nyuuzyou/kompy huggingface dataset:
-listing - Xakimov jamshid oktyamovich kompyuterli loyihalash

•
PRNCOLWIDTH - faylga chiqarilganda ustun formatini
o ‘matish;
• CWD
- joriy ishchi papkaga yo‘lni qatorli taqdim etish.
8.12-listing.
Tizimiy
o'zgaruvchilaming
oldindan o‘rnatilgan
qiymatlari
TOL= 1 x 1 0 '3
ORIGIN
- 0
C T O L . 1 x l ( f 3
Qatorli o‘zgaruvchilar
0 ‘zgaruvchi yoki funksiyaning qiymati nafaqat son,
balki
simvollaming istalgan ketma-ketligidan tarkib topgan qo‘shtimoq ichiga
olingan qator ham bo‘lishi mumkin (8.13-listing). Qatorlar bilan ishlash
uchun MathCADda bir nechta kiritib o‘matilgan funksiyalar mavjud.
8.13-listing.
Qatorlami kiritish va chiqarish
»
"Hello."
s - "Hello.”
concat (s," wold!") = 'Hello, wold!"
Raqam
emas
MathCAD 12 versiyasidan boshlab NaN - NotANumber [НеЧисло
(Raqam emas)] nomli ma’lumotlaming yangi turi kiritilgan. U, asosan, (u
yoki bu sabablarga ko‘ra) o‘tkazib yuborilgan ma’lumotlarga ega boigan
massivlar elementlarini identifikatsiyalash uchun tno‘ljallangan. Xususan,
tashqi
fayldan
ma’lumotlar
matritsasi
import
qilinganda,
mos
o ‘tkazmalarga (fayldagi bo‘sh joylarga), avtomatik ravishda NaN qiymati
beriladi. Agar NaN turiga ega boigan vektor yoki matritsaning qandaydir
elementlari grafikka qo‘yiladigan boisa, egrilik qurilayotganda ular
hisobga olinmaydi.
Bunda:
. fayllardan ma’lumotlami import qilish ishonchliligi ortadi;
• o'tkazma
(пропуск)1аг
boiganda
maiumotlar
qatorlari
grafiklarini qurish sifati yaxshilanadi;
• foydalanuvchiga hisoblashlami boshqarish bo‘yicha qo‘shimcha
vositalar beriladi. chunki istalgan o‘zgaruvchiga Raqam emas qiymati
berilishi mumkin, masalan *:=NaN.
Shuni yodda tutish kerak-ki, tarkibida NaN turidagi raqam boigan
matematik ifodaning o‘zi ham NaN turiga mansub boiadi. Yangi xizmat
funksiyasi is NaN yordamida o‘zgaruvchi yoki ifodaning qiymatini Raqam
emas sifatida identifikatsiya qilish mumkin:
• agar Jc=NaN bo'lsa, isNaN(x) - 1 ni qaytaradi, aks holda:
• x

130
• agar Jc=NaN bo'lsa, isNaN(x) - 1 ni qaytaradi, aks holda:
• x - argument bo‘ladi.
8.2.6. Ranjirlangan o ‘zgaruvchilar va matritsalar
Ranjirlangan o‘zgaruvchilar MathCADda vektorlarning bir turi
bo‘lib, ular asosan sikllarni yoki iteratsion hisoblashlami bajarish uchun
mo'ljallangan. Ranjirlangan o'zgaruvchiga oddiy misol - bu qaysidir
diapazonda muayyan qadam bilan joylashgan raqamlar massividir.
Masalan, 0, 1, 2, 3, 4, 5 elementli ranjirlangan o'zgaruvchi S ni
yaratish uchun:
1. Kiritish kursorini hujjatning kerakli joyiga o'mating.
2. O'zgaruvchi (3) ni va unvon berish operatori«:» ni kiriting.
3.8.9-rasmda ko'rsatilgan Matritsa panelida Ранжированная
переменная
(Ranjirlangan o'zgaruvchi) knopkasini
bosing yoki
klaviaturadan nuqta-vergul simvolini kiriting.
4.
Paydo bo'lgan o'rinto'ldirgichlarga (8.9-rasm) ranjirlangan
o'zgaruvchi o'zgarishi diapazonining chap va o'ng chegaralari 0 va 5 ni
kiriting.
mxn o'lchamli qaysidir S makonidagi elementlar m atritsasi - bu
S'"*0 makonidagi obyekt bo'lib, uning koordinatalari qatorlar va ustunlar
bo'ylab tartibga solingan bo'ladi. Keyinchalik biz moddiy matritsalami
ko'rib chiqamiz, ulami raqamlaming to'g'riburchakli jadvali deb hisoblash
mumkin.
A matritsa transportirovka qilinganida uning qatorlari ustunga
aylanadi va aksincha. A ni transportirovka qilish natijasida olinadigan
matritsa AT deb belgilanadi, masalan
matritsa uchun
'1 4'
A T =
2 5
,3 6,
ni olamiz.
131
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NUM Страница 1
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Test topshiriqlari - O’zbekiston respublikasi oliy va o’rta maxsus ta'lim

