Problems and Analysis Methods of Translation Practice in the  Exercise  

 Student of Andijan State Institute of Foreign Languages   Abdullajonova Rayhona Arabjon qizi  Abdullajonovarayhona874 @gmail.com  +998886630603 

 Supervisor: Kadirova Nargiza  

Annotation.In diesem Beitrag werden ein breites Spektrum von Problemen in der  Übersetzungspraxis, die Gründe für ihre Entstehung und die Methoden der Analyse  ausführlich diskutiert. Insbesondere die grammatikalischen, lexikalischen,  stilistischen und kulturellen Unterschiede zwischen der usbekischen und der  deutschen Sprache beeinflussen den Übersetzungsprozess und welche  wissenschaftlichen Methoden zur Überwindung dieser Unterschiede eingesetzt  werden sollten. Ausgehend von den Leitgedanken der Übersetzungstheorie werden  praktische und theoretische Ansätze analysiert, die für den Übersetzer notwendigen  Qualifikationen, Fähigkeiten und Strategien diskutiert. 

Annotation. This article discusses in detail a wide range of problems in translation  practice, the reasons for their origin and methods of analysis. In particular, the  grammatical, lexical, stylistic and cultural differences between the Uzbek and  German languages affect the translation process, and what scientific methods should  be used to overcome these differences. On the basis of the leading ideas of translation  theory, practical and theoretical approaches are analyzed, the qualifications, skills  and strategies necessary for the translator are discussed. 

Schlüsselwörter. Übersetzungspraxis, Übersetzungstheorie, Deutsche Sprache,  Usbekische Sprache, Analysemethoden, grammatikalische Unterschiede,  lexikalische Unterschiede, kulturelle Unterschiede, pragmatische Unterschiede,  sprachlicher Ansatz, kultureller Ansatz, funktionale Äquivalenz, Transkription. 

Keywords. Translation practice, translation theory, German language, Uzbek  language, methods of analysis, grammatical differences, lexical differences, cultural  differences, pragmatic differences, linguistic approach, cultural approach, functional  equivalence, transcription. 

Translation has been one of the most important tools of intercultural communication  throughout human history. Today, the role of translation is becoming more and more  important as global connections in science, technology, literature, politics, and other  fields increase. Translation has become not only a means of transferring information 

between languages, but also of transferring spiritual and social values from one  culture to another. The structure of the Uzbek language and the German language,  the style of expression, and the cultural basis differ significantly. These differences  create many difficulties in the translation process. A translator must translate not  only literally, but also correctly convey its meaning, style, cultural context,  communicative purpose. The article comprehensively analyzes the problems  encountered in translation practice and proposes solutions based on modern  scientific methods. 

The main problems of translation practice. Lexical problems. There are significant  differences between the vocabulary and lexical structures of the Uzbek and German  languages. Whereas in Uzbek a word often has many meanings, in German there is  a specific expression for each meaning. For example, the Uzbek verb “to see”  denotes a general action and is used in different contexts: to see (with an eye), to see  (to experiment), to see (to meet). In German, various verbs are used for these cases,  such as sehen (to see with the eye), erleben (to experiment), sich treffen (to meet).  The translator should analyze the context in depth and choose the appropriate option.  Problems are also common in the translation of phraseological units. Phraseologisms  often have a cultural basis in German and appear strange or incomprehensible in  German when translated directly. For example, expressions such as “Heartbreak”  should be conveyed in translation with an appropriate equivalent or annotation. 

Grammar problems. Differences in grammatical systems create many problems in  the translation process. Uzbek language is an agglutinatable language, and  grammatical meanings are expressed by suffixes. In German, there are genders of  nouns (masculine, feminine, neutral) and are designated by the articles. In Uzbek,  the basic structure of a sentence is simple (I went to school), whereas in German the  word order is based on a strict rule (Ich bin zur Schule gegangen). Secondary verbs  and auxiliary verbs are used a lot in the sentence. In German, the form of nouns and  articles change (der Tisch – den Tisch, dem Tisch and so on) if more pronouncements  are indicated in Uzbek. Such discrepancies require structural adaptations and  grammatical transformations in translation. 

Stylistic problems. Uzbek literary style is characterized by softer, more emotionally  rich expressions. In German, on the other hand, the emphasis is on expressing  clearly, concisely, and logically. It takes great skill to find their functional equivalent  when translating into German poetic metaphors, exaggerations, means of  expression, which are often used in Uzbek literature or in everyday speech.  Otherwise, the translation may look dry and artificial. Also, many expressions used  in the Uzbek language as part of respect and manners are divided into formal or  informal forms in German (via the forms Sie and du). Choosing the right level will  ensure the accuracy of the translation and its appropriateness to the context.

Cultural and pragmatic issues. Fundamental differences between Uzbek and  German cultures are often noticed in the translation process. For example, in Uzbek  culture special respect is given to adults and requires a lot of care in speech. In  German society, however, the principle of equality is stronger, and this is also  noticeable in the tone of speech. Since religious and national realities (for example,  “iftor”, “savob”, “Sufi”) often found in Uzbek are not exactly equivalent in German  culture, the translator must interpret these concepts or translate them with cultural  adaptation. Pragmatically, what is acceptable and acceptable in one culture may have  negative connotations in another. In such situations, the translator should use the  method of adaptation (localization), taking into account the purpose of the text and  the audience. 

