The Belfry of St. Vincent Ferrer

My heart bursts into a flock of ricebirds

Each time I hear its tolling; for years

I live on the shade of its imposing

Memory – all the running & screaming

& sliding races down the hillsides, firemaking

& pissing contests, toy parades, death by voodoo

Gossip-broker Miss B. & and her rare orchids

Tonio’s mysterious death at the mangrove –

All point me to that church on top of the hill

Overlooking our town wharf that eats

And spits natives & transients alike

Where all the coming and going each

Has its own distinct ring – tintinnabulations

Of open-ended declarations, promises, affairs –

Gangrenous goodbyes on the breast of tears smothered

Or the corrosive taste of briny eyes with every furtive hello.

But time has done nothing to exempt the heart from

The onslaught of raging waves crushing into

Empty shores –like the old bell ringing

Through my ears at Angelus –

Dusk, our favorite time of day

Before you left without that anticipated

“Look, I’m sorry, okay?” backward glance.

And bells do not have a memory of tunes 

For awkward silence, silence, silence.

:

Nominated for “Best of the Net 2025” for his poetry, Emeniano Acain Somoza, Jr. considers himself the official spiritual advisor of his roommates, Gordot and Dwight – the first a goldfish, the other a Turkish Van cat. His works have been published in The Poetry Magazine, Moria Poetry Journal, Fogged Clarity, Everyday Poem, Loch Raven Review, The Buddhist Poetry Review, The Philippine Graphic, The Philippines Free Press, Troubadour 21, Full of Crow, Indigo Rising, Asia Writes, Triggerfish Critical Review, Troubadors 21, Gloom Cupboard, TAYO, Haggard & Halloo, and elsewhere. His first book, A Fistful of Moonbeams, was published by Kilmog Press in April 2010. His second, Kleenex Theory, published by Createspace-Amazon, came out in 2015. He is busy anthologizing emptiness and boredom at the moment.

Talented Student/ Biology and Chemistry / International Certificate Holder 

Date birth: October 2 

Place of birth: Uzbekistan 

Education: Student at Shakhrisabz School number 38 

Fields of activity: Advanced Biology learning, international projects, personal growth 

Early Achievements and Educational path 

Durdona Shafqatullayeva is a high-achieving and intellectually capable student with strong academic performance an active volunteer and a participant in international conferences. 

The Human Skeletal System: General Overview of Bones Student of 38-School 

Shafqatullayeva Durdona 

Abstract. 

The human skeletal system provides the fundamental structural framework of the body and plays a vital role in movement, protection of internal organs, mineral homeostasis, and hematopoiesis. Bone is a dynamic, living tissue that continuously adapts to mechanical, hormonal, and metabolic influences. This article presents a comprehensive overview of the human skeletal system, emphasizing bone classification, structure, biological functions, growth, remodeling processes, and clinical relevance. Understanding skeletal biology is essential for medical and health sciences, as skeletal disorders significantly impact human mobility and overall quality of life. 

Keywords 

Human skeleton, bones, skeletal system, bone structure, bone remodeling 

Introduction 

The skeletal system is a cornerstone of human anatomy and physiology. It not only defines the shape of the body but also enables movement and protects vital organs. Unlike the common perception of bones as rigid and inert, skeletal tissue is metabolically active and responsive to both internal and external factors. Throughout life, bones undergo constant remodeling to maintain strength and mineral balance. A detailed understanding of the skeletal system is therefore fundamental for medical education, clinical practice, and preventive healthcare. 

Organization of the Human Skeletal System 

In adults, the human skeleton consists of 206 bones, systematically arranged into two major divisions: 

Axial skeleton (80 bones), comprising the skull, vertebral column, ribs, and sternum, which primarily protect the central nervous system and thoracic organs. 

Appendicular skeleton (126bones), including the upper and lower limbs and their girdles, which facilitates locomotion and interaction with the environment. 

This structural organization reflects a balance between protection, support, and mobility. 

Classification of Bones 

Bones are classified according to their shape and functional characteristics: 

Long bones, such as the femur and humerus, act as levers for movement and support body weight. 

Short bones, including carpals and tarsals, provide stability with limited motion.

