nyuuzyou/kompy huggingface dataset:
Murakkab tizimlar - Axborot tizimlari

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Axborot tizimlari Pdf ko'rish
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Bog'liq 21-Axborot-tizimlari-2013-oquv-qollanma-R.X.Alimov-va-bosh abdumajidMurakkab tizimlar
ning nazariyasidan ma’lumki, har qanday murakkab
tizimning har xil chuqurlikka ega bo’lgan ba’zi bir tizimlarga ajratish mumkin.
Vazifaviy tizimch
a ostida ana’anaviy ravishda boshqaruvning vazifaviy
umumligiga muvofiq tizimning ba’zi bir qismi tushuniladi.
Bankda echiladigan boshqaruv vazifalari ko’p jihatli bo’lganligi uchun BAAT
ni loyihalashtirishda dekompozitsiya alomatlarini tasniflash muammosi vujudga
keladi. Bunday alomatlar sifatida quyidagilarni ajratish mumkin:
vazifa, davr,
boshqaruv ob’ekti
va boshqalar. O’z tarkibining universalligi uchun
boshqaruv
vazifalari
boshqaruv tizimlari dekompozitsiyasining eng
keng tarqalgan
alomatlaridan biridir. Bankni boshqarish tizimi umuman har qanday boshqarish
tizimlari uchun umumiy bo’lgan vazifalarni (rejalashtirish, hisob va nazorat, tahlil va
tuzatish kiritishni) bajara turib, ularning boshqaruv tuzilmasining elementlari
o’rtasida taqsimlash xususiyatiga ega. Bu vositalar o’zaro chambarchas bog’liq va har
doim maqsadli harakterga ega.
Bankda
hisob va nazorat
operatsion, buxgalteriya hisoblaridan iborat, ular bir-
birlari bilan yaqindan aloqada, chunki tahliliy daraja bank hisobida shaxsiy schyotlar
ostida turadi. Har bir ish kuni balansini shakllantirish bilan tugashi sababli shaxsiy
schyotlarning holatini o’zgartiruvchi buxgalteriya aks ettiriladi. Statistik hisob ayrish
ko’rsatkichlarni uzoq davr ichida o’zgarishi haqida ma’lumotlarni yig’ishga imkon
beradi.
Tahlil
bank boshqaruvining tashqarisida, ham ichkarisida vujudga keladigan
iqtisodiy vaziyatni bilib olishga imkoniyat beradigan vazifadan iborat bo’ladi. Yirik
banklarda ikkita mustaqil bo’limlar mavjudki, ulardan biri bankning ichki holati
tahlilini ta’minlaydi, ikkinchisi tashqi muhitni tahlil qiladi.
Rejalashtirish
tahlilning ma’lumotlariga asoslanib, vujudga kelgan
vaziyatdan chiqish va qo’yilgan maqsadlarga erishish uchun ehtimol bo’lgan
echimlarni tayyorlaydi.
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TSP amaliy dastur paketida ishlash

129
Menyudagi konkret bo’limni tanlash uchun kursorni yuqori yoki pastga
yurgizish va Enter klavishasini bosish yoki menyudagi bo’limlar oldidagi qavslarda
turgan raqam yoki harflarni bosish bilan amalga oshiriladi. Ishlani boshlashda (1)
Work files (begin session) - Ishchi fayllar qatorini tanlash zarurdir. (1) ni tanlash
natijasida quyidagi menyu paydo bo’ladi:
Work files (WF) - Ishchi fayllar
(1) Create a new WF in RAM CREATE
-
Xotirada yangi ishchi fayl yaratish
(2) Load a WF from disk LOAD
-
Diskdan ishchi faylni yuklash
(3) Save a WF to disk SAVE
-
Diskka ishchi faylni yozish
(4) Expand the sample range EXPAND -
Vaqtli qatorni kengaytirish
(5) Sort data by series SORT
-
Ma’lumotlarni sortirovka qilish
F1 Break (F3-F6 menu) F1
-
Buyruqdan chiqib ketish
Bu erda siz eksperimental ma’lumotlarga ega bo’lgan, vaqtli qatorlarni ichiga
olgan ishchi fayllarni yaratishga muvaffaq bo’lasiz.
Agar birlamchi ishchi fayl yaratilayotgan bo’lsa, vaqtli qatorlar uchun davr
oralig’ini aniqlash muhimdir. Menyu punktida quyidagilarni tanlashingiz mumkin.
Servis dasturiy ta’minot - Axborot tizimlari

120
disklar ishini nazorat, tahlil qiluvchi va ularga xizmat ko’rsatuchi (disklarni
formatlovchi, disklarni bo’laklarga ajratuvchi, mavjud defektlarni sozlovchi
va h.k.).
Tashkil etish va amalga oshirish usuliga ko’ra servis vositalar qobiqli, utilitalar
va mustaqil dastur shaklida taqdim etilishi mumkin.
Qobiq dasturlar - biror bir dastur va foydalanuvchi o’rtasidagi qatlam yoki
boshqa dastur ustida ustqurma bo’lgan dastur. Qobiq dasturlar foydalanuvchiga sifat
jihatidan yangi interfeys taqdim etadi. Amaliyotda quyidagi operatsion tizim
qobiqlari keng tarqalgan: Norton Commander (NC) - Symantec firmasi mahsuloti va
uning «klonlari» Volkov Commander (VC), Dos Navigator (DN), Far (File and
archive manager). Bulardan tashqari grafik interfeysli operatsion tizim qobiqlari
mavjud: Windows 3.x.
Utilitalar - foydalanuvchiga disklar va faylli tizimlar bo’yicha qo’shimcha
xizmat ko’rsatuvchi dasturlar. Utilitalar ko’pincha quyidagi vazifalarni bajaradi:
disklarga xizmat ko’rsatish;
fayl va kataloglarga xizmat ko’rsatish;
kompyuter zaxiralari to’g’risida axborot taqdim etish;
kompyuterlarni viruslardan ximoya qilish.
Xozirgi vaqtda eng keng tarqalgan utilitalar:
Norton Utilities - Symantec firmasi mahsuloti;
Checkit PRO Deluxe 2.0 - Touch Stone firmasi ishlab chiqqan;
PC Tools for Windows 2.0;
Norton Backup, Fast Back Plus - disklarda axborotlarni rezerv
nushalarini tayyorlovchi dasturlar;
virusga qarshi (antivirus) dasturlari - Norton Antivirus for Win95 –
EHM dagi axborotni viruslardan (axborot mikroblari) zararlanishiga
qarshi
va
zararlanish
oqibatlarini
tugatishga
mo’ljallangan
(Kasperskiyning Antiviral Toolkit pro (AVP));
kommunikatsion (ulovchi) utilitalar - EHM o’rtasidagi axborot
ayirboshlashni tashkil etish uchun mo’ljallangan;
kompyuterni tashxis (diagnostika) qiluvchi dasturlar - o’z nomidan
ko’rinib turganidek, bu utilitalar EHM ning hamma qurilmalarining
normal ish faoliyatlarini nazorat qilish, xotira miqdori, uning
ishlatilish, disklarning turlari kabi ishlarni tekshirishni amalga
oshiradi.
party and when the music starts, they should stand up