|
O’zbekiston respublikasi oliy va o’rta maxsus ta'lim
|
bet | 89/314 | Sana | 15.01.2024 | Hajmi | 3,55 Mb. | | #138209 |
Bog'liq O’zbekiston respublikasi oliy va o’rta maxsus ta\'lim
Ikki yoki undan ortiq kishilar o’rtasidagi axborot ayriboshlash o’zaro ta'sir va bir-birini tushunishdan iborat jarayon bu …………
afaziya B) muloqot V) refleksiya G) kommunikasiya D) sterotiplashtirish
Til yoki boshqa belgilar vositasida axborot berish bu …………
kommunikasiya B) identifikasiya V) muloqotG) refleksiya D) steriotiplashtirish 3.Sub'ektning u bilan munosabatga kirishgan sherigi tomonidan qay tarzda idrok etishini anglab etishi deb ataladi.
kommunikasiya B) muloqot V) identifikasiya G) refleksiyaD) steriotiplashtirish 4.Xulq-atvor shakllarini tasniflash va ularni hozirgacha ma'lum va mashhur deb sanalgan ya'ni ijtimoiy qoliplarga mos keladigan hodisalar jumlasiga kiritish yo’li bilan ularning sabablarini izohlash deb ataladi.
kommunikasiya B) muloqot V) identifikasiyaG) refleksiya D) steriotiplashtirish
5.O’zini boshqa kishi o’rniga qo’yish orqali unga o’zini tenglashtirish bu…….
A) kommunikasiyaB) muloqot V) identifikasiyaG) refleksiya D) steriotiplashtirish
6 bu muloqotdagi individlarni o’zaro ma'lumot almashinishidir.
A) kommunikativB) intraktiv V) perseptiv G) refleksiya D steriotiplashtirish
………… bu individlar muloqotda nafaqat bilish va g’oyalar balki harakatlar bo’yicha ham o’zaro ta'sirini tashkil etishdan iborat.
kommunikativB) intraktiv V) perseptivG) refleksiya D) steriotiplashtirish
Pedagog va o’quvchilarning o’zaro ta'sir etish usullari yiqindisi …………
hamkorlikB) faollikka kirishish V) pedagogik muloqot G) o’zaro tushunish
D) to’g’ri javob yo’q
Pedagogik faoliyatda muloqot qanday funksiyani boshqaradi.
o’quv vazifalarini bajarish vositasi B) tarbiyaviy jarayonini ta'minlashning ijtimoiy psixologik va ijtimoiy tizimini V) ta'lim va tarbiya jarayoni muvaffaqiyatlarini ta'minlovchi o’qituvchi va o’quvchilarning o’zaro munosabatlarini tashkil qilish usuli G) o’quvchining individual xususiyatlarini tarbiyalash jarayoni sifatida namoyon bo’ladi D) barcha javoblar to’g’ri
|
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шжтшт^ттттШ
8.9-rasm. Ranjirlangan o'zgaruvchini yaratish
Raqamlarning tartibga solingan ketma-ketligi massiv

' 14'
a :•
1.4
, 4 7 ;
* o -
14
v
1.4
‘ 2 -
4.7
MathCADda shartli ravishda massivlaming ikki turi ajratiladi:
•
vektorlar (bir
indeksli massivlar, 8.14-listing), matritsalar (ikki
indeksli massivlar, 8.15-listing) va tenzorlar (ko‘pindeksli massivlar);
. ranjirlangan o‘zgaruvchilar - vektorlar (bu vektorlaming
elementlari ularning indeksiga ma’lum tarzda bog‘liq bo‘ladi).
8.15-listing.
Ikki o‘lchamli massiv (matritsa)
f O . I
0 .2
0 .3
4
5
6
8
- 9
Ao.o- 0-1
*2,0-7
Massivning hammasiga kirish vektorli o‘zgaruvchini
oddiy nomlash
bilan amalga oshiriladi. Massiv elementlari ustida oddiy sonlar ustidagi
kabi amallarni bajarish mumkin. Faqat
massivning mos indeksi yoki
indekslar birikmasini to‘g‘ri berish lozim. Masalan, 8.14-listingda
vektorning nolinchi elementiga kirish uchun:
5. Massiv (a) o‘zgaruvchisining nomini kiriting.
6. M atritsa panelida
x, belgili Pastki
indeks knopkasini bosing
yoki [ kiriting.
7. Massiv nomidan o ‘ngda pastda paydo bo‘lgan o ‘rinto‘ldirgichga
zarur bo‘lgan indeks (0)ni kiriting.
Agar bundan keyin sonli-raqamli chiqarish belgisi kiritilsa, 8.14-
listingning
ikkinchi
qatorida
ko‘rsatilganidek,
vektor
nolinchi
elementining qiymati undan o‘ng tomonda paydo bo‘ladi.
Ko‘p indeksli massiv elementiga (masalan,
8.15-listingdagi
matritsaning
а \Я elementiga) kirish uchun:
1. Massiv
(a) o ‘zgaruvchisining nomini kiriting.
2. [ ni kiritib, pastki indeksni kiritishga o‘ting.
3. Indeks o‘rinto‘ldirgichiga birinchi indeks (2)ni, vergul (,)ni va
verguldan keyin paydo bo‘lgan o‘rinto‘ldirgichga ikkinchi indeks (0)ni
kiriting.
Natijada, 8.15-listingning oxirgi qatorida ko'rsatilganidek,
elementga
kirishga erishildi.
Formulalami kiritish - Xakimov jamshid oktyamovich kompyuterli loyihalash

н
0
[
7
j]
8 .12-rasm. Formulani kiritishga misol
Simvollar, raqamlar yoki operatorlarai (masalan, + yoki /) kirita
boshlab formulani hujjatga joylashtirish mumkin. Bu hollaming
hammasida kiritish kursorining o ‘mida matematika jabhasi formula va
kiritish chiziqlari bilan birga hosil bo‘ladi. Bu holda agar foydalanuvchi
formulani
operatordan
kiritislmi
boshlasa,
uning
turiga
qarab
o ‘rinto‘ldirgichlar avtomatik tarzda paydo bo'ladi, bu joylar to'ldirilmasa,
MathCAD protsessori formulani qabul qilmaydi (8.13-rasm).
I + •
5>
Avtomatlashtirilgan - Xakimov jamshid oktyamovich kompyuterli loyihalash

|
Xakimov jamshid oktyamovich kompyuterli loyihalash Pdf ko'rish
|
bet | 159/206 | Sana | 19.02.2024 | Hajmi | 6,54 Mb. | | #158935 |
Bog'liq Kompyuterli LoyihalashAvtomatlashtirilgan
konstruksiyalash
(com puter-aided
engineering - CAE)
- bu CAD geometriyasini tahlil qilish, modellash va
mahsulot konstruksiyasini takomillashtirish uchun uning xususiyatlarini
o‘rganish uchun kompyuter tizimidan foydalanishdir.
Aks ettirish (mapping)
- koordinatalami bir tizimdan ikkinchisiga
o‘tkazishdir.
Grafik dasturlash (graphics programming)
- «inshoning» kirishi
va chiqishida ko‘p hollarda grafik informatsiya bo‘ladi.
Darcha (window)
- bu monitorga proyeksiyalanayotgan fazoning
bir qismi bo‘lib, u orqali foydalanuvchi ushbu tarmoqqa ulangan hisoblash
resurslari bilan o‘zaro ta’sirda boiadi;
Displey fayli (display list)
- bu grafik kutubxona komandalarining
guruhi boiib, u keyinchalik bajarilishi uchun saqlanadi.
Kompyuterda dasturlash (computer programming)
- «inshoni»
kompyuter komandalari tilida belgilangan grammatika qoidalariga
muvofiq yozish.
Kuzatish nuqtasi (view site)
- obyektning «ko‘rish nuri»
yo‘nalishini aniqlovchi nuqtasi; ko‘rish nuqtasidan m oijalga o‘tkazilgan
vektor kuzatish yo‘nalishini belgilaydi.
Qurilmaning virtual
koordinatalar
tizimi
(virtual
device
coordinate
system)
- hamma
ishchi
stansiyalar uchun hisob
boshlanadigan nuqtani, o‘qlaming yo'nalishi va masshtabini fiksatsiya
qiladi.
Qurilmaning koordinatalar tizimi (device coordinate system) -
ekranda nuqtaning holatini belgilaydi; bu tizim gorizontal o‘q и va
vertikal o‘q v dan tarkib topadi.
Ko‘rinmas sirtlarni yo ‘qotish (hidden—surfase removal) -
kuzatuvchiga ko‘rinmaydigan sirtlar aksini blokirovka qilish.
237
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E- conference s e r I e s premium best q uality guaran tee service - bet 66

