Skinny Skyscrapers
1)
City cubicles
crying cells
2)present past
century crammed
3)
families forced
cloud capped
4)
window watchers
drone drills
5)
weakened walls
downward dumps
6)
sores spit
blood bombs
7)
changes coming
decisions done
8)
street singers
healing hearts
9)
river routes
easy escapes
10)
sea shores
promises prayed.
“Methodology of Teaching Time and Its Units of Measurement in Primary School Mathematics Lessons”
Urganch davlat pedagogika instituti
Boshlangʻich taʼlim fakulteti
“Boshlangʻich ta’lim metodikasi” kafedrasi mudiri
p.f.f.d.(PhD), dotsent Yusufzoda Shabnami Yunus
Urganch davlat pedagogika instituti
Boshlangʻich taʼlim fakulteti
Boshlangʻich taʼlim yoʻnalishi 3-bosqich 236-guruh
talabasi Jumanazarova Munojot Elmurod qizi
Annotasiya: Ushbu maqolada boshlang‘ich sinf o‘quvchilarini vaqt tushunchasi va uning o‘lchov birliklari bilan tanishtirish jarayonining metodik asoslari tahlil qilingan. Tadqiqotda o‘quvchilarda vaqt tushunchasini shakllantirish, uni turli didaktik usullar orqali mustahkamlash hamda o‘rgangan bilim va ko‘nikmalarni amaliyotda qo‘llay olishga yo‘naltirish yo‘llari yoritilgan. Shuningdek, maqolada vaqt o‘lchov birliklarini o‘qitishda samarali metodlar, dars jarayonida qo‘llaniladigan o‘yinli topshiriqlar va amaliy mashg‘ulotlarning ahamiyati asoslab berilgan. Natijada, boshlang‘ich sinf o‘quvchilarida vaqt haqidagi ilmiy tasavvurni shakllantirishning metodik tavsiyalari ishlab chiqilgan.
Kalit soʻzlar: Miqdorlar, vaqt tushunchasi, soniya (sekund), daqiqa (minut), soat, kun, tun, hafta, oy, yil, asr, ko‘nikma.
Annotation: This article analyzes the methodological foundations of introducing primary school students to the concept of time and its units of measurement. The study highlights methods for forming the concept of time among students, reinforcing it through various didactic techniques, and directing them toward applying acquired knowledge and skills in practice. The article also substantiates the effectiveness of using active teaching methods, game-based tasks, and practical exercises in teaching time measurement units. As a result, methodological recommendations for developing scientific understanding of time among primary school students have been proposed.
Keywords: Quantities, concept of time, second, minute, hour, day, night, week, month, year, century, skill.
Аннотация: В данной статье проанализированы методические основы ознакомления учащихся начальных классов с понятием времени и его единицами измерения. В исследовании освещены пути формирования у школьников представления о времени, его закрепления с помощью различных дидактических методов и направленности на практическое применение полученных знаний и навыков. Также обоснована эффективность использования активных методов обучения, игровых заданий и практических занятий при изучении единиц измерения времени. В результате разработаны методические рекомендации по формированию у учащихся начальных классов научного представления о времени.
Ключевые слова: Величины, понятие времени, секунда, минута, час, день, ночь, неделя, месяц, год, век, навык.
Human life is directly connected with the meaningful and rapid passage of time. Time flows continuously — it can neither be stopped, slowed down, nor reversed. Therefore, people perceive time relatively. As the President of the Republic of Uzbekistan, Shavkat Mirziyoyev, emphasized: “Time is life, and it does not wait for us.” Indeed, time is one of the most important quantities in human activity, expressing the duration and sequence of events.
Time is an inseparable part of human existence and is one of the most complex quantitative concepts to study. Children’s understanding of time gradually develops through daily activities and observations. The first perceptions of time begin to form during the preschool period. Time represents the sequence and duration of events, helping to determine their position in the past, present, and future.
This article highlights the methodological foundations of teaching the concept of time and its measurement units in primary school mathematics lessons. It also analyzes how to form students’ understanding of time, direct them toward practical activities, and effectively use visual aids and information technologies during the learning process. The proper use of digital tools increases students’ interest and helps them consciously comprehend the concept of time.
Main Part
As the great mathematician N. Wiener stated, “The main task of mathematics is to find the order hidden within the chaos surrounding us.” Indeed, mathematics helps to reveal the system and patterns hidden behind various forms of disorder in the world. In this process, correctly organizing time plays a crucial role. Therefore, teaching the concept of time and its measurement units to primary school students is of great importance.