Flat bones, such as the cranial bones and sternum, protect internal organs and offer broad surfaces for muscle attachment. 

Irregular bones, including vertebrae, serve specialized structural and protective roles. 

Sesamoid bones, exemplified by the patella, improve mechanical efficiency by reducing friction at joints. 

This classification demonstrates how bone morphology is closely linked to biomechanical function. 

Bone Structure and Composition 

Bone tissue consists of an organic matrix and an inorganic mineral component. The organic portion, primarily collagen fibers, provides flexibility and tensile strength, while the inorganic component, mainly calcium phosphate in the form of hydroxyapatite, confers rigidity and resistance to compression. 

Structurally, bones contain: 

Compact (cortical) bone, forming the dense outer layer 

Spongy (trabecular) bone, which is lighter and distributes mechanical stress efficiently 

Within certain bones, bone marrow is present and plays a critical role in blood cell formation.

Physiological Functions of Bones 

The skeletal system performs several essential physiological functions: 

Structural support and posture maintenance 

Protection of vital organs, including the brain, heart, and lungs 

Facilitation of movement through muscle attachment 

Regulation of mineral storage, particularly calcium and phosphorus 

Hematopoiesis within red bone marrow 

These functions highlight the skeletal system’s importance in maintaining systemic homeostasis. 

Bone Growth and Remodeling 

Bone development and maintenance depend on a tightly regulated remodeling process involving osteoblasts, osteoclasts, and osteocytes. During childhood and adolescence, bone formation exceeds resorption, leading to growth and increased bone mass. In adulthood, remodeling preserves skeletal integrity and adapts bone architecture to mechanical stress.

Nutritional factors, physical activity, hormones, and aging significantly influence this process. 

Clinical and Medical Relevance 

Skeletal disorders such as osteoporosis, fractures, scoliosis, and degenerative joint diseases pose major public health challenges worldwide. Understanding bone biology is essential for prevention, early diagnosis, and treatment. Advances in imaging techniques and orthopedic medicine have improved outcomes yet maintaining skeletal health through proper nutrition and physical activity remains a cornerstone of prevention. 

Conclusion 

The human skeletal system is a dynamic and multifunctional framework essential for survival and movement. Bones are living tissues that continuously adapt to physiological demands, underscoring their role beyond mechanical support. A comprehensive understanding of skeletal structure and function is fundamental for medical research, clinical practice, and the promotion of lifelong musculoskeletal health. 

References 

Tortora, G.J., & Derrickson, B.H. (2021). Principles of Anatomy and Physiology (16thed.). Wiley.

Standring, S. (2021). Gray’s Anatomy: The Anatomical Basis of Clinical Practice (42nd ed.) Elsevier. 

Ross, M.H., &Pawlina, W. (2020). Histology: A Text and Atlas (8thed.). Wolters Kluwer. 

Clarke, B. (2008). Normal bone anatomy and physiology. Clinical Journal of the American Society of Nephrology, 3(Suppl3), S131– S139. 

Compston, J.E., McClung, M.R., & Leslie, W.D. (2019). Osteoporosis. The Lancet, 393 (10169), 364– 376. Raggatt, L.J., &Partridge, N.C. (2010). Cellular and molecular mechanisms of bone remodeling. Journal of Biological Chemistry, 285 (33), 25103– 25108.

PEDAGOGICAL VIEWS OF ABDULLA AVLONI
Daminova Sevinch Tuychi qizi
3rd-year Student, Primary Education Program

National Pedagogical University of Uzbekistan
Abstract

This article analyzes the life and pedagogical views of Abdulla Avloni, an Uzbek enlightener, poet, playwright, and educator. It examines Avloni’s role in the development of public education in Uzbekistan, the essence and significance of his work “Turkiy Guliston or Morality,” as well as his ideas on enlightenment and national awakening. The article scientifically explores the thinker’s interpretation
of education and upbringing as the most important factors in human life, the theoretical and practical aspects of his pedagogical activity, and his contribution to the development of the modern Uzbek school system. In addition, the relevance of Abdulla Avloni’s views on knowledge, morality, upbringing, and patriotism for today’s education system is highlighted.

Keywords: Abdulla Avloni, pedagogy, upbringing, enlightenment, morality, Jadid school, education, national awakening.