|
E- conference s e r I e s premium best q uality guaran tee serviceBog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
69
Faollik insonni muayyan ishni bajarish uchun
o‘zining butun kuch g‘ayratini
mujassamlashtirishga
bo‘lgan qobiliyatini ko‘rsatadi.
Mehnat jarayonida xodimning faolligi nihoyatda muhim axamiyatga egadir.
Insoningg ehtiyojni shunchaki anglashi uni bu ehtiyojlarni qondirish vositalarini
topish uchun faol harakat qilishga olib keladi.
Xulosa qilib aytganda ijtimoiy taraqqiyot masalasi inson taraqqiyoti konsepsiyasi
bilan belgilangan holda amalga oshiriladi. Bu yesa albatta bosqichma- bosqich
amalga oshiriladi. Yuqorida sanab
o‘tilgan insonga xos xususiyatlar shakllanishini
vorisiylik asosida amalga oshganligini
ko‘rish mumkin.
Foydalanilgan adabiyotlar
ro‘yxati:
1.
Ортега-и-Гассет X. Восстание масс // Ортега-и-Гассет X. Избранные
труды. М., 1997. С. 47.
2.
Ракитов А. И. Философия компьютерной революции. М., 1991.С. 10-11.
3.
Барулин В. С. Социальная философия. М., 2000. С. 313.
4.
Доклад о развитии человека 2010 – Реальное богатство народов: пути к
развитию человека. – ПРООН, 2010. С. 22.
5.
http://hdr.undp.org/en/global-reports
6.
Одегов Ю.Г. Управление персоналом в структурно-логических схемах.
– М.: Академический проект, 2005. - С.78.
7.
Поппер К.Р. Предположения и опровержения: Рост научного знания. – М.:
ООО Издательство ACT: ЗАО НПЛ Ермак, 2004. – С. 141.
8. Kurbanov, C. M., Shaniyazov, S. S., Nurfayziev, J. B., & Sherboboev, M. A. U.
(2020). GEOPOLITICAL AND ECONOMIC INTERESTS OF THE RUSSIAN
EMPIRE IN THE SECOND HALF OF THE 19th CENTURY IN CENTRAL ASIA.
PalArch's Journal of Archaeology of Egypt/Egyptology, 17(7), 8521-8546.
9. Sherboboev, M. A. O. (2021). CRITICAL RATIONALISM AS A
METHODOLOGICAL MEANS OF SCIENTIFIC KNOWLEDGE. Academic
research in educational sciences, 2(8), 89-97.
10. Azimmurod o‘g‘li, S. M. (2023). KARL POPPERNING ILMIY BILISH
MANTIG ‘I VA YANGI O ‘ZBEKISTONDA IJTIMOIY BILISHNING O ‘ZIGA
XOSLIGI. Finland International Scientific Journal of Education, Social Science &
Humanities, 11(2), 447-453.
11.
Маманов, Ж. А., & Хушвақтов, З. Р. (2022). МИЛЛИЙ МЕНТАЛИТЕТ
(МЕХАНИЗМИ) ВОСИТАСИДА ЁШЛАР МАЪНАВИЙ МАДАНИЯТИНИ
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-listing - Xakimov jamshid oktyamovich kompyuterli loyihalash

v :* 40---
hr
UnitsOf (*) = 1-
8.3. Formulalarni kiritish va tahrirlash
MathCADning formula redaktori
matematik ifodalami tez va
samarali kiritish va o'zgartirish imkonini beradi. Lekin uni qo‘llashning
ba’zi aspektlari intuitiv emas, bu - ushbu formulalar bo‘yicha
hisoblashlarda xatoliklaming oldini olish zarurati bilan bog'liqdir.
Shuning
uchun formula redaktorining xususiyatlari bilan tanishishga biroz
vaqtingizni ayamang, keyinchalik real ishlaganda
ancha vaqtingizni
tejaysiz.
8.3.1. Math CAD redaktori interfeysining elementlari
MathCAD redaktori interfeysi elemenlarini sanab o'tamiz:
- sichqoncha ko‘rsatkichi - sichqoncha harakati bo‘yicha siljib,
Windows ilovalaridagi kabi vazifani bajaradi;
- kursor - uch turdagi hujjatlardan birining ichida bo‘ladi:
• kiritish kursori - qizil rangli xoch (крест), u hujjatdagi
bo‘sh
joyni belgilaydi, u joyga matn yoki formula
kiritish mumkin;
• kiritish chizig'i - matnda yoki formulada ma’lum qismni
ajratib turuvchi ko‘k rangli
gorizontal va vertikal
chiziqlar;
• matnni kiritish chizig'i - qizil vertikal chiziq, matn
jabhalari uchun kiritish chiziqlari analogi;
• o‘rintoidirgichlar - tugallanmagan
formulalar ichida paydo
boiadi; bu joylar simvol yoki operator bilan toidirilishi kerak:
• simvol o‘rinto‘ldirgichi - qora to‘rtburchak;
• operator o‘rinto‘ldirgichi - qora toitburchakli ramka.
136
указатель мыши
— sichqoncha ko'rsatkichi
+ курцир ввида
_
kiritish kursori
_ j
линии ввода
— kiritish ch izig 'i
0 * м р г т л я а п п п н и т р п и
— ° n n t o I d i r g i c h l a r
8.11-rasm.
Tahrirlash interfeysi
Formulalami
tahrirlashga
taalluqli
boigan
kursorlar
va
о‘rintoidirgichlar 8.11-rasmda keltirilgan.
Ko‘rinmas chiziqlarni y o‘qotish

