It’s true that every creative person has their own quirks. If that weren’t the case, why did I always go to the fields with my father, who was 70 years old, when I was 50? The poppies lay scattered across the green fields like beautiful carpets. You are unlikely to come across such stunning landscapes even in fairy tales.
Spring comes extraordinarily to Zaamin; the whole nature turns green. The most spoiled season of the year ─ spring ─ shares all its beauty with the environment without jealousy: poppies, tulips, harebells, and many other spring flowers. After seeing them, your eyes shine, your soul is seized, and you forget all the worries of life. You don’t want to leave such a soulful place.
─Dad, may I run barefoot through these flowers?
My kind father, whose back is stooped with age, said:
─Sure, but what about your feet? Won’t they catch cold? Although the earth’s surface is warm, there is still crust, honey!”
I can’t stand to listen till the end of my father’s words, I ran into the fields. I picked a variety of flowers ─ poppies until my arms were full. I felt nature, smelled the flowers, and was enchanted by the beauty of it all. I wished this beauty would remain forever, and that the strong mountains ─ my parents ─ would always be with me! When you are tired of life’s hardships and betrayals, you can always run through the fields, hug your parents, and return to your childhood. Ah, my sweet dreams, pure wishes!
There are four seasons, and spring comes and goes in the blink of an eye. Human life is just like that: it flows like a river and fades like a flame. When you try to hold onto it, you don’t even notice how quickly the years slip away.
My dad was as satisfied with the environment and full of life as I was. He held harebells and poppies in his hands:
─ Honey, there is no natural beauty like Zaamin’s. If you breathe this fresh air even once, you can live enthusiastically all year long, can’t you? The pure air and wonderful nature of the village not only strengthen the body but also fill hearts with kindness.
Ah, my God, I have seen many springs without my dad. Thanks to the patience and willpower You gave me, I return to that village where my father once walked. The whole field has turned green. The flowers are as beautiful as ever. The sun is shining, and the air is still pure. I run into the fields to pick flowers: harebells, poppies, tulips. But… something feels missing… I want to cry automatically:
─ Dad, I know you’re here now, because… you love the village in spring, don’t you? And… you’re together with this nature, right? There are flowers in your hands… You said the human soul lives forever, so you’re with us, you’re watching me, aren’t you? You still care about me and pray for me, don’t you, my dear?
Narınisa Kasımova was born on June 2, 1969, in Yom village, Zomin district, Jizzakh region, Republic of Uzbekistan. In 1983, she graduated from the Faculty of Journalism at Tashkent State University. She is the chief specialist of the Syrdarya regional branch of the Union of Writers of Uzbekistan.
Her published works include: “Words of the Heart” (1984), “Longing” (2000), “I Search” (2019), a collection of stories and short stories; “Unaccumulated Meadow” (2010), “Foreign Sky” (2014), “The Woman of Syrdarya” seasons one and two (2011-2013), “A Bouquet of Flowers” (2014), and “Piri Kamil Elders” (2016).
She was awarded the “Fame” medal. She is a member of the Union of Writers of Uzbekistan. Below, you will read my story translated by Ilasheva Guljaxon Tulqinʼs daughter.
THE ROLE OF YOUTH IN THE SOCIAL AND POLITICAL LIFE OF SOCIETY AND THE OPPORTUNITIES PROVIDED TO THEM
Khudoyqulova Shahzoda Sherali qizi Student of the Faculty of History, Karshi State University
Annotation: This article discusses the attention and opportunities our state provides to women, young people with disabilities, and socially vulnerable groups, in order to ensure that the youth of our society grow into healthy, educated, hardworking, and independent-minded individuals.
Today, youth have become an integral part of shaping state governance, influencing the country’s domestic and foreign policy, and participating in its activities. The role of young people in the relationship between the state and society is significantly increasing. This is also true in Uzbekistan, where the indicator continues to grow.
