, it was best to deny it totally, especially when it was obvious.

Petey and Chace traded a glance. If Bumper was going to get a ride in a balloon, there was no way they’d be left out. But they had to play their cards right; let the little runt do the heavy lifting. 

“Oh it’s really safe!” said Bumper. “There’s long rope attached to the ground so it can only go so far. I saw it! It’s really strong!”

His mother’s look of doubt only deepened.

“Well,” she said, smoothing her skirt. “I suppose we can at least go look at it.”

Bumper beamed. To see it was to want to ride it! It was half the battle.

So they all walked past the last booths to the western edge of the fairgrounds, where the balloon loomed, dominating the sky.

“Very impressive,” said the jolly little man as he bent his head back, appraising the enormous presence, which seemed to nod at them as it moved with the wind.

“Impressive, my foot,” said the mother. At a look from her husband, she added quickly, “There’s no way you’re getting me up there.”

“I wanna go! I wanna go! I wanna go!” Bumper whined, knowing from experience how effective, at the right time and place, chanting that phrase over and over could be. It was so embarrassing! Anything to shut him up! Too bad there weren’t more people around, to stop and stare at him and his folks. “Can Petey and Chace go with me?” he added on a sudden inspiration. Maybe if his friends came with him, it would be easier for his parents to say yes. 

Petey and Chace traded another look: no doubt the prospect of all three of them being killed would close the case for sure.

“Please? I’ll be good, I promise.” 

And of course “being good” would make the ride safer.

The jolly little father chimed in.

“It looks less dangerous than the Tilt a Whirl.”

May glared at him.

She had one card left.

“What if Petey and Chase don’t want to go? You are not going alone.”

“Of course we’ll go,” said Petey, with a false show of reluctance, as though it were an unpleasant duty but someone had to do it. “We’ll take care of Bumper. Won’t we, Chace?”

Chace pulled his most solemn face. “All for one. And one for all.”

The jolly little man nearly split his sides hiding his laughter.

May gave them a look. She knew when she was beaten. If she said no now, she would never hear the end of it.

“All right, all right,” she said, with a defeated sigh. “But don’t come running to me when you break your necks.”

“We won’t!” shouted Bumper. “I mean, we won’t break our necks,” he added to his mother’s sour glance. “Thanks, mommy,” he diplomatically added the cherry on top with his most winning smile. 

“Our little friend’s learning the ropes,” Chace muttered as he shared a grin with Petey.

Bumper’s dad went to the booth to pay for the ride and came back with three tickets he distributed with a flourish. The gate to the steps leading to the balloon carriage opened as if by itself and up the boys went.

Petey gaped at the immense balloon above his head, the ropes attaching the balloon to the carriage, the pie-shaped red, white and blue sections, the gentle swaying in the light breeze, the white grandness of cloud rising high above like its own country. The band that had been playing in the distance up to now stopped, and in the silence that followed he could hear two robins calling to one another and the chirp of a blackbird in the field nearby.  

As the three boys stepped onto the top of the stand, a door opened on the opposite side, and someone joined them.

To say “someone” is an understatement. It was a tall middle-aged gentleman dressed in the resplendent attire of a Victorian panjandrum. The first things Petey noticed were a tall silver-gray top hat and an elegant jacket with embroidered lapels, a double row of gold buttons and gold shoulder fringe, a black cross strap with gold bars, a tall white collar embellished with a purple tie above which were a smile adorned with a long imperial and an extravagantly curled moustache and two sparking eyes decorated with a thickness of eyebrows Petey had never seen outside an old Hollywood movie. He looked to Petey a little like a cross between San Francisco’s Emperor Norton and Uncle Sam.

The gentleman bowed.

“Doctor Sazerac, gentlemen” he said. “At your service.”

Bumper stared. Chace smirked. Petey did the courteous thing.

“Hello!”

“And hello to you,” Dr. Sazerac returned, graciously. “And hello to you all.”

He again bowed, as though he were greeting a crowd and not just three small boys gaping at this apparition.

“I welcome you young gentlemen to an experience it is my promise to you that you shall never forget! An experience you will hand down to your children and to your grandchildren that will leave them with bated breath and pounding hearts! An experience for the ages! Welcome to your journey in this ascending bubble, this gaseous sphere, suspended in air, beneath air, above air, this air within air, this wonder of the age, this sign of wonders to come! Such mystery!  Yet so simple! Are you ready, young gentlemen, for the experience of a lifetime?”