Translation Analysis Methods. Linguistic analysis. Linguistic analysis is a method  of in-depth study of the interaction of language systems and elements in the  translation process. It is carried out at the level of grammatical structures, syntax,  morphology and phonetics. For example, differences such as the adaptation of the  free speech order in Uzbek to the strict order of free speech in German, or the manner  in which tenses are expressed (in Uzbek language the most accurate tense is clearly  defined, then in German tenses are often understood in context) are determined by  linguistic analysis. Cultural analysis. Cultural analysis involves the analysis of the  cultural codes, values, traditions of the translated text. The translator identifies the  differences between the source culture and the receiving culture and develops  adapted options. Cultural analysis is especially important in translating national  concepts, holidays, religious terms, and everyday customs. Functional Analysis.  Functional analysis is a translation technique that takes into account the  communicative purpose, audience, and context of a text. In this way, the translation  is done not only verbatim but also while maintaining the overall effect of the text.  For example, when translating ad text, you need to remember that its goal is to sell  the product, so it will be more important to maintain an impactful focus on your  audience, rather than translating the words correctly. 

The practice of translation is not a simple language change, but a complex cultural  and stylistic process of transfer. Translation work between Uzbek and German  should study in depth the grammatical, lexical, stylistic, and cultural differences and  apply the appropriate analysis techniques to each gap. The use of a harmonious  combination of linguistic, cultural and functional analysis methods in overcoming  translation problems is a key factor for improving the quality and effectiveness of  translation. A translator should always expand his language skills, cultural  knowledge and be aware of modern translation methodology. Translation is a  process that requires not only knowledge, but also art, patience, experience and a  creative approach.

 References 

1. Baker, Mona. In Other Words: A Coursebook on Translation. Routledge, 2018. 2. Newmark, Peter. A Textbook of Translation. Prentice Hall, 1988. 

3. House, Juliane. Translation Quality Assessment: Past and Present. Routledge,  2015. 

4. Hatim, Basil; Mason, Ian. Discourse and the Translator. Routledge, 1990. 

5. Nord, Christiane. Text Analysis in Translation: Theory, Methodology, and  Didactic Application. Rodopi, 2005. 

6. Venuti, Lawrence. The Translator’s Invisibility: A History of Translation.  Routledge, 1995. 

7. Kadyrova, M. Comparative grammar of Uzbek and German languages. Tashkent,  2015. 

8. Shukurov, B. Fundamentals of translation theory. Tashkent, 2010. 

9. Snell-Hornby, Mary. Translation Studies: An Integrated Approach. John  Benjamins, 1995. 

10. Schäffner, Christina. Translation and Intercultural Communication. Routledge,  2012.

WHOLE

To be able to use

         Both hands

To

        WASH THE DISHES.

To be able to walk

Without having

To think about

       How to walk.

Since my stroke

Twelve years ago

I have been hemipelagic,

My left arm and left leg

Were left paralyzed.

Meaning that medically

I am considered

       Half

 Not

     Whole

Oh, to be Whole again

But in losing the use of my arm and leg

I have grown one appendage for

       Compassion

And another for

       Empathy

Although, because the stroke altered how

       I speak.

      I sound

       Gruff, short, and angry

To others

Despite being only

       Half.

I like

      And treat

Myself and others

      A whole

Lot

Better than

 I did before

When I really was

              Whole.

SUNSET WALK

On tonight’s unsteady sunset walk

The crows squawked, the crickets chirped, 

and even the blue birds were screaming at me

 to fall and die. 

To provide a bigger meal than the roadkill rabbit at the end of the drive.

UP ON THE ROOF

When my medications make me feel like jumping off a roof

I Can’t tell the difference between my emotions and the medications

How do I convince myself that it is 

The meds not me?

That my feelings are a chemical reaction.

Not a true reflection

 of my inner life

In time, after conversations with my wife, friends, and dog

I am able to distinguish my feelings from those generated by the drugs.

And I talk myself down 

“Stay off the roof, stay off the roof.” I tell myself as I lie in bed under a cover.

When I realize a fall from the roof

 will only make things worse 

and require more drugs

I settle down with the dog,

Fall asleep, 

and dream of flying.

ERIC BARR taught acting and directing at University of California, Riverside. He was the Founding Director of the UCR Palm Desert MFA in Creative Writing and Writing for the Performing Arts.

Barr has written in a number of different genres, from screenplays to poetry.  His work has appeared in Connotation Press and The Journal of Radical wonder. He was a co-writer on the feature film, A Thousand Cuts.

In addition to his writing, Barr worked as a theatre director and acting coach.   He was the Artistic Director of the Porthouse Theatre in Cleveland, taught movement for actors at the Stella Adler Conservatory of Acting in Los Angeles, and worked as an acting coach with the National Theatre of the Deaf. 

