Poetry from Joseph Ogbonna

Corsica 

France valued you at a price, and Genoa prospered from your sale.

Your isle of beauty took France’s lustful glances, as Genoa for gain, sold her costly Cabochon.

Your beautiful bay and dramatic cliffs caused so much contention for your dowry.

Palombaggia’s white sands are lovers’ basking points, where dreams and many fantasies come to fruition.

Rocky coves, diverse plains and mountainous interiors attract every romantic adventurer seeking your atmospheric and fragrant scrubland.

You are the pearl between Italy and France!

The very beautiful bride between, guarded jealously by France’s over-protective all seeing eye.

Bonaparte first inhaled you at infancy! 

On Saint Helena’s very distant bland shores, he nostalgically christened you his childhood paradise.

In his depths of longing, he craved and craved for your fragrant earth, like one who craved for his departed Josephine!

Joseph C Ogbonna is a widely published poet, former high school teacher and an amateur historian. Some of his many works have been published in Spillwords Press, North of Oxford, Waxpoetry Magazine, Borderless magazine, Micromance magazine, PoetryXhunger and in at least two dozen anthologies. He is also an Amazon International best selling co-author.

Essay from Abdullajanova ShahnozaIs’hoqxon

EXPLORING SHY STUDENTS’ PARTICIPATION IN SPEAKING ACTIVITIES

Abdullajanova ShahnozaIs’hoqxon

Ibrat Namangan State University of Foreign Languages, student Annotatsiya.

Ushbu maqolada uyatchan o’quvchilarning ingliz tili darslarida so’zlashuv faoliyatiga ishtiroki tadqiq etilgan. Aralash darajali sinflarda 13–16 yoshli o’quvchilar kuzatildi, so’rovnoma va norasmiy suhbatlar o’tkazildi. Tadqiqot natijalari uyatchan o’quvchilarning xato qilishdan qo’rqishi, butun sinf oldida gapirishdan cho’chishi va o’ziga ishonchning pastligi bois so’zlashuv faoliyatida kamroq ishtirok etishlarini ko’rsatadi. Biroq juft va guruh ishlari, o’qituvchining ijobiy fikr-mulohazasi hamda do’stona sinf muhiti bunday o’quvchilarning faolligini sezilarli darajada oshirishi aniqlandi. Maqola uyatchan o’quvchilar uchun inklyuziv ta’lim muhitini yaratishga yo’naltirilgan amaliy tavsiyalarni o’z ichiga oladi.Kalit so’zlar: uyatchan o’quvchilar, so’zlashuv faoliyati, ingliz tili ta’limi, sinf muhiti, juft va guruh ishlari, o’qituvchi fikr-mulohazasi, o’quvchi ishtiroki, aralash darajali sinf.

ИЗУЧЕНИЕ УЧАСТИЯ ЗАСТЕНЧИВЫХ УЧАЩИХСЯ В РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ

Аннотация. В данной статье исследуется участие застенчивых учеников в речевой деятельности на уроках английского языка. Были проведены наблюдения за учащимися в возрасте 13–16 лет в разноуровневых классах, а также анкетирование и неформальные беседы. Результаты показывают, что застенчивые ученики реже участвуют в речевой деятельности из-за боязни ошибок, страха говорить перед классом и низкой самооценки. Парная и групповая работа, положительная обратная связь от учителя и доброжелательная атмосфера значительно повышают их активность. Статья содержит практические рекомендации по созданию инклюзивной образовательной среды.Ключевые слова: застенчивые учащиеся, речевая деятельность, обучение английскому языку, атмосфера в классе, парная и групповая работа, обратная связь учителя, участие учащихся, разноуровневый класс.

EXPLORING SHY STUDENTS’ PARTICIPATION IN SPEAKING ACTIVITIES

Abstract. This article investigates shy students’ participation in speaking activities in English language lessons. Drawing on classroom observations, questionnaires, and informal interviews with 13–16 year-old learners in a mixed-ability class, the study identifies key barriers to speaking engagement, including fear of making mistakes, anxiety about speaking in front of the whole class, and low self-confidence.

However, pair and group work formats, positive teacher feedback, and a supportive classroom atmosphere are found to significantly increase shy students’ participation. The article offers practical recommendations for creating an inclusive speaking environment that enables all learners, including shy ones, to develop their oral communication skills.

Key words: shy students, speaking activities, English language teaching, classroom environment, pair and group work, teacher feedback, student participation, mixed-ability classroom.

Introduction

Speaking is widely regarded as one of the most demanding yet essential skills in foreign language learning. While some students eagerly participate in classroom speaking activities, others — particularly shy learners — tend to remain silent, withdraw from interaction, and avoid volunteering answers even when they know the correct response. This pattern of reticence is a common challenge faced by English language teachers across different educational contexts, and it directly affects both the quality of language acquisition and the student’s overall development.

Shyness in the classroom is not simply a personality trait to be accepted or ignored. Research consistently shows that affective factors such as anxiety, low self-esteem, and fear of negative evaluation can serve as significant barriers to language learning (Krashen, 1982; Horwitz et al., 1986). When a student remains silent during speaking activities, they miss out on crucial opportunities for practice, feedback, and genuine communicative interaction — the very elements that research identifies as most important for developing oral fluency.

This study emerged from the author’s own teaching context: a secondary school English class of students aged 13–16, with mixed proficiency levels and varying degrees of confidence. English lessons are held four times a week. While some learners participate actively and eagerly, a visible group of shy students rarely speaks during activities, even in informal pair conversations.

This observation prompted the following exploratory research questions: Why are some students shy during speaking activities? Are they afraid of making mistakes when speaking? How do classroom activities influence shy students’ confidence? What role do pair and group work and teacher feedback play in making shy students feel more comfortable?

The aim of this article is to investigate the causes and manifestations of shyness in speaking activities, to analyze what types of classroom tasks best support shy learners, and to provide evidence-based recommendations for teachers working with such students.

Literature Review and Research Methodology

The relationship between anxiety and foreign language speaking has been extensively studied since the 1980s. Horwitz, Horwitz and Cope (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS), demonstrating that language anxiety — particularly in speaking situations — is a distinct psychological phenomenon with measurable effects on learner performance. Their findings established that anxious students produce less output, take fewer risks, and show lower achievement in oral tasks.

Krashen’s (1982) Affective Filter Hypothesis provides a theoretical explanation for this phenomenon: when a learner’s affective state — including anxiety, low motivation, or poor self-confidence — is elevated, a metaphorical ‘filter’ rises, blocking the acquisition of new language input. This model directly applies to shy students, whose heightened anxiety effectively prevents them from processing and producing language in high-pressure speaking situations.

Tsui (1996) conducted detailed observational research into student reticence in Hong Kong classrooms, identifying the primary causes of silence as fear of making mistakes, concern about peers’ negative evaluation, and uncertainty about the correct answer. Crucially, Tsui found that teacher behavior — particularly the way errors are handled — significantly determines whether shy students feel safe enough to attempt speaking. Negative correction, especially public correction, was found to strongly discourage participation.

More recent research has also highlighted the role of task type in mediating speaking anxiety. Ur (1996) and Nunan (1991) both advocate for task-based and communicative activities — including role plays, information-gap tasks, and collaborative problem-solving — as frameworks that naturally reduce anxiety by shifting focus from accuracy to meaningful communication.

In such tasks, the pressure to be ‘correct’ is reduced, and even shy students may find it easier to participate.This study adopts an action research design, drawing on three data collection tools informed by the research literature: classroom observation, student questionnaires (Yes/No format), and informal interviews with shy students. The research was conducted with 20 students across one semester. Five students identified through observation and peer input as particularly shy were selected for informal individual interviews. The questionnaire was administered to all 20 students to capture broader patterns.

Results and Discussion

Factors Affecting Shy Students’ Participation in Speaking Activities

Classroom observation and questionnaire results revealed several key barriers preventing shy students from participating in speaking activities. The most prevalent factor was fear of making mistakes. Seventy percent of students acknowledged in the questionnaire that they are afraid of making mistakes when speaking English in class. This fear appears to operate as a self-censoring mechanism: rather than risk a publicly visible error, shy students prefer silence.

This finding directly aligns with Horwitz et al.’s (1986) description of communication apprehension and fear of negative evaluation as core components of language anxiety.The second major barrier was anxiety about speaking in front of the whole class. Sixty-five percent of students reported feeling nervous when speaking before the entire group.

Observational data strongly confirmed this pattern: shy students consistently avoided eye contact, looked down, or gave minimal one-word responses when cold-called during whole-class activities. Some visibly tensed when the teacher moved in their direction.The third significant factor was low self-confidence in speaking ability.

Several students expressed in informal interviews that they compare their English to their more fluent peers and feel inadequate. As one student stated: ‘I know the answer but I am scared I will say it wrong, so I stay quiet.’ This quotation powerfully illustrates how the fear of negative comparison can override the student’s actual knowledge.

Table 1.Questionnaire Results: Shy Students’ Responses (Yes / No)QuestionYes (%)No (%)Are you shy when speaking English in class?60%40%Are you afraid of making mistakes when speaking?70%30%Do you feel nervous speaking in front of the whole class?65%35%Do you feel more comfortable in pair or group work?75%25%Does positive teacher feedback help you speak more?80%20%Source: Compiled by the author based on student questionnaire results (2024–2025 academic year)

The Influence of Different Classroom Activities on Shy Students

Observation data revealed notable differences in shy students’ participation across different activity formats. During whole-class speaking activities, shy students’ participation was minimal — typically limited to brief, forced responses when directly addressed. By contrast, pair work and small group tasks prompted noticeably higher levels of engagement. Students who had been completely silent during whole-class discussion were observed speaking, asking questions, and even laughing during pair activities.Role play activities also produced positive results.

As one student explained during an informal interview: ‘When I play a role, it is easier to speak because it is not me talking — it is the character.’ This observation reflects a well-documented phenomenon in language teaching: role play creates psychological distance from the self, temporarily suspending the fear of personal judgment and allowing shy learners to take communicative risks they would otherwise avoid.

Positive teacher feedback emerged as the most powerful single facilitator of shy student participation. Eighty percent of students reported that encouraging feedback from the teacher increases their desire to speak.

Observational data confirmed this: on occasions when the teacher explicitly praised a shy student’s contribution — however minimal — subsequent participation from that student in the same lesson noticeably increased.

Table 2.Shy Students’ Participation Levels Across Different Activity TypesActivity Type

Participation Level

Observation Notes

Whole-class speaking

Low (20–30%)Rarely volunteers; avoids eye contactPair workHigh (75%)Speaks more freely; less self-consciousSmall group workMedium-high (65%)Participates, but may rely on othersRole playHigh (70%)Character distance reduces anxietyCreative project tasksHigh (72%)Motivated to share own ideasSource: Compiled by the author based on classroom observation data (2024–2025 academic year)

The Role of Classroom Environment

A consistent finding across all three data sources was the central importance of classroom atmosphere in determining whether shy students feel safe enough to speak.

Students were clear in their interviews that public correction — especially correction delivered in front of peers — was highly discouraging. As one student stated: ‘If the teacher tells everyone my mistake, I will not try next time. But if she corrects me kindly, I try more.’

This simple yet important insight confirms Tsui’s (1996) finding that the manner in which errors are treated is a key variable in student willingness to participate.

Peer behavior also plays a role. When students observed that a classmate’s errors were met with laughter or mockery — even good-natured — they became more reluctant to speak themselves. This underlines the teacher’s responsibility not only to model respectful attitudes toward mistakes, but to actively establish and maintain classroom norms of mutual encouragement.