The President of the Republic of Uzbekistan, Shavkat Mirziyoyev, stated: “We will continue the state policy on youth without any deviation and with full determination. Not only will we continue it, but we will also raise this policy to the highest level required by today’s era as our top priority. We will mobilize all the power and resources of our state and society so that our youth can think independently, possess high intellectual and moral potential, and become people who do not lag behind their peers in any field on a global scale, and live a happy life.” [Mirziyoyev Sh.M. We Will Build a Free, Prosperous, and Democratic Uzbekistan Together. Tashkent: “Uzbekistan”, 2016, p.14]
This statement is a clear example of the great attention paid to youth. Since the future, development, and progress of a country are in the hands of young people, it is necessary to first refer to the international concepts and definitions of youth.
In different countries, the age range defining youth varies. For example, in the USA and Japan, individuals aged 13–14 to 29–30 are considered youth; in Bulgaria, it is from 15 to 29; in Russia, from 15 to 30. In Germany, “younger youth” are 14–18 years old, and “older youth” are 18–27 years old. In the Republic of Uzbekistan, according to Article 3 of the Law “On State Youth Policy,” individuals aged 14 to 30 fall into the youth category. [http://blog.xabar.uz/post/yoshlar-orasida-huquqiy-savodxonlikni-oshirishda-huquqiy-ta-lim]
From this, we can understand that young people make up a large portion of our society’s population. When discussing youth, it is important to highlight the opportunities provided for them. In Uzbekistan, broad opportunities are provided to increase the role of youth and nurture them as important figures for the country’s future. One example is the democratic reforms introduced into the management system of the mahalla (neighborhood) institution.
New management mechanisms for working with youth have been introduced, a vertical system for youth engagement has been created, youth issues are addressed directly in neighborhoods, and efforts are being made to improve the effectiveness of educational, moral, and upbringing activities in educational institutions.
According to the Presidential Decree “On Measures to Radically Improve the System of Working with Youth in Neighborhoods” (PQ-92, January 19, 2022) [https://lex.uz/uz/docs/-5831865], the position of youth leader was introduced in every neighborhood. Youth leaders are responsible for forming the “Youth Balance,” collecting necessary information about young people in the “Youth Register” and “Youth Portal” electronic platforms, and overseeing various youth support programs.
Based on the recommendations of youth leaders, different forms of assistance are provided, such as:
One-time financial aid of up to 4 times the base calculation amount for low-income youth.
Monthly rent subsidies of up to 3 times the base calculation amount for up to 12 months for socially vulnerable young families.
Subsidies of up to 50 times the base calculation amount to cover up to 50% of tuition fees for talented but socially vulnerable students in vocational and higher education institutions.
Subsidies of up to 4 times the base calculation amount to cover the cost of driving courses for socially vulnerable youth in state and non-state educational institutions.
A large portion of youth-oriented opportunities are allocated specifically to women. According to the Presidential Decree “On Accelerating Systematic Support for Families and Women” (PF-87, March 7, 2022) [https://lex.uz/docs/-5899498], reforms are being implemented to protect women’s rights and legal interests, increase their economic, social, and political activity, ensure their health, provide vocational training and employment, involve them in entrepreneurship, support women in need, and ensure gender equality, in line with the UN Sustainable Development Goals.
In the education system, many opportunities are also being created. For example, socially active youth are given special privileges in admission to higher education institutions. The Presidential Grant is awarded to the top 200 applicants with the highest entrance exam scores in state higher education institutions. Education loans are provided for students studying on a contract basis, and 35% of tuition fees are covered for students who have completed military service or are socially active.
The introduction of the “Youth Register” to ensure the employment of unemployed youth has taken youth policy to a new level. Thousands of unemployed youth aged 18–30 in need of social, economic, and psychological support have been included in the register, and funds have been allocated through “Youth Funds” to solve their problems locally.
Healthy, educated, experienced, and forward-thinking youth are the greatest driving force for positive changes in society. As the First President of Uzbekistan, Islam Karimov, stated: “The future of our Motherland, the well-being of our people, and the country’s prestige in the international arena depend primarily on how our children grow up, what kind of people they become, and how they enter life. We must never forget this absolute truth.” [Islam Karimov. High Spirituality is an Invincible Force. Tashkent: “Ma’naviyat”, 2008]
Among the opportunities provided to youth, special attention is given to people with disabilities. According to the Presidential Decree “On Additional Measures to Improve the System of Supporting Persons with Disabilities” (PQ-74, February 27, 2023) [https://www.lex.uz/docs/6391378], privileges are granted such as priority access to public services for persons with disabilities and their caregivers, strengthening their legal guarantees, and improving the system of providing legal assistance to them.
