This month, across continents, languages, and artistic forms, these writers and artists illustrate pathways towards personal and cultural endurance and survival. Though their subjects range from war to environmentalism, from mathematics to romance, the works are united by a central concern: how people preserve meaning and dignity while confronting the fragility of life. Together, they create a portrait of humanity struggling not merely to survive, but to transform pain, uncertainty, and impermanence into connection, beauty, and renewal.

The shadow of mortality and conflict appears repeatedly throughout these works. Pat Doyne honors those who sacrificed their lives during wartime, while Elaine Murray similarly forces readers to confront the devastating human consequences of war and the preciousness of life itself. Mohammad Sedigh Haghighi broadens this historical struggle, tracing humanity’s difficult movement toward democracy, liberty, and enlightenment against the forces of ignorance. Danijela Ćuk extends the argument into the present by urging humanity to abandon divisions and pursue peace. Lan Xin connects the larger world to our inner worlds, suggesting that we carry the capacity for both good and evil and that changing our mindsets can change society. Even Hamida Nazarova’s analysis of the works of Abdulhamid Cho‘lpon and Hamza Hakimzoda Niyoziy reveals another battlefield: not military conflict, but social injustice, particularly the suffering and oppression faced by Uzbek women. These works collectively suggest that human progress is measured not by conquest, but by compassion, justice, and the willingness to protect one another’s humanity.

Yet alongside destruction exists resilience. Darren C. Demaree writes of love, grief, identity, and survival, revealing how memory becomes a lifeline through suffering. Madina Asliddinova’s family saga captures the cyclical nature of existence through births, deaths, joys, and tragedies, reminding readers that life is never static but constantly renewing itself through generations. Jacques Fleury teases out themes of individual strength and determination to shape one’s own fate in Boston’s Huntington Theater’s production of Oedipus el Rey. Mai Văn Phấn similarly meditates on cycles of time, nature, suffering, and endurance, portraying resilience as something deeply intertwined with the rhythms of the natural world. Patrick Sweeney’s brief pieces linger in moments of nostalgia and connection, emphasizing how even fleeting experiences can carry emotional permanence. Fiza Amir’s poem transforms romantic loss and regret into gratitude, suggesting that pain can take on meaning through memory and reflection.

Several writers explore the emotional burdens placed upon individuals by society. Jesse Emmanuella Pheebemi’s poetry captures the crushing guilt and inadequacy produced by familial and societal expectations, while Eva Lianou Petropoulou’s poetry depicts a speaker exhausted by constant scrutiny over even the smallest behaviors. Sara Hunt-Florez mourns the loss of childhood innocence when a teenage girl is forced to mature too quickly. Sabina Tursunqulova laments in verse the loss of her childhood. J.J. Campbell presents a complex, introspective, and often melancholic exploration of the human experience. Isaac Aju reflects on how trauma can pull a person away from engaging with the world and quietly into themselves. These works expose how society often pressures individuals into performances of perfection or obedience that diminish authentic selfhood. However, Eva Lianou Petropoulou’s short story offers a possible remedy by insisting that love must move beyond isolation and enter the difficult realities of the world if it is to matter at all.

Art itself emerges as one of humanity’s primary tools for surviving emotional complexity. In Alex S. Johnson’s interview with avant-garde artist Diamanda Galás, Galás argues that art achieves its greatest power not through raw confession, but through discipline, strategy, intellect, and creative transformation of pain. This idea resonates strongly with Yongbo Ma’s interview with J.D. Scrimgeour, whose reflections on humor, mystery, music, memory, creativity, and community suggest that poetry helps people navigate the emotional contradictions of being alive. Ma Yongbo’s own poetry likewise wrestles with impermanence, mortality, and the search for meaning, while Paul Tristram’s energetic poems connect creativity with mental health and self-discovery. Paul Murgatroyd approaches art through satire and absurdity, using humor and nostalgia to examine entertainment and poetry themselves. Egamberdiyeva Diloromxon Olloberdi qizi analyzes how Uzbek author Tohir Malik explores adolescent psychology. Duane Vorhees adds yet another dimension by exploring the hidden complexity beneath the surfaces of poems, people, and places. Together, these artists insist that art is not an escape from life’s difficulties, but a way of understanding and enduring them.

