nyuuzyou/kompy huggingface dataset:
Tomchilatib sug‘orish tizimining boshqaruv

263
Avtomatlashtirilgan boshqaruvli tomchilatib sug‘orish
tizimlarida boshqaruv punkti o‘z tarkibiga tizimni avtomatik
tarzda boshqaruvchi kompyuter qurilmasini ham oladi. Bunday
tizimlarda ekin dalasi tuprog‘ining namligi o‘zgarishlarini qayd
qiluvchi datchiklar signalini qabul qiluvchi
va ular asosida ish
yurituvchi kompyuter uskunalari nazarda tutiladi.
Tomchilatib sug‘orish tizimi ishchi loyihasining tarkibida
tizim tarkibida qo‘llanilgan boshqaruv tizimining tavsifi, uning
tarkibidagi uskunalar ro‘yxati va tizimni
ishlatish tartibining
bayoni bo‘lishi talab qilinadi.
264
9-BOB. TOMCHILATIB SUG‘ORISH TIZIMINI
LOYIHALASH
Tomchilatib sug‘orish tizimini joriy qilish uning avvaldan
ishlab chiqilgan loyihasi asosida amalga oshiriladi.
Tomchilatib sug‘orish tizimining elementlarini to‘g‘ri tanlash
tizimni samarali ishlashi uchun zamin yaratadi.
9.1. Tomchilatib sug‘orish tizimini loyihalashda
bajariladigan ishlar
Buning uchun avvalo tomchilatib sug‘orish
tizimining
loyiha- smeta hujjatlari ishlab chiqiladi.
Tomchilatib sug‘orish tizimi
loyihasini tuzish uchun
parvarish- lanayotgan ekin va ekin dalasiga oid birlamchi
ma’lumotlar talab qilinadi.
Buning uchun tomchilatib sug‘orish tizimi joriy qilinadigan
ekin maydonining tuproq-iqlim sharoitlari, suv bilan ta’minlanish
manbalari, elektr energiyasi ta’minoti holati, sug‘oriladigan ekin
va uni parvarishlashning o‘ziga xos jihatlari to‘g‘risidagi
ma’lumotlar yig‘ilib o‘rganiladi va tahlil qilinadi.
Tomchilatib sug‘orish tizimini loyihalash doirasida quyidagi
ishlar bayon qilingan ketma-ketlikda amalga oshiriladi, ya’ni:
1)
uchastka xaritasida tomchilatib sug‘orish tizimining
umumiy sxemasi chizib chiqiladi;
2)
tomchilatib sug‘orish tizimi quriladigan maydonni
sug‘orish sektorlariga bo‘lib chiqiladi;
3)
tomchilatib sug‘orish tizimi sxemasida (uchastka
xaritasida) tomchilatib sug‘orish
tizimining bosh inshootlari
265
joylashtiriladi;
4)
tomchilatib sug‘orish tizimi sxemasida (uchastka
xaritasida) tizimning magistral va tarqatuvchi quvurlari
joylashtiriladi;
5)
sug‘orish sektorlarida tomizgichli sug‘orish shlanglari
joylashtirib chiqiladi.
6)
tomchilatib sug‘orish tizimi inshootlari,
quvurlari va
sug‘orish shlanglarining ko‘rsatkichlari aniqlanadi (gidravlik
hisoblar bajariladi);
7)
tomchilatib sug‘orish tizimi inshootlari, quvurlari va
sug‘orish shlanglarining markalari tanlanadi va narxlari
aniqlanadi;
8)
tomchilatib sug‘orish tizimining
loyihaviy smetasi
tuziladi;
9)
tomchilatib sug‘orish tizimi loyihasining tushuntirish
xati shakllantiriladi;
10)
tomchilatib sug‘orish tizimi loyihasi jamlanib, yagona
hujjat ko‘rinishida chop etiladi.
Mobile PC Note - Microsoft Windows Logo Program System and Device Requirements

Mobile PC Note: In mobile systems, the BIOS can configure the I/O system to share PCI interrupts.
B2.5.5 PCI Controllers/Devices - FAQs B2.5.5.1 Current PCI-related FAQs
See http://www.microsoft.com/winlogo/hardware/pci/.
B2.5.5.2 DAC requirement [Clarification ]
[SDG3:30-32]
Requirements for PCI adapters to support the PCI DAC command are defined in A1.1.6. See "Large Memory Enabled Device Driver Hardware and Software Requirements" in the Windows DDK. Design guidelines are summarized at http://www.microsoft.com/hwdev/newPC/PAEdrv.htm.
B2.5.5.3 AMR/MR PCI IDs [Clarification]
[PCI-0126]
AMR devices and MR devices on the system board are not exempt from the requirement for SID and SVID.
May 28, 1999
B2.5.5.4 Control Method for PCI IDs [Logo Program Clarification]
[PCI-0126; SDG3:30, 31]
PC 99 System Design Guide erroneously cited _PS0 as the control method to use. However, _PS0 moves a device from Dx to D0. (The parent PCI bus is at issue in this case; thus, it is actually Bx to B0.) The problem is that a bus must be powered on before it can be assigned a bus number. Therefore, _PS0 must be run before a bus number is guaranteed to exist. However, if power hasn’t been cut to the bus, or if the bus has not been reset, there will be a bus number remaining from before the bus was placed in the Bx state. This is why _PS0 seems to work in some systems. _REG runs immediately after Windows assigns the bus number and immediately before the PCI driver scans the bus for children. That is what makes _REG the appropriate vehicle for making the children coherent.
After the operating system has control of the system, the SVID and SID registers must not be directly writable—that is, implementations that write these registers before the operating system takes control must disable writing to the SVID and SID registers after the registers have been set and before Windows assumes control of the system. For details, see http://www.microsoft.com/hwdev/devdes/pciids.htm.
FAQ Date: August 26,1999
B2.5.5.5 PCI-PM 1.1 and PME# [Logo Program Clarification9]
[PCI-0130; PCI-0131; SDG3:50]
|
Nosozliklar va ularni bartaraf qilish