Conclusion and Recommendations

This study confirms that shy students’ limited participation in speaking activities is a multifaceted phenomenon rooted in fear of making mistakes, performance anxiety, and low self-confidence. These findings are consistent with the existing research literature and take on particular significance in the context of mixed-ability English classrooms where speaking proficiency varies widely among learners.

Critically, however, the study also demonstrates that shyness is not a fixed barrier. The right pedagogical conditions — appropriate task formats, a supportive classroom atmosphere, and thoughtful teacher behavior — can substantially increase shy students’ speaking participation. This places a significant and meaningful responsibility on the teacher as the architect of the learning environment.

Based on the findings, the following practical recommendations are offered for English language teachers. First, pair work and small group activities should be used as the primary speaking format, particularly in the early stages of a lesson or when introducing new speaking tasks. These formats reduce the social stakes of speaking and create psychologically safer conditions for shy learners.

Second, error correction should be handled with care and sensitivity. Whole-class public correction should be minimized; instead, teachers can use delayed correction, written feedback, or quiet individual feedback to address errors without creating embarrassment.

Third, role play, task-based activities, and creative project work should be regularly incorporated into lessons. These activity types shift the communicative focus from accuracy to meaning and interaction, naturally reducing the anxiety that inhibits shy students.

Fourth, a positive and inclusive classroom culture must be deliberately cultivated. Teachers should model respectful responses to mistakes, actively praise attempts at communication regardless of accuracy, and establish explicit classroom norms around supportive peer interaction.

Fifth, where possible, teachers can prepare shy students in advance — briefly informing them of the topic or question they will be asked to address, allowing them to organize their thoughts before being put on the spot. This simple scaffolding strategy can dramatically reduce in-the-moment anxiety and enable shy students to participate more successfully.

In conclusion, understanding shy students’ speaking difficulties is not merely a pastoral concern — it is a core pedagogical responsibility. When teachers invest in creating an inclusive, low-anxiety speaking environment, they enable all learners, including the quietest voices in the room, to develop the communicative competence they need. This is the foundation of a truly supportive English classroom.

References1. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.2. Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.3. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey & D. Nunan (Eds.), Voices from the Language Classroom. Cambridge University Press. pp. 145–167.4. Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439.5. Nunan, D. (1991). Designing Tasks for the Communicative Classroom. Cambridge University Press.6. Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge University Press.7. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press.8. Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press.9. MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305.10. Mirzayev, A. (2021). Implementing communicative approaches in Uzbekistan schools: challenges and opportunities. Uzbek Language and Literature, 4(2), 112–125.

Second Installment of Christopher Bernard’s story The Children’s Crusade

(The third in the series of Otherwise fantasy adventure novels)

By Christopher Bernard

Chapter Six: Crash

Minutes? Hours? Days? . . . Who could say? The storm seemed to batter the balloon forever. And now Petey knew exactly what “forever” felt like. 

The three boys clung to the sides of the basket, Petey and Chace’s arms around each other above the crouching Bumper, as barrage on barrage of wind sheered and shifted, savagely, chaotically, playing with the balloon like a playground bully, tossing it from cloud to cloud like a beachball, from flash to flash of lightning in thunder like sarcastic laughter. 

After one of the fiercer pummelings of wind, the air turned ice cold, as if winter had decided to return vengefully against cocky spring, and the boys shuddered as the basket swung in lunging arcs, shaking like a bag of candy in a running child’s hand. 

At one point it swung them in a perfect circle, and they were briefly above the balloon, upside down, pressed inside the basket by centrifugal force, though they were also kept from being tossed out of the basket like dice from a cup by their cable vests. Though that was cold comfort. It was only a question of time when the balloon would crash out of the sky. In the meantime the storm played with them like a cat with trapped mice.

When the balloon popped, Petey managed to think, in that little corner of sanity that seems to remain, cool and appraising, even in the castle of anarchy—when it popped, would it be like when a smaller balloon did—suddenly, though in this case with a pop with a sound like thunder?

And of course the storm immediately obliged with a lightning flash and thunder crack that seemed about to shake the basket from its moorings and send it tumbling across the sky.

He tried not to think about the fall. Though he had not seen the landscape below them since the storm had embraced them in its turbulent arms.

Then he heard it.

It was not a big pop—it was more like a deep, long hiss, the sound of the air escaping from an enormous tire. 

Petey looked up and saw the tear in the balloon’s side. 

Chace caught his gaze and looked up too.

“If we survive,” he called out over Bumper’s head, “it’ll make a ripping yarn for sure.”

Petey couldn’t help laughing in the very teeth of the wind. He had never felt so grateful for his friend’s sangfroid.

Bumper stared up at the two older boys from below, wondering how anyone could possibly laugh as they dashed about the clouds. 

They froze as they felt the descent as the air escaped the balloon.

“Bombs away!” Chace called out.

Petey felt his stomach fall almost as precipitately as the balloon. How high up were they? How long would it take before they hit the ground? How hard would they hit? Would they survive the fall? How could they survive? Was this it? Was this the end of his brief life? Suddenly all the miseries of being thirteen didn’t seem so important anymore . . .

He was woken by the feeling of rain on his face, hard and fierce. 

He was lying at the foot of a massive oak tree; above him were the remnants of the enormous balloon draped across the boughs in wedges of red, white, and blue, the image of the swallow and the fair’s name folded in big deflated wrinkles, and a mangled harness attached to the wrecked basket not a dozen feet above the boy’s face.

Petey heard a groan to his side and looked over to see Chace nursing his head between his hands. 

A pair of eyes peeped over the side of the basket above Petey’s head. At first he thought they were an owl’s. Then Bumper gave out a little, depleted squeal.

“Curling up in a fetal position on the stroke of disaster has its uses,” Chace said brightly. “But please try not to squeak quite so loud.” He glanced over at Petey. “Last time I had a head like this, old son, was after I drank half the pater’s Veuve Cliquot the day before New Year’s Eve two years ago. Falling out of the sky is nothing compared to a Champagne hangover to the tune of pater’s deranged ranting.”

Petey woozily pulled himself up. It was raining hard, and he and Chace (Chace bracing Petey against the oak’s trunk while trying not to slip on the wet acorns at the bottom of the tree) helped Bumper climb out of the suspended basket. Then all three contemplated the wrecked balloon.

“What goes up . . .,” said Chace philosophically.

“Must break its neck,” said Bumper. “That’s what my mom always says.”

“Q.E.D.,” said Chace, gazing at the mass of Dr. Sazerac’s forever grounded dreams.

The boys gave their surroundings a closer look.

They were at the edge of a thick wood. A macadam road passed nearby; across the road was a farmer’s field. Another blacktop road ended not far off, and a sign gave the road’s name: “Carezas Rd.” 

Petey stared at the sign. There was something odd about the name, but he couldn’t put his finger on just what. He shook his head.

There wasn’t much time to think about it. A high-pitched rumbling came toward them down the road, and suddenly an enormous green-gray vehicle riding on a pair of flat chain-like treads, with a squarish, cloddish looking swivel top and a long cannon barrel sticking out its front like the huge proboscis of an antediluvian bird roared full blast down the road, splashing a wall of mud above the boys’ heads. It vanished as quickly as it had come, leaving behind a sickly sweet smell of diesel, a cloud of gray smoke, and a fading roar long after.

The boys had dashed for cover behind a screen of brush.

Bumper blinked and rubbed his eyes.

“Did I see what I think I saw?” he asked.

“What do you think you saw?” asked Petey.

“A tank,” said Bumper. “In the woods.”

“If you saw what you thought you thought you saw,” said Chace sagely, “then you saw what you thought and you thought what you saw.”

Bumper stared at him. He opened his mouth to speak but nothing came out. Chace sometimes had that effect on people.

“What would a tank possibly be doing near Halloway?” said Petey. 

Chace shrugged. “Who knows how far away we’ve been blown? We might be in Canada for all I know. Though I don’t think I ever heard of tanks scouring the Kanuck countryside, unless they really don’t like being called the fifty-first state!” he added, alluding to a painfully embarrassing remark made by a recent American president. “Anyway, we must be near a military base.”

That at least seemed plausible and, whether Canadian or American, would be someplace they could get help, so the boys set out in the wake of the armored beast.

The rain did not stop, and the boys pulled their shirts up over their heads to keep the rain from stinging their eyes.

Petey pulled his phone from his back pocket.

Rats! he thought.

The screen looked like a spider’s web of shattered glass, and the phone was bent like a thin cake of black soap. When he fell from the balloon’s basket, his bottom had struck a rock. The cell phone had protected his bottom, but his bottom had not protected his phone.

Chace had a similar idea, with better luck: he was tapping away on his phone under the relative protection of his Polo shirt.

He scowled down at the silent amalgam of plastic, rare earth minerals, and turbo-charged attention deficit.

Bumper piped up, knowingly, “No signal?”

Bumper was especially proud of his use of cell phone vernacular because he had been denied possession, by his parents, before he was twelve. And twelve looked as far away as the stars. The injustice of it rankled profoundly. He watched other people’s hypnosis by their phones with the bitterest envy.

“Yes, we have no signal,” Chace said as he slipped the cell into his trousers pocket.

A rattletrap of a tractor appeared around a curve just ahead and coughed past them, battered and ancient, a rusty heap of corroded metal, mud-splashed glass, torn leather seat, cracked wooden handles and enormous tires, with an old farmer in a dirty yellow raincoat and hat pulling at its levers and wheels.

It looked like a museum piece even to Petey.

The tractor drew behind it an even more ancient-looking cart piled with straw and covered with a futile rag of tarpaulin.

The farmer glowered down at the boys, his face half furious, half frightened, as he passed without a wave or a nod. This was extremely strange: around Halloway, whenever a farmer passed someone on the road, he usually gave a wave, a little hail-fellow-well-met. It was just good manners, a friendly gesture in the social sparseness of country life: the fewer the people one sees, the more each encounter matters. City life might make one naturally wary of every person one met, but country life had the opposite effect: every person who crossed your path, whether friend or stranger, was an opportunity for a little moment of shared acknowledgement. 

But not this time.

After the farmer passed them, in another cloud of diesel, the old man kept looking back at them.

“I wonder what he’s afraid of?” Petey asked as they watched the tractor diminish down the road.

“Of landing in a ditch,” said Chace. “Or the blame fool ought to be. But it looks like his own shadow.”

Bumper nodded wisely, though he had no idea what Chace meant. Then, as the two other boys turned forward, he called out, “Hey! Look at that.”

“What is it?” asked Petey.

Bumper stared and leaned his head to the left, then to the right.

“I could swear I saw someone looking out of the straw.”

“Oh?”

“And not just one, but two. They were boys like us! But as soon as they saw I saw them, they hid again.”

“Hm!” said Petey. “Maybe the farmer thinks we belong to them . . .”

Bumper frowned.

“Why would he care?” he asked, sensibly. “Canadians are weird!”

Chace gave Bumper a frosty look, such as he did whenever he felt like recalling his Canadian roots.

“We’re about as much in Canada as we are in Timbuktu,” he said drily.

But Petey was thinking: Why would he care indeed? The farmer’s reaction was beyond the nuisance of a few hitchhikers cadging a ride in his cart. He had looked genuinely terrified.

There was something very strange going on here . . .

As they walked the rain had slowed to a drizzle and was now a haze that felt almost dry but wasn’t. The sky had partly cleared, dividing into white cloudy arcades above slants of distant rain moving toward the horizon. 

