First, a few announcements.
Sandra Tabac invites poetry and art submissions for an international Hands of Love anthology.

Also, The Arab Poets Forum has recently published the book “Alphabet of Pain… Letters Bleeding Meaning”, a remarkable poetic encyclopedia featuring 212 poets from around the world, presented in two volumes spanning 800 pages.

The cover artwork is created by Iraqi visual artist Nada Askar, and the cover design is by Lebanese artist Layla Beiz Al-Mashghariya. Several Synchronized Chaos contributors, including Taghrid Bou Merhi, Mirta Ramirez, Eva Petropoulou Lianou, Dildora Xojyozova, Binod Dawadi, and Kujtim R Hajdari, are published in this collection.

Now, for this month’s first issue, Where Memory Meets Tomorrow.

This issue is beautiful, rich, and international. There’s a strong throughline of memory, devotion, identity, and renewal running across continents and genres.

For this month’s first issue, we are proud to present a collection of voices that span styles and topics, each offering a meditation on what it means to live, remember, and hope.

Vo Thi Nhu Mai opens with a heartfelt tribute to her mother, honoring the quiet love and lifelong dedication of a teacher. From Uzbekistan, Orzigul Ibragimova calls her people forward with intelligence and determination, while Namozova Sarvinoz Erkin qizi explores the nation’s ongoing transformation toward an eco-friendly, energy-efficient future. Sevara Abduxalilova reflects on the legacy of Mirzo Ul’ugbek, the great Central Asian astronomer whose vision still resonates across time, as Botirova Gulsevar Muzaffar qizi honors political leader and poet Zahiriddin Muhammad Babur, known for promoting education and national development. Munisa Islomjonova celebrates her native Uzbekistan through verse.

The power of words themselves comes into focus in Harinder Cheema’s celebration of poets as messengers of peace and inspiration, echoed by Soumen Roy’s prayer to poetry as a source of healing and transcendence. Jamoliddinova Dilnozaxon Mirhojiddinovna discusses how countries and social groups form communication and speech traditions. Olimova Shahina Botirjon qizi discusses strengths and weaknesses of different methods for teaching foreign languages. Hamdamova Sevara Saidmurodovna outlines modern philological theory about the power of language beyond literal meaning. Türkan Ergör sharpens her focus to highlight the pain of a world without trust and truth. Rev. Dr. Jitender Singh speaks to human unity across race, color, nationality, or creed. Manik Chakraborty and Mesfakus Salahin and Mahbub Alam each issue urgent calls for peace, reminding us of our shared humanity in a fractured world. Graciela Noemi Villaverde depicts the pain of words felt but never sent. Christina Margeti speaks to war and childhood, what humanity destroys and what we strive to protect. Faleeha Hassan reviews Saudi directors Meshal Al-Jaser and stars Adwaa Badr and Yazeed Al-Majioul’s film “Naga” (Purity) which, through the tragedy of a betrayed and rebellious young woman, shows the weight of a society imploding upon itself as it punishes the existence of femininity. Asadullo Habibullayev brings violence down to a smaller scale, reminding us that how we treat each other at the interpersonal level matters. At the same time, poet Nilavronill decries how poets have failed to stop the world’s violence with their words.

Themes of love and devotion weave throughout the issue. Sandro Piedracita reflects on the distinction between selfless love and possessiveness, while Eva Petropoulou Lianou honors the tender, enduring bond between mother and child. Nazokat Jumaniyozova offers a moving elegy for her grandfather, and Danijela Ćuk pays tribute to Eva Petropoulou’s tireless support of fellow writers. Saparboyeva Laylo Xajibay qizi relates a folktale-like story of grief, justice, fate and renewal. Joseph Ogbonna expresses his spiritual devotion in the Easter season and his thanks for Christ’s humble sacrifice. Maqsudova Anora Alisherovna’s poem urges heartfelt sincerity and reflection when people observe Ramadan. Sarvinoz Bakhtiyorova relates the tale of a now-adult son who sacrificed his own body for his mother. Jahongir Murodov expresses his tender care and respect for his mother. Xojamurodova Nigina urges sensitive souls to continue loving and not lose heart in a brutal world as Ms. Kim Sun Young shares how longing for a lost love is persistent, like a weed in her heart and Do’sanova Dilnoza Xolmurod qizi reflects on heartbreak and regret.