179
MYSTERIES IN NATURE
Past continuous
1
Read the table. Complete sentences 1–4 using the verbs in the article.
Positive
Eric Shipton
The climbers
was
were
1
in the mountains.
2
through thick snow.
Negative
Eric Shipton
The climbers
wasn’t
weren’t
3
alone.
4
that day.
Questions
Was
I/he/she/it
looking for footprints?
Were
you/we/they
Short
answers
Yes,
No,
I/he/she/it
was.
wasn’t.
Yes,
No,
you/we/they
were.
weren’t.
GRAMMAR REFERENCE AND PRACTICE PAGE152
GRAMMAR
PRONUNCIATION
Rising and falling intonation
4
Listen and repeat.
My brother was riding his bike.
My dad wasn’t working in the garden.
Were they climbing in the mountains?
Were you looking for footprints?
113
5
In pairs, ask and answer the questions.
What were you doing …
… last Sunday morning at eleven o’clock?
… yesterday at seven o’clock in the morning?
… last Saturday at one o’clock?
… last Monday evening at six o’clock?
What were you doing last Sunday
morning at eleven o’clock?
I was at the sports centre.
I was swimming with my mum.
What was happening yesterday afternoon?

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What was happening yesterday afternoon? Pdf ko'rish
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Bog'liq {teacherscom library} EFL Grade 8 TB2
What was happening yesterday afternoon?
Complete the sentences with the past continuous
form of the verbs.
0
‘
Was
Suzie
helping
(help) her teacher?’
‘Yes,
she was
.’
1
The boys
(play) football in the park.
They
(not run) very fast because the
grass was too long.
2
you
(climb) that tree?’
‘No, I
.’
3
My friend
(watch) TV. She
(not tidy) her room.
4
‘
the students
(working) on
the computer?’ ‘Yes,
.’
3
Correct the mistakes in the sentences.
1
We are playing football in the park yesterday
morning.
2
I lost it at the party when we are dancing.
3
We aren’t reading stories about strange animals
in class yesterday.
4
She isn’t thinking and she dropped her bag.
In 1951, a British explorer, Eric Shipton, was climbing in the
Himalayas, south of Mount Everest. He wasn’t exploring
alone. There were several climbers and Sherpas with
him. They weren’t climbing that day, but they were
walking through thick snow on a mountain 6,000 metres
1
when they saw a line of footprints. They
followed the footprints for 500 metres. The footprints were
33 cm
2
, 20 cm
3
and a few centimetres
4
. It wasn’t a bear. The footprints were much
too big. The Sherpas said the animal usually lived in
the forests and didn’t often come up into the snow.
Their name for the animal was the Yeti, or the Wild
Man of the Snows. People still come back from the
Himalayas today with stories of seeing the Yeti.
real
?
story
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Answers - Efl prepare Teacher's Book Grade 8

178 UNIT 15
GRAMMAR
Past continuous
1
Books closed. Introduce the past continuous by drawing
a timeline on the board:
Today
Ask the students ‘What did the explorers see in the
Himalayas?’ (
footprints in the snow
) and write it on the
timeline:
Today
footprints in the snow
Then, ask the students to describe the explorers’ activity
at this time and write it on the timeline:
← They were walking through deep snow →
Today
footprints in the snow
Finally, ask the students some concept check questions:
‘When did they start walking?’ ‘When did they see the
footprints?’ ‘Did they continue walking afterwards?’ Elicit
when we use the past continuous.
Books open. As a class, ask the students to look at the
table and say what kind of words are missing in 1–4 (
the
verb
) before they complete the table.
Answers
1 climbing 2 walking 3 exploring 4 climbing
GRAMMAR REFERENCE AND PRACTICE ANSWER KEY TB PAGE 249
2
Point out that the students should use the past
continuous in all these sentences. Remind them to check
their spelling, in particular sentence 1
running
(double
n
). In 4, they will need to add the subject pronoun for the
short answer.
MIXED ABILITY
Allow the stronger students to do the exercise on their
own. Invite the weaker students to the board, write the
gapped sentences on the board, and complete them
together step by step. Encourage the weaker students to
look at the table in Exercise 1 as they do this.
FAST FINISHERS
Fast finishers use the table in Exercise 1 to write questions
about Eric Shipton and the explorers. When the others are
ready, organise the class into small groups with at least
one fast finisher in each group. The fast finisher reads
their questions and the others answer. If appropriate, the
fast finisher can award points for correct answers.
Answers - Efl prepare Teacher's Book Grade 8

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Bog'liq {teacherscom library} EFL Grade 8 TBAnswers
1 were playing, weren’t running 2 Were, climbing, wasn’t
3 was watching, wasn’t tidying 4 Were the students working,
they were
3
Point out that students often make mistakes with tenses,
in particular they often use the present when they
are talking about the past. Point out that there is one
mistake with the tense in each of these sentences. With a
weaker class, also point out that the verbs in the present
continuous should be in the past continuous.
1 We
were
playing football in the park yesterday morning.
2 I lost it at the party when we
were
dancing.
3 We
weren’t
reading stories about strange animals in class
yesterday.
4 She
wasn’t
thinking and she dropped her bag.
GRAMMAR WORKSHEET UNIT 15
PRONUNCIATION
Rising and falling intonation
4
The students listen and repeat. Point out that when
was
and
were
aren’t stressed
(the weak form), we use a schwa
/ə/
. When they are negative, we generally use the strong
form.
Audioscript
The sentences are recorded for the students to listen and
repeat.
My brother was riding his bike.
My dad wasn’t working in the garden.
Were they climbing in the mountains?
Were you looking for footprints?
5
Read the example dialogue as a class, pointing out that
Student B’s answer is a long answer with information
about the place, the people and the activity. Encourage
the students to give as much information as possible in
their answers.
Answers
Students’ own answers
COOLER
Hand out a slip of paper to each student. Ask them to
write an activity on it that you can do at a party, e.g.
drink
lemonade
,
dance
,
listen to music
.
Collect in the slips of paper, mix them up and hand them
out again to different students. Tell them they are at a
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Источники - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