|
Ko‘rinmas chiziqlarni y o‘qotish Pdf ko'rish
|
bet | 160/206 | Sana | 19.02.2024 | Hajmi | 6,54 Mb. | | #158935 |
Bog'liq Kompyuterli LoyihalashKo‘rinmas chiziqlarni y o‘qotish
(hidden-line removal) -
kuzatuvchiga ko‘rinmaydigan kesmalar aksini blokirovka qilish.
Ko‘rish nuqtasi (viewpoint)
- bu kuzatuvchining ko‘zi.
Ko'rsatish ekrani (view port)
- proyeksiyalanayotgan tasvir
tasvirlanadigan ekranning boiagi; bu boiakka ko‘riladigan hajm
proyeksiyalanadi, u «oddiy» darcha deyiladi.
M akrodasturlash
- bu grafik komandalar majmuini bir nom ostida
birlashtirishdir.
Parallel proyeksiya (parallel projection)
- obyektning hamma
nuqtalarida chiziqlar kuzatuvchidan kuzatish yo‘nalishiga parallel
o ‘tkaziladi, bu nuqtalaming ekran bilan kesishish nuqtalari proyeksiyani
shakllantiradi.
Perspektiv proyeksiya (perspective projection)
- ko'rilayotgan
obyektning hamma nuqtalari proyeksiya markazi bilan birlashtiriladi, u
odatda ko‘rish nuqtasini mo‘ljal bilan birlashtiruvchi chiziqda yotadi.
Primitivlar (primitives)
- bu grafikaning elementlari, ular grafik
kutubxona tomonidan aks ettirilishi mumkin.
Singan chiziq (polyline)
- bir-biriga birikkan kesmalar majmui.
Foydalanuvchining grafik interfeysi (graphical user interface —
GUI)
- bu dasturiy ta’minot menyu yoki belgilami aks ettirish uchun
darchani ochish (muloqot jabhasi) hamda menyu punktlari va belgilari
qandaydir funksiyalarni yetkazish imkoniyatiga ega.
Chizm alam i
avtomatlashtirilgan
ishlab
chiqish
tizimi
(computer-aided drafting system)
- bu ishlab chiquvchiga interaktiv
rejimda mashinasozlik, arxitektura, muhandislik chizmalarini, elektr
sxemalarini va yana ko‘p boshqa turdagi chizmalami yaratish va
o ‘zgartirish imkonini bemvchi dasturiy mahsulotdir.
238
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i
a
8.13-rasm. Operatorlami kirita boshlashga misol
8.3.3. Formulalar ichida kiritish chizig1 inisiljitish

хн-
5+3
8.14-rasm. Probel yordamida kiritish chizig‘i holatini o'zgartirish (kollaj)
Agar formulada probel klavishasi ketma-ket bosilsa (bunga misol
8.12-rasmda keltirilgan), kiritish chizig'i o'z holatini, 8.14-rasmda
ko'rsatilganidek, siklik o'zgartirib boradi. Agar bu rasmdagi yuqori
vaziyatda « - > strelkasi bosilsa, kiritish chizig'i chapga siljiydi (8.15-
rasm). Endi probel klavishasi bosilsa, kiritish chizig'i formulaning ikkita
qismidan birini galma-gal ajratib turadi.
X5+^
5+ x
{
8.15-rasm. <«-> strelkasi bilan surilgandan so'ng kiritish chiziqlari
holatini probel bilan o'zgartirish (kollaj)
8.3.4. Formulalarnio'zgartirish
MathCADda formulalami tuzatish operatsiyalarining ko'p qismi
tabiiy tarzda realizatsiya qilingan, lekin ularning ba’zilari umumqabul
qilingandan biroz farqlanadi, bu MathCAD - hisoblash tizimi ekanligiga
bog'liq.
Paketli ishlash rejimi - Xakimov jamshid oktyamovich kompyuterli loyihalash

