I know you wait for me with hope so bright, You cry in silence deep into the night, Just one request I ask with all my might — Don’t hide your pain inside, my dearest mother, Don’t say “I’m fine” and lie to me, dear mother.
No matter what — please tell me, let me share, Let me be your healer, show I care, Let me be the shield you always wear, Don’t hide your pain inside, my dearest mother, Don’t say “I’m fine” and lie to me, dear mother.
Without you, what would this world mean to me? Without you, my days would empty be. Tell me your sorrow — I beg you, set it free, Don’t hide your pain inside, my dearest mother, Don’t say “I’m fine” and lie to me, dear mother.
In every word, your kindness I can trace, In every glance — deep love I still embrace, To me, you’re life’s most sacred, tender grace, Don’t hide your pain inside, my dearest mother, Don’t say “I’m fine” and lie to me, dear mother.
When you smile, my heart is full of light, When you tear, my soul weeps through the night, Your son Ozodbek thinks of you each night, Don’t hide your pain inside, my dearest mother, Don’t say “I’m fine” and lie to me, dear mother.
Ozodbek Narzullayev was born on December 20, 2006, in the village of Bo‘ston, Koson district, Qashqadaryo region. His works have been published in several anthologies. He has participated in numerous creative competitions and has won top prizes. He is the author of the book titled “The Heart’s Emotions.”
RELATIONSHIP BETWEEN DIABETES MELLITUS AND CARDIOVASCULAR DISEASES
Abstract. This article scientifically examines the strong link between diabetes mellitus and cardiovascular diseases. It has been established that diabetes significantly increases the risk of coronary artery disease, stroke, hypertension, and other cardiovascular complications. The article pays special attention to pathophysiological mechanisms, risk factors, diagnostic methods, and preventive strategies. Additionally, modern clinical approaches and the epidemiological situation in Uzbekistan are briefly reviewed.
Diabetes mellitus is one of today’s most serious global health concerns, negatively affecting the quality of life and life expectancy of millions of people worldwide. This disease is characterized by severe metabolic disorders resulting from insulin deficiency or resistance, leading to disruptions in glucose metabolism. Diabetes is generally categorized into two main types: Type I (insulin-dependent) and Type II (insulin-resistant). Both types can cause complex pathological changes over time.
According to the World Health Organization (WHO), as of 2023, more than 537 million people worldwide are affected by diabetes, and this number continues to grow each year. Projections estimate that by 2045, the number will reach 783 million. This condition brings not only medical but also significant social and economic challenges, particularly due to cardiovascular complications being among the most severe outcomes.
Diabetes causes substantial damage to the cardiovascular system. People with diabetes are several times more likely than healthy individuals to experience coronary artery disease, myocardial infarction, stroke, hypertension, peripheral artery disease, and heart failure. Studies show that diabetic patients are more susceptible to heart attacks, circulatory disorders, and even sudden cardiac death. Statistics indicate that over 65% of people with diabetes die due to cardiovascular complications.
The main factors contributing to the development of cardiovascular disease in diabetics include arterial wall thickening, accelerated atherosclerosis, high blood pressure, insulin resistance, dyslipidemia, and chronic inflammation. These conditions impair heart function, disrupt circulation, and may lead to heart muscle failure.
This article explores the scientific basis of the relationship between diabetes and cardiovascular disease, including pathophysiological mechanisms, risk factors, clinical symptoms, diagnostics, and prevention and treatment strategies. It also reviews the epidemiological situation and prevention efforts in Uzbekistan.
Pathophysiological Link
Diabetes affects the cardiovascular system through several mechanisms:
Insulin resistance – A key factor in Type II diabetes that impairs endothelial function.
Hyperglycemia – Chronic high blood sugar causes oxidative stress in vessel walls, accelerating atherosclerosis.
Dyslipidemia – Diabetic patients often exhibit elevated LDL (“bad”) cholesterol and reduced HDL (“good”) cholesterol.
Inflammation – Persistent low-grade inflammation adversely affects the heart and blood vessels.
