nyuuzyou/kompy huggingface dataset:
ISSN (E): 2181-4570 ResearchBib Impact Factor: 6,4 / 2023 SJIF 2024 = 5.073/Volume-2, Issue-5

ISSN (E): 2181-4570 ResearchBib Impact Factor: 6,4 / 2023 SJIF 2024 = 5.073/Volume-2, Issue-5
493
- Invest in training programs that promote transparency,
diversity and
inclusion. Help employees understand the importance of transparency in the workplace.
5. Leadership by example:
- Managers and directors must demonstrate transparent behavior in their
actions and decisions. This sets a positive example for others to follow.
6. Dispute Resolution:
- Establish fair and transparent dispute resolution processes. Ensure open and
fair resolution of disputes.
7. Ethical principles:
- Develop and apply ethical principles and codes of conduct.
Make sure
employees understand these guidelines and the consequences of not following them.
8. Transparency in decision-making:
- Involve employees in decision-making processes wherever possible.
Explain the rationale for decisions and their impact on the organization.
9. Data transparency:
- Be transparent about data and metrics. Share the latest information with
employees on the organization's performance, goals and key metrics.
10. Open Door Policy:
- Encourage an open-door policy in which employees feel comfortable
approaching managers or supervisors with their
concerns, questions or ideas.
45% of them thought that engagement is the second best way to rise shareholders’
roles in companies. Shareholder engagement is a unique form of exchange between
shareholders and the company. This is a different type of interaction than analyst calls
or shareholder activism. Stakeholder engagement is independent
of the details of
business strategy. Through shareholder engagement, investors have the opportunity to
reframe governance issues as business issues so that they can engage with business
leaders on issues that could become business risks.
Essentially, shareholders want confidence that corporate governance policies and
practices are likely to result in decisions that are in their long-term interests. During
shareholder
conversations, investors have the opportunity to ask questions on topics
such as board accountability to shareholders, executive compensation, and corporate
social responsibility practices.
And also Treating shareholders equally is effective one:
Margins - Kompaniyalarda aksiyadorlarning rollari va huquqlarini yaxshilash

ISSN (E): 2181-4570 ResearchBib Impact Factor: 6,4 / 2023 SJIF 2024 = 5.073/Volume-2, Issue-5
491
After identifying the positive strong relationship between “role” and
“transparency”, a margin is determined in order to predict the probability according to
transparency in OLS model. Here the predictive margins will be mentioned below:
Table [4]
In this table , it is seen that our dependent variable, which is role, will be predicted
to be equal to 69,98739 while transparency is in level3. And, since p value=0.000, it is
statistically significant. It is predicted that role can be equal to 97,20329 while
transparency level is 5. It means that when transparency in companies become level 5,
the role of shareholders in companies achieves its high amount than other levels. And
we can conclude that
the more transparency level is, the
more role of shareholders
increase. According to Stata15 statistics and analysis, the reliability coefficient of our
data-set is equal to 68.01%. It means that our conclusion and results can be 68,01%
credible for implementation in real sectors or companies.
Table [5]
Conclusion and suggestions
Improving shareholders' rights and enhancing their
roles within a company is
crucial for
promoting corporate governance,
transparency, and accountability. After
this all details and statistics
mentioned above, it is seen that transparency is one of the
best indicators for improving shareholders’ roles in companies.It is proved by margins
methods in Stata15. In survey , we have given one question that they should choose
5 97.20329 1.759484 55.25 0.000 93.69898 100.7076
4 84.54099 1.14901 73.58 0.000 82.25254 86.82945
3 69.98739 1.388074 50.42 0.000 67.2228 72.75198
2 33.72297 2.03348 16.58 0.000 29.67295 37.773
1 29.24739 5.611181 5.21 0.000 18.07176 40.42303
transparency
Margin Std. Err. t P>|t| [95% Conf. Interval]
Delta-method
Expression : Linear prediction, predict()
Model VCE : OLS
Predictive margins Number of obs = 107
. margins transparency
Scale reliability coefficient: 0.6801
Number of items in the scale: 12
Average interitem correlation: 0.1505
Jan 2003 - June 2005 International Office Product (IOP) Karachi, Pak

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Jan 2003 - June 2005 International Office Product (IOP) Karachi, Pak
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bet | 2/4 | Sana | 21.03.2017 | Hajmi | 25,41 Kb. | | #820 |
Jan 2003 - June 2005 International Office Product (IOP) Karachi, Pak
Systems Engineer
Client Name
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M&P As a Resident Engineer (IOP)
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QICT As a Resident Engineer (IOP)
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Bureau Veritas As a Resident Engineer (IOP)
Client Responsibilities
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Administration and implementation of Office LAN.
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Administration and configuration of Windows 2000 as DHCP and DNS Server.
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Administration of Multi Domain Models of Windows 2000 Server.
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Active Directory Services Installation, configuration and troubleshooting of Windows 2000 Server DC’s and Windows 2000 Professional
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Implementation and configuration of Windows 2000 Terminal Servers.
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Setting Software Policies in Windows 2000 environment.
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Installation, configuration and troubleshooting of Exchange Server 5.5/2000
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Administration of user rights in domain.
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Installation of proxy server using Win proxy, Wingate
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Hardware Troubleshooting of various brands of Processors, Motherboards, VGA Baylon and 3COM Network Cards.
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Troubleshooting of Network connectivity in switched environment
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Administration and configuration of Symantec Antivirus Server ver 9.0
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Administration and Configuration of ISA Server 2000
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Installation and troubleshooting Windows XP, Windows 2000 clients
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Installation and Configuration of Microsoft Outlook, Outlook Express, Netscape Navigator
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Muhammad al-xorazmiy nomidagi toshkent axborot texnologiyalari universiteti xuzuridagi farg‘ona filiali Muhammad al-xorazmiy nomidagi toshkent axborot texnologiyalari universiteti xuzuridagi

