Empowered Women Empower Women

Women’s empowerment is the process by which women become aware of gender-based unequal power relationships and acquire a greater voice in which to speak out against the inequality found in the home, workplace, and community. An empowered woman not only changes her life but also uplifts her family and contributes to society. Though millions of women worldwide are still denied education — a reality that limits not only their potential but also their societies. 

Today women empowerment plays a vital role in societies. From economic growth to social stability, the benefits of empowering women reverberate across every aspect of society. One of the most compelling reasons to empower women is its direct correlation with economic prosperity. When women are empowered with education, access to resources, opportunities, entire economies flourish. According to studies, investing women’s empowerment leads to increase in productivity and growth of a country.

Additionally, women’s empowerment is crucial for gender equality and discrimination. Despite the actions taken in this, still women around the world are facing barriers in education, violence, disdain and rights. Empowering women means challenging entrenched norms and stereotypes that perpetuate gender inequality. It involves creating inclusive policies, providing access to justice, and promoting women’s leadership at all levels of society. All in all, women empowerment takes the important part in all fields – healthcare, economics, education, industry.

Despite clear progress, numerous obstacles continue to restrict women’s equal access to education and empowerment.

Cultural expectations, early marriage, limited resources and gender stereotypes still restrict girls’ choices and ambition. To combat this, organisations such as Women In Tech and the PORLA project are enhancing women’s employability and promoting entrepreneurial skills across remote and traditionally underserved areas. Likewise, the establishment of the Entrepreneurial Women’s Council in March 2025 under the Chamber of Commerce and Industry aims to boost legal, financial and practical support for female entrepreneurs. 

On a personal level, as a high-school student I co-founded Girls Hub, which has supported over 50 Afghan girls and is now collaborating with Nigerian peers hoping that change begins with young women taking leadership in education and solidarity.

If we truly believe that empowered women empower others, then education is the gateway to transformation. From the classrooms of Uzbekistan to global networks connecting Afghan and Nigerian girls, every investment in a young woman’s learning creates exponential returns for families, communities and nations. My journey with Girls Hub, standing alongside students who face barriers and believing in their potential, reminds me that real change comes from shared purpose, courageous action and unrelenting hope. Let us commit to policies that dismantle stereotypes, resources that expand access, and mentorship that lifts every girl toward her fullest future. Because when a woman learns, we all grow.

I am Lolaxon Sodiqxonova, a 17-year-old senior at the Specialized Boarding School in Namangan, Uzbekistan. I am passionate about empowering women and have already taken several actions toward this goal. For example, I worked as the Head Ambassador of the PORLA project, which educates women and girls on AI tools and STEM, even providing opportunities for internships. This sparked my interest in women’s empowerment and encouraged me to co-found Girls Hub, a global platform mentoring young women on scholarships, languages, and some aspects of STEM. Today, Girls Hub has two international collaborations and more than 100 alumni. Moreover, I entered the world of start-ups with this project and became the winner of the Digital Generation Girls – Start-Ups Competition. My dedication to this field also led me to success in a prestigious international program—the Women2Women International Leadership Program, hosted by Emerson College and held at the John F. Kennedy School of Government at Harvard University.

The Intersection of Combinatorics and Biological Systems: A Computational and Molecular Analysis

Abstract

This paper explores the fundamental role of discrete mathematics, specifically combinatorics, in understanding biological structures. From the quaternary logic of DNA to the complex folding patterns of proteins, combinatorial optimization provides the necessary framework for modern bioinformatics. We analyze the mathematical constraints of the genetic code, De Bruijn graphs in genome assembly, and the combinatorial explosion in phylogenetics.

1. Introduction: The Digitization of Biology

Modern biology has transitioned from a descriptive science to an information science. The biological cell functions as a complex information processor where discrete units (nucleotides and amino acids) are arranged in specific sequences. Combinatorics, the study of counting, arrangement, and permutation, provides the language to decode this information.

2. Combinatorial Logic of the Genetic Code

The most striking example of combinatorics in nature is the triplet codon system.

2.1. Permutations with Repetitions

The DNA alphabet consists of four bases: \mathcal{A} = \{A, C, G, T\}. To code for 20 essential amino acids, the sequence length n must satisfy the condition 4^n \geq 20.