Questions of language and culture also play a central role in preserving identity. Egamberdiyeva Diloromxon Olloberdi qizi explores themes of patriotism in the works of Uzbek poet Erkin Vokhidov. Rashidova Shohsanam addresses the challenge of protecting the Uzbek language amid youth slang, internet speech, and foreign influences, emphasizing that language carries cultural memory and identity. Giyosova Mohinur Yoqubjon qizi discusses ways to enhance linguistic capabilities of elementary students. Aleksandra Soltysiak’s poetry, translated by Jakub Sajkowski, similarly celebrates the balance between language, identity, nature, and beauty. Ahmedova Zamira Shokirjon qizi outlines the moral and cultural themes in Uzbek poet Alisher Navoi’s work. Italian critic Ivan Pozzoni discusses central themes of Western literary postmodernism. Christopher Bernard’s third installment of his novel Otherwise underscores books’ vital role in free thought and resistance. Fhen M.’s essay on Roger Kimball critiques approaches to literature that reduce art solely to politics or economics, arguing instead for the continued importance of aesthetics and imaginative value. Sevara Matnazarova celebrates the joy and wonder of reading. These works defend culture not as something static, but as a living inheritance requiring care, interpretation, and renewal.

Other writers focus on practical pathways toward a better future. Abdusalomova Marjona Jahongir qizi and Egamnazarova Shahina Shaxriyor qizi both emphasize determination and goal setting, presenting perseverance as a crucial force for personal transformation. Asalxon Xasanova learns to develop a realistic attitude towards her personal and academic struggles and to seek improvement where needed. Sobirova Iroda Abdulaziz qizi advocates for financial literacy among Uzbek youth, suggesting that economic understanding empowers individuals and communities alike. Sharifov Sirojiddin Shavkatovich celebrates mathematics as a profound intellectual framework for understanding the universe, presenting reason itself as a form of human achievement. Olimova Muslimaxon Odiljon qizi celebrates the success of her high school’s robotics team in their first competition. Abdumutalibov Islombek discusses students’ use of artificial intelligence technology. Mirzajonova Sabokhon turns to medical science, outlining the of iron in the human body, as does Merojxon Ahliddin qizi Majidova, who discusses treatments for liver and uterine issues. Azizaxon Shodmonova sends in a charming graduation poem saying goodbye to a wholesome elementary school year and to her teachers and classmates. Finally, Eshmurzayeva Jasmina Shodiyor qizi celebrates the new generation of educated, accomplished young Uzbek women. These works suggest that hope is not passive optimism, but active effort guided by education, discipline, and vision.

Environmental awareness forms another major thread uniting these voices. Sabrina O’ktamova discusses restoring the damaged soil of the Aralkum Desert through lichen, transforming ecological devastation into the possibility of renewal. Yeon Myung-Li celebrates a variety of animals after a trip to the zoo, including one who escaped. Timothee Bordenave proposes practical environmental conservation through innovative heating methods, while Jacques Fleury simply but powerfully urges people not to litter. Mark Young’s digitally altered maps of Australian geography blend language and vibrant color into imaginative landscapes, reminding readers that geography itself can become art. Christina Chin’s delicate haiku captures a quiet evening moment, revealing the beauty hidden within ordinary experience. Mushtariybegim Ozodbekova similarly argues that beautiful and well-maintained spaces are essential for human flourishing. In these works, caring for the environment becomes inseparable from caring for humanity itself.

Finally, several writers turn toward spirituality, longing, and human connection as sources of transcendence. Soumen Roy reflects on divine presence, interconnectedness, joy, and spiritual awakening, presenting existence as deeply unified beneath apparent separation. Yeon Myung-ji’s imaginative work explores desire, hope, art, and possibility, suggesting that longing itself can inspire transformation. Brent Yergensen’s old-style poem shows a person finding comfort just from the nearness of God. Paul Bavister’s poems look into connection, solitude, change and self-reflection. Jessie Vanderwall presents the depths of loneliness left behind after a great and soul-expanding love. Dr. Perwaiz Shaharyar’s tender invitation to dance offers a smaller but equally meaningful expression of vulnerability and admiration. Even amid grief, conflict, and uncertainty, these works affirm the enduring human desire to reach toward others.

