Exploring Imagination, Innovation, and Inspiration: My Journey at ANIM CAMP 2025

In the heart of the majestic Bo‘stonliq mountains in Tashkent region, something extraordinary unfolded in May 2025 — ANIM CAMP, a vibrant week-long animation and creativity camp that brought together 200 talented and curious young minds. Organized by United Soft in partnership with the Youth Affairs Agency of Uzbekistan, the camp promised much more than a break from daily routine — it offered a chance to dive into the world of animation, technology, and personal growth.

As one of the selected participants, I had the privilege to live, learn, and create in an inspiring environment that blended natural beauty with digital exploration. Here’s a detailed glimpse into what made this camp such a transformative and unforgettable experience.

Days 1–3: The Future is Here — Artificial Intelligence and Creativity

Our journey began with a deep dive into one of the most talked-about and rapidly evolving technologies of our time — Artificial Intelligence (AI). The first three days of the camp were dedicated to understanding the foundations of AI and how it’s revolutionizing the creative industry, especially animation.

We didn’t just study theory — we explored how AI tools can be used to design posters and visual content. It was fascinating to learn how machine learning models can assist artists, generate visuals from prompts, and turn simple ideas into stunning artwork. We experimented with AI-driven design platforms and created our own posters, blending technology with artistic expression.

These sessions opened up a new world of possibilities for us. For many participants, including myself, it was the first time seeing AI as a creative companion — not just a technical tool, but a new way of thinking and storytelling.

Day 3: Learning from the Masters of the Industry

As the third day continued, we had the honor of meeting expert guest speakers from United Soft, Lola Animation, and Media House — three leading names in the Uzbek media and animation industry. These professionals didn’t just share their resumes — they opened up about their creative journeys, career challenges, and what it takes to thrive in this competitive field.

We discussed emerging trends in animation, the growing demand for interdisciplinary skills, and how to stay relevant in a fast-changing world. The sessions were filled with practical advice and real-life insights, inspiring us to dream big and keep pushing our creative limits.

Day 4: Practice, Projects, and Professionalism

On the fourth day, the focus shifted towards hands-on learning and teamwork. Our lessons continued as usual, but with a deeper emphasis on collaborative projects and real-world applications.

One of the key projects launched was “Keyframe uz” (Ctrl+Z) — a creative team challenge that required us to brainstorm, plan, and begin working on an original animation concept. We started building ideas, assigning roles, and discussing technical strategies. The experience of working in a team — learning to listen, lead, and adapt — was one of the most valuable takeaways of the camp.

Additionally, we explored VFX (Visual Effects) as a career direction. We examined the workflow used in the industry, the level of discipline required, and the importance of consistency and attention to detail in post-production work. It was both eye-opening and exciting, especially for those of us who dream of working behind the scenes in film or digital media.

Day 5: Soulful Reflections with Erkin Bozorov

Just when we thought the camp couldn’t get any more inspiring, Day 5 gave us a beautiful surprise — a motivational and cultural session with the beloved poet and speaker Erkin Bozorov.

Held in a warm and welcoming atmosphere, the session focused on themes of self-discovery, purpose, creativity, and resilience. Mr. Bozorov shared personal stories and reflected on the challenges young people face in finding their path.

His words encouraged us to trust our instincts, stay disciplined, and embrace our uniqueness.

But the highlight was his reading of motivational poems, which captivated everyone. His voice, filled with emotion and wisdom, left a deep impression on us all. We engaged in a heartfelt conversation, asking questions, sharing thoughts, and connecting as a community of learners and dreamers.

What Made ANIM CAMP So Special?

From dawn to dusk, ANIM CAMP 2025 offered a perfect balance of education, creativity, and joy. Each day was carefully designed to encourage exploration, collaboration, and personal development. Some of the most remarkable features of the camp included:

 Daily animation and AI workshops

Hands-on poster design using artificial intelligence tools

Masterclasses by industry experts and professional animators

Creative group activities, games, and challenges with prizes

Opportunities to present projects and receive feedback

Delicious food and a cozy camp atmosphere

Inclusive participation for both girls and boys, promoting equality in creativity

 Motivational sessions to fuel ambition and purpose

Final Reflections: More Than Just a Camp

ANIM CAMP was not just a camp — it was a gateway to possibility. It gave us access to resources, mentorship, and experiences that many young creators only dream of. More importantly, it gave us the confidence to believe that our ideas matter and that we have the tools to shape our futures.

For me, it was a turning point — a place where I learned not only how to animate, but how to dream boldly and create fearlessly. I left the camp with new skills, amazing friends, unforgettable memories, and a renewed sense of direction.