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Muhammad al-xorazmiy nomidagi toshkent axborot texnologiyalari universiteti xuzuridagi farg‘ona filiali
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bet | 1/2 | Sana | 21.05.2024 | Hajmi | 1,03 Mb. | | #249140 |
Bog'liq Muhammad al-xorazmiy nomidagi toshkent axborot texnologiyalari universiteti xuzuridagi Muhammad al-xorazmiy nomidagi Toshkent axborot texnologiyalari universiteti huzuridagi Farg‘ona filiali Mavzu: Elektr zanjirining kompleks uzatish funksiyasini hisoblash Reja: - 1. Elektr zanjir va uning elementlari,
- 2 Kirxgof qonunlari.
- 3 Elektr zanjir kashf etilishi.
Elektr zanjiri — elektr energiyasi manbalari, qabul qilgichlari (isteʼmolchilari) va ularni bir-biriga tutashtiruvchi oʻtkazgichlar (simlar) majmui. Elektr zanjiri tarkibiga ulabuzgichlar (viklyuchatellar), qayta ulagichlar (pereklyuchatellar), saqlagichlar, himoyalash va kommutatsiya (uzibulash) apparatlari, oʻlchash va nazorat asboblari va boshqalar ham kiradi. Elektr zanjiri yordamida elektr energiyasi (elektromagnit energiya yoki zanjirida elektr toki, elektr yurituvchi kuch EYUK, potensiallar farqi mavjud boʻlgan boshqa tur energiya) uzatiladi, tarqatiladi hamda kuchlanishi pasaytiriladi yoki oshiriladi. Elekt energiyasi manbalarida biror turda gi energiya (suv, issiklik va boshqalar ener giyasi) elektr energiyasiga, qabul qil gichlar (isteʼmolchilar)da elektr ener giyasi issiqlik, mexanik va boshqalar tu| energiyaga aylantiriladi. Elektr zanjiri rejim" (ish maromi) barcha qismalardagi tok va kuchlanish qiymatiga bogʻliq boʻladi. Elektr zanjiridagi tok, EYUK va kuchlanish oʻrtasidagi munosabat Kirxgof qonunlari bilan tushuntiriladi. Elektr zanjiri oʻzgaruvchan va oʻzgarmas tok zanjirlariga boʻlinadi. Elektr zanjirining asosiy elementlari: rezistor, induktivlik gʻaltagi, elektr kondensator va boshqalar
Elektr toki o’tadigan y o’ldagi turli elektr tuzilmalar yig’indisi elektr zanjiri deyiladi. Har qanday elektr zanjir uchta asosiy elementdan, tok manbaidan, iste’molchilardan va tutashtiruvchi simlardan tashkil topgan b o’ladi Tok manbai elektr zaryadlarni berk zanjirda yurgizib ma’lum ishni bajaradi. Ayrim musbat zaryadni berk zanjirda yurgizish ishi elektr yurituvchi kuchi (EYUK) deyiladi: EYUK ning birligi — Volt (V): 1.Elektr yurituvchi kuch manbalarining bir necha turi bor: 2.Galvanik elementlar: 3.Akkumulyatorlar; 4.Elektr generatorlar; Kremniyli yarim o’tkazgichli fotoelementlar (kuyosh batareyalari). Elektr energiya iste’molchilari qatoriga elektr energiyani mexanik energiyaga aylantiruvchi elektr dvigatellar, yoritish lampalari, elektr energiyani issiqlik energiyasiga aylantiruvchi isitish asboblari va hokazolar kiradi. Elektr zanjirlarda asosiy elementlardan tashqari uzgichlari, knopkalar, rele, kontaktorlar, himoya asboblari, masalan, saqlagichlar va avtomatlar, nihoyat kontrol o’lchov asboblari: ampermetrlar, voltmetrlar, schyotchiklar va hokazolar ishlatiladi.. Bu sxema tok manbai Е, uzgich В, reostat R va yoritish lampasidan tashkil topgan.
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Klasterlash usullari - Vazifalar va shartlar

Klasterlash usullarining umume'tirof etilgan tasnifi mavjud emas, lekin bir qator yondashuvlar guruhlarini ajratish mumkin (ba'zi usullarni bir vaqtning o'zida bir nechta guruhlarga kiritish mumkin, shuning uchun bu tiplashtirishni klasterlashning haqiqiy tasnifiga qandaydir yaqinlik sifatida ko'rib chiqish taklif etiladi. usullari) [9] :
Ehtimoliy yondashuv . Har bir ko'rib chiqilayotgan ob'ekt k sinflardan biriga tegishli deb taxmin qilinadi. Ayrim mualliflar (masalan, A. I. Orlov) bu guruhni klasterlashtirishga umuman mansub emas deb hisoblaydilar va unga “diskriminatsiya” nomi ostida, ya’ni ob’ektlarni ma’lum guruhlardan biriga (o’quv namunalari) berishni tanlashga qarshi chiqadilar.
Sun'iy intellekt tizimlariga asoslangan yondashuvlar: juda shartli guruh, chunki usullar juda ko'p va uslubiy jihatdan ular juda farq qiladi.
mantiqiy yondashuv. Dendrogrammani qurish qaror daraxti yordamida amalga oshiriladi.
Grafik-nazariy yondashuv.
Ierarxik yondashuv. Ichki guruhlar (turli tartibdagi klasterlar) mavjudligi taxmin qilinadi. Algoritmlar, o'z navbatida, aglomerativ (birlashtiruvchi) va bo'linuvchi (ajratuvchi) ga bo'linadi. Xususiyatlari soniga ko'ra, ba'zida tasniflashning monotetik va politetik usullari farqlanadi.
Ierarxik bo'linish klasterlash yoki taksonomiya. Klasterlash muammolari miqdoriy taksonomiyada ko'rib chiqiladi .
Boshqa usullar. Oldingi guruhlarga kiritilmagan.
Statistik klasterlash algoritmlari
Klasterlar ansambli
KRAB oilasining algoritmlari
Elakdan o'tkazish usuliga asoslangan algoritm
DBSCAN va boshqalar.
4 va 5 yondashuvlar ba'zan strukturaviy yoki geometrik yondashuv nomi ostida birlashtiriladi, bu yaqinlik haqidagi yanada rasmiylashtirilgan tushunchaga ega [10] . Ro'yxatdagi usullar o'rtasidagi sezilarli farqlarga qaramay, ularning barchasi asl " ixchamlik gipotezasiga " tayanadi : ob'ekt fazosida barcha yaqin ob'ektlar bir xil klasterga tegishli bo'lishi kerak va barcha turli ob'ektlar mos ravishda turli klasterlarda bo'lishi kerak.
Biologiyada
Biologiyada klasterlash turli sohalarda juda ko'p qo'llaniladi. Masalan, bioinformatikada u ba'zan yuzlab yoki hatto minglab elementlardan tashkil topgan o'zaro ta'sir qiluvchi genlarning murakkab tarmoqlarini tahlil qilish uchun ishlatiladi. Klaster tahlili o'rganilayotgan tizimning pastki tarmoqlari, to'siqlari, markazlari va boshqa yashirin xususiyatlarini aniqlash imkonini beradi, bu esa pirovardida har bir genning o'rganilayotgan hodisaning shakllanishiga qo'shgan hissasini aniqlash imkonini beradi.
Ekologiya sohasida u organizmlar, jamoalar va boshqalarning fazoviy jihatdan bir hil guruhlarini aniqlash uchun keng qo'llaniladi. Kamroq, vaqt o'tishi bilan jamoalarni o'rganish uchun klaster tahlil usullari qo'llaniladi. Jamoalar tuzilishining heterojenligi klaster tahlilining ahamiyatsiz bo'lmagan usullarining paydo bo'lishiga olib keladi (masalan, Chekanovskiy usuli ).
Tarixiy jihatdan o'xshashlik o'lchovlari biologiyada farq o'lchovlari (masofa) emas, balki yaqinlik o'lchovlari sifatida ko'proq qo'llaniladi.
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March 2001– October 2002 APTECH Karachi, Pak

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March 2001– October 2002 APTECH Karachi, Pak
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bet | 3/4 | Sana | 21.03.2017 | Hajmi | 25,41 Kb. | | #820 |
March 2001– October 2002 APTECH Karachi, Pak
System Administrator
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Administration and implementation of Office LAN.
-
Administration and configuration of Windows 2000 Server as DHCP and DNS Server
-
Administration of Multi Domain Models of Windows 2000 Server.
-
Active Directory Services Installation, configuration and troubleshooting
in Multi Windows 2000 Server DC’s and Windows 2000 Professional environment.
-
Administration and configuration of Exchange Server 5.5.
-
Implementation and configuration Windows 2000 Terminal Servers.
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Leading system support team and faculty in various software deployments
-
Provide client support to 60 nodes network users in Windows 2000 and Windows 2000 Server environment.
-
Providing suggestions for hardware upgradation according to APTECH’s curriculum.
-
Setting Software Policies in Windows 2000 environment.
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Sotsiologiyada - Vazifalar va shartlar