316
11.6.1. Qumli filtrlarni yuvish
Qumli filtrlarni yuvish uning turiga qarab ikki ko‘rinishda
amalga oshiriladi.
Bir kamerali
filtrlarni yuvish uchun, ular ishdan to‘xtatiladi
va keyin yuviladi.
Bunda filtrga kelayotgan suvning jo‘mragi yopiladi va
yuvish quvurining jo‘mragi ochiladi. Avval tozalangan suv
filtrning ichiga – teskariga oqiziladi.
Suv filtrlovchi qatlam bo‘ylab yuqoriga ko‘tariladi va
filtrlovchi qatlam ustiga chiqadi. Suv o‘zi bilan birga filtrlovchi
qatlam ustida yig‘ilgan loyqalik – iflosliklar
teskari oqayotgan
suv bilan tashlamaga chiqarib tashlanadi.
Bir kamerali qumli filtrni ishlash va yuvish rejimlari farqi
11.1-rasmda aks ettirilgan.
Ikki kamerali (D/C tipidagi) filtrlarni yuvish filtrni ishdan
to‘xtatmagan tarzda amalga oshiriladi. Bunda filtrning bir
kamerasiga kelayotgan suv jo‘mragi
yopiladi va yuvish
quvurining jo‘mragi ochiladi.
Filtrlash
rejimi
Yuvish rejimi
11.1-rasm. Bir kamerali qumli filtrning ishlash va yuvish
rejimlari.
317
Filtrlash rejimi
Yuvish rejimi
11.2-rasm. Ikki kamerali qumli filtrning ishlash va yuvish
rejimlari.
Filtrlash uskunasining ikkinchi kamerasi ishdan to‘xtamagan
holda faoliyatini davom ettiradi. Keyinchalik ikkinchi kamera
yuvilayotgan vaqtda birinchi kamera filtrlash
faoliyatini davom
Diskli va to‘rli filtrlarni yuvish

318
11.3-rasm.
Yarim avtomatik rejimda
ishlaydigan FS-60PA
filtrlash qurilmasi.
Avtomatik yoki yarim avtomatik tarzda ishlaydigan filtrlarda
ish rejimini biridan boshqasiga o‘tkazish
avtomatik qurilmalar
yordamida amalga oshiriladi (11.3-rasm).
11.7. Tomchilatib sug‘orish tizimi quvurlarini yuvish
Tomchilatib sug‘orish tizimi quvurlarini mavsum davomida
2 marta, bir marta mavsum avvalida va yana bir marta mavsum
oxirida yuvish tavsiya qilinadi.
Buning uchun tarqatuvchi quvurlarning
oxiridagi yopgichlar
ochilib, tizim quvurlari quvurlaridan suvni erkin oqib chiqishi
yuzaga keltiriladi. Bunda 2-3 minut davomida suvning erkin
oqishini ta’minlanadi.
Quvurlardan toza, tiniq suv oqib chiqa boshlaganda
quvurlarni yuvish to‘xtatiladi va quvurning
yopgichi yana joyiga
o‘rnatilib, tizimning germetikligi ta’minlanadi.
11.8. Tomchilatib sug‘orish tizimi shlanglarini yuvish
Tomchilatib sug‘orish tizimlari sug‘orish shlanglarini yuvish
shlanglar ichida va tomizgichlarda mayda zarrachalarni yig‘ilib
319
qolishini oldini oladi.
Sug‘orish shlanglarini bir oyda 2 marta yuvib turish tavsiya
qilinadi. Bunda sug‘orish shlanglarni oxiridagi tiqinlar navbati
bilan 5 sekundga ochib qo‘yiladi va
suvni shlangdan erkin oqib
chiqishiga imkon yaratiladi.
Sug‘orish shlanglarida qotgan tuzlarni eritish va yopishgan
suv o‘tlarini chiqarib yuborish uchun mavsum davomida quvur va
shlanglarga 1-2 marta azot kislotasining 0,5% li eritmasini
yuborish tavsiya qilinadi.
Tizim quvur va shlanlariga kislota
eritmasi yuborilgandan
keyin oradan 15-20 soat o‘tgach, har bir sektorning quvur va
shlanglariga toza suv yuboriladi. Suvni tizimdan erkin oqib
chiqib ketishi uchun shlanglarning oxiri navbat bilan ochib
qo‘yiladi. Natijada tizim quvur va shlanglarini yuvilib tozalanishi
amalga oshiriladi.
Har mavsum yakunida esa tomchilatib sug‘orish tizimi quvur
va shlanglariga azot kislotasining 2-3%
li eritmasi bilan ishlov
berish tavsiya qilinadi.
Bunda ham tizim quvur va shlanglariga kislotali eritma
yuboriladi va ma’lum vaqt o‘tgandan keyin sug‘orish shlanglarini
oxiri ochilib, eritmani erkin oqib chiqib ketishiga imkoniyat
yaratiladi.
Tomchilatib sug‘orish tizimni loyihalash uchun

268
beriladi, ya’ni sektorlar navbatma-navbat sug‘oriladi.
Sug‘orish sektorlarining chegaralari va quvurlarning
yotqizilish chiziqlari tomchilatib sug‘orish tizimining umumiy
sxemasida aniq ko‘rsatiladi.
Tomchilatib sug‘orish tizimining tarqatuvchi quvurlari
magistral quvurga nisbatan perpendikulyar yoki parallel
yo‘nalishda, yetishtiriladigan ekin qatorlariga nisbatan esa
perpendikulyar yo‘nalishda joylashtiriladi.
Tarqatuvchi quvurlar sug‘orish sektorining tashqi chegarasi
(cheti) bo‘ylab yotqiziladi.
Tomchilatib sug‘orish sug‘orish shlanglari tarqatuvchi
quvurga perpendikulyar ravishda ekin (daraxt) qatorlari bo‘ylab
joylashtiriladi. Bunda ekin maydonining tomizgichli sug‘orish
shlangi yotqizilgan yo‘nalishi bo‘yicha nishabligi 3 metrdan,
tomizgichli sug‘orish shlanglarining uzunliklari esa 150 metrdan
oshmasligi maqsadga muvofiq sanaladi.
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67— rasm - • Coreldraw • pho to s h o p

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Готово |
Отмена |
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24.2. AutoCAD 2007 dasturini sozlash
Ishchi stol (Рабочий стол) dagi AutoCAD 2007
- Русский bel-
gisini tanlab sichqoncha chap tugmasini tez-tez ikki marta bosiladi, 69-
rasm. Hosil boigan oynadan “Классический AutoCAD”
yuklanadi va
OK tugmasi bosiladi, 70- rasm. Navbatdagi oyna paydo boiadi, 7 1- rasm.
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Bu oynada oddiy chizmalarni chizish, ya'ni 2 o‘lchovli chizmalarni
chizishda noqulaylik yaratadi. Bu oynada 2 oichovli chizmalarni chi
zish uchun qulay xolatga keltirish uchun quyidagi ketma-ketlikni ba
jarish kerak.
Bu oynada Вид uskunalar panelidagi Сверху (yuqoridan) tugma
sini bir marta bosiladi, 73- rasm. Shundan so‘ng chizma chizish
tekisligi
hosil bo‘ladi va ekran rangini o‘zgartirish uchun Визуальные стили
uskunalar panelidagi 2D каркас tugmasi tanlanishi kerak
Shunda ishclii oyna quyidagi ko‘rinishga keladi (74- rasm).
- ; ;
tttl Я
– 2 ball 
bilan baholanadi - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