To every young person who wants to explore their creative potential: opportunities like ANIM CAMP are where your journey begins. Don’t hesitate — step into the world of animation and let your imagination come alive.

Surayyo Nosirova Elyor qizi was born on May 13, 2006, in the Narpay district of the Samarkand region, Uzbekistan. From an early age, she showed a deep interest in literature, languages, and creative expression. Her passion for learning and writing became evident during her school years, where she actively participated in various academic, literary, and cultural activities. Currently, Surayyo is a sophomore student at the Uzbekistan State World Languages University, specializing in English Philology and Teaching. She is known for her strong academic performance and her dedication to mastering the English language. Her commitment to education extends beyond the classroom—she is the author of three published books: Heartfelt Thoughts, Voices in Writing, and Beyond Words: Mastering English. Each of these works reflects her insights into language learning, writing skills, and the emotional depth of student life. In addition to her books, Surayyo has written numerous articles.

Cis

Previously published in redrosethorns

“It’s magic,” the girl squealed with delight; the sunrise was amazing. It was the first one she’d seen this year, or even the year before, she said. Meghan had been sequestered away from her friends and family for what seemed like years but which in reality had been only four weeks. Her friend Darla stood near the window with Meghan and watched the sun peep over the horizon, the pinks and magentas giving way to the oranges and yellows of the fiery ball of unspent hydrogen. An azure sky provided the perfect backdrop to the palette of vivid rainbow hues.

While Meghan gazed, enraptured, Darla’s eyes were swimming with tears of sorrow. She couldn’t fathom what her friend, younger than her by one year, had gone through over the past month. Meghan had been abducted and kept hidden away at some horrible “camp,” the unwilling target of a conversion therapy engineered by her parents and her minister to make the fifteen-year-old cisgender.
– – –
Meghan awoke with a start. There were two strange men in her bedroom, plus one that she knew–Pastor Bob. Before she could speak, Pastor Bob said. “Get dressed, Meghan.” He tossed some garments onto her bed.
“What…?” she began.
“C’mon,” said the minister curtly, yanking the sheets down, revealing her nakedness.

Meghan grabbed for the sheets, but without effect. Before she knew what was happening, the two strangers seized her from her bed and began dressing her, like a child, in sweats. Where were her parents? she wondered wildly. She cast her eyes about the room and saw by her clock radio that it was only 3am.

“I’m not going anywhere with you,” she said, finding her voice at last. In response, one of the men turned her around, pushed her down against the mattress and bound her wrists with those plastic ties they affixed to the wrists of criminals when taking them into custody. As a final degradation, one of the men stuffed a thick cloth, smelling of alcohol or gasoline or something, into her mouth. Next, they pulled her to her feet and marched her from the room.

The trip to what Meghan came to regard as “The Camp” was a long one. Bound and on the floor of a van, she didn’t know in which direction they had set out.
– – –
“Dar’, look at the sky,” said Meghan, marveling at the rising sun. “It’s God’s work,” she insisted. “All good things come from the Almighty One.” She turned to regard her friend.
“That’s right, Baby, it’s beautiful,” replied the older girl.
“What is it, Dar’, what’s wrong? You’re crying.”
“Tears of happiness,” lied Darla.

At this Meghan smiled widely. “I’ve got a date tonight with Timmy. Do you think he’s cute?” Then an awkward pause. “Oh, I’m sorry, Honey, for a moment I forgot that, well…” Tim Fisher was a member of the congregation to which Meghan and her family belonged.
Darla held her breath. She was afraid she would receive the lecture about how “broken” and “dysfunctional” and “abnormal” non-binaries and other LGBTQs were. She’d already heard it twice before. For whatever reason, Meggie didn’t go on about it this time. Darla took this as a positive sign.

Darla grew wistful, remembering the almost one year during which the girls had existed as secret teenaged lovers. Whether it was lying close on the beach or in bed or innocently holding hands at a school event, the sweetness of the experiences remained fresh in Darla’s mind. Her thoughts returned to the present and the awful dilemma before her.
Several days after Meghan had returned from the conversion camp, when she was finally allowed visitors, she had confided in her friend about what occurred during her 30-day hiatus.
– – –
Meghan leaned against the wall of the cold, windowless room into which she’d been deposited upon her arrival at The Camp.
“Stand up straight!” bellowed a harsh voice from a speaker on the wall.
She sprang erect again but, after shifting restlessly from one foot to the other, she leaned on the wall again and then finally, sat on the floor. Time and again the PA screamed for her to come to her feet but at length, she ignored it.