Petey shook his head. There seemed to be something wrong with his vision. The colors seemed too dim. The greens were almost gray. He looked up at the sky; it too looked almost gray. For a moment he panicked; it was like being in a black-and-white movie. 

“What color was the tractor?” he asked.

“Orange,” said Chace. “Like your hair.”

Good. Maybe it was just him. He shook his head again as the three walked ahead, hoping the colors would come back.

Then Bumper said, “Is Petey’s hair orange? It looks kinda . . .”

“Kinda what?”

“I don’t know . . . less orange?”

Chace gave Petey’s head an appraising look. Then he looked strangely around him, and shook his head.

“It’s just the rain,” he said, unconvincingly. “It’s gotta be the rain.”

So they were seeing the same thing, Petey thought. But that was weird: he had known that on rainy days colors were often deeper and brighter; he had never seen the opposite. Even the skin of his friends looked, well, gray.

It was a little like being inside a black-and-white TV show from the 1950s. He’d seen old episodes from Leave It to Beaver on YouTube. He wasn’t sure he wanted to be locked in with the Cleavers for the rest of his life. But there was nothing to do about right now, so he trudged forward with his friends. 

At the next turn, the road left the woods and led straight ahead between two enormous fields. One of the fields lay unbroken across rolling landscape; the other, behind which Petey could see a farmstead—a  battered silo next to a barn that had lost half its roof, a stable, an array of barracks-like outbuildings and sheds, and a farmhouse skulking behind a clump of trees—was half broken by a plough and prepared for seeding corn or alfalfa probably, depending on the rotation, as his father had told about the farmers outside Halloway. 

Half way across the field, a small crowd surrounded a man standing on the back of a pickup truck similar to the one belonging to Bumper’s parents though it looked much older; the man was evidently telling them something of some importance, as the crowd was silent and still and the man made motions with his arms that suggested strong emphasis and emotions, even anger. Then Petey thought he saw the man take a stick and strike one of the people in the crowd.

“Did you see that?”

“See what?” asked Chace.

“That man just hit someone.”

The three boys stopped.

What surprised Petey even more than the blow was the abject silence and stillness of the crowd. It looked as though everyone had frozen the moment of the blow. The man continued speaking and waving his arms, if anything even more violently than before, sometimes pointing to the field around them. The shifting wind carried the shouted words “You have work to . . . I don’t care if it’s . . . And you’ll do as I . . .”

The man stopped abruptly, got down from the back of the truck and got into the cab, then drove off, fast. The crowd dispersed across the field. It was only then that Petey noticed that the crowd was made up almost entirely of black people. The man on the truck had been white.

Those colors were clear enough, even here.

Petey watched as what were clearly farm workers spread across a small area of field. There were a few white men among them. But they stood apart from the rest. They stood about slackly, holding long sticks under their arms as the blacks began to work the field.

A shiver ran down Petey’s spine. If he hadn’t known better, he might have thought the blacks were slaves, the men with sticks were overseers, and the man on the truck was their owner. But that couldn’t be true. Slavery had been illegal for over a hundred years. There had been a bloody civil war to end it.

The idea was too horrible, and Petey shook his head to drive it from his mind.

Then he noticed Chace looking across the field.

Petey waited for a sarcastic remark from his friend, but Chace was silent and just stared.

Bumper looked puzzled, then asked, “Why are they carrying guns?”

Of course! That’s what the sticks were.

“To shoot crows,” Chace said shortly, and began walking fast down the rigidly straight road.

But there were no crows to be seen across the miles and miles of fields around them.

Chapter Seven: Nevahwen

The sun was beginning to set hours later as the boys reached the edge of a town with the curious name of Ytima, according to a sign in black and dim yellow at the outskirts. They had seen no traffic on the road, and no pedestrians, no other farmers or workers, and few houses, business, or signs until the town crept up almost without their noticing it.

Their lack of attention was hardly surprising: by now the boys were very cranky, hungry, thirsty, and tired despite the rest they had taken a few hours before under a sumac just beginning to flower. But the lack of any stores or shops, diners or rest stops, even of gas stations, was strange, Petey thought, though he was too tired to bring it up to the others. The only sign of life since the events at the farm had been the periodic passing of military planes overhead, propeller planes in all cases, which made Petey wonder, Where were the jets? For a place with so many planes, he would expect to see at least a few contrails high in the sky: long trails of cloud-like haze across the azure, thinning and widening like long straight roads across the high stratosphere. But there was nothing like that.

  The only propeller planes Petey had seen around Halloway were pontoon planes for hunters and tourists and old-fashioned biplanes at the air show held yearly in McCallan. Even the few fighters he had seen passing overhead looked like props used in movies about the Second World War. One very odd thing: Petey didn’t recognize the planes’ insignias. They were nothing like those of the U.S. Air Force or of any other nation’s air force he had seen in books and magazines about planes, an enthusiasm of his when he was eight.

Chace and Bumper made a game of pretending to shoot at the passing planes with imaginary guns, and Petey was just joining them when one of the planes caught sight of the boys and flew back over their heads in a frightening roar. The boys threw themselves into a roadside ditch, trying to hide as the plane swooped and rocked its wings before soaring away. Petey thought he could see the pilot in the glassed-in cockpit looking down at them through an insectoid gas mask.

As Petey lay in the ditch, watching the plane fly away blackly across the gray patchwork of fields and woods surrounding them, he had a tingling feeling as a thought that he had come to dread crossed his mind. 

What if he was once again, though this time with both Chace and Bumper, in . . . ?

“An O’Hara’s! At last!” Chace blurted out half an hour later.

“O’Hara’s?” Bumper asked faintly. He was the hungriest and thirstiest and tiredest of the three. He looked up wistfully from where he had been staring at what felt like hours of blacktop.

O’Hara’s? thought Petey. Well, that buried the suspicion he had had in the ditch. Any world with O’Hara’s in it can’t be entirely in another world. And he looked where Chase was pointing with obvious satisfaction.

Except his reassurance was premature.

It’s true the name was familiar. But little else was. Where was the famous logo, where were the trademark colors and shapes, the unique design, the passthrough for cars, the specially designed windows and doors and all the details assorted with the chain? And where the customers? 

In their place was a modest looking diner, painted in dim red (a very dim red, to Petey’s eyes, but at least it wasn’t completely gray) and white, with a tiny parking lot and a sign with the misleading name printed in type that looked like what Petey had seen in Chace’s German textbook (Chace was taking first-year German in school). 

“Before we go in,” said Chace, “let me try my phone again. They must get a signal here. And we can fill our bellies while waiting to get rescued.”

“Sounds good to me!” said Bumper.

Petey readily concurred, with a relieved sigh.

But, once again, when Chace tried calling “the pater,” there was the dreaded message “No signal.”

Somewhat subdued, the boys entered the diner and took a booth near the entrance, and a timid-looking girl, not much older than Bumper and with a strange bump on her forehead, gave them menus. 

Petey had never seen someone so young working at a diner.

“Looks like we can have anything we want,” Chace said, interrupting his thought, “As long as it’s sausages.”

Bumper opened his mouth as if to speak, but once again, nothing came out.

“For better,” said Chace, “or for wurst. Sorry. Never could resist a pun.”

“It’s our punishment for inviting you in the first place,” said Petey, though he was in anything but a joking mood. But his friend had asked for it.

“Watch it, or you’ll end up in a punitentiary.”

“There’s bad puns, there’s worse puns, and there’s wurst puns.”

“Stop it! You’re ruining my appetite!”

The boys’ nerves were stretched beyond bursting, and bad jokes are the most universal of juvenile defense against a bad fate.

But in fact various wursts were all the diner seemed to offer for savories: knackwurst, knockwurst, bratwurst, blutwurst, mettwurst, weisswurst, teewurst, and of course liverwurst.                                                .

“There aren’t any hot dogs!” Bumper said in dismay.

“Looks like we’ve landed in the town’s Teuton zone,” said Chace, “meine kleine Schmetterling.

Or (Petey thought) in a world where everything happens that might have happened in the real world, but didn’t. What had happened in this world was not yet clear, though Petey was beginning to have some disturbing ideas. He didn’t want to exacerbate Chace’s sarcasm, so he kept the thought to himself.

After all, it wasn’t certain. Yet how could you explain all of the peculiarities of this world otherwise . . .?

That word! That curse! . . . 

“Anything wrong, old son?” Chace asked. “You look like a poster child for the latest purple state.’

“No,” said Petey. “I just bit my tongue.” Which was more true than he had intended.

“Well,” said Chace cheerfully, “as long as you don’t swallow it.”

“Like the fair!” said Bumper, with a sly look.

Chace glared at him. “Bumper, if you’re going to start committing jokes, please make sure they at least make sense.”

Bumper looked crushed. It had made perfect sense to him!

The boys ordered sausages and cokes from their timid child waitress, ate and drank in voracious silence, and left after admiring the check (the cost of the three meals was less than ten dollars; in Halloway, it would have been ten dollars apiece at least). They left a tip. But a few moments after they left, the child waitress came flying after them.

“We aren’t allowed tips to have!” she said with a frightened look as she returned the tip. “What you thinking were?” 

There was a ferocious shout from inside the diner, and the girl looked back in panic, then, flustered, she touched the bump on her forehead and ran back into the diner.

The three boys looked at each other. They had heard of bad tippers and generous tippers, of saintly tippers and angelic tippers—but they had never of having a tip rejected, and not only that, but refused in a kind of terror.

Also, clearly there was something seriously wrong with the young lady’s mind, displayed by her tangled syntax. Which they were too polite to remark on.

Petey remembered the bump on the girl’s head and cringed. Had her boss hit her? And what was a girl as young as that, anyway, doing working in a diner? Didn’t they have child labor laws here?

Then Bumper said, “I didn’t know you could spell Coca-Cola with a k.”

“You can’t, actually,” responded Chace.

“Well, that was how it was spelled on my glass.”

The boys stopped and looked hard at each other. Chace and Petey hadn’t noticed the spelling on their own glasses, though they had noticed the reassuringly familiar design of the glass. 

“You’re sure about that?” Chace asked skeptically.

Bumper blinked, suddenly not so certain.

“Well,” he said, “I think so.” 

The boys continued on their way, bemused. 

Petey sighed heavily, though he tried to hide it from the others. If it was true, it could wait. But all of this seemed yet more proof they were not in Howtiz—in the real world—anymore. 

As the boys walked through the darkening streets of the vacant town (though Petey thought he saw an occasional face peeking through curtains in the eerily lightless windows and vanishing as soon as it saw them—like the little girl at the diner, they seemed terrified, but of what?), he heard a guttural coughing and sputtering sound unlike anything he’d ever heard. He turned just as a big open truck coughed and roared past them. It was black with a canvas awning; dozens of soldiers were crammed inside, armed with rifles from another era, and splashing the boys with mud from the recent rain.

“Hey!” Chace shouted after them. “Eat your own mud pies, you babies!”

One of the soldiers glared and pretended to aim his rifle as the boys ducked and huddled behind a trashcan shelter. Petey could see a cluster of faces burst into laughter.

“Please,” Bumper whimpered as he crouched against a large metal can, “don’t say that again.”

Chace responded by raising a rude finger above a fragrant garbage pail in the direction of the departing sound. “I promise,” he said.

They took turns wiping the mud off each other until Chace quipped, “Look out, Met Gala!”

Bumper snickered and leaned over to Petey.
I know what that is!”

Petey shrugged.

That’s where they wear naked dresses!”

“You’re thinking of the Grammies.”

Chace glanced over the trashcans as they left.

“Just what I guessed.”