In the early grades, the concepts of quantity and time hold a special place in students’ cognitive development. When teaching time measurement units, it is advisable to build students’ understanding through real-life examples, combining theoretical knowledge with practical application, since time serves as the main criterion for distinguishing events in daily life.
The smallest unit of time is the second, followed by minute, hour, day, week, month, year, and century. Among these, day and year are derived from natural phenomena, while hour, minute, and second were developed by humans through centuries of observation and research. The Earth’s rotation around its axis forms a day, while its revolution around the Sun forms a year, which consists of 365 or 366 days. The accumulation of six hours per year leads to one extra day every four years, resulting in a leap year. Over centuries, systematic observation led to the formation of the modern calendar system.
The division of one day into 24 hours is also based on ancient astronomical observations.
The main goal of studying time and its measurement units in primary school mathematics is to help students master the relationships between different units of time and to develop the ability to determine time using a clock.
�� Grade 1:
During the preparatory stage, students are introduced to the concepts of “before” and “after.” For example, using visual materials that depict the twelve months of the year, the teacher may ask:
In Grade 1, students also learn concepts such as morning, afternoon, evening, night, today, yesterday, and tomorrow. Using a classroom calendar, they begin to grasp the relationship between day, week, month, and year. The teacher may engage students in discussions such as:
�� Grade 2:
At this stage, students are introduced to the concepts of hour and minute, learning how to measure time using a clock, compare expressions of time, and perform related calculations. In addition to theoretical explanations, it is advisable to use model clocks for practical activities.
For example, by observing the clock face and moving the hands, students visually grasp the passage of time. The teacher can ask situational questions such as:
Additionally, using interactive exercises such as “funny clocks”—with colorful and variously shaped clock illustrations—can make learning more engaging. These activities help students develop skills in identifying time, observing changes in the clock hands, and distinguishing between different time intervals.
In the 3rd grade, the topic “Hours, Minutes, and Seconds” is used to explain the concept of time and its units of measurement. In this topic, students are introduced to the smallest units of time — the second and the minute — and develop skills in converting between them as well as performing addition and subtraction operations involving time.
Using practical examples related to students’ daily lives gives effective results when studying this topic. For instance, students may be given tasks such as “Determining the time they leave home and the time they arrive at school,” “Counting how many vehicles they ride,” or “Calculating how long each vehicle takes to reach its destination.”
Through such exercises, students learn to connect time measurement units with real-life situations and to analyze them independently. Based on this, they gain practical experience in performing operations involving time.
For example, the following exercise can be given:
“An electric train departed from the Southern Station at 8:25 a.m. and arrived at Khojakent Station at 9:10 a.m. How much time did the train spend on the way?”
By solving this problem, students develop the ability to determine time intervals and perform addition and subtraction operations with hours and minutes.
necha minut yo‘l yurgan?”
In the 4th grade, time measurement units are studied as a continuation and expansion of the topics covered in the 3rd grade. The following information is presented to students as a reminder:
| Time Units | Their Relations |
| 1 century = 100 years | 1 year = 12 months |
| 1 year = 4 seasons | 1 year = 365/366 days |
| 1 month = 30/31 days | 1 week = 7 days |
| 1 day = 24 hours (1 d = 24 h) | 1 hour = 60 minutes |
| 1 minute = 60 seconds |
When explaining that one century equals 100 years, it is effective to use real-life examples. For instance, the teacher may say: “A person who lives for 100 years is said to have lived for one century.”
When teaching that one year consists of four seasons, students are introduced to the names of the seasons — spring, summer, autumn, and winter — and learn that each season contains three months. Each season can be explained with the following distinctive characteristics:
Thus, students learn to distinguish between the seasons, understand their sequence, and remember the months associated with each one.
In addition, using modern information technologies increases the effectiveness of lessons. For example, showing video clips, animations, or interactive presentations related to time measurement units on a monitor or computer helps students retain information better. In this way, theoretical knowledge is effectively combined with practical demonstrations.
In primary school textbooks, such information is presented in a similar manner, which helps to gradually develop students’ thinking abilities step by step.
In conclusion, when teaching time measurement units to primary school students, it is most important to first develop a basic understanding of the concept. Some students may have only heard about time units at home, while for others the topic may be completely new.
