Monografia Pokonferencyjna Science, Research

MONOGRAFIA POKONFERENCYJNA

SCIENCE, RESEARCH, DEVELOPMENT #16

Barcelona

29.04.2019- 30.04.2019 MONOGRAFIA POKONFERENCYJNA

U.D.C. 72+7+7.072+61+082 B.B.C. 94 Z 40

Zbiór artykułów naukowych recenzowanych. (1) Z 40 Zbiór artykułów naukowych z Konferencji Miedzynarodowej Naukowo- Praktycznej (on-line) zorganizowanej dla pracowników naukowych uczelni, jednostek naukowo-badawczych oraz badawczych z państw obszaru byłego Związku Radzieckiego oraz byłej Jugosławii.

(30.04.2019) - Warszawa, 2019. - 324 str. ISBN: 978-83-66030-93-0

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«Diamond trading tour» © Warszawa 2019

ISBN: 978-83-66030-93-0

2 SCIENCE, RESEARCH, DEVELOPMENT №16

Redaktor naukowy: W. Okulicz-Kozaryn, dr. hab, MBA, Institute of Law, Administration and Eco- nomics of Pedagogical University of Cracow, Poland; The International Scientific As- sociation of Economists and Jurists «Consilium», Switzerland.

KOMITET NAUKOWY: W. Okulicz-Kozaryn (Przewodniczący), dr. hab, MBA, Institute of Law, Adminis- tration and Economics of Pedagogical University of Cracow, Poland; The Interna- tional Scientific Association of Economists and Jurists «Consilium», Switzerland; C. Беленцов, д.п.н., профессор, Юго-Западный государственный университет, Россия; Z. Čekerevac, Dr., full professor, «Union - Nikola Tesla» University Belgrade, Ser- bia; Р. Латыпов, д.т.н., профессор, Московский государственный машиностроительный университет (МАМИ), Россия; И. Лемешевский, д.э.н., профессор, Белорусский государственный университет, Беларусь; Е. Чекунова, д.п.н., профессор, Южно-Российский институт-филиал Российской академии народного хозяйства и государственной службы, Россия.

KOMITET ORGANIZACYJNY: A. Murza (Przewodniczący), MBA, Ukraina; А. Горохов, к.т.н., доцент, Юго-Западный государственный университет, Россия; А. Kasprzyk, Dr, PWSZ im. prof. S. Tarnowskiego w Tarnobrzegu, Polska; А. Malovychko, dr, EU Business University, Berlin – London – Paris - Poznań, EU; S. Seregina, independent trainer and consultant, Netherlands; M. Stych, dr, Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Kra- kowie, Polska; A. Tsimayeu, PhD, associate Professor, Belarusian State Agricultural Academy, Belarus. I. Bulakh PhD of Architecture, Associate Professor Department of Design of the Architectural Environment, Kiev National University of Construction and Architecture

Recenzenci: L. Nechaeva, PhD, Instytut PNPU im. K.D. Ushinskogo, Ukraina; М. Ордынская, профессор, Южный федеральный университет, Россия.

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AGRUCULTURE ARCHITECTURE IN HISTORY Maksiuta O. I...... 12 HIGHER AGRICULTURAL EDUCATION AND RURAL DEVELOPMENT Nigоrа Sh. Y., Tursunova M. E...... 16 DIE GESETZLICHE GRUNDLAGE DER NICHTSTAATLICHEN UND NICHTKOMERZIELLEN ORGANIZATIONEN. Qodirova N., М. Mirzakarimov, O. A’zamov...... 19 BIOLOGY ПІДБІР ДРІЖДЖІВ ДЛЯ ПРИГОТУВАННЯ БЕЗАЛКОГОЛЬНИХ НАПОІВ БРОДІННЯ У ЗАКЛАДАХ ГОТЕЛЬНО-РЕСТОРАННОГО ГОСПОДАРСТВА В. В. Рідкоус...... 22 ВИКОРИСТАННЯ АДРЕСНИХ КОРМОВИХ ДОБАВОК В РАЦІОНАХ ВІДГОДІВЕЛЬНОГО МОЛОДНЯКУ СВИНЕЙ Дехтяр Ю.Ф., Галушко І.А., Баркарь Є.В...... 25 ABOUT ROSEHIP Tojiyev D., Qobuljonov D., Asadova N., Xusanova Sh., Mirzayeva N...... 32 БИОЭКОЛОГИЧЕСКИЕ СВОЙСТВА ТЫСЯЧЕЛИСТНИКА ОБЫКНОВЕННОГО (ACHILLEA MILLEFOLIUM L.) Акбарова М. Х., Набижонова Г...... 34 ECONOMY. MANAGEMENT THE ROLE OF INFORMATION MANAGEMENT IN THE ORGANIZATION Komiljanov Sh. I...... 37 ДОВГОСТРОКОВИХ ПОЗИК БАНКІВ Якубчик О.О., Мельянкова Л...... 40 THE CONCEPT OF MONOPOLY AND ITS MAIN TYPES Teslenko D...... 43 STAGES OF DEVELOPMENT OF INNOVATIVE CAPACITY IN THE REPUBLIC OF KOREA AND THE ROLE OF THE STATE Bobojonov B, Abdurashidova N...... 47 THE IMPACT OF UZBEKISTAN RECONSTRUCTION AND DEVELOPMENT FUND’S EXPENDITURE ON GDP GROWTH Jumaniyazov I. T...... 50 THE ROLE OF FOREIGN INVESTMENT IN THE ECONOMY OF UZBEKISTAN Khayitboev B...... 54