Without waiting for an answer, he opened a door to the balloon carriage and bowed again.

“Please, gentlemen,” he said. Then, with a little cough: “Your tickets, please.”

They got into the carriage, handing the tickets to the gentleman, who tucked them into his jacket, then entered himself.

The carriage was entirely open to the air, surrounded by a parapet-like bulwark

(Bumper was just tall enough to look over its edge), and just big enough to carry up to half a dozen people. Safety vests were attached to the carriage sides, which Dr. Sazerac had the boys put on. As soon as they were ready, Dr. Sazerac called out:
“Prepare to launch!”

The boys seemed to know instinctively to line up, their hands grasping the sides. A couple of young men in tee shirts emblazoned with the face of Dr. Sazerac stepped onto the platform and began unwrapping the length of cable attaching platform to carriage.

“Ready, gentlemen?” Dr. Sazerac cried. “Are we set? Then launch!”

Chapter Five: A Shape in the Clouds

The men kicked away a couple of blocks from the bottom of the carriage, and carriage and balloon rose gently into the air as platform, booth, Bumper’s mom and dad, who were staring up and waving, then the fairgrounds, the town, the surrounding valley, the forest, the fields, the hills that Petey had ridden through and across only a few hours before, slowly, then more swiftly, shrank away, widening beneath him.

Petey had never flown before. He stared down and across the landscape as it swiftly expanded beneath him. Fear was the last thing he felt; on the contrary, he felt a tingling along his back and a delicious sense of excitement and freedom as the earth showed to him its infinitely varied face as only birds had seen it for millions of years, showing it now to him for the first time. 

Something that awed him was the immense quiet. He could hear sounds as they rose from below—voices, toy horns, noisemakers, the sound of the band—but immensely far away. It was most blissful moment he had ever known. It was glorious . . . 

He needed to share his excitement and looked over at Bumper, who was standing right next to him.

Bumper had turned green. 

“I’m . . . a- . . . fraid . . . of . . . heights . . . ,” he whimpered.

Petey stared at him.

Chace was standing on the other side of Bumper. As usual, he was pretending to be blasé and drawled:

“So of course what better way to indulge one’s little weakness than to take a ride in a balloon? Without a parachute?”
Bumper squealed when he heard that.

“Don’t be mean!” Petey reproached his friend. Chace gave him an arch look, as if to say, “There’s no parting a fool from his folly.”

“Are there any problems, gentlemen?” asked Dr. Sazerac, who had been leaning his tall form out of the carriage and quaffing the air in great gulps. He looked ironically at his passengers; they were showing the usual gamut of emotions he had seen so often: terror, wonder, joy and pretended nonchalance. People were so predictable!

A moth fluttered nearby and settled on the edge of the carriage, stretching its wings. Perhaps it had been sleeping behind a cushion, or even had just been born.

“We have a fellow passenger,” noted Dr. Sazerac. “Pro bono celestio!”

There was a gentle shock as the cable reached its furthest extent.

“See, Bumper?” Chace said to the green-faced ten-year-old. “If you think about it, we’re still attached to the ground. It’s like being at the top of a skyscraper. Think of the balloon as an elevator.”

He was trying to be helpful, but Bumper was not having it.

He had once been at the top of a “skyscraper” in Burlington (it had been ten stories high – an immensity for Bumper), and he had gotten sick as a dog. He was already beginning to feel the hamburger and root beer from lunch beginning a fandango in his tummy. He sank to the floor and solemnly hugged his knees.

“Oh well,” Chace sighed. “More for us!”

Though, of course, Petey thought, that makes no sense. We can all enjoy the view at the same time.

For example, that shape in the clouds: it looked like an enormous clock, then it

changed into a grinning cow, then into a huge sieve, then into the end of a violin, then into a bottle of aspirin, then into a hammer, a snake, a rocket ship, a coil of rope, then into a face that was watching something far behind them, with its eyes wide open and a funny nose and a crazy smile that turned almost immediately into an enormous O, and then . . .

There was a crash louder than anything Petey had ever heard before.