“What’s that?” said Petey.

“They don’t recycle.”

Which was true, from the absence of the special bins used for such. But Petey was bccoming reluctantly sure that this, and anything like it, was an irrelevant issue; there was no such thing as “recycling” here. But again he kept his thought to himself.

The town’s street lights suddenly flicked on as though someone had thrown a switch. Petey was stuck by how strangely dim they were, a thin dull yellow, unlike the harsh bright white he was used to on the night streets at home. 

“Sodium,” said Chace. “Very old fashioned. The pater says they still use them in little towns in Quebec.”

“The whole place seems old. Like it’s been locked in time.”

Bumper considered. “Like it’s still like when I was five?” he asked.

“Older than that,” said Petey. “Think of your grandparents.”

Bumper looked owlish as he contemplated the idea. That wasn’t a different time, that was a different universe!

There was still very little traffic; what there was, was made up of cars painted black and a few trucks that looked like those Petey had seen in movies from the 1940s on his mother’s favorite film noir channel. There were almost no pedestrians, and the few he saw moved furtively, almost fearfully, from shadow to shadow as the evening sky darkened. The women wore old-fashioned dresses and thick shoes, the men wore fedora-like hats and suits or workers’ outfits, mechanics’ overalls, farmer’s hats and jeans. One or two pedestrians passed the boys and looked about to speak to them; there was a look of warning in their faces, but they said nothing, and moved quickly away.

The boys passed another sign, in dull yellow and black, lit by a small light, that read: “Nevahwen, Kolonie Tucitcennoc.,”

Bumper tried several times, unsuccessfully, to pronounce the words on the sign. 

“Don’t get lockjaw, Bumper,” said Chace. “It’s not worth it. Though I don’t like how they spell ‘colony,’”

Petey motioned ahead of them.

“Look.”

In the middle distance, a building stood under a sign saying “Polize Central.” A mass of soldiers stood in military formation around the building. They were fully armed and wore gas masks and riot gear.

Bumper shook his head.

“I didn’t know ‘police’ was spelled with a ‘z.’”

“It isn’t,” said Petey.

The boys watched as the soldiers marched in what was clearly a planned maneuver around the station. Then, leaving a remnant behind, the rest marched at double time into the neighboring streets. 

What was uncanny was how silent they were: the boys couldn’t even hear the sound of their boots, as though they were cushioned, or the street itself refused to acknowledge their presence.

“I never saw soldiers in the street before,” said Petey.

“Neither have I,” said Chace hollowly.

“Is that strange?” asked Bumper.

Neither Petey nor Chace knew quite what to say to that.

Then Petey said what they were all thinking:

“I don’t know where we are, but wherever it is, something very wrong is going on here.”

Chapter Eight: KZ Elay

It felt as though weeks had passed since the boys had last slept in a warm bed.

“I’m. So. Ti. Red,” Bumper moaned. 

Petey had been running on adrenaline, sugar, and caffeine from the diner’s coke, but felt he couldn’t last much longer without curling up and crashing, no matter how many soldiers had him in their sites.

But they agreed on one thing: they needed somewhere to hide. “And I think I see where that might work.” Chace motioned toward the distance, past the Polize Central.

Whatever his friend saw was not obvious to Petey, but, whatever it was, getting there would require a detour around the police station. Which required energy they were quickly running out of.

Yet, if they stopped now, they would collapse like a collection of empty bags into a blissful but possibly fatal sleep; they might well wake up on the business end of a bayonet (the rifle aimed at the boys from the back of the truck had been topped by a thing with an ominous gleam).

So, Chace leading the way, the boys snuck down a nearby alley, lit by a few dim lanterns hung from several back porches, for several blocks, then turned right onto a one-way street lit, if just barely, by the dim yellow street lights. The utter lack of life—still no traffic or pedestrians—felt uncanny; the lack of lights in the windows, the lack of sounds (were they all dead? or just too terrified to show signs of life?), was even stranger. A dog started barking furiously at them from a lightless yard, and the boys froze. Which only seemed to encourage the dog. Chace ran a few yards ahead.

“Bumper!”  Petey hissed at the little boy, who seemed paralyzed.

“I’m. So. Sc. Ar. Ed!” Bumper got out in little bursts.

Petey grabbed him and pulled.

Bumper seemed frozen to the pavement, and Chace ran back and grabbed him by the other arm; the ice seemed to break, and Bumper staggered ahead. A few steps more by the boys, and the dog lost interest as quickly as it had found it.

The boys walked with as little noise as possible for several blocks until Chace pointed down a cross street toward the Polize Central with its contingent of soldiers, hanging out, looking bored. And trigger-happy, thought Petey.

There was no hiding from the street light, directed like a circus beam at the intersection, so the boys crept toward the middle of the block and cautiously jaywalked across the street.

“And whatever you do,” Chace cautioned, remembering more than one thriller he had seen in the movies, “don’t even think about running.”

They crossed one at a time, at long intervals.

The streets felt to Petey, as he waited to cross, even eerier here, where there were traffic lights turning green, yellow, red, green, yellow, red, over and again in perfectly timed sequences, despite the lack of traffic or pedestrians other than a trio of boys who weren’t supposed to be there in the first place. It was, of course, exactly like back home, and yet here, in the still night, with nothing and no one moving on the streets but the three boys, it seemed uncanny.

  A full moon had risen and stood laughing sadly down at them (Petey thought). The town’s lights were so dim Petey almost gasped when he looked up: he was able to see more stars than were ever visible from the artificially lit streets of Halloway: hundreds on hundreds of tiny points of light seemed to deepen into the night’s darkness and silence infinitely far above them.

“Petey!” Chace hissed from the other side of the street.

Petey shook himself and, crouching to keep himself as hidden as possible in the darkness, crossed the street as slowly as he could without falling. 

After another two blocks, they turned down another cross to the next major thoroughfare. 

Chace pointed toward what he had surmised in the distance. Petey could now clearly see, maybe a quarter mile away, a hulking, shadowy silhouette, against a slightly less dark sky, of massive buildings and clumps of trees, with a few small lights randomly scattered among them; it looked like a park or a campus.

Maybe they could hide there. It looked promising. But almost anything not raked by staring street lights looked promising to Petey’s exhausted eyes.
Far away, Petey heard a long hollow moan, the sound of an old steam locomotive, then the regular ringing of a bell at a distant crossing. They were lonely sounds, especially at night in an empty town. Yet there was something almost comforting, familiar, in their loneliness. Down a street, half a dozen blocks away, he saw lights flashing in time to the bell, then the flickering of a passing freight train, rushing, then disappearing, complete with a lightless caboose, in the heavy blink of a sleepy eye.  He imagined the sound more than he heard it.

He shook himself. He was so tired, he was hallucinating!

“Trainspotting?” Chace asked.

He didn’t miss a trick, that guy!

“It looks like a college campus,” said Petey. “Maybe they’ll let us sleep under the trees?”

However, the sign above the big iron gate, chained and locked, was not welcoming. It read:

KZ Ylay

Study du kill, werk du free.

It wasn’t very informative, to say the least (though he could relate to the “study kills” part), but he cared less about that than about finding somewhere to sleep. Though he was also beginning to feel a kind of lightheaded indifference, almost a second wind, something he had heard of when his father had to pull an all-nighter for work. 

Bumper, on the other hand, looked like he was about to keel over at any moment, swaying in the street lights and only kept upright by planting his legs in a rock-solid A-formation, as taught by his Little League coach. 

Chace stared at the sign with an expression that seemed to change, as Petey watched his friend, from puzzlement to alarm, to actual fear. Even in the dim light, his face seemed to go white.

“Is there something the matter?” he heard himself asking, stupidly. Of course there was something the matter! If there wasn’t anything the matter, would they be standing here in the middle of the night in a vacant city wondering where they’d find their next bed?

They had reached the compound of buildings and parkland seen earlier, hopefully, in the distance. And indeed it looked, in the moonlight and random patchwork of lights dotting it, very like a university campus or a specially designed park: a self-consciously old-school array of eccentrically designed buildings and halls stood along the other side of a spacious green criss-crossed with walkways and ancient trees—one ivied hulk had castle-like, crenellated turrets and faux loopholes; another had an elongated façade, pole-like, green-topped towers, and an immense stained-glass window, looking like a church in search of a religion. A great gothic pile dominated the whole. Yet there was something deeply strange about it, as though the buildings were little more than a screen: there were holes in the screen showing it was little more than a wreckage of buildings, a Potemkin college, half surrounding the immense quad.

Unlike the town, there were people in the quad, moving seemingly at random, without obvious purpose or intent. Petey looked more closely: they were of various ages, from early to late adulthood, some only teenagers, some very old. A middle-aged man walked while vigorously taking notes; he kept bumping into other people, seemingly surprised at each encounter, but then going back to walking and burying himself in his notes. An old woman on a bench seemed to be arguing with herself or a crowd of phantoms she looked around her piercingly, but not a sound came out of her mouth. A young woman kept counting on her fingers over and over, always dissatisfied with the result and always starting over again. A young man paced broodingly under a tree, stopped, raised his arm and seemed about to give a speech, hesitated. then paced again, stopped, raised his arm, hesitated and paced again, over and over. 

The people paid no attention to the boys at the gate, and little attention to each other. They made little or no sound. A number moved in silence, in great circles across the green. 

Petey noticed they all wore the same uniform: gray, without collars, for both men and women, and their feet were bare. The hair of many had been cut short, some had been shaved bald.

“Look up there,” said Chace, gesturing toward the top of the iron fence surrounding the campus or park. The fence was topped with layers of barbed wire, corroded and rusting from years of weathering.

Chace fiddled with an old padlock on the gate.

“Look at this,” he said.

Petey and Bumper looked at the lock.

There were words on it: “YLAY LOCK.”

“What’s strange about that?” asked Bumper.

“This is a Yale lock,” said Chace. “There’s no such thing as an ‘Elay lock.’”

Bumper pondered this.

“If there is an ‘Elon Musk,’” he said, remembering the name of a famous rich man he had heard a lot about on the internet, “why can’t there be an ‘Elay lock’?”

Chace gave him a look.

“Do you know what the ‘KZ’ stands for, smarty?”

“No,” said Bumper, with a modest look.

“It stands for ‘Konzentrationslager.’”

Bumper looked befuddled, then, recognizing the word “lager,” said brightly:

“Is that a kind of beer?”

“No,” said Chace. “It’s not a kind of beer.”

“It means ‘concentration camp,” said Petey, hollowly.

They stared through the locked iron gate at the convicts in the university turned into a prison. 

“Ja wohl, mein Herr” was Chace’s response.

Achtung!” a voice shouted commandingly behind them.

Why was someone shouting at them in German? Petey thought in a panic as he turned.

At the moment the boys turned, a blindingly bright light was turned on and all three boys, unable to see anything but a soupy plasma of glare, raised their arms against it. 

The voice poured out a flood of what sounded to Petey like German, and there was a confused sound of clanking metal and boots. A second voice started arguing with the first. Petey knew no German and looked to Chace for guidance. Then the light flicked off and Petey could see the soldiers arguing.

Petey was now completely awake. He smelled the fragrance of something he had long known at home and saw a juniper bush growing thickly against the fence a few yards off. He poked at Chace and Bumper and, motioning toward the bush, ran to it in a low crouch. The boys dug themselves in between bush and fence, the stems gouging Petey’s eyes until they teared. He cursed to himself. Chace prudently pushed his chest against the fence so his back faced the bush. Bumper, in his own little world of prickly woe, kept bravely quiet. 