At the beginning of the 20th century, the national awakening and enlightenment movement gained wide momentum in Turkestan. During this period, among the intellectuals who called the people toward knowledge, culture, and progress, Abdulla Avloni occupied a special place. As a poet, playwright, publicist, public figure, and most importantly, a devoted educator of the people, he left an incomparable mark on the history of Uzbek pedagogy. Abdulla Avloni dedicated his entire life to enlightening the nation and educating the younger generation in the spirit of knowledge and morality.

Throughout his career, Avloni worked as a teacher, established new-method schools, created textbooks, and encouraged the public toward enlightenment through the press. His pedagogical views were innovative for his time and continue to play a significant role in shaping the modern education system today. The thinker’s work “Turkiy Guliston or Morality” is considered a masterpiece of Uzbek folk pedagogy. In this work, he scientifically presents his views on
morality, upbringing, knowledge, and human development. Avloni’s ideas on education and upbringing have retained their relevance not only in his own time but also in the present day. Therefore, studying his pedagogical heritage and applying it to modern educational practice holds great scientific and practical significance.

Abdulla Avloni (1878–1934) is one of the most prominent enlightenment figures, educators, and writers to emerge during the period of national awakening of the Uzbek people. He was born on July 12, 1878, in the Mergancha neighborhood of Tashkent, into a family of craftsmen. Showing an interest in learning from an early
age, Avloni first studied at a traditional school and later at a madrasa. Entering the world of literature and enlightenment in his youth, this talented young man began writing poetry at the age of fifteen. In his early works, he called on the people to escape ignorance, study in new-method schools, and acquire knowledge and professions.

Avloni’s enlightenment activity was primarily manifested in the field of
journalism. In 1907, he published the newspapers “Shuhrat” and “Osiyo”, serving as their editor and promoting ideas of enlightenment, unity, and progress. Although the tsarist government soon shut down these publications, Avloni did not cease his activities. He continued his work in the newspapers “Sadoyi Turkiston”, “Turon”, and the journal “Kasabachilik Harakati”, making an invaluable contribution to the formation of Uzbek journalism. He regarded the press as a force that awakens the people, calling it “a lamp that illuminates the darkness of ignorance.”

Abdulla Avloni’s pedagogical activity formed the essence of his entire life. He viewed teaching not merely as a profession but as a sacred duty in service to the nation. In his lessons, he paid special attention to nurturing students’ independent thinking, patriotism, and moral purity. He considered expressive reading, emotional engagement with texts, and sincere communication between teacher and
student as essential components of the educational process.

In “Turkiy Guliston or Morality,” Avloni deeply analyzes the issue of human perfection. According to him, upbringing is the fundamental foundation of human life. He famously wrote: “For us, upbringing is a matter of either life or death, salvation or destruction, happiness or catastrophe.” Through these words, Avloni interprets upbringing not only as a personal matter but as a factor determining the fate of the nation.

In his works, he divides upbringing into four main directions:
The timing of upbringing – education must begin from early childhood;
Physical upbringing – a healthy mind is formed through a healthy body;
Intellectual upbringing – developing intelligence, striving for knowledge, and cultivating thinking;

Moral upbringing – instilling virtues such as honesty,
conscience, patience, and compassion.
Avloni’s pedagogical views were considered innovative approaches in his time. He regarded education and upbringing as inseparable concepts “like body and soul,” emphasizing that teaching and moral education complement one another.

The thinker viewed morality as the highest human virtue. In “Turkiy Guliston or Morality,” he divided human behavior into two categories: good morals and bad morals. Good morals include patriotism, cleanliness, courage, conscience, patience, and kindness, while bad morals include ignorance, anger, laziness, lying, and greed. Avloni supported these ideas with verses from the Qur’an, hadiths, and
the wisdom of thinkers such as Socrates, Aristotle, Ibn Sina (Avicenna), Sa‘di, and Bedil.

As an educator, Avloni sought to cultivate love for the mother tongue, respect for knowledge, diligence, and loyalty to the homeland among the younger generation. His poems and fables written for children possess strong educational value, fostering love for books, labor, and nature. In his poems about the Motherland, the poet depicts the homeland as a beautiful, generous, and prosperous land, instilling
a sense of pride and honor in children.