The carriage careened, almost dumping its passengers, who clung with shouts to the sides. 

The thing—wind, lightning, or some enormous hand—struck again, then again, then again. Petey grabbed Bumper’s hand and with his other hand held on to the carriage side. Chace looked grim and wrapped the side with his arms. 

Petey felt something else: the carriage, with the balloon above, was moving again, but up and away . . .

The cable must have broken, and they were being blown up, up into the sky.

The carriage rocked and careened over precipitately, and Petey looked in panic as he saw Dr. Sazerac go over the side. He was the only passenger who hadn’t bothered putting on the vest tied to the carriage. No doubt he was too sure of his skill in balloon piloting to think he would never need it.

The last thing Petey saw of him was a look of bewildered dismay as his hat flew off and his beard and moustache were a sudden confusion of hair and wonder as he tumbled into a reef of clouds the balloon was soaring into as if it had acquired a mind of its own, or was being directed by an unseen power.

Sunlight vanished, a cloud engulfed them, and the balloon was seized by the storm.

____
Christopher Bernard is a prize-winning author of both poetry and fiction. The two earlier stories in the “Otherwise” series are If You Ride A Crooked Trolley . . . and The Judgment Of Biestia (winner of the Independent Press Award in Preteen Fiction and short-listed for the K M Anthru International Literature Award).

Essay from Olimova Shahina Botirjon qizi 

Methods of teaching foreign languages

Olimova Shahina Botirjon qizi 

 Uzbekistan State World languages university.

 Abstract. Foreign language teaching has developed in past few years as a result of the advancement of new digital and technological devices  as well as  the interaction of artificial intelligence. This article explores several both  contemporary and traditional methods and approaches to teach international students, such as analysis of Grammar Translation method and Communicative language approach.Each approach and method is analyzed in terms of theoretical basis, effectiveness and practical implementation. Additionally, this article emphasizes on both advantages and disadvantages associated with these methods, taking account on students autonomy, current trends in learning language. 

Key words: interactive methods, student-centred, intercultural competence, pedagogical practices, teacher-centred, student interaction.

Introduction. Foreign language education is crucial in today’s fast-pasted world, where multilingualism is seen as a main concept of both personal and professional success. Language acquisition is a complex process, and educators should be devised with multiple and interactive methods to navigate students. Over the years, teachers have tested numerous methods to find most suitable and applicable approaches to teach students. This article provides suitable and interactive methods of teaching foreign languages and examines their principles and practical implementations. 

Methodology. 1.Grammar Translation Method. 

Grammar Translation Method is commonly used in traditional classroom, teachers teach grammar rules through using both native and foreign language. This method is mostly appropriate for beginner and elementary students because they are in primary stage in learning language. Grammar Translation Method is not new, it has been used by teachers for many years. It was called Classical Method since it was first used in teaching classical languages: Latin and Greek. In 20th century, the method was used for the purpose of aiming students to read and comprehend the text in foreign language. It was supposed that through teaching grammar rules of target language students become more familiar with grammar of both native language and foreign language, that this familiarity could enhance their both reading and writing skills.  

Positive sides of GTM:

  1. Enhances reading and writing skills. GTM is very effective for overall understanding of texts, especially in literature. Students will be able to interpret various level of complex grammar sentences without any difficulty.
  2. Expands vocabulary source. During learning foreign language with GTM, students come across different words and find their meaning if they don’t understand. It helps to learn meaning of new words both in native and target language. 
  3. Easy application. GTM does not require any special equipment and atmosphere for teaching. Teachers could use this method in large classroom without difficulty. 
  4. Increase analytical thinking. During the lesson, students learn to analyze different structures, that helps to enhance their cognitive and problem-solving skills. 

Negative sides of GMT:

  1. Lack of speaking practice. GTM is mainly focuses on grammatical rules, that is why students rarely practice speaking and they can not communicate in real-life situations. 
  2. Overemphasis on Grammar. Students practice grammar too much, it makes the lesson boring as well as limits the development of practical skills: listening and speaking. 
  3. Decrease student’s motivation. Students can not see any improvement in their practical skills, such as speaking, because of it they may lost their interest in learning language. During the real life, students want to show their knowledge with speaking in foreign language, however if they only learn grammar rules, they may not capable of communicating. 
  4. Communicative language teaching. CLT aims broadly to make communicative competence the goal of language teaching. This approach mainly focuses on speaking and real-life communication skills in target language. Students need to know how to speak fluently and efficiently in front of people and how to use language for both educational and practical purposes. CLT introduces language functions and practical applications of target language. The teacher facilitates communication in classroom, the role of teacher is to create situations that force students to apply language in speaking.  CLT can be used with authentic materials, language games, role-plays, stories, scrambled sentences. 