Bog'liq Сборник докладов международной научно техической конференции 21
Источники 1. Fault Isolation in Digital Instruments and Devices Used in Power-Engineering
Systems / P. Pavlov, V. Butakov, A. Khusnutdinov [et al.] // Lecture Notes in Mechanical
Engineering. – 2022.
2. Gogoi D., Bharatee A., Ray P. K. Implementation of battery storage system in a
solar PV-based EV charging station //Electric Power Systems Research. – 2024. – V. 229.
– P. 110113.
3. Диагностика трансформаторов электротехнических комплексов с
использованием бесконтактных лазерных виброметров / М. Ф. Низамиев, В. Р.
Басенко, И. В. Ившин [и др.] // Известия высших учебных заведений. Проблемы
энергетики. – 2022. – Т. 24, № 5. – С. 97-109.
4. Хуснутдинов А.Н. и др. Повышение эффективности работы энергосистемы
на основе развития зарядной инфраструктуры электромобилей // Инновационные
машиностроительные технологии, оборудование и материалы-2022. 2022. С. 319-323.
5. Khalid M. et al. Impact of public and residential smart EV charging on
distribution power grid equipped with storage //Sustainable Cities and Society. – 2024. –
P. 105272.
6. Стержанов М. В., Григорьев А. А., Гридасов А. И. Технологии
децентрализованного управления реагированием на запросы для зарядки
электромобилей P2P. – 2023.
7. Вильданов, И. И. Источник питания электромобилей / И. И. Вильданов, А.
Н. Хуснутдинов // Тинчуринские чтения - 2023 "Энергетика и цифровая
трансформация" : Материалы Международной молодежной научной конференции.
В 3-х томах, Казань, 26–28 апреля 2023 года / Под общей редакцией Э.Ю.
Абдуллазянова. Том 1. – Казань: Казанский государственный энергетический
университет, 2023. – С. 444-446.
8. Свидетельство о государственной регистрации программы для ЭВМ №
2023660200 РФ. Программа для мониторинга и прогнозирования состояния
аккумуляторных батарей электромобилей с использованием двухслойной
нейронной сети : № 2023618133 : заявл. 28.04.2023 : опубл. 18.05.2023 / П.П.
Павлов, А.Н. Хуснутдинов, Р. С. Литвиненко [и др.] ; заявитель ФГБОУ ВО
«Казанский государственный энергетический университет».
МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
242
correct
 5 - Efl prepare Teacher's Book Grade 8

263
WORKBOOK ANSWER KEY AND AUDIOSCRIPTS
VOCABULARY
1
1
c
2
d
3
a
4
b
2
1
because, as
2
so
3
When
4
because, as
5
so
6
when
READING
1
Alyssa and Lily
2
1
his parents
2
another world
3
cycling
4
because it’s
expensive
5
every night before she goes to sleep
6
She thinks it’s brilliant.
LISTENING
1
A
3
B
5
C
4
D
2
E
1
1, 3
2
1
Film of the Week (Cinema)
2
My Wonderful Cousin
3 £5
4
New Film (Café)
5
chocolate and carrot
Hello and thanks for calling the Film of the Week Cinema.
The Film of the Week Cinema is the place to come for all the
great new films. We are open in the evening with special
sessions on Saturday and Sunday mornings. This week’s
new film is called
My Wonderful Cousin
. Choose one to
hear information about this week’s new film. Choose two
to hear about next week’s new film. Choose three to hear
information about the New Film Café. Choose four to talk to
one of our assistants. Choose five to buy tickets.
Thank you.
My Wonderful Cousin
is about a bored teenager.
Her name is Zoe and she’s thirteen. During the long summer
holidays, she goes to stay with her cousin Lucas in London
and learns to play the guitar. She makes new friends and
meets the musicians in a rock band. It changes her life. The
film is on from Tuesday to Friday at 7 pm, and at 11 am at
the weekend. Tickets are £5.
Thank you. The New Film Café is the perfect place to go
before or after a film. The café is at the entrance to the
cinema, so it’s a great place to meet your friends. We offer
coffee, tea, lemonade, orange juice and mineral water. Why
don’t you try one of our delicious cakes? We have chocolate
cake and carrot cake. We also have our fantastic lemon ice
cream. It’s made in the café with real lemons!
WRITING
УДК 621.3. 095 - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

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Bog'liq Сборник докладов международной научно техической конференции 21УДК 621.3. 095
О РАЗВИТИИ МАТЕМАТИЧЕСКИХ МОДЕЛЕЙ
ПРОВЕДЕНИЯ ЭНЕРГЕТИЧЕСКИХ ОБСЛЕДОВАНИЙ
Р.А. Ситдиков, О.В. Радионова
ТашГТУ им. И.Каримова
Maqolada ko'p mezonli optimallashtirish apparati yordamida energiya tadqiqotlarini
(auditlarini) modellashtirish asosida intellektuallashtirish masalalari muhokama qilinadi.
Tegishli tenglamalar va modelni qo'llash va harakatlar ketma-ketligi taqdim etilgan, bu
energiya auditining samaradorligini oshiradi.
Kalit so'zlar:
energiya tadqiqotlari, matematik model, samaradorlik, ko'p mezonli,
ekspert tizimi.
В статье рассматриваются вопросы интеллектуализации на основе
моделирования энергетических исследований (аудитов) с помощью аппарата
многокритериальной оптимизации. Представлены соответствующие уравнения и
применение модели, а также последовательность действий, которые повысят
эффективность энергоаудита.
Ключевые слова:
энергетические исследования, математическая модель,
эффективность, многокритериальность, экспертная система.
The article discusses issues of intellectualization based on the modeling of energy
audits with the help of multi-criteria optimization apparatus. The relevant equations and
model application and sequence of actions are presented, which will increase the
efficiency of the energy audit.
Key words: energy research, mathematical model, efficiency, multi-criteria, expert
system.
Введение.
Энергетические обследования (ЭО), согласно правилам, должны
проводиться
периодически
в
обязательном
порядке,
в
крупных
энергопотребляющих предприятиях и организациях [1-4]. Небольшие производства
и электропотребляющие организации могут проводить ЭО на добровольных
началах, по мере необходимости. Процесс проведения ЭО различных объектов, в
том
числе
электротехнологических
и
электромеханических
систем,
регламентируются соответствующими правилами и методами [2-6], а при
обработке материалов проведѐнных ЭО чаще всего используются статистические
модели и методы обработки данных, а при принятии решений по рекомендациям
энергосберегающих мероприятий и разработке энергетических паспортов – опыт и
знания энергоаудиторов.
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-KЕYS: Sinfda o‘qish darslarini tashkil etish

277
darslarida ta’lim tarbiya vazifalarini o‘quvchilarga bilim va ko‘nikmalarning
ma’lum yig’indisini egallashni ularda milliylik uchun zarur bo‘lgan shaхsiy
sifatlarni shakllantirish bilan bog’lab amalga oshiriladi.
Aynan ana shu masalalarni chuqur o‘rganish “Kеys stadi”ga
asoslangan
o‘qitish tехnologiyasining asosiy maqsadi hisoblanadi. Ushbu tехnologiya
amaliy vaziyatlarni hal etish jarayonida o‘rganilgan o‘quv mavzusi bo‘yicha
bilimlarni
mustahkamlashga, muammolarni tahlil qilish va qirralarni yakka
tartibda yoki guruhlarda qabul qilish ko‘nikmalarini
egallashga, ijodiy va
o‘rganish qobiliyatlari, mantiqiy fikrlash, nutq va muhit sharoitlariga moslashish
qobiliyatlarini rivojlantirishga hamda qarorlarni mustaqil qabul qilishga va o‘z-
o‘zini nazorat qilishga yordam bеradi.
Ushbu kеysni muvaffaqiyatli amalga oshirish uchun mavzu bo‘yicha
haqida bilim va ko‘nikmalarga ega bo‘lish zarur.
Tavsiya etilgan kеysni yеchish quyidagi natijalarga
erishishga imkon
yaratadi:
o‘zlashtirilgan mavzu bo‘yicha bilimlarni mustahkamlash;
muammoning hamda qabul qilingan yеchimning
individual va guruhiy
tahlilida bilim va ko‘nikmalarni qayta topshirish;
mantiqiy fikrlashni rivojlantirish;
mustaqil ravishda qaror qabul qilish ko‘nikmalarini egallash;
o‘quv aхborotlarini o‘zlashtirish darajasini tеkshirib ko‘rish.
Tеz aytishlar - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