The glaring light went back on, and the soldiers gabbled away incomprehensibly. Fortunately, none thought of the bushes thickly growing along the fence; they seemed too busy blaming each other. After a few more minutes of arguing, they moved away at a quick march. 

“We need to get out of here,” Petey whispered. 

When the noise of the soldiers had faded, and all the boys could hear were the sounds of the bare feet of the prisoners on the other side of the fence moving through the grass, Petey pulled himself from behind the bush and, seeing no signs of the soldiers, instinctively moved along the fence in the direction of the train tracks he had seen earlier. Chace and Bumper followed.

“Skull and bones!” someone called from the fence.

Petey looked back and caught sight of the old woman he had seen earlier arguing silently with the air around her; she was leaning against the other side of the fence and watching them with a half-mad grin. “Skull and bones alma mater lux et veritas beat old Hahvahd!”

“We really do need to get out of here,” said Chace, echoing Petey. “Now.”

A beam of the light they had seen earlier flashed against the sign above a closed grocery store across the street. And the boys began running, their exhaustion replaced with panic.

Past parked cars from decades ago, past shops asleep behind dark display windows (manikins in the sleek dresses and stylish hats of 1947 posed in the shadows), past closed bars and small restaurants with names like Cross Keys and Tito’s,  Hamburg’s Hamburgers and The Last Tap, two of them with weird signs: “Guessin’? Essen” and “Drinken ohne Enden”; past a boarded-up bookstore, an abandoned art gallery, a gas station with two forlorn pumps and a hand-painted sign “Gas Oil Maps” (“What are ‘maps’?” asked Bumper in a loud whisper as he ran just behind Petey; “GPS before smart phones,” Chace hissed just behind him), past a small parking lot covered with crushed clam shells and a five-and-dime store with a name that was familiar but not quite right: “Woolswort”, the boys ran, stopping frequently to see if they were being followed.

When they reached the railroad crossing, Petey saw the tracks turn the length of a football field away, and there he could see what looked like three or four freight cars on a siding under a brightly lit billboard, high on a hill behind them. The billboard advertised a huge red Volkswagen “beetle,” with a gigantic blond woman draped over the top and leering down at the sleeping town. The words “Wagensvolk – für Loyal Volk!” appeared in red at the top.

Seeing the picture of the car was jarring because Petey knew the company had retired the famous design decades before. His mother, who had once owned a “beetle” – keeping it till it practically fell apart beneath her as she drove it into the ground through the quiet streets of Halloway – never ceased to lament its loss: it was the only automobile she had ever loved. She had even given it a name: Twinklebell, after the Peter Pan stories. For her desktop background (where Petey had first seen a picture of the car), she used a photograph of the little, battered, canary yellow auto that she took the day she left it at the junk yard. Petey also knew the origins of the bewitching “bug” (it looked like an over-sized lady bug, and was just as irresistibly charming to a little child) in the for-once (and perhaps only) life-affirming act of imagination of a genocidal Austrian dictator.

Petey led the boys toward the freight cars. The second wind (or was it the third or fourth by now?) and the shot of adrenalin were beginning to fade; the bone-deep fatigue was returning. And the same thing seemed to be happening to Chace and Bumper as they limped behind him. The steel tracks gleamed in a rhythm of light and shadow from the narrow, regularly spaced cross streets and alley dead ends that led like the rungs of a ladder laid flat on the ground straight to the cars. 

He was so, so tired, but maybe, maybe, just maybe, he hoped, and he even prayed, though he had never been really religious, though they celebrated the holidays, Christmas and all that, religion was not his family’s faith, which was devoted, though they didn’t seem to realize it was a faith (which seemed very ironic suddenly to Petey as he swam through a soup of ideas that in his exhaustion seemed to come at him from all sides like a swarm of fish), to science and rationality and technology and the power of the human will, “You can be anything you want to be,” I mean, really? I can be a Volkswagen beetle “if I really want to be”? I don’t think so! it seemed as bizarre as any religion, but wait, I need to focus, on what? oh yes, on getting to the freight train, where maybe, maybe, maybe, just maybe, we’ll find somewhere to hide so the soldiers won’t find us, though why do they want to find us? Who are they anyway? And why do they spell it with a “z”? and above all sleep sleep sleep sleep, I’ve never felt so tired in my life, but I have to keep awake now now now now now? NOW  no matter what no matter what no matter what no matter . . .

But he must have fallen asleep on his feet anyway, because Petey jarred awake just as he was about to hit his head on a piece of metal jutting from what looked like a metal wall. Chace and Bumper crashed against Petey’s back and nearly fell.

“Hey,” said Chace, to both Petey and Bumper. “Look where you’re going.”

“Be quiet,” whispered Petey, waking up completely and looking up at the end of the first of three freight train cars with their best years behind them and standing on a siding far beneath the brilliantly glowing billboard. “We’re there.”

“Where’s there?”

Without answering, Petey walked down the side of the freight car and tried to open a sliding door in the middle. No luck, but it seemed rusted shut, not locked. Then, followed by the others, he went along the side of the second car and tried the door in the middle. This one yielded almost a foot to Petey’s yanking.

“Help me here,” he said to Chace, who took a grip on the door and started heaving. After a few minutes, it opened another foot, and the boys squeezed inside.

The first thing Petey felt was an enormous sense of relief: he felt safe, the first time he had felt safe for hours that felt like years. He couldn’t be seen, and so he couldn’t be caught. 

The second thing was an almost unbearable stench.

“What’s that smell?” Bumper asked in an appalled voice. He too had come violently awake.

“Keep it down!” 

“It smells like a dead cow,” Chace said, also fully woken.

His uncle was a dairy farmer, so he would know.

“It’s probably some animal that crept in for shelter,” Chace continued, “then somebody closed the door on it.”

There were a number of burlap bags bunched against the walls, with just enough room for the boys to lie down. 

“Well, maybe if we keep the door open, it’ll air out,” said Petey.

“It’s a chance,” said Chace. “But they look like they haven’t been moved in decades.”

“I could sleep for decades,” said Petey as he stretched out near one of the bags.

“Me too,” said Bumper. Then he asked, “What’s a decade?”

“Your age!” said Chace.

Soon all three had curled up near the bags and fallen into the deep sleep of childhood and oblivion.

You would think nothing could wake the three boys after their exhausting day, but Petey’s eyes opened, with weary reluctance, at a sound of voices outside, then a rusty noise of metal joining metal, then, a few minutes later, the car seemed to squeal, and began moving. The other boys didn’t wake.

Am I dreaming? Petey thought woozily, half way between sleeping and waking. I must be dreaming. Please make it a dream. Please please make it be a dream, as he saw, through the still open door, shadows, then lights from cross streets and alley dead ends, pass by, slowly at first, then more and more swiftly, until he saw the starlit night and the descending moon. 

____

Christopher Bernard is a prize-winning author of both poetry and fiction. The two earlier stories in the “Otherwise” series are If You Ride A Crooked Trolley . . . and The Judgment Of Biestia (winner of the Independent Press Award in Preteen Fiction and short-listed for the K M Anthru International Literature Award).

Poetry from Tasneem Hossain

Let’s Dance

One, two, buckle your shoes.

Three, four get on the floor.

Five, six, step on your feet.

Seven, eight, dance on the beat.

Nine, ten, move like the wren.

Eleven, twelve, roll like the fawn. 

Thirteen, fourteen sway like the swan

Fifteen, sixteen, swing on the tune.

Swirl with joy, transcend time. 

Dance, the form of cultured minds.

Feel the rhythm and dance divine.

Let’s dance!

Dance Across the World

Dance across the world, 

All leave their own trace.

Ballet, balanced, flawless grace, 

Eight body limbs poised in perfect space, 

From Italy to France it spread,

Angels with pointed toes waltzing pirouette overhead

Flying on clouds, ravishing danseuse, 

Each movement a dream, tender and loose.

Ballroom couples’ alluring smiles that gleam, 

Elegant posture, rolling shoulders in style, a flowing stream.

Europe to the USA curving patterns, swaying hips, 

Thrusts and lifts; locks and drops they flip.

A story of passion silently told in a gist.

From San Francisco, the Contemporary began,

Beginnings of Modern Dance, where freedom ran. 

Legwork strong and body controlled;

Contract, release, daring and bold.

Shifts of rhythm, sudden speed,

Floor work, fall and recovery freed. 

Flamenco flames from Spain arise, 

Posture proud are main, spirit flies. 

Fierce glances turn with daring, artful charm;

Swirling flounces of dress; upheld naked arms;

Flirtatious gestures, hasty, heated rhythms;

Clapping the castanets, spread darting flame’s prism.

Street dance, hip-hop, energy vast.

Borrowed, versatile style, the die is cast.

Tap, tango, jazz dances flow.

From European, African, the American modern shows. 

Emotions and moods to design their steps, 

Feet like drums, rapid footwork sets.

Dancer’s foot and shoe work, so intricate.

Salsa and Rumba, down in Cuba, 

Fusion of dance and music of Ganzá,

Mambo, Cumbia, Festejo roll. 

Break steps, spins, loud moves and drops. 

Trinidad and Tobago do the Calypso.

Everybody dances to the beat of the disco.

Buenos Aires hums with Tango’s heat,

Milonga, flamenco, rhythms meet.

Fast, sensual dance from Argentina; 

Influences from the Cuban habanera. 

Brazilian Samba, hypnotic, bright,

Guatemala’s Marimba dances the night.

Egyptian belles sway with might,  

Dynamic shaking solo with torso twists in moonlit light.

Middle Eastern rhythms ignite. 

Torso isolates, artistry shown with body parts;

Fascinating, beautiful body art.

From India’s heart, classical dance,

Bharatanatyam tells tales at a glance.

From Tamil Nadu, southern India 

Hand mudras tell a story that’s the idea. 

Kathakali: southwestern India’s religious dance. 

Inspiration from Ramayana and Shiva’s romance 

Ramayana’s lore,

Kathak:  northern India, 

A dance of love, ghungroos implore.

Manipuri from Manipur, northeastern India.

Folk traditions and rituals, from life of God Krishna. 

Smooth and graceful, oh what charisma! 

Andhra Pradesh: Kuchipudi, sensual dancing, 

Sprinkling holy water, a ritual with singing.

Odissi, from Orissa in eastern India 

Fifty mudras, lyrical, sensuous dance

Goddesses rise, deities loom.

Dazzling, daring goddesses, deities pursue.   

Indian dance lifts souls and leaves all in a trance.

Soulful hearts immerse in beautiful romance. 

Bhangra, vibrant martial movements, folk dance from Punjab

Jhumer dancers sway folk dance with roots in Punjab, Balochistan, 

Dhali, war- themed, martial arts dance with swords and shield

Baul, mystic tradition with expressive moves and spiritual themes,

soul is healed.

Manipuri, Santal tribal dances graceful and intricate moves revealed.

Festival dances from Bangladesh fascinate the audience; they beam.

Methodical, precise, yet free;

Dancing soft, swift feet to the beat in harmony.

Perfection with passionate emotions ignite; 

Eases mind and lifts high to divinity, excites. 

Glittering garments shine like tremulous waves

Sparkling trinkets sparkle with rhythmic display. 

Dancers’ eyes ravish with rapture,

Amazing aura, audience easy to capture

Dance from east to west, north and south

Continents with diverse traditions and muse.

Dance, dance! Dance with the steps 

Shake your body, the way you can best

Let it touch your heart and soul

Let music lift you and make you whole.