Other contributors turn toward time, myth, and the natural world. Ananya Guha evokes deep, mythic landscapes, while Sayani Mukherjee and Lan Xin draw on the imagery of spring—its motion, memory, and rebirth. Ankica Anchie Biskupović finds unity in flowing water, and Elaine Murray immerses herself in nature’s quiet revelations. Ms. Koo Myongsook reflects in stillness on a mountain as a metaphor for life. David Kokoette’s desert journey and Duane Vorhees’ meditation on absence and longing remind us of the inner landscapes we all traverse. Maja Milojkovic laments the steady decline of her powers due to old age. Aziza Jorayeva expresses heartbreak, loneliness, and grief. Dr. Prasanna Kumar Dalai speaks to autumn, night, longing, and confession. Siyoung Doung expresses the mystery of our existence and the beauty of finding small moments of beauty and meaning. Dr. Tomasz Laczek urges us to make the most of the lives we have and live for something that matters.

This issue also engages with contemporary life and its tensions. Abdumaxamediva Gulchexra looks at the positive and negative effects of American cultural influence on traditional Uzbek culture. Patricia Doyne sharply critiques the current U.S. administration, while Bill Tope employs satire to confront its institutional excess and brutality. J.K. Durick reflects on individuals navigating vast, impersonal systems, even systems invented for fun, such as professional sports, engaged yet estranged. Peter Cherches plays the absurdist blues for us in his poem that’s equal parts exile ballad, street song, and darkly comic cabaret. Christopher Bernard kicks off the first installment of his children’s story Otherwise, with a mixture of philosophy, mystery, and middle-grade energy.

Science, education, and personal determination appear in compelling ways. Urokova Nargiza discusses ways to protect against new types of viruses. Jorakulova Gulshoda Uchqun qizi examines disease detection through the lens of blood cell analysis, while Abduhalilova Sevdora Xayrulla qizi advocates for reconnecting physical education with nature. Nabiyeva Xilolaxon Axrorjon qizi discusses how to make fuel composition less toxic and more environmentally sustainable. Choriyeva Oynur analyzes the role of music in helping students concentrate and learn. Anarboeva Madina Ulmas qizi highlights her accomplishments in the Uzbek national sport of kurash. Laylo Yo’lbarsova highlights the role of personality in determining suitability for different careers. Priyanka Neogi asserts her self-determination, strength, self-respect, and independence. Maxsudbekova Farogat Izzatbek qizi valorizes self-assurance, personal dignity, and individuality. Toshmamatov Javohir tells a story of perseverance through the journey of a computer science student, Jumayev Akmal G’ulom o’g’li discusses ways to get young people more involved in shaping the future of Uzbekistan and to help them take their place in the workplace, and Gulhayo Abduqahhorova considers the choices that shape life after college.

Artistic memory and cultural reflection round out the issue. Mark Young presents his signature altered geographies, while Brian Michael Barbeito revisits the world of hockey through personal recollection. Mykyta Ryzhykh captures the intensity of first awakenings—moments that divide life into before and after. Jacques Fleury offers a haunting vision of beauty, resilience, and power embodied in a goddess who still fades from view while he can only watch. Ms. Im Sol Nae looks at death not merely as an ending, but as a transformation, a communal aesthetic experience.

Finally, editor Cristina Deptula contributes a review of No One Dreams in Color by John Biscello, a work that meditates on consciousness, grief, the creative process, and the fragile boundary between reality and imagination.

Together, these works form a tapestry of voices, which are urgent, reflective, and deeply human. They remind us that across distance and difference, we are united by our search for meaning, our capacity for love, and our enduring hope for renewal.

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Methods of teaching foreign languages

Olimova Shahina Botirjon qizi 

 Uzbekistan State World languages university.