Bog'liq Qayta tayyorlash va ularning malakasini oshirish instituti
– 2 ball bilan baholanadi.
Vizual-didaktik resurslar Savol-javob. 1.
Bankning ta’rifini keltiring?
2.
Banklar va ularning kelib chiqish asoslarini tushuntiring?
3.
Kredit tizimi deb nimaga aytiladi?
4.
Kredit tizimining tarkibiy qismlari nimalardan iborat?
Amaliy topshiriq O’quvchilarga topshiriq beriladi blits so’rov 1-gurug uchun Bank
lotincha
:
ansa — sarrof peshtaxtasi) —
kredit
-
moliya
muassasasi;
asosan, vaqtincha bo’sh
pul
mablag’larini to’plash, korxonalarga va
umuman pulga muhtojlarga kredit, ssuda berish, naqd pulsiz hisob-
kitoblarini amalga oshirish, pul va turli qimmatbaho qog’ozlar
chiqarish,
oltin
va chet el valutalari bilan bog’liq operatsiyalarni
bajarish va boshqa faoliyatlar bilan shug’ullanadi.
Bozor
munosabatlari
sharoitida
banklar
pul mablaglarini yig’uvchi, saqlab beruvchi, kredit-hisob va boshqa
vositachilik operasiyalarini bajaruvchi muassasalarga aytiladi.
Bank
so’zining
ma’nosi
iqtisodiyotni samarali boshqarishning muhim subyekti hisoblanadi.
Banklar bozor munosabatining boshqa subyektlaridan farq qilib pul
bilan ishlovchi, vaqtincha bo’sh turgan pul mablag’larini yig’uvchi,
uni unga ehtiyoj sezgan subyektlarga vaqtincha foydalanishga berib
turuvchi va pul mablag’larini samarali ishlatish asosida o’z
faoliyatini olib boruvchi muassasa hisoblanadi.
Kredit
uyushmasi
qimmatbaho metallarni garovga olgan holda kredit beruvchi yuridik
shahs maqomiga ega tashkilotlar hisoblanadi. Lombard tashkilotlari
jismoniy shahslarga o’zining moliyaviy xizmatlarini ko’rsatadi.
129
Bank tizimi
yuridik va jismoniy shahslar tomonidan kreditlar berish maqsadida
ihtiyoriy teng huquqli a’zolik asosida tuziladigan kredit tashkiloti
e’tirof etiladi. Kredit uyushmasi O’zbekiston Respublikasi hududida
bank hisobvaraqlarini belgilangan tartibda ochishga haqlidir
-guruh uchun - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

130
Vaqt:
80 daqiqa
O’quvchilar soni:
nafar
O’quv mashg’ulotining shakli va turi
Amaliy: to’liq o’quv mashg’ulot
O’quv mashg’uloti rejasi
1. Banklarning funksiyalari o’rganish
mezonlari.
2. Banklarning funksiyalari
O’quv mashg’uloti maqsadi:
Banklarning funksiyalari haqida ma’lumot berish va
mavzuni mustahkamlash,ko’nikma va malakani shakllantirish.
O’qitish natijasi:
Banklarning funksiyalarini bilib oladilar.
Pedagogik vazifalar
1.Banklarning funksiyalari haqida
tushuncha beradi;
2.Banklarning funksiyalari haqida
tushuncha beradi;
3.Banklarning funksiyalarini haqida
ma’lumot beradi;
O’quv faoliyati natijalari
1.Banklarning funksiyalari haqida
tushuncha oladilar;
2.Banklarning funksiyalari haqida
tushuncha oladilar;
3.Banklarning funksiyalari haqida
ma’lumot oladilar;
O’qitish metodlari
Ma’ruza,bahs munozara,blits so’rov
O’quv faoliyatini tashkil etish shakli
Jamoa bo’lib guruhlarda ishlash
O’qitish vositalar
Tarqatma materiallar,slaydlar orqali
taqdimot, proyektor
O’qitish sharoiti
Maxsus texnik vositalar bilan ta’minlangan
auditoriya
Qayta aloqaning usul va vositalari
Test,savol-javob, amaliy topshiriqlarni
bajarish bilan baholanadi.
Tomizgichi 
ichkaridan - Shvetsariya taraqqiyot va hamkorlik agentligi

270
chiziqli sug‘oriladigan intensiv bog‘larni parvarishlashda ham
foydalaniladi.
Tomizgichli sug‘orish lentasining turi, unda qo‘llaniladigan
tomizgichning turi va tomizgichlar orasidagi masofa (yoki bir
metrdagi tomizgichlar soni) parvarishlanadigan ekinning turi va
sug‘oriladigan ekin maydonining tuprog‘iga qarab tanlanadi.
Tomizgichli sug‘orish lentasini tanlashda birinchi navbatda
lenta tomizgichining suv sarfi aniqlab olinadi.
Tomizgichning
suv
sarfi
odatda
parvarishlanayotgan
ekinning suvga bo‘lgan talabi va ekin maydoni tuprog‘ining
turiga (suv o‘tkazuvchanlik xususiyatiga) bog‘liq ravishda
tanlanadi.
Xususan:
1.
Qumli va suv o‘tkazuvchanligi yaxshi bo‘lgan yengil
mexanik tarkibli tuproqlar sharoitlarida qo‘llash uchun suv sarfi 2
l/soatdan 4l/ soatgacha bo‘lgan tomizgichlar tanlanadi.
2.
Mexanik
tarkibi
o‘rtacha
og‘irlikda,
suv
o‘tkazuvchanligi ham o‘rtacha bo‘lgan tuproqlar sharoitlarida
asosan suv sarfi 1-1,5 l/soat bo‘lgan tomizgichlar qo‘llanadi.
3.
Mexanik tarkibi og‘ir, suv o‘tkazuvchanligi past
(qiyin) bo‘lgan tuproqlar (loy va unga yaqin tarkibli) sharoitlarida
suv sarfi 1 l/soatdan kam bo‘lgan tomizgichlarni qo‘llash tavsiya
qilinadi.
Tomizgichli sug‘orish lentasini tanlashda uning tashqi
ko‘rinishi, ichki diametri, devorining qalinligi, tomizgichlari
orasidagi masofa va tomizgichni ishchi bosimiga alohida e’tibor
qaratiladi.
Yakuniy nazorat - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

128
ammo oʻlchov va ishlov berish asbob-uskunalaridan foydalanishda, vaqt me’yorlarida
xatoliklarga yoʻl qoʻygan holda bajardi deb topilganda
– 4 ball
;
➢
oʻquvchi belgilangan topshiriqni nazariy biladi, ish oʻrinlarini toʻgʻri
tashkil qiladi, ammo texnika xavfsizligi qoidalariga amal qilishda, oʻlchov va ishlov
berish asbob-uskunalaridan foydalishda, vaqt me’yorlariga amal qilishda xatoliklarga
yoʻl qoʻydi deb topganda
– 3 ball
;
➢
oʻquvchi oʻquv amaliyoti dasturini oʻzlashtirmagan, amaliyot
mashgʻulotining 50 %i yoki undan koʻp qismida ishtirok etmagan, amaliyot
hisobotlarini topshirmagan hamda amaliyot (mavzu) boʻyicha tasavvurga ega emas
deb topilganda
Yes, I suppose you’re right