Whether through poetry, criticism, environmental activism, mathematics, storytelling, or cultural preservation, these creators demonstrate that survival alone is not enough. Human beings seek beauty alongside truth, memory alongside progress, individuality alongside community. Across all these works runs the same underlying conviction: though life is fragile and often painful, people possess an extraordinary capacity to create meaning, preserve dignity, and imagine renewal even in the face of impermanence.

Interpretation of the Female Image in the Works of Cho‘lpon and Hamza 

Hamida Nazarova Teacher of Uzbek Language and Literature Scientific Supervisor: Normat Yo‘ldoshev 

If we look at the works of Abdulhamid Cho‘lpon, we can see the richness and diversity of his creativity. His depictions of nature and human emotions attract every reader deeply. Cho‘lpon wrote poems and stories about topics connected with every person’s life. His novel “Night and Day” and many other stories reflect important social and moral issues. 

Cho‘lpon especially described the difficult condition of Uzbek women of that period, the injustice and humiliation they faced, and society’s silence toward such oppression. In many of his works women are insulted, oppressed, and treated unfairly. Fathers often looked at their daughters as objects and sacrificed them for their own interests or reputation. This shows how tragic the condition of women was at that time. 

One of the brightest examples is the novel “Night and Day.” In this work Cho‘lpon truthfully portrays characters such as the innocent and simple Zebi and Qurvonbibi, whose life passes in darkness because of ignorance and oppression. 

Zebi is an Uzbek girl who completely submits herself to the environment around her. The writer presents her naturally, without exaggeration. Like Qurvonbibi, she spends her whole life within four walls. Although she has no education or special knowledge, her innocence and simplicity make the reader admire her. 

Throughout the novel Zebi experiences many hardships. Fate punishes her mercilessly for crimes she never committed. However, despite all the suffering, her inner purity and moral beauty never change. In many literary works heroes grow and change over time, but Zebi remains the same innocent and sincere girl from beginning to end. Her suffering only increases, yet her spiritual beauty becomes even stronger. 

When imagining Zebi, one sees a modest, innocent, and honorable Uzbek girl. She does not know deceit, trickery, or rebellion. She accepts injustice silently and represents the traditional image of an Uzbek woman of that era. 

During the same period Hamza Hakimzoda Niyoziy was also creating literary works. The themes in Cho‘lpon and Hamza’s works are very similar: criticism of ignorance, encouragement of enlightenment, and love for the nation and homeland. While Cho‘lpon described the suffering of oppressed women, Hamza encouraged women to become educated and enlightened, to free themselves from ignorance and darkness. 

In his poems Hamza wrote: 

“The time has come to reveal yourself, Break your chains and scatter them everywhere.” In the novel “New Happiness” he encourages people to seek knowledge and education:

“Study and gain knowledge, Drink from the fountain of enlightenment, Free your tongue from ignorance, Live with concern for your nation.” 

In Cho‘lpon’s works women suffer physically and spiritually, while in Hamza’s works women struggle for their freedom and dignity. In the drama “Poisonous Life or Victims of Love,” the heroine Maryam refuses to accept injustice and even chooses death instead of surrendering to oppression. 

Maryam and Mahmud are educated young people who dream of bringing enlightenment to society. Maryam especially believes that women and men together should guide the nation from darkness toward light. However, the conservative environment destroys their dreams, and in the end they sacrifice themselves as a form of protest against the unjust system. 

Cho‘lpon’s stories such as “Tulip in the Snow,” “Breakfast,” “The Baker’s Daughter,” and “In Moonlit Nights” also reveal the patience, sincerity, and simplicity of Uzbek women. In “Tulip in the Snow,” the fate of the young girl Sharofatxon resembles the tragic fate of Maryam. She is forced to marry an old religious leader against her will. 