275
o‘zi juda boy ekan,
bir choynakda aynab qolgan choy ekan,
yomg‘ir yoqqanda bulutlar orasidan mo‘ralab turgan oy ekan,
suv o‘tmagan soy ekan,
birov minmagan toy ekan,
kigiz ko‘rpasi yo‘q,
birov yotmagan joy ekan,
hech kim ichmagan choy ekan,
ana shunday dong‘i ketgan boy ekan".
Bolalar adabiyoti bilan ishlashda, o‘qilgan asardagi talaffuzi quyin bo‘lgan
so‘zlarni o‘rgatish bilan ham,
kundalik turmushda
qo‘llanadigan so‘zlarga
diqqatlarini qaratish bilan ham ularning lug‘at boyliklarini kengaytirib borish
mumkin. Asar till ustida ishlashda muallif tomonidan qo‘llangan ko‘p ma’noli,
ma’nolari bir-biriga yaqin hamda qarama-qarshi ma’noli so‘zlar, ayrim so‘z
birikmalari bilan ishlash nutq o‘stirishning asosiy vositasi hisoblanadi. Bunday
so‘zlar ustida ishlash bilan bolalar yangi
bilim va tasavvurlarga ega
bo‘ladilar.Ba’zan fasllarga bog‘liq she’rlar, tez aytishlar, topishmoqlarni ham
o‘rgatib borish kerak. Yuqorida aytilganidek, bolalarni qiyin tovushlarni to‘g‘ri
talafruz
qilishga, tez-aytishlar orqali ularning fikrlash qobiliyatini o‘stirishga
erishiladi.
Maqol turmush tajribalari zaminida tug'ilgan va xalq donoligini ifodalagan
qisqa, ko‘pincha she'riy shakldagi hikmatli so‘zlar, chuqur ma'noli iboralardir.
Maqollar xilma-xil mavzularda bo‘lib, hayotning turli masalalarini qamrab
oladi. Ko‘pincha maqol o‘git, nasihat xarakterida bo‘ladi: “Yer haydasang - kuz
hayda, Kuz haydamasang yuz hayda”, „Hunari yo‘q kishining, mazasi yo‘q
ishining" kabi.
Maqol xalq og'zaki ijodining juda qadimiy shakllaridan biri bo‘lib, unda
xilma-xil badiiy ifoda vositalari-ohangdosh tovuslilar takrori bo‘ladi.
Katta
hayotiy va ijodiy tajribaga ega bo‘lgan ajoyib so‘z ustalarining o‘lmas satr va
hikmatli so‘zlari ham ko‘pincha xalq maqollariga o‘xshab ketadi. Masalan,
276
A.Navoiyning „Mahbub ul-qulub” asarida aytgan bir qancha hikmatli so‘zlari
shular jumlasidandir: „Oz-oz o‘rganib dono bo‘lur, qatra-qatra yig'ilib daryo
bo‘lur", „Tilga ixtiyorsiz-elga e'tiborsiz" va boshq.
Ma'lumki, badiiy asar matni ustida ishlash
bosqichma-bosqich amalga
oshiriladi. Maqollarni o‘rganishda ham bu bosqichlarga e'tibor qaratish kerak.
1-2-sinflar maqollarni o‘rganishning birinchi bosqichi bo‘lsa, savod o‘rgatish
davri maqollarni o‘qish va o‘rganishning tayyorlov bosqichidir.
Savod o‘rgatish davridayoq o‘quvchilar maqollarni o‘qiydilar. Alifbe
davrida berilgan maqollar matn mazmuni bilan bog'liq bo‘lib, ular matn
g'oyasini o‘quvchilarga lo‘nda, aniq yetkazish uchun ham xizmat qiladi. Bu
vaqtda o‘quvchilarga maqollar o‘qitiladi, ma'nosini
bilganlaricha izohlab
berishlari so‘raladi. O‘quvchilar javobini o‘qituvchi to‘ldirib, misollar bilan
dalillab
Efl prepare Teacher's Book Grade 8 - bet 210

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Efl prepare Teacher's Book Grade 8 Pdf ko'rish
|
bet | 210/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TB1
Yes, the writer likes it.
good – great, really interesting, brilliant, fun
bad – boring
2
Good opinion: amazing, brilliant, exciting, fantastic,
great, interesting
Bad opinion: awful, boring, horrible, terrible
3
1
loved
2
boring
3
sure
4
should
5
Go
4
Students’ own answers
5
Students’ own answers
UNIT 19
School can be fun!
VOCABULARY
1
1
e
2
c
3
f
4
a
5
b
6
d
2
1
on
2
at
3
park
4
on
5
round
6
show
3
1
disco
2
museum
3
aquarium
4
sailing
5
river
6
fire
7
walk
8
farm
9
show
10
amusement
GRAMMAR
1
1
We have to be quiet in class.
2
We have to wear a
uniform.
3
We have to start school at 7.30.
4
We have to
go to school on Saturdays.
5
We have to learn Spanish.
2
1
doesn’t have to
2
has to
3
don’t have to
4
doesn’t have to
5
have to
6
don’t have to
18
Interviewer_:_Can_you_give_our_audience_some_advice_about_cooking_What_is_the_best_way_to_become_a_good_cook_Josie'>Interviewer
: So, Josie_:_Well,_I_was_working_in_a_restaurant_in_Manchester_but_now_I’m_going_to_open_a_new_restaurant_in_London._Interviewer'>Josie. What are you going to do now you
are famous?
Josie
: Well, I was working in a restaurant in Manchester but
now I’m going to open a new restaurant in London.
Interviewer
: What kind of restaurant are you going to have?
Josie
: I’m not sure, but I’d like to have good food and music.
My boyfriend is in the music business, so we wanted to do
something together.
Interviewer
: That sounds great! Are you going to have live
music?
Josie
: Yes, we are. We can have a stage where the
performers can sing and tables where people can eat.
Interviewer
: When are you going to do this?
Josie
: Not till next year. I won fifty thousand pounds so I’m
going to enjoy my life for a few weeks. I’m going to have a
holiday and after that I’m going to start making plans for the
restaurant.
Interviewer
: Can you give our audience some advice about
cooking? What is the best way to become a good cook?
Josie
: I think there are three important things. First, you
should always use fresh vegetables, meat or fish. Second,
you should practise making different dishes, and finally,
the most important thing is to have fun with cooking. Invite
your family and friends to try your new dishes and enjoy
eating with them.
Interviewer
: That’s good advice! Thank you for coming on
our programme today.
Josie
: Thank you.
WRITING
1
1
The Voice Kids
2
three
3
Jess
4
The Vamps
5
Yes, Jenna’s friends
2
Students’ own answers
3
Students’ own answers
UNIT 18
Magazines and books
VOCABULARY
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Асосий қисм - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
120
айланиш тезлиги ўзгарганда насоснинг чиқишидаги сув босими ва сув сарфи
хусусиятларининг ҳолати ўзгаради.
Насос ишчи паррагининг айланиш тезлигининг пасайиши сув сарфи ва
босимини ўзига параллел равишда пастга туширади. Марказдан қочма насос
паррагининг айланиш тезлигини ошиши у ҳосил қилаѐтган босимни ҳамда
қувурдаги босимни кўпайишига ва натижада сув оқими тезлашиб, сув сарфи хам
кўпайишига олиб келади. Частота ўзгартиргич қисқа туташтирилган асинхрон
двигател тизимида насос ишчи паррагини тезлигини кенг диапазонда майин
ўзгартириш мумкин.
Д5000 – 32 русумли насоснинг техник тавсифи графикидан (1- расм)
фойдаланиб, айланиш тезлиги ўзгарганидаги сув сарфи ва босим қийматлари
асосида ҳосил бўлган тавсиф қийматларини хисоблаймиз:
Номинал тезлик учун
нисбатдан фойдаланамиз
(6)
маълумки
∗
∗
.
А нуқтадаги насос ҳосил қиладиган босимни аниқлаймиз
(7)
Частота ўзгартиргичнинг бошқарув частотасини ƒ = 40 Гц га тенг
қийматларидаги сув сарфини ва сув босимини аниқлаймиз.
=
3800
м
3
/час
=1,06
м
3
/с;
=
28
м
;
Асинхрон двигателнинг частота ўзгартиргичдан актив қувват истеъмоли
аниқлаймиз
∗
∗
∗
∗
∗ ∗
∗ ∗
(8)
Частота ўзгатиргич асинхрон двигател тизимининг электр тармоғидан актив
энергия истеъмоли қуйидагига тенг бўлади.
кВт (9)
Замонавий частота ўзгартиргичлар кенг импульсли модулияциянинг
қўлланилиши сабабли, уларнинг қувват коэффициенти 0.96 кам бўлмаганлиги учун
электр тармоғидан реактив энергия истеъмоли қуйидагига тенг бўлади [4,14].
∗ ∗
кВАр (10)
бу ерда
√
√
=
;
Частота ўзгатиргич асинхрон двигател тизимининг электр тармоғидан тўла
энергия истеъмоли қуйидагига тенг бўлади.
√
√
= 409 кВА (11)
Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman - bet 163