Since surviving a series of strokes Barr has written and performed his one-man show, A Piece Of My Mind”, about his surgeries, hospitalizations, and rehab around the country.  His podcasts on stroke recovery can be found at http/www.apieceofmymind.net 

First of all, we wish everyone a very happy Earth Day! Here’s a picture from regular contributing artist Jacques Fleury.

Poet and essayist Abigail George, whom we’ve published many times, shares the fundraiser her book’s press has created for her. She’s seeking contributions for office supplies and resources to be able to serve as a speaker and advocate for others who have experienced trauma or deal with mental health issues.

Also, the Educational Bookshop in Jerusalem, a store that has the mission of peaceful dialogue and education, invites readers to donate new or gently used books (all genres) that have been meaningful to them, with a note enclosed for future readers about why the books were meaningful. (The books don’t have to be about peace or social justice or the Mideast, although they can be). Please send books here. US-based Interlink Publishing has also started a GoFundMe for the store.

We’re also having a presence at the Hayward Lit Hop festival this year, and we encourage everyone to attend this free, all-ages event! Many local writers will share their work and we will also host an open mic.

Passing along a message from someone who contacted us. If you’re interested, please email Mark directly at jennybridge45@gmail.com

Hi there, As a seasoned coordinator of educational events, this is my official introduction. Mark is my name. I hope our conversations won’t be hampered by my hearing loss. For an upcoming workshop, I’m searching for an illustrator, cartoonist, or artist to work with on a project. I’ll go over the project needs in detail and pay your fees in advance if you can assist. Once I indicate what has to be depicted or drawn, you can estimate the cost.

Mark Stewart from Ohio, USA.

This month’s theme is Lost and Found.

Brian Barbeito shares a mindful reflection on walking a paved road, finding a human place in nature. Rustamova Asalay depicts a farmer in tune with the sun and the cycles of nature. Stephen Jarrell Williams contributes several different ways of looking at and interacting with a city plaza. David Woodward contemplates life and aging while observing his garden, yet to bloom. Sayani Mukherjee dreams of flowers, rivers and mortality, biological life undergirding a modern city. Grzegorz Wroblewski, in a second set of poetry translated by Peter Burzynski, probes the corporeal and how we nourish ourselves.

Maniq Chakraborty speaks to being a lost traveler on a psychological journey. David Sapp writes of ordinary people and the weight of regret for their past choices, whether justifiable or not. Mykyta Ryzhykh’s poetry portrays people trapped in memory or dreamtime. Graciela Noemi Villaverde laments our human limitations: mortality and fragmentary knowledge. Sheila Murphy addresses isolation, confusion, and the weakness of language when it comes to expressing inmost feelings.

Bokijonova Madinabonu Batirovna’s piece explores the universality of grief and how it fragments and hardens some people’s selves. Denis Emorine’s novella Broken Identities explores the weight of the past, even a past we didn’t live through, and how it affects our sense of self. Tamara Walker (T.A. Aehrens) explores the practical and psychological process of repentance and healing from cultural sins in her novel Leaves from the Vine in an interview with editor Cristina Deptula. Vo Thi Nhu Mai’s elegant, understated poems express the weight of memory and unanswered questions.

Eva Petropoulou Lianou’s poem, translated from Greek to English, and then to Bangla by Md. Sadiqur Rahman Rumen, expresses a warmer view of the past and nostalgia for the simple kindnesses of her childhood. Sterling Warner’s poetry revels in nostalgia, nature, and culture – from Silicon Valley to Oktoberfest. Mahbub Alam describes in great detail the Bangladeshi New Year celebration. Rashidova Shaxrizoda pays homage to her cultural past and the poetic heritage of Alisher Navoi. Kylian Cubilla Gomez looks at nature and culture with a whimsical and curious eye. Lilian Dipasupil Kunimasa learns from the past while planning for the future and playfully musing about the present.

Nigar Nurulla Khalilova’s poetic speaker leaves a beloved to pursue artistic dreams in a journey that resembles a camel caravan. Lalezar Orinbayeva reflects on how her youthful dreams have changed over time, but she has not lost her optimism or determination. Ismailova Hilola outlines events that inspired her to become a teacher, how she found her life’s calling.

Eshboyev Oybek Davlat Oglu also speaks to education, highlighting potential roles for e-learning. Shahina Olimova researches the use of role-playing games in English language learning.

Chimezie Ihekuna shares his life’s purpose, asserting his artistic independence and desire to make the world a better place through writing and music. Biljana Letic of the Balkan Beats radio program interviews Maja Milojkovic about the spiritual, intercultural, and humane inspirations behind her writing. Shamsiya Khudoynazarova Turumovna’s poetry celebrates the beauty, grace, and discipline that goes into crafting haiku. Vernon Frazer positions words and shapes and fonts onto three pages with a loose theme of music. Rizal Tanjung explores the nuances and ambiguities within Anna Keiko’s abstract paintings. Jim Meirose’s piece mutates language into a mix of fonts and verbs and sounds, giving the sense of flying a plane.