Let the onlooker applaud and smile;

Stress will fade, your spirit will sing,

Poetry births song, and dance takes wing.

Poetry gives birth to music, song and dance. 

Poetry gives life, meaningful contrasts. 

Brief Biography of Tasneem Hossain

Tasneem Hossain, a multi-lingual poet, author, educator, translator and columnist from Bangladesh has left an undeniable mark on the literary world. With a major in English language and Literature, she is a prolific writer who crafts poetry in English, Bengali and Urdu. Her works span from poetry, fiction, op-eds, translations and educational writings making her a versatile and influential literary figure.   

She has immersed herself in the timeless essence of literary creations. She believes, ‘poetry is music through words, an ever-flowing river reflecting all that surrounds us.’ Tasneem writes poetry only when her passion is aroused and this can be observed in the powerful flow of her ink.  

A strong literary presence, she is a multifaceted author, a talented and gifted soul, an experienced educator and a business leader. Her profound and emotive writings have captured the hearts and illuminated the lives of countless of readers worldwide. Tasneem’s works have transcended geographical boundaries, reaching readers from diverse cultures and backgrounds. Her impactful writings have been featured in more than 280 esteemed anthologies, journals, daily newspapers and international magazines worldwide. Some of her books are available in 40 countries.

Her op-eds and columns create awareness about social and human rights issues- including domestic abuse, war and peace. Her writings are a powerful call to humanity to stand against injustice and war. As an op-ed writer, she has written more than 175 articles. 

Several of her articles and poems are utilized as teaching material in universities and academies in Bangladesh and China; some have found their way in university research papers and some have been referenced in university research papers. She also conducts international workshops on haiku writing.

Adjudged the ‘100 most influential literary figures of 2025’, by Barcelona Adibia. She is the winner of The International Literary Association Creative Tribune, Walt Whitman 2025 Contest and first place holder in the English Language category of The International Literary Association CREATIVE TRIBUNA’s ” Friedrich Schiller International Literary competition 2025”. She has also won the prestigious Giovanni Pascoli Award for 2026-2027 and Shahittyapata Award 2025 and 2026. She has won many other awards and recognition from different literary groups around the world. Her poems have been translated in 18 languages and her powerful writings are regularly featured in esteemed publications around the globe. A member of World Writers’ Union, she has been recognized as World’s Contemporary Writers 2024 and 2025 in several anthologies and interviewed on several literary platforms in recognition of her contributions to world literature. She has also been recognized as ambassador of peace and Humanities by ‘The Egyptian International Organization for Ambassadors of Peace and Humanities’

She is the Editorial Ambassador, Bangladesh for the popular international literary magazine, Wordsmith International Editorial, USA and Board Ambassador of Literacy and Culture of the Asih Sasami Indonesia Foundation, Indonesia for five years (2025-2030). 

An author of three poetry collections—Grass in Green, The Pearl Necklace, and Floating Feather and a book of articles Split and Splice, she also leads an international poetry project and group called Life in Lyrics. Additionally, four more books are currently in progress.

She served as a faculty member of Business English at Chittagong University of Engineering and Technology. Currently, she is the director of the prominent human resource development organizations, Continuing Education Centre (Bangladesh), and Cansaz Services and Distribution LLC (Canada). With 29 years of experience, she is a highly regarded Business consultant, and English Language and Communication Management trainer. 

She actively participates in sports whenever the opportunity arises. She also participated in the national badminton championships in Bangladesh. For 10 years, she worked as a newscaster, commentary reader, interviewer and radio presenter for Radio Bangladesh. She has also directed plays, including Shakespeare’s ‘A Midsummer Night’s Dream’.

You can connect with Tasneem Hossain through email: cec.tasneem@gmail.com 

Linkedin: https://www.linkedin.com/in/tasneem-hossain-280b891aa/ 

Poetry from Kareem Abdullah

Iraqi poet Kareem Abdullah

1- In the breath of destiny

I felt you in the wind that caresses the sea,

in every wave that bows to the sky to touch your name.

My veins are rivers seeking your shore,

and my breath—a white horse—runs toward your dreams.

Among the stars, I have built a bridge of silence,

to walk toward you with steps of desire.

Do not fear the distance, nor the wait:

I am already on the horizon where you call me.

And when time casts its cloak over the evening,

you will find me there—

in the heartbeat you recognize as yours,

in the embrace that knows no bounds.

2- A hesitant laugh, its charm bottled in a jar.

She bowed her heart, heavy with memories, burying its sharp pains.

She buried the makeup of her life behind a bridge destined for an untimely death, and said goodbye to what fate had shattered in the pockets of caprices. It continues, in its sky,

the leaves of salvation hover, adorned with the stumps of tears.

And among its flowers, a hesitant laugh hides, amazed by the crowd of wrinkles.

A cacophony of yellow spreads through the joints of its thresholds, its moans suffocating it.

Who tied the wings of its tentacled dawn?

She shakes off the legacy of isolation and the air that suffocates her every time a dream caresses her hair, a dream that has abandoned her waking conversation.

And that cold touch, timidly hastening,

repeats itself in its distant circles.

A crack in her heart widens. 

Like a faceless fetus,

shattering everything else,

a warm whisper lingers beneath his dream-soaked clothes,

trembling with mourning. 

Throats of lament spill over his winter bed, tracing his bewilderment. He curls up under the tattered blanket of a time that sweeps away his tender flowers. 

His strings murmur of piercing ghosts escaped from his window. Many promises, like arrows, struggle impossibly among the branches of memory. 

The strings of calls grow hoarse, and the unconsciousness of estrangement devours his pain-stricken day. Grief wallows in the shards of his mirror, practicing anguish, burying his smiling yesterday in a thick crypt that dismantles the rebirth of the future. 

He entrusts his secrets, prodigal of disappointment, to the pillows of absence. 

Without permission, he refines the hammer of displacement. 

Her sleepy waterwheels, from the windows of her days, escape the tranquility of her imprisoned curtains, her enchantments locked in a bottle of suffocating expectation in unknown ports. In her voice, the exhausting distances are shortened in the neigh of femininity, while the topography intertwines in a mirror that has smuggled the collapse of flowers, thus a torpor creeps in, floating,

covering the skin of hope.

Kareem Abdullah – Irak 

Essay from Аshurоvа Dinоrа Аnvаrqul qizi 

THE RОLE ОF THE NАTIОNАL CENTER FОR HUMАN RIGHTS IN IMPLEMENTING DECISIОNS ОF UN TREАTY BОDIES.

Tаshkent Stаte University оf Lаw 

Mаster’s student in Mediа Lаw 

Аshurоvа Dinоrа Аnvаrqul qizi 

Аbstrаct: This аrticle exаmines the mechаnisms fоr implementing cоncluding оbservаtiоns аnd decisiоns аdоpted by UN treаty bоdies аt the nаtiоnаl level. The reseаrch fоcuses оn the rоle оf Nаtiоnаl Humаn Rights Institutiоns (NHRI), specificаlly the Nаtiоnаl Center оf the Republic оf Uzbekistаn fоr Humаn Rights, in this prоcess. The аrticle аnаlyzes institutiоnаl mоdels fоr implementing internаtiоnаl recоmmendаtiоns intо nаtiоnаl legislаtiоn. Relying оn the “Pаris Principles”, the аuthоr reveаls the Nаtiоnаl Center’s functiоn аs а “bridge” between stаte bоdies аnd internаtiоnаl оrgаnizаtiоns. Аs а result оf the study, scientific prоpоsаls fоr imprоving the mоnitоring system fоr the implementаtiоn оf treаty bоdy decisiоns аre put fоrwаrd.

Keywоrds: UN treаty bоdies, institute, mechаnism, Nаtiоnаl Center, implementаtiоn, humаn rights, mоnitоring, cоncluding оbservаtiоns, nаtiоnаl mechаnism, “hard law”, “soft law”, “Follow-up”. 

MАVZU: BMT SHАRTNОMАVIY ОRGАNLАRI QАRОRLАRINI АMАLGА ОSHIRISHDА INSОN HUQUQLАRI BО‘YICHА MILLIY MАRKАZNING О‘RNI.

Tоshkent dаvlаt yuridik universiteti

ОАV huquqi mutаxаssisligi mаgistrаnti

Аshurоvа Dinоrа Аnvаrqul qizi. 

Аnnоtаtsiyа: Ushbu mаqоlаdа Birlashgan Millаtlаr Tаshkilоti (keyingi о‘rinlаrdа BMT) shаrtnоmаviy оrgаnlаri tоmоnidаn qаbul qilingаn yаkuniy mulоhаzаlаr vа qаrоrlаrni milliy dаrаjаdа ijrо etish mexаnizmlаri tаdqiq qilingаn. Tаdqiqоt mаrkаzidа Insоn huquqlаri bо‘yichа milliy institutlаrning (NHRI), xususаn, Insоn huquqlаri bо‘yichа О‘zbekistоn Respublikаsi Milliy mаrkаzining (keyingi о‘rinlаrdа Milliy mаrkаz) ushbu jаrаyоndаgi о‘rni yоtаdi. Mаqоlаdа xаlqаrо tаvsiyаlаrni milliy qоnunchilikkа implementаtsiyа qilishning institutsiоnаl mоdellаri tаhlil qilinаdi. Muаllif “Pаrij prinsiplаri”gа tаyаngаn hоldа, Milliy mаrkаzning dаvlаt оrgаnlаri vа xаlqаrо tаshkilоtlаr о‘rtаsidаgi “kо‘prik” sifаtidаgi funksiyаsini оchib berаdi. Tаdqiqоt nаtijаsidа shаrtnоmаviy оrgаnlаr qаrоrlаrini аmаlgа оshirishning mоnitоring tizimini tаkоmillаshtirish bо‘yichа ilmiy tаkliflаr ilgаri surilgаn.

Kаlit sо‘zlаr: BMT shаrtnоmаviy оrgаnlаri, institut, mexаnizm, Milliy mаrkаz, implementаtsiyа, insоn huquqlаri, mоnitоring, yаkuniy mulоhаzаlаr, milliy mexаnizm, “hard law”, “soft law”, “Follow-up”. 

ТЕМА: РОЛЬ НАЦИОНАЛЬНОГО ЦЕНТРА ПО ПРАВАМ ЧЕЛОВЕКА В ВЫПОЛНЕНИИ РЕШЕНИЙ ДОГОВОРНЫХ ОРГАНОВ ООН.

Ташкентский государственный юридический университет

Магистрант по специальности права СМИ

Ашурова Динора Анваркуловна.

Аннотация: В данной статье рассматриваются механизмы реализации на национальном уровне заключительных замечаний и решений, принятых договорными органами Организации Объединенных Наций (далее – ООН). Исследовательский центр фокусируется на роли национальных правозащитных учреждений (НПИ), в частности, Национального центра по правам человека Республики Узбекистан (далее – Национальный центр), в этом процессе. В статье анализируются институциональные модели имплементации международных рекомендаций в национальное законодательство. На основе «Парижских принципов» автор раскрывает функцию Национального центра как «моста» между государственными органами и международными организациями. В результате исследования выдвигаются научные предложения по совершенствованию системы мониторинга выполнения решений договорных органов.

Ключевые слова: договорные органы ООН, институт, механизм, национальный центр, осуществление, права человека, мониторинг, заключительные замечания, национальный механизм, «жесткое право», «мягкое право», «последующие действия».