Into the room burst a matron, dressed in nurse’s white, but Meghan knew she was no nurse. “Get to your feet, Meghan!” she shrieked. But when Meghan refused to comply, the woman beat her viciously with a broomstick.
“Ow, shit!” rasped Meghan, coming instantly to her feet. But still the beating continued, over her calves and thighs and arms. “Why are you doing this?” screamed the 15-year-old, whose parents had never so much as spanked her.

“You’ll learn,” snapped the matron, delivering a final blow to Meghan’s arm, drawing a thin trickle of blood. “You’ll learn to get your mind right!” she said.
Darla also remembered how her friend told her that she had been subjected to perpetual indoctrination, endless talk, both one-on-one and in a kind of group setting.

A man in a doctor’s smock, who didn’t give his name, but who wore a stethoscope about his neck, as if for effect, addressed Meghan and two other “students” in another windowless room, this one with a sofa, on which they all sat.
“Gays and lesbians are filthy,” he told them. “STDs, AIDS and other maladies of Biblical proportions, have decimated the ranks of young people over the last four decades.”

Meghan watched another girl, her age, nod in agreement with the doctor. She wondered if the girl were a plant.
“I am so much happier now that I’m back on the hetero track,” said another young woman. “I was led astray for a while,” she went on, “but God saved me. God loves you, Meghan, and He won’t let you down. Just trust in Him, alright? Our whole lives are ahead of us. We can have many, many babies!” she gushed with a sort of dreamy look.

Meghan, after innumerable, endless such encounters, found herself nodding in agreement. She wanted to believe, to be a part of the prevailing culture, to forsake the life she’d left behind.
Remembering these revelations, Darla touched Meghan tenderly on the arm, but the other girl recoiled as if stung. Darla let her hand fall to her side.
“Thank you,” said Meghan stiffly, “for understanding,” and then turned away, stared at her reflection in her dresser mirror.

“What are you thinking, Meggie?” asked Darla, concern and love for her friend in her voice.
Megan smiled shyly, replied, “Whether or not I’ll let Timmy kiss me tonight,” and she giggled. Darla forced a smile. The difference between Meggie when she first came home and this morning was much more than just night from day.
– – –
“They gave me shots,: she’d told Darla. “I don’t know what they were but they made me dopey, like I’d drunk a six-pack or smoked a joint. It’s weird, Dar’, but I started to look forward to them.”
Darla had met another girl, who had also been a resident at one of the camps, who told her that they put a small bit of some addictive substance–morphine? heroin?–in with the psychoactive drugs which reduced the victim’s natural resistance to suasion. The stories had made Darla’s blood boil but even now she didn’t know what to do about it. She was only 16.

A final tale was the most harrowing of all.
Meghan lay naked on a bed in yet another windowless room, her wrists bound behind her with metal handcuffs. Into the room came one of the camp’s other students, a boy Meghan’s age, who stood and stared down at the helpless girl. She heard him unbuckle his pants and soon he was brutally raping her. When she begged him to stop, he told her to tell him he loved it. When she refused, he pulled her hair violently, tearing some of it out by the roots until she complied.

“I love it,” she cried, weeping.
“I knew you would. It’s all a matter of muscle memory,” he remarked, and chuckled. This trauma was replicated that evening, then the next day and the next.
But now, Meggie didn’t seem to recall any of the abuse, torment and torture she had suffered at the hands of her inquisitors at the camp. That had bewildered Darla when she first stepped into the bedroom today. By observing Meggie closely she could reach only one conclusion: her closest friend was heavily medicated.

After their first meeting following the camp, Darla hadn’t been allowed back for several days. She wondered if there was a camera or a mic hidden in Meggie’s bedroom. Her eyes scanned the walls and ceiling inquisitively. Meggie was speaking. Darla looked back at her friend.
“Ooh!” said Meggie, “I’ve got to get dressed, I’ve got a meeting with my pastor in just 30 minutes!” She looked a little harried. So that was it, thought Darla. She was attending “refresher courses” of supplemental brain-washing. Meggie, Darla decided, was in their eyes still but a work in progress. The last thing that Meghan had told Darla, just after returning the week before, was the identity of the teenaged rapist: it had been Tim Fisher, her date for the evening. The enormity of the situation left Darla stunned and afraid.

“You’d better go, Dar’.” murmured Meggie softly. “Mom said you shouldn’t stay too long today…” Darla turned and opened the door. “I love you, Darla,” said Meghan warmly. Darla turned and stared at her friend wistfully, hopefully, for a moment. Then Meggie blushed and added, “I mean, like a cousin, of course.” Easing into the hallway, Darla closed the door silently behind her.