Jacques Fleury also experiments with language as he reflects on learning to “go with the flow” of life, even when life’s “flow” is uneven, in a piece crafted during meditation. Gabriela Marin’s gentle poems evoke dreams, intimacy, and the imagination. Duane Vorhees’ pieces speak to attraction and intimacy, longing for human and poetic muses. Sam Hendrian explores moments of human connection and faux-connection.

Eva Petropoulou Lianou urges human solidarity and friendship: she wishes for women to stand together and befriend each other. Dr. Jernail S. Anand’s essay reminds us that society’s leaders should represent ethical values beyond money and power. Rahmat A. Muhammad expresses her hopes for international and domestic peace within her country. Ahmed Farooq Baidoon urges the world to become worthy of its children. Isabel Gomes de Diego’s photos celebrate new and burgeoning life in various forms. Isaac Aju’s short story challenges the Nigerian social taboo about middle-aged women remaining unmarried, celebrating a broader scope of people and lifestyles.

Even as we find some new joys and new lives, we sadly lose others. Ahmed Miqdad laments the destruction of Gaza and its ravages on both land and souls. Emran Emon decries the killing in Gaza and the U.N.’s lack of action. Daniel De Culla lampoons those who lead humanity while willfully ignoring climate change.

Sandro Piedrahita’s tale of conquest, tragedy, and some tiny justice finally served dramatizes the Spanish colonization of the Incas. Z.I. Mahmud explores dystopian elements within Margaret Atwood’s feminist classic The Handmaid’s Tale.

On a more personal level, Anna Keiko’s youthful-sounding poetry expresses tender lovesickness and fear of losing her beloved. Taylor Dibbert’s weary poetic speaker gives up on the dating world. Bill Tope’s short story presents a tragic interpersonal situation with tenderness, causing readers to think about the role of the justice system.

Christopher Bernard’s piece illustrates how humans can defend ourselves against all sorts of danger with calm, mindful preparedness. We hope that this issue will not only charm and entertain, but inspire and strengthen you to face the days ahead.

Modern education and its advantages in the educational process

 Jizzakh State Pedagogical University, Faculty of Natural Sciences, 3rd stage student, Eshboyev Oybek

 Abstract: The article informs the teacher of the modern educational system about the use of various innovative methods, thinking about new views.  Also.    The issue of the role and importance of modern technologies in improving the quality of education was discussed. 

 Key words: information technologies, video textbook, electronic textbook, information and communication technologies, quality of education, personnel.

        Currently, the number of initiatives to improve the quality of education is increasing significantly.  One of the main tools for improving the quality of education is modern technology.  Today, almost all people know how to use the Internet: smartphone, computer, tablet and similar devices.  Children are no exception.  Children of school age can use these devices and networks almost without problems.  Of course, this is a happy situation, but at the same time, it requires good skills and knowledge from teachers.

      In contrast to the usual technical education tools, information and communication technologies.  (ICT) not only provides students with a large number of ready-made, carefully selected, properly organized knowledge, but also improves students’ intellectual and creative abilities, independent acquisition of new knowledge, and information along with various developments.  allows to develop the skills of working with resources.  The knowledge potential of teachers in the field of ICT is implemented by improving their skills. 

        In order to improve the quality of lessons, teachers should constantly improve their ICT skills, and to meet such requirements, improving their knowledge through individual education is a modern education system.  In addition, it will not be useful for teachers to use various scientific and practical methods. They can share their experience with colleagues through conferences, seminar materials, teachers’ forums, and social networks.  Thus, the introduction of ICT and the use of the Internet to improve the quality of lessons provide the following opportunities:         

 Opportunities in the field of professional skills of teachers; 

 Increasing students’ interest in the lesson; 

  Many opportunities for teachers to approach their profession creatively; 

 Wide opportunities for independent education and remote education of teachers;

            Today, the speed with which the education system is immersed in digital technologies provides a basis for serious analysis and pedagogical justification of much that is currently offered in the information space.  The purpose of this article is to analyze the possibilities of digital technologies, to determine the priority directions of the development of the educational process, their advantages and threats, based on the hypothesis of the need for their scientifically based implementation in the work of higher educational institutions. Digitization of the educational environment can be implemented in various forms.  :

   transfer of existing educational materials, including lectures, presentations, textbooks, tasks for independent work and knowledge control tools to an electronic environment;   

 creation of an interactive electronic environment for the cooperation of teachers and students, including the creation of electronic offices for teachers, conducting webinars, discussion forums, etc.; 

  creation of new types of educational tools: electronic textbooks, electronic problem books, video lectures, quests;  

 creation of fundamentally new forms of education using the possibilities of the electronic environment – expanding the scope of image transmission of information, simulating various situations during role-playing games, simulating competitive games, etc.;

1. Electronic textbooks: 

  Their use helps to solve the following didactic problems: acquisition of basic knowledge of science;  Systematization of acquired knowledge; 

 Learn to answer very confusing questions;  Formation of skills of independent work with educational materials using ICT;  Development of self-control skills; 