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IMPROVING THE SYSTEM OF FORECASTING STATE BUDGET REVENUES IN UZBEKISTAN Usmonov K. A...... 57

HISTORY ДОСЛІДЖЕННЯ У ГАЛУЗІ ЕЛЕКТРОФІЗІОЛОГІЇ – ВАЖЛИВИЙ СКЛАДНИК РОЗВИТКУ НАУКИ В ПЕРШОМУ КИЇВСЬКОМУ МЕДИЧНОМУ ІНСТИТУТІ (1920–1930 РР.) Варивода К. С...... 61

“THE END OF HISTORY” AS A PHILOSOPHICAL PROBLEM Amirov A.t...... 66

NEW DISCOVERIES OF DALVARZINTEPA Jakhonov T...... 70

ЭТНИЧЕСКАЯ ИСТОРИЯ И СОСТАВ НАСЕЛЕНИЯ ХОРЕЗМСКОГО ОАЗИСА. Жуманиязова М., Урунов Х., Жуманиязов Ф.т...... 72

КРИЗИС ГОСУДАРСТВА ТИМУРИДОВ И ПРИЧИНЫ ПРИХОДА К ВЛАСТИ ШЕЙБАНИДОВ В ЦЕНТРАЛЬНОЙ АЗИИ М.Б. Жалилов...... 79

APLICATIONCASTOR, COCONUTAND SAFFLOWER OILSIN COSMETOLOGY PhD R.R. Akramova, S.I. Sodikov, V.V. Lee, M.M. Mirkhasilov, A.Z. Fayzullaev...... 83

SELECTION OF EFFECTIVE ALKALINE REAGENT FOR THE NEUTRALIZATION OF SAFFLOWER OIL Akramova Ra’no R., Abdurakhimov S., Sayfutdinov J. R...... 86

LITERATURE THE FUNCTIONING OF EUPHEMISMS IN ENGLISH POLITICAL DISCOURSE Dziubina O. І...... 90

СИНОНІМІЧНИЙ ПОВТОР У РОМАНАХ ШАРЛОТТИ БІНҐХЕМ Гайденко Ю. О...... 93

АНГЛІЙСЬКА ГРАФІКА: ЕТАПИ РОЗВИТКУ Котлярова В. Ю., Ткач М. В., Зіненко Н. В...... 95

LEXICAL TRANSFORMATIONS Крыжак О.Ю...... 98

НЕКОТОРЫЕ РАЗМЫШЛЕНИИ ПРО АБДУРАХМАНА –ДЖЕВАЧИ Аракулов Ш., Нарзикулов Д...... 102

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MEDICENE PARASITIC DISEASES AND NEW APPROACHES TO COMBAT HELMINTHES A. B. Khamdamov...... 104

THE IMPORTANCE OF THE METHOD OF REGISTRATION OF TRANSIENT EVOKED OTOACOURSTIC EMISSION IN THE DIAGNOSTICS OF ACUTE SENSORINEURAL HEARING LOSS AFTER ACOUSTIC INJURY Arifov S.S., Mamatova T.SH., Orifov S.S...... 106

