Abdul Raheem, who used to be an autorickshaw driver in Kerala, reached Saudi in the first decade of the century. He was hired by a family in Riyadh to take care of a differently-abled teenager along with driving duties. The boy used to breathe and eat using the help of a device attached to his body.

One day, while driving with the 15-year-old, the boy assaulted Raheem for stopping at a traffic signal. While trying to calm the teenager down and protect himself, Abdul Raheem ended up pushing the medical device on the boy's shoulder unintentionally. As it fell inside the car, the boy became unconscious and passed away, Onmanorama said in a report.

In 2018, Raheem was sentenced to death as the family refused to grant amnesty. The Kerala man's appeals were rejected and the Supreme Court upheld the verdict. However, in 2023, Raheem received a ray of hope as the family reconsidered and decided to accept diya (blood money) instead. They demanded 15 million Saudi riyals, approximately Rs 33.24 crore, which was to be paid within six months from the deal's signing on October 16, 2023. 

With the deadline fast approaching and Abdul Raheem's fate on the line, people across the stratas of life in Kerala joined hands to crowdsource the money. Until last week, the crowdfunding effort could only manage to find Rs 5 crore. However, as the deadline loomed, an aggressive campaign was launched via social media and the volunteers managed to find the entire amount in just four days' time, 

Why I mentioned the real story of Kerala ? 
It is a movie that trying to halt the prosperity and love between religions and cast 

The Kerala Story is a 2023 Indian Hindi-language drama film directed by Sudipto Sen and produced by Vipul Amrutlal Shah.[1] It stars Adah Sharma, Yogita Bihani, Sonia Balani, and Siddhi Idnani. The plot follows a group of women from Kerala who are coerced into converting to Islam and joining the Islamic State .[5][6]Marketed as a true story, the film is premised on the Hindutva conspiracy theory of "love jihad",[7] and falsely claims that thousands of Hindu women from Kerala have been converted to Islam and recruited in the Islamic State.[8][9]

So Kerala didn’t have story like this, so this is not the real.

Today we seen how the Keralites treat every one


A tiny oversight cost him his life. 
 18 years spent incarcerated 
 No aspirations, no desires 
Seven days remain before death.
 The tears were shed like spring.
 The mother, in despair, 
thought of her cherished son. 
34 crores for one life.
 No money, no forgiveness 
 The remnants of humanity 
 The insight of society with an aspiring mind
 The civilization that was portrayed as 
radical and narrow-minded shown true humanism. 

Saved him with four finger days.
 Tiny branches that are connected 
by various boundaries 
 The genuine world's lifesaver 
No hue, no faith 
 Neither wealthy nor impoverished Combined, 
providing the shed 
 The Humanity Day 
 The day of God's pardon 
 Dreams as actuality 
 The modern era's angles 
 With the courteous customs 
and principles proud of every second. 
 It feels like we were born with 
human emotions and died as human beings. 
The real Kerala story 
 Not just one, more than the blood money

Written by Sinanbinumer  

Five Untitled Monostichs



bowl of raisin brain taco filling in my socks



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raspberry clown known maritime repellant



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battle cake captain adenoid subculture



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millerbot brownie rice chickpea rice



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listen bug too-mato paste w/ bears



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bio/graf

J. D. Nelson’s poems have appeared in many publications, worldwide, since 2002. He is the author of eleven print chapbooks and e-books of poetry, including *purgatorio* (wlovolw, 2024). Nelson’s first full-length collection is *in ghostly onehead* (Post-Asemic Press, 2022). Visit his website, MadVerse.com, for more information and links to his published work. Nelson lives in Boulder, Colorado, USA.

“Stepmother” by Ahmed Lutfi Kazanchi

The work “Stepmother” is about the kindness and love of a believer and caressing the heads of orphans, showing them mercy and kindness.