Positive sides of CLA:

  1. Student-centred learning. CLT gives an opportunity to show student’s own potential and speaking skills. Learners actively participate in debates, discussions, role-plays and through these activities they will practice speaking. 
  2. Integration of skills. During CLT approach, students do tasks which are devoted to listening, reading, writing and speaking skills. This helps them to learn all skills together, increase general knowledge in target language. 
  3. Makes learning environment engaging and interactive. Through teaching with CLT, teachers motivate to be engaged in lesson with using different tasks, such as role-plays. While participating in role-play, students try to adapt to scene and communicate with their classmates. Besides, students do roles, as well as dress for the scene. It makes the lesson more captivating and students learn to how to communicate in different situations. 

Negative sides of CLT:

  1. Difficulty in large classroom. Teachers could not do any special tasks in large classroom, because of limited time. CLT tasks requires more time and teachers may not manage the time. 
  2. Requires skilled and trained teachers. For using CLT teachers should have good communication skills, and they need to be well-trained. In CLT, students focus on communication skill, but teachers should correct their mistakes carefully without interrupting student’s speech. This require both experience and knowledge.
  3. Not all levels are ready for CLT. Some students, especially, beginners and elementary group students could not able to speak fluently. They do not have enough vocabulary source and confident to speak. Teachers may face difficulty in attracting all students to lesson.

Result and discussion. A total of 40 students participated in the study and were divided into two groups: a group trained using Communicative Language Teaching (CLT) and a group trained using the traditional (Grammar-Translation Method). Data were collected through questionnaires, observations, and tests. According to the results of the questionnaire, 70% of the participants considered the CLT method to be more effective, while 30% of the students preferred the traditional method. Students who studied using the CLT method were more active in the lesson and actively participated in group discussions. The results of the observation showed that in the class where CLT was used, students tried to express their thoughts freely, and about 60% of them actively participated in oral communication. At the same time, 20% of the students made grammatical errors, but this did not significantly hinder their communicative activities. On both written and oral tests, students in the CLT group scored an average of 86%, while students in the traditional group scored an average of 62%. This difference suggests that the CLT approach is more focused on the practical application of students’ knowledge.

Conclusion. The results of this study showed that the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) approaches have their own advantages and disadvantages. The GTM method is effective in in-depth study of grammar rules, written translation, and understanding of language structure. However, this method does not provide sufficient opportunities for developing speaking and listening comprehension skills. CLT, on the other hand, is characterized by involving students in real communication, developing their oral speech, and increasing their communicative competence. According to the results of the study, the CLT method increases students’ activity and develops their ability to use the language practically. At the same time, grammatical accuracy can sometimes take second place in this method. In general, both methods have their place, with GTM being effective in strengthening grammar and academic knowledge, and CLT in developing communicative skills. Therefore, it is advisable to combine these two approaches in the educational process.. .

Essay from Anarboeva Madina Ulmas qizi

An article about Anarboeva Madina Ulmas qizi

Talented athlete in the national kurash sport – Anarboeva Madina Ulmas qizi

Anarboeva Madina Ulmas qizi was born on January 22, 2010, in Avliyo village, Uzunbuloq QFY, G‘allaorol district, Jizzakh region. She is currently a 10th-grade student at School No. 33 under the G‘allaorol District Department of Preschool and School Education.

Since 2022, Madina has been actively practicing the national sport of kurash at the G‘allaorol District Sports School No. 1. Under the guidance of her coach Ravshanov Abdusalom, she has improved her skills and achieved high results in a short period of time.

During her sports career, she has achieved several successes. In particular, she became the champion of the Jizzakh region and confirmed her regional championship again in 2025.