President Shavkat Mirziyoyev noted: “Building a New Uzbekistan is not just a wish or a subjective process, but an objective necessity based on deep historical foundations, the current political, legal, socio-economic, and moral-cultural realities of our country, and the age-old aspirations of our people. On this path, we must fully mobilize the knowledge, potential, and capabilities of our citizens, who are the main driving force of our reforms. Only then will our country become a strong, prosperous, and respected state in the world, as our people have dreamed of.” [Shavkat Mirziyoyev. The Development Strategy of New Uzbekistan. Tashkent: “Uzbekistan”, 2022]
Conclusion: Indeed, the attention and opportunities given to youth are among the strongest factors motivating us to move forward. If every young person knows how to use these opportunities wisely, they will undoubtedly grow into qualified specialists contributing greatly to the country’s development.
The continuous improvements and facilities in the education system are a source of pride. They aim to raise initiative-taking, intelligent young people, and to instill in them a sense of pride for living in a fully developed country.
Not only in education but also in other fields, youth are being supported. For example, loans are provided for young people to start their own businesses, vocational training is offered, and unemployed youth are assisted in finding jobs.
Significant attention is also given to sports, with our athletes raising our national flag high in international competitions and Olympic Games, proving the success of the country’s sports system.
It is also worth noting that young people with disabilities are given equal opportunities, and many have achieved great success in sports, arts, education, business, and leadership. Despite physical limitations, they have healthy minds, hearts, and spirits, and the state works to ensure they can contribute to society just like any other citizen.
From this, it is clear that our state maintains equal opportunities for all citizens, regardless of whether they are healthy or have disabilities. This not only pleases us as youth but also motivates us to work harder for our country.
(I was eight years old when God’s Holy presence entered my awareness.)
An essay of Faith
“GOD WANTED ME.”
“For I know the plans I have for you, declares the Lord, “plans to give you hope and a future.”
Jeremiah 29:11
Preface: I have walked seeking God since my earliest days of life. God has been my focus and my needs to know that I belonged to someone. An empty place and a darker place that surrounded me. Amidst the seven day candle representation God’s Holy Light and the burning colors of the votive candles burning and finally, the magnificent array of colors flowing through the stained-glass windows.
This was my sanctuary from the darkness in all aspects of my life outside of God heart for me in this place of Salvation.
God adopted me between the ages of eight or ten years of age. I’m uncertain completely because my aunt Lucille adopted me legally at age eight, but God accepted me since my birth. He truly loved me and He created me. My aunt Lucille exposed me to Holy Redeemer Catholic Church on New York Ave in DC. Morning mass was a part of her religious ritual. Each weekday I’d accompany her to Holy Redeemer. Sitting there amidst these elderly women of the church who were regular attendees for weekly morning mass. Monday thru Friday. Saturday was another Catholic Church Saint Aloysius on North Capitol St.
Saint Aloysius was different to me. It was different inside. It seemed larger than Holy Redeemer. It wasn’t those old ladies there and only a few other attendees at Saturday morning mass. At Holy Redeemer being the only child there added to the feeling of being out of place.
However, at Saint Aloysius there was a sense of privacy with God, but at Holy Redeemer there was no sense of privacy to be with God. Only my aunt and I sat in the pews with plenty of space. There was one circumstance in which the priest approached my aunt. She was receiving Holy Communion and had taken the Host and dropped it on the marble floor. I would take the body of Christ out of my mouth and put it on the floor where I had been kneeling.
She was embarrassed and ashamed more for being scolded by a priest for my desecration of the body of Christ. I didn’t know anything about desecration, but I didn’t like the taste in my mouth. I was a child that didn’t like his food so he would feed it to the dog. I can see the priest use a white cloth probably a handkerchief to pick up the body of Christ off the tile floor. Don’t remember her words, as much as a sense of shame and guilt.
This was a pattern from her for me. She in different occasions seem to always apologizing for me. I was very sensitive to what was said to me and about me. but even at an early age I didn’t like anyone speaking for me. On the other hand there was a need to just be quiet.