The ideas of the work are manifested in the image of Fatima, a Muslim woman. At a time when people are not able to give good education to their children, they are not able to say sweet things, Fatima’s love for Khayria’s two sisters, pampering her with sweet words, what does she do to her child the fear of hurting an orphan’s soul will shake the heart of any person. The main ideas of the work are about humanity, how to treat orphans.

He can be an example to people who do not know how to treat their children well, who are not afraid to hurt the heart of an orphan.
Our mothers and sisters should read this work to know God, to understand oneself, to understand what a Muslim should be, what actions are obligatory in Islam. Our fathers and brothers should study in order to learn to fear someone’s rights, humanity, and refrain from
sinful things. In my opinion, this work is not suitable only for young people. The work is intended for everyone to read.

“Since handing over the righteous one to an orphan, after every prayer, hoping for the grace of God, who is able to do everything, “Oh, Lord, grant Samiham to a pure orphan, grant my daughter a happy and prosperous marriage, just as you have answered my prayers with justice until today, grant me this marriage. He did not forget to pray to Habibi Akram, the Sultan of orphans, strangers, and orphans. She wants to go out and live on her own, not to live alone, but to show love to people who grew up with a broken heart and hard to love, together with her righteous daughters, and wants to reduce those defects even a little. because he asks Allah Almighty for this in every prayer.

It is true that this work tells about the fate of orphans whose mothers died for certain reasons and were left in the hands of their stepmothers. But unfortunately, today there are people who give their loved ones to orphanages and sell their children for money. Looking at them, the characters in this work seem to us to be a little bit good. That is why I think that it is necessary to increase the publication of this work, and to strengthen the promotion of reading the work.

As soon as I started reading the work, my heart cried without it. After reading the book, I decided to change. I have no doubt that I will leave this world unscathed if my life is like that of Fatima.

Ahmed Lufti Kazanchi’s Stepmother is available here.

Hamrokulova Zilola Sherali’s daughter was born on June 26, 2006 in the village of Kyzilcha, Nurota District, Navoi Region of the Republic of Usbekistan.Nowadays,she is studying “Foreign Languages” at the academic lyceum of the Navoi State University of Mining and Technology. In her spare time, she writes poems. She has published her creative works in world-famous magazines of several foreign countries.

THE DANCE: NANCY



I said I wouldn’t dance with you:

Your hair’s too blonde, your eyes too blue.

A loaded gun and fully cocked,

dynamite cap set to go off.

I swore I wouldn’t dance with you.



She’s too proud of humility.

Her giant modesty towers from her knees.

She’s so proud of humility, the giant Modesty towers from her knees.

Even us healthy ones she treats like disease.



I said I wouldn’t dance with you.

Your arms, I knew, would hold like glue.

No neon ever hijacked us,

I refused to be target practice.

I knew I’d never dance with you.



Oversharp in her ignorance, she’s

indisputably a genius between the knees.

Oversharp in her ignorance, undeniably she’s a genius between her knees.

The peacock preens, pretending that no one sees.



I said I wouldn’t dance with you:

The night’s too young, too bright’s the view.

But that bandit moon lit the fuse,

and insurgent night made the news,

though I’d sad I’d never dance with you,



dancing in the moon

light with Nancy and kissing her good

Night

comes quickly this time of year

and icily as well: the wind

bites nicely and to the quick--

oh these thoughts! are dancing nicely

through the wind kissing the memory

somehow – I can hear the

memory embers

hisssing in the wind (is sharp

this time of year) like java in the night

comes dark and sharp and bitter.

Spring it was or was it fall? (no matter)

(no matter at all the season) the reason

I recall at all is Nancy her name

whispers in the moon light, or

is it the night

wind that’s light

ir was it the fall --

-- no matter --

it was time and she was mine and we were

hours until the dawn (comes quickly, this time)

and I must go on

I wanted to go on, to bound

fast as the hound Wind

and as free too but I was bound too fast to the ground

and ground too far down and

ground far too fine too but I danced on

with Nancy till I was out of time

and out of mind (but I must go on for now)

I dance with my mind I dance

with the wind and the night and the ice and

but where is the Nancy?