If n=2, then 4^2 = 16 (Insufficient).

If n=3, then 4^3 = 64 (Sufficient).

This redundancy (64 codons for 20 acids) allows for synonymous mutations, providing a combinatorial buffer against genetic errors.

3. Graph Theory and Genome Assembly

In DNA sequencing (Next-Generation Sequencing), the laboratory can only read short fragments (reads). Reconstructing the full genome is a combinatorial puzzle.

3.1. De Bruijn Graphs

To assemble a genome, bioinformaticians use De Bruijn graphs where:

Nodes represent (k-1)-mers.

Edges represent k-mers.

The problem of finding the original DNA sequence is transformed into finding an Eulerian Path (visiting every edge exactly once) within this massive graph. This reduces the complexity of searching through n! possible permutations of fragments.

4. Combinatorial Explosion in Phylogenetics

Phylogenetics aims to reconstruct the evolutionary tree of life. However, as the number of species (n) increases, the number of possible tree topologies grows factorially.

My name is Shahlo Rustamova, daughter of Ilhkom, a passionate and ambitious student born on June 8, 2007, in Shakhrisabz district, Kashkadarya Region, Uzbekistan! 

I am currently a first year student of Shahrisabz State Pedagogical Institute on the basis of a state grant. I have earned several educational grants and awards, and I am an owner of national Biology certificate.  

With a deep interest in leadership, public speaking, and writing, I continue to work hard toward achieving academic excellence and inspiring others in my community.

PROBLEMS OF LINGUO-COGNITIVE STUDY OF THE UZBEK LANGUAGE 

Abstract: 

Shomurodova Dilafro’z Bahodir qizi 

Student of Denov Institute of Entrepreneurship and Pedagogy 

Email: shomurodovadilafruz07@gmail.com 

The article discusses the fact that in Uzbek linguistics a number of studies have been carried out on the linguopoetic, pragmatic, derivational, and communicative features of texts, and that the emergence and development of such fields as pragmalinguistics, discourse analysis, cognitive linguistics, and linguoculturology in world linguistics have led to the appearance of serious theoretical approaches in interpreting the phenomenon of text creation. 

Keywords: cognitive, anthropocentric, linguistic, semantics, psycholinguistics, pragmatic, linguoculturology, functionalism, ethnolinguistics, perception, integration 

It is well known that in world linguistics texts were initially approached mainly from semantic and syntactic perspectives. In recent years, especially since the beginning of the 21st century, the tendency to study texts on the basis of linguoculturological, pragmatic, sociolinguistic, cognitive, and psycholinguistic principles has intensified. Texts began to be viewed not merely as a collection of semantically and syntactically connected sentences, but as a form of communication possessing social value and as a mental construct that reflects the knowledge, linguistic thinking, national psychology, and mentality of speakers of a particular language. The formation of the anthropocentric paradigm is associated with the study of the speaker as a linguistic subject.

The anthropocentric turn in linguistics shifted attention away from the structuralist principle of studying language “in and for itself” and focused instead on the human factor. The roots of anthropocentrism, which is now recognized as one of the leading paradigms in linguistics, draw upon the theoretical views of W. von Humboldt and L. Weisgerber. The term anthropocentrism is derived from the Greek anthropos (human) and the Latin centrum (center). Initially, the term was used in reference to the ancient Greek philosophical idea that “Man is the center of the universe,” a view that became especially widespread in medieval Europe.

In linguistics, the anthropocentric study of the language system has been manifested primarily in research on linguistic semantics, cognitive linguistics, psycholinguistics, pragmatic linguistics, and linguoculturology. Studies conducted within the framework of the anthropocentric paradigm investigate the language system in close connection with the human factor. Although research by Uzbek linguists in linguistic semantics, pragmatics, and cognitive linguistics demonstrates anthropocentric tendencies, studies in this area are still insufficient. 

In particular, approaching text analysis from an anthropocentric perspective has become one of the leading directions in modern linguistics. Many researchers emphasize that in the study of texts as complex and multifaceted phenomena, the triad consisting of the speaker-text-listener (author- text-recipient) should be regarded as the main object. The well-known Russian linguist Yu. N. Karaulov, in the preface to a collection of articles devoted to issues of language and personality, emphasized the idea that “behind every text stands a specific individual who has mastered linguistic systems.” The external and internal structure of a text can be likened to a mirror that reflects the linguistic competence of speakers belonging to a particular nation. 