Word Formation in English and Uzbek: An Analysis of Common Suffixes                                                           

Olimboyeva Dilaferuz Azamat qizi                                                

Uzbekistan State World Languages University                                                              

alijonolimbayev99@gmail.com

Abstract

This article presents a comparative linguistic analysis of word formation in English and Uzbek, with a focus on the role of suffixes in both languages. While English demonstrates a blend of Germanic and Romance derivational strategies, Uzbek, as an agglutinative language, relies heavily on regular suffixation patterns. The study explores the typological, semantic, and functional aspects of suffixation in both languages. Particular attention is paid to how suffixes contribute to lexical expansion, grammatical categorization, and stylistic variation. The findings are relevant for translation studies, language acquisition, and bilingual lexicography.

Keywords

Word formation, suffixation, morphology, English, Uzbek, derivational processes, language typology, translation, affixation, comparative linguistics. Word formation is a fundamental aspect of language development and linguistic creativity. It encompasses the methods by which new lexical items are produced from existing morphemes. One of the most prominent and productive methods of word formation in both English and Uzbek is suffixation—the process of adding morphemes to the end of a root word to create new meanings or grammatical categories.

Despite significant typological differences between English and Uzbek, both languages extensively employ suffixes to expand their lexicon. English, being a morphologically simpler and more analytic language, uses suffixes that are often derived from Latin, Greek, and French. Uzbek, on the other hand, belongs to the Turkic language family and follows an agglutinative structure, where suffixes are attached in a regular and transparent manner.

This paper investigates the types, functions, and productivity of common suffixes in English and Uzbek, and evaluates their roles in word formation, translation, and second language learning. Suffixes in English are divided into two primary types: inflectional and derivational. While inflectional suffixes modify a word’s grammatical function (such as -s for plurals or -ed for past tense), derivational suffixes create entirely new words by changing their lexical category or meaning.

Among the most productive derivational suffixes in English are:-ness, which converts adjectives to nouns (e.g., happy → happiness);-tion, which forms abstract nouns from verbs (e.g., inform → information);-er, which often denotes agents or instruments (e.g., teach → teacher);-ly, which typically turns adjectives into adverbs (e.g., quick → quickly);-less and -ful, which express the presence or absence of a quality (e.g., hopeful, hopeless).

These suffixes serve both grammatical and semantic purposes. For instance, the suffix -tion adds an abstract, nominal quality to a verbal root, making it suitable for formal, academic contexts. The productivity of suffixes like -ness and -er is evident in neologisms and in creative language use, particularly in media, advertising, and literature. However, some suffixes in English present phonological or orthographic challenges. The addition of a suffix may lead to stress shifts (e.g., photograph vs photography) or spelling changes (e.g., happy → happiness).In Uzbek, suffixation is highly regular and is a dominant mechanism in word formation.

Unlike English, which incorporates many borrowed affixes, Uzbek suffixes are largely native and function within a transparent system governed by vowel harmony and phonological rules. Common noun-forming suffixes in Uzbek include -chi (used for agents or professionals), -lik (denoting abstractness or collectivity), -kor (indicating a person inclined to a particular action or value), and -garchilik (which often adds a sense of intensity or continuity).Examples include:o‘qituvchi (from o‘qit – “to teach”) with the suffix -uvchi indicating agency;do‘stlik (from do‘st – “friend”) with -lik denoting a state or condition;ilmiy (from ilm – “science”) with the suffix -iy used to create adjectives.

Uzbek also employs suffixes to form adjectives and verbs. Adjective-forming suffixes such as -li, -siz, and -iy express possession or lack of qualities (e.g., yurakli – “brave,” umidsiz – “hopeless”). Verb-forming suffixes like -lash, -lan, and -ish allow for the creation of causative, reflexive, or reciprocal verbs (e.g., tozalash – “to clean”).One of the key characteristics of Uzbek morphology is the ability to stack multiple suffixes sequentially. For example, a single root may take on several suffixes to produce complex word forms, such as o‘qituvchilikdagi (“in the teaching profession”), which incorporates suffixes for agent, abstract noun, and locative case.

Despite structural differences, suffixes in both languages serve similar semantic and grammatical functions. Both languages use suffixes to form agentive nouns, abstract concepts, and adjectives, although the morphological processes and frequency of use differ significantly. In English, suffixation is often influenced by borrowed forms, and productivity varies by register and context. For example, academic language frequently employs Latinate suffixes like -tion and -ity, while colloquial language may favor -er and -ness.