I dance with memory and death and death and memory

and now the dancing’s through, for

every spring one makes, a fall’s not far behind--

and life and mind and bight and wind

go quickly this year of time and mightily as well

and all matter

(but no matter)

though I promised never to dance with you.



NYUN



"When birds

lose their plumes

in the sand,

they can't

glue balloons

to their hands.

They can't fly

so they die."



The years are like so many sweet girls.

They cuddle against the navel in the middle of the night.

They change O they challenge the body

with pain with delight.



But though the waist is gone, its shadow yet remains.

Is this what we needed?

To lie in fields that we seeded

with the sperm of you/and/me?



My skin is a wrinkledup grocery sack,

all the goodies unpacked and eaten long ago.

My erection turned into slush yesterday,

my eyeballs into snow.



But though the face is gone, the halo yet remains.

All the stones unheeded... The skies... The fields....

Back have kneaded into worms, my butterflies.



And the years. And the years: just like the sweet young girls!

Hanging in memory like leather kites,

gaudy garish stabbing neon lights

to mark the passing of fond remembered rites.



But though the voice is gone, its echo yet remains.

Is this what we needed?

To die in fields which receded with the germs of yesterday?



(A toast: Time is a precious necklace bequested upon your birth. As time's beneficiary, you must realize its worth. Though age encircles your throat with its usual yearly pearl, the worth rests in the wearer and not within the jewel.)



The Duane you loved is gone:

There's a Stranger in his skin.

The old duane was younger,

and the new one's bones are thin.

Former laughs reform as coughs.

The change cloud-to-clod begins.



"When birds lose their plumes in the sand,

they can't glue balloons to their hands.

They can't fly so they die."







[nyun is a Korean homonym that means years or floozies]





THE OBSCURITY OF HEAVEN



The bomb is in the temple, the eraser on the page.

Our timid mirrors reflect but they never take a step.

A cancer’s in the nipple, spectators usurp the stage.



We mourn heaven: “It’s obscured, so we cannot know its worth.’

And we moan that circumstance proves to be our best defense.

Clouds are integral as stars in its measurement from Earth.



Our judgment misjudges us and aborts our renaissance.

We can reject starvation without accepting poison.

The body discharges pus while mitigating relapse.



Hunkering down in our forts is desperate strategy.

To drive the enemy back we must go upon attack.

Garret verse, a poet’s corpse that has no utility.



EVANGELIST



The arch science of religion

taught me to carry lips of mercury.

Now I have a hoard.

I wore a heartfelt tongue of stone

while a student of the science of love

and I learned to starve.



THIS INDIFFERENT ETERNITY



There is not enough dark

though the night is unmooned.

The stars are toomanyed,

skyfull prickly pennies

instead of ebonstones.



And thus my mood is mocked.

Cosmos ignores despair

and unechoes my cries.



Depression is the stone

that I must bear alone,

its whole weight in my thighs.



Reflections are unmirrored.

Haus That Krack Built

https://styxviscous.bandcamp.com/track/haus-that-krack-built

Enuckleation

https://styxviscous.bandcamp.com/track/enuckleation

L-rger

https://styxviscous.bandcamp.com/track/l-rger

New Uzbekistan

Every corner of my country
It is blooming
Changes are in full swing
The eyes are happy

The head of our country is the head
Support us
Change at every step
It will surprise you.

My country is rich in history
Every corner is sacred,
To such a great country
Many people like it.

Of great scholars
We are young people,
First at every step
Shakhdam takes steps.

This is my country in the world
There is no comparison, there is no equal,
Everywhere is rich in history
There are many holy places.

Sometimes this language is weak
One look is not enough
I will describe it again
I won't run out of words.


Mamadaliyeva Aziza is the daughter of Dilshodbek.
She was born on October 19, 2006 in the city of Chust, Namangan region. Her first book "Joy of Youth" was published in 2021. Aziza is very interested in reading books along with writing poems. She is the district and regional prize winner of the "Young Reader" competition. A number of her poems are published in district and regional newspapers. Aziza Namangan has delighted many fans with her poems on television.