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Vazifalar va shartlar
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bet | 4/5 | Sana | 30.05.2024 | Hajmi | 107,51 Kb. | | #258008 |
Bog'liq 3-4-5-amaliy ishSotsiologiyada
Sotsiologik tadqiqotlar natijalarini tahlil qilishda ierarxik aglomerativ oila usullaridan, ya'ni Uord usulidan foydalangan holda tahlil qilish tavsiya etiladi, bunda klasterlar ichida minimal dispersiya optimallashtiriladi, natijada taxminan teng o'lchamdagi klasterlar. yaratilgan. Uord usuli sotsiologik ma'lumotlarni tahlil qilishda eng muvaffaqiyatli hisoblanadi. Farq o'lchovi sifatida kvadratik Evklid masofasi yaxshiroq, bu klasterlarning kontrastini oshirishga yordam beradi. Ierarxik klaster tahlilining asosiy natijasi dendrogramma yoki "aysikul diagrammasi" dir. Uni sharhlashda tadqiqotchilar omil tahlili natijalarini talqin qilish bilan bir xil muammoga duch kelishadi - klasterlarni aniqlashning aniq mezonlarining yo'qligi.
Dendrogrammaning vizual tahlili namunaviy elementlarning o'xshashligining optimal darajasida daraxtni "kesishni" o'z ichiga oladi. "Tok novdasi" (M. S. Oldenderfer va R. K. Blashfild [11] terminologiyasi ) Rescaled Distance Cluster Combine shkalasining 5 belgisida "kesilgan" bo'lishi kerak, shuning uchun 80% o'xshashlik darajasiga erishiladi. Agar ushbu yorliq bo'yicha klasterlarni tanlash qiyin bo'lsa (bir nechta kichik klasterlar bitta katta klasterga birlashadi), unda siz boshqa yorliqni tanlashingiz mumkin. Bu usul Oldenderfer va Blashfild tomonidan taklif qilingan.
Endi qabul qilingan klaster yechimining barqarorligi haqidagi savol tug'iladi. Aslida, klasterlashning barqarorligini tekshirish uning ishonchliligini tekshirishga to'g'ri keladi. Bu erda asosiy qoida mavjud - klasterlash usullari o'zgarganda barqaror tipologiya saqlanadi. Ierarxik klaster tahlili natijalarini takroriy k-vositalari klaster tahlili bilan tekshirish mumkin. Agar respondentlar guruhlarining taqqoslangan tasniflarida tasodiflar ulushi 70% dan ortiq bo'lsa (tasodiflarning 2/3 qismidan ko'p), u holda klaster qarori qabul qilinadi.
Boshqa turdagi tahlilga murojaat qilmasdan, yechimning etarliligini tekshirish mumkin emas. Hech bo'lmaganda nazariy jihatdan bu muammo hal etilmagan. Oldenderfer va Blashfildning klassik Klaster tahlili mustahkamlikni tekshirishning beshta qo'shimcha usullarini ishlab chiqadi va oxir-oqibat rad etadi:
kofenetik korrelyatsiya - tavsiya etilmaydi va foydalanishda cheklangan;
ahamiyatlilik testlari (diferensial tahlil) - har doim muhim natija beradi;
takroriy (tasodifiy) namunalar texnikasi, ammo bu qarorning haqiqiyligini isbotlamaydi;
tashqi xususiyatlar uchun ahamiyatlilik testlari faqat takroriy o'lchovlar uchun javob beradi;
Monte-Karlo usullari juda murakkab va faqat tajribali matematiklar uchun ochiqdir
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Darsning borishi - 26 noyabr 2015 yil

Darsning borishi:
I.Tashkiliy qism.
O’quvchilarni va yozuv daftarlarini darsga hozurlash.
O’quv qurollarini tekshirish.
II . O’tilgan mavzularni takrorlash.
O’tgan darsda o’tilgan bosh J harfiga oid so’zlardan doskada mashq qildirilib, o’quvchi-larning bilimlari tekshirilib ko’riladi. “Kim to’g’ri yozadi ?” o’yini o’tkaziladi. Oldin ushbu so’zlar aytib yozdiriladi.
Jayra , jayron , jiyda , Jasur , Jamol , Jamshid .
So’z boshida, so’z o’rtasida va so’z oxirida tushib qolgan harflarni topish bo’yicha so’z kartochkalari beriladi. Topshiriqni to’g’ri bajargan o’quvchilar rag’batlantiriladi.
III. Yangi mavzu ustida ishlash.
Y angi mavzuni o’quvchilarga kichik ch harfini tushuntirish bilan boshlanadi. Kichik ch harfining yozilish tehnologiyasi tushuntiriladi. Bosma kichik g’ harfi , yozma shaklini yozishda
IV. Yangi mavzuni mustahkamlash.
Yozuv daftarlari bilan ishlash. Ushbu yozilishi kerak bo’lgan so’zlar va gapni yozishda o’quvchilar bilan yozish uslublari o’tkaziladi. Havoda mashq qildiriladi. Ayrim o’quvchilarga doskada mashq qildiriladi. Har bir so’z tarkibi tahlil qilinib, g’ harfining o’zidan oldin va keyingi harfga qo’shib yozish tushuntiriladi. Har bir so’zni shivirlab aytib turib, tushurib qoldirmasdan yozishlari tushuntiriladi. Yozuv daftarlaridagi;
So’zlarga diqqat qilgan holda yozdiriladi. So’zlarda kichik g’ harfiga e’tibor qaratiladi. O’quvchilarning yozuvlari kuzatib boriladi. O’quvchilar bilan yakka tartibda ish olib boriladi va doskada yozuvlari takror mashq qildiriladi. Qo’shimcha daftar bilan ish olib boriladi . Unda yozuv daftarda yozilgan bo’g’in va so’zlar qayta og’zaki aytib turiladi. Qo’shimcha daftarda yozgan so’zlari va yozuvlari muhokama qilinadi.
V. Darsni yakunlash va o’quvchilarni rag’batlantirish .
Bugungi darsda o’tilgan kichik g’ harfi yana bir bor eslatiladi va dars davomida qatnashgan o’quvchilar rag’batlantiriladi.
Yozuv
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The Role of Information Communication Technologies in the “Arab Spring”

The Role of Information Communication Technologies in the “Arab Spring”
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A Link to Western-style Democracy Promotion?