Like sitting in church alone or when adults talked was the old adage: children should be seen and not heard. Many things I was told I took to heart and listened to my elders.
Since Dee was a native American and half-Black, she had a strong system of how children should be raised. I truly am so very touched because Dee directed me to God. Her words continue in my memory: You belong to God. Therefore, I sought Him first in the streets and then in the church, as I sat there looking at the candles flickering. I learned at age ten and over the next five or six years that my growth was inside God’s Holy Redeemer Chalice Church in DC.
My refuge, my sanctuary, my safe haven from the treacherous street of darkness. In the church, The Tabernacle that housed The Holy Body of Jesus Christ that would be transformed into Holy Communion. The votive candles burned with glasses of various colors of blue, red, and yellow lighting the votive candles which were on a stand with several rows of candles and the variety of colors bended together in unison. Often, I sat in the pew mesmerized by the colors, sitting there observing all the details of the mural in the dome of the ceiling.
Wonderful colors of light blue colors and art of heavenly figures adorned the ceiling.
Slowly, my eyes would gravitate to the altar where the floor was made of marble not just marble but there was smoothness and a glitter a shine similar to the floors at Lloyd’s job. He buffed and waxed those long hallways and the shine was like a mirror reflecting light.
This marble added to the light of God as the light of the stained glass windows covered the spaces between the walls as the sunlight reflected the art of the windows. The feeling of peace and the comfort my heart experienced. Slowly a heart that raced in the streets was quiet slowly almost still. Surely God would live here with the light shine of candles and serenity. God wouldn’t live out in the streets with all the trappings of inner-city life. Yes, God would live here with the light of His light. God’s quietness flowed into my essence, held me safely in the light of His presence. The vanilla colors of the walls kept the warmth, as the affirmation of God’s sunlight brightly illuminated His inner-sanctuary. This was to me Heaven here on earth. Alone in the majestic palace of the essence of God’s presence surrounding me, protecting me. Giving me life like the breath of God at my birth. I was not alone, but was His creation that fitted into this glorious sanctuary.
My eyes glued to the seven day candle of God. A candle made of beeswax to signify the significance of the Holy Father, as being here and present. I had His full attention, as I continued to be still and listening for His voice. Dee often stand sit there and be quiet. Perhaps, I reasoned that sitting there quietly God would speak. Dee often times would not speak so, listen for her to give directions. Dee was my guide to how to be and now its clear being quiet and listening and to be just be still.
Maybe in his wisdom she loved the line from the Bible: Be still and know I’m God. She never spoke Bible verses, but lived a life without them. She taught me about God and to be respectful to my elders. Dee said God exists and that was enough to know. She instilled in my innocence that God listened and I had no words for Him, but I had questions: Why am I here in this place alone? I belonged here with God.
The inner-city was indeed wasn’t a sanctuary, but rather darkness. Even in the daylight the darkness surrounded my thoughts, my emotions and my body. Only here in God’s Sanctuary was there a array of light following from every corner of the church as the stained glass couldn’t withhold the light and warmth of the sun. God truly was alive and real, but He had no verbal words and often like with Dee I had to just be still and wait for her to say something. Suddenly she spoke. God doesn’t like ugly. Referring to the behavior of someone. Most importantly was she said that I belonged to God. The sun was high in the sky and the Lord took my account of my life, and just as I came to this inner sanctuary it was time to return to the darkness of the streets and the violence and dangers and mostly children yelling and babies crying. God would be a retreat from it all and I would often return to this palace of His Heavenly Heart.
My serenity fades as I used my small frame young body of a ten year old child to open what to me were gates like surrounding a fortress. The light was brought and the eternal darkness would come like it always did in my neighborhood. Alone as I said earlier and its to be repeating because it’s what I experienced repeatedly: without Him and that aloneness was filled with terror and darkness and noise lots of noise. Gunshots and screaming and babies crying into the night as if they two felt the dead and darkness. I felt it each moment of my waking life. Crying myself to sleep in the darkness of my bed. Yes, I cried without ending and afraid my gasping for air would be heard. So, I held my breath as the tears soaked my pillow and as my heart ached.
Many years of soaked pillows and holding my breath as I continued to gasp for air.