STUDY OF THE POLYMORPHIC GENE ASSOCIATION MTHFR IN PATIENTS WITH RETINAL VEIN THROMBOSIS H.S. Ashirmatova...... 108

IMPROVING THE SURGICAL TREATMENT OF FRACTURES OF THE LOWER WALL OF THE ORBIT Khalmatova M.A., Fayzullakhujaev A.A...... 111

STUDY OF THE LEVEL OF PRO- AND ANTI-INFLAMMATORY CYTOKINES IN LACRIMAL FLUID AND BLOOD OF DIABETIC PATIENTS Yusupov A.F. Karimova, M.H. Abdullaeva S.I...... 115

СОСТОЯНИЕ СЕРДЕЧНО-СОСУДИСТОЙ СИСТЕМЫ У ДЕТЕЙ С ГЛОМЕРУЛО НЕФРИТОМ Абдуллаев Р.К...... 117

ПРОБЛЕМЫ МЕДИЦИНЫ В «АВЕСТЕ» Хошимова Г.Ф.,...... 119

ОСОБЕННОСТИ МИКРОБИОЦЕНОЗА КИШЕЧНИКА У ЧАСТО БОЛЕЮЩИХ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА Худайназарова С.Р., Тошметова Б.Р...... 121

PEDAGOGY ОСОБЛИВОСТІ ПАТРІОТИЧНОГО ВИХОВАННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ Смеречак К...... 122

АКТУАЛЬНІ ПРОБЛЕМИ КРОС-КУЛЬТУРНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ Сонцова А. В...... 124

САМОРОЗВИТОК ЯК СКЛАДОВА ОСОБИСТІСНОЇ МОБІЛЬНОСТІ СТУДЕНТІВ Чіжова Н.В...... 127

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ORGANIZATION OF INDEPENDENT WORK OF STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE Avetysova I...... 129

EDUCATION SYSTEM OF THE REPUBLIC OF UZBEKISTAN Ametova F. R...... 134

SOCIAL MOTIVATIONAL PROCESSES AND INTERPERSONAL RELATIONSHIP: IMPLICATIONS FOR UNDERSTANDING MOTIVATION AT SCHOOL. Aminova G. E...... 137

ROMANTICISM Arzikulova O., Tursunpulatova G...... 141

PEDAGOGICAL DECISION MAKING THROUGH THE LENS OF TEACHER PREPARATION PROGRAM. Atadjanova S. R...... 143

INNOVATION IN THE FIELD OF EDUCATION Ibodullaev T...... 146

DEVELOPING STUDENTS’ DISCOURSE COMPETENCE IN ESP CLASSES Zokirova D. B...... 150

ПРОФЕССИОНАЛЬНОЕ ВЫГОРАНИЕ В ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ. А.Хосилова...... 152

К ВОПРОСУ О НЕОБХОДИМОСТИ КОММУНИКАТИВНОЙ ТОЛЕРАНТНОСТИ СТУДЕНТАМ ВУЗОВ Г.Наркабилова...... 155

ПРИРОДА И ЧЕЛОВЕЧЕСКИЕ ОТНОШЕНИЯ В ЭКОЛОГИЧЕСКОМ ОБРАЗОВАНИИ ДЛЯ МОЛОДОГО ПОКОЛЕНИЯ. Рахманова М. У...... 158

ФУНКЦИИ СОВРЕМЕННОЙ СЕМЬИ В РАЗВИТИИ ЧЕЛОВЕКА С.Кульмуродова, С.М. Мирсаидова...... 161

ДИФФЕРЕНЦИРОВАННЫЕ ЗАДАЧИ В НАЧЕРТАТЕЛЬНОЙ ГЕОМЕТРИИ. Х.М. Рихсибаева, Н.Ш. Абубакирова...... 164

ПРОБЛЕМЫ ВОСПИТАНИЯ И ОБУЧЕНИЯ В “АВЕСТЕ” Ю.Б. Хусанбаева...... 168

PHILOLOGY, SOCIOLOGY AND CULTUROLOGY DISCOURSE MARKERS AND CONJUNCTIONS IN ENGLISH Amiriddinova M. Z., Xamrakulova F. A...... 171