 Abstract. Foreign language teaching has developed in past few years as a result of the advancement of new digital and technological devices  as well as  the interaction of artificial intelligence. This article explores several both  contemporary and traditional methods and approaches to teach international students, such as analysis of Grammar Translation method and Communicative language approach.Each approach and method is analyzed in terms of theoretical basis, effectiveness and practical implementation. Additionally, this article emphasizes on both advantages and disadvantages associated with these methods, taking account on students autonomy, current trends in learning language. 

Key words: interactive methods, student-centred, intercultural competence, pedagogical practices, teacher-centred, student interaction.

Introduction. Foreign language education is crucial in today’s fast-pasted world, where multilingualism is seen as a main concept of both personal and professional success. Language acquisition is a complex process, and educators should be devised with multiple and interactive methods to navigate students. Over the years, teachers have tested numerous methods to find most suitable and applicable approaches to teach students. This article provides suitable and interactive methods of teaching foreign languages and examines their principles and practical implementations. 

Methodology. 1.Grammar Translation Method. 

Grammar Translation Method is commonly used in traditional classroom, teachers teach grammar rules through using both native and foreign language. This method is mostly appropriate for beginner and elementary students because they are in primary stage in learning language. Grammar Translation Method is not new, it has been used by teachers for many years. It was called Classical Method since it was first used in teaching classical languages: Latin and Greek. In 20^th century, the method was used for the purpose of aiming students to read and comprehend the text in foreign language. It was supposed that through teaching grammar rules of target language students become more familiar with grammar of both native language and foreign language, that this familiarity could enhance their both reading and writing skills.  

Positive sides of GTM:

1. Enhances reading and writing skills. GTM is very effective for overall understanding of texts, especially in literature. Students will be able to interpret various level of complex grammar sentences without any difficulty.
2. Expands vocabulary source. During learning foreign language with GTM, students come across different words and find their meaning if they don’t understand. It helps to learn meaning of new words both in native and target language. 
3. Easy application. GTM does not require any special equipment and atmosphere for teaching. Teachers could use this method in large classroom without difficulty. 
4. Increase analytical thinking. During the lesson, students learn to analyze different structures, that helps to enhance their cognitive and problem-solving skills. 

Negative sides of GMT:

1. Lack of speaking practice. GTM is mainly focuses on grammatical rules, that is why students rarely practice speaking and they can not communicate in real-life situations. 
2. Overemphasis on Grammar. Students practice grammar too much, it makes the lesson boring as well as limits the development of practical skills: listening and speaking. 
3. Decrease student’s motivation. Students can not see any improvement in their practical skills, such as speaking, because of it they may lost their interest in learning language. During the real life, students want to show their knowledge with speaking in foreign language, however if they only learn grammar rules, they may not capable of communicating. 
4. Communicative language teaching. CLT aims broadly to make communicative competence the goal of language teaching. This approach mainly focuses on speaking and real-life communication skills in target language. Students need to know how to speak fluently and efficiently in front of people and how to use language for both educational and practical purposes. CLT introduces language functions and practical applications of target language. The teacher facilitates communication in classroom, the role of teacher is to create situations that force students to apply language in speaking.  CLT can be used with authentic materials, language games, role-plays, stories, scrambled sentences. 

Positive sides of CLA:

1. Student-centred learning. CLT gives an opportunity to show student’s own potential and speaking skills. Learners actively participate in debates, discussions, role-plays and through these activities they will practice speaking. 
2. Integration of skills. During CLT approach, students do tasks which are devoted to listening, reading, writing and speaking skills. This helps them to learn all skills together, increase general knowledge in target language. 
3. Makes learning environment engaging and interactive. Through teaching with CLT, teachers motivate to be engaged in lesson with using different tasks, such as role-plays. While participating in role-play, students try to adapt to scene and communicate with their classmates. Besides, students do roles, as well as dress for the scene. It makes the lesson more captivating and students learn to how to communicate in different situations. 

Negative sides of CLT:

1. Difficulty in large classroom. Teachers could not do any special tasks in large classroom, because of limited time. CLT tasks requires more time and teachers may not manage the time. 
2. Requires skilled and trained teachers. For using CLT teachers should have good communication skills, and they need to be well-trained. In CLT, students focus on communication skill, but teachers should correct their mistakes carefully without interrupting student’s speech. This require both experience and knowledge.
3. Not all levels are ready for CLT. Some students, especially, beginners and elementary group students could not able to speak fluently. They do not have enough vocabulary source and confident to speak. Teachers may face difficulty in attracting all students to lesson.