One of her most significant achievements was winning 1st place in the 57 kg weight category at the Uzbekistan Championship held in Andijan from May 1 to May 4, 2025, becoming the national champion. With this victory, she earned a ticket to the Asian Championship.

From July 31 to August 5, 2025, at the Asian Championship held in Geosang, South Korea, she won 2nd place in the 57 kg weight category, demonstrating her talent on the international stage as well.

Currently, Anarboeva Madina Ulmas qizi is a member of the Uzbekistan national team. She is also a candidate for the title of Master of Sports of Uzbekistan.

Her hard work, discipline, and determination make her one of the promising young athletes in the sport of national kurash.

Poetry from Do‘sanova Dilnoza Xolmurod qizi

REGRET

My heart has filled with endless regrets,

Even my tears have washed away my pains.

I try to forget, counting passing years,

Yet look—half a heart still beats within my chest.

The winds have scattered all my sorrows wide,

How cruelly you have treated love—what a sin.

My aching heart is torn into pieces inside,

Yet look—half a heart still lives within.

They promised love, but all their vows were lies,

They fooled a simple girl with burning dreams.

Only when hearts were wounded did they realize,

Yet look—half a heart remains, it seems.

Do‘sanova Dilnoza Xolmurod qizi was born on June 21, 2006, in Xalqobod, Qiziriq district, Surkhandarya region. She is of Uzbek nationality.

In 2013, she was admitted to the 1st grade of School No. 25 in Qiziriq district, Surkhandarya region. During the 2021–2022 academic years, she studied at a specialized boarding school for in-depth study of selected subjects in Qiziriq district.

In 2024, she graduated from School No. 25 with excellent grades. In the same year, she was admitted as a first-year student to the Faculty of Philology and Language Teaching (Uzbek language, part-time program) at Renaissance Educational University in Tashkent. Currently, she is a second-year student.

Also in 2024, she began working as the head of the Mother Tongue and Literature club at the “Kelajak” center in Qiziriq district, Surkhandarya region. She is a beloved teacher of more than 60 students.

Since 2019, she has been engaged in writing poetry. As a result, she has achieved honorable places in many competitions. The number of her diplomas and national (and international) certificates exceeds 100.

Essay from Choriyeva Oynur

Choriyeva Oynur

Uzbek State World Language University, Faculty of English Philology, 2nd-year student

The Impact of Music on Study Efficiency

Choriyeva Oynur

Uzbek State World Language University

English Philology Faculty, 2nd-year student

Annotation.

This article explores how music influences students’ study efficiency. It discusses the positive effects of listening to music—such as improved concentration, reduced stress, and enhanced mood—and examines how different types of music affect learning outcomes. The article also highlights potential disadvantages, including distraction and decreased focus when listening to high-tempo or lyrical music. The aim is to identify how students can use music as a supportive tool to improve academic performance.

Key words: music, concentration, study efficiency, cognitive skills, learning, memory, productivity, supportive tool,academic performance.

Introduction.

Music plays a deeply influential role in the everyday lives of young people, particularly students who rely on it not only for entertainment, but also as a powerful tool for relaxation, motivation, and emotional balance. In academic settings, many students turn to music to create a comfortable study environment, improve their mood, or reduce stress during demanding learning tasks.

Scientific research supports these observations, showing that music can activate several key regions of the brain involved in attention, memory formation, and emotional regulation. For example, certain types of music stimulate neural pathways that enhance concentration and support cognitive processing, allowing learners to engage more effectively with their academic work.

Main Body.

Music is a universal language that connects people from diverse backgrounds and cultures. Beyond serving as a source of entertainment, it also functions as an effective therapeutic tool, influencing human emotions and cognitive processes. Researchers note that music activates the hippocampus, a part of the brain responsible for generating attachment-related emotions, which allows music to support social bonding and emotional connection (Koelsch, 2014). Additionally, music encompasses a wide range of genres, each with its own structure, rhythm, and characteristics. Because every genre appeals to different preferences, the influence of music varies from one individual to another.

The impact of music on students’ concentration and attention span has long been debated. Although many students believe that listening to music makes studying more enjoyable, psychological research suggests that music may sometimes be more distracting than beneficial (Mercer, 2021). However, due to the widespread use of music among high school and university students, understanding its role in learning has become increasingly important.