Uzbek suffixation, by contrast, is grounded in native morphological rules and exhibits high regularity. The meanings of Uzbek suffixes are typically more predictable, and their usage is closely tied to the phonological structure of the language. Another key difference lies in the complexity of suffix chaining. English words typically contain a single derivational suffix, whereas Uzbek words can include multiple suffixes in a chain, with each adding a specific grammatical or semantic layer.

In terms of second language acquisition, Uzbek learners of English may find the irregularity and etymological opacity of English suffixes challenging. Conversely, English speakers learning Uzbek may struggle with the rules of vowel harmony and the extensive use of affixes in expressing grammatical relations.

Understanding the function and scope of suffixation in both languages is essential for accurate translation and effective bilingual dictionary compilation. In many cases, there is no direct formal equivalence between suffixes. For example, the English suffix -ism may require a descriptive paraphrase in Uzbek depending on the context, as in individualism → shaxsga asoslangan qarashlar.

Moreover, suffixes carry stylistic and cultural connotations. Some Uzbek suffixes, such as -garchilik, may sound overly formal or archaic in certain contexts, while their English equivalents might be more neutral. Thus, translators must not only match grammatical categories but also register, tone, and communicative intent.

For language learners and educators, emphasizing high-frequency, productive suffixes and illustrating their function in context can greatly facilitate vocabulary acquisition and comprehension. Suffixation plays a vital role in the lexicon-building systems of both English and Uzbek. While the morphological structures differ—English being more analytic and Uzbek agglutinative—the underlying linguistic functions of suffixes show striking similarities. Both languages utilize suffixes to form nouns, adjectives, and verbs, as well as to express abstract meanings and agentivity.

Through this comparative study, we observe that suffixation reflects not only grammatical processes but also cultural and cognitive patterns in language use. Further research might focus on corpus-based frequency analysis, suffix productivity in contemporary media, and the role of suffixes in the development of academic and technical vocabulary. Understanding suffixation in a cross-linguistic context enhances our ability to translate, teach, and learn languages more effectively, while also deepening our appreciation of the structural richness and expressive capacity of human language.

References

1. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge University Press.

2. Plag, I. (2003). Word-Formation in English. Cambridge University Press.

3. Bozorov, O. (2008). Hozirgi o‘zbek adabiy tili morfologiyasi. Toshkent: O‘zMU nashriyoti.

4. Nurmonov, A. (2010). O‘zbek tilida so‘z yasash. Toshkent: Fan nashriyoti.

5. Aronoff, M., & Fudeman, K. (2011). What is Morphology? Wiley-Blackwell.

6. Bauer, L. (1983). English Word-Formation. Cambridge University Press.

7. Hudoyberganova, D. (2016). Ingliz va o‘zbek tillarida affiksal so‘z yasalishi. Toshkent: TDPU.

THE IMPORTANCE OF WORD ASSOCIATION

Being is the tiger,

an unseen appearance before it swallows you whole.

Seeming is the spider

that builds the mansion where Maya hides the tiger.

And you curl into your spider’s blanket and say,

“Yes, there may be other situations. But this one is mine.”

These are words of the white sheep that graze on your tongue, issuing from the edge of your lips to baffle my art.

Belief conceals recognition. Orthodox clichés are sweeter than exotic heresies.

I need a poet to speak your freedom.

“Poetry!” you say. “That factory of idols! Valueless words strung together like cultured pearls. A compromise between the universe and imagination, windy sounds tangled in winter branches. A sheetless bed in a purple room with no light or exit.”

A poem can come from a prophet or a priest or a professor or a philosopher or a physician or a beautician. But only a true poem can feel the sun on your face as the snow commandos parachute in behind enemy lines. A real poem contains stone syllables standing against a rain-striped horizon.

Let me be your pattern. I’ve pawned my pasts, demolished the wall that blocked truth-bearing winds.

To deny my tongue is to strangle your throat.

Together we can be worlds upon a wider world.

Our bronze countenances can besiege the Maya fortress, storm its magic damsel resident therein.

We won’t eliminate or lift any veil completely. But we can add invisibility.

“Perception, memory – can’t they be real? Who could confuse a long naked body with an artifice of the mind?”

Anyone.

Everyone.

We live in rust on chrome.

“But, that tiger?”

Being is the all-at-once-ness of everything.

The world is not all thieves and wolves. Providers and puppies inhabit too.

Judges and lawyers may be the masters of bar and brothel, and a poem’s sentence may condemn. But also it may acquit.