Result and discussion. A total of 40 students participated in the study and were divided into two groups: a group trained using Communicative Language Teaching (CLT) and a group trained using the traditional (Grammar-Translation Method). Data were collected through questionnaires, observations, and tests. According to the results of the questionnaire, 70% of the participants considered the CLT method to be more effective, while 30% of the students preferred the traditional method. Students who studied using the CLT method were more active in the lesson and actively participated in group discussions. The results of the observation showed that in the class where CLT was used, students tried to express their thoughts freely, and about 60% of them actively participated in oral communication. At the same time, 20% of the students made grammatical errors, but this did not significantly hinder their communicative activities. On both written and oral tests, students in the CLT group scored an average of 86%, while students in the traditional group scored an average of 62%. This difference suggests that the CLT approach is more focused on the practical application of students’ knowledge.

Conclusion. The results of this study showed that the Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) approaches have their own advantages and disadvantages. The GTM method is effective in in-depth study of grammar rules, written translation, and understanding of language structure. However, this method does not provide sufficient opportunities for developing speaking and listening comprehension skills. CLT, on the other hand, is characterized by involving students in real communication, developing their oral speech, and increasing their communicative competence. According to the results of the study, the CLT method increases students’ activity and develops their ability to use the language practically. At the same time, grammatical accuracy can sometimes take second place in this method. In general, both methods have their place, with GTM being effective in strengthening grammar and academic knowledge, and CLT in developing communicative skills. Therefore, it is advisable to combine these two approaches in the educational process.. .

An article about Anarboeva Madina Ulmas qizi

Talented athlete in the national kurash sport – Anarboeva Madina Ulmas qizi

Anarboeva Madina Ulmas qizi was born on January 22, 2010, in Avliyo village, Uzunbuloq QFY, G‘allaorol district, Jizzakh region. She is currently a 10th-grade student at School No. 33 under the G‘allaorol District Department of Preschool and School Education.

Since 2022, Madina has been actively practicing the national sport of kurash at the G‘allaorol District Sports School No. 1. Under the guidance of her coach Ravshanov Abdusalom, she has improved her skills and achieved high results in a short period of time.

During her sports career, she has achieved several successes. In particular, she became the champion of the Jizzakh region and confirmed her regional championship again in 2025.

One of her most significant achievements was winning 1st place in the 57 kg weight category at the Uzbekistan Championship held in Andijan from May 1 to May 4, 2025, becoming the national champion. With this victory, she earned a ticket to the Asian Championship.

From July 31 to August 5, 2025, at the Asian Championship held in Geosang, South Korea, she won 2nd place in the 57 kg weight category, demonstrating her talent on the international stage as well.

Currently, Anarboeva Madina Ulmas qizi is a member of the Uzbekistan national team. She is also a candidate for the title of Master of Sports of Uzbekistan.

Her hard work, discipline, and determination make her one of the promising young athletes in the sport of national kurash.

REGRET

My heart has filled with endless regrets,

Even my tears have washed away my pains.

I try to forget, counting passing years,

Yet look—half a heart still beats within my chest.

The winds have scattered all my sorrows wide,

How cruelly you have treated love—what a sin.

My aching heart is torn into pieces inside,

Yet look—half a heart still lives within.

They promised love, but all their vows were lies,

They fooled a simple girl with burning dreams.

Only when hearts were wounded did they realize,

Yet look—half a heart remains, it seems.

Do‘sanova Dilnoza Xolmurod qizi was born on June 21, 2006, in Xalqobod, Qiziriq district, Surkhandarya region. She is of Uzbek nationality.

In 2013, she was admitted to the 1st grade of School No. 25 in Qiziriq district, Surkhandarya region. During the 2021–2022 academic years, she studied at a specialized boarding school for in-depth study of selected subjects in Qiziriq district.

In 2024, she graduated from School No. 25 with excellent grades. In the same year, she was admitted as a first-year student to the Faculty of Philology and Language Teaching (Uzbek language, part-time program) at Renaissance Educational University in Tashkent. Currently, she is a second-year student.