Avloni’s work “A Brief History of the Prophets and the History of Islam” was written in a religious-enlightenment direction, aiming to acquaint the younger generation with Islamic history and enrich their spiritual world. This work was widely used as a textbook for primary schools in its time. The thinker was not only a writer but also an active practical educator. During the 1920s and 1930s, Abdulla Avloni taught at the Teachers’ Seminary in Tashkent, the Faculty of Pedagogy, and the Central Asian University, where he trained many
young teachers. During these years, he compiled the textbook “Literature Chrestomathy,” thereby laying the foundation for the methodology of teaching Uzbek literature in schools.

Throughout his life, Avloni devoted himself wholeheartedly to the enlightenment of the nation. In recognition of his services, he was awarded the honorary title “Hero of Labor” in 1927 and “Shock Worker of Public Education of Uzbekistan” in 1930. His name is still remembered with great respect in the history of the Uzbek education system. Today, schools, streets, scientific centers, and a museum
at the Institute for Advanced Training of Teachers in Tashkent bear the name of Abdulla Avloni, honoring his invaluable contribution to education and enlightenment.

Abdulla Avloni regarded education as a powerful force leading the people toward freedom, culture, and progress. He emphasized the irreplaceable role of the teacher’s personality in educating the younger generation as well-rounded individuals. Therefore, Avloni can be regarded not only as a great figure of his own time, but also as one of the founders of the entire history of Uzbek pedagogy.

In conclusion, Abdulla Avloni is a great educator, poet, and enlightener who left an indelible mark on the spiritual and educational life of the Uzbek people. His views remain highly relevant not only for his own era, but also for the modern education system today. In his pedagogical activity, Avloni placed upbringing at the center of
human life, interpreting it as the most important factor in the nation’s prosperity and the development of society.

His work “Turkiy Guliston or Morality” is a masterpiece of Uzbek pedagogical thought. It addresses the issues of educating a well-rounded generation based on values such as moral integrity, aspiration for knowledge, patriotism, compassion, and humaneness. For Avloni, education and upbringing were inseparable concepts;
he highly valued the teacher as the most important figure shaping the future of the nation.

Even today, the ideas put forward by Avloni—humanism, moral education, loyalty to national values, love of knowledge, and the cultivation of independent thinking—are fully aligned with the main directions of modern education.

Therefore, the legacy of Abdulla Avloni stands as the foundation of Uzbek pedagogy and an inexhaustible spiritual source in the upbringing of the younger generation.

References
Zunnunov, A. (2004). History of Pedagogy. Tashkent.
Dolimov, U. Abdulla Avloni as the Founder of Uzbek Pedagogy of the National Awakening Period.
Ziyouz. (n.d.). Retrieved from www.ziyouz.com

Daminova Sevinch Tuychi qizi
Daminova Sevinch Tuychi qizi was born in 2006 in Shahrisabz district, Kashkadarya region, Uzbekistan. She graduated successfully from Secondary School No. 72 in Shahrisabz district, Kashkadarya region. Since 2023, she has been a student of the present-day National Pedagogical University of Uzbekistan.

During her academic journey, she has distinguished herself through her high level of activity, strong interest in science, and initiative. She has carried out volunteer activities at the Pinnacle Science Republican Scientific Center, contributing to the promotion of scientific research among young people.

Sevinch Daminova is the author of scientific articles published in prestigious journals of countries such as the United States, Singapore, and Russia, which reflects her recognition at the international level as a young researcher. She is the holder of more than 50 diplomas and certificates and has actively participated in
numerous national and international competitions.

In 2025, she became the recipient of the “Future Star” Statuette, organized on the scale of the Commonwealth of Independent States. She has also been awarded the “Advanced Generation” badge and the “Devoted to High Science” badge. In the “Mosaic of Nations” competition organized by the Jadids International Scientific
Research Association, she won first place and was awarded the “Friendship” badge.

She is the author of a number of poems and international scientific articles, successfully combining creativity and scientific research. She is a determined and ambitious young scholar who aims to contribute to the development and prosperity of her country in the future.