5
In this context, the United States stands out, first and foremost due to its role as
the lead external actor in the greater Middle East (in contrast to the more narrow and
focused role of certain European states, such as France, in certain parts of the region).
Perhaps even more critical is the U.S. position as
the leader in the use of
information/social media networks, the main provider and developer of related
technologies, and the self-declared champion of Internet freedom, especially at the
governmental level. The Barack Obama administration, in particular, has elevated
Internet freedom projects around the world in U.S. diplomacy and budget allocations
(the funds appropriated for such projects in 2010 represented a 600 percent increase
from 2009).
However, there is an indication of dialecticism in U.S. policy regarding progress
and setbacks fueled by ICT developments. This offset may be seen by the controversial
impact for the United States of the Wikileaks phenomenon. U.S. policies on Iraq and
Afghanistan featured prominently in the open-access distribution of leaked materials
such as videos and classified or semi-classified U.S. Department of State cables revealed
by Wikileaks. The leaks delivered a public relations and diplomatic blow
to the United
States, even though they did not affect actual U.S. policy toward Iraq and Afghanistan
and had a limited effect on the political situation in the region itself. As a result, the U.S.
government de facto posed as Wikileaks’ main “counter-agent,” reacting harshly to the
fall-out from the Wikileaks’ releases. In so doing,
the Internet freedom agenda
championed by the United States suffered a major political and credibility setback
internationally (much criticism against this reaction came from some lead segments of
the Internet
and media community, especially outside the United States
Klasterlash muammolarining tipologiyasi

Kirish turlari
Ob'ektlarning indikativ tavsifi. Har bir ob'ekt o'zining xususiyatlari deb ataladigan xususiyatlar to'plami bilan tavsiflanadi . Xususiyatlar raqamli yoki raqamli bo'lmagan bo'lishi mumkin.
Ob'ektlar orasidagi masofa matritsasi . Har bir ob'ekt metrik fazodagi barcha boshqa ob'ektlarga masofalar bilan tavsiflanadi .
Ob'ektlar orasidagi o'xshashlik matritsasi [8] . Ob'ektning metrik fazoda namunaning boshqa ob'ektlari bilan o'xshashlik darajasi hisobga olinadi. Bu erdagi o'xshashlik ob'ektlar orasidagi masofani (farqni) 1 ga to'ldiradi.
Zamonaviy ilm-fanda kiritilgan ma'lumotlarni qayta ishlash uchun bir nechta algoritmlardan foydalaniladi. Ob'ektlarni belgilari bo'yicha taqqoslash yo'li bilan tahlil qilish (biologiya fanlarida eng ko'p uchraydi) Q - tipidagi tahlil, ob'ektlarga asoslangan xususiyatlarni taqqoslashda esa - R - tipidagi tahlil deb ataladi. Gibrid tahlil turlaridan foydalanishga urinishlar mavjud (masalan, RQ tahlili ), ammo bu metodologiya hali to'g'ri ishlab chiqilmagan.
Klaster tuzilishini aniqlash orqali ma'lumotlarni tushunish . Namunani o'xshash ob'ektlar guruhlariga bo'lish har bir klaster uchun o'z tahlil usulini qo'llash orqali ma'lumotlarni keyingi qayta ishlash va qaror qabul qilishni soddalashtirish imkonini beradi (" bo'lin va zabt et " strategiyasi).
Ma'lumotlarni siqish . Agar dastlabki namuna haddan tashqari katta bo'lsa, unda har bir klasterdan eng tipik vakillardan birini qoldirib, uni qisqartirish mumkin.
Yangilikni aniqlash . _ _ Klasterlarning birortasiga biriktirib bo'lmaydigan atipik ob'ektlar tanlanadi.
Birinchi holda, ular klasterlar sonini kichikroq qilishga harakat qilishadi. Ikkinchi holda, har bir klaster ichidagi ob'ektlarning yuqori darajadagi o'xshashligini ta'minlash muhimroqdir va klasterlarning soni har qanday bo'lishi mumkin. Uchinchi holatda, klasterlarning birortasiga to'g'ri kelmaydigan alohida ob'ektlar eng katta qiziqish uyg'otadi.
Bu barcha hollarda ierarxik klasterlash qo'llanilishi mumkin , qachonki yirik klasterlar kichikroqlarga bo'lingan, ular esa, o'z navbatida, undan ham kichikroq bo'linadi va hokazo. Bunday vazifalar taksonomiya vazifalari deb ataladi . Taksonomiya natijasi daraxtga o'xshash ierarxik tuzilishdir. Bundan tashqari, har bir ob'ekt o'zi tegishli bo'lgan barcha klasterlarning ro'yxati bilan tavsiflanadi, odatda kattadan kichikgacha.
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Jan 2000 - Jan 2001 WORLDTEL MECA Karachi, Pak

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Jan 2000 - Jan 2001 WORLDTEL MECA Karachi, Pak
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bet | 4/4 | Sana | 21.03.2017 | Hajmi | 25,41 Kb. | | #820 |
Jan 2000 - Jan 2001 WORLDTEL MECA Karachi, Pak
Systems Engineer
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Administration of Multi Domain Models of Windows NT Server 4.0
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Administration and configuration of Windows NT Server 4.0 as DHCP and DNS Server.
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Installation, configuration and troubleshooting of Exchange Server 5.5.
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Trouble shooting and enhancement on Radius NT.
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Management of Internet Information Server 4.0 as Web Server.
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Management of Internet Information Server 4.0 as FTP Server.
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Administration of user rights.
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Providing Systems Support to Users, Clients.
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Installation of Windows NT Server as RAS Server.
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Installation and configuration of MS Proxy Server 2.0.
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Installation and configuration of Linux 6.
Experience on following products:
Operating Systems
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Mailing Systems
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Proxy Servers
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Antivirus Softwares
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Windows 2000/2003Server.
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Windows NT Server 4.0.
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Windows XP Professional.
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Windows NT WS 4.0.
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Windows 95, Windows 98.
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Red hat Linux 6.2.
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Exchange Server 2000/2003.
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Exchange Server 2007
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Exchange Server 5.5.
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Outlook Express 6.
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Microsoft Outlook
(2003-2007)
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ISA Server 2000/2004
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Wingate 4.2
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Win proxy 3.0
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MS Proxy 2.0
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1. Symantec Antivirus
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v 8.1.0.825, v 9.x
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2. Norton 2000 Corp
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Edition
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Certifications
MCP for Exam 70-290 (Managing and Maintaining Windows 2003 Server Environment ) and Windows NT Server 4.0
Corporate Training on Introduction to Installing and Managing MS Exchange Server 2007-SP-1
Academic Qualification:
1995-1999 Sir Syed University of Eng. & Technology Karachi, Pak
1992-1994 Pakistan Embassy School Riyadh, KSA
1990-1992 Pakistan Embassy School Riyadh, KSA
Personal Information:
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Date of Birth: 7th August 1976
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Passport Number: AB9857031
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Father’s Name: Muhammad Nasim
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Status: Married
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Beyond the Middle East: General Implications and Reservations

4
percent in China). If anti-government net-based social media activism does not become
a qualitative accelerator in the context of present or future protests in Iran, this will be
for reasons unrelated to the overall level of the country’s technological development.
Third, not all types of ICT and related information and social networks have had
the same impact. Nor have they outmatched other means of information and
communication, from satellite television to cell phones, in playing a mobilization or
public information role. While the media utilized the term “Twitter revolutions” for the
developments in the Middle East, identifiable Twitter users in Egypt and Tunisia
numbered just a few thousand, and the mobilization role of micro-blogging as a driver
of protests has been somewhat overemphasized, as compared to other ICTs, including
cell phones, video clip messaging (such as YouTube), and satellite television.
Fourth, a critical constraint on the catalyzing effect of net-based mobilization
tools is likely not the ability of governments to master social media or to limit or block
Internet access but rather a country’s particular system of governance, especially in
terms of its representativeness and its linkages to the mass public (which could be in a
populist, if not “democratic,” sense). The new ICT networks are likely to have a critical
effect in countries where the governing regime has little or no social base (which was
true of Tunisia and Egypt, but does not fully apply to Syria, Bahrain, or Libya, and is
not the case for populist regimes such as Iran or Venezuela). If a governing regime is
not alienated from the mass public but is at least partially mass-based, there are
significant limits to what even advanced ICT-based social media/protest networks can
achieve.
Finally, for ICT networks to succeed, the younger, relatively educated
generation, which represents the most active Internet-users, should make up not only
the bulk of activists, but also a sizeable percentage of the population at large. This
effectively excludes, for instance, areas of Eastern Europe and Eurasia where this
segment of the population faces a dramatic decline.
V. Darsni yakunlash va o’quvchilarni rag’batlantirish