Therefore, it is crucial to use visual aids, educational games, multimedia presentations, and video materials during the lessons. Such approaches help students grasp the topic more quickly, enhance their thinking abilities and observation skills, and broaden their worldview.
Moreover, it is necessary to systematically promote the culture of effective use of information technologies in general education schools.
The Savage Muse
There is no experience quite like sitting alone in a totally darkened barroom at 5 AM on a Sunday morning staring at the upturned legs of the barstools, drinking pints of Bass Ale, listening to the leaking faucet drip into the stainless-steel sink.
The second hand scans the face of the clock, smoke rings dissipate in the antique, hand engraved Harp Lager mirror behind the bar.
The barman considers the room; the beer puddles on the peeling linoleum floor, the mud-streaked foot sliding prints, the broken glass shards, the spent matches, the blackened cigarette ends, the twisted plastic drink sticks, the wadded paper napkins strewn everywhere amidst the general rubble.
The barman considers these details of his life quietly as he drinks his Bass.
The clock hands move, the water drips, this is chaos revealed, this is the silent hour, the quiet hour when all that remains are the smoking ruins after The Fall.
Ordering Details:
In the heat of the night the barman consolidates his orders.
Pours beers from chrome plated taps, shakes drinks one handed over his shoulder, cracks ice in the palm of his left hand with a mallet wielded by his right hand.
Considers his world.
Finds Poems:
Music Men
They heard
tunes in
their heads
no one else
would ever
hear
They were
so whacked
out on
where they
had come
from and
where they
were going
they didn’t
have any
time for
the here
and the now
They were
music men
lost in
the ozone
and their
plane was
coming down
so fast
you could
see the
spirals
in their
eyes
More quarters fall into the jukebox. The pin ball machines in the background are ringing, automatically totaling unknowable scores.
Working Details:
The barman is an extremely precise, particular man of habit.
All the tools of his trade: his bottles, glasses, fruit mixes, and the like must be exactly where they are meant to be all the time.
Whenever he assumes a shift, he scrupulously examines the subject and orders his material; creates an environment in which he may comfortably function.
Riders of the Purple Sage
Had that
well worn
world weary
look of
men who’d
spent too
much time
somewhere
people
shouldn’t
go
Said ” line
‘em up boys.”
as if this
were the
last chance
saloon
Creation Details:
In the heat of the night, the barman considers his room as if it were a blank sheet of paper; every crowd as a mass of unknowns which must be ordered and controlled.
It is the barman’s role to assign meaning to every detail, to every person, to everything that he sees
Downhill Racer
She didn’t
look like
the crazy type
but she kept
switching her
drinks as if
she didn’t know
what event
she’d signed up
for
All I knew
was she’d
better look
out
She was going
down the
hill way
too fast
The Savage Muse, Details:
Outlaw
He was
plenty heavy
alright
Had all
of those
classic
bad moves
you associate
with movie
bad guys
out West
I thought
maybe he
had a black
hat in the
trunk of
his car
Thought maybe
he carried
a gun
and knew
how to use
it
thought
maybe he
was after
my ass
just for
the hell
of it
As an artist, the barman has no time for motivations; his only concern is the effect of the cause.
Escaping Details:
The Tenth Victim
She had
the look
of a woman
waiting
for her
tenth victim
She wore
only enough
clothes to
keep her
from being
arrested
Had a long
thin scar
the length
of her
right fore-
arm
Asked me
for a Vodka
Gimlet
Up
Sat drinking
her 20 dollar
bill until it
was gone
watching the
door
Watching me
in case
he didn’t
show
The barman is an escape artist.
He lives out on the street unprotected, confronting his material head on, directly engaging in a vicious, psychic tug of war with his savage muse.
At the end of his nightly struggle, the barman watches the sun rise outside the darkened barroom drinking Bass Ale as the water drips in the stainless-steel sink.
He is always too numb and too tired to look for or to find poems.
Diplomatic Cooperation in Combating International Terrorism
Norqulova Nordona Abdurahim qizi
Qoraqalpog’iston qishloq xo’jaligi va agrotexnologiyalar instituti yurisprudensiya yo’nalishi 2-kurs talabasi norqulovanordona@gmail.com
Annatatsiya ushbu maqolada xalqaro terrorizmga qarshi kurashishda davlatlarning diplomatik hamkorlik yo’llari va usullari tahlil qilinadi. Tadqiqotda xalqaro terrorizmga qarshi kurashishda davlatlarning o’zaro diplomatik , ijtimoiy, iqtisodiy va siyosiy jihatdan hamkorliklarining rivojlanishi va bu orqali terrorizmning ta’sirini ancha kamaytirish yo’lari va usullari ochib beriladi.