The quietness returned when returning to Holy Redeemer Catholic Church and many other churches and chapels quietly sitting and listening for God to speak like Dee suddenly would do in my presence anticipating a word a vocal response, but I did experience was a profound sense of calm and peace filling my very essence and like all the other times it was very clear that and it was time to return to the world, but God had indeed spoken to my soul.
“GOD WANTED ME.”
God indeed had plans for me and a purpose and now His plans and purposes are mine deep in my soul.
“For I know the plans I have for you, declares the Lord, “plans to give you hope and a future.”
Annotation: One of the most important but difficult goals for teachers in language teaching is to find a balance between fluency and accuracy. Fluency helps learners express their thoughts clearly and confidently, while accuracy makes sure that their language use is correct and fits the situation. Focusing on just one part of communicative competence may slow down its overall growth. So, for language learning to be effective, it’s important to take a balanced approach that includes activities that focus on both fluency and accuracy. So, this article talks about how important it is to have a balanced approach to helping students improve their grammar and fluency. It looks at free conversation, role-playing, and discussion exercises to help people speak more fluently, as well as grammar and pronunciation exercises that are designed to help people speak more accurately. The article gives teachers suggestions on how to do things and real-life examples that will help them get good results in the classroom.
Firstly, teachers have a significant impact on students’ values, attitudes, and behaviours, and this influence frequently extends beyond the classroom. Whether intentionally or unintentionally, teachers act as role models for their students because they are authority figures who engage with them on a daily basis. Students are more likely to internalise and emulate teachings that exhibit traits like honesty, respect, punctuality, and a love of learning. This influence is particularly potent when the younger generation is developing their social identities and moral convictions.
For instance, a teacher who treats every student fairly and kindly not only fosters a positive learning environment in the classroom but also sets an example for how to use empathy and respect in daily interactions. Likewise, when a teacher calmly manages a challenging lesson or adjusts to unforeseen circumstances in the classroom, they can encourage students to be resilient and determined in their own lives. Since students witness values being exhibited in practical settings rather than merely in theory, such a role model frequently has greater impact than direct instruction.
The movie Freedom Writers tells the story of Erin Gruwell, a teacher who really lived. She changed the lives of many students from troubled backgrounds by being dedicated, caring, and willing to go above and beyond the standard curriculum. Through her work, they learnt that discipline, empathy, and faith in the potential of others can help them get through difficult times. In daily life, even small things like warmly greeting students every morning, showing real interest in their lives, or admitting mistakes can have a big impact on how students think and act. In short, teachers are not only teaching academic subjects when they show their students the qualities they want to develop in them. They are also helping young people grow as a whole. Their actions become a living program that teaches them life skills and moral values, and the effects of education go far beyond the classroom.
Activities that focus on clarity put a lot of emphasis on using the right language, which helps students improve their grammar, vocabulary, and pronunciation, making their communication clear and professional. Fluency encourages people to speak without thinking, while precision stops mistakes from becoming ingrained over time and builds a strong language base. Typically, these kinds of activities are short, controlled, and meant to help students practise certain language patterns before they use them in free communication. To help students remember how to use things correctly, teachers often use repetition, targeted correction, and clear explanations. One of the most common ways to learn is through drilling, where students repeat certain structures over and over again until they know them by heart.
For instance, practicing conditional sentences like “If I had studied harder, I would have passed the test” helps students learn both how to do things automatically and how to do them correctly. Games with a grammar focus are also useful resources. Grammar review becomes engaging and interactive when students are required to use the appropriate tense when asking and responding to questions, such as “Find someone who has been to London,” in the “Find someone who…” activity. Simple pairwork exercises that teach students to hear and pronounce subtle sound differences that can impact meaning, like differentiating between ship and sheep, can help students improve their pronunciation accuracy.
It is commonly known that tongue twisters, which are brief sentences or phrases with repeated and similar sounds, are useful tools for improving spoken language accuracy and fluency. Their ability to engage several facets of speech production—pronunciation, articulation, rhythm, and intonation—all at once makes them valuable in the learning process. From the standpoint of fluency, tongue twisters instruct students on how to rapidly and fluidly pronounce a series of sounds without making undue pauses or hesitations. The speaker concentrates on creating seamless transitions between the sounds because they are frequently similar but marginally different, which is reminiscent of the requirements of natural communication. The tongue twister “She sells seashells by the seashore,” for instance, compels the learner to make rapid sounds, improving speech coordination. With regular practice, such tasks reduce hesitation and improve the natural flow of speech.