In early studies of text, attention to the text creator was observed mainly in psycholinguistic and pragmalinguistic research, whereas today rapidly developing fields such as cognitive linguistics, functionalism, ethnolinguistics, linguoculturology, and discourse analysis have made this issue one of the central problems of linguistics. The main achievement of the system-structural approach was proving that language is a systemic phenomenon. However, it became evident that these paradigms shared a common shortcoming: 

language was separated from its owner-the human being. Attempts to overcome this deficiency led to the emergence of pragmatic and cognitive linguistic paradigms. 

Professor N. Mahmudov, reflecting on the formation of the anthropocentric paradigm in linguistics, notes that in accordance with the objective nature of language, the anthropocentric paradigm places the human being at the center, while language is regarded as the main component that shapes human personality. Specialists often cite the aphoristic statement of the famous Russian writer S. Dovlatov that “90 percent of a person’s personality is formed by language.” At the same time, the anthropocentric approach to language integrates the latest achievements of these fields and increasingly strengthens its status as an independent paradigm. As recognized in linguistics, the anthropocentric paradigm focuses primarily on the subject of speech activity-that is, the language user who produces and perceives speech. The inclusion of the category of the language user in scientific paradigms necessitates greater attention to concepts such as personality, linguistic consciousness, thinking, activity, mentality, and culture. 

At present, the concept of the language user is mainly employed in the following senses: (a) an individual capable of carrying out speech activity in a particular language, that is, capable of producing and perceiving speech; (b) a person who uses language as a means of communication, a communicant; (c) a representative of a particular language community who possesses and manifests the lexical resources reflecting the national-cultural and spiritual values of their people. 

In contemporary research, various branches of linguistics approach the issue of the human factor from their specific perspectives. The problem of text interpretation and the human factor is closely connected with issues of text creation and the perception of its content. In studying this problem, it is important to examine not only the text creator but also the perceiving individual-the listener or reader. As N. I. Zhinkin aptly stated, “A person speaks not through individual sentences, but through texts.” Therefore, a person’s stylistic features can be adequately studied only on the basis of the texts they produce. 

Investigating the speech style of a writer or creator solely from the perspective of word choice or sentence construction no longer meets contemporary requirements. Consequently, studying text creation from the perspective of individual style enables a deeper examination of the linguistic aspects of texts. 

It is well known that cognitology is intrinsically linked with semantics. Today, many researchers regard the 21st century as the age of interdisciplinary integration. Interdisciplinary cooperation yields effective results in revealing the essence of particular objects of study. Such an approach is especially appropriate in investigating the speech activity of the human personality, a complex phenomenon. Human speech, like the human being itself, is multifaceted and complex. Therefore, cooperation among linguistic disciplines will undoubtedly yield fruitful results. 

It should be noted that in the early years of the 21st century, significant research was conducted in Uzbek linguistics within the field of text linguistics. Monographic studies emerged on text linguopoetics, content perception, pragmatic, derivational, and psycholinguistic features of texts, as well as text modality and temporality. Studying texts from the perspectives of their creation, perception, and comprehension further deepens theoretical views on texts. Investigating the mechanisms through which the intellect and thinking patterns of a discourse subject are transformed into textual form makes it possible to identify features specific to the reflection of cognitive models in the Uzbek language. In literary works, especially in prose, the expression of key linguoculturological concepts such as life, death, mother, homeland, love, goodness, justice, and woman frequently occurs. Since literary texts are products of creative activity, the expression of particular concepts in such texts naturally manifests individuality and imagery. 

Consider the following text: 

By the side of a great road, a tree was growing… By chance, a traveler came to rest beneath it. The day was hot, and the traveler was tired. He sat in the shade of the tree and rested… The traveler grew hungry. He looked and saw that fruits were ripening on the tree. He was too lazy to climb it, so he threw a stone. The fruits fell abundantly. The traveler ate his fill… The destination was far. He broke off a branch from the tree and made a walking stick… Then his throat became dry. He went back under the tree’s shade… Then he continued on his way… The tree began waiting for another traveler… The name of this tree was Goodness… (O’. Hoshimov, “The Tree by the Road”). 