INTRODUCTION. In the contemporary international legal order, the system of human-rights protection is shifting from purely declarative documents to practical mechanisms capable of producing tangible results. Decisions and recommendations adopted by United Nations treaty bodies serve as a “mirror” of member states’ international obligations in the field of human rights. However, the extent to which these “soft law” instruments (i.e., documents of a recommendatory character) are effectively implemented at the national level depends directly on the activities of National Human Rights Institutions (NHRIs). In the context of Uzbekistan, the National Centre is emerging as the key coordinating body responsible for integrating these decisions into the national legal system.

To understand the essence of the research topic more deeply, it is first necessary to pay attention to the etymology of the concepts “institution” and “mechanism”:

“Institution” (from Latin institutum) denotes an apparatus, establishment, order, or custom. Originally this term conveyed the meaning of “to establish” or “to set up” something. In a legal context, institution refers not only to a building or organization, but also to a system of rules and norms that regulate stable social relations. Therefore, an institutional analysis of the National Centre allows us to view it not merely as an agency, but as a “constellation of arrangements designed to establish a human-rights culture.”

“Mechanism” (from Greek mēchanē) means a device or apparatus. Etymologically, a mechanism denotes the movement of parts that are organically interconnected in order to achieve a certain result. The phrase “national implementation mechanism” implies that state organs, legislation, and monitoring processes must function as a single, coherent whole, operating “like a clock” with precise internal coordination.

In the annex to the Decree of the President of the Republic of Uzbekistan dated 23 June 2020, “On Approval of the National Strategy of the Republic of Uzbekistan in the Field of Human Rights,” existing shortcomings in the human-rights sphere at the national level are identified. Findings obtained from analyzing the current situation in the human-rights field in the country, as well as the systematic analysis of recommendations issued within the framework of the United Nations treaty bodies, special rapporteurs who have visited Uzbekistan, the Universal Periodic Review, and other international mechanisms, indicate that in order to ensure effective protection of human rights, freedoms, and legitimate interests, democratic reforms in this sphere must be deepened and consistently continued.

  • First, it is necessary to establish mechanisms for ensuring the protection of human rights and legitimate interests, and to eliminate legal gaps in the implementation of international human-rights standards into national legislation and the practice of law enforcement.
  • Second, clear mechanisms for implementing human-rights-related activities by state-governance bodies and civil-society institutions in a spirit of cooperation have not yet been developed. In addition, the system of parliamentary and public oversight over the adequate implementation of Uzbekistan’s international human-rights obligations needs further improvement.
  • Third, it is necessary to bring the activities of state-power and governance bodies in the field of human rights under clear legal regulation, adopt required programmatic documents in this area, and define a precise procedure for their development and implementation.
  • Fourth, it is essential to expand the practice of applying norms of international human-rights treaties in the decisions of courts and law-enforcement bodies, to improve the monitoring system for the observance of the rights of persons held in pre-trial detention facilities and places of deprivation of liberty, and to develop clear mechanisms for implementing the recommendations of treaty-body committees.
  • Fifth, it is required to strengthen guarantees for the protection of an individual’s civil, economic, social, political, and cultural rights and freedoms, including by intensifying responsibility for violations of these rights.
  • Sixth, it is necessary to systematically foster a culture of respect for human rights and freedoms in society, and to professionally support judges, law-enforcement personnel, and other state-body employees by systematically improving their capacity and training on human-rights issues, so as to ensure full implementation of the recommendations of international and regional mechanisms.

At the same time, in order to further reform the activities of the National Centre, the Presidential Decree No. PQ-4056 “On Improving the Activities of the National Centre of the Republic of Uzbekistan in the Field of Human Rights,” effective from 11 December 2018, and the Presidential Decree No. PQ-46 “On Approval of the National Education Programme in the Field of Human Rights,” effective from 8 February 2023, were adopted. These documents are regarded as fundamental foundations that turn the system of human-rights protection in Uzbekistan from a purely theoretical framework into practical mechanisms. From the standpoint of institutionalism theory, their significance can be analyzed as follows:

  • Decree No. PQ-4056 – Establishing the primacy of the National Centre

The 2018 Decree re-defined the National Centre as the single, central coordinating body of the state in the field of human rights:

  • Institutional strengthening: The Centre was granted not only monitoring powers, but also the authority to provide binding, mandatory recommendations to state bodies on human rights. This transformed the “building” into a real-life institution endowed with substantive powers.
  • Bridge to the UN: The Decree formally designated the Centre as the principal national representative for cooperation with United Nations treaty bodies and other international organizations.
  • Accountability: A clear procedure (set of “rules of the game”) was established for collecting and systematizing human-rights-related reports submitted by state bodies.
  • Decree No. PQ-46  “Protection through Knowledge” (Education Programme)

Signed on 7 February 2023 and entering into force on 8 February 2023, this document is regarded as the “educational layer” of human-rights reforms.

  • Institutionalizing society: In order for human rights not to remain mere text on paper, society needs a form of “legal immunity.” The National Education Programme approved by this Decree aims at teaching human rights to all categories of state officials and different segments of the population.
  • Training professional cadres: A systematic training system for law-enforcement bodies and the judiciary, based on United Nations standards, has been introduced. This reduces errors in the implementation of UN decisions caused by the “human factor.”

The adoption of Decree No. PQ-4056 and Decree No. PQ-46 indicates that a comprehensive national system for fulfilling Uzbekistan’s international obligations in the field of human rights has been created. While the first document strengthens the institutional structure (the “framework”), the second ensures the content-related and educational sustainability of that structure.

Although the legal foundations for cooperation with United Nations treaty bodies have been established in Uzbekistan, the need remains to further enhance the National Centre’s institutional competences and monitoring methods for implementing international decisions at the national level. The purpose of this article is therefore to reveal the institutional nature of the National Centre and to analyze its participation in the implementation of United Nations decisions through the lens of a new theoretical model.

In modern legal and political scholarship, the concept of “institution” carries a meaning far broader than that of a physical infrastructure or a mere building. As Douglas North, one of the pioneers of institutionalism theory and a Nobel laureate in economics, emphasized, “Institutions are the rules of the game in a society, shaping the patterns of human interaction.”

METHODS. Applying the outlined institutional-theoretical model, an analysis of the National Centre enables us to uncover its essence at three levels:

  • Sum of formal rules (Formal constraints) The National Centre is not merely an administrative unit composed of staff and office space, but rather a normative-legal system oriented toward the implementation of the international treaty obligations of the Republic of Uzbekistan. Its internal regulations, monitoring procedures, and reporting mechanisms function as “legal channels” that “import” decisions and recommendations of United Nations treaty bodies (for example, the Human Rights Committee) into the domestic legal order and thereby concretize international obligations into national practice. 
  • Institutional “bridge” function (“Bridge” Model). Drawing on Ryan Goodman and Derek Jinks’s socialization theory, states internalize and implement international norms most effectively not only under external pressure, but when domestic institutions assimilate those norms as part of their own institutional logic. In this sense, the National Centre operates as an institutional “bridge” between the global human-rights order and local practices: it mediates international standards (BMT treaty-body decisions, UPR recommendations, soft-law instruments), translates them into domestic procedures, and embeds them into the behavior of state organs and civil-society actors. This twofold perspective-viewing the Centre both as a system of formal constraints and as a social-institutional bridge-provides a richer framework for analyzing its role in the implementation of United Nations decisions and the broader institutionalization of an international human-rights culture in Uzbekistan.

Within this process, the National Centre:

  • Performs the role of a transformer that converts the UN’s “soft law” into national “hard law”: it acts as a key node that channels the non-binding, recommendatory character of UN treaty-body decisions (“soft law”) into binding domestic instruments such as Presidential decrees and resolutions of the Cabinet of Ministers (“hard law”).

In other words, the National Centre functions not only as a monitor and coordinator, but as an institutional converter that re-codifies international guidance into concrete, enforceable national legal and administrative acts, thereby operationalizing BMT-level recommendations in Uzbekistan’s domestic legal order.

  • In the perspective of institutional design and independence (“The Logic of Design”), the way in which a human-rights institution is evaluated depends not on how modern its building is, but on how far it is designed in accordance with international standards (the Paris Principles). The National Centre’s interactions with UN treaty bodies and its participation in national law-making show its functional institutionalization.

In summary, an institutional analysis of the National Centre shows that it functions as a dynamic system transforming international standards in the field of human rights into everyday national practice, rules, and obligations of state bodies. As the classical representative of institutionalism theory, D. North emphasizes, institutions are understood as systems of rules that shape social interactions. From this perspective, the National Centre for Human Rights is not merely an administrative structure or a building, but a system of formal arrangements designed to integrate the decisions of United Nations treaty bodies into the national legal order. 

According to the approach of R. Goodman and D. Jinks, such institutions carry out a “socialization” function, embedding international norms into domestic legal and political practice. This, in turn, ensures that United Nations recommendations are not reduced to mere paper commitments, but are transformed into real, functioning national mechanisms.

RESULTS AND DISCUSSION. The practical mechanisms of the National Centre for the implementation of decisions of United Nations treaty bodies. The National Centre’s institutional activities in ensuring the implementation of “Concluding Observations” issued by UN treaty‑body organs (for example, the Human Rights Committee or the Committee against Torture) are manifested at three main stages:

  • Developing national action plans (“roadmaps”);

United Nations bodies’ recommendations are often of a general nature. The National Centre is regarded as the key body responsible for converting these recommendations into the legal system of Uzbekistan. Once UN recommendations are received, the National Centre develops national action plans for their implementation. For example, governmental decrees of the Republic of Uzbekistan on the implementation of treaty-body recommendations, as well as “roadmaps” and similar recommendatory-character documents (“soft law”), are transformed by the Centre into imperative norms (“hard law”) and applied within the national legal order. This role confirms the Centre’s function as a translating and operationalizing institution that turns abstract international-rights guidance into concrete, binding national rules and institutional practices.

  • Monitoring and coordination function;

The National Centre is not merely an implementing body, but also a central body that monitors the execution of these recommendations by other state agencies (such as the Ministry of Justice, the Ministry of Internal Affairs, and the Prosecutor General’s Office). In this context, the National Centre performs the role of an “internal watchdog.” It collects reports from each state agency, analyses them, and issues guidance on how to address identified shortcomings.

  • Follow‑up mechanism with the UN (“re‑engagement” mechanism). 

The National Centre acts as the state’s “single information window” before the international community. It submits interim and periodic reports to the UN Committees, and this process constitutes an institutional mechanism that demonstrates the state’s commitment to its international obligations. Thus, the National Centre does not merely function as an agency that collects and transmits statistical data on the implementation of UN decisions but rather appears as a strategic coordinating centre that internalizes international standards into national law and policy. This indicates a high degree of institutionalization of the National Centre. 

Research findings show that although the National Centre occupies a central position in ensuring the implementation of UN treaty-body decisions, several institutional reforms are necessary to enhance the effectiveness of the process. For example: 

  • Strengthening the “parliamentarization” mechanism 

United Nations treaty bodies frequently call in their recommendations for an increased role of parliaments in the implementation of international decisions. It is recommended to legally strengthen the mechanism whereby the reports on the implementation of UN recommendations, prepared by the National Centre, are mandatorily heard each year by the chambers of the Oliy Majlis. This may enhance the institution’s political authority and accountability in line with the Paris Principles.

  • “Smаrt-mоnitоring”;

At present, data collection is carried out in most cases by traditional methods. A single electronic database designed to monitor the implementation of UN recommendations in real-time should be fully brought into operation. In this system, each responsible ministry (for example, the Ministry of Internal Affairs or the Ministry of Health) would be required to upload the implementation status of the relevant provisions. This would help to eliminate unnecessary bureaucracy (“paper-free” system).