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
241
быт
EV
PV
ТП
P
P
P
P
(6)
где
- выработка электроэнергии фотоэлектрическими источниками,
.
Уравнение баланса сети задается уравнениями:
,
EG
PV
быт
EV
P
P
P
P
t
(7)
С добавлением BESS уравнение баланса сети примет следующий вид:
D
,
EG
PV
быт
EV
BESS
BESS
P
P
P
P
P
t
(8)
где
-мощность зарядки, кВт;
-мощность разряда, кВт.
С добавлением BESS из сети будет импортироваться больше энергии, что
отразится на ограничениях номинальной мощности трансформатора.
Выводы - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

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Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjumanBog'liq Сборник докладов международной научно техической конференции 21 Выводы.
При скалярной компенсации меняется только модуль напряжения
обмотки статора асинхронного двигателя без изменения фазового угла, что
приводит к непостоянству векторов ЭДС
и потокосцепления
. Возможны
дополнительные возмущения в системе, связанные с изменением фазового угла
вектора
.
Несмотря на этот недостаток, разомкнутые структуры частотного
регулирования скорости на основе автономных инверторов напряжения со
скалярной
IR
-компенсацией находят широкое применение в приводах длительного
режима работы с диапазоном регулирования D ≤ : 130.
Литература
1. Bose B. K. Modern power electronics and ac drive. // Bimal Bose - 2001. - 710 c.
2. М.М.Мирхайдаров. ЭМТ аппаратлари, элементлари ва ўзгартгич техникаси
1-қисм. Дарслик. -Тошкент - 2021, 260с.
3. А.А.Хашимов. М.М.Мирхайдаров. Электр юритма асослари. Дарслик. -
Тошкент - 2022, 363с.
4. Браславский И.Я., Костылев А.В., Мезеушева Д.В., Степанюк Д.П. Методы
синтеза систем управления асинхронными электроприводами с использованием
нейронных сетей // Электротехника - № 9, 2005, С. 54-57.
5. Зюзев А.М., Нестеров К.Е. Методы косвенной оценки скорости двигателей
в системах ТПН – АД // Электротехника - №9, 2009, С. 45-49.
6. Зюзев А.М., Нестеров К.Е. К построению бездатчикового электропривода
системы ТПН – АД // Электротехника. - № 9, 2005.
7. Браславский И.Я., Костылев А.В., Мезеушева Д.В. Цифровое
прогнозирующее управление с использованием нейронных предсказателей //
Электротехника. - № 11, 2007, С. 43-47.
8. Радин, В. И. Электрические машины; Асинхронные машины: учебник / В.И.
Радин, Д.Э. Брускин, А.Е. Зорохович; Под ред. И. П. Копылова. - Москва: Высшая
школа, 1988, 328 с.
9. Устройство плавного пуска SIRIUS 3RW30/3RW40 // справочник по аппарату
10/2010 URL:
www.siemens-files_
1351171684_ manual_ sirius_ softstarter_ ru-ru.pdf
(дата обращения: 10.07.2014).
10. Устройство плавного пуска PSR, PSS и PSTB: технический каталог.URL:
http://www05.abb.com/global/scot/scot209.nsf/display/ac41
abb_upp_2.pdf
(дата
обращения: 10.07.2014).
11. Timoshkin V., Glazyrin A., Kozlova L. Reasoning of the use of TVR-IM electric
drives of closed-loop type by the angular velocity observer for solving technological
problems // Applied Mechanics and Materials Vol. 698 (2015) pp. 131-135.
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part 3, matches it to its photo and answers question 5

182 UNIT 15
VOCABULARY
The
weather
1
Ask the students to look at
cloud
and say how we form
the weather adjective from the noun.
Explain that when
a noun finishes in a consonant-vowel-consonant, we
double the final consonant, e.g.
fog
–
foggy
.
Point out
that we often use
rain
and
snow
as verbs too, e.g.
It’s
raining
or
It’s snowing today
. Then, ask the students to
complete the table. Write the correct answers on the
board (or invite volunteers to do so)
and ask the students
to check their spelling.
Answers
fog – foggy, ice – icy, rain – rainy, snow – snowy, sun – sunny,
wind – windy
2
Ask the students to look at the symbols on the weather
map first and try to say what
they are before they match
them to the adjectives.
keng-tor, yaqin-uzoq, yuqoriga, pastga, o‘rta (oraliq), uzunroq-kaltaroq

156
3.Bolalarning taqqoslash va chamalash qobiliyatlarini o‘stiruvchi
mashqlarni bajartirish.
4.Qo‘l va barmoq muskullarining harakatini o‘stirish.
Tayyorgarlik mashqlarini bajarish uchun o‘quvchilarni qora va
rangli
qalamlar hamda yozuv daftari bilan ta’minlash lozim. O‘qituvchining bu
davrda rangli bo‘rlardan foydalanishi yaxshi samaralar beradi.
Tayyorgarlik davrida o‘tkaziladigan mashqlarni ma’lum guruhlarga
bo‘lib, avval sodda, keyin murakkabroq mashqlarni bajarish lozim. Mashqlarni
quyidagi gruppalarga bo‘lish mumkin:
B i r i n ch i g u r u h m a sh q l a r
Ikkinchi vazifa - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