In this passage taken from O’. Hoshimov’s book Notes in the Margins, the concept of GOODNESS is expressed. In the text, this concept is represented through the symbol of a tree, and the act of comparison employed in the author’s cognitive- discursive activity gives the text a metaphorical meaning. 

Indeed, the most important source for elucidating the relationship between language and personality is the text. A text is not only a speech structure that encompasses all levels of language, but also a phenomenon that fully reveals the linguistic potential of the speaking (or writing) individual. Cognitive metaphors, as one of the factors generating implication, leave their traces in words, phrases, sentences, or entire texts. Units whose meanings have shifted on the basis of metaphor represent the visible part of the “cognitive iceberg” (to use Fauconnier’s term), while its main part remains hidden deep within our linguistic consciousness. It should be noted that the cognitive background phenomenon manifested in such cases has not yet become an object of study in Uzbek linguistics. Studying the cognitive background in connection with metaphor, metonymy, simile, and personification is one of the essential issues of anthropocentric linguistics. 

Today, the study of the human factor as the performer of linguistic activity continues to deepen in such linguistic fields as psycholinguistics, linguoculturology, cognitive linguistics, and pragmalinguistics. 

References: 

1. A. Aliyev, Q. Sodiqov. From the History of the Uzbek Literary Language: A Textbook for University Students. Tashkent: Uzbekistan, 1994. 118 p. 

2. U. Tursunov et al. History of the Uzbek Literary Language: A Textbook for University and Pedagogical Institute Philology Students (revised and expanded edition). Tashkent: O’qituvchi, 1995. 264 p. 

3. M. Vahoboyev. The Uzbek Socialist Nation. 

Tashkent, 1960. pp. 30-32, 49. 

4. M. Qodirov. “A Journey into the Wealth of Words.” Labor and Life, no. 4, 1972, pp. 20-21. 5. A. Nabiyev. Historical Local Studies. Tashkent: O’qituvchi, 1979. pp. 63-74.

CODE-SWITCHING AMONG UZBEK ENGLISH LEARNERS: REASONS AND FUNCTIONS

Saminjon Khakimov University of Business and Science Non-Governmental Educational Institution Philology and Language Teaching (English) K.XF 23-04 Phone number: +998 333696936 +998 943623669 Email: saminjon.khakimov@gmail.com ORCID: 0009-0006-1444-7331

Annotation: This article examines the phenomenon of code-switching among Uzbek learners of English and analyzes the major reasons and communicative functions behind it. Based on classroom observations and learner interviews, the study reveals that code-switching is not simply a sign of linguistic weakness but a strategic tool used for clarification, social bonding, topic shift, and emotional expression. The research emphasizes that code-switching plays an important pedagogical role in foreign-language learning environments, especially in multilingual societies like Uzbekistan.

Keywords: code-switching, bilingualism, Uzbek learners, English learning, sociolinguistics, communication strategies, multilingual education

In multilingual communities, switching between two or more languages during communication is a common linguistic practice. This phenomenon, known as code-switching, has been widely studied in sociolinguistics. For Uzbek learners of English, code-switching frequently appears in classrooms, social media communication, and informal conversations. Although it is often perceived as a barrier to language fluency, many researchers argue that it serves important communicative, psychological, and pedagogical functions. This article explores why Uzbek English learners code-switch and what functions it performs in their communication.

Code-switching typically occurs when speakers alternate between languages depending on context, topic, or interlocutor. Scholars classify it into several types:

 Inter-sentential switching — language shift between sentences.
 Intra-sentential switching — switching within one sentence.
 Tag-switching — insertion of discourse markers such as “ha”, “you know”, “aslida”.

Previous studies (Gumperz, Myers-Scotton, Poplack) show that code-switching is often systematic and purposeful, rather than random.

The study uses:
1. Classroom observation at secondary and vocational institutions in Fergana region.
2. Semi-structured interviews with 20 English learners aged 15–20.
3. Analysis of chat-based communication (with participants’ consent).
Qualitative analysis was applied to identify repeated patterns and motivations behind switching.