 Motivation to learn and study science in general;  Providing educational and methodological support to students in their independent work on educational materials;  Providing a comfortable educational environment and opportunities for independent selection and search of information sources, that is, preparing students for exams in a short time, forming many useful general educational skills in them; 

 2. Video tutorials: 

 The advantage of using video lessons is that you can pause during the exhibition, discuss what you have seen and ask students questions.  Children must draw conclusions from what they see.  The duration of the demonstration should not exceed 10-15 minutes, then the type of training should be changed. Students can also download video lessons for homework.  The video lesson itself can be in different forms, for example, there are three main types of lessons: Explaining a new topic;  Strengthening of knowledge, skills and qualifications;  Generalization and control of knowledge, skills and competences; 

  Advantages of e-learning include:

 1) solving problems of education: elimination of regional barriers to education;  removal of time restrictions – access at a convenient time for the user;  access to classes due to the division of classes into blocks;  learning from highly qualified teachers.

 2) Expansion of options: the ability to choose the teacher and the method of presenting the material;  emphasis on logic, images (associations) or practice (situations, tasks);  the ability to choose the method of assimilation of material: through auditory, visual, motor skills or interactive participation;  the ability to choose the depth of mastering the material – a wide range of courses;  the ability to choose a convenient way to test knowledge: tests, tasks, projects, interactive conversations with artificial intelligence, etc.

 3) Expansion of the forms and means of knowledge transfer: in addition to traditional lectures, performances and seminars, the use of project work, group discussions, role-playing games and competitive games, including with virtual participants, etc.

 4) Socio-economic advantages: the possibility of forming social intellectual networks based on interests;  relatively cheap (high investment and low operating costs).

  it can be said that improving the quality of teaching today requires a wide range of knowledge and skills from the teacher.  Because today students also have a certain level of knowledge about modern technologies.  I think it is good for students to learn the basics of ICT from the teacher, as well as learn about the environment.  Therefore, today there is a need to constantly improve ICT and innovative technological skills of teachers.   With the development of e-learning, the market for educational services is becoming increasingly global.   The goal of introducing information and communication technologies into the educational process is to familiarize students with modern information and technologies, to improve their literacy in this regard, and most importantly, to improve their skills in using this information.  The introduction of ICT capabilities increases the efficiency and attractiveness of the modern educational process.  Emphasizing the importance of expanding students’ worldview, we should not forget the rules of their use.

 Used literature

1. Azamkhanov, B.S.  & Burkhanova, M.M. (2023).  Methods of formation of information competence of students of a higher educational institution.  Scientific-methodological journal of interpretation and research, 1 

 (17), 308-311.  

2. Burkhonova M.M.  CISCO network technology and its role and effectiveness in teaching computer networks.  Internauka.  2020. No. 36 (165).  S.  75-76. 

 3. Djalilov, M. L., Abdullaev, S. S., & Pulatov, G. G. (2016).  Improve the strength of hmac based on one time passwords using sha3 in hmac.  In Sovremennye nauchno-prakticheskie reshenia i podkhody (pp. 42-44).  

4. Kasimakhunova, A. M., Umarova, G. A., & Zokirov, S. I. O. G. L. The role of broad implementation of modeling on the subject of semiconductors in higher education institutions.

  5. Khoitkulov, A. A., & Pulatov, G. G. (2022).  Development of organizational and economic mechanisms to increase the capacity of textile enterprises.  Gospodarka i Innowacje., 23, 142-145.

  6. Latipdjanovich, D. M., Shavkatjonovich, A. S., & Gofurjonovich, P. G. Improve the strength of hmac based one time passwords using sha3 in hmac.  Nauchno-prakticheskie resheniya i podkhody, 2016, 34. 

Eshboyev Oybek Davlat Oglu was born on June 13, 2003, in Bulung’ur district of the Samarkand region.  Currently, he is a 3rd stage student in Jizzakh State Pedagogical University.

I miss the hug

A hug that they give you and you forget the weaknesses of your existence.

I miss a kiss

The kiss that someone give you and your stomach make those noise like is full of butterflies

I miss the smile

That childish smile that you have

U are smiling and all nature become

Pink

I miss the walk to the beach

The waves

The perfume of the salt

I miss the sunshine and the sunset

All the simple things that I had

I miss the generosity of people

I miss the kindness of grandparents

I miss the relaxing moments of drinking a coffee

Now, they all want your friend, your position, your talent, your contact, your potential, your life almost but no one…

Nobody want to get in your shoes

They are too tight.!!!! 

©®Eva Petropoulou Eva Lianou Petropoulou

………..

আমি আলিঙ্গন মিস করছি

একটি আলিঙ্গন যা তারা আমাকে দেয় এবং আমি আমার অস্তিত্বের দুর্বলতাগুলি ভুলে যাই।

আমি একটি চুম্বন মিস করি, কেউ আমাকে এবং আমার পেটে যে চুম্বন দেয় তা প্রজাপতিতে ভরা আওয়াজ করে!

আমি হাসি মিস করি

তোমার সেই শিশুসুলভ হাসি তুমি হাসছো এবং সমস্ত প্রকৃতি হয়ে উঠছে

গোলাপী!