TEST
EMMA:
We’ve got to choose a topic for our experiment, haven’t we, Jack? Were you thinking of
something to do with seeds?
JACK:
That’s right. I thought we could look at seed germination – how a seed begins to grow.
EMMA:
OK. Any particular reason? I know you’re hoping to work in plant science eventually …
JACK:
Yeah, but practically everything we do is going to feed into that. No,
there’s an optional
module on seed structure and function in the third year that I might do, so I thought
it might be useful for that
Q21
. If I choose that option, I don’t have to do a dissertation
module.
EMMA:
Good idea.
JACK:
Well, I thought for this experiment we could look at the relationship between seed size and
the way the seeds are planted. So, we could plant different sized seeds in different ways,
and see which grow best.
EMMA: OK.
We’d need to allow time for the seeds to come up
Q22
.
JACK:
That should be fine if we start now. A lot of the other possible experiments need quite
Q22
the mammoth bones previously found on the North American mainland

TEST
STEPHANIE: Hello, Trevor.
TREVOR:
Hello, Stephanie. You said you wanted to talk about the course I’m taking on literature for
children.
STEPHANIE: That’s right. I’m thinking of doing it next year, but I’d like to find out more about it first.
TREVOR:
OK, well, as you probably know, it’s a one-year course. It’s divided into six modules, and
you have to take all of them. One of the most interesting ones, for me, at least, was about
the purpose of children’s literature.
STEPHANIE: You mean, whether it should just entertain children or should be educational, as well.
TREVOR:
Right, and whether the teaching should be factual – giving them information about the
world – or ethical, teaching them values. What’s fascinating is that
they’re very - Customer satisfaction survey

TEST
Presentation about refrigeration
ANNIE:
OK, Jack. Before we plan our presentation about refrigeration, let’s discuss what we’ve
discovered so far.
JACK:
Fine, Annie. Though I have to admit I haven’t done much research yet.
ANNIE:
Nor me. But I found an interesting article about icehouses. I’d been some 18th- and 19th-
century ones here in the UK, so I knew they were often built in a shady area or underground,
close to lakes that might freeze in the winter. Then blocks of ice could be cut and stored
in the icehouse. But
I didn’t realise that insulating the blocks with straw or sawdust
meant they didn’t melt for months
Q21
. The ancient Romans had refrigeration, too.
JACK:
I didn’t know that.
ANNIE:
Yes, pits were dug in the ground, and snow was imported from the mountains – even though
they were at quite a distance. The snow was stored in the pits. Ice formed at the bottom of
it.
Both the ice and the snow were then sold
Q22
. The ice cost more than the snow and
my guess is that only the wealthy members of society could afford it.
JACK:
I wouldn’t be surprised. I also came across an article about modern domestic fridges. Several
different technologies are used, but they were too complex for me to understand.
ANNIE:
You have to wonder what happens when people get rid of old ones.
JACK:
You mean because the gases in them are harmful for the environment?
ANNIE:
Exactly. At least these are now plenty of organisations that will recycle most of the components
safety, but of course
O’quv mashg’ulotining texnologik xaritasi

109
O’quv mashg’ulotining texnologik xaritasi
Ish
bosqichlari
Faoliyat mazmuni
O’qituvchi
O’quvchi
1 – bosqich
O’quv
mashg’ulotiga
kirish(5
daqiqa)
Tashkiliy qism:
1.O’quvchilarning davomatini tekshiradi.
2.O’quvchilarning mashg’ulotga tayyorgarligini
nazorat qiladi.
3.Mavzuning nomi va maqsadi,rejasi va o’quv
mashg’ulotidan kutilayotgan natija to’g’risida
ma’lumot beradi.
1.Mashg’ulotga
tayyorgarlik
ko’radilar.
2.Tinglaydilar.
2 – bosqich
Asosiy
(65
daqiqa)
Tayanch bilimlarni faollashtirish:
2.1.Mavzuga oid bilimlarni yodga olish maqsadida
o’quvchilarga test savollari beradi.
Maqsad va vazifani belgilanishi:
2.2.Mashg’ulotda ko’rib chiqiladigan reja
savollarini e’lon qiladi.
1. Kredit tushunchasi.
2.Kreditning zarurligi va mohiyat.
3.Kreditning asosiy tamoyillari.
O’quvchilar bilimini faollashtirish:
2.3.Mavzuga oid bilimlarni esga solish maqsadida
o’quvchilar “Klaster” usulida savol-javob
o’tkazadi
Yangi o’quv materiali bayoni:
2.4.Maruzani reja bo’yicha tushuntiradi va har bir
reja savolining oxirida qisqa muhokama asosida
umumlashtiruvchi fikr bayon etiladi.
Jarayon slaydlarni namoyish qilish bilan olib
boriladi.
Visit to Branley Castle - Customer satisfaction survey

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Bog'liq Listening transcripts 230531 122425Visit to Branley Castle
We’ll be arriving at Branley Castle in about five minutes, but before we get there I’ll give you a little
information about the castle and what our visit will include.
So in fact there’s been a castle on this site for over eleven hundred years. The first building was a fort
constructed in 914 AD for defence against Danish invaders by King Alfred the Great’s daughter, who
ruled England at the time. In the following century, after the Normans conquered England, the land was
given to a nobleman called Richard de Vere, and he built a castle there that stayed in the de Vere family
for over four hundred years.
However, when Queen Elizabeth I announced that she was going to visit the castle in 1576 it was beginning
to look a bit run down, and it was decided that rather than repair the guest rooms,
Q11
they’d make a
new house for her out of wood next to the main hall. She stayed there for four nights and apparently it
was very luxurious, but unfortunately it was destroyed a few years later by fire.
In the seventeenth century the castle belonged to the wealthy Fenys family, who enlarged it and made it
more comfortable. However, by 1982 the Fenys family could no longer afford to maintain the castle, even
though they received government support, and they put it on the market. It was eventually taken over by
Q12
a company who owned a number of amusement parks, but when we get there I think you’ll see
that they’ve managed to retain the original atmosphere of the castle.
When you go inside, you’ll find that in the state rooms
Q13
there are life-like moving wax models
dressed in costumes of different periods in the past, which even carry on conversations together. As
well as that, in every room there are booklets giving information about what the room was used for and
the history of the objects and furniture it contains.
The castle park’s quite extensive. At one time sheep were kept there, and in the nineteenth century the
owners had a little zoo with animals like rabbits and even a baby elephant. Nowadays the old zoo buildings
are used for
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Q21
the writer isn’t - Customer satisfaction survey