ko'rsatkichlaridan biri; vaqt birligida odatda bir sekundda bajariladigan
operatsiyalar soni bilan oichanadi.
XQ sig‘imi
- xotira qurilmalarida saqlanishi mumkin bo‘lgan
maiumotlaming maksimal miqdoridir (bit, bayt va h.k. larda ifodalanadi).
Avtomatlashtirilgan loyihalash (CAD)
-
bu loyihalami yaratish,
o'zgartirish, tahlil qilish va optimallashtirishni osonlashtirish uchun
kompyuter tizimlaridan foydalanishga asoslangan texnologiyadir.
Avtomatlashtirilgan ishlab chiqarish (CAM)
- bu korxonaning
ishlab chiqarish resurslari bilan bevosita yoki
bilvosita interfeys orqali
ishlab chiqarish operatsiyalarini rejalash, boshqarishga asoslangan
texnologiyadir.
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Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X
Website: econferenceseries.com
129
Effective Strategies for Learning English Tenses
•
Start with the Basics
When you begin your journey to mastering English tenses, start with the basics.
Focus on the most commonly usedtenses: present simple, present continuous, past
simple, and future simple. These tenses form the foundation for understanding more
complex tenses. Familiarize yourself with the structure of each tense, including verb
conjugation and the use of auxiliary verbs like "do," "be," and
"have."
2.
Learn Through Context
Learning tenses in isolation can be challenging. To make the process more natural,
learn tenses in the context of sentences and real-life situations. Read books, watch
movies, and listen to English speakers to see how tenses are used in everyday
conversation. This will help you grasp the nuances of when to use each tense and
why.
3.
Practice Regularly
Practice is the key to mastering any aspect of a language, and tenses are no
exception. Make a habit of practicing tenses by writing, speaking, and engaging in
conversation. Online language exchange partners, language learning apps, and
language classes can provide valuable opportunities to practice your tenses in a
supportive environment.
4.
Create a Verb Tense Chart
Creating a visual reference such as a verb tense chart can be incredibly helpful. It
allows you to see the different tenses, their structures, and examples all in one place.
You can refer to this chart whenever you need a quick reminder, and over time, it
will become a valuable tool in your language learning journey.
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Bog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
127
Throughout this exploration, it becomes evident that commercial banks must
proactively navigate these challenges to capitalize on opportunities and safeguard
their investment portfolios.
Adaptive measures, ranging from diversification strategies to embracing
technological innovations, play a pivotal role in mitigating risks and enhancing
resilience. The continuous monitoring of geopolitical events, robust risk
management models, and strategic collaborations contribute to a more
comprehensive and informed decision-making process. Moreover, the imperative of
incorporating sustainable practices into investment decisions reflects the evolving
expectations of clients and the broader societal context.
As commercial banks strive to strike a delicate balance between risk and return
in the face of evolving global market trends, the significance of agility, innovation,
and strategic foresight becomes paramount. The landscape of international finance
will undoubtedly continue to evolve, presenting both challenges and opportunities
for commercial banks. By adopting adaptive measures informed by a deep
understanding of global market dynamics, financial institutions can not only
navigate uncertainties but also position themselves for sustainable growth and
success in an ever-changing global economy.
References:
1. Gup, B. E. (2018). Global Banking: Recent Developments and Insights from
Research. Routledge.
2. Das, D. K. (2004). Global Financial Markets: Issues and Strategies for
Development. Routledge.
3. Oshri, I., Kotlarsky, J., & Willcocks, L. P. (2020). Global Trends in Banking
Transformation and Innovation. Palgrave Macmillan.
4. Shenkir, W. G., & Walker, P. L. (1996). Banking Strategies for Businesses: A
Guide for the Financial Manager. Wiley.
5. PwC Financial Services Institute. (2020). Global Banking 2020: Revolution or
Evolution?. PricewaterhouseCoopers.
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Bog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
128
EFFECTIVE WAYS TO LEARN ENGLISH TENSES: MASTERING THE
KEY TO FLUENCY
Name: Ikramova Setora
Address: Student of NSPI
Email: sitoraikramova967@gmail.com
INTRODUCTION
Learning a new language can be a daunting task, and when it comes to English, one
of the most critical aspects is understanding and using English tenses effectively.
Tenses are a fundamental component of English grammar, as they provide a
framework for expressing when an action occurred and its relation to the present and
future. Mastering English tenses is essential for clear and precise communication. In
this article, we will explore effective ways to learn English tenses and provide you
with valuable insights on how to become a proficient user of tenses.
Understanding English Tenses.
Before delving into the strategies for learning English tenses, it's crucial to have a
solid understanding of what tenses are. Tenses are grammatical structures that
indicate when an action took place, whether it's in the past, present, or future. English
has a variety of tenses, each serving a specific purpose. The primary tenses in
English include:
1. Present Simple: Used to describe general truths, habits, or regular actions.
2. Present Continuous: Used for actions happening at the moment or in the near
future.
3.
Present Perfect: Used to describe actions that have a connection to the present.
4.
Past Simple: Used to describe completed actions in the past.
5.
Past Continuous: Used for actions that were ongoing in the past.
6.
Past Perfect: Used for actions that occurred before other actions in the past.
7.
Future Simple: Used for actions that will happen in the future.
8.
Future Continuous: Used for actions that will be in progress in the future.
9.
Future Perfect: Used for actions that will be completed before a specific point
in the future.
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soddalashtirish uchun qilingan. MathCADga ko‘p miqdorda oichov
birliklari o‘matib kiritilgan, ular yordamida o'lchovli o‘zgaruvchilar hosil
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hosil qilish uchun, o'zgaruvchi
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literini MathCAD Amper sifatida taniydi (8.17-listing, birinchi qator).
Agar Siz o'zgaruvchi
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bu holda u tok kuchi birligi sifatida qabul qilinmaydi.
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komandasini tanlang yoki instmmentlaming standart panelida o'lchov
stakani aks ettirilgan knopkani yoki
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ekanligini bilsangiz (bizning holda bu elektr toki), uni dialog darchasi
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E- conference s e r I e s premium best q uality guaran tee serviceBog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
73
1. Améliorer la communication.
2. Cohésion du groupe et de l'équipe d'athlètes.
3. Renforcer la confiance dans les capacités de chacun.
4. Éliminez les qualités sensibles, agressives et autres qualités négatives du
personnage.
Le but de l’entraînement est d’éliminer les expériences négatives chez l’athlète et de
développer des qualités positives dans son esprit. Pour cela, il convient de prêter
attention aux éléments suivants :
a) se concentrer sur l'adaptation socio-psychologique des participants à la formation
les uns aux autres et renforcer leurs relations avec les autres ;
b) réaliser un changement significatif dans la vie des participants à la formation.
La formation socio-psychologique est organisée comme suit :
1. Acquisition de certaines connaissances en psychologie sociale.
2. Compréhension correcte de soi et des autres.
3. Élimination des défauts psychologiques existants dans la personnalité de l'athlète,
leur diagnostic et la suppression des obstacles affectant son activité.
4. Apprendre les méthodes individuelles de relations interpersonnelles et leur
application efficace.
5. Soyez détendu lorsque vous participez aux exercices d’entraînement.
Plusieurs principes doivent être suivis lors de la conduite d’une formation.
1. Le principe de liberté.
2. Le principe de l'autodiagnostic.
3. Le principe de s'efforcer de corriger les lacunes et les erreurs.
La formation peut être dispensée pour 10 à 12 stagiaires et jusqu'à 40 stagiaires. La
formation doit durer au moins 3 à 4 heures avec une pause d'une heure (jusqu'à 10
minutes).
Recommandations pour la formation. Afin d'animer des sessions de formation, il est
nécessaire d'intéresser les participants et de leur créer l'opportunité de travailler de
manière autonome. Aucun participant ne peut être discuté. Une personne ne devrait
pas être arrogante. L'une des conditions importantes est que le psychologue n'ait pas
d'effet négatif sur le psychisme des participants en raison de son caractère et de son
attitude.
Tâches requises pour le prestataire de formation :
1. Organiser une discussion, élaborer des règles pour le groupe de travail et expliquer
en détail le but et la tâche de la formation des formateurs à chaque session.
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E- conference s e r I e s premium best q uality guaran tee serviceBog'liq Italy Econference Series Nov 2023 package
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th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
76
l'émergence de réactions comportementales positives et d'améliorer l'état d'auto-
évaluation.
Le but de l'étape finale (évaluative) était d'évaluer et de conclure l'efficacité des
athlètes en comparant les conditions avant et après l'entraînement
psychophysiologique.
Deux semaines après la formation, les sujets ont subi un psychodiagnostic. Dans le
département de psychodiagnostic, la méthode « Détermination du niveau d'anxiété
» de D. Taylor, la méthode « Détermination de la préparation mentale des athlètes à
la compétition » de Yu. Khanin et la méthode « Détermination des caractéristiques
typologiques individuelles » de G. Yu. Eysenck ont été utilisées.
Passons à l'analyse des résultats après correction : parmi les principaux répondants,
les sujets ayant besoin d'une correction ont été sélectionnés et leurs résultats ont été
comparés aux différences fiables dans l'analyse des méthodes avant et après
correction. D’après l’analyse des résultats, les cas suivants ont été observés. Selon
l'échelle de Dj.Taylor pour déterminer le niveau d'anxiété, avant la correction, les 8
points inférieurs (15 personnes), la moyenne 19,5 points (41 personnes), les 36
points supérieurs (30 personnes) et les 6 points inférieurs ( 69 personnes) ont été
trouvées chez les personnes testées après la correction. ), la moyenne était de 14,5
points (14 personnes), la plus élevée était de 24,5 points (4 personnes). Cela
représentait une différence de *** (P≤0,001) à un niveau de confiance en
pourcentage élevé. Ainsi, nous pouvons observer que le niveau d’anxiété parmi les
sujets testés a diminué.
Lorsque nous avons analysé la méthodologie de Yu. Khanin « Détermination de la
préparation mentale des athlètes pour la compétition », aucune différence fiable n'a
été observée dans les facteurs de stabilité émotionnelle, de maîtrise de soi dans le
sport, de motivation pour la compétition, de stabilité-tolérance aux obstacles. Il a été
constaté qu'il existe une différence fiable entre les sujets testés uniquement dans le
facteur de susceptibilité aux facteurs de stress. Lorsque nous avons analysé les
résultats, avant la correction, les 6,97 points inférieurs (9 personnes), les 13,03 points
moyens (21 personnes), les 29,08 points supérieurs (56 personnes) et les 3 points
inférieurs (65 personnes) ont été trouvés dans le sujets testés après la correction. ),
la moyenne était de 9 points (13 personnes), la plus élevée était de 15 points (8
personnes). Ces indicateurs représentent la présence d'une différence à un niveau de
confiance en pourcentage élevé *** (P≤0,001). Ainsi, nous pouvons observer que la
sensibilité des sujets testés au facteur de stress a diminué.
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Bog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
126
•
Utilize interest rate derivatives to hedge against interest rate fluctuations.
•
Diversify fixed-income portfolios to manage the impact of changing interest
rates.
Credit Risks:
•
Conduct thorough credit risk assessments and due diligence on potential
investments.
•
Utilize credit derivatives and insurance to hedge against credit risk.
•
Implement rigorous credit monitoring and reporting processes.
Liquidity Risks:
•
Maintain a liquid reserve to meet short-term obligations and manage cash
flow.
•
Diversify investments to include liquid assets that can be easily sold or
converted.
•
Conduct regular liquidity stress testing to assess resilience under adverse
scenarios.
Operational Risks:
•
Implement robust operational risk management practices and procedures.
•
Invest in technology and automation to minimize the risk of operational
failures.
•
Provide ongoing training to staff to enhance operational resilience.
Sustainable Investing Challenges:
•
Integrate ESG factors into the investment decision-making process.
•
Engage with companies on sustainability issues and advocate for responsible
business practices.
•
Offer sustainable investment products that align with client preferences and
values.
In conclusion, the intricate relationship between global market trends and the
investment strategies of commercial banks underscores the dynamic nature of the
financial landscape. The challenges posed by market volatility, geopolitical
uncertainties, economic fluctuations, regulatory changes, and technological
disruptions require a nuanced and adaptive approach from financial institutions.
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Proceedings of International Educators Conference
Hosted online from Rome, Italy.
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th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
77
L'analyse empirique de la méthode de « Détermination des caractéristiques
typologiques individuelles » de G. Yu. Eysenck a montré qu'il n'y avait pas de
différences fiables sur l'échelle des extravertis et des introvertis. Lorsque nous
prêtons attention à l'analyse des résultats sur l'échelle du névrosisme, il a été constaté
qu'il y a des candidats qui ont besoin d'être corrigés. Lorsqu'un travail
psychocorrectif a été effectué avec eux, il a été constaté qu'il existait des différences
dans le niveau de confiance entre les indicateurs des conditions pré-correction et
post-correction.
Avant la correction de l'échelle de névrosisme chez les sujets, le score le plus bas
était de 9,25 points (12 personnes), la moyenne était de 18,09 points (23 personnes),
le plus élevé était de 22,03 points (51 personnes), après la correction cet indicateur
était le plus bas 6,03 points (71 personnes), la moyenne était de 12,04 points (10
personnes), la plus élevée était de 17,01 points (5 personnes). Ces indicateurs
représentent la présence d'une différence à un niveau de confiance en pourcentage
élevé *** (P≤0,01). Par conséquent, nous pouvons observer une diminution des
résultats des sujets testés sur l'échelle du névrosisme.On peut voir qu'après la
correction, le niveau de nervosité et d'instabilité émotionnelle chez les athlètes est
réduit. Il est démontré que le programme d'entraînement correctif a un effet positif
sur le comportement de l'athlète.
Lors de l'analyse des résultats de recherche reçus, il a été analysé s'il existe ou non
une corrélation entre les conditions avant et après les données correctionnelles.
D’après l’analyse des résultats, on peut observer qu’il existe une loi de corrélation
entre les indicateurs avant et après l’expérimentation avec un niveau de confiance
très élevé. Pour les (trois) méthodes, on peut observer qu'il existe une loi de
corrélation au niveau de confiance (* P≤0,05, ** P≤0,01, ***R≤0,001).
Le fait qu'il soit possible de surmonter les expériences stressantes et de stabiliser
l'état émotionnel de l'athlète à l'aide d'un entraînement de développement correctif a
été prouvé dans l'analyse pratique de nos recherches.
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E- conference s e r I e s premium best q uality guaran tee serviceBog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
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Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
75
14) Le formateur doit donner des devoirs et surveiller leur réalisation.
Le bon déroulement de la formation et sa productivité dépendent souvent du niveau
de compréhension mutuelle entre le manager et les participants.
Un entraînement correctif a été réalisé auprès d'athlètes (86) ayant un score élevé sur
certaines échelles, à savoir l'anxiété, le névrosisme et la sensibilité aux facteurs de
stress, afin d'accomplir les tâches définies aux fins de la recherche.
L’objectif principal de la formation était de prévenir, gérer et éliminer les
expériences stressantes chez les athlètes. Ainsi, les tâches de formation suivantes ont
été définies :
- normaliser le niveau d'anxiété ;
- réduction des indicateurs sur l'échelle du névrosisme ;
- perte de sensibilité au facteur de stress ;
- enregistrer les changements chez les sujets après des exercices psychocorrectifs et
évaluer leur efficacité.
En tant que participants à l'entraînement, les athlètes BTG et OSMG qui ont reçu
des résultats négatifs des expériences menées dans les BSO ont été sélectionnés.
Leur nombre était de 86 personnes. Les cours ont eu lieu cinq jours par semaine
pendant quatre semaines. La durée de la formation était comprise entre 35 et 40
minutes.
L'activité psychocorrectrice a été réalisée à l'aide du programme complexe
psychocorrectif. La formation comprenait quatre étapes interdépendantes. Ceux-ci
sont:
1) étape préparatoire (diagnostique).
2) étape corrective.
3) l'étape qui détermine l'efficacité des activités correctionnelles.
4) les étapes finales (évaluatives) ont été formées.
Le but de l'étape de diagnostic : contrôler le contrôle du comportement externe et
interne des athlètes, déterminer le contrôle en cas d'échec, élaborer un programme
général pour la formation de la correction psychologique.
L'objectif de la phase correctionnelle est de garantir que les athlètes peuvent passer
rapidement d'expériences stressantes à des états émotionnels positifs, d'enseigner la
maîtrise de soi psychologique et d'orienter les activités sportives dans la bonne
direction.
L'étape d'évaluation de l'efficacité des activités correctionnelles a pour but de
mesurer le contenu psychologique et la dynamique des changements, d'assurer
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qatorini Chiziq qo‘shilsin knopka sini ketma-ket bosib hosil qilish mumkin