আমি সৈকতে হাঁটা মিস করি, তরঙ্গ লবণের সুগন্ধি!

আমি সূর্যোদয় এবং সূর্যাস্ত মিস করি

আমি যে সব সহজ জিনিস ছিল, তা এবং 

মানুষের উদারতা মিস করি!

আমি দাদা-দাদির আজর মিস করি, আমি কফি পান করার স্বস্তিদায়ক মুহূর্তগুলি মিস করি

এখন, তারা সবাই আমার বন্ধু, আমার অবস্থান, আমার প্রতিভা, আমার পরিচিতি, আমার সম্ভাবনা, আমার জীবন প্রায় চায় কিন্তু কেউই চায় না…!

কেউ আমার জুতা পেতে চায়না, তারা খুব জোয়ার.!!!!

Author: ©®Eva Petropoulou Eva Lianou Petropoulou.

An Greek Poet.

Bangla Translated by:

Md. Sadiqur Rahman Rumen.

An Bangladeshi Poet.

A dream… When people hear this word, it sometimes brings joy to their faces, while at other times, it evokes deep sighs and regret. This is because as long as a person lives, they dream. They set goals, take steps toward them, strive, and work hard. Sometimes, fate grants them the fulfillment of their dreams, and sometimes, those dreams remain as mere wishes—unfulfilled and lost in time.

Since my youth, I, too, have had dreams—visions that guided me, inspired me, and fueled my determination. I have worked tirelessly to achieve them, pouring my energy into every step forward. Dreams have the power to elevate a person, to make them feel like they rule the world, to transport them into a realm as magical as Alice’s Wonderland, where everything seems possible. Even now, I continue to chase my dreams—I study, I strive, I push forward.

Some of my dreams were born in childhood, while others emerged during my teenage years. I am grateful for those I have achieved. Of course, not all dreams are easy to reach. Some may seem utterly impossible, as if fate itself has placed an insurmountable barrier in the way. But no matter how difficult it may seem, one must never surrender. One must never give up.

Because a dream, no matter how distant, is always worth the pursuit.

I, too, have lived chasing my dreams. Yet, those unfulfilled dreams still linger in my heart, my thoughts, and my mind—like distant peaks with no way to reach them.

When I shared my dreams with my parents and loved ones, I often heard discouraging words: “That is impossible,” “It doesn’t suit you,” “It’s not appropriate for our culture,” or “A girl should not pursue such a path.” I faced resistance and opposition.

One of the dreams that turned into a mirage was my deep desire to enter the military. My passion for this field began when I was in school. I was so captivated by the idea of serving in the military that I often imagined myself in uniform, standing in formation, marching with pride, singing military anthems, and taking an oath with unwavering determination. I could see myself walking with honor and discipline among my fellow soldiers.

When the time came and people asked, “What career do you want to pursue?” I confidently answered, “I want to become a soldier.” I had planned to apply to a military academy after finishing school. But, unfortunately, I was met with strong opposition and countless restrictions.

Even then, I refused to give up. I didn’t want to surrender my dream so easily. I graduated from school and began preparing my application, determined to fight for my place in the field I loved. Yet, once again, I found myself under immense pressure—barriers I could not break through. In the end, I was forced to choose a different path. My dream, once vivid and full of life, faded into a distant mirage. And with deep regret, I buried it in the depths of my heart.

But that was not my only dream. There were others—many others. And for them, I have studied, worked hard, and pushed forward. Some I have achieved, while others have slipped through my grasp, turning into mirages just like my military dream.

Yet, I refuse to stop dreaming. I continue to strive toward my future aspirations with the firm belief that I will succeed. There are still so many dreams ahead of me, waiting to be turned into reality.

Lalezar Orinbaeva was born in 2003 in the Turtkul district of the Republic of Karakalpakstan. She is of Turkmen nationality. In 2021, she became a student at the Faculty of Primary Education at the Tashkent University of Applied Sciences in Tashkent. She is an ambassador for three international organizations and a member of one international organization. Her creative works have been published in Kenya, Germany, Albania, Azerbaijan, Russia, Belarus, and several other foreign countries, and are indexed on Google. She is the recipient of various international certificates. She has also founded her personal “Anthology”. Lalezar is a holder of international medals, statuettes, diplomas, certificates, and invitations. She is a professional curator of Dreams That Turned Into a Mirage.

Curious, I consulted a psychic who confirmed what my chart had suggested: that my family had endured shame rooted in a past event—something that happened long before I was born. I couldn’t shake the feeling that my writing was somehow tied to this revelation. So I asked my father about our lineage, and he quietly shared a difficult truth: that his great-grandfather was a Dutch slave master, and his great-grandmother had been an enslaved woman in his household. He directed me to his eldest sister, Aunt Daphne, for more.