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Bog'liq Listening transcripts 230531 122425Q21
the writer isn’t
necessarily conscious of the message they’re conveying. For instance, a story might
show a child who has a problem as a result of not doing what an adult has told them to do,
implying that children should always obey adults.
STEPHANIE: I see what you mean.
TREVOR:
That module made me realise how important stories are – they can have a significant effect
on children as they grow up. Actually,
Q22
it inspired me to have a go at it myself, just for
my own interest. I know can’t compete with the really popular stories, like the Harry Potter
books – they’re very good, and even young kids like my seven-year-old niece love reading
them.
STEPHANIE: Mm. I’m very interested in illustrations in stories. Is that covered in the course?
TREVOR:
Yes, there’s a module on pictures, and how they’re sometimes central to the story.
STEPHANIE: That’s good. I remember some frightening ones I saw as a child and I can still see them
vividly in my mind, years later! Pictures can be so powerful, just as powerful as words.
I’ve always enjoyed drawing, so
Q23
that’s the field I want to go into when I finish the
course. I bet that module will be really helpful.
TREVOR:
I’m sure it will. We also studied comics in that module, but I’m not convinced of their value, not
compared with books. One of the great things about words is that you use your imagination,
but with a comic you don’t have to.
STEPHANIE: But children are so used to visual input – on TV, video games, and so on. There are plenty
of kids who wouldn’t even
try to read a book, so I think
Q24
comics can serve a really
useful purpose.
TREVOR:
You mean, it’s better to read a comic than not to read at all?
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Kreditlash tamoyillari - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

115
Vaqt:
80 daqiqa
O’quvchilar soni:
nafar
O’quv mashg’ulotining shakli va
turi
Amaliy: to’liq o’quv mashg’ulot
O’quv mashg’uloti rejasi
1. Banklar va ularning kelib chiqish
asoslari
2. Bank tizimi
3.Banklarda kredit faoliyatini
rivojlantirishda axborot texnologiyalarining
ro’li
O’quv mashg’uloti maqsadi:
Banklarda kredit faoliyatini rivojlantirishda
axborot texnologiyalarining ro’li haqida ma’lumot berish va mavzuni
mustahkamlash,ko’nikma va malakani shakllantirish.
O’qitish natijasi:
Banklarda kredit faoliyatini
rivojlantirishda axborot
texnologiyalarining ro’lini bilib oladilar.
Pedagogik vazifalar:
1.Banklar va ularning kelib chiqish
asoslarini
haqida tushuncha beradi;
2.Bank tizimini haqida tushuncha
beradi;
3. Banklarda kredit faoliyatini
rivojlantirishda axborot
texnologiyalarining ro’li
haqida ma’lumot beradi;
O’quv faoliyati natijalari:
1.Banklar va ularning kelib chiqish
asoslarini
haqida tushuncha oladilar;
2.Bankning qisqa muddatli kreditlarini
hisobga olish haqida bilib oladilar;
3.Banklarda kredit faoliyatini
rivojlantirishda axborot
texnologiyalarining ro’li haqida ma’lumot
oladilar;
O’qitish metodlari
Taqdimot, bahs-munozara
O’quv faoliyatini tashkil etish shakli
Jamoaviy, yakka tartibdagi, jiftlikdagi
O’qitish vositalar
Proyektor, kompyuter, grafiklar
Q22
it means more and more pollutants are discharged into the rivers

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Q22
it means more and more pollutants are discharged into the rivers Pdf ko'rish
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Bog'liq Listening transcripts 230531 122425Q22
it means more and more pollutants are discharged into the rivers.
CARLA:
So these are brought downstream to the cities?
ROB:
Right. Hmm. Did you read that article about Miami, on the east coast of the USA?
CARLA: No.
ROB:
Well, apparently back in the 1950s they build channels to drain away the water in case of
flooding.
CARLA:
Sounds sensible.
ROB:
Yeah, they spent quite a lot of money on them.
Q23
But what they didn’t take into account
was global warming. So they built the drainage channels too close to sea level, and now
sea levels are rising, they’re more or less useless. If there’s a lot of rain, the water can’t run
away, there’s nowhere for it to go. The whole design was faulty.
CARLA:
So what are the authorities doing about it now?
ROB:
I don’t know. I did read that they’re aiming to stop disposing of waste into the ocean over
the next ten years.
CARLA:
But that won’t help with flood prevention now, will it?
ROB:
No. Really
Q24
they just need to find the money for something to replace the drainage
channels, in order to protect against flooding now. But in the long term they need to consider
the whole ecosystem.
CARLA:
Right. Really, though, coastal cities can’t deal with their problems on their own, can they? I
mean, they’ve got to start acting together at an international level instead of just doing their
own thing.
ROB:
Absolutely. The thing is, everyone knows what the problems are and environmentalists have
a pretty good idea of what we should be doing about them, so
Q25
they should be able
to work together to some extent. But it’s going to be a long time before countries come to
a decision on what principles they’re prepared to abide by.
CARLA:
Yes, if they ever do.
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Project on using natural dyes to colour fabrics

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Bog'liq Listening transcripts 230531 122425Project on using natural dyes to colour fabrics
TUTOR:
OK, Jim. You wanted to see me about your textile design project.
JIM:
That’s right. I’ve been looking at how a range of natural dyes can be used to colour fabrics
like cotton and wool.
TUTOR:
Why did you choose that topic?
JIM:
Well, I got a lot of useful ideas from the museum, you know, at that exhibition of textiles.
But I’ve always been interested in anything to do with colour. Years ago,
I went to a carpet
shop with my parents when we were on holiday in Turkey, and I remember all the
amazing colours.
Q21
TUTOR:
They might not all have been natural dyes.
JIM:
Maybe not, but for the project I decided to follow it up. And I found a great book about a
botanic garden in California that specialises in plants used for dyes.
TUTOR:
OK. So, in your project, you had to include a practical investigation.
JIM:
Yeah. At first I couldn’t decide on my variables. I was going to just look at one type of fibre
for example, like cotton …
TUTOR:
… and see how different types of dyes affected it?
JIM: Yes.
Then I decided to include others as well, so I looked at cotton and wool and
nylon.
Q22
TUTOR:
With just one type of dye?
JIM:
Various types, including some that weren’t natural, for comparison.
TUTOR: OK.
JIM:
So, I did the experiments last week. I used some ready-made natural dyes. I found a website
which supplied them, they came in just a few days, but I also made some of my own.
TUTOR:
That must have taken quite a bit of time.
JIM:
Yes, I’d thought it’d just be a matter of a teaspoon or so of dye, and actually that wasn’t the
case at all.
Like I was using one vegetable, beetroot, for a red dye, and I had to chop
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Shvetsariya taraqqiyot va hamkorlik agentligi - bet 121