Also in 2024, she began working as the head of the Mother Tongue and Literature club at the “Kelajak” center in Qiziriq district, Surkhandarya region. She is a beloved teacher of more than 60 students.

Since 2019, she has been engaged in writing poetry. As a result, she has achieved honorable places in many competitions. The number of her diplomas and national (and international) certificates exceeds 100.

Choriyeva Oynur

Uzbek State World Language University, Faculty of English Philology, 2nd-year student

The Impact of Music on Study Efficiency

Choriyeva Oynur

Uzbek State World Language University

English Philology Faculty, 2nd-year student

Annotation.

This article explores how music influences students’ study efficiency. It discusses the positive effects of listening to music—such as improved concentration, reduced stress, and enhanced mood—and examines how different types of music affect learning outcomes. The article also highlights potential disadvantages, including distraction and decreased focus when listening to high-tempo or lyrical music. The aim is to identify how students can use music as a supportive tool to improve academic performance.

Key words: music, concentration, study efficiency, cognitive skills, learning, memory, productivity, supportive tool,academic performance.

Introduction.

Music plays a deeply influential role in the everyday lives of young people, particularly students who rely on it not only for entertainment, but also as a powerful tool for relaxation, motivation, and emotional balance. In academic settings, many students turn to music to create a comfortable study environment, improve their mood, or reduce stress during demanding learning tasks.

Scientific research supports these observations, showing that music can activate several key regions of the brain involved in attention, memory formation, and emotional regulation. For example, certain types of music stimulate neural pathways that enhance concentration and support cognitive processing, allowing learners to engage more effectively with their academic work.

Main Body.

Music is a universal language that connects people from diverse backgrounds and cultures. Beyond serving as a source of entertainment, it also functions as an effective therapeutic tool, influencing human emotions and cognitive processes. Researchers note that music activates the hippocampus, a part of the brain responsible for generating attachment-related emotions, which allows music to support social bonding and emotional connection (Koelsch, 2014). Additionally, music encompasses a wide range of genres, each with its own structure, rhythm, and characteristics. Because every genre appeals to different preferences, the influence of music varies from one individual to another.

The impact of music on students’ concentration and attention span has long been debated. Although many students believe that listening to music makes studying more enjoyable, psychological research suggests that music may sometimes be more distracting than beneficial (Mercer, 2021). However, due to the widespread use of music among high school and university students, understanding its role in learning has become increasingly important.

This research emphasizes the relationship between music and concentration, exploring how musical preferences, cultural background, and genre differences shape students’ study habits. The findings highlight that the effects of music are not universal—what helps one student focus may distract another. Therefore, evaluating the potential benefits and drawbacks of listening to music during study sessions is essential for improving concentration and academic performance. Since current evidence across studies remains inconclusive, further research is needed to draw clearer conclusions about how music influences learning efficiency.

1. Positive Effects of Music

Many students say that music helps them during their study sessions. One of the main reasons is that it can improve concentration. Soft and slow music in the background reduces outside noise and helps students stay focused on their tasks for a longer time.

Music can also lower stress and anxiety, which is very common among students, especially during exams or when deadlines are close. Calming music makes the study environment more comfortable and helps students feel more relaxed.

Another important benefit is that music can boost mood and motivation. When students listen to songs they enjoy, they often feel more energetic and willing to continue studying. A good mood usually leads to better productivity.

Some studies also suggest that certain types of music can support memory and learning. For example, instrumental tracks can help students stay calm, which may make it easier to remember information.

2. Negative Effects of Music

However, music does not always help. In some cases, it can even make studying more difficult. The biggest problem is that songs with lyrics can be distracting. When a student is reading or writing, the words in the music compete with the text, and this reduces comprehension.

Another issue is loud or fast music, which can interrupt concentration. High-energy music makes it harder to focus on tasks that require deep thinking or careful analysis.

Finally, some students become too dependent on music while studying. This can cause problems later in situations where they are required to work in complete silence, such as during exams or in quiet classrooms.