Diabetic Angiopathy
Diabetic angiopathy refers to vascular damage due to diabetes and is divided into:
Microangiopathy – Affects small capillaries.
Macroangiopathy – Affects large arteries, contributing directly to cardiovascular diseases.
Coronary Artery Disease and Myocardial Infarction
Diabetes increases the risk of coronary artery disease (CAD) by 2 to 3 times, making it one of the most dangerous and prevalent complications. CAD results from the narrowing or blockage of coronary arteries, which supply oxygen and nutrients to the heart muscle. This process develops more rapidly in diabetics and often leads to severe outcomes.
Chronic hyperglycemia in diabetes damages the endothelium (inner lining of blood vessels), causing dysfunction in vascular dilation and contraction. Combined with dyslipidemia, hypertension, and inflammation, this promotes the formation of atherosclerotic plaques that restrict blood flow to the heart.
Myocardial infarction (heart attack) occurs when part of the heart muscle is deprived of blood supply, leading to tissue death. In diabetic patients, heart attacks often occur without symptoms (“silent infarctions”) due to diabetic neuropathy reducing pain perception. This complicates timely diagnosis and treatment, increasing the risk of heart failure and sudden death.
Research indicates that diabetic women may be at greater risk for developing CAD than men, possibly due to hormonal factors and reduced cardiovascular protection. Additionally, asymptomatic or “silent” forms of CAD are more common in patients with Type II diabetes and are typically diagnosed only through specialized cardiac tests.
Post-infarction rehabilitation in diabetics is more complex, with slower vascular recovery, reduced cardiac contractility, and increased risk of heart failure. Thus, regular cardiac monitoring, early screening (ECG, echocardiography, stress tests), and proactive management are essential.
Preventive strategies include managing blood glucose, blood pressure, cholesterol, body weight, and physical activity. Medications such as aspirin, statins, and ACE inhibitors are widely used to prevent heart attacks. A healthy diet, stress management, and quitting tobacco also play a crucial role in maintaining heart health.
Diabetic Cardiomyopathy
Diabetic cardiomyopathy is a condition where the heart muscle is directly damaged by diabetes, impairing its ability to contract and relax. It can develop even in the absence of overt cardiovascular disease, making it a distinct complication of diabetes.
The main cause is disrupted energy metabolism in the heart. In diabetes, glucose cannot efficiently enter cells, forcing the heart to rely on fatty acids for energy. Excessive breakdown of fatty acids increases oxidative stress and leads to toxic byproducts, causing cell death (apoptosis) and structural changes in the myocardium.
Insulin resistance also affects calcium regulation in heart cells, reducing the heart’s ability to contract and relax. Calcium ions are critical for heart function, and their imbalance leads to diastolic dysfunction, where the heart cannot fill properly during relaxation.
Over time, the heart muscle thickens (hypertrophy) and the chambers (especially the left ventricle) enlarge, weakening the heart’s pumping ability. Clinically, this presents as shortness of breath, fatigue, rapid heart rate, swelling, and signs of heart failure.
Studies show that diabetic cardiomyopathy is especially common in Type II diabetics, many of whom feel asymptomatic. Functional impairments are often detected only via echocardiography or MRI. Regular heart evaluations and early attention to signs of heart failure are essential.
Treatment starts with strict glycemic control. Modern drugs such as SGLT-2 inhibitors, GLP-1 receptor agonists, and ACE inhibitors provide cardiac protection and slow the progression of cardiomyopathy. Lifestyle modifications—balanced diet, physical activity, stress reduction, and avoiding harmful habits—are key to maintaining stable heart function.
In conclusion, diabetic cardiomyopathy is a complex, direct consequence of diabetes affecting the heart. Early detection and consistent management significantly reduce the risk of heart failure and death.
The Situation in Uzbekistan
According to the Ministry of Health of the Republic of Uzbekistan, the incidence of diabetes is increasing annually. This trend contributes to the growing burden of cardiovascular diseases. Preventive efforts are insufficient, especially in rural areas where public awareness is low.