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TEACHING LANGUAGES FOR INTER CULTURAL COMMUNICATION Atadjanova S. R, Nuraddinova M. B...... 173 DIFERENCIATED INSTRUCTION IN THE ENGLISH LANGUAGE CLASROOM AND INTEGVATING PERSONALITY FACTORS Atadjanova S. R., Khudjaniyozova N. Q...... 176 E-LANGUAGE PORTFOLIO AS A TOOL FOR AUTONOMOUS LEARNING ATADJANOVA SURAYYO, ANVAROVA SABOHAT Atadjanova Surayyo R., Anvarova S. Sh...... 180 ANALYSIS OF GAMIFICATION APPS FOR ENHANCING AND MOTIVATING FOREIGN LANGUAGE LEARNING Bekmurova G. Sh...... 183 FAMILY PROBLEMS OF DEVELOPMENT AND DEVELOPMENT OF NATIONAL DANCE INDUSTRY G. Usmanova...... 187 ECOTOURISM, THE POTENTIAL OF THE ANDIJAN REGION AND WAYS TO IMPROVE THEM. Ismanova D. B...... 190 THE MEANING OF AFFECTION, RESPECT AND PRAISE IN THE ENGLISH LANGUAGE. Khalimova Ch. Sh., Samigova Kh. B...... 193 AN ANCIENT SETTLEMENT THAT COMBINES GREEK AND EAST CULTURES Khurramov Kh. B...... 198 JOURNALISM IN DEVELOPED COUNTRIES AND BASIC PRINCIPLES OF THEIR DEVELOPMENT Mokhinur K. U...... 200 VOCABULARY PRACTICING ACTIVITIES: REVISING, PRESENTING AND TESTING N. Ashurova...... 204 ROLE AND PURPOSE OF INNOVATIVE IDEAS IN TEACHING FOREIGN LANGUAGES IN THE WORLD. Nuridinova D. S., Sirojova Sh. N...... 207 RESEARCH OF THE PERIOD AND HUMAN RELATIONS IN THE DRAMA” WHERE IS PARADISE “ Qobulova N. B...... 210 MEETING THE LITERACY DEVELOPMENT NEEDS OF ADOLESCENT ENGLISH LANGUAGE LEARNERS THROUGH CONTENT AREA LEARNING Radjapova F. A., Rajabova F. S...... 213

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THE CROSS LINGUAL DIMENSIONS OF LANGUAGE PROFICIENCY. Radjapova F. A.,Yaqubova R. S...... 218 CORRECTIVE FEEDBACK AND LEARNER UPTAKE IN COMMUNICATIVE CLASSROOMS ACROSS INSTRUCTIONAL SETTINGS. Radjapova F. A., Shonazarova Sh. B...... 222 IMPACT OF EXTENSIVE READING TO DEVELOP SPEAKING SKILLS Sapayeva B., Atadjanova Sh...... 225 DEVELOPING SPEAKING SKILLS OF ESP LEANERS WITH COMMUNICATIVE ACTIVITIES Shermukhamedova D. R...... 229 MASTERS OF LANGUAGE Tolewbaeva A., Turimbaeva M...... 231 HOW TO MASTER TWO LANGUAGES AT THE SAME TIME? Usmanaliev Kh. M...... 234 ИСПОЛЬЗОВАНИЕ ГРАММАТИЧЕСКИХ ТРАНСФОРМАЦИЙ ПРИ ПЕРЕВОДЕ ТЕКСТОВ Бектурдиева Ш. С...... 237 КОНЦЕПТ «ВОЗРАСТ» В АНГЛИЙСКОЙ И КАРАКАЛПАКСКОЙ НАЦИОНАЛЬНОЙ КАРТИНЕ МИРА Г.К. Кдырбаева, Г.М. Ажимуратова...... 240 THE USE OF GAMES AS A STRATEGY OF DEVELOPING COMMUNICATIVE COMPETENCE OF LEARNERS М. A. Vaxobova...... 243 MAIN PRINCIPLES OF ICT-ASSISTED LANGUAGE LEARNING AND TEACHING М. A. Vaxobova...... 246 STATE AND LAW YOUTH ARE THE DECISIVE FORCE OF TODAY AND TOMORROW Alimova M., Azamov T. T., Abdurasulov X. M., Nodirbekov F...... 249 INTERNATIONAL STANDARDS OF LABOR AS SOURCE OF LABOR LAW: CURRENT PROBLEMS OF THEIR CLASSIFICATION Ibragimova M. P...... 252 ANNOUNCING THE PARLIAMENTAL LIFE IN THE EDITIONS OF THE CENTRAL ASIAN STATES Y. O’rmonova...... 255 PHILOSOPHICAL ANALYSIS OF THE RELIGIOUS AND POLITICAL SITUATION IN TURKESTAN Yusupova D. D...... 257