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V. Darsni yakunlash va o’quvchilarni rag’batlantirish
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bet | 10/31 | Sana | 15.06.2024 | Hajmi | 2,04 Mb. | | #263986 |
Bog'liq yozuv 2chorV. Darsni yakunlash va o’quvchilarni rag’batlantirish .
Bugungi darsda o’tilgan kichik ch harfi yana bir bor eslatiladi va dars davomida qatnashgan o’quvchilar rag’batlantiriladi.
Yozuv
Mavzu : Bosh Ch harfining yozilishi.
Darsning maqsadi:
Ta’limiy: Bosh Ch harfi imlosini to’g’ri, aniq va chiroyli yozishga o’rgatish.
Tarbiyaviy: O’quvchilarda mehnatsevarlik tuyg’usini tarbiyalash.
Rivojlantiruvchi: O’quvchilarda chiziqdan chiqib ketmaslik , Harf unsurlarini to’g’ri yozish. Ch harfiga oid yozuv ko’nikmalarini rivojlantirish.
Dars turi : Yangi bilim va tushunchalarini shakllantiruvchi.
Dars metodlari : Analitik-sintetik tovush metodi, suhbat, tushuntirish, munozara, ko’rgazmalilik. “Kim to’g’ri yozadi” mashqi.
Dars jihozlari : Yozuv daftari, qo’shimcha daftar, Ch harfiga oid rasmlar.
Fanlararo bog’lanish: Alifbe, tasviriy san’at va odobnoma.
Darsning texnologik xaritasi
T|r
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Dars bosqichlari
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Bajariladigan ish mazmuni
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Bajariladigan ish shakli
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Ajratilgan vaqt
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1
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Tashkiliy qism
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O’quvchilarni darsga tayyorlash. Navbatchi axboroti.
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Suhbat.
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3 daqiqa
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2
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O’tilgan mavzuni takrorlash
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O’tilgan mavzuni takrorlash. Savol va topshiriqlar berib, xulosalash.
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Savol- javob.
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10 daqiqa
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3
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Yangi mavzu ustida ishlash
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Bosh Ch harfini yozish.
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Ko’rgazmalilik.
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20 daqiqa
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4
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Yangi mavzuni mustahkamlash
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Yozuv daftari bilan ishlash
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Daftar bilan ishlash
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10 daqiqa
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5
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Darsni yakunlash va o’quvchilarni rag’batlantirish
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Uyga vazifani tushuntirish
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Rag’batlantirish.
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2 daqiqa
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Kompyuter fanida - Vazifalar va shartlar

↑ Aivazyan S. A., Buchstaber V. M., Enyukov I. S., Meshalkin L. D. Amaliy statistika: tasniflash va o'lchamlarni kamaytirish. - M .: Moliya va statistika, 1989. - 607 b.
↑ Mandel I. D. Klaster tahlili. - M .: Moliya va statistika, 1988. - 176 b.
↑ Xaydukov D.S. Klaster tahlilini davlat boshqaruvida qo'llash // Matematika falsafasi: dolzarb muammolar. - M.: MAKS Press, 2009. - 287 b.
↑ Tasniflash va klaster. Ed. J. Ven Raizina. M.: Mir, 1980. 390 b.
↑ Mandel I. D. Klaster tahlili. - M .: Moliya va statistika, 1988. - B. 10.
↑ Tryon RC Cluster tahlili. - London: Ann Arbor Edvards Bros, 1939. - 139 p.
↑ Zhambyu M. Ierarxik klaster tahlili va yozishmalar. - M .: Moliya va statistika, 1988. - 345 b.
↑ Duran B., Odell P. Klaster tahlili. - M.: Statistika, 1977. - 128 b.
↑ Berikov V. S., Lbov G. S. Klaster tahlilining zamonaviy tendentsiyalari 2013 yil 10 avgustdagi Wayback mashinasida arxiv nusxasi // "Axborot va telekommunikatsiya tizimlari" ustuvor yo'nalishi bo'yicha Butunrossiya tanlov va tahliliy maqolalar tanlovi, 2008. - 26 p. ..
↑ Vyatchenin D. A. Avtomatik tasniflashning noaniq usullari. - Minsk: Technoprint, 2004. - 219 p.
↑ Oldenderfer M.S., Blashfield R.K. Klaster tahlili / Faktor, diskriminant va klaster tahlili: boshiga. ingliz tilidan; ostida. ed. I. S. Enyukova. — M.: Moliya va statistika, 1989—215 b.
Darsning borishi - 26 noyabr 2015 yil

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26 noyabr 2015 yil
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bet | 13/31 | Sana | 15.06.2024 | Hajmi | 2,04 Mb. | | #263986 |
Bog'liq yozuv 2chorDarsning borishi:
I.Tashkiliy qism.
O’quvchilarni va yozuv daftarlarini darsga hozurlash.
O’quv qurollarini tekshirish.
II . O’tilgan mavzularni takrorlash.
O’tgan darsda o’tilgan bosh Ch harfiga oid so’zlardan doskada mashq qildirilib, o’quvchi-larning bilimlari tekshirilib ko’riladi. “Kim to’g’ri yozadi ?” o’yini o’tkaziladi. Oldin ushbu so’zlar aytib yozdiriladi.
Charos , chaman , chuchmoma , cho’mich .
So’z boshida, so’z o’rtasida va so’z oxirida tushib qolgan harflarni toppish bo’yicha so’z kartochkalari beriladi. Topshiriqni to’g’ri bajargan o’quvchilar rag’batlantiriladi.
III. Yangi mavzu ustida ishlash.
Yangi mavzuni o’quvchilarga kichik j harfini tushuntirish bilan boshlanadi. Kichik q harfining yozilish tehnologiyasi tushuntiriladi. Bosma kichik j harfi , yozma shaklini yozishda
IV. Yangi mavzuni mustahkamlash.
Yozuv daftarlari bilan ishlash. Ushbu yozilishi kerak bo’lgan so’zlar va gapni yozishda o’quvchilar bilan yozish uslublari o’tkaziladi. Havoda mashq qildiriladi. Ayrim o’quvchilarga doskada mashq qildiriladi. Har bir so’z tarkibi tahlil qilinib, j harfining o’zidan oldin va keyingi harfga qo’shib yozish tushuntiriladi. Har bir so’zni shivirlab aytib turib, tushurib qoldirmasdan yozishlari tushuntiriladi. Yozuv daftarlaridagi;
So’zlarga diqqat qilgan holda yozdiriladi. So’zlarda kichik j harfiga e’tibor qaratiladi. O’quvchilarning yozuvlari kuzatib boriladi. O’quvchilar bilan yakka tartibda ish olib boriladi va doskada yozuvlari takror mashq qildiriladi. Qo’shimcha daftar bilan ish olib boriladi . Unda yozuv daftarda yozilgan bo’g’in va so’zlar qayta og’zaki aytib turiladi. Qo’shimcha daftarda yozgan so’zlari va yozuvlari muhokama qilinadi. Chiroyli , to’g’ri yozgan o’quvchilarning daftari namuna qilib ko’rsatiladi. davri ko’chirib yozish shaklida yoziladi.
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V. Darsni yakunlash va o’quvchilarni rag’batlantirish