Kalit so’zlar xalqaro terrorizm, siyosat, davlat boshqaruvi, terrorizm, davlat, xalqaro huquq, diplomatik hamkorlik, globallashuv.
Abstract This article analyzes the ways and methods of diplomatic cooperation of states in the fight against international terrorism. In the study, the development of mutual diplomatic, social, economic and political cooperation of states in the fight against international terrorism and ways and means of reducing the impact of terrorism will be revealed.
Key words: international terrorism, politics, state administration, terrorism, state, international law, diplomatic cooperation, globalization.
Aннотация В статье анализируются пути и методы дипломатического сотрудничества государств в борьбе с международным терроризмом. В исследовании будет раскрыто развитие взаимного дипломатического, социального, экономического и политического сотрудничества государств в борьбе с международным терроризмом, а также пути и средства снижения воздействия терроризма.
Ключевые слова: международный терроризм, политика, государственное управление, терроризм, государство, международное право, дипломатическое сотрудничество, глобализация.
International terrorism is a broad concept. It refers to a large-scale threat aimed at disrupting inter-state political and social order by carrying out terrorist acts in various countries. Emerging in the 1960s, it developed significantly toward the end of the twentieth and the beginning of the twenty-first centuries.
International terrorism is a form of activity intended to inflict harm on one or several countries to achieve political or economic objectives. Its main goals are to destabilize government administration, cause economic and political damage, undermine the foundations of the social order, and violate human dignity, honor, and rights.
The main characteristics of international terrorism include globalization, professionalization, and reliance on extremist ideology. To achieve their goals, terrorist organizations actively use mass media and social networks.
International terrorism not only poses a threat to international legal order and political relations among states but also negatively affects the development of several countries.
The issue of combating international terrorism was first discussed at the international level in 1934 within the League of Nations. This discussion was prompted by the assassination of Yugoslav King Alexander I and French Prime Minister Louis Barthou in Marseille on October 9, 1934.
At that time, the main forms of terrorism included hostage-taking, hijacking of civilian aircraft, and political assassinations. The most powerful and dangerous international terrorist organization of that era was the Palestine Liberation Organization (PLO), established in 1969 under the leadership of Yasser Arafat.
In the late 1960s, the Soviet Union (USSR) recruited members of national movements worldwide who adopted terrorist tactics and trained them in special camps.
After the September 11, 2001, attacks, when Al-Qaeda terrorists targeted several facilities in the United States, international terrorism grew even stronger.
According to experts, more than 20,000 terrorist acts have been committed to date, resulting in hundreds of thousands of casualties and victims — most of them civilians.
International terrorism is one of the most dangerous and serious global problems for all states. To prevent this threat, several countries have joined forces and are cooperating.
Recently, a conference was held within the Shanghai Cooperation Organization (SCO), attended by representatives of SCO member states, observer countries, dialogue partners, the SCO Secretariat, and other international organizations.
During the conference, participants exchanged views on pressing issues related to countering the modern threats and dangers posed by international terrorist organizations. They shared advanced experiences in combating terrorism and extremism, emphasizing that terrorism in all its forms poses a serious threat to peace and security.
Attention was drawn to the fact that terrorist organizations are attempting to acquire new types of weapons and military equipment, geolocation and satellite communication tools, and are increasingly using unmanned aerial vehicles (drones), artificial intelligence technologies, and information and communication technologies to carry out terrorist activities.
The Islamic State (ISIS) terrorist organization has shifted to a decentralized network-based operational model, leading to new threats and challenges — particularly in the Middle East and Afghanistan — where the security situation has deteriorated.
It was noted with concern that international terrorist groups entrenched in Afghanistan are approaching the borders of SCO member states and that their members, upon returning to their countries of origin, are reactivating dormant extremist cells.
During the discussion, the participants also emphasized the need to strengthen international cooperation to counter the use of the Internet for terrorist purposes and to prevent the spread of extremist ideologies online. [2]
On March 3–4, 2022, an international conference titled “Regional Cooperation of Central Asian Countries within the Framework of the Joint Plan of Action for the Implementation of the UN Global Counter-Terrorism Strategy” was held in Tashkent.