Prevention and Recommendations
Healthy lifestyle: proper nutrition, physical activity, avoiding smoking and alcohol
Continuous glucose monitoring
Management of hypertension and dyslipidemia
Annual ECG and echocardiography screening
Conclusion
Diabetes mellitus is one of the major contributors to cardiovascular damage. Coronary artery disease, hypertension, heart attacks, and other cardiac conditions are significantly more common in diabetic patients. This reality demands enhanced preventive and treatment measures from the healthcare system. Success in the fight against diabetes relies on patients’ commitment to their health, informed medical approaches, and public campaigns promoting healthy living.
References
Abdullayeva Z., Toshmatova M. Propedeutics of Internal Diseases. – Tashkent: “Tibbiyot”, 2021. – 412 pages.
World Health Organization (WHO). Diabetes: Key facts, 2023.
Ministry of Health of the Republic of Uzbekistan. Diabetes-related statistical data. – 2022.
Reaven G. M. Role of insulin resistance in human disease. Diabetes. – 1988.
American Diabetes Association. Standards of Medical Care in Diabetes – 2023.
Mirzaolimov Mirabbos Muzaffar ogli 3rd-year student at the Faculty of Medicine, Alfraganus University Born in Shakhrisabz district, Kashkadarya region
Teaching the Mother Tongue Based on the Experience of Developed Foreign Countries
Abstract: This article discusses the methods used in developed countries for teaching the mother tongue, analyzes the reasons for their effectiveness, and presents how these methods can enhance the quality of education. Particular attention is given to organizing modern, up-to-date classroom processes. Currently, Finland’s educational practices are being widely studied and promoted.
Keywords: Modern technology, methodology, independence years, language and literature, mother tongue education, education standards, new era, compassion.
President Shavkat Mirziyoyev has said: “If the methodology of teaching in schools does not change, then neither the quality, content, nor environment of education will change.”
In recent years, special attention has been paid to protecting and promoting the status of our mother tongue as a state language, encouraging its study globally, and enhancing its promotion. Since gaining independence, our country has prioritized freedom of conscience and religious tolerance, creating legal foundations to develop these principles. Qualities such as faith, kindness, and generosity play a vital role in uplifting our nation’s spiritual life.
In Finland, schools teach Finnish, Swedish, Sami, and Romani as mother tongue subjects. The country has two official languages. Those whose native language is Finnish learn Swedish, and those whose native language is Swedish learn Finnish as a state language. Those whose native language is Sami, Romani, or Russian also learn Finnish or Swedish.
In Uzbekistan’s newly developed national curriculum for general secondary education, it is stated that the “Language and Literature” subjects include the mother tongue, literature, Uzbek language (for schools where instruction is in other languages), related languages (Kazakh, Kyrgyz, Tajik, Turkmen), and Russian (for both Uzbek- and Russian-language schools), ensuring their interconnection. In the first and second grades, a conscious and personalized approach should be taken, considering students’ individual abilities to develop listening, speaking, reading, and writing skills effectively.
In Finland, students’ language skills and national culture are taken into account. Schools must create opportunities for students who speak other mother tongues and come from different cultures to study and communicate effectively.
Since the early days of independence, our country has given serious attention to educating the younger generation. The adoption of the Law on Education, the National Program for Personnel Training, and the State Education Standards were among the key milestones in this process.
The methodology of teaching the Uzbek language has developed significantly, evolving into an independent academic field within the pedagogical sciences. It focuses not only on designing a consistent system for mother tongue education and providing practical methodological recommendations but also on establishing a scientific foundation that incorporates modern pedagogical technologies and interactive teaching methods.
Developing curricula and textbooks based on new technologies aligned with global education standards is a requirement of the time. From this perspective, modern linguistic interpretations of contemporary Uzbek literary language and its lexical-grammatical systems have been updated and advanced.