1. Reasons for Code-Switching
a. Lexical Gaps
Learners often lack vocabulary for certain concepts and naturally insert Uzbek words. Example: “Teacher, I don’t know this tushunchani in English.”
b. Ease of Expression
Some ideas feel more natural in L1 due to cultural closeness.
c. Learning Strategy
Learners intentionally mix languages to confirm understanding: “Past Simple o‘tgan zamon bo‘ladi, to‘g‘rimi?”
d. Classroom Norms
Teachers themselves switch languages to save time during explanation, influencing learners’ behavior.
e. Emotional Expression
Feelings such as surprise, humor, or frustration are often expressed in Uzbek even during English conversation.

f. Social Bonding
Switching helps maintain group identity and solidarity, especially among classmates and friends.
a. Clarification Function
Students switch to Uzbek to clarify grammar, meaning, or instructions.
b. Emphasis and Focus
Certain Uzbek words are used to highlight important information.
c. Identity Marking
Using Uzbek markers like “ha”, “xo‘p”, “baribir” creates a shared linguistic identity.
d. Topic Shift
Learners switch languages when changing from academic talk to everyday conversation.

e. Pedagogical Function
Code-switching helps teachers scaffold learning and reduce confusion during complex topics.
f. Affective Function
Use of mother tongue reduces anxiety and increases speaker confidence.

The findings indicate that code-switching among Uzbek English learners is a strategic communicative practice, not a sign of poor proficiency. Learners rely on both languages to negotiate meaning, express identity, and maintain social relations. In Uzbek classrooms, where English is learned as a foreign language, total exclusion of L1 may create unnecessary psychological pressure. Instead, structured and purposeful use of the mother tongue can support language acquisition.

Code-switching among Uzbek English learners serves multiple linguistic and social functions. Rather than discouraging it completely, educators should understand its pedagogical value and guide students toward more intentional and balanced usage. Future research may explore differences in code-switching patterns across age groups or proficiency levels.

REFERENCES
1. Gumperz, J. (1982). Discourse Strategies. Cambridge University Press.
2. Myers-Scotton, C. (1993). Social Motivations for Codeswitching. Oxford University Press.
3. Poplack, S. (1980). “Sometimes I’ll Start a Sentence in Spanish Y TERMINO EN ESPAÑOL.” Linguistics, 18(7–8), 581–618.
4. Auer, P. (1998). Code-Switching in Conversation. Routledge.
5. Matras, Y. (2009). Language Contact. Cambridge University Press.
6. Iskandarova, S. (2020). “Code-Switching Practices in Uzbek EFL Classrooms.” Uzbek Journal of Education Studies, 4(2), 45–51.

Saminjon Khakimov was born in Margilan, Fergana Region, Uzbekistan. He is a student of Philology and Language Teaching (English) at Namangan University of Business and Science. He works as a Head English Teacher and IELTS Instructor at a private educational center.

Christmas Love !

A Sweet Song can hear
From so far, your dreamy peer.
Feel and sing this now
Children! Dear all come on.

Christmas comes with its Love
Knot of heart , for a new world.
Mention not, how is that?
Christmas is the prime prospect.

Santa Claus showers the joy
So many gifts with sanguine plots,
Dear Children! Dear all!
Come and feel this plot.

Share your love within all
Rich to poor, for a new rhythm.
You know this, we love all,
We want this beautiful plot.

Christmas Love! Christmas Dove!
Feel and seal all the unwanted hubs.
Not need to shed your tears
You will get the sanguine layer.

    YOUR SINS WILL FIND YOU OUT

                                    Dr Jernail S. Anand

The forces of nemesis, and the furies, are moving around, looking for moral blemishes, and they spare neither the individual nor the society. -Anand

Bible says: Your sins will find your out. I think it applies to men as individuals, and the society as a whole.

As civilized human beings, we have set up courts to ensure justice to the aggrieved, and punishment to the aggressors who violate the laws of the country. Jails are overflowing with criminals undergoing sentences. Justice, it is said,  is often delayed, and sometimes,  entirely miscarried. Of late, justice eludes people due to interventions from the above, and what we come across is a jumbled face of a society which cannot recognize itself.