3. Best Types of Music for Studying

Researchers generally recommend types of music that are calm and do not include lyrics. These include:

Classical music, especially gentle piano pieces

Lo-fi beats, which have a steady rhythm and are not distracting

Instrumental piano music

Nature sounds, such as rain or ocean wave

Ambient or meditation music, which helps create a peaceful atmosphere

These styles help students stay focused while avoiding unnecessary distractions.

Conclusion.

When used wisely, music can significantly boost study efficiency. Soft, instrumental tracks help students stay focused, improve attention, and feel calmer during study sessions. They can also reduce stress and create a more comfortable learning environment. On the other hand, loud or lyric-heavy music may distract students and make it harder to concentrate on tasks that require deep thinking. By selecting the right type of music for their needs, learners can enhance productivity, retain information more effectively, and achieve better academic results.

References:

1. Hallam, S. (2010). The Power of Music.

2. Jäncke, L. (2008). Music, Memory, and Emotion.

3. University of Maryland Medical Center – Stress Reduction Research.

4. Stanford University School of Medicine – Music and Brain Studies.

NEW TYPES OF VIRUSES. THEIR DANGERS AND PREVENTION

Urokova Nargiza daughter of Sherali

1st year student of the Faculty of Medicine, Tashkent State Medical University

 ABSTRACT

The article analyzes the causes of the emergence of these new types of viruses and the problems associated with human factors. After the COVID-19 pandemic, the rapid mutation of viruses and the emergence of new strains is a global problem. The article covers the ways of transmission of viruses, their effects on the body and the severity of the disease. , the importance of vaccination and preventive treatment, obtaining immunity – the importance of observing personal hygiene rules. In this, researchers serve to update the monitoring and management of a healthy lifestyle among the population.

      Keywords: virus, immunity, problem, hygiene, complication, vaccination, construction, research.

      Introduction

      In recent virology and epidemiology, the evolution of strains and the emergence of new strains are a serious problem for the global health system. The high level of mutational activity of viruses changes pathogenicity, the process of spread and epidemiological support, adapting to new infectious conditions. This was especially evident after the COVID-19 pandemic, which confirmed the ability of viruses to adapt to new variants in a short time and spread around the world. In modern conditions, in-depth study of the mechanisms of origin of viruses, biological problems and their subsequent pathophysiological effects on the human body has a great scientific and practical impact. At the same time, the development of measures for the prevention of diseases, early and effective treatment of viruses remains one of the stable directions of science.

             MAIN PART

      Understanding viruses:

     Viruses are non-cellular, very small infectious agents that reproduce only inside the cells of a living organism. They are obligate intracellular parasites, that is, they cannot independently carry out their vital activity. Viruses structurally consist of genetic material (DNA or RNA) and a protein shell – capsid – surrounding it. Some viruses also have an additional lipid shell. Viruses have unique biological properties; when they enter a cell, they control its genetic apparatus and force it to synthesize new virus particles. As a result of this process, the cell’s activity is disrupted or completely destroyed. Viruses are causative agents of various diseases. For example, diseases such as influenza, measles and hepatitis B are caused by viruses. They can be transmitted to the human body through airborne droplets, blood, food or direct contact. One of the unique properties of viruses is their rapid changeability, that is, their tendency to mutation. This leads to the emergence of new virus strains and the further complication of existing diseases. Therefore, the study of viruses, the analysis of their structure and life cycle is one of the important directions of modern medicine.

      Bird flu (type A influenza, H5N1)

     Type A influenza viruses are found in both humans and many animals and mutate very quickly. In 2009, it was this type of virus, H1N1, that caused a global pandemic and killed more than 280,000 people worldwide in its first year. This virus is known as “swine flu” and was first identified in pigs in Mexico.

     The experience with swine flu today is increasing concerns about bird flu. Because type A influenza viruses have the ability to jump from animals to humans, mix with each other, and form new and more dangerous forms. Therefore, in recent years, experts have been paying special attention to the H5N1 bird flu virus. The virus was first reported in humans in southern China in 1997. It spread to several countries through wild birds. In 2024, it was first detected in dairy cattle in the United States, spreading to several states.