Teachers who conduct lessons using a variety of modern technical tools can quickly and accurately assess students’ knowledge, interpersonal relationships, communication culture, vocabulary, and language abilities. Modern technology-based lessons foster equal and friendly relationships between students and teachers. Students feel more confident and develop a greater interest in creative expression and the art of language. Leading methodologists are continually inventing new ways to improve lesson effectiveness, incorporating advanced educational technologies into their practices.
In education, the main responsibility lies with the educator and is continuously passed on to the learner. The learner’s role involves gaining knowledge thoughtfully and consciously. American philosopher, psychologist, and educator John Dewey (1859–1952) advocated for activating learners’ experiences and participated in the radical reform of schools. He emphasized not just the transmission of knowledge, but the importance of creating an educational environment where students can develop their innate abilities through personal experience.
As Mahmudkhoja Behbudi said: “To live in this world, one needs worldly science and knowledge. A nation deprived of contemporary science and knowledge will be trampled by others.”
Indeed, to live in harmony with the times, we must make wise use of modern technology, acquire beneficial knowledge, and pass it on to others.
Methodology of Teaching Uzbek Language, B. To‘xliyev, M. Shamsiyeva, T. Ziyodova, Tashkent – 2006
Pedagogy (Theory and History of Pedagogy), J. Hasanboyev et al., Ministry of Higher and Secondary Specialized Education, Uzbekistan. “Noshir”, Tashkent, 2011, 456 pages
I am Badriddinova Hilola Akromjon qizi. I was born on March 22, 1997, in Tashkent city. I graduated from Olmazor Medical College with honors, earning a red diploma. I am married and a mother of three children. I am currently a 4th-year student in Primary Education at Oriental University. My achievements include being a recipient of the Rector’s Scholarship and the Navoi State Scholarship.
At first glance, “The Little Prince” by Antoine de Saint-Exupéry may seem like a children’s book, but in fact, it is a story that even adults find difficult to fully understand. In short, the book tells us how we are gradually losing the purest and most precious human emotions — our most treasured values. During the time of writing, the author himself said:
“I grieve for a generation deprived of human virtues… I despise my time with all my soul. In this era, man is condemned to perish from spiritual thirst… The only real problem in the world around me is this: we must restore in people a sense of spiritual satisfaction in life. There is no joy in living without poetry, colors, or love…”
This allegorical tale uses various symbols to reveal the innocence, intellect, and pure feelings of a child’s heart, as well as concepts such as love, responsibility, life, and death — all essential parts of humanity. With its strong philosophical foundation and deep meaning, “The Little Prince” has won a place in the hearts of both children and adults and brought immense fame to its author.
The story begins with a pilot’s childhood memories. As known, Antoine de Saint-Exupéry was a pilot by profession. Thus, we can say that the writer reflected himself in one of the main characters — the aviator. He contrasts the innocent thoughts of a six-year-old boy with the “serious” mindset of adults in a unique style, critiquing them. When the child draws a picture of a boa constrictor that has swallowed an elephant, the adults cannot see it as the child does — they only see a hat. They claim that drawing is useless and insist that the boy study more “serious and useful” subjects. As a result, he grows up to study geography and becomes a pilot capable of distinguishing China from Arizona at a glance. But he stops drawing altogether.
One day, the pilot’s plane crashes in the middle of the desert, and there he meets the Little Prince — a mysterious golden-haired boy who asks him to draw a sheep. None of the drawings satisfy the Prince until the pilot sketches a box and tells him the sheep is inside. The Prince is thrilled that someone can “see” the invisible. Both the pilot and the Prince could imagine the boa constrictor and the sheep in the box. This shows that the pilot has reconnected with the child he once was. We can even say the Little Prince is the embodiment of his childhood. After all, their worldviews are nearly identical.
The Little Prince, who arrived from a tiny, lovely planet, can be seen as a representation of our inner self — our true essence. On his small planet were baobabs, flowers, three volcanoes (one extinct), and most importantly, a cherished, delicate turquoise flower. This planet symbolizes our world — our body and soul. The Prince uproots the baobabs each day to prevent them from damaging the planet, as they can destroy everything once grown. Baobabs and flowers initially look alike, so one must learn to distinguish between what’s harmful and what’s beautiful. In the same way, we must identify and remove the bad qualities from our hearts before they grow and destroy us.