274
•
10-20 sm – bir-biriga yaqin (zich) ekiladigan ekinlarni
sug‘orishda qo‘llanadi va ushbu ekinlarni yengil mexanik
tarkibli (qumli) tuproqlar sharoitida
yetishtiriladigan
holatlar uchun eng ma qul sanaladi.
•
30 sm – o‘rta mexanik tarkibli tuproqlar sharoitida,
ko‘chat oralig‘i 30 sm masofada ekiladigan ekinlarni
sug‘orish uchun qo‘llaniladi.
•
40-50 sm – ko‘chatlari
bir-biridan uzoq masofada, siyrak
ekiladigan ekinlarni sug‘orish uchun qo‘llanadi.
Tomizgichlari oralig‘idagi masofasi katta bo‘lgan qattiq yassi
tomizgichli sug‘orish lentalaridan ko‘p yillik ekinlarni (intensiv
bog‘larni) chiziqli ko‘rinishda sug‘orish
uchun foydalanish
mumkin. Ushbu ko‘p yillik mevali daraxtlarni tomchilatib
sug‘orish uchun qalin devorli sug‘orish shlanglaridan foydalanish
iqtisodiy jihatdan foydaliroq sanaladi. Buning asosiy sababi qalin
devorli sug‘orish shlanglarining ishlash
muddati uzoq ekanligi
bilan izohlanadi.
Filtrlash qurilmasini tanlash

285
o‘tkazmasligi kerak.
Filtrdan yirik zarralar o‘tib ketadigan bo‘lsa, sug‘orish tizimi
tomizgichlari tiqilib qolib, tizim samarasiz ishlaydi.
Tomchilatib sug‘orish tizimi filtrlash qurilmasining suv sarfi
sug‘orish tizimining loyihaviy suv sarfi asosida aniqlanadi.
Filtrlovchi qurilmalarning suv sarfi (quvvati)
tizimning
loyihaviy suv sarfi (Ql) dan 2,5 martagacha ortiq bo‘lishi shart.
9.11.Tomchilatib sug‘orish tizimi loyihasining ishchi
chizmasi
Tomchilatib sug‘orish tizimi loyihasining barcha elementlari
tanlangandan keyin, uning ishchi chizmasi tuzib chiqiladi va
yagona chizma ko‘rinishida aks ettiriladi.
Ishchi chizmada tomichilatib sug‘orish
tizimining bosh
inshootlari joylashadigan joylar, sug‘orish sektorlari, magistral va
tarqatuvchi quvurlarning yotish chiziqlari, quvurlarni o‘zaro
ulanish joyidagi tugunlar, sug‘orish
sektorlarida tomizgichli
sug‘orish shlanglarini yotish yo‘nalishlari aks ettiriladi.
Ishchi chizmada har bir sug‘orish sektorining tartib raqami
va umumiy maydoni,
ekinlarning ekilish sxemasi, sug‘orish
vaqtida har bir sektorga beriladigan suvning sarfi, magistral va
tarqatuvchi quvurlarning diametrlari va uzunliklari to‘g‘risidagi
ma’lumotlar keltiriladi (9.3-rasm).
Yangi mavzuni mustaxkamlash - 1- dars. Mavzu: Masalalarni kompyuterda yechish bosqichlari Darsning texnologik xaritasi

Yangi mavzuni mustaxkamlash.
1. Uchta son berilgan. Ular ichida manfiy sonlarning kubini hisoblovchi dastur tuzing.
Program masala_1;
Label tamom;
Var a, b,c: Real;
Begin ClrScr
Write(‘1- sonni kiriting: '); ReadLn(a);
Write(‘2-sonni kiriting: '); ReadLn(b);
Write(‘3-sonni kiriting: '); ReadLn(c);
If(a>=0) and (b>=0) and (c>=0) Then begin
WriteLn('Bu sonlar orasida manfiylari yo’q’); goto tamom; end;
If a<0 then WriteLn( a,’ning kubi=’,a*a*a);
If b<0 then WriteLn( b,’ning kubi=’,b*b*b)
If a<0 then WriteLn( c,’ning kubi=’,c*c*c)
tamom: End.
2. Berilgan butun son manfiy bo'lsa, uning modulini hisoblash dasturi tuzilsin. Dasturni 2 xil usulda, modul hisoblash uchun abs(x) funksiyasidan foydalanib va foydalanmasdan tuzing.
3. Parol «informatika» bo'lsa, u holda parol to'g'ri kiritilganini tekshi- ruvchi dastur tuzing.
Uyga vazifa: Darslikdagi 6-mashq.Test tuzish (5 ta va undan ortiq). 3*. Darslikdagi 7-mashq.
Sana :________________
Sinf :______________
0>0>0>
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Informatika fanidan 9-sinf uchun nazorat ishi topshiriqlari yechimlari

Informatika fanidan 9-sinf uchun nazorat ishi topshiriqlari yechimlari
I variant.
1.Ikkita a va b sonlar berilgan. Agar b son a dan kichik bo`lsa, u holda b ni nol bilan almashtiruvchi, aks holda b ni o`zgarishsiz qoldiruvchi dastur tuzing.
Program masala;
Uses crt;
Var a,b: integer;
Begin
Write (‘ a ning qiymatini kirit’); Readln (a);
Write (‘ b ning qiymatini kirit’); Readln (b);
If a>b then b:=0 else Writeln (‘b=’,b);
Readln;
End.
2.Uzunligi 1m bo`lgan matematik mayatnikning tebranish davrini toppish dasturini tuzing.
Program masala;
Uses crt;
Var T, g: real;
Begin
g:= 9,8;
T: =2*Pi/sqrt(g);
Writeln (‘ T=’,T);
Readln;
End.
3.Ekranga 5 ta sinfdoshingizning ismin turli ranglarda va ekranning sariq rangida chiqaruvchi dastur tuzing.
Program masala;
Uses crt;
Begin
TextBackGround (14);
TextGolor (2); Writeln (‘Aqida’);
TextGolor (4); Writeln (‘Sitora’);
TextGolor (6); Writeln (‘Dostoni’);
TextGolor (3); Writeln (‘Husan’);
TextGolor (9); Writeln (‘Sevara’);
Readln;
End.
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some people just dump old fridges in the countryside

TEST
Cities built by the sea
TUTOR:
OK, so what I’d like you to do now is to talk to your partner
about your presentations on
urban planning. You should have done most of the reading now, so I’d like you to share
your ideas, and talk about the structure of your presentation and what you need to do next.
CARLA:
OK Rob. I’m glad we chose quite a specific topic – cities built next to the sea.
It made it
much easier to find relevant information.
ROB:
Yeah. And cities are growing so quickly – I mean, we know that more than half the world’s
population lives in cities now.
CARLA:
Yeah, though that’s all cities, not just ones on the coast. But
Q21
most of the biggest cities
are actually built by the sea. I’d not realised that before.
ROB:
Nor me. And what’s more, a lot of them are built at places where rivers come out into the
sea. But apparently this can be a problem.
CARLA: Why?
ROB:
Well, as the city expands, agriculture and industry tend to spread further inland along the
rivers, and so agriculture moves even further inland up the river. That’s
not necessarily a
problem, except
Nazorat uchun savollar - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