Death is always the same distance away and life as near as we arrange.

Yes, our voyage ends with a wake, but not just the wake behind the boat.

It’s now call-and-response time. Your fate depends on your answer.

I say Quiver.

Do you say, “Tremble”?

Or, “Arrow”?

MÖBIUS STRIP

Swans echo the clouds

that echo those swans.

Moon recycles faces, recycles face

I am Today years old, as always

but which we am I today?

es, recy

This river remembers its geese,

wanders woods in their search.

cles fa

BRIDE OF COPPER

homonyms that mean the same

or, your gray is not my grey

they have divergent offspring

bronze if copper mates with zinc

brass if copper mates with tin

bird as vulture, bird as dove

a painter’s silver, or smudge

the flat wilderness of dusk

an opaque landscape of mist

the nothingness of a coin

dime-like or silver florin

hides the man within the war

in a Southern uniform

in a museum’s armor

ENLIGHTENMENT

Aging, we mislearn the universe from birth.

But if then all our illusions we lose —

Can we be sure that lives improve?

IN AN ON-ONE (self-portrait, unfinished for now)

Sophiadome aflame,

Halfunplundered yet.

The Moon is trapped in our crimson net

(like a Frisbee in a cage)

(aluminum pan in macrame)

dark iris riveted to bloodshot eye.

No. Wait.

This is altogether too depressing a prospect. Let the picture compose elsewhere.

Bloated fingers like floodwaters upon the plain.

Unberibboned wrists, not tigered yet by failure.

Arms loose and empty, tethered to boney shoulders

and a lonely bed.

Nope. No improvement from that angle either.

Silver is the ego-greed that turns glass into a looking glass; and mercury, that poison, makes us mistake temperament for actual temperature; while the iron lasts us through the large littleness of our long lives.

Such is the brittle wisdom, these are the elements of our same old sad story:

                             “The Naked One in the Vacant Lot”

…

Morning is war

We’re burning like matches

But who sets us on fire every time?

Our meat hurts as if someone is trying to eat our flesh

But what does the word “we” mean?

Seven marble

Seven marble suns have died in the last week

Seven tin gods have burst in the last week

Seven donkeys with gifts from the Magi have been torn apart in the last week

Seven sulfur streams have soared into the air in the last week

Seven days have passed in the last week

Seven people have disappeared in the last week

Seven babies were born in the last week

A state of emergency has been declared seven times in the last week

In the last week seven numbers have become uncountable

No one has been resurrected in the last week

Singles

The sandcastles of human rights are falling into my eyes

My cat buries his shit in the folds of my skin

Not a single spit of time can wash away the sand from a person

As luck would have it, there is not a single footprint of your foot on this sand

I teach water to build silence

I am learning from the sand to remain silent in agreement

Belly is home

We don’t fuck in basements:

We live in them

Thirst

salt smeared on lips

sugar dissolved in the veins

lips in an eternal search for sperm

in order to quench the thirst

for love

Facts and lives

mantrap in my left torn off leg

pretends I’m not there

The bird

The bird tries to break into the room without realizing that the window is transparent

In the end in despair the unfortunate creature disappears into the nightleaving feathers as a souvenir

A feather that comes off is no longer part of the bird

I burst into the night shooting at my cast iron temple

A ghostly bird breaks out of its body cage and runs into the garden through the glass

A dead body ceases to be part of the life that goes on around

Silence everywhere

Silence everywhere

The stone drinks the silence of the sand

Sand castles

The river plays with the sound of the tide

Globalization and the Lost Identity of a Generation

“Modern wars will no longer be fought with weapons, but with ideas. The goal will be to distort the thinking of our youth.”
— Islam Karimov, First President of Uzbekistan

We live in an era where information travels across continents in seconds, where a cultural shift in one part of the world can influence the mindset of a young person thousands of kilometers away. This is the power—and the peril—of globalization. And in the heart of Central Asia, in countries like Uzbekistan, it’s not just progress that is arriving at our doorsteps, but also a silent crisis: the cultural and spiritual erosion of our youth.

The 21st century is marked by technological triumphs. Our lives have become more connected, more informed, and more digitized. Yet in this wave of innovation, young people in developing and post-Soviet countries find themselves torn between tradition and trend. They are learning, evolving, and adopting—but at what cost?