Literary scholars interpret the relationship between the Little Prince and his proud, vain flower as a metaphor for Exupéry’s relationship with his wife, Consuelo. The flower’s behavior — her pride, her demanding nature — reflects this. The Prince waters her daily, protects her with a glass dome, and gives her his affection. On another level, the flower may symbolize our ego — our inner selfishness.
Eventually, the Prince decides to explore other planets. His journey is a metaphor for self-discovery — a look at human nature from the outside, which is the first step toward inner change. The flower tries to prevent his departure, which symbolizes how our pride often holds us back from understanding ourselves.
The three volcanoes on the Prince’s planet could represent strong emotions. He cleans them regularly, even the extinct one, because once harmful traits have existed in us, they can always reawaken. Therefore, we must cleanse our inner selves daily to avoid being destroyed from within.
Jalaluddin Rumi once said:
“A person is like the sea. Only the surface is visible. What lies beneath is unknown and untold, though it holds great storms.”
Sometimes, diving into the depths of that sea — our inner self — helps us understand who we really are.
The Little Prince visits seven planets and meets various people. On the first planet, a king reigns over no one but still gives orders. He claims that if a general disobeys, the fault lies not with the general, but with the king himself. The moral: we must take personal responsibility for our actions — the path to understanding ourselves begins here.
On the second planet lives a vain man who constantly asks to be praised. This character represents those who seek admiration without effort and believe themselves to be great despite doing nothing.
The third planet is home to a drunkard who drinks to forget the shame of drinking. He symbolizes our desires and how we knowingly do wrong, succumbing to urges that eventually enslave us.
On the fourth planet lives a businessman too busy counting stars to notice anything else. He believes he owns them, despite them offering him no benefit. He represents people obsessed with materialism who forget the meaning of life.
The fifth planet belongs to a lamplighter — the only character the Prince admires. He performs his duty with dedication, even at the cost of sleep. The lamplighter symbolizes responsibility. He also represents those who resist change despite the evolving world around them. Though the Prince offers him good advice, he refuses to change.
The sixth planet is inhabited by a geographer who writes massive books but never explores. He relies on others for knowledge and highlights those scholars who theorize without experience.
Interestingly, the size of each planet differs. The Prince’s favorite — the lamplighter’s planet — is the smallest. This might mean that the rarest or most meaningful traits are the ones we value most deeply in our hearts.
The seventh planet is Earth, where the first creature the Prince meets is a snake — a symbol of wisdom in many cultures. The snake speaks in riddles and offers to help the Prince return home if he is ever overwhelmed by grief. And indeed, in the end, the Prince does call upon the snake when he longs for his planet.
He also finds a rose garden and realizes that his beloved flower is not unique. Then he meets the Fox. In many cultures, the fox symbolizes wisdom, and in this story, it plays a vital role in delivering its core message.
The Fox says:
“People have forgotten this truth — but you must not forget it. You become responsible, forever, for what you have tamed.”
As the Prince tames the Fox, he realizes that he, too, was tamed by his rose. Though many roses exist, his is special because of the time and love he gave it. The Fox teaches him the most important truth:
“It is only with the heart that one can see rightly; what is essential is invisible to the eye.”
Maintaining this clarity of heart is essential. Rumi once said:
“The mirror of the heart must be clean so that the beautiful and the ugly can be seen clearly.”
The Prince finally meets people — humans — who are strange. They rush from place to place on trains without knowing why or where they’re going. This symbolizes how people chase time and goals blindly, burdened by self-imposed worries. Only children know what they are truly looking for and can love a rag doll so much that its loss makes them cry. Only children truly know how to live and enjoy life.