160
O‘qituvchi cho‘zinchoq doira shaklidagi bu elementni bir tomonga
qiya qilib yozish shart ekanligini ta’kidlaydi. O‘quvchilar
uning
yozilishini bir necha marta havoda bajaradilar, so‘ngra
yozishga ruxsat
etiladi. O‘qituvchi cho‘zinchoq doiraning balandligini ham tayoqcha bilan
barobar yozilishini eslatadi. O‘quvchilar bir qatorga
bitta kichik tayoqcha
va bitta cho‘zinchoq doira shaklini almashtirib yozadilar.
Cho‘zinchoq doira shaklining orasiga qo‘yilgan bu kichik tayoqchalar
uning qiyaligini saqlab yozishga yordam beradi.
E t t i n ch i g u r u h m a sh q l a r
Darsning maqsadi. Kichik harf elementlarining qo‘shib
yozilishini
hamda ularning orasidagi masofani to‘g’ri saqlashga o‘rgatish.
Darsning maqsadi - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

157
I k k i n ch i g u r u h m a sh q l a r
Darsning maqsadi. Chiziqlarning qiya shaklda yozilishini ko‘rsatish
hamda chiziqlar orasidagi masofani to‘g’ri topishga o‘rgatish.
Birinchi vazifa. Kichik harflar yoziladigan
chiziqlar orasiga qiya
tayoqchalar chizishni mashq qildirish.
O‘qituvchi bu mashqni doskada namuna tarzida ko‘rsatib, beradi.
O‘quvchilar esa qizil rangli qalam bilan qiya tayoqchalarni chizadilar.
O‘quvchilar bir qator yozib bo‘lganlaridan so‘ng ular tekshirib chiqiladi va
tahlil qilinadi. (Tayoqchalarning bo‘yi va qiyaligi,
ular orasidagi masofa bir
xilmi?) Yozilgan tayoqchalarning bir xilligini tekshirish uchun ularning
o‘rtasiga ko‘k rangdagi qalam bilan nuqtalar qo‘ydiriladi.
Agar nuqtalar barobar masofada bo‘lsa, o‘quvchi vazifani to‘g’ri
bajargan, nuqtalar barobar masofada bo‘lmasa, o‘quvchi xatoga yo‘l qo‘ygan
bo‘ladi. Xatoga yo‘l qo‘ygan o‘quvchilarga shu
mashqni qayta bajartirish
lozim.
U ch i n ch i g u r u h m a sh q l a r
Хулоса - Toshkent davlat texnika universiteti xalqaro ilmiy-texnik anjuman

МЕЖДУНАРОДНАЯ НАУЧНО-ТЕХНИЧЕСКАЯ КОНФЕРЕНЦИЯ
АКТУАЛЬНЫЕ ПРОБЛЕМЫ ЦИФРОВИЗАЦИИ ЭЛЕКТРОМЕХАНИЧЕСКИХ И
ЭЛЕКТРОТЕХНОЛОГИЧЕСКИХ СИСТЕМ
121
Қишлоқ хўжалик экинзорларини суғориш мавсуми бир йил давомида Т = 3600
соатни
ташкил этади, бу вақтдавомида актив энергияни истеъмолини миқдорини
камайиши қуйидагига тенг бўлади:
∗ ∗
266400 кВт
∗
соат,
Реактив энергия истеъмолини камайиши қуйидагига тенг бўлади:
∗ ∗
кВАр
∗
соат.
Частота ўзгартиргич асинхрон двигател тизими қўлланилганда тармоқдан
истеъмол қилинаѐтган актив ва реактив электр энергиялари ортиқча сарф
бўлмайди. Энг кам энергия йўқотишлар билан фойдали иш бажарилади. Бунда
электр тармоқлари электр энергиясини етказиб берувчиларнинг
реактив энергия
миқдори бўйича талаблари тўлиқ бажарилади.
ASINXRON MOTOR REAKTIV QUVVATINI NAZORAT VA BOSHQARISHDA
QO‗LLANILADIGAN TOK O‗ZGARTKICHNING DINAMIK TAVSIFLARI
Boixanov Zailobiddin Urazali o‘g‘li PhD, dotsent, Ortiqov Alinur Ixtiyorovich
bakalavr
Andijon mashinasozlik instituti. O`zbekiston.
Annotatsiya:
Ushbu maqolada asinxron motor reaktiv quvvatini nazorat qilish va
boshqarish uchun tok o‗zgartkichidan foydalanildi. Tok o‗zgartkich
asinxron motor
stator pazlari va asosiy chulg‗am pona orasiga joylashtiriladi. Bu esa asinxron motor
stator chulg‗amida hosil bo‘luvchi asosiy va sochiluvchan
magnit oqimlar hisobiga
kuchlanish ko‗rinishida signal chiqadi. Tok o‘zgartkichning asosiy elementi o‗lchov
chulg‗ami ya‘ni sezgir element hisoblanadi.O‗lchov sezgir elementi asinxron motor stator
pazlari sonidan kelib chiqib, ikki halqali yoki uch halqali qilib joylashtiriladi.
Mustaqil
o‗lchov chulg‘amiga nisbatan o‗lchash aniqlik, ishonchliligi, sezgirligi ortadi. O‗lchov
sezgir element halqalari mustaqil yoki ketma-ket ulanadi. O‗lchov
halqalari ketma-ket
ulanganda chiqish kuchlanishining miqdori ikki marta oshishi ta‘minlanadi.
Darsning maqsadi - N. B. Adizova, R. X. Jumayev, R. A. Qo‘ldoshev, S. R. Ismatov ona tili o‘qitish metodikasi

158
Doskada tayoqchalarning baland va pastligi taqqoslab ko‘rsatib
beriladi. Shundan so‘ng o‘quvchilar
vazifani bajarishga
T o‘ r t i n ch I g u r u h m a sh q l a r
Darsning maqsadi. Har xil shaklga va qiyaliklarga ega bo‘lgan
chiziqlarning unsurlarini yozishga o‘rgatish.
Birinchi vazifa. Uzun tayoqcha unsurini bir necha bo‘laklarga bo‘lib,
ularning orasidagi masofani bir xilda saqlashga o‘rgatish. (Bu chiziqlar
jigar
rang qalam bilan chizdiriladi).
Ikkinchi vazifa. Tayoqchalarning baland-pastligi, oralaridagi
masofaning tengligi tekshirilib chiqilgandan so‘ng
zangori rang qalam bilan
har xil qiyalikka ega bo‘lgan kichik chiziqchalar chiziladi. Natijada archa
daraxti shakliga o‘xshash chiziqlar hosil bo‘ladi.
O‘quvchilar bu mashqni bajarish orqali oraliq
masofalarni chamalashga
va qiyaliklarni to‘g’ri saqlashga o‘rganadilar.
B e sh i n ch i g u r u h m a sh q l a r
Darsning maqsadi. O‘quvchilarga «keng» va «tor»
tushunchasini
anglatish; osti ilmoqli kichik tayoqcha shaklidagi elementni yozishga
o‘rgatish.
159
Birinchi vazifa. Osti ilmoqli kichik tayoqcha elementini har xil rangli
qalamda bajarish. Masalan, 3
ta tayoqcha qizil rangda, 3 ta tayoqcha ko‘k
rangda bajarilsa, o‘quvchilarning qiziqishlari ortadi.
2 - Efl prepare Teacher's Book Grade 8