This research emphasizes the relationship between music and concentration, exploring how musical preferences, cultural background, and genre differences shape students’ study habits. The findings highlight that the effects of music are not universal—what helps one student focus may distract another. Therefore, evaluating the potential benefits and drawbacks of listening to music during study sessions is essential for improving concentration and academic performance. Since current evidence across studies remains inconclusive, further research is needed to draw clearer conclusions about how music influences learning efficiency.

1. Positive Effects of Music

Many students say that music helps them during their study sessions. One of the main reasons is that it can improve concentration. Soft and slow music in the background reduces outside noise and helps students stay focused on their tasks for a longer time.

Music can also lower stress and anxiety, which is very common among students, especially during exams or when deadlines are close. Calming music makes the study environment more comfortable and helps students feel more relaxed.

Another important benefit is that music can boost mood and motivation. When students listen to songs they enjoy, they often feel more energetic and willing to continue studying. A good mood usually leads to better productivity.

Some studies also suggest that certain types of music can support memory and learning. For example, instrumental tracks can help students stay calm, which may make it easier to remember information.

2. Negative Effects of Music

However, music does not always help. In some cases, it can even make studying more difficult. The biggest problem is that songs with lyrics can be distracting. When a student is reading or writing, the words in the music compete with the text, and this reduces comprehension.

Another issue is loud or fast music, which can interrupt concentration. High-energy music makes it harder to focus on tasks that require deep thinking or careful analysis.

Finally, some students become too dependent on music while studying. This can cause problems later in situations where they are required to work in complete silence, such as during exams or in quiet classrooms.

3. Best Types of Music for Studying

Researchers generally recommend types of music that are calm and do not include lyrics. These include:

Classical music, especially gentle piano pieces

Lo-fi beats, which have a steady rhythm and are not distracting

Instrumental piano music

Nature sounds, such as rain or ocean wave

Ambient or meditation music, which helps create a peaceful atmosphere

These styles help students stay focused while avoiding unnecessary distractions.

Conclusion.

When used wisely, music can significantly boost study efficiency. Soft, instrumental tracks help students stay focused, improve attention, and feel calmer during study sessions. They can also reduce stress and create a more comfortable learning environment. On the other hand, loud or lyric-heavy music may distract students and make it harder to concentrate on tasks that require deep thinking. By selecting the right type of music for their needs, learners can enhance productivity, retain information more effectively, and achieve better academic results.

References:

1. Hallam, S. (2010). The Power of Music.

2. Jäncke, L. (2008). Music, Memory, and Emotion.

3. University of Maryland Medical Center – Stress Reduction Research.

4. Stanford University School of Medicine – Music and Brain Studies.

Essay from Urokova Nargiza daughter of Sherali

NEW TYPES OF VIRUSES. THEIR DANGERS AND PREVENTION

Urokova Nargiza daughter of Sherali

1st year student of the Faculty of Medicine, Tashkent State Medical University

 ABSTRACT

The article analyzes the causes of the emergence of these new types of viruses and the problems associated with human factors. After the COVID-19 pandemic, the rapid mutation of viruses and the emergence of new strains is a global problem. The article covers the ways of transmission of viruses, their effects on the body and the severity of the disease. , the importance of vaccination and preventive treatment, obtaining immunity – the importance of observing personal hygiene rules. In this, researchers serve to update the monitoring and management of a healthy lifestyle among the population.

      Keywords: virus, immunity, problem, hygiene, complication, vaccination, construction, research.

      Introduction

      In recent virology and epidemiology, the evolution of strains and the emergence of new strains are a serious problem for the global health system. The high level of mutational activity of viruses changes pathogenicity, the process of spread and epidemiological support, adapting to new infectious conditions. This was especially evident after the COVID-19 pandemic, which confirmed the ability of viruses to adapt to new variants in a short time and spread around the world. In modern conditions, in-depth study of the mechanisms of origin of viruses, biological problems and their subsequent pathophysiological effects on the human body has a great scientific and practical impact. At the same time, the development of measures for the prevention of diseases, early and effective treatment of viruses remains one of the stable directions of science.