When Progress Threatens Identity

There is nothing inherently wrong with globalization. In fact, it offers invaluable opportunities for learning, innovation, and cross-cultural exchange. But each nation carries with it a unique soul—embedded in its history, traditions, and moral values. For Uzbekistan, this identity is rooted in the legacy of thinkers like Alisher Navoi, Ibn Sina, Al-Khwarizmi, and Al-Biruni—giants whose wisdom once shaped the course of human knowledge.

Yet today, many of our youth struggle to name these intellectual forefathers. Instead, they idolize imported pop culture, replicate global social media trends, and embrace superficial modernity that often contradicts local values. From imitating art forms born in foreign contexts to defacing historic buildings with graffiti in the name of “expression,” we are witnessing a cultural drift that can no longer be ignored.

This is not an argument against modernization or art. It is a call for balance. A plea for young people to know where they come from before deciding where they are going.

The Cultural Cost of Belonging Everywhere—and Nowhere

In an attempt to belong to a global narrative, many young people are losing touch with their own. Cultural pride is not nationalism; it is self-respect. And preserving heritage does not mean rejecting the world—it means entering it with dignity.

The future of our youth must not come at the cost of forgetting the past. The ancient cities of Samarkand, Bukhara, and Khiva are not just tourist destinations; they are breathing textbooks of our ancestors’ contributions to science, literature, and philosophy. When these landmarks are defaced, when traditions are mocked, it is not just stone that is broken—but memory, identity, and self-worth.

Moving Forward with Roots Intact

Technology is here to stay. Globalization will continue. The question is: Can we raise a generation that embraces the modern world without abandoning its own? Can we empower young people to be both connected to the globe and grounded in their culture?

We must. Because only when young people know who they are, will they know how to lead.

Dilobar Maxmarejabova Elbek qizi is a second-year student at the University of Journalism and Mass Communications, majoring in Philology and English Language Teaching. She is passionate about topics such as youth, spirituality, globalization, and cultural heritage. Through her writing, she seeks to draw attention to pressing social issues and contribute to meaningful discussions on identity and values in the modern world.

Silent Battles: Navigating Mental Health Challenges and Loneliness During Student Years

Introduction

In today’s competitive and fast-paced world, student life is often romanticized as a time of personal growth, academic achievement, and social connection. However, beneath the surface lies a silent struggle faced by many students—one of mental pressure, emotional isolation, betrayal, and the absence of support. For some, these experiences define their entire educational journey. Yet, even amidst such darkness, it is possible to emerge stronger, wiser, and victorious.

This article explores the often-unspoken psychological burdens students endure—particularly mental health struggles, academic stress, feelings of loneliness, and emotional pain caused by those they once called friends. By shedding light on these hidden experiences, we aim to foster understanding, advocate for compassion, and remind every student walking this difficult path: your victory is coming.

The Weight of Expectations

Academic institutions are designed to challenge and educate. But with that mission often comes a pressure cooker of expectations. Students are expected to maintain high grades, be active in extracurricular activities, secure internships, develop social networks, and prepare for uncertain futures—all simultaneously. For many, especially first-year students or those from underprivileged backgrounds, this transition can be overwhelming.

The societal narrative often neglects the mental toll of such pressure. Constant comparison, fear of failure, and the need to prove oneself—whether to family, peers, or society—can slowly erode self-esteem and mental well-being. When grades become the only measure of worth, students begin to equate failure with personal inadequacy.

These internalized pressures frequently lead to anxiety, depression, and burnout. Yet, few students feel safe enough to speak about it. The stigma surrounding mental health, especially in cultures where vulnerability is mistaken for weakness, forces many to suffer in silence.

The Quiet Ache of Loneliness

Loneliness during student years is a complex and painful emotion. Even in classrooms filled with hundreds of students, one can feel profoundly alone. Moving to a new city, adjusting to a new environment, or failing to find ‘your people’ can leave students feeling isolated and misunderstood.

Social media often intensifies this loneliness. While it paints the illusion of connection, it can also create feelings of exclusion. Watching others post about friendships, outings, and achievements can foster a painful sense of “Why not me?”—leading students to question their worth and their ability to belong.

Loneliness does not only stem from being physically alone; it often arises from emotional disconnection. It is the feeling of not being seen, heard, or understood. It is sitting in a crowded library with tears threatening to fall, and no one noticing. It is wanting to share your burdens but having no one who truly listens. It is the ache of invisibility in the most formative years of life.

When Friends Become Strangers

One of the most disheartening experiences during student life is betrayal or emotional abandonment by friends. For many, university friendships are a source of comfort, laughter, and survival. But not all friendships last—and not all friends are genuine.