In his speech at the United Nations, the President of Uzbekistan noted that effective cooperation was being carried out to ensure security in Central Asia and acknowledged the successful implementation of the UN Global Counter-Terrorism Strategy in the region.
The President stated:
“We support holding an international conference dedicated to the ten-year results and future prospects of the Regional Joint Plan within this Strategy.”
In addition, several legislative acts have been adopted in Uzbekistan, including:
At the Tashkent International Conference, the unique experience of Central Asian cooperation in implementing the UN Global Counter-Terrorism Strategy was presented. Participants also discussed international and regional efforts to combat terrorism.
Within the “Development Strategy” of the Republic of Uzbekistan, under the 6th priority area — “Developing effective mechanisms to combat extremism and terrorism” — several measures have been implemented, including:
Uzbekistan supports the UN Global Counter-Terrorism Strategy and has ratified 14 international conventions and protocols related to countering terrorism and religious extremism. [4]
In conclusion, terrorism today negatively affects sustainable development and the well-being of many countries worldwide. Its impact can be observed in political, economic, and social spheres.
A state that is not peaceful and stable can never achieve development in any area. To eliminate this threat, countries are joining forces and assisting one another in this common struggle.
For example, the international community, together with Uzbekistan, is actively helping the people of Afghanistan, and Uzbekistan plays a significant role in these humanitarian and peace-support operations.
Writer of Destiny
Write something bright for those who experience a thousand deaths each day.
Write some smiles for those whose pillows are moist with tears each night.
Write a few pure moments of love for those who could never call anyone their own.
Write a few droplets of soothing dew on their lips.
Write true happiness in their pounding hearts.
Write the fulfillment of unrealized dreams in their eyes.
Write floral bracelets of joy for their soft hands.
Write swinging earrings of solace for their ears.
Even if you write nothing else, dear Lord,
You must write freedom for them
Daughters Are Also Sold
In the era of ignorance, it was heard
That they were often discarded.
Mothers would abandon them, and fathers would cast them away
To a distant place where deep wells would swallow their cries forever.
Even today, this tradition persists
In my country,
In remote, desolate regions,
Where the poison of poverty seeps through families.
When a little daughter dons a crimson dress,
She becomes invincible.
All her dreams remain tethered to her tiny feet,
But alas, her laughter never returns.
Her emotions are bartered away,
Her precious eyes lose their value,
And she herself is sold without a price.
I’m like a star
Give me the freedom to write my own story.
My tears show me the true way.
I am like a star that shines brightly to show the way.
I am like a bird that cannot be caged.
I am like the fire that burns inside all of us.
I am like the raindrop that write its own fate
I am the ray of sunshine that sets everything aglow.
I am like the fragrance that scents the entire world
**Pakistan’s Young Shining Star: Anila Bukhari – A Beacon of Intelligence and Inspiration**
**Biography of Anila Bukhari**
Anila Bukhari is a remarkable Pakistani visionary, humanitarian, and author whose brilliance and compassion have captured the world’s attention. Hailing from the esteemed Sunni Syed family of Naqvi Bukhari tribe in Punjab, Pakistan, she has emerged as a shining example of youth leadership and empowerment on the global stage.
From her early years, Anila demonstrated extraordinary intelligence and a passion for poetry, creativity, and service. Her innate kindness, coupled with her strong family values, fueled her lifelong mission to uplift women, children, and communities worldwide.
A celebrated children’s rights advocate and recipient of numerous humanitarian awards, Anila is also an accomplished author whose inspiring books—highlighting themes of women’s empowerment—are housed in the Library of Congress in the USA. Her influential writings include features on prominent figures like Melinda Gates and Oprah Winfrey, reflecting her international reach.
As the founder of **Women Leader Hub**, Anila has organized over a hundred seminars, events, and award ceremonies dedicated to empowering women and nurturing leadership. Her entrepreneurial spirit is evident through her ventures, which promote women’s talents and personal stories, creating platforms for voices to be heard.
Notably, Anila won 1st position in Italy among 41 countries, showcasing her exceptional talent and international recognition. She is also the founder of **”No More Bride, Just Shine”**, an initiative celebrated annually with support from the European High Commissioner, advocating for women’s dignity and independence.