The virus’s jump from birds to mammals, such as cattle, is a major concern for experts. It could be a repeat of the 2009 swine flu outbreak. Studies have also shown that it has been transmitted from cows to humans.

      Infectious disease doctor Patrick Jackson said that in 2026, scientists will closely monitor whether the H5N1 virus has reached the stage of human-to-human transmission. If the virus reaches this stage, it could cause a new global pandemic, like swine flu. Currently, existing flu vaccines do not fully protect against H5N1, and experts are working on new vaccines against this virus.

         Mpox

     Previously known as “monkey pox”, the mpox virus was first identified in the 1950s. It mainly spreads among rodents and occasionally infects humans. Mpox is similar to smallpox and causes a fever and a painful rash that lasts for several weeks. There are two main types of the virus: clade I, which is more severe, and clade II, which is milder. There is a vaccine for mpox, but there is no effective treatment.

      In 2022, clade II mpox spread globally, reaching more than 100 countries where the virus had not previously been reported. Spread occurred through close physical contact, including sexual contact. Since 2024, there has been an increase in clade I mpox cases in Central Africa. As of August 2025, four cases of clade I mpox have been identified in the United States, including in people who had not traveled to Africa. It is not yet clear how mpox will develop in 2026.

        Oropouche

       This virus is transmitted by insects. It was first identified in the 1950s on the island of Trinidad. The virus is transmitted by mosquitoes and very small biting flies, which are invisible to the naked eye. The disease is accompanied by fever, headache and muscle aches, and in some cases, weakness can last for several weeks. Sometimes the disease recurs after recovery. There is no specific treatment or vaccine for the virus. Previously, the spread of the infection was limited to the Amazon region. However, since the 2000s, cases have also been detected in South America, Central America and the Caribbean. In the United States, it is more common in tourists returning from abroad. In 2026, the Oropouche virus could pose a risk to travelers to the United States. The insects that carry the virus are also found in North and South America, including the southeastern United States.

       Other viral threats

      There are many viruses that could pose a threat to human health in 2026. One of them is the chikungunya virus. This virus is transmitted by mosquitoes and has been spreading rapidly in various regions in recent years. It is considered especially dangerous for those traveling to tropical and subtropical regions. Vaccination against this virus is recommended in some countries.

      In addition, against the background of declining vaccination rates, measles cases are increasing in the United States and other regions of the world. Measles is highly contagious and can cause serious complications in unvaccinated children and adults. Another worrying situation is the possibility of a resurgence of HIV infection. Experts attribute this to the interruption of international financial and medical assistance programs in some regions. If treatment and prevention programs are disrupted, the risk of a large-scale spread of the virus increases.

       Viruses often jump from animals to humans or appear in new areas due to climate and environmental changes. Experts say that in order to prevent such risks, it is necessary to strengthen constant epidemiological surveillance, develop new vaccines and effective treatment methods.

       The effect of viruses on the human body:

      Viruses are obligate (obligatory, necessary, able to live only in such conditions) intracellular parasites, which are able to multiply only inside living cells. After entering the human body, viruses bind to special receptors on the cell membrane and enter the cell, introducing their genetic material (DNA or RNA).

As a result, the normal metabolic processes of the cell are disrupted, and the synthesis of virus components begins. This leads to structural and functional damage to the cell, and in some cases, its death.

       The effect of viruses on the body depends on their biological properties, virulence and the state of the body’s immune system. Some viruses damage the respiratory system, while others affect the nervous system, liver or blood cells. For example, the influenza virus mainly affects the respiratory system and causes inflammation, while the hepatitis B virus damages liver cells. In response to a viral infection, the body develops immune responses. During this process, lymphocytes become activated, produce antibodies, and try to destroy the virus. However, in some cases, excessive activation of the immune system can lead to additional tissue damage

        Clinically, viral infections are manifested by various symptoms: fever, general weakness, muscle pain, the development of inflammatory signs and functional disorders. Some viruses cause acute diseases, while others can be chronic and cause the development of long-term complications. Therefore, a thorough study of the pathogenesis of viruses is important for improving diagnostic, treatment and preventive measures.