Unlike Maryam, Sharofatxon does not resist injustice. She obeys her parents and submits to destiny. This difference can be explained by education and awareness. Maryam becomes educated and develops her worldview, while Sharofatxon remains powerless because of ignorance and lack of opportunity. 

The title “Tulip in the Snow” itself carries symbolic meaning. The tulip symbolizes a young girl in the spring of her life, while snow symbolizes coldness, old age, and tragedy. The story criticizes a society in which young girls are sacrificed to old men in the name of tradition and blind respect. 

The image of the old Eshon creates strong anger in the reader. Even though he is very old, society praises him when he takes the young bride. This demonstrates the deep ignorance and injustice of that period. 

A father giving away his daughter like an object naturally creates hatred toward such behavior. Girls, just like boys, have the right to happiness, freedom, and a meaningful life. The reason for such oppression was ignorance and lack of education. 

Education and morality play an important role in human life. An educated person can resist cruelty and protect oppressed people. Unfortunately, in the past many people had no opportunity to receive education, while wealthy people spent their money on pleasure instead of knowledge. Ignorance brought selfishness, cruelty, and indifference, which became the main causes of women’s suffering. 

References: 1. Qosimov B., Yusupov Sh., Dolimov U., Rizayev Sh., Ahmedov S. Uzbek Literature of the National Awakening Period. 2. Sultonxo‘jayeva Sh. The Skill of Creating Characters in Cho‘lpon’s Stories. 3. Haqqul Ibrohim. Two Articles about Cho‘lpon. 4. Cho‘lpon A. Night and Day. 5. Niyoziy H. Poems for Uzbek Women. 6. Niyoziy H. Poisonous Life or Victims of Love. 7. Niyoziy H. New Happiness.

The Magician Wears a Hat

The magician, who cut off a rhinoceros’s horn and wore it on his head,

Borrowed a penguin’s wings to caress the texture of a green apple.

Click, he opens the door to the heart and steps inside.

Cut in half the time you have experienced and tap on its flank.

Dress each and every seed with imagination.

Lift the shade, as if invisible hours are opening their eyes one by one.

Pay heed to the mesmerizing silhouette from behind, and the tears in between.

The desert wind blows in, carving away the walls of the mind.

An occasional, unexpected intent—the hunger grows desperate.

Causing a stir at the center of life, the fallen apple’s shoulders tremble.

The magician secretly, stealthily covets

Dali’s art book hidden inside his hat.

On days when his neck stiffens from trying to soothe colliding tendons,

He stands Gala from the drawer upon a plate.

Shall we stir the hardening spring water with the rhinoceros’s horn?

Shall we borrow the magician’s hat and wear it for just ten months?

Who knows? On the first day of the New Year, in a major daily newspaper,

We might just read the smile of a ripe, red apple.

마술사는 모자를 쓰고

연명지

코뿔소의 뿔을 잘라 머리에 쓴 마술사

펭귄의 날개를 빌려와 풋 사과의 결을 매만지다

딸깍, 심장의 문을 열고 들어가

경험한 시간의 반을 잘라 측면을 두드려보세요

씨앗 하나 하나에 상상력을 입혀주세요

보이지 않는 시간이 하나 둘 눈 뜨듯이 그늘을 들어 올리세요

매혹적인 뒷태와 사이의 눈물에 유념하세요

사막의 바람이 불어와 마음의 벽을 깎아낸다

간간이 허를 찌르는 의도, 허기가 간절해진다

삶의 중심에서 소동을 부리다 떨어진 사과의 어깨가 떨린다

마술사는 몰래몰래 모자안에 숨겨논

달리의 화집에 눈독을 들여요

충돌하는 힘줄들을 말리느라 뒷골이 당기는 날에는

서랍 속 갈라를 접시위에 세우지요

코뿔소의 뿔로 굳어가는 샘물을 저어볼까요

마술사의 모자를 빌려와 열 달만 써볼까요

혹시 알아요 신년 첫날 중앙 일간지에

빨갛게 익은 사과의 미소를 읽을 수도

Profile

Poet Yeon Myeong-ji began her literary career in 2013 with the poetry collection 『Gashibi』, published in the Minerva Poetry Series.