143
qatorini Chiziq qo‘shilsin knopka sini ketma-ket bosib hosil qilish mumkin
(8.19-rasm).
8 .19-rasm. Dasturiy modul yaratilishining boshi
Paydo
bo‘lgan
o‘rintoidirgichlarga,
dasturiy
operatorlardan
foydalanib, istalgan dasturiy kodni kiriting. Ko‘rilayotgan misolda har bir
o ‘rintoidirgichga qator kiritiladi, masalan, o‘rtadagiga - "positive" (8.20-
rasm). So‘ngra Dasturlash panelidagi Agar knopkasi bosiladi va paydo
boigan o‘rinto‘ldirgichga x>0 ifoda kiritiladi. Dasturiy modul to‘liq
aniqlangan va birorta o‘rintoidirgich bo'sh qolmagandan so‘ng,
fimksiyadan ham sonli-raqamli hisoblarda va ham simvolli hisoblarda va
ham simvolli hisoblarda oddiy tarzda foydalanish mumkin.
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8.20-rasm. Dasturiy operatomi kiritib o‘matish
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Yaratilib boiingan dasturga dasturiy kod qatorlarini istalgan onda
o ‘sha Chiziq qo‘shilsin knopkasi yordamida kiritish mumkin. Buning
uchun dasturiy modulning ichida kerakli joyga oldindan kiritish chizig‘ini
joylashtirish lozim. Masalan, qatorda kiritish chizig‘ining joylashtirilishi
(8.19-rasmda ko‘rsatilgan),
ushbu qator
oldida yangi qatoming
o ‘rinto‘ldirgich bilan birga paydo bo‘lishiga olib keladi. Agar vertikal
kiritish chizig‘i qator boshidan uning oxiriga surilsa (8.21-rasmda
ko‘rsatilganidek), yangi chiziq qatordan keyin paydo boiadi. Agar qator
butunicha emas, balki uning faqat bir qismigina ajratib ko'rsatilsa (8.21-
rasm), bu kod yangi qatoming dasturdagi holatiga ta’sir qiladi (Chiziq
144
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Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X
Website: econferenceseries.com
71
FORMATION SOCIO-PSYCHOLOGIQUE DES ATHLÈTES ET SON
ORGANISATION
Radjabov Akmal Abdukhaliqovitch
Assistant du Département de Pédagogie de l'Institut
Pédagogique Ouzbékistan-Finlande
radjabovakaml86@gmail.com
Résumé :
L'article décrit la prévention du stress affectant l'activité de l'athlète, le but, l'effet,
les sphères d'influence de l'entraînement
socio-psychologique, l'analyse
psychocorrective et psychodiagnostique de leurs caractéristiques psychologiques.
Mots clés - E- conference s e r I e s premium best q uality guaran tee service

Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X
Website: econferenceseries.com
72
La formation comprend 10 à 12 exercices. Toutes les formations se déroulent avec
ses participants uniquement sur la base de sentiments amicaux, sincères et sur la base
du volontariat.
Le nombre de participants à l'entraînement dans un groupe sportif peut être de 5 à
15 personnes. Il est nécessaire de convenir à l'avance que la formation psychologique
ne donnera pas de résultat positif si les règles des exercices obligatoires lors de la
conduite des exercices en groupe ne sont pas respectées. Y compris:
- sincérité, bonne volonté les uns envers les autres ;
- la confiance mutuelle ;
-
lors des exercices, n'évaluez pas la personne, mais évaluez son activité
et ses
méthodes de communication ;
-informer immédiatement le formateur des impressions
des participants sur leur
niveau de satisfaction vis-à-vis du jeu ;
- l'exécution des tâches n'est destinée qu'à une hypothèse positive ;
- ne pas prêter attention aux défauts physiques ;
- ne donner aucun conseil à personne pendant le processus de formation ;
- Remplir la condition « ici et maintenant », c'est-à-dire ne pas faire ressortir tout ce
qui s'est passé pendant la formation et ne pas raconter
ce qui est ressenti dans la
communication en cours ;
- comme le fait que le public participe non pas avec l'autorisation du formateur, mais
avec le consentement de tous les membres du groupe.
Le bon déroulement de la formation et son succès productif dépendent en grande
partie du niveau de compréhension mutuelle entre le formateur et les participants.
Lors de l'organisation
de la formation, il est conseillé de prendre en compte les
situations complexes suivantes et de les considérer de manière cohérente :
1. Surmonter les obstacles personnels internes, être capable de regarder directement
et avec audace dans les yeux de
tous les participants ;
2. N'oubliez pas que la situation créée au début du jeu sera la plus efficace et la plus
confortable ;
3. Une formation réussie nécessite beaucoup d'efforts intellectuels et psychologiques
et de bioénergie de la part du formateur ;
4. Créer un environnement d'influence efficace des participants à la formation dans
une confiance mutuelle.
Chaque participant doit se préparer à la formation et à l'improvisation.
Il est important d'effectuer les tâches suivantes pour la formation d'un athlète :
E- conference s e r I e s premium best q uality guaran tee service - bet 78