In conclusion, developing comprehensive language competence requires striking an efficient balance between speaking activities’ accuracy and fluency. While accuracy guarantees that their speech is grammatically correct, precise, and socially acceptable, fluency enables students to convey their ideas clearly, maintain communication flow, and grow confident in real-life confrontations. A balanced approach recognises that these two elements are not mutually exclusive but rather interdependent: accuracy without fluency may impede spontaneity and natural expression, while fluency without accuracy runs the risk of fossilising errors. Teachers must use a variety of teaching strategies that incorporate both form-focused and meaning-focused activities in order to achieve this balance. While focused drills, constructive criticism, and pronunciation practice help improve accuracy, role-plays, debates, and discussions encourage students to speak freely, fostering fluency.
Importantly, activity sequencing and adaptation should be in line with learners’ communicative needs, learning objectives, and proficiency levels. Students are more willing to take chances and try new things with language when they are in a classroom setting that is encouraging and views errors as chances for improvement. So, a well-rounded approach gives students the communicative competence they need to operate with assurance and effectiveness in a variety of real-world situations, in addition to improving language proficiency. Teachers can develop students who are not only articulate and expressive but also precise and contextually appropriate in their speech by carefully crafting speaking exercises that foster both fluency and accuracy. By ensuring that language acquisition progresses from isolated skill mastery to true communicative ability, this all-encompassing approach equips students for meaningful interaction in everyday, professional, and academic contexts.
References:
1. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson Education.
2. Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.
3. Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. Routledge.
4. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
5. Thornbury, S. (2005). How to Teach Speaking. Pearson Longman.
6. Ur, P. (2012). A Course in English Language Teaching (2nd ed.). Cambridge University Press.
7. Bygate, M. (1998). Theoretical Perspectives on Speaking. Annual Review of Applied Linguistics, 18, 20–42.
8. Ellis, R. (2003). Task-Based Language Learning and Teaching. Oxford University Press.
Panoyeva Jasmina O’tkirovna was born on November 14, 2006, in the Shofirkon district of Bukhara region. She graduated with a gold medal from School No. 13 in Shofirkon, demonstrating academic excellence and dedication throughout her studies.
Currently, she is a first-year student at Bukhara State Pedagogical Institute, majoring in Foreign Languages and Literature. Jasmina is an intellectually curious and active young woman who regularly participates in the “Zakovat” intellectual game, showcasing her critical thinking and broad knowledge.
In addition to her academic and intellectual pursuits, Jasmina has also contributed as a volunteer to several environmental projects, reflecting her strong sense of social responsibility and commitment to sustainable development.
With her passion for learning and active involvement in both academic and social initiatives, Jasmina continues to grow as a promising and motivated student, ready to make meaningful contributions to her field and community.
Md. Mahbubul Alam is from Bangladesh. His writer name is Mahbub John in Bangladesh. He is a Senior Teacher (English) of Harimohan Government High School, Chapainawabganj, Bangladesh. Chapainawabganj is a district town of Bangladesh. He is an MA in English Literature from Rajshahi College under National University. He has published three books of poems in Bangla. He writes mainly poems but other branches of literature such as prose, article, essay etc. also have been published in national and local newspapers, magazines, little magazines. He has achieved three times the Best Teacher Certificate and Crest in National Education Week in the District Wise Competition in Chapainawabganj District. He has gained many literary awards from home and abroad. His English writings have been published in Synchronized Chaos for seven years.
Mirta Liliana Ramírez has been a poet and writer since she was 12 years old. She has been a Cultural Manager for more than 35 years. Creator and Director of the Groups of Writers and Artists: Together for the Letters, Artescritores, MultiArt, JPL world youth, Together for the letters Uzbekistan 1 and 2. She firmly defends that culture is the key to unite all the countries of the world. She works only with his own, free and integrating projects at a world cultural level. She has created the Cultural Movement with Rastrillaje Cultural and Forming the New Cultural Belts at the local level and also from Argentina to the world.