Her published works include the poetry collections 『Sitting Like an Apple』 and 『Where would the House of the Sorry’ be? 』 the e-poetry collection 『Seventeen Marco Polos,』 and the travel essay 『Step by Step, Walking the Camino.』

She has received the Tolstoy Literary Award, the Homi Literary Award, the Cheongsong Gaekju Literary Award, and the Aviation Literary Award. In 2025, she was awarded the Bronze Prize in Poetry at the Literature Asia Awards.

Her poems have been translated and published in local languages in India, Pakistan, Kosovo, Italy, Egypt, the United States, and Belgium, Greece, UK, and Iraq.

MEMORIAL DAY 2026

I’ll feed you, house you, offer you a job—
but die for you? Give up my life? No way!
Who goes that far? Who sacrifices life?
Well, Jesus did. We thank him when we pray.

And one more category—saints or fools—
who put their bodies in the line of fire:
our military troops, young girls and boys
who fight our battles, hoping to retire

and live out normal lives-- with grandkids, peace,
and future, just like all the rest of us. 
Instead, they’re killed.  Statistics of a war
that weighs its gains against “acceptable loss.”

Yet those who die for causes simply trust
that martyrdom will make life’s wrongs more just.

Copyright 5/2026	Patricia Doyne


ODORS FROM THE EPSTEIN FILES
     Trump watched as girl’s newborn was murdered and dumped in lake, Epstein document says. – LGBTQ Nation, May 21, 2026

I’m 13, but I’ve never been a child.
My uncle Jeffrey sold me to his friends,
and someone got me pregnant.  Many men
made use of me. They liked their victims young.
Compliant. Scared. Too scared to sneer or shame
grown men who bully children. Hateful men.

And now, nine months are up. I’m racked with pain--
but soon my daughter gives triumphant cries.
My uncle grabs her. Kills her. Dumps my child
Into Lake Michigan, to be erased.
Another man looks on. “Apprentice” star.
He watched my uncle kill my newborn baby.

The FBI did nothing.  I’m a whore,
and whores are things, not people. But my tale
is part of the enormous Epstein file
released today. The head of DOJ
said no one should believe my nasty smear.
Will POTUS lawyers keep him in the clear?

Copyright 5/2026             Patricia Doyne

Methods of Developing Linguistic Skills in Grades 5–6

Introduction

In modern language education, one of the primary objectives is to develop students’ linguistic competence, enabling them to understand language structures and use them effectively in communication. Grades 5–6 represent a crucial stage in this process, as students begin to acquire systematic knowledge of phonetics, vocabulary, morphology, and syntax. Developing linguistic skills at this level not only enhances language proficiency but also strengthens critical thinking, communication abilities, and overall academic performance. Therefore, teachers should employ innovative and effective methods to facilitate the formation of linguistic skills among learners.

Main Part

The Concept of Linguistic Skills

Linguistic skills refer to a learner’s ability to recognize, analyze, interpret, and appropriately use language units in both oral and written communication. These skills are developed through the integration of theoretical linguistic knowledge and practical language activities.

Methods of Developing Linguistic Skills

1. Analytical Exercises

Analytical exercises encourage students to examine language structures and identify their functions. Activities such as classifying parts of speech, analyzing sentence structures, and identifying grammatical patterns help students understand the nature of language and improve their analytical thinking.

2. Problem-Based Learning

Problem-based learning engages students in discovering language rules through inquiry and investigation. Teachers present linguistic problems or questions, and students work collaboratively to find solutions. This approach promotes independent thinking and deeper understanding of language concepts.

3. Interactive Teaching Methods

Interactive methods such as brainstorming, clustering, role-playing, concept mapping, and group discussions increase student participation and motivation. These techniques encourage active learning and help students apply linguistic knowledge in meaningful contexts.

4. Text-Based Learning

Working with texts is one of the most effective ways to develop linguistic skills. Students analyze vocabulary, grammar, and stylistic features within authentic texts. They also practice summarizing, retelling, and interpreting texts, which enhances both comprehension and language production skills.