Aunt Daphne told me what little she knew about “the Dutchman”—that he was both a pastor and a Justice of the Peace, and that his name was Cornelius. The moment she said his name, I froze. Cornelius was the name of the grandfather pastor in the story I had written all those years ago. I had even described his favorite candy as licorice—a detail that, to my surprise, is a traditional Dutch treat.
It was in that moment I realized I hadn’t written a work of fiction after all—I had written a remembrance. My hands had merely transcribed what my spirit already knew.

That was when I knew this story wasn’t meant to stay on a hard drive. It was meant to be shared—both as an act of remembrance and as a tool for healing. The research wasn’t traditional, but it was guided—by dreams, divination, and a deep listening to my lineage.

Question #2:How much of this book is from your ancestry and how much is made up?

To be perfectly honest, I’m not entirely sure where memory ends and imagination begins. When I first began writing Leaves From the Vine, I had no conscious knowledge of what I was channeling. It wasn’t until I later explored my family’s history that I began to see startling
parallels—details in the story that echoed my great-great-grandfather’s life and the legacy of his descendants.

That’s why the imagery is somewhat elusive, set in a quiet town “in the middle of nowhere,” a place that could be anywhere—or nowhere at all. It reflects that sense of mystery and ancestral whispering.
What I did craft intentionally was the dialogue, the rhythm of the language, the emotional texture. I used artistic license to shape the tone—infusing it with wit, symbolism, and sentiment.

And while the story is deeply rooted in family lineage, I also chose to include something profoundly personal in the Afterword: the Invocation for Sacred Sexual Embodiment (from the Ascension Glossary). That was my offering—a healing remedy for those navigating sexual trauma. While that part isn’t inherited from my ancestry, it’s a conscious and heartfelt contribution to the legacy of healing.

Question#3: How do you think people reconciled being people of faith, and even pastors with being slave owners and perpetuating injustice?

I’m not sure they ever truly had to reconcile it—at least not in a way that disturbed their sense of righteousness. Many slaveholders, including pastors, used scripture—like Ephesians 6:5—to justify the institution of slavery. Verses such as “Slaves, obey your earthly masters with respect and fear…” were interpreted literally, providing a moral and religious rationale for what was, in truth, a deep injustice.

But faith without compassion becomes blind obedience. And privilege, when left unchecked, can distort one’s understanding of justice and mercy. In many cases, those in power may have believed themselves to be the ones under threat—viewing any resistance from the enslaved as rebellion rather than a cry for freedom.

This perception of fear allowed them to see themselves not as oppressors, but as protectors of order, which further reinforced their actions. It’s a painful paradox: using faith as a shield to avoid reckoning with cruelty. And yet, it’s this very contradiction that makes the truth so vital to examine today—with humility, not blame.

Question #4: How do you think it’s possible to break generational curses or generational patterns of course dysfunctional behavior?

Breaking generational curses isn’t just about changing behavior—it’s about transforming identity at the root. We must approach healing as an act of Identity Alchemy, a sacred process of rewriting the unconscious contracts we’ve inherited.

First, we must Expose the Ancestral Root—identify the patterns that have been passed down, the pain that still echoes through our choices, and the beliefs we didn’t even know we adopted.

Then we Shock the Pattern with Radical Reversal. That means doing the opposite of what the curse expects—speaking the truth where silence ruled, choosing joy where shame lingered, or creating boundaries where chaos thrived.

Next, we Implant a Future Memory by consciously visualizing and anchoring a new narrative—one where we are free, whole, and deeply loved. The subconscious doesn’t know the difference between memory and imagination, so we use that to our advantage.

We then Sever the Quantum Energy Cords, energetically and emotionally cutting ties with the trauma and limitations that no longer serve us. We release the old without fear. Finally, we Embody the One Who Was Never Bound—our truest, most divine self. This is the
version of us who lives not from pain, but from power. Who walks not in shame, but in sovereignty.

This is how we heal—not just for ourselves, but for those who came before us and those yet to be born.

Question #5: Did your ancestors ever repent of enslaving people and how might we begin to heal that wound as a country?

Yes (my great- great -grandfather)—he’s repenting through me, his descendant, his soul-scribe. Through my voice, he’s asking for forgiveness. He’s sorry for abusing his power and manipulating his privilege to oppress others. He now understands—through my own
suffering—that in enslaving others, he also enslaved himself: to greed, to ego, to the seduction of control.

He became a prisoner to the very forces he thought he controlled. A prisoner to fear, to lust, to legacy. Slavery robbed his victims of their freedom—and robbed him of peace, love, and the humanity that connects all souls, even across lifetimes.

His spirit seeks redemption now. He knows that true power doesn’t require domination. That true privilege uplifts rather than oppresses. And that true faith is never rooted in fear.

The wound of slavery cannot begin to heal if we continue to reopen it—whether knowingly or unconsciously—through daily practices rooted in a painful past. Each time we glorify “soul food” without acknowledging its origins in survival, each time we discipline our children with the same tools once used to control, each time we overlook the spiritual traditions of our ancestors in favor of the religion that once justified their bondage—we unknowingly press salt into the wound.

On the other side, the wound festers in silence each time privilege built on slave labor is denied or dismissed. Every benefit drawn from generational wealth, every institutional advantage, every opportunity rooted in the unpaid labor of others—left unacknowledged—prolongs the ache.