181
MYSTERIES
IN NATURE
READING
WARMER
Introduce the topic of strange stories by saying to the
class: ‘Something very strange happened at the weekend.’
Wait for the students to respond, e.g.
What happened? Tell
us more!
before you continue with your strange story. If
appropriate, use this one:
I was watching a film, when I heard a strange noise outside.
I opened the door and saw a large, white dog. It looked
hungry, so I gave it some meat. It ate the meat quickly
and disappeared. On Sunday, I told my neighbour about
the dog. He said, ‘That’s strange! A large, white dog lived
in your house many years ago but it died just before the
owner moved house.’
Invite a class discussion on this story by asking questions:
‘Who is the dog?’ ‘Is it the same dog that lived in the
house before?’ ‘Where is the dog now?’ Then, tell the
students that they are going
to read and listen to some
strange stories and at the end of the lesson, they are
going to tell their own story about an animal.
Encourage
them to start thinking of ideas for it.
1
Ask the students to describe the photos and as a class,
say what they know about Loch Ness and its monster.
Encourage the students to say more by asking ‘What is
a loch?’ ‘Where is Loch Ness?’ ‘What do you think the
weather is like there?’ ‘How
deep do you think the loch
is?’ ‘What lives there?’ ‘When did people first see it?’
Answers
Students’ own answers
2
Encourage the students to read the article quickly and
check their ideas in Exercise 1. Then,
ask them to match
the paragraphs (1–3) to the photos (A–C).
MIXED ABILITY
With a
mixed ability class, divide the class into three
groups for Exercises 2 and 3.
Put the stronger students
in Group B and the weaker ones in Group A or C. Group A
reads part 1, matches it to its photo and answers question
1 in Exercise 3. Group B reads part 2, matches it to its
photo and answers questions 2, 3 and 4. Group C reads
STEP-7 programmalash tili

STEP-7 programmalash tili. STEP-7 programmalash tili bu SIMATIC
turidagi programmalashtiriladigan logik kontrollerlarni konfiguratsiya qilish va
programmalash uchun foydalaniladigan standart programma ta’minot paketidir.
STEP-
7 sanoatdagi SIMATIC programma ta’minotini bir qismidir. STEP-7 standart
paketini quyidagi versiyalari bor:
- STEP-7 Micro/Dos va STEP-
7 Micro/Win oddiy bo’lgan avtonomli
SIMATIC S7-
200 turidagi logikali kontrollerlar uchun qo’shimcha;
- STEP-7 Mini
– oddiy bo’lgan avtonomli SIMATIC S7-300 va SIMATIC C7-
620 turidagilar uchun qo’shimcha;
- STEP-7 SIMATIC S7-300/S7-400, SIMATIC M7-300/S7-400 va SIMATIC
C7 turidagi kontrollerlarni programmalash uchun qo’shimcha programmalash tili.
Pic mikrokontrollerlari uchun programma ta’minoti. MRASM assembleri. MPASM assembleri integrallovchi programmalar orasida PIC MK larining
hamma turlari uchun programma kodini ishlab chiqadi. MicroChip firmasi
programma kodini ikki variantda chiqaradi:
¨ DOS qismlarida ishlash uchun;
¨ Windows95/98/NT da ishlash uchun;
MPASM assembleridan mustaqil foydalanish mumkin va integrallangan
vositalar tarkibida MPLAB tayyorlanadi. U bir nechta programmalarni o’z ichiga
oladi: shaxsiy MPASM, MPLINK va MPLIB. Shu bilan birga ularning har biri
shaxsiy interfeysiga ega bo’ladi.
MPASM programmasidan ikki xil maqsadda foydalanish mumkin:
¨ Bajaruvchi kod generatsiyasi – bu programmalovchi yordamida MK ga
yozish uchun;
¨ Siljiyotgan ob’ekt kodini generatsiyasi – bu boshqa assemblerlovchi va
jamlovchi modul bilan aloqa bog’lash uchun;
Bajaruvchi kod generatsiyasi jimlik bo’yicha MPASM chiqish kodi uchun
ishlatiladi.
Hamma o’zgaruvchilar manbasi aniq turlari programmalar tekstiga yoki faylga
INCLUDE direktivi yordamida ulanadi. Agar assemblerlash
jarayonida xatolik aniqlanmasa, u holda generatsiyalanayotgan chiqish .hex-fayli
programmalovchi yordamida MK ga yuklanishi mumkin.
MPASM assembleridan foydalanuvchilar siljiyotgan ob’ekt kodini
generatsiyasi rejimida ob’ekt modulini ko’radi, MPLINK komponovshiki yordami
bilan esa boshqa modulni birlashtirish mumkin.
MPLINK komponovshiki programmasi siljiyotgan ob’ekt kodini binarli kodga
moslashtiradi va MK ning absolyut adresiga bog’laydi. Kutubxonali
MPLIB utilitili qulay ishlash uchun siljuvchi ob’ektlarni bitta faylga guruhlashdan
foydalanadi.
MPASM va MPLINK programmalari MPASM qob
ig’ida ruxsat etiladi, xuddi
MPLIB faqat o’zining buyruqlar qatoriga ruxsat etgandek.
Jimlik bo’yicha MPASM assembleri uchun natija fayli. ASM kengaytmali
fayl bo’ladi. Natija fayli matni sintaksis qoidalarga muvofiq kelishi lozim.
MPASM assemblerini chaqirish buyruqlar qatori quyidagicha:
MPASM [/...]] Bu yerda
SELECT Salepeople.SNum, SName, CName, Comm FROM

71
(query X UNION ALL query Y)UNION query Z;
query X UNION ALL(query Y UNION query Z);
bir xil
natija qaytarishi shart emas, agar ikkilangan satrlar unda
o„chirilgan bo„lsa.
Nazorat savollari
1. SQLda almashtirish funksiyalari nima maqsadda ishlatiladi?
2. Guruhli funksiyalarga qnaday funksiyalar kiradi?
3. Tasavurlar (View)ning afzalliklari nimada?
4. Shartli so„rovlar qanday tashkil qilinadi?
5. Guruhli funksiya vazifalari?
6. Guruhli funksiya ko`rinshlari?
7. Murakkab so`rovlar yaratish qanday yaratiladi?
10-mavzu. SQLtili yordmida ma’lumotlarni tavsiflash
Reja
1. SQL tilida ma‟lumotlarni butunligini ta‟minlash.
2. Ma‟lumot jadvallarini yaratish.
3. Qism so„rovlar bilan ishlash.
4. Ma‟lumot bazasi ob‟еktlarini yaratish.
5. Ma‟lumotlarni aniqlash tili (DLL) opеratorlari.
6. CREATE TABLE komandasi.
7. INSERT komandasi.
8. Har bir ustun uchun tip (toifa) va o„lcham.
Tayanch so`zlar: CREATE TABLE, Char, character, Int,
Smallint,
Dec, Number, Float.
Ktq-30,9 “ipak yo’li mobile” mobil ilovasidan foydalangan holda onlayn mikroqarz taqdim etish to’G’risidagi ommaviy oferta 221 microloan offer 12 uz