PROGRESS IN INTERNATIONAL READING LITERACY STUDY (PIRLS)

Annotation: This article reviews the achievements of the PIRLS international assessment program.  The purpose, components of this program are mentioned.  The procedure for conducting Reading Literacy, which is considered the main focus of the International Assessment Program, is noted

Key words: education system, literacy, purpose, components, reading literacy, assessment, questionnaire

The Progress in International Reading Literacy Study (PIRLS) is a large international comparative study of the reading literacy of fourth-grade students. The study is conducted by the International Association for the Evaluation of Educational Achievement (IEA), with national sponsors in each participating education system (previously referred to as education systems). The National Center for Education Statistics (NCES), in the Institute of Education Sciences at the U.S. Department of Education, is responsible for the implementation of PIRLS in the United States. Reading literacy is one of the most important abilities that students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society. 

Participants in PIRLS include both countries and subnational entities, both of which are referred to as education systems. PIRLS focuses on the achievement and reading experiences of children in grades equivalent to fourth grade in the United States. The study includes a written test of reading comprehension and a series of questionnaires focusing on the factors associated with the development of reading literacy. PIRLS was administered in 2001 to students in 35 education systems, in 2006 to students in 45 education systems, in 2011 to students in 53 education systems, and in 2016 to students in 61 education systems. 

Purpose PIRLS is a carefully constructed reading assessment, consisting of a test of the reading literacy of fourth-grade students and questionnaires to collect information pertaining to fourth grade students’ reading literacy evaluation. 

PIRLS has four goals: (1) develop internationally valid instruments for measuring reading literacy suitable for establishing internationally comparable literacy levels in each of the participating education systems; (2) describe on one   scale the literacy profiles of fourth-graders in school in each of the participating education systems; (3) describe the reading habits of fourth-graders in each participating education system; and (4) identify the home, school, and societal factors associated with the literacy levels and reading habits of fourth-graders in school. 

Components PIRLS assesses four broad-based comprehension processes within each of the two purposes for reading: focus on and retrieve explicitly stated information; make straightforward inferences, interpret and integrate ideas and information; and evaluate and critique content and textual elements. 

Also, PIRLS focuses on three aspects of reading literacy: purposes for reading; processes of comprehension; and student reading behaviors and attitudes. The first two aspects are measured through the PIRLS assessment component, which is administered to each participating student. The third dimension, reading behaviors and attitudes, is measured through a separate component of background questionnaires. In 2016, the PIRLS administration included the PIRLS assessment as well as ePIRLS, an assessment of online informational reading. PIRLS 2021 will present a new digital web-based delivery system called digitalPIRLS. digitalPIRLS will be offered so countries can take advantage of a full computer-based assessment. 

The digitalPIRLS assessments will include the ePIRLS assessment of online reading initiated in 2016. With digitalPIRLS, countries will experience greater operational efficiency in translation and translation verification, data entry, and scoring, without the need for printing or shipping. Digital PIRLS will be offered as a web-based system via school-based or IEA web servers, or a USB drive connected locally to a PC with the Windows Operating System. As an alternative to digitalPIRLS, countries may administer PIRLS 2021 in paper format. ePIRLS is available in 2021 only in conjunction with digitalPIRLS. For more information on digitalPIRLS, please visit the IEA website at https://www.iea.nl/. 

Source versions of all instruments (assessment booklets, the ePIRLS assessment, questionnaires, and manuals) were prepared in English and translated into the primary language or languages of instruction in each education system. In addition, it was sometimes necessary to adapt the instrument for cultural purposes, even in countries that use English as the primary language of instruction. All adaptations were reviewed and approved by the International Study Center to ensure they did not change the substance or intent of the question or answer choices. 