A RIGHTEOUS DAUGHTER’S PRAYER

A thousand thanks to God, my endless prayer

For giving me a mother kind and rare

My crown in Heaven, Eden’s brightest part

My loveliest moments live within your heart, Mom

My faith, my pride, my honor standing tall

My greatest , mountain – you above them all 

When I take flight, you are my wings to soar

My finest song, my strength forevermore, Dad

Eshmatova Charos is one of the most inquisitive students, deeply studying linguistic theory, and a holder of international certificates. She was born on August 18, 2007 in Uzbekistan. She is studying at Denau Institute of Entrepreneurship and Pedagogy Fields of activity: in depth of study the Uzbek language, gaining detailed knowledge of Turkish languages, and Early Achievements and Educational Path. She has obtained a national certificate in Uzbek language and literature (B level) and holds several international certificates. She graduated from secondary school with excellent grades and achieved notable positions in several academic subject Olympics.

A SCHOLAR WHO LEFT A MARK IN MY FIELD (AL-FARABI)

Abstract: This article highlights the scientific legacy of Abu Nasr al-Farabi, a great thinker of the Eastern Renaissance, and his influence on the development of modern fields. The scholar’s ideas on logic, philosophy, education, and society are analyzed, with special emphasis on his role in the processes of speech, thinking, and scientific analysis. The article demonstrates the relevance of al-Farabi’s views to today’s scientific and practical activities and emphasizes that his legacy is an important source in the formation and development of my field.

Key words: Scholar, scientific heritage, thought, education, speech culture, Eastern Renaissance, logic.

The development of every field is closely connected with the research, scientific ideas, and heritage of great scholars who lived and created in their time. One of the scholars who had the greatest influence on my field is Abu Nasr al-Farabi, who was honored with the high title “Muallim as-Sani” — the “Second Teacher” of the East. Al-Farabi’s ideas about human thinking, science, and the development of society have remained relevant not only in his own time but also today.

In 941, the scholar began living in poverty in Damascus. Despite this, he continued to pursue knowledge and conducted research in philosophy and other sciences. He gained the respect and patronage of the ruler of Aleppo, Sayf al-Dawla Hamdanid (reigned 943–967), who was known as a supporter of scholars. Although the ruler invited al-Farabi to his palace, he preferred to live a free and independent life. Nevertheless, his life in Aleppo was productive, and he wrote many of his works there. Between 949–950, al-Farabi lived in Egypt and later returned to Damascus, where he spent the last years of his life. He was buried in the Bab al-Saghir cemetery in Damascus. According to available sources, al-Farabi wrote more than 160 works, although many of them have not survived. Even the existing treatises prove his greatness as a scholar.

Al-Farabi created during the early Middle Ages, in the period of the Eastern Renaissance, which was characterized by the growth of productive forces, the development of crafts, irrigation systems, the construction of new cities, and the flourishing of cultural and spiritual life. Trade expanded in the 9th–10th centuries, especially with India, China, Byzantium, and African countries. Although the period was not free from conflicts, al-Farabi’s philosophical views reflected both the achievements and the contradictions of his time.

One of his greatest contributions to science was interpreting and enriching the works of Greek philosophers with new ideas. Al-Farabi wrote commentaries on Aristotle and was known as a promoter and continuer of his natural philosophical ideas. He also commented on the works of Plato, Alexander of Aphrodisias, Euclid, Ptolemy, and Porphyry. Moreover, he was familiar with the works of Hippocrates, Epicurus, Anaxagoras, Diogenes, Chrysippus, Aristippus, Socrates, and Zeno, and had a deep understanding of Epicurean, Stoic, Pythagorean, and Cynic schools.

Al-Farabi developed a comprehensive classification of sciences, considered perfect in the Middle Ages. In his treatises “On the Origin of the Sciences” and “On the Classification of the Sciences,” he described nearly thirty fields of knowledge known in his time. One of his important ideas is his doctrine of the universal intellect and universal soul, which he considered eternal. According to him, the human soul and intellect do not disappear after death but unite with the universal intellect and soul. In this teaching, there are profound ideas about the eternity of the world, the immortality of human essence, and the continuity of human knowledge and spiritual culture. Al-Farabi also substantiated the rational method of knowledge and emphasized observation, debate, sensory perception, and scientific reasoning.