             MAIN PART

      Understanding viruses:

     Viruses are non-cellular, very small infectious agents that reproduce only inside the cells of a living organism. They are obligate intracellular parasites, that is, they cannot independently carry out their vital activity. Viruses structurally consist of genetic material (DNA or RNA) and a protein shell – capsid – surrounding it. Some viruses also have an additional lipid shell. Viruses have unique biological properties; when they enter a cell, they control its genetic apparatus and force it to synthesize new virus particles. As a result of this process, the cell’s activity is disrupted or completely destroyed. Viruses are causative agents of various diseases. For example, diseases such as influenza, measles and hepatitis B are caused by viruses. They can be transmitted to the human body through airborne droplets, blood, food or direct contact. One of the unique properties of viruses is their rapid changeability, that is, their tendency to mutation. This leads to the emergence of new virus strains and the further complication of existing diseases. Therefore, the study of viruses, the analysis of their structure and life cycle is one of the important directions of modern medicine.

      Bird flu (type A influenza, H5N1)

     Type A influenza viruses are found in both humans and many animals and mutate very quickly. In 2009, it was this type of virus, H1N1, that caused a global pandemic and killed more than 280,000 people worldwide in its first year. This virus is known as “swine flu” and was first identified in pigs in Mexico.

     The experience with swine flu today is increasing concerns about bird flu. Because type A influenza viruses have the ability to jump from animals to humans, mix with each other, and form new and more dangerous forms. Therefore, in recent years, experts have been paying special attention to the H5N1 bird flu virus. The virus was first reported in humans in southern China in 1997. It spread to several countries through wild birds. In 2024, it was first detected in dairy cattle in the United States, spreading to several states.

The virus’s jump from birds to mammals, such as cattle, is a major concern for experts. It could be a repeat of the 2009 swine flu outbreak. Studies have also shown that it has been transmitted from cows to humans.

      Infectious disease doctor Patrick Jackson said that in 2026, scientists will closely monitor whether the H5N1 virus has reached the stage of human-to-human transmission. If the virus reaches this stage, it could cause a new global pandemic, like swine flu. Currently, existing flu vaccines do not fully protect against H5N1, and experts are working on new vaccines against this virus.

         Mpox

     Previously known as “monkey pox”, the mpox virus was first identified in the 1950s. It mainly spreads among rodents and occasionally infects humans. Mpox is similar to smallpox and causes a fever and a painful rash that lasts for several weeks. There are two main types of the virus: clade I, which is more severe, and clade II, which is milder. There is a vaccine for mpox, but there is no effective treatment.

      In 2022, clade II mpox spread globally, reaching more than 100 countries where the virus had not previously been reported. Spread occurred through close physical contact, including sexual contact. Since 2024, there has been an increase in clade I mpox cases in Central Africa. As of August 2025, four cases of clade I mpox have been identified in the United States, including in people who had not traveled to Africa. It is not yet clear how mpox will develop in 2026.

        Oropouche

       This virus is transmitted by insects. It was first identified in the 1950s on the island of Trinidad. The virus is transmitted by mosquitoes and very small biting flies, which are invisible to the naked eye. The disease is accompanied by fever, headache and muscle aches, and in some cases, weakness can last for several weeks. Sometimes the disease recurs after recovery. There is no specific treatment or vaccine for the virus. Previously, the spread of the infection was limited to the Amazon region. However, since the 2000s, cases have also been detected in South America, Central America and the Caribbean. In the United States, it is more common in tourists returning from abroad. In 2026, the Oropouche virus could pose a risk to travelers to the United States. The insects that carry the virus are also found in North and South America, including the southeastern United States.

       Other viral threats

      There are many viruses that could pose a threat to human health in 2026. One of them is the chikungunya virus. This virus is transmitted by mosquitoes and has been spreading rapidly in various regions in recent years. It is considered especially dangerous for those traveling to tropical and subtropical regions. Vaccination against this virus is recommended in some countries.

      In addition, against the background of declining vaccination rates, measles cases are increasing in the United States and other regions of the world. Measles is highly contagious and can cause serious complications in unvaccinated children and adults. Another worrying situation is the possibility of a resurgence of HIV infection. Experts attribute this to the interruption of international financial and medical assistance programs in some regions. If treatment and prevention programs are disrupted, the risk of a large-scale spread of the virus increases.