Healing begins when we commit to the uncomfortable work of unlearning: unlearning inherited superiority, and also unlearning generational servitude. It begins when we honor the full truth of
our history—not just its victories, but its violations. Only then can we move toward wholeness—not as separate sides, but as one people reckoning, remembering, and rebuilding.

Question #6: How can individual people begin to make amends for systemic injustice put in place by their ancestors?

I’m not entirely sure there’s a single answer, but I do know that making amends begins with a willingness to sacrifice comfort for justice. The obvious place to start would be to embody the spirit of modern-day abolitionists or even modern-day hippies—people unafraid to disrupt the status quo in the name of equality and compassion.

To truly make amends, descendants of those who benefited from systemic injustice must first acknowledge that they’ve inherited not just wealth or status, but also a moral debt. And they must be willing to pay it forward—not in shame, but in service. This might mean using their influence to challenge systems that favor them. It might mean divesting from privileges that came at others’ expense.

But here’s the real question: Who among them is willing to risk losing inherited power, privilege, or prosperity for the sake of justice? To go against the grain of their lineage? Because making amends is more than a performance of empathy. It’s a courageous reordering of values—a revolutionary act of love.

Question #7: What role does faith play in Leaves From the Vine and why/how can faith and spiritual practices help people?

Faith is the heartbeat of Leaves From the Vine. The town of Charlestown itself is built on a foundation of faith, family, and fellowship—where the Big Church stands not only as a place of
worship but as the town’s schoolhouse, meeting hall, and sacred ground. It’s quite literally the center of their lives. So when young Jones Jr. begins to question his Christian beliefs, it shakes
the town to its very core.

But as the story unfolds, we see how each character is tested. Jones Jr. must find faith in himself to lead the church when his father falls ill. Mrs. Jones clings to her unwavering faith that her son is still alive, even when others doubt. The twin sisters, Anna and Annie, draw on their shared faith in each other to face the nightly hauntings.

Every soul in Charlestown is pushed to their limit—but it’s their faith, especially faith in the power of love, that ultimately breaks the curse.
Faith helps people by creating a sacred space for love and joy to dwell—even when the world outside feels harsh or unkind. It serves as a spiritual retreat, a quiet refuge from life’s noise and cruelty.

When doubt clouds the mind and uncertainty shakes the soul, faith becomes the balm that steadies us. It reminds us that we’re not alone. That there’s something greater, something divine, that holds
us even when we can’t hold ourselves. Faith gives people something to believe in, especially when belief in themselves feels like too much to carry. It softens the edges of pain and sharpens our vision for hope.

At its most tender, faith teaches us gratitude—for the small mercies, the everyday miracles, and the unseen grace that carries us forward.

Question #8: Why did you write this book and what do you hope to accomplish with Leaves From the Vine?

I wrote this book because I began to sense that I was simply the messenger—entrusted with a story that needed to be told. Over time, it felt less like something I was creating and more like something I was uncovering. I came to see myself as a voice for my great-great-grandfather, someone whose truth had long been buried. Through me, he could finally speak—offering confession, seeking redemption, and hoping for peace. In telling his story, I also hoped to bring healing to his descendants, including myself, and perhaps offer a mirror for others to reflect on their own generational wounds.

This book is my personal call to courage. I hope it inspires others to bravely uncover their own family stories—the ones hidden in silence or shame. I want readers to feel empowered to confront the spiritual and emotional battles their ancestors may have left unresolved. My hope is to awaken a generation that seeks healing with humility, gives and receives love with openness, and chooses to leave behind a legacy rooted in truth, honor, and redemption. If this story stirs
even one person to begin that journey, then it has done its work.

Question #9:Who are some of the authors you admire?

I admire Iyanla Vanzant for her bold, unapologetic voice and her willingness to speak from personal experience. In books like Yesterday, I Cried and In the Meantime, she holds herself
accountable for her own shortcomings, and that honesty creates space for true healing. I respect that she doesn’t just “preach” to her readers—she walks the talk and invites others to do the same.

I also admire Caroline Myss, particularly for her work in Sacred Contracts, where she introduces the idea that each of us is born with twelve core archetypes that shape our purpose and path. Her teachings helped me recognize the unconscious roles I’ve played and the agreements my soul may have made before coming into this life. That framework has been key to understanding both personal and ancestral patterns.

Don Miguel Ruiz, through his book The Four Agreements, helped me embrace a liberating perspective—especially the powerful lesson of not taking things personally. That one idea alone has protected my peace more times than I can count.

Lastly, I admire Eckhart Tolle for his deeply grounded spiritual wisdom and his conversational approach to writing. The Power of Now is structured as a dialogue, which feels intimate and
refreshing—especially for those of us raised in spaces where questioning was discouraged. His work helped me come home to the present moment and discover freedom in simply being.

Each of these authors has been a guidepost on my own spiritual healing journey, and their work quietly echoes through the pages of Leaves From the Vine.

T.A. Ahrens’ Leaves from the Vine may be ordered here.