2023 yil 07 Noyabrdagi talqin
KTQ-30,9%
“IPAK YO’LI MOBILE” MOBIL ILOVASIDAN FOYDALANGAN HOLDA ONLAYN
MIKROQARZ TAQDIM ETISH TO’G’RISIDAGI
OMMAVIY OFERTA
Ommaviy ofertaning quyida bayon etilgan matni AIT “Ipak Yo‘li” banki (keying o’rinlarda -
Bank)ning jismoniy shaxslar doirasiga yo’naltirilgan O’zbekiston Respublikasi Fuqarolik kodeksining
369-moddasiga muvofiq Onlayn mikroqarz taqdim etish to’g’risidagi Shartnoma (keying o’rinlarda -
Shartnoma) tuzish bo’yicha rasmiy ommaviy taklifi hisoblanadi.
Mazkur Ommaviy ofertada quyidagi Termin va tushunchalardan foydalaniladi:
Identifikatsiyalangan Mijoz (keyingi o’rinlarda - Mijoz) – shaxsni tasdiqlovchi hujjat, mobil
telefon raqamiga asosan Bank tomonidan belgilangan
tartibda identifikatsiyalangan,
Bankda
hisobvaraqqa ega bo’lgan hamda Bank filiallarida masofaviy bank xizmatlarini ko’rsatish tizimlarida
ro’yxatdan o’tgan va identifikatsiyalangan foydalanuvchi hisoblangan
voyaga yetgan muomalaga
layoqatli
jismoniy shaxs;
Masofaviy bank xizmatlarini ko’rsatish tizimi (shuningdek keyingi o’rinlarda – MBXK
tizimi) – foydalanuvchilarga masofadan turib Bank xizmatlaridan foydalanish
imkoniyatini taqdim
etuvchi dasturiy-texnik
vositalar majmuasi, shu jumladan “Ipak Yo‘li Mobile” mobil ilovasi;
Onlayn mikroqarz – mazkur Ommaviy ofertada nazarda tutilgan shartlarda Mobil
hamyonga pul
mablag’larini kiritish yo’li bilan MBXK tizimlaridan foydalangan holda
taqdim etiladigan mikroqarz;
Mobil hamyon – Mijoz MBXK tizimlari orqali boshqaradigan
Bankda ochilgan hisobvaraq
(22616);
Dastlabki ariza – Bank tomonidan Mijozning kredit to’lash qobiliyatini
hisobga olgan holda
Onlayn mikroqarz taqdim etish imkoniyati to’g’risidagi Mijozning so’rovi;
Answers
A cloudy B rainy C windy D foggy E icy F snowy G sunny
3

|
Answers
A cloudy B rainy C windy D foggy E icy F snowy G sunny
3 Pdf ko'rish
|
bet | 97/255 | Sana | 14.06.2024 | Hajmi | 18,95 Mb. | | #263803 |
Bog'liq {teacherscom library} EFL Grade 8 TBAnswers
A cloudy B rainy C windy D foggy E icy F snowy G sunny
3
As a class, ask the students to read the information in
each fact first, look at each gap carefully and say what
kind of word is missing, i.e. a noun or an adjective. Do
the first question as an example, so that the students
understand they may need to use a word from the first or
second column in Exercise 1.
Answers
1 windy, wind 2 snowy, snow 3 sunny 4 rain
4
If necessary, remind the students of the names of the
four seasons:
spring
,
summer
,
autumn
and
winter
. Ask
them to read the example and in pairs, write some
sentences about the weather where they live in different
seasons.
FAST FINISHERS
Encourage fast finishers to work through the vocabulary
section at their own pace. Then, ask them to draw a map
of their country with weather symbols and to write a short
weather forecast for some of the places. When the others
are ready, they can present their forecast to the class.
Answers_Students’_own_answers_VOCABULARY_WORKSHEET_UNIT_15_LISTENING_1'>Answers
Students’ own answers
VOCABULARY WORKSHEET UNIT 15
LISTENING
1
Before the students listen, ask them to read the
instructions. Ask ‘Where was Peter last summer?’ ‘Was
he alone?’ ‘What were they looking for?’ Point out that
the students are going to listen to Peter telling a strange
story. Play the recording and ask them to say what the
weather was like.
Answers
It was foggy.
115
2
Ask the students to read the questions and try to answer
them before they listen again. With a mixed ability class,
it may be necessary to play the recording for a third time
and to pause it after each answer is given. If time allows,
ask the students retell the story using their answers
to these questions to help them. Strong students can
retell the story from Peter’s friend’s perspective, e.g.
I
was sleeping in my tent when Peter started shouting. He
wanted the camera, so I … .
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Concluding Thoughts on DTDs

- 95 -
being the universal way of representing and exchanging information over the Web,
datatyping is critical.
The W3C is aware of this very basic need and has a working group called the XML
Schema Working Group. According to its Web site, it is currently working on creating a
formal recommendation; however several proposals have been submitted to the group.
The current proposals listed include the XML-Data proposal submitted by representatives
from Microsoft, Inso Corporation, DataChannel, ArborText, and the University of
Edinburgh.
The reason we mention this proposal is that Microsoft has included complete support of
this proposal, which was later included as a subset to the Document Content Description
proposal in August of 1998, in Internet Explorer 5. However, because this is NOT
currently a W3C approved recommendation, we do not spend a lot of time writing about
how to use it. Nevertheless, we do encourage you to take a look at it and perhaps write
some sample code around it. It’s neat and it gives you an idea of what alternative content
description syntaxes to DTDs might look like. You can get details on the current
proposals under consideration at the W3C’s XML Schema Working Group at
www.w3.org/XML/Activity.html
.
Supplied Attribute Values

- 88 -
Table 3.8 summarizes the usage of attribute defaults.
Table 3.8 Attribute List Declarations Part 3: Assigning an Attribute’s Default
Values
Attribute Type Declaration
Interpretation
CDATA #REQUIRED>
#REQUIRED default. The XML Document
must supply the value of the attribute
manufacturer;
otherwise the parser issues an
error.
Acceptable XML document entry:
Unacceptable entry:
CDATA
#IMPLIED>
#IMPLIED default. The XML document doesn’t
have to supply a value (the parser disregards
value). The XML application decides what to
do next.
Acceptable XML document entries:
or
CDATA
#FIXED
"Korean">
#FIXED default. The
car
attribute can have
only one value: Korean. The XML Document
must supply either no value or the exact same
value.
Acceptable XML document entries:
or
CDATA "Korean">
Supplied default. If a value is supplied, the
parser passes it on. If no value is supplied, the
- 89 -
parser passes on the default value
Korean
.
Acceptable XML document entries:
or
or