       Viruses often jump from animals to humans or appear in new areas due to climate and environmental changes. Experts say that in order to prevent such risks, it is necessary to strengthen constant epidemiological surveillance, develop new vaccines and effective treatment methods.

       The effect of viruses on the human body:

      Viruses are obligate (obligatory, necessary, able to live only in such conditions) intracellular parasites, which are able to multiply only inside living cells. After entering the human body, viruses bind to special receptors on the cell membrane and enter the cell, introducing their genetic material (DNA or RNA).

As a result, the normal metabolic processes of the cell are disrupted, and the synthesis of virus components begins. This leads to structural and functional damage to the cell, and in some cases, its death.

       The effect of viruses on the body depends on their biological properties, virulence and the state of the body’s immune system. Some viruses damage the respiratory system, while others affect the nervous system, liver or blood cells. For example, the influenza virus mainly affects the respiratory system and causes inflammation, while the hepatitis B virus damages liver cells. In response to a viral infection, the body develops immune responses. During this process, lymphocytes become activated, produce antibodies, and try to destroy the virus. However, in some cases, excessive activation of the immune system can lead to additional tissue damage

        Clinically, viral infections are manifested by various symptoms: fever, general weakness, muscle pain, the development of inflammatory signs and functional disorders. Some viruses cause acute diseases, while others can be chronic and cause the development of long-term complications. Therefore, a thorough study of the pathogenesis of viruses is important for improving diagnostic, treatment and preventive measures.

       Prevention of viral infections:

      Prevention of viral infections is one of the important areas of modern medicine, which includes a set of preventive measures. First of all, compliance with personal hygiene rules is a key factor in reducing the spread of viruses. Regular hand washing with soap, the use of antiseptic agents and avoiding direct contact with dirty surfaces significantly reduce the risk of infection.

     Also, to prevent airborne transmission of viruses, it is recommended to wear masks in public places, ventilate rooms frequently and avoid crowded places as much as possible. Reducing contact with the source of infection is an important component of epidemiological control.

     One of the effective methods of prevention is vaccination. Vaccines create artificial immunity in the body, forming protective mechanisms against viruses. At the same time, leading a healthy lifestyle, proper nutrition, physical activity and sufficient rest increase the body’s resistance to viruses by strengthening the immune system.

      In addition, compliance with sanitary and hygienic requirements, ensuring food safety and regular medical examinations are important in the early detection and prevention of viral diseases. Therefore, the comprehensive implementation of preventive measures is effective in reducing the spread of viral infections.

LIST OF REFERENCES:

1. Jawetz Ernest, Melnick Joseph, Adelberg Edward Medical Microbiology. New York: McGraw-Hill, 2019. – In English.

2. Murray Patrick, Rosenthal Ken, Pfaller Michael Medical Microbiology. – Philadelphia: Elsevier, 2020. – In English.

3. Ryan Kenneth, Ray George 1. Jawetz Ernest, Melnick Joseph, Adelberg Edward Medical Microbiology. – Sherris Medical Microbiology. – New York: McGraw-Hill, 2018. – In English.

4. Madigan Michael, Bender Kelly Brock Biology of Microorganisms. – USA: Pearson, 2021. – In English.

5. World Health Organization Virus infections and prevention guidelines. – 2023. – In English.

6. Centers for Disease Control and Prevention Principles of Epidemiology and Viral Diseases. – 2022. – In English.

7. Abdurakhmonov A., Khudoyberdiyev T. Microbiology, virology and immunology. – Tashkent: Uzbekistan, 2021. – In Uzbek.

8. Karimov Sh., Rasulov I. Fundamentals of medical microbiology. – Tashkent, 2020. – In Uzbek

O‘roqova Nargiza was born on March 26, 2001, in the Ishtikhon district of Samarkand region. She is currently a first-year grant-based student at Tashkent State Medical University.

Her professional career includes working as a biology teacher at School No. 33 in the Ishtikhon district of Samarkand region during the 2024–2025 academic year. She graduated from the Faculty of Biology at Jizzakh State Pedagogical University in the 2020–2024 academic years.

She is proficient in English, Russian, Arabic, and Turkish languages. She has published an anthology book on Lulu.com. She is the author of more than 10 articles and the holder of nearly 30 certificates, and she is recognized as a young researcher.