  • Institutionalizing relations with civil society and the media. 

Of course, in this context the role of the “fourth power,” that is, the media, is highly important. The independence and credibility of state reports can be ensured by activating the work of a “Public Council” under the National Centre that monitors the implementation of UN decisions and by broadly involving independent journalists and representatives of non-governmental non-profit organizations (NNT) into this body. 

CONCLUSION. In conclusion, it is necessary to emphasize that studying the activities of the National Centre for Human Rights through the prism of institutionalism theory allows a renewed interpretation of this body’s fundamental place within the national legal system. As the analysis has shown, the National Centre is not merely an administrative building or a static institution, but rather a dynamic institutional mechanism that transforms international human-rights standards into a stable, nationally embedded set of rules and procedures. Functioning as a functional “bridge” between the will of the international community and the implementing power of the state apparatus, it ensures the coherence of the legal order.

The National Centre therefore appears not simply as an administrative structure, but as a strategic institutional mechanism that shapes Uzbekistan’s standing in the international legal arena. From the standpoint of institutionalism theory, this body is the primary channel through which United Nations decisions are “institutionalized” and converted into concrete, everyday legal norms at the domestic level. The proposed reforms will not only strengthen the Centre’s coordinating role, but also elevate its supervisory function to a new level.

As demonstrated in the article, the recommendations issued by international treaty bodies – elements of “soft law” – are, precisely through the National Centre’s coordinating activities, converted into binding national norms, “hard law.” This process guarantees that international standards are not merely inscribed on paper, but are implemented in practice through national “roadmaps” and regulatory instruments. Moreover, the “Follow-up” system (implementation monitoring and re-engagement) operated by the Centre has been identified as one of the most effective means of monitoring the state’s adherence to its international obligations.

At the end of the investigation it can be stated that the effectiveness of reforms in the field of human rights in Uzbekistan is directly linked to the degree of refinement of this national mechanism. Enhancing the National Centre’s institutional capacity – particularly by expanding digital monitoring systems and strengthening its organic linkage with parliamentary oversight – will serve the unconditional implementation of UN decisions at the national level. In this way, a mechanism supported by a solid institutional foundation will continue to act as the key filter and transformer through which international legal norms are embedded into Uzbekistan’s domestic reality, thereby reinforcing the country’s legal authority on the global stage.

LIST OF SOURCES USED

National legal documents

  1. О‘zbekistоn Respublikаsi Prezidentining Fаrmоni. (2020). Insоn huquqlаri bо‘yichа О‘zbekistоn Respublikаsining Milliy strаtegiyаsini tаsdiqlаsh tо‘g‘risidа, PF-6012-sоn. Qоnunchilik mа’lumоtlаri milliy bаzаsi. https://lex.uz/uz/dоcs/-4872355 
  2. О‘zbekistоn Respublikаsi Prezidentining Qаrоri. (2018). Insоn huquqlаri bо‘yichа О‘zbekistоn Respublikаsi Milliy mаrkаzi fаоliyаtini tаkоmillаshtirish tо‘g‘risidа, PQ-4056-sоn. Qоnunchilik mа’lumоtlаri milliy bаzаsi. https://www.lex.uz/uz/dоcs/-4098056
  3. О‘zbekistоn Respublikаsi Prezidentining Fаrmоni. (2023). Insоn huquqlаri sоhаsidаgi Milliy tа’lim dаsturini tаsdiqlаsh tо‘g‘risidа, PF-46-sоn. Qоnunchilik mа’lumоtlаri milliy bаzаsi. https://lex.uz/uz/dоcs/-6378537 

International scholarly literature

  1. Gооdmаn, R., & Jinks, D. (2013). Sоciаlizing Stаtes: Prоmоting Humаn Rights thrоugh Internаtiоnаl Lаw. Оxfоrd University Press. https://аcаdemic.оup.cоm/bооk/4460 
  2. Hаll, P. А., & Tаylоr, R. C. (1996). Pоliticаl Science аnd the Three New Institutiоnаlisms. Pоliticаl Studies, 44(5), 936-957. https://dоi.оrg/10.1111/j.1467-9248.1996.tb00343.x
  3. Nоrth, D. C. (1990). Institutiоns, Institutiоnаl Chаnge аnd Ecоnоmic Perfоrmаnce. Cаmbridge University Press. https://www.cаmbridge.оrg/cоre/bооks/institutiоns-institutiоnаl-chаnge-аnd-ecоnоmic-perfоrmаnce/ААE1E27DF8996E24C5DD07EB79BBА7EE
  4.  Pegrаm, T. (2012). Nаtiоnаl Humаn Rights Institutiоns in Lаtin Аmericа: Pоlitics аnd Institutiоnаl Design. In R. Gооdmаn & T. Pegrаm (Eds.), Humаn Rights, Stаte Cоmpliаnce, аnd Sоciаl Chаnge. Cаmbridge University Press. https://www.cаmbridge.оrg/cоre/bооks/аbs/humаn-rights-stаte-cоmpliаnce-аnd-sоciаl-chаnge/nаtiоnаl-humаn-rights-institutiоns-in-lаtin-аmericа/А2F66DEE90680171C9EFD9CDB1АEE707 

Documents of international organizations

  1. United Nаtiоns. (1993). Principles relаting tо the Stаtus оf Nаtiоnаl Institutiоns (The Pаris Principles). Аdоpted by Generаl Аssembly resоlutiоn 48/134. 

https://www.оhchr.оrg/en/instruments-mechаnisms/instruments/principles-relаting-stаtus-nаtiоnаl-institutiоns-pаris-principles

  1. ОHCHR. (2023). Nаtiоnаl Humаn Rights Institutiоns: Histоry, Principles, Rоles аnd Respоnsibilities. Prоfessiоnаl Trаining Series Nо. 4/Rev.1. https://www.оhchr.оrg/en/publicаtiоns/prоfessiоnаl-trаining-series/nаtiоnаl-humаn-rights-institutiоns-histоry-principles    

Essay from Federico Wardal

Rome. An astonishing Mega-Event and Spectacle dedicated to Dante Alighieri on Via Margutta—a Street linked to Fellini, Picasso, Gregory Peck, Audrey Hepburn. Billy Wilder Celebrated in SF and Naples.

By Federico Wardal

Rome. In early December of last year, *Il Messaggero*—a newspaper that frequently reaches one million readers a day—published a massive article about me (https://www.ilmessaggero.it/roma/eventi/wardal_amato_da_fellini_da_hollywood-9232025.html?refresh_ce), an article that would restore my full renown throughout Italy. Around Christmastime, a magical encounter took place between myself and Tina and Teresa Zurlo—the curators of one of Europe’s most important art galleries. 

It is located  at number 90 on the legendary Via Margutta, this street is inextricably linked to my mentor, Federico Fellini (who lived at number 110), as well as to Pablo Picasso; it is also famously known as the setting for the film *Roman Holiday*, starring Gregory Peck and Audrey Hepburn, which was filmed at number 51. 

Via Margutta also played a starring role during the years of Fellini’s *La Dolce Vita* and the era of his paparazzi—foremost among them the globally famous and celebrated Rino Barillari, known as “The King.” 

During our meeting, the Zurlo sisters and I discussed Fellini, as well as a major exhibition dedicated to him by the renowned painter Mario Russo—an event graced by the exceptional presence of his daughter, the famous actress Adriana Russo, serving as its godmother. However, as I was unable to return to Rome due to filming commitments in Hollywood, I sent a video message offering my greetings and recalling my personal bond with Fellini. The video proved to be a great success, and the brilliant Zurlo sisters subsequently informed me that they wanted me to serve as the absolute star of a grand event dedicated to the “Supreme Poet ” Dante Alighieri—an event that would extend into a subsequent tribute to Pier Paolo Pasolini and Dario Bellezza.

Inspired, I bring forth—from “the strata of the rock of history”—a short theatrical piece titled: *Dante, Pasolini, Dario Bellezza, Wardal: Infernal… all of them*. It is a reverse journey for the poet Virgil, who guides Dante into the contemporary world of Pasolini, Dario Bellezza (a friend of mine), and myself. Enrico Bernard—a playwright and director of exceptional caliber—directs me; the popular flutist Andrea Ceccomori graces the performance with magical musical moments (much like in the film *Anita*); and Antonio Zaru has designed for me a floor-length tunic of “Inferno-red” sequins.

My entrance is planned to take place from a luxurious automobile—naturally, also “Inferno-red.” An event constructed from such elements—never before blended in this way—has already circled the globe before it has even taken place. The glamour enveloping the event serves as a garment through which—with increasing clarity—emerge political, social, and moral issues: questions regarding peace, and the rampant psychological toxicity pervading both personal relationships and fluid modern connections. It feels as though a “Golden Age of Hollywood” has returned—a legacy that belongs to me through my friendships with Alfred Hitchcock and Billy Wilder. Indeed, I am bringing Billy Wilder back into our present times, envisioning him as the potential protagonist of a mega-event spanning San Francisco and Pompeii—the latter being close to Ischia and Sorrento, where Wilder filmed *Avanti!* with Jack Lemmon.

From the Cannes Film Festival, stars are already booking their attendance for the Roman event scheduled for May 22nd; meanwhile, in Egypt, *The Times International*—edited by Ibrahim Shehata—has published a fascinating article on the subject: https://www.thetimesinternational.com/?p=169588. A flurry of activity is currently underway, forging connections between an American film festival—active across California, Massachusetts, Rhode Island, and New York State—and the Vesuvius Film Festival in Pompeii, presided over by architect Giovanna D’Amodio. Meanwhile, the film *Anita*—based on a poem by the hero Garibaldi and a winner at both the SF New Concept IFF and the Vesuvius FF—is enjoying special screenings in Brazil at the Gramado IFF, as well as at Andrea Priori’s Cortintelvi IFF (located between Como and Milan); it has also garnered interest in France at the *Festival International du film d’histoire*.

By now, the role of “puppeteer” seems to be taking hold of me—a role I embrace in order to bring to life these cultural and artistic bridges that constitute my lifelong dream. The very latest news concerns the event scheduled for May 22nd in Rome: the occasion will be graced by exceptional patrons—the legendary impresario of Tina Turner, Domenico Modugno, and the longtime head of the Sanremo Festival, Adriano Aragozzini—alongside Francesco Garibaldi Hibbert, a direct descendant of the “Hero of Two Worlds” who is currently making waves in the film world with *Anita* (a film about his famous ancestress, Anita Garibaldi). The event’s distinguished hostess will be the great actress Adriana Russo. Also taking center stage will be prominent ladies such as the Hon. Angela Alioto and *Cavaliere* Silvia Gardin.

We anticipate a veritable flood of VIPs, aristocrats, academics, stars (whose names we will reveal only after the performance), and filmmakers—including, of course, the performance’s director, Enrico Bernard. They will be joined by directors Antonello Altamura (*Ancient Taste of Death: The Sinister Legend of Wardal*)—who has a “top-secret” surprise in store!—as well as Andrea Marfori (*SHEMSU-HOR*), Jason Zavaleta (*Start on Market*), Sherif El-Azma (*Al-Maza*), and Jennifer Glee (*Narcisse Fluid*). All will be there with me, accompanied by the stars of their respective films—my heartfelt thanks to them all! Also in attendance will be director Agostino Marfella, who, like me, shares a theatrical bond with the poet Dario Bellezza.

But hopefully, all of this will be replicated live in NYC, LA, SF, and the Bay Area—and certainly on both Italian (TV programs featuring Maria Luisa Lo Monte) and American television networks.