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V. Darsni yakunlash va o’quvchilarni rag’batlantirish
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bet | 12/31 | Sana | 15.06.2024 | Hajmi | 2,04 Mb. | | #263986 |
Bog'liq yozuv 2chorV. Darsni yakunlash va o’quvchilarni rag’batlantirish .
Bugungi darsda o’tilgan bosh Ch harfi yana bir bor eslatiladi va dars davomida qatnashgan o’quvchilar rag’batlantiriladi.
Yozuv
Mavzu : Kichik j harfining yozilishi.
Darsning maqsadi:
Ta’limiy: Kichik j harfi imlosini to’g’ri, aniq va chiroyli yozishga o’rgatish.
Tarbiyaviy: O’quvchilarda mehnatsevarlik tuyg’usini tarbiyalash
.
Rivojlantiruvchi: O’quvchilarda chiziqdan chiqib ketmaslik , Harf unsurlarini to’g’ri yozish. j harfiga oid yozuv ko’nikmalarini rivojlantirish
.
Dars turi : Yangi bilim va tushunchalarini shakllantiruvchi.
Dars metodlari : Analitik-sintetik tovush metodi, suhbat, tushuntirish, munozara, ko’rgazmalilik. “Kim to’g’ri yozadi” mashqi.
Dars jihozlari : Yozuv daftari, qo’shimcha daftar, J harfiga oid rasmlar.
Fanlararo bog’lanish: Alifbe, tasviriy san’at va odobnoma.
Darsning texnologik xaritasi
T|r
|
Dars bosqichlari
|
Bajariladigan ish mazmuni
|
Bajariladigan ish shakli
|
Ajratilgan vaqt
|
1
|
Tashkiliy qism
|
O’quvchilarni darsga tayyorlash. Navbatchi axboroti.
|
Suhbat.
|
3 daqiqa
|
2
|
O’tilgan mavzuni takrorlash
|
O’tilgan mavzuni takrorlash. Savol va topshiriqlar berib, xulosalash.
|
Savol- javob.
|
10 daqiqa
|
3
|
Yangi mavzu ustida ishlash
|
Kichik j harfini yozish.
|
Ko’rgazmalilik.
|
20 daqiqa
|
4
|
Yangi mavzuni mustahkamlash
|
Yozuv daftari bilan ishlash
|
Daftar bilan ishlash
|
10 daqiqa
|
5
|
Darsni yakunlash va o’quvchilarni rag’batlantirish
|
Uyga vazifani tushuntirish
|
Rag’batlantirish.
|
2 daqiqa
|
|
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Qo'shimcha imkoniyatlar - Shadow simulyatori haqida qisqacha ma`lumot, afzallik va kamchiliklarini yozing. Cisco...

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Shadow simulyatori haqida qisqacha ma`lumot, afzallik va kamchiliklarini yozing. Cisco Packet Tracer dasturida kommutator (Switch) va ularning 2950-24, 2950T,2960,2560-24ps kommutator versiyalari haqida ma`lumot bering
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bet | 3/3 | Sana | 09.07.2024 | Hajmi | 19,66 Kb. | | #267063 |
Bog'liq Amaliy ish 1Qo'shimcha imkoniyatlar: VLAN, QoS, va boshqa rivojlangan tarmoq funksiyalari.
Afzalliklari:
Gigabit uplink: Yuqori tezlikdagi uplink portlari bilan moslashuvchanlik oshadi.
Qo'shimcha funksiyalar: VLAN va QoS kabi rivojlangan tarmoq funksiyalari.
Kamchiliklari:
Cisco 2960 kommutatori
Asosiy xususiyatlar:
Portlar soni: Gigabit Ethernet portlari (10/100/1000) va qo'shimcha SFP uplink portlari.
Qo'shimcha imkoniyatlar: QoS, VLAN, PoE (Power over Ethernet) va rivojlangan tarmoq funksiyalari.
Qo'llab-quvvatlanadigan tarmoqlar: Katta va murakkab tarmoqlar uchun mos.
Afzalliklari:
Yuqori tezlik: Gigabit portlari bilan yuqori tarmoqli kengligi.
Kengaytirilgan funksiyalar: VLAN, QoS, PoE va boshqa rivojlangan funksiyalar.
Moslashuvchan uplinklar: SFP uplink portlari bilan kengaytirilgan moslashuvchanlik.
Kamchiliklari:
Narxi yuqori: Kichik tarmoqlar uchun narxi nisbatan yuqori bo'lishi mumkin.
Cisco 3560-24PS kommutatori
Asosiy xususiyatlar:
Portlar soni: 24 Gigabit Ethernet portlari va qo'shimcha SFP uplink portlari.
Qo'shimcha imkoniyatlar: QoS, VLAN, PoE (Power over Ethernet) va Layer 3 funksiyalari.
Qo'llab-quvvatlanadigan tarmoqlar: Korporativ va katta hajmdagi tarmoqlar uchun mos.
Afzalliklari:
Yuqori tezlik: Gigabit portlari va Layer 3 marshrutizatsiya imkoniyatlari.
PoE qo'llab-quvvatlashi: PoE bilan tarmoqqa quvvat yetkazib berish imkoniyati.
Rivojlangan tarmoq funksiyalari: Layer 3 funksiyalari, QoS va VLAN.
Kamchiliklari:
Narxi yuqori: Yirik korporativ tarmoqlar uchun narxi yuqori bo'lishi mumkin.
Komplekslik: Rivojlangan funksiyalarni sozlash va boshqarish uchun yuqori darajada bilim talab etiladi.
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Bosh sahifa
Aloqalar
Bosh sahifa
Shadow simulyatori haqida qisqacha ma`lumot, afzallik va kamchiliklarini yozing. Cisco Packet Tracer dasturida kommutator (Switch) va ularning 2950-24, 2950T,2960,2560-24ps kommutator versiyalari haqida ma`lumot bering
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Darsning borishi - 26 noyabr 2015 yil