Some students experience bullying, exclusion, or emotional manipulation from those they once trusted. Others are left behind without explanation as their peers form new cliques or focus solely on their own goals. The realization that your support system has crumbled can be both devastating and disorienting.

This emotional abuse—whether subtle or overt—leaves scars. The fear of trusting again, the self-doubt born from rejection, and the inner voice whispering “you’re not enough” can become constant companions. When betrayal comes not from strangers but from those you once called friends, it hurts with a deeper, more personal sting.

The Absence of Support

Perhaps the most paralyzing aspect of student mental health struggles is the feeling that there’s no one to lean on. For students far from home, the physical distance from family can feel like emotional abandonment. Even those with parents nearby may feel emotionally misunderstood or invalidated.

Many institutions lack the resources or sensitivity to identify students who are silently suffering. Professors are focused on delivering content, not checking in on emotions. Friends may be too busy or too self-involved. And in a world where everyone seems to be “managing fine,” it can feel shameful to admit you’re not.

The absence of support is not just about who is missing; it’s about the haunting silence in times of crisis. It’s about breaking down in a dorm room at 2 a.m. with no one to call. It’s about realizing that while you have hundreds of contacts, you can’t name one person who would truly understand.

This lack of support amplifies the mental health crisis among students. Without emotional anchors, students spiral deeper into anxiety, depression, and hopelessness. And yet, despite the darkness, some keep walking.

The Turning Point: Choosing Yourself

Amid all this pain—academic pressure, loneliness, betrayal, and emotional neglect—there lies a quiet decision: the decision to choose yourself.

This is the moment when a student realizes that they are their own safest home. It may not come dramatically. It may arrive on a regular Tuesday after a failed quiz or during a solitary walk. But it is powerful.

Choosing yourself means seeking help even when it’s scary. It means setting boundaries with toxic people. It means crying, and still getting up the next day. It means talking to a counselor, writing your truth, or simply breathing deeply through the storm. It means recognizing that your value is not defined by grades, followers, or others’ opinions—but by your resilience.

This turning point is not loud. It is gentle and consistent. It is the beginning of healing.

Healing and Growth: A Slow But Beautiful Process

Healing from emotional wounds is not a linear journey. There will be good days and unbearable ones. Some mornings you will feel like yourself again; others, you’ll wonder if you ever will. But growth lies in persistence.

During the healing process, students begin to rediscover themselves. They find joy in small routines—making tea, reading books, listening to music, journaling. They begin to seek genuine connections, no longer chasing popularity but authenticity. They start valuing their mental peace more than validation.

And slowly, something remarkable happens. They become the very friend they needed. They develop empathy, strength, and emotional intelligence. They learn to identify red flags, to say no, and to choose environments that nurture them. Their scars become sources of wisdom, not shame.

The Inevitable Victory

The journey through emotional turmoil is not just about survival—it is about transformation. Many students who endure such pain emerge with an inner strength that no textbook could ever teach. They become leaders, mentors, healers, and creators. They carry stories of overcoming, of rising from the ashes, of winning the hardest battles—those within.

Victory does not always look like a gold medal or a perfect GPA. Sometimes it’s simply waking up and choosing to try again. Sometimes it’s smiling after days of tears. Sometimes it’s graduating despite depression, or finding real friends after years of loneliness. These victories are deeply personal—and deeply powerful.

In the end, you win. Not because the pain disappears, but because you become someone who refuses to give up. You win because you fought with grace, because you learned to love yourself, because you did not let darkness define your story.

Conclusion

Student life is often painted in bright colors, but many live it in shades of grey. Mental health struggles, academic pressure, emotional loneliness, and the absence of support can make it a painful chapter. Yet, within this pain lies the potential for profound transformation.

To every student fighting silent battles: your story matters. Your feelings are valid. And even if no one else applauds your quiet victories, know this—you are not alone, and you will rise. Keep walking, keep breathing, keep choosing yourself.

In the end, you do not just survive. You win.

Surayyo Nosirova Elyor qizi was born on May 13, 2006, in the Narpay district of the Samarkand region, Uzbekistan. From an early age, she showed a deep interest in literature, languages, and creative expression. Her passion for learning and writing became evident during her school years, where she actively participated in various academic, literary, and cultural activities. Currently, Surayyo is a first-year student at the Uzbekistan State University World Languages university, specializing in English Philology and Teaching. She is known for her strong academic performance and her dedication to mastering the English language. Her commitment to education extends beyond the classroom—she is the author of three published books: Heartfelt Thoughts, Voices in Writing, and Beyond Words: Mastering English. Each of these works reflects her insights into language learning, writing skills, and the emotional depth of student life.