       Prevention of viral infections:

      Prevention of viral infections is one of the important areas of modern medicine, which includes a set of preventive measures. First of all, compliance with personal hygiene rules is a key factor in reducing the spread of viruses. Regular hand washing with soap, the use of antiseptic agents and avoiding direct contact with dirty surfaces significantly reduce the risk of infection.

     Also, to prevent airborne transmission of viruses, it is recommended to wear masks in public places, ventilate rooms frequently and avoid crowded places as much as possible. Reducing contact with the source of infection is an important component of epidemiological control.

     One of the effective methods of prevention is vaccination. Vaccines create artificial immunity in the body, forming protective mechanisms against viruses. At the same time, leading a healthy lifestyle, proper nutrition, physical activity and sufficient rest increase the body’s resistance to viruses by strengthening the immune system.

      In addition, compliance with sanitary and hygienic requirements, ensuring food safety and regular medical examinations are important in the early detection and prevention of viral diseases. Therefore, the comprehensive implementation of preventive measures is effective in reducing the spread of viral infections.

LIST OF REFERENCES:

1. Jawetz Ernest, Melnick Joseph, Adelberg Edward Medical Microbiology. New York: McGraw-Hill, 2019. – In English.

2. Murray Patrick, Rosenthal Ken, Pfaller Michael Medical Microbiology. – Philadelphia: Elsevier, 2020. – In English.

3. Ryan Kenneth, Ray George 1. Jawetz Ernest, Melnick Joseph, Adelberg Edward Medical Microbiology. – Sherris Medical Microbiology. – New York: McGraw-Hill, 2018. – In English.

4. Madigan Michael, Bender Kelly Brock Biology of Microorganisms. – USA: Pearson, 2021. – In English.

5. World Health Organization Virus infections and prevention guidelines. – 2023. – In English.

6. Centers for Disease Control and Prevention Principles of Epidemiology and Viral Diseases. – 2022. – In English.

7. Abdurakhmonov A., Khudoyberdiyev T. Microbiology, virology and immunology. – Tashkent: Uzbekistan, 2021. – In Uzbek.

8. Karimov Sh., Rasulov I. Fundamentals of medical microbiology. – Tashkent, 2020. – In Uzbek

O‘roqova Nargiza was born on March 26, 2001, in the Ishtikhon district of Samarkand region. She is currently a first-year grant-based student at Tashkent State Medical University.

Her professional career includes working as a biology teacher at School No. 33 in the Ishtikhon district of Samarkand region during the 2024–2025 academic year. She graduated from the Faculty of Biology at Jizzakh State Pedagogical University in the 2020–2024 academic years.

She is proficient in English, Russian, Arabic, and Turkish languages. She has published an anthology book on Lulu.com. She is the author of more than 10 articles and the holder of nearly 30 certificates, and she is recognized as a young researcher.

What Have I Done for My Mother?

The heart that beats within my chest,

Needs no one but my mother best.

O my God, for her I prayed,

For a longer life to be displayed.

Yet I still ask, deep inside—

What have I done for my mother’s pride?

When I’m tired, she holds me near,

When I grieve, she shares my tear.

She works so hard, yet never complains,

Through all the effort, she remains.

Still I wonder, with a sigh—

What have I done for her, and why?

Deep in her heart, she carries me,

My radiant home, my sanctuary.

If her love spreads across the earth,

The world would bloom in endless worth.

Yet again I question, passing by—

What have I done for her, and why?

Sometimes silent, lost in thought,

When I ask, her answer is short.

Her face shines bright, her eyes so pure,

A gentle soul, so calm, so sure.

And still my heart begins to cry—

What have I done for her, and why?

I kiss your feet—my heaven, my light,

May you live long, in health and bright.

May you reach a hundred years and more,

With happiness forever at your door.

Yet I ask myself, I cannot deny—

What have I done for her, and why?

I offer her the light of the skies,

Even heaven’s flowers seem too small a prize.

With hands raised high, she prays for me,

A mother’s love, so pure and free. 

And still I wonder, with a sigh—

What have I done for her, and why?

No words can truly praise her grace,

My tongue falls short, I can’t embrace.

Her selfless love knows no end,

Her care, her strength, will never bend.

Sleepless nights she gave for me—

What have I done to repay her, truly?