Darsning borishi:
I.Tashkiliy qism.
O’quvchilarni va yozuv daftarlarini darsga hozurlash.
O’quv qurollarini tekshirish.
II . O’tilgan mavzularni takrorlash.
O’tgan darsda o’tilgan kichik ch harfiga oid so’zlardan doskada mashq qildirilib, o’quvchi-larning bilimlari tekshirilib ko’riladi. “Kim to’g’ri yozadi ?” o’yini o’tkaziladi. Oldin ushbu so’zlar aytib yozdiriladi.
Choynak , chumoli , chuchmoma , chol , choy .
So’z boshida, so’z o’rtasida va so’z oxirida tushib qolgan harflarni topish bo’yicha so’z kartochkalari beriladi. Topshiriqni to’g’ri bajargan o’quvchilar rag’batlantiriladi.
III. Yangi mavzu ustida ishlash.
Yangi mavzuni o’quvchilarga kichik p harfini tushuntirish bilan boshlanadi. Bosh Ch harfi-ning yozilish tehnologiyasi tushuntiriladi. Bosma kichik Ch harfi , yozma shaklini yozishda
IV. Yangi mavzuni mustahkamlash.
Yozuv daftarlari bilan ishlash. Ushbu yozilishi kerak bo’lgan so’zlar va gapni yozishda o’quvchilar bilan yozish uslublari o’tkaziladi. Havoda mashq qildiriladi. Ayrim o’quvchilarga doskada mashq qildiriladi. Har bir so’z tarkibi tahlil qilinib, Ch harfining o’zidan oldin va keyingi harfga qo’shib yozish tushuntiriladi. Har bir so’zni shivirlab aytib turib, tushurib qoldirmasdan yozishlari tushuntiriladi. Yozuv daftarlaridagi;
So’zlarga diqqat qilgan holda yozdiriladi. So’zlarda bosh Ch harfiga e’tibor qaratiladi. O’quvchilarning yozuvlari kuzatib boriladi. O’quvchilar bilan yakka tartibda ish olib boriladi va doskada yozuvlari takror mashq qildiriladi. Qo’shimcha daftar bilan ish olib boriladi . Unda yozuv daftarda yozilgan bo’g’in va so’zlar qayta og’zaki aytib turiladi. Qo’shimcha daftarda yozgan so’zlari va yozuvlari muhokama qilinadi. Chiroyli , to’g’ri yozgan o’quvchilarning daftari namuna qilib ko’rsatiladi. davri ko’chirib yozish shaklida yoziladi.
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V. Darsni yakunlash va o’quvchilarni rag’batlantirish

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V. Darsni yakunlash va o’quvchilarni rag’batlantirish
|
bet | 16/31 | Sana | 15.06.2024 | Hajmi | 2,04 Mb. | | #263986 |
Bog'liq yozuv 2chorV. Darsni yakunlash va o’quvchilarni rag’batlantirish .
Bugungi darsda o’tilgan bosh J harfi yana bir bor eslatiladi va dars davomida qatnashgan o’quvchilar rag’batlantiriladi.
Yozuv
Mavzu : Kichik g’ harfining yozilishi.
Darsning maqsadi:
Ta’limiy: Kichik g’ harfi imlosini to’g’ri, aniq va chiroyli yozishga o’rgatish.
Tarbiyaviy: O’quvchilarda mehnatsevarlik tuyg’usini tarbiyalash
.
Rivojlantiruvchi: O’quvchilarda chiziqdan chiqib ketmaslik , Harf unsurlarini to’g’ri yozish. G’ harfiga oid yozuv ko’nikmalarini rivojlantirish
.
Dars turi : Yangi bilim va tushunchalarini shakllantiruvchi.
Dars metodlari : Analitik-sintetik tovush metodi, suhbat, tushuntirish, munozara, ko’rgazmalilik. “Kim to’g’ri yozadi” mashqi.
Dars jihozlari : Yozuv daftari, qo’shimcha daftar, g’ harfiga oid rasmlar.
Fanlararo bog’lanish: Alifbe, tasviriy san’at va odobnoma.
Darsning texnologik xaritasi
T|r
|
Dars bosqichlari
|
Bajariladigan ish mazmuni
|
Bajariladigan ish shakli
|
Ajratilgan vaqt
|
1
|
Tashkiliy qism
|
O’quvchilarni darsga tayyorlash. Navbatchi axboroti.
|
Suhbat.
|
3 daqiqa
|
2
|
O’tilgan mavzuni takrorlash
|
O’tilgan mavzuni takrorlash. Savol va topshiriqlar berib, xulosalash.
|
Savol- javob.
|
10 daqiqa
|
3
|
Yangi mavzu ustida ishlash
|
Kichik g’ harfini yozish.
|
Ko’rgazmalilik.
|
20 daqiqa
|
4
|
Yangi mavzuni mustahkamlash
|
Yozuv daftari bilan ishlash
|
Daftar bilan ishlash
|
10 daqiqa
|
5
|
Darsni yakunlash va o’quvchilarni rag’batlantirish
|
Uyga vazifani tushuntirish
|
Rag’batlantirish.
|
2 daqiqa
|
|
| |
Darsning borishi - 26 noyabr 2015 yil

Darsning borishi:
I.Tashkiliy qism.
O’quvchilarni va yozuv daftarlarini darsga hozurlash.
O’quv qurollarini tekshirish.
II . O’tilgan mavzularni takrorlash.
O ’tgan darsda o’tilgan kichik j harfiga oid so’zlardan doskada mashq qildirilib, o’quvchi-larning bilimlari tekshirilib ko’riladi. “Kim to’g’ri yozadi ?” o’yini o’tkaziladi. Oldin ushbu rasmlar beriladi va so’zlar aytib yozdiriladi.
So’z boshida, so’z o’rtasida va so’z oxirida tushib qolgan harflarni topish bo’yicha so’z kartochkalari beriladi. Topshiriqni to’g’ri bajargan o’quvchilar rag’batlantiriladi.
III. Yangi mavzu ustida ishlash.
Yangi mavzuni o’quvchilarga kichik p harfini tushuntirish bilan boshlanadi. Bosh Q harfining yozilish tehnologiyasi tushuntiriladi. Bosma kichik J harfi , yozma shaklini yozishda
IV. Yangi mavzuni mustahkamlash.
Yozuv daftarlari bilan ishlash. Ushbu yozilishi kerak bo’lgan so’zlar va gapni yozishda o’quvchilar bilan yozish uslublari o’tkaziladi. Havoda mashq qildiriladi. Ayrim o’quvchilarga doskada mashq qildiriladi. Har bir so’z tarkibi tahlil qilinib, J harfining o’zidan keyingi harfga qo’shib yozish tushuntiriladi. Har bir so’zni shivirlab aytib turib, tushurib qoldirmasdan yozishlari tushuntiriladi. Yozuv daftarlaridagi;
So’zlarga diqqat qilgan holda yozdiriladi. So’zlarda bosh J harfiga e’tibor qaratiladi. O’quvchilarning yozuvlari kuzatib boriladi. O’quvchilar bilan yakka tartibda ish olib boriladi va doskada yozuvlari takror mashq qildiriladi. Qo’shimcha daftar bilan ish olib boriladi . Unda yozuv daftarda yozilgan bo’g’in va so’zlar qayta og’zaki aytib turiladi. Qo’shimcha daftarda yozgan so’zlari va yozuvlari muhokama qilinadi. Chiroyli , to’g’ri yozgan o’quvchilarning daftari namuna qilib ko’rsatiladi. davri ko’chirib yozish shaklida yoziladi.
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Darsning borishi - 26 noyabr 2015 yil