5. Educational Games

Considering the age characteristics of 5–6-grade students, educational games play an important role in language learning. Activities such as word-building games, language competitions, puzzles, and vocabulary challenges make learning enjoyable while reinforcing linguistic concepts and skills.

6. Information and Communication Technologies (ICT)

The integration of digital technologies, multimedia presentations, online quizzes, and educational applications creates an engaging learning environment. ICT tools provide interactive opportunities for practicing linguistic concepts and support individualized learning experiences.

Assessment of Linguistic Skills

The assessment of linguistic skills should include various forms such as written assignments, oral presentations, tests, projects, and classroom participation. Effective assessment enables teachers to evaluate students’ ability to apply linguistic knowledge in practical situations and identify areas requiring further development.

Conclusion

In conclusion, developing linguistic skills in Grades 5–6 is an essential component of language education. The effective use of analytical exercises, problem-based learning, interactive methods, text-based activities, educational games, and information and communication technologies contributes significantly to students’ linguistic competence. These methods help learners acquire a deeper understanding of language structures, improve communication skills, and foster independent and critical thinking. As a result, students become more confident and proficient users of language, which supports their academic and personal growth.

About the Author

G‘iyosova Mohinur Yoqubjon qizi was born on June 16, 2001, in Namangan city, Namangan region, Uzbekistan. She completed her secondary education at School No. 1 in Namangan city. Later, she graduated from the Uzbek Language Department of Andijan State University, where she gained a strong academic foundation in linguistics and language teaching.

Currently, she is a second-year master’s student at Namangan State Pedagogical Institute, pursuing advanced studies in the field of education and language teaching. Her academic interests include modern teaching methodologies, linguistic competence development, language education, and innovative approaches to improving students’ communicative skills.

As a young researcher, Mohinur G‘iyosova actively participates in scientific and educational activities, contributing to the advancement of language teaching practices and pedagogical research. She is dedicated to exploring effective methods that enhance students’ learning outcomes and foster their intellectual development.

PEACE IN THE WORLD

I wonder when peace will dawn upon the world,

so that even flower petals may freely live upon their bloom,

so that children may have their childhood,

and enjoy the embrace of their mothers.

When will hatred among people cease,

when will one person stop taking freedom from another,

why do all these divisions exist,

wouldn’t we all be better without them?

Every day, boats of pain sail across the world,

the sound of sirens destroying hopes, wishes, and dreams,

wars have never brought good to anyone,

so why are they still so close to us?

I call upon all the people of the world,

do not make each other targets,

share love, freedom, and peace,

let every touch reflect love.

Wars bring only darkness,

they take away happiness, joy, and all that is good,

heavy sounds tear through our ears,

because sick minds rule this world.

Why sow the seeds of evil,

instead of love, which we need so much,

let children have their freedom,

for your wars do not concern them.

So many tears have been shed because of cursed war,

will it ever stop?

Will peace finally take its rightful place…

People, be human,

do not close your hearts, nor your eyes.

Live for peace, leave evil behind,

let the sun shine upon us all,

let the clouds of pain finally disappear,

because we all want only one thing: our freedom.

 Danijela Ćuk

 Croatia

This morning, I bring forth the epitaph to be crafted on my forehead, bury me

I do not owe the air the right to take a breath and breathe out toxic words lined up on a queue for slaughter 

one time or the other, I realized that I had dipped my finger in guilt and licked its broth, well-seasoned with my father’s alarm reminding me of my dynamic surname pulled out of the house built for nameless babies

father wraps guilt like a scarf around my neck choking my lungs from revisiting freedom. it urged me to die, die and die again

don’t resurrect on the third day if you are a woman

bury yourself 

I die because everyone dies to me in the bid to open up the shadow of a new god

I die because father clocked 60 and 60 times I remember the death of the sun

I die because I lose my broth of guilt. 

I die because I am a shameless woman 

I die because the queue for slaughter ends with my throat 

 I die never to resurrect on day 3

do bury me 

Jesse Emmanuella Pheebemi (Hassana)