The Prince meets the pilot again — the same one we met at the beginning. The mysterious boy wins his heart, and they spend several days together. The pilot grows attached to him, but the Prince must leave. The pilot says:
“Six years have passed since my friend and his sheep left me. I write this so I won’t forget. There is nothing sadder than forgetting a friend. Not everyone is lucky enough to have one. And I never want to become like those adults who care only for numbers…”
The Prince traveled far, met many, but could not stay with anyone long. Everyone has their own planet, their own flower, their own distant stars. In the end, he calls the snake to return to his planet. Whether the Little Prince died or flew away remains a mystery. But in my view, he did not die. He lives on — in the heart of every person. Some will find him; others will not.
In conclusion, this short story carries deep meanings. Everyone understands it differently, according to their worldview. The symbols and allegories used by the author are open to interpretation. What matters is that each reader draws meaningful insights for themselves.
REFERENCES:
Antoine de Saint-Exupéry. The Little Prince. Tashkent: “Adabiyot Uchqunlari,” 2018.
“The Clinging Bird” Novel in the Eyes of Uzbek Readers Abstract:The Clinging Bird is a priceless work that has gained wide popularity not only among the Turkish people but also across the world. The development of its plot, the lives of its characters, and the depiction of social relationships are presented in an impressively emotional way, making it a unique novel that can captivate readers of all ages. This article reflects on the events and characters in the story, as well as the interpretation of its moral conclusions. Keywords:The Clinging Bird, Kamran, Feride, author, unique, novel, work
One of the leading figures in Turkish literature and a spiritual successor of progressive Turkish thinkers, Reşat Nuri Güntekin, is the author of The Clinging Bird (Çalıkuşu) — a novel that equally captivates readers of all generations. The novel vividly portrays how a person can stay strong and resilient through both good and bad times, the importance of love for the homeland, parents, partners, and family, as well as deep human values. The main essence of The Clinging Bird is as follows:
Main Character – Feride: Feride, the central figure of the novel, loses her parents at an early age and faces many difficulties. She grows up in the care of her grandmother and aunts and attends a French boarding school. At the threshold of adulthood, a sudden betrayal from someone close causes her to leave home. She begins working as a teacher, meeting many people, influencing their lives, and ultimately transforming her own.
Theme of Love: The novel focuses heavily on the love between Feride and Kamran. Their relationship explores emotions such as love, separation, sorrow, and hope.
Social Life Scenes: The novel reflects the lifestyle, traditions, struggles, and transformations of early 20th-century Turkish society. Events during World War I are also depicted.
Hardships and Struggles: Feride faces many life challenges — loneliness, social pressure, and romantic struggles — but she perseveres and continues with her life.
Additionally, the novel reveals the place of women in Turkish society at the time, the dynamics between men and women, and the clash between traditional values and modernity. A distinctive feature of the novel is its strong female protagonist, vivid portrayal of various Turkish regions, emphasis on education, loyalty, forgiveness, and the tension between old and new values. It deeply explores honesty, patience, and humanity.
The novel appeals to readers of all ages, serving as an example and inspiration. Its events are depicted in such a way that they encompass education, culture, human interactions, social challenges, forgiveness, and emotional resilience — all in one narrative.
The Clinging Bird has been translated into many languages. In Uzbek, it was translated by Mirzakalon Ismoiliy, and the novel has been published multiple times in Uzbek. Written in 1922, the book has won the hearts of readers across the world and has been adapted into several films and TV series. The 2013 television adaptation of The Clinging Bird gained significant popularity. However, the novel remains especially beloved by its devoted readers in its original literary form.
The Clinging Bird, a masterpiece of Turkish literature, can be considered an inspiring and spiritually rich treasure trove that continues to influence writers. It is a deeply meaningful, culturally valuable work that meets the highest artistic standards.
Conclusion: In conclusion, this beautiful and vivid novel, full of literary richness, problems and resolutions, emotional sincerity, and colorful imagery, is a valuable guide for life. Especially in today’s era of rapid technological advancement, it provides youth with practical lessons and experiences that can be applied in real life. The Clinging Bird is a deep and touching novel that encompasses various aspects of human life — love, family, social issues, and the fight against adversity.