However, when it comes to the divine court, there are no chances of justice going astray. It may appear to be delayed, but it is definitely delivered.  While human courts take cognizance of the crimes which are reported, the supreme court of gods has a sprawling campus, and it works suo moto, and does not like excess of any kind. They carry all the data of these people with them and sometimes they punish them there and then, but most of the times, they wait for the appropriate moment.  But one thing can be said with conviction. No advocate, however pricey, can waylay the this court. No crooked wisdom can delay justice. The system is entirely blameless. Angels carry data which is up to date, and they act unbiased like machines which are innocent by all means, if there is any one to blame, it is man who operates them.

As in human courts,  parameters regarding crime and their punishment exist in divine courts also. They fix the crime of the person, and then, award him the punishment he deserves. Only this roster is not made public. As generally believed, our judgement proceedings do not start after our death. Operation scan is going on all the time. We are under the gaze of the angels. While human laws get into action when some crime has been committed, the divine court takes cognizance

of what you think, what you feel, and then, finally, what you act.

Societies are Judged as a whole

It is all about your ‘Karma’. Lord Krishna was right when he laid stress on human action which is finally considered by gods and on the basis of which, you are granted heaven or hell. Gurbani also talks of life as a ‘karma Sandra khet’ i.e. a field where your actions matter. Lord Krishna tells Arjuna that men have the power over their action only. Not on the reverberations of that act. In fact, here the Newton’s third law of an action having an equal and opposite reaction also comes into the dock, because, that may be true in a physical world, but in the metaphysical world, you don’t know what will happen to your action and how gods will react to it.

Moreover, there are thousand wrong passions doing the rounds of our blood, a thousand things which we cannot do, because of fear of the law, we are always mentally busy with things which civil society does not allow, how does that impact our score in life? There are so many people who are doing wrong things, yet they are not detected, because they are not visible to the law. How are they to be accounted for?

No doubt, we matter to the cosmos as individuals. We have a dedicated account with gods. The reason is our birth is individualized. Even in our death, we die individuals, though it may be a collective grave, as the drowning of a Titanic. But, in addition to being an individual, we are part of a society.

Unified View of Society

Who is there that takes a unified view of the people as a whole?  Gods who are on mision spy, take stock of the way people behave, and then take decisions about their collective destiny.  I can elaborate it by quoting the example of Guru Nanak Dev Ji’s great writing ‘Babarwani’ in which he says that the tyrannical acts which Babur inflicted on the people of Hindustan could have been averted if the people had been wiser. Guru sahib  says ‘Aape dos n deyee karta, Jam kar Mughal chadaya’ ie. the Mughal aggressed upon the people like a Yama,  all because of their wrong deeds.

Thus, when a society fails in its morals, when people as a whole become corrupt, when people stop taking interest in good, when good deeds go unrewarded, and the murders, rapes, and evil mongers  take the main space, when the society is ruled by the corrupt, and when the poor are pushed to the edge, the society as a whole is ripe for divine retribution.

The forces of the nemesis, and the furies, are moving around, looking for moral blemishes, and they spare neither individual nor the society.  A layman once stopped an angel in a dream and asked, what is the punishment for people who do not stand for their rights? Pat came the reply. “Hitler. Nero. Mussolini…and….” when the angel was going to name a few more people, the man woke up from his sleep, sweating.

Dr. Jernail Singh Anand, with an opus of 190  books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards.  His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision who heads the International Academy of Ethics. 

PARENTAL LOVE 

Do you hear how the wind blows gems among the stars, when it blows away their brilliance? They are the diamonds from Bach’s Christmas oratorio and the kind of incense 

Which fills your soul’s house with infinity and their celestial light 

Tradition celebrates parental love through the birth of a divine nature 

There have always been altars in the Heavens, incomprehensible only to the family with a mother through the Holy Spirit 

But at Christmas, every year, in our human way, we celebrate the Father who came through the son to our earth 

The Son, Jesus Christ, the Word who became flesh, is the creative symphony itself, one with All that He created 

Light from Light, in the soul of every man, fractal-miraculous like love, instilled 

The miracle is not only in the one who forever “Is what Is” But also in the sacrifice of love, with which he gave a new message 

So let us understand the Son, as the part of the father who gave himself, to his other sons 

So much, Creation, He loved