One of the qualities that made al-Farabi great was his boundless love for knowledge and his belief that knowledge is the main criterion of life. He created major works in logic, philosophy, music, mathematics, linguistics, and political science. His logical ideas later had a strong influence on European science and helped deepen the understanding of Aristotle’s works.

Why do we need al-Farabi?

First, because he established the fundamental principles of science in fields such as logic, philosophy, politics, music, pedagogy, and psychology. Much of modern scientific thinking is based on his ideas.

Second, because he presented ideas that lead humans toward perfection. His work “The Virtuous City” discusses the ideal society and the perfect human being, and its ideas about education, morality, and governance remain important today.

Third, because he unified knowledge by emphasizing the interconnection of all sciences, which forms the basis of modern interdisciplinary studies.

Fourth, because he teaches us how to think — to analyze logically, rely on evidence, and study knowledge systematically, which is essential for success in any field.

Fifth, because his legacy still addresses modern problems such as justice, governance, morality, and education, proving that his ideas remain timeless.

In my field — language, literature, and scientific analysis — al-Farabi’s greatest contribution is his scientific explanation of the relationship between thought and speech. Through logical categories such as concept, judgment, and conclusion, he developed a methodology for correctly understanding and interpreting texts. Today, concepts such as text analysis, argumentation, and logical speech are rooted in al-Farabi’s works. Furthermore, his ideas about society in “The Virtuous City” correspond to many aspects of modern democratic principles, and his views on education continue to influence modern pedagogy.

The scholar’s legacy strengthens my love for knowledge, deepens my thinking, and reminds me that every word and every idea must have a logical foundation. Al-Farabi teaches the eternity of knowledge and the limitless nature of human thought. Therefore, I consider it an honor to follow his path in my field and draw inspiration from his scientific heritage.

References:

1.National Encyclopedia of Uzbekistan, Vol. 1, “Farabi,” Tashkent, 2000, p. 412.

2.Jumaboyev, Y. From the History of the Development of Philosophical and Ethical Thought in Uzbekistan, Tashkent, 1997, p. 187.

3.Al-Farabi, The Virtuous City, Tashkent: Yangi Asr Avlodi, 2010, p. 164.

4.Yuldashev, M. Al-Farabi’s Philosophy and the Eastern Renaissance, Tashkent, 2005, p. 214.

Halilova Ruxshona Abdufattohovna was born on October 16, 2007, in Sariosiyo district of Surkhandarya region. She is currently a first-year student at the Denov Institute of Entrepreneurship and Pedagogy, Faculty of Philology, majoring in Uzbek Language and Literature. She holds a National Certificate in her native language. In addition, she has obtained more than 100 international and local certificates. She is a member of the Argentine “Science and Literature Writers” Association and has a membership certificate. Her articles are indexed on Google, and her creative works have been included in many anthologies. She has also participated in several prestigious competitions.

From a difficult time, strong people come out.

Strong people create a good time and from a good time, fools come out.

Sons of Turan

Soft winds caress the silent groves,
Along the roads thin pine rows rise.
A raven circles — distant envoy,
A lone horse wanders under open skies.

Here mountains stand and valleys widen,
Among a thousand lands on earth —
No place has ever been more precious,
No soil of greater sacred worth.

The ruins of forgotten cities,
Old fortresses of ancient days,
The lands once held by noble peoples —
Massagetae and Saka ways.

So many wars we fought for freedom —
No count can hold the tears we’ve known:
For land and honor, truth and homeland,
For sacred right to guard our own.

Here came the early Arab marches,
Met by lions proud and brave.
Here rode the khans of Genghis’ empire,
And blood was spilled in every wave.

Yet through the storms and burning ages,
Through iron will and destiny,
The sons of sacred Turan guarded
Their living flame of liberty.

From grief, from chains and bitter sorrow
Rose simple fighters, firm and strong.
Fathers and Jadids stood together,
Side by side where they belong.

Unbroken stands our spirit, rising,
High and steadfast through the years.
Wide-hearted, open, kind and noble —
The Uzbek people persevere.

Kholbekov Ozodbek Makhammatovich