Her dedication extends beyond her country, collaborating with more than 250 students worldwide to foster cultural exchange and global understanding. Through partnerships and e-twinning programs, she promotes innovation, education, and unity across borders.
Anila actively mentors young leaders, conducts workshops on e-safety, graphic designing, poetry, and art, and empowers widows through candle-making courses—striving to build sustainable futures for marginalized communities.
Her unwavering commitment to service and education, coupled with her global influence, makes Anila Bukhari a true young shining star. Her inspiring journey continues to motivate countless individuals to dream big, serve selflessly, and lead with integrity, making her a beacon of hope and change for generations to come.
Andrew Brindle (plain)
Christina Chin (italic)
after the sirens
slogans and marches
a breath, then a choice
decisions made without
parliament consent
voices echo
through algorithms and bots
truth grows silent
chips export ban
see you at the new low
screens glow of wars
streamed in high definition
who can look away
they blame the victim
and praise the aggressor
borders close
yet the seasons change
and the river flows
stopping deportations
because they need workers
rich men dream of Mars
yet here, our hopes
burn in the dust
no funds for
the homeless
Θέμα:
الغَيث الماطِر
مرَّ عليَّ مرورَ السحابِ الثِّقالِ
المحمَّلِ بالغيثِ الماطرِ
أَسكبُ عليَّ العلمَ منهمراً من مَجمعِ البحرين
أسماؤُك الحسنى منبري
فيضُ حروفِك يتجلَّى لغةَ العرفانِ
وأحاديثُ قدسيّةٌ موثَّقةٌ في كتابِ النور
أُحدِّثُ خليلَ الروحِ عنك الذي يفهمني بلغةِ أهلِ السماءِ
لكنه يُصنِت ويصمتُ كأنَّه قدِّيسٌ في معبدِ النور
لأنَّه يعلمُ أنَّه لا يستطيعُ أن يُجاريني في الكلام
أُحبُّه وأبتغي منه الوصال
فهو وطنٌ لروحي المغتربة
وسط زخمِ الأرواحِ
التي لا أرى فيها سوى الظلام
إلهي، أسألك أن ترشدني بوحيك وإلهامك
فقد تغيَّرت نظرتي عمَّن حولي
وأنا الآن أنتظرُ منك الجواب
على أعظمِ سؤالٍ بيني وبينك:
من هم الوزراءُ الثمانية؟
تُسافر مهجة روحي إليك ترفرفُ
كأجنحةِ الحَمام، بمنسكي القائم
في عالمِ الرَّحْموتِ والجَبَروت
صلتي بك؛ العبدُ يناجي ربه الملك العظيم
أُسافرُ في رحابِ ملكِك المخفي
إلى عالمِ الملكوتِ بوعي الأنبياءِ
أتهيأُ لأنطقَ بلغةِ أهلِ السماءِ
وأشهدُ أنَّ يومَ لقائنا الموعودِ
شاهدٌ ومشهودٌ
القصيدة بقلم الشاعرة الأميرة الهاشمية دنيا صاحب – العراق
The Rain of Grace
He passed by me like the heavy clouds,
laden with the rain of divine mercy.
He poured upon me knowledge, cascading
from the confluence of the two seas.
Your Most Beautiful Names are my pulpit,
and the radiance of your words manifests
as the language of divine gnosis.
Your sacred utterances are inscribed
in the Book of Light.
I speak to the beloved of my soul about You —
the one who understands me
in the language of the dwellers of Heaven.
Yet he listens in silence,
as though a saint within the Temple of Light,
knowing he cannot rival my speech.
I love him, and I seek union with him,
for he is the homeland of my exiled soul
amid the tumult of spirits
where I see nothing but darkness.
My Lord, I ask You to guide me
through Your revelation and inspiration,
for my vision of those around me has changed,
and now I await Your answer
to the greatest question between us:
Who are the eight ministers?
The essence of my soul travels to You,
fluttering like the wings of a dove,
toward my sanctuary standing firm
in the realms of Mercy and Might.
My bond with You —
a servant confiding in his Sovereign, the Almighty King.
I journey through the vastness of Your hidden dominion,
into the world of the Kingdom of Light,
with the consciousness of prophets.
I prepare myself to speak
in the language of the people of Heaven,
and I bear witness that
the day of our destined meeting
is both the Witness and the Witnessed.
Poem by the Hashemite Princess and Poet
Donia Sahib – Iraq