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E- conference s e r I e s premium best q uality guaran tee serviceBog'liq Italy Econference Series Nov 2023 package
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
82
In conclusion, we note that the education system at a pedagogical university should
be subordinated to the fundamental idea - the education of true professionals in their
field, competent specialists. Rational and competent organization of independent
activity contributes to the formation of a free-thinking person who feels the beauty
of learning and is willingly and meaningfully involved in the educational process.
References:
1. Zhukov A.E. Organization of independent work of higher school students.
Didactic tools, technology, programs: monograph / A.E. Zhukov, A.V. Simonenko.
– M.: UNITY – DANA, 2004. – 220 p.
2. Kibanov A.Ya. Organization of independent work of students: textbook / A.Ya.
Kibanov, N.I. Zaichkin, T.V. Lukyanova and others; edited by A.Ya.Kibanova, N.I.
Zaichkina.
– M.: State University of Education, 2006. – 136 p.
3. Faustova E.N. Student of modern times: sociocultural profile. M., 2004.-72 p.
4.
Мадаминовна, Ж. Х. "Роль общения в формировании личности."
Образование, воспитание и педагогика: традиции, опыт, инновации: 100-102.
4. Zhurabekova, K. M. "Main Directions of the Policy of the Republic of Uzbekistan
in the Sphere of Education." Russian Journal of Political Studies 6.1 (2020): 13-17.
Proceedings of International Educators Conference
Hosted online from Rome, Italy.
Date: 25
th
Nov., 2023
ISSN: 2835-396X Website: econferenceseries.com
83
NETWORK TRAFFIC CLASSIFICATION MODEL BASED ON
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“Ta’lim muassasalarida boshqaruv va o‘quv sifatini

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“Ta’lim muassasalarida boshqaruv va o‘quv sifatiniBog'liq ЖДПУ Мактаб менежменти 06 12 22 Анжуман тўплам 72
“Ta’lim muassasalarida boshqaruv va o‘quv sifatini
takomillashtirish muammolari” – respublika ilmiy-amaliy konferensiyasi
JIZZAX DAVLAT PEDAGOGIKA UNIVERSITETI
06.12.2022
harakat, nutq, kognitiv sohalarda о‘zini namoyon qilishi mumkin. Shuning uchun murakkab
(kompleks) buzilishlari bо‘lgan bolalarni о‘rganish chuqur, kompleks, barcha omillarni hisobga
olgan tadqiqotlarni amalga oshirishni kо‘zda tutishi lozim.
Shuni ta’kidlash lozimki, murakkab nuqsonlar tarkibida eng kо‘p tarqalgan buzilishlardan
biri nutq patologiyasi hisoblanadi. 40% dan 60%gacha aqli zaif о‘quvchilarda nutq fonetik
jihatining buzilishlari kuzatilgan. R.I.Lalayevaning ma’lumotlariga kо‘ra, 65 —70% aqli zaif
birinchi sinq о‘quvchilarida disleksiya kuzatilgan.
Nutq insonning eng muhim ruhiy funksiyasi, insonlarning bilish, о‘z-о‘zini tashkil qilish,
ma’naviy yuksalish qobiliyatining namoyon bо‘lish sohasidir.
Maxsus pedagogikada intellektual buzilishlari bо‘lgan bolalar orasida nutq nuqsonlariga ega
aqli zaiq bolalar guruhini ajratish mumkinligini kо‘rsatadigan katta hajmda ma’lumotlar
tо‘plangan. Umuman olganda, aqli zaif bolalarga tovush talaffuzining buzilishi xos bо‘lib, bu holat
turli sabablar bilan izohlanadi: nutqning tovush tarkibini о‘zlashtirishga yо‘naltirilgan kognitiv
jarayonlarning shakllanmaganligi; aqliy faoliyatning murakkab turi bо‘lgan fonemik idrokning
kech rivojlanishi; umumiy motorik vosita, ayniqsa nutqning motor qobiliyatining kam
rivojlanganligi; mavjud falajlar, nutq mushaklarining falaji, artikulyar organlar – lablar, qattiq va
yumshoq tanglay, jag‘larning tuzilishidagi anomaliyalar. O.A. Chernobayeva о‘tkazgan
tadqiqotlarida11 maxsus maktab о‘quvchilarida talaffuz va yozishdagi buzilishlarning nihoyatda
keng tarqalganligi kuzatiladi. Maktabda о‘qish mobaynida yozuv buzilishlari bо‘lgan bolalar soni
kamayib boradi, biroq yuqori sinflarda ham disgrafiya о‘quvchilarning 30%da aniqlangan. Barcha
sinflardagi aqli zaif maktab о‘quvchilari orasida о‘qishda о‘ziga xos xatolar bо‘lgan kо‘plab
bolalar aniqlandi.
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§. 0‘SIMLIK MOYLARI ISHLAB CHIQARISH

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§. 0‘SIMLIK MOYLARI ISHLAB CHIQARISH
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Bog'liq Sapayeva, Z. J. G\'Ulomova oziq-ovqat texnologiyasi asoslari-fayllar.org§. 0‘SIMLIK MOYLARI ISHLAB CHIQARISH
0‘simlik moylari ishlab chiqarishning zamonaviy texnologiyasi quyidagi jarayonlarni ko‘zda tutadi (5.1-rasm):
Hozirgi paytda urug‘lardan, asosan, ikki usulda moy ajratib olinadi:
Moylilik darajasi yuqori bo‘lgan urug‘lardan ketma-ket avval presslash, so‘ngra esa ekstraksiyalash usullari bilan moyni ajratib olish. Bunda ajratib olinadigan moyning 3/4 qismi presslash natijasida olinadi. 2. Moylilik darajasi past boigan urug‘lardan bevosita ekstraksiyalash usuli bilan moyni ajratib olish.
5.1-rasmdan ko‘rinib turibdiki, ikkinchi usul, ya’ni bevosita ekstraksiyalash usuliga o‘tish o‘simlik moylari ishlab chiqarish texnologik sxemasini anchagina soddalashtiradi.
140
Urug'larni transportda
yetkazish. Aralashmalardan
tozalash. Quritish. Saqlash.
Qayta ishlashga yuborish.
Aralashmalardan tozalash,
urug'larni namligi va o'lchov-
lari bo'yicha me'yorlashtirish.
Urug'larni po'stlog'idan
ajratish. Ezib maydalash.
Inaktivatsiya va qovurish
(termonamlik ishlovi berish).
Moyni siqib chiqarish.
Ekstraksiyalanadigan
materialning bargchasimon
strukturasini hosil qilish.
Presslangan moyni birlamchi
tozalash.
Ekstraksiyalab moy olish.
Mitsellani qayta ishlash.
Shrotga ishlov berish.
Moyni tozalash, filtrlash.
Fosfatid konsentratlarini ajratib
olish (ba’zi moylar uchungina)
oqsillarni ajratib olish va
shrotni oqsillarga boyitish.
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