127
1. Professional ta’lim muassasalarida oʻquvchilar bilimini baholash va nazorat
qilish: joriy baholash, oraliq va yakuniy nazoratlarni oʻtkazish orqali amalga
oshiriladi.
Joriy baholash
– oʻqituvchi va ishlab chiqarish ta’limi ustalari tomonidan
oʻtkazilayotgan mashgʻulotlar davomida oʻquvchilar bilimini nazorat qilishda turli
usullardan (yozma ish, ogʻzaki soʻrov, test, munozaralar, amaliy topshiriqlar,
mustaqil vazifalarni bajarish va b.) foydalanish orqali baholash hisoblanadi.
Oʻquvchilar bilimini joriy baholashda oʻquvchilarning topshiriqlarni bajarishi,
ularning faolligi hamda davomati inobatga olinadi.
Oraliq nazorat
− tegishli fan dasturlarining xususiyatidan kelib chiqib,
dasturning muayyan bir boʻlimi (qismi) tugallangandan keyin semestr davomida
oʻquvchilar bilimini baholash shakli hisoblanadi.
B10.1.2 General Storage - Industry Standards

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B10.1.2 General Storage - Industry Standards
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B10.1.2.2 ATA/ATAPI-5
[STOR-0347; SDG3:177]
ATA standards: Global Engineering Documents at http://global.ihs.com/.
B10.1.2.3 ATAPI Removable Media Device BIOS Specification (ARMD), V. 1.0
http://www.phoenix.com/products/specs.html
B10.1.2.4 MMC-2 - Multi-Media Command Set-2
[STOR-0342; SDG3:149]
Global Engineering Documents at http://global.ihs.com/ (incorporates information defined in Enhanced Music CD Specification).
B10.1.2.5 SCSI Reduced Block Commands (RBC), NCITS.330:2000)
[STOR-0342; SDG3:149]
Global Engineering Documents at http://global.ihs.com/.
B10.1.2.6 Small Computer Interface (SCSI-2)
[X3.131:1994] standard; Global Engineering Documents at http://global.ihs.com/.
[BIOS-0005.1; SDG3:12]
http://www.phoenix.com/techs/specs.html
B10.1.2.8 Media Status Notification Support Specification, V. 1.03
[STOR-0342; SDG3:149]
http://www.microsoft.com/hwdev/download/devdes/atamed.rtf; see FAQ B10.1.5.5.
B10.1.2.9 IEEE 1394 storage class devices conform to ANSI standards for SBP-2 with appropriate command set
[1394-0094; SDG3.160]
Appropriate command sets are RBC (Reduced Block Commands) or MMC-2.
B10.1.2.10 Universal Serial Bus Mass Storage Class Specification Overview, Revision 1.0
[STOR-0343; SDG3:158; see also FAQ B10.1.5.6]
B10.1.2.11 NCITS Serial Bus Protocol-2 (SBP-2) transport protocols (ANSI NCITS 3.25-1998)
Global Engineering Documents at http://global.ihs.com/.
B10.1.2.12 SCSI Parallel Interface (SPI-3) [ANSI/NCITS T10-1302D] standard
[SCSI-0104]
Global Engineering Documents at http://global.ihs.com/.
B10.1.2.13 SCSI-3 Medium Changer Commands (SMC), ANSI NCITS.314:1998
Global Engineering Documents at http://global.ihs.com/.
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B2.6.2 USB Controllers/Devices - Industry Standards

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B2.6.2 USB Controllers/Devices - Industry Standards
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B2.6.2.1 OpenHCI: Open Host Controller Interface Specification for USB, Release 1.0a
[USB-0081]
http://www.microsoft.com/hwdev/respec/busspecs.htm
Universal HCI specification is also accepted.
[USB-0088; SDG3:60]
http://www.usb.org/developers/devclass.html
B2.6.2.3 USB 1.1 Specification (or later)
[USB-0081; SDG3:57]
http://www.usb.org/developers/docs.html
B2.6.3 USB Controllers/Devices - Quality
WHQL Test Specification References:
Chapter 9: USB Test Specification
See B1.3.
This includes USB 1.1 Chapter 9 and Chapter 11 tests:
-
Device or hub has unique VID/Program ID (PID) combination.
-
Serial number, if implemented, is unique.
-
Hub correctly reports the number of ports accessible by the user.
Windows XP: See “USB Controllers,” “USB Hubs,” and device-specific and system-specific topics in the HCT documentation.
B2.6.3.2 SEE B2.6.3.1
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B9.1.3 Still Image Devices - Quality

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B9.1.3 Still Image Devices - Quality
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B9.1.3 Still Image Devices - Quality
WHQL Test Specification References:
Chapter 13: Still Imaging/WIA Test Specification
B9.1.3.1 - B9.1.3.3 SEE B9.1.1.1 B9.1.3.4 Pass WHQL tests
See B1.3.
Windows XP: See “Scanners” and “Cameras” in HCT documentation.
B9.1.4 Still Image Devices - Windows Experience
Design Guidelines:
WIA at http://www.microsoft.com/hwdev/wia/
PC 2001 System Design Guide, Chapter 16, "Digital Still Image Peripherals"
B9.1.4.1 Device uses USB or IEEE 1394 connection
[IMAG-0309; see also FAQ B9.1.5.3]
B9.1.4.2 Device associates an ICC profile
[IMAG-0310]
Devices that create sRGB output must associate the "sRGB Color Space Profile.icm" Windows default ICC profile with the device.
Devices using a vendor-supplied ICC profile or profiles must associate this profile or profiles with the device.
B9.1.4.3- B9.1.4.5 DELETED B9.1.4.6 Digital camera uses PC-compatible file system for removable storage
[IMAG-0313; see also FAQ B9.1.5.2]
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Media integrates an ATA controller
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Device file system installs via the Windows XP/Windows 2000 Installable File System.
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Device ships with a Windows Media Device Manager (WMDM) pluggable service provider.
B9.1.4.7 Daisy-chained parallel port imaging devices are Plug and Play capable
[INPT-0140]
As described in Legacy Plug and Play Guidelines.
B9.1.4.8 Imaging devices resolve at least 1/4 line per claimed pixel resolution in both directions
[IMAG-0315]
B9.1.4.9 Digital camera stores images in JPEG-compressed file format
[IMAG-0314]
B9.1.4.10 Asynchronous imaging device with an IEEE 1394 interface uses SBP2Port
[IMAG-0321]
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B9.1.5 Still Image Devices - FAQs