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26 noyabr 2015 yil
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bet | 22/31 | Sana | 15.06.2024 | Hajmi | 2,04 Mb. | | #263986 |
Bog'liq yozuv 2chorDarsning borishi:
I.Tashkiliy qism.
O’quvchilarni va yozuv daftarlarini darsga hozurlash.
O’quv qurollarini tekshirish.
II . O’tilgan mavzularni takrorlash.
O’tgan darsda o’tilgan kichik z harfiga oid so’zlardan doskada mashq qildirilib, o’quvchi-larning bilimlari tekshirilib ko’riladi. “Kim to’g’ri yozadi ?” o’yini o’tkaziladi. Oldin ushbu so’zlar aytib yozdiriladi.
So’z boshida, so’z o’rtasida va so’z oxirida tushib qolgan harflarni topish bo’yicha so’z kartochkalari beriladi. Topshiriqni to’g’ri bajargan o’quvchilar rag’batlantiriladi.
III. Yangi mavzu ustida ishlash.
Yangi mavzuni o’quvchilarga bosh Z harfini tushuntirish bilan boshlanadi. Bosh Z harfining yozilish tehnologiyasi tushuntiriladi. Bosma bosh Z harfi , yozma shaklini yozishda
IV. Yangi mavzuni mustahkamlash.
Yozuv daftarlari bilan ishlash. Ushbu yozilishi kerak bo’lgan so’zlar va gapni yozishda o’quvchilar bilan yozish uslublari o’tkaziladi. Havoda mashq qildiriladi. Ayrim o’quvchilarga doskada mashq qildiriladi. Har bir so’z tarkibi tahlil qilinib, Z harfining o’zidan oldin va keyingi harfga qo’shib yozish tushuntiriladi. Har bir so’zni shivirlab aytib turib, tushurib qoldirmasdan yozishlari tushuntiriladi. Yozuv daftarlaridagi;
So’zlarga diqqat qilgan holda yozdiriladi. So’zlarda bosh Z harfiga e’tibor qaratiladi. O’quvchilarning yozuvlari kuzatib boriladi. O’quvchilar bilan yakka tartibda ish olib boriladi va doskada yozuvlari takror mashq qildiriladi. Qo’shimcha daftar bilan ish olib boriladi . Unda yozuv daftarda yozilgan bo’g’in va so’zlar qayta og’zaki aytib turiladi. Qo’shimcha daftarda yozgan so’zlari va yozuvlari muhokama qilinadi. Chiroyli , to’g’ri yozgan o’quvchilarning daftari namuna qilib ko’rsatiladi. davri ko’chirib yozish shaklida yoziladi.
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Example 21.4 - Wireless Local Area Networks

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Wireless Local Area Networks Pdf ko'rish
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bet | 20/55 | Sana | 24.05.2024 | Hajmi | 343,31 Kb. | | #252539 |
Bog'liq garg2007Example 21.4
A WLAN is required to have the minimum
E
b
/
N
0
of 10 dB in an indoor ofﬁ ce
environment. The background noise at 2.4 GHz is
120 dBM. If the transmit
power is 20 mW and there is no line-of-sight (NLOS) between the AP and mobile
terminals, what is the coverage of the AP? Assume a data rate of 1 Mbps and
channel bandwidth of 0.5 MHz. Use the joint technical commitee (JTC) path loss
model in which for NLOS conditions in the indoor ofﬁ ce environment, path loss
at the ﬁ rst meter (
A
) is 37.7 dB and path loss exponent,
,
is 3.3. Assume power
loss from the ﬂ oors to be 19 dB and a shadow effect of 10 dB.
Solution
Required
S
N
E
b
N
0
R
B
w
10
1
0.5
20 dB
Transmit power
10 log 20
13 dBm
Receiver sensitivity
120
20
100 dBm
Maximum allowable path loss
13
(
100)
113 dB
L
p
A
10
log
d
L
f
(
n
)
X
where:
A
path loss at the ﬁ rst meter
path loss exponent
L
f
function relating power loss with number of ﬂ oors,
n
X
lognormally distributed random variable representing the shadow effect
d
distance between AP and mobile terminal
113
37.7
33 log
d
19
10
d
25.3 meters
21.5.3 IEEE 802.11 Data Link Layer
The data link layer within 802.11 consists of two sublayers: logical link con-
trol (LLC) and media access control (MAC). 802.11 uses the same 802.2 LLC
and 48-bit addressing as the other 802 LAN, allowing for simple bridging from
wireless to IEEE wired networks, but the MAC is unique to WLAN. The sublayer
•
•
•
•
•
•
•
•
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Frequency band - Wireless Local Area Networks

Frequency band Max. transmit power with 6 dBi antenna gain 5.150–5.250 GHz
40 mW (2.5 mW/MHz)
5.250–5.350 GHz
200 mW (12.5 mW/MHz)
5.725–5.825 GHz
800 mW (50 mW/MHz)
Ch21-P373580.indd 733
5/3/07 10:58:21 PM
734 21 Wireless Local Area Networks Solution f 200 Hz
Minimum number of chips
20
Number of tones contained in spreading bandwidth (
B ss )
2
20
1,048,576
1,048,576
B ss 200
B ss 209,715,200
209.715 MHz
Chip rate
1.2
20
24 kchip/sec
Processing gain (
G p )
209.715
10
6
1.2
10
3
174,762.5
Symbol rate
1.2
10
3
3
400 symbols/sec
Number of chips per symbol
24
10
3
400
60
Example 21.3 The IEEE 802.11a WLAN uses a 64-subchannel implementation of multicarrier
modulation (MCM, i.e., OFDM). Forty-eight subcarriers are used for information
transmission, 4 subcarriers for pilot tones are used for synchronization, and 12 are
reserved. Each subchannel has a symbol rate of 250 kilo symbols per second (ksps).
The occupied bandwidth is 20 MHz. Find the bandwidth of a subchannel. What is
modulation efﬁ ciency? What is a user symbol rate? If 16-QAM modulation is used,
what is the user data rate if the information bits are encoded with a rate of
3
/
4
? If the
guard time between two transmitted symbols is 800 ns, what is the time utilization
efﬁ ciency of the system?
Solution Total number of subcarriers
48
12
4
64
Bandwidth of subchannels
20
10
6
64
312.5 kHz
Modulation efﬁ ciency
250
312.5
0.8 symbols/sec/Hz
User symbol transmission rate
48
250
1.2 Msps
User bit per symbol
4 for 16-QPSK modulation
•
•
•
•
•
Ch21-P373580.indd 734
5/3/07 10:58:22 PM
User data rate
3
4
4
12
36 Mbps
Symbol duration
1
250
10
3
4000 ns
Time utilization efﬁ ciency
4000
4800
0.83
Exponential Backoff Algorithm

check whether it remains free or another transmission begins. At the end of its
contention window, if the medium is still free the station can send its frame. If
during the contention window another station begins transmitting data, the back-
off counter is frozen and counting down starts again when the channel returns to
the idle state.
There is a problem related to the CW dimension. With a small CW, if many
stations attempt to transmit data at the same time it is very possible that some
of them may have the same backoff interval. This means that there will continu-
ously be collisions, with serious effects on the network performance. On the other
hand, with a large CW, if few stations wish to transmit data they will likely have
long backoff delays resulting in the degradation of the network performance. The
solution is to use an exponentially growing CW size. It starts from a small value
(
CW
min
31) and doubles after each collision, until it reaches the maximum
value
CW
max
(
CW
max
1023). In 802.11 the backoff algorithm must be executed
in three cases:
When the station senses the medium is busy before the ﬁ rst transmission of
a packet
After each retransmission
After a successful transmission
This is necessary to avoid a single host wanting to transmit a large quantity
of data, occupying the channel for too long a period, and denying access to all
other stations. The backoff mechanism is not used when the station decides to
transmit a new packet after an idle period and the medium has been free for more
than the DIFS (see Figure 21.14).
The transmission time for a data frame
PLCP
D
R
s
where:
•
•
•
Busy Medium
DIFS
PIFS
SIFS
Contention Window
Slot-time
Next Frame
Defer Access
Select Slot and decrement backoff as
long as medium is idle
DIFS
Backoff Window