Yuldasheva Xadichaxon Bahodir qizi was born on January 8, 1993, in Tashkent. Several of her scientific articles and poems have been published in international journals. She is a winner of various competitions held at the national and district levels and a participant in international anthologies. A passionate admirer of literature, science, and art, she was the winner of the “Woman of the Year – 2024” district stage in the nomination “Best Creative Woman of the Year.” She is also a participant in the forum “Best Scientific Researchers of the Year.” Currently, she is a 3rd-year student at the Tashkent University of Humanities.
Don’t Cry When the fires of longing start to burn, And pain inside your heart begins to churn, Don’t let it wound you, don’t let it stay, They’re not as brave or bold as you each day. Forget their words — let go, don’t let them in, They speak and speak, then fall silent again. Why heed their stings, their spiteful, bitter cries, When pushing forward makes them cease their lies?
Life… We stand in life’s trials, fierce and wide, In tunes that shift like the changing tide. At times we falter, bent by fear and pain, Our backs bowed low beneath the strain. But from Allah comes this soul we bear, And all we do, He makes it fair. Don’t ever think that I’m too plain — I’m sharp of mind, from Fergana I came!
AkramovG’ulomnazar Kamoliddin o’gli was born on April 10, 2008, in Qo‘shtepa district. He studied at School No. 30 in Qo‘shtepa district, later attended the former 1st Specialized Boarding School (IDUMI), and is currently a student in the 11th grade “Blue” class at the Specialized School of Margilan city.
Ghulomnazar Akramov has achieved numerous accomplishments. He is the recipient of over 150 international certificates and has actively participated in national competitions, earning more than 500 certificates, diplomas, and letters of appreciation. He is also the founder of several projects and has been an active participant in regional geography olympiads.
He achieved an 83% proficiency level in the Uzbek language and literature according to the BMBA (Bureau for Measuring Basic Achievement) assessment. His articles have been published in Kenya Times and Classico Opine newspapers in Kenya. His literary works have also appeared in the Reven Gage Zine book published in Germany, as well as on literary websites in Italy.
His book titled “The Generation of the Future” was published by Just-Fiction Edition and Amazon Online Store in the United Kingdom. He is a member of Smile, a national magazine; serves as the district coordinator of the “Dillmir” Youth Voluntary Organization (EVH); deputy regional coordinator of the “Intilish” Youth Organization in Fergana region; and was the third-party nominee of the “Shijoat” Youth Organization in the same region.
Currently, he is the Head of “Golden Wings” in Fergana region and the Chairman of the “Council of Young Reformers” of Fergana region. He is also a member of the Juntos Por Las Letras writers’ association in Argentina and works as an editor for the national “Ijodkorlar” (Creative People) journal.
A Letter from Said to Saida Said Ahmad and Saida Zunnunova’s love and memory… eternal through history
They changed my name into numbers cold, My joy turned bitter, my pain grew bold. I don’t know if God will grant me strength, But trust me, Saida, I’ll love you at any length.
I’m not the one to blame for their deceit, Not for the lies that call pride “elite.” I’ve never been the foe they claim— Believe me, Saida, I’m still the same.
“To the land of no return”—they sent me far, No demon bound me, no cursed scar. Will I return in ten long years? Wait for me, love—hold back the tears.
To me, you were the moon and sun, You bore it all while I was gone. You loved without a word of debt, From Said to Saida—my deepest respect.
Baxtiniso Salimova Azamat qizi was born on August 29, 2004, in Zarbdor neighborhood, Guzar district, Kashkadarya region. She is currently a 4th-year student at the Faculty of Philology of Karshi State University. She is the absolute winner of the 2nd season (2025) of the “Young Readers’ League.” She is also a two-time winner of the “Smart Reader” competition organized at the regional level. She won 3rd place in the “Young Readers” competition held in honor of the “International Book Giving Day.” To date, several of her articles, poems, and stories have been published.