B9.1.5 Still Image Devices - FAQs B9.1.5.1 The current still image FAQs
See http://www.microsoft.com/winlogo/hardware/stillimage/.
B9.1.5.2 ATA Flash Cards [Logo Program clarification]
[IMAG-0313]
A PC Card ATA flash card must support at least one LogConfig with an IRQ resource. Under Windows Me, Configuration Manager (which is responsible for assigning resources) filters the LogConfigs of ATA cards. If an IRQ is not available, then that configuration is ignored. The operating system will not assign resources for a device that has no LogConfig with an IRQ. This requirement is effective July 1, 2000.
FAQ Date: December 22, 1999
B9.1.5.3 Windows Me: USB Mass Storage and Cameras [Clarification]
It is possible to create a camera that appears to the operating system to be a storage device (and not a camera) by supporting the USB Mass Storage Class specification in camera firmware. In this case, the device is a storage device and must adhere to storage specifications.
However, Microsoft will not grant a "Designed for Windows" logo to cameras that only appear as hard drives to Windows. The reason for this exclusion is that such a device is specifically not designed for Windows, and it loses functionality when attached to a Windows-based PC.
A camera that is designed for Windows retains camera functionality when attached, so the user can take advantage of the imaging feature sets in Windows Me and Windows XP.
FAQ Date: November 24, 1999
B9.1.5.4 Windows Me/Windows XP—Requirement for Still Image Devices [Clarification]
Still image devices are supported under WIA architecture or PIMA 15740. For the Windows Logo Program, the scanner vendor must provide a WIA driver. For digital cameras, however, vendors have theses options:
-
Digital camera vendors can implement one of the following solutions:
-
Provide a camera-specific WIA driver.
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Ensure the camera firmware adheres to the mandatory commands in the PIMA 15740 standard.
-
Implement support compliant with the USB Mass Storage Class Bulk-Only specification and use the Microsoft Usbstor.sys storage driver.
These choices are available because Windows Me and Windows XP provide a WIA driver for PIMA 15740 and USB Mass Storage Class devices, accomplishing the same functional purpose.
Note: Optimal user experience is seamless integration of the imaging peripheral with the Windows environment. In Windows 2000 and Windows 98, event-driven STI user-mode minidrivers remove unnecessary steps for device interaction with the operating system. In Windows XP and Windows Me, the operating system detects hot-pluggable WIA devices such as digital cameras, providing a seamless interface with the device. For persistent-connection devices, such as scanners, implementation of device events via buttons and sensors will deliver this functionality after initial installation.
FAQ Date: December 22, 1999
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B9.1.R Still Image Devices - Future Requirements

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B9.1.R Still Image Devices - Future Requirements
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B9.1.R Still Image Devices - Future Requirements
Announcement of additional future requirements will be published at http://www.microsoft.com/winlogo/hardware/stillimage/.
B9.1.R.1 Digital camera design ensures the PC can both get and set camera properties using WIA driver interface
Future versions of the operating system will provide functionality that allows the user to change stored values on their digital cameras from the PC.
B10.0 Storage Controllers and Devices B10.1 General Storage
All general requirements in B1.0 are included by reference.
All bus-specific requirements in B2.0 are included by reference.
BIOS support for boot devices: see A1.1.4.
B10.1.1 General Storage - Windows Compatibility B10.1.1.1 Windows XP/Windows 2000: "Storage Devices" in the Windows DDK
[SYS-0025.2; SDG3:147]
B10.1.1.2 Windows 98/Me: "IOS" in the Windows Me DDK
[SYS-0025.6; SDG3:147]
B10.1.1.3 Int 13h Extensions
[BIOS-0011; SDG3:147]
"Int 13 Extension APIs" in the Windows Me DDK.
Option ROM or BIOS supports Int 13 for boot devices.
B10.1.1.4 Windows compatibility and implementation notes
http://www.microsoft.com/hwdev/storage/
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Kreditning obyekti - O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallar

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O‘qitish materiallar I to‘plami mutaxassislikka kirish o‘qitish materiallarBog'liq Qayta tayyorlash va ularning malakasini oshirish institutiKreditning obyekti
- bu (kreditor) qarz beruvchidan qarz oluvchiga
beriladiganvaqtincha bo’sh bo’lgan qiymatdir. Boshqacha aytganda kredit aynan qaysi
maqsad uchun berilsa, shu kredit obyekti hisoblanadi. Qishloq xo’jaligida banklar
dehqonchilik va chorvachilik harajatlari - mineral o’g’it, yoqilg’i va moylash
materiallari va boshqa xarajatlar kreditlanadi. Kredit munosabatlarining subyektlari
bo’lib qarz beruvchi banklar, moliyaviy muassasalar va qarzdor (qarz oluvchi)lar
hisoblanadi.
Boshqacha aytganda
kreditlash subyektlari
bo’lib davlat korxona va tashkilotlari,
qurilish tashkilotlari, savdo tashkilotlari, fermer xo’jaliklari, yakka mehnat faoliyati
bilan shug’ullanuvchi tadbirkorlar, qo’shma korxonalar, mikro firmalar, birlashmalar,
tijorat banklar va boshqalar hisoblanadi.
Yuqoridagi subyektlar kredit oluvchi sifatida faoliyat ko’rsatsa, tijorat banklari yoki
boshqa kredit muassasalari kredit beruvchi subyekt sifatida namoyon bo’ladi.
Nazorat uchun savollar:
1.
Raqamli iqtisodiyot sharoitida kreditning mohiyat va zaruriyligi
nimalardan iborat?
2.
Kreditning iqtisodiy kategoriya sifatidagi mazmun va mohiyat
nimalardan iborat?
3.
Kredit rivojlanishining asosiy bosqichlarini tushuntiring.
4. Kreditning asosiy funksiyalari nimalardan iborat?
Tavsiya etilgan adabiyotlar.
1.O‘zbekiston Respublikasining “Banklar va bank faoliyati to‘g‘risida”gi
O‘zbekiston Respublikasi Qonuniga o‘zgartish va qo‘shimchalar kiritish haqida”gi
2019-yil 5-noyabrdagi O‘RQ-580-sonli Qonuni.
2.Abdullayev A.J,Qayumova Z.A va boshqalar.Pul va banklar. Durdona-2021 yil
3.Omonov A.A., Maratov M.D. Pul va pul muomalasi. O’quv qo’llanma.
T: 2008, “Akademiya” nashriyoti.
Fan bo’yicha o’quvchilarni o’zlash tirish,baholash mezonlari.
- 5 ―”A’lo”:
amaliy faoliyatni tog’ri bajarilishi (manipulyatsiyalar, modellar,
ko’nikmalar va hokazo) 90-100% ga bajarish;
- 4 ―”Yaxshi”:
amaliy faoliyatni (manipulyatsiyalar, modellar, ko’nikmalar va bosh
qalarni) bajarish algoritmiga muvofiq 75-89 foizga bajarish;
-3 ―”Qoniqarli”:
amaliy faoliyatni bajarish algoritmiga muvofiq talab qilinadigan
ishturlarini (manipulyatsiyalar, modellar, ko’nikmalar va h.k) 60-74 foizga bajarish;
- 2 ―”Qoniqarsiz”:
kerakli ishturlarini algoritmini bajarish ketma-ketligini sezilarli
darajada buzilishi, amaliyot davomida topshiriqlarni to’g’ri bajarishga intilmaslik;
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