The first aspect of the assessment component that is targeted by PIRLS is purposes of reading. The purposes of reading component encompasses the two main reasons why young students read printed materials: for literary experience and for the acquisition and use of information. To measure the ability of students to read for literary experience, fictional texts are used; to measure students’ skills for acquiring and using information, nonfictional texts are used. In 2016, literary experience and acquiring and using information each made up 50 percent of this aspect of the PIRLS reading assessment.

The second aspect of the PIRLS assessment component is processes of comprehension, which describes how young readers interpret and make sense of text. In 2016, this aspect was composed of four categories: focusing on and retrieving explicitly stated information (20 percent), making straightforward inferences (30 percent), interpreting and integrating ideas and information (30 percent) and evaluating and critiquing content and textual elements (20 percent). 

Both PIRLS and PIRLS Literacy devote half of the assessment passages to each of the purposes for reading, while the ePIRLS online assessment focuses solely on reading to acquire and use information. The ePIRLS approach simulates websites from the Internet, through which students can navigate to accomplish school-based research projects or tasks. Because PIRLS Literacy is designed for students earlier in the process of learning to read, a larger percentage of items (50 percent of the assessment) is devoted to measuring foundational reading comprehension processes—the ability to focus on and retrieve explicitly stated information. 

Also, PIRLS Literacy has shorter reading passages with easier vocabulary and syntax. The second component, background questionnaires, collects information on reading behaviors and attitudes (the third aspect of reading literacy targeted by PIRLS), and helps to provide a context for the performance scores. These questionnaires focus on such topics as students’ attitudes and beliefs about learning, their habits and homework, and their lives both in and outside of school; teachers’ attitudes and beliefs about teaching and learning, teaching assignments, class size and organization, instructional practices, and participation in professional development activities; and principals’ viewpoints on policy and budget responsibilities, curriculum and instruction issues, and student behavior, as well as descriptions of the organization of schools and courses. 

Assessment. In the main PIRLS assessment, each student completes a reading comprehension assessment booklet, which contains two blocks of passages that form the foundation of the PIRLS reading literacy test. Half of the assessment blocks contain passages of literary text which include realistic stories and traditional tales, and half contain passages of informational texts including chronological and non-chronological articles, a biographical article, and an informational leaflet. The passages of text are followed by questions about the text, which the student answers using constructed-response and multiple-choice response options.

REFERENCES:
1. Kennedy, A.M., Mullis, I.V.S., Martin, M.O., and Trong, K.L. (2007). PIRLS 2006 Encyclopedia: A Guide to Reading Education in the Forty PIRLS 2006 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/encyclopedia.ht ml. 

2.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Flaherty, C.L. (2002). PIRLS 2001 Encyclopedia: A Reference Guide to Reading Education in the Countries Participating in IEA’s Progress in International Reading Literacy Study (PIRLS). Boston College, International Study Center. Chestnut Hill, MA. 
https://timss.bc.edu/pirls2001i/PIRLS2001_Pubs_ER. html. 

3.Mullis, I.V.S., Martin, M.O., Kennedy, A.M., and Foy, P. (2007). PIRLS 2006 International Report: IEA’sProgress in International Reading Literacy Study in Primary Schools in 40 Countries. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2006/intl_rpt.html. 

4.Mullis, I.V.S., Martin, M.O., Minnich, C.A., Drucker, K.T., & Ragan, M.A. (Eds.). (2012). PIRLS 2011 
Encyclopedia: Education Policy and Curriculum in Reading, Volumes 1 and 2. Boston College, International Study Center. Chestnut Hill, MA. https://timssandpirls.bc.edu/pirls2011/encyclopedia-pirls.html. 
5.Uses of Data Green, P.J., Herget, D., and Rosen, J. (2009). User’s Guidefor the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files, and Database with United States Specific Variables (NCES 2009-050).

Aziza Amonova is a 3rd grade student of the Faculty of Primary Education of Jizzakh State Pedagogical University. Currently, she has about 40 scientific articles and two methodological manuals.  In addition, she participated in about 25 different forums and conferences.