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ПРАВОВАЯ СОЦИАЛИЗАЦИЯ И ПРАВОВАЯ КУЛЬТУРА МОЛОДЁЖИ В СОВРЕМЕННОМ ГРАЖДАНСКОМ ОБЩЕСТВЕ Махмудова А. Н...... 260 TECHNICS AND TECHNOLOGY КРОСПЛАТФОРМНА СИСТЕМА ПЕРЕДАЧІ ФАЙЛІВ Овчарук І.В., Тихонов А.О...... 264 CИСТЕМА МАШИННОГО НАВЧАННЯ ОЦІНЮВАННЯ ЯКОСТІ КОДУ Остапенко Д. С...... 270 GAMIFICATION OF ROMANTIC RELATIONSHIPS Makaruk M. A., Novikov Y. S...... 272 BUILDING A SMOOTHING ALGORITHM FOR DIGITAL MEASUREMENT INFORMATION IN DYNAMIC CHANGE SYSTEMS. Atajonova S. B., Salohiddinov F. F., Hamraqulov O. Sh...... 275 AGRO AND WATER SAVING TECHNOLOGIES AND APPROACHES OF ASSESSING THEIR EFFECTIVENESS B.B. Mambetnazarov...... 279 THERMO-STABILITY OF NANOSTRUCTURAL POLYMER MIXTURES BASED ON PE/PVC. E. R. Vakhidov, M. Sh. Sohibkulov, R. S. Abdullayev...... 282 RESOURCE SAVING ISSUES AND SOME SOLUTIONS Kurbanova D. A...... 285 INFORMATION ON THE REDUCTION OF THE TELECOMMUNICATION SYSTEM Sh.S.Karimov., M.U. Norinov...... 288 SUSTAINABLE TECHNOLOGY IN THE MODERN ARCHITECTURAL DESIGN. Ruzmetov M...... 294 WIRELESS SENSOR NETWORK Samandarov E., Abdurahmonov O...... 296 IMPROVEMENT OF EFFICIENCY OF DROBEUDARIAN STRENGTHENING OF THE TEETH OF DRINKING DRIVES OF GINS WITH THE VARIABLE PARAMETERS OF THE PROCESSING MODE Shodmonkulov Z. A...... 300 REGULATION OF DEPARTURE TIME OF FREIGHT WAGONS FROM STATIONS AND OPTIMIZATION OF DELIVERY TIME OF FREIGHT WAGONS FROM STATIONS Z.G. Mukhamedova, J.S. Barotov...... 303

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РАЗРАБОТКА КОМПОЗИЦИОННЫХ МАТЕРИАЛОВ, НАПОЛЬНЕНЫХ МЕХАНОАКТИВИРОВАННЫМИ ИНГРЕДИЕНТАМИ, ДЛЯ ПРИМЕНЕНИЯ ДОРОГ Иноятов К.М., Махкамов Д.И., Дарвишев Д.Н...... 308 ЖЕЛЕЗНО ДОРОЖНАЯ ЛИНИЯ АНГРЕН – В ПЛАНАХ МЕЖДУНАРОДНЫХ ТРАНСПОРТНО- ЭКОНОМИ ЧЕСКИХ СВЯЗЕЙ ПО НАПРАВЛЕНИЮ КИТАЯ СО СТРАНАМИ ЦЕНТРАЛЬНОЙ И ЮЖНОЙ АЗИИ Умаров Х.К., Мирзаева З.М., Мансуров М.Т...... 316

11 MONOGRAFIA POKONFERENCYJNA

ARCHITECTURE IN HISTORY

Maksiuta O. I. Student Kharkiv National University of Radioelectronics

Keywords: architecture, building, history, column

Architecture has been prevalent since Romans were thought to have reached the day man decided to create shelter. perfection in sculpture and art, so did Whether you notice it or not, every space their architecture haunt the imagination you live, work and play has been designed of the Western world. It was revived in the with a certain intention. Whether the 16th and 17th centuries, and its use con- design is good or bad is a discussion we tinued through the 19th century, along- will delve into on another day. side other revived styles such as the Eras of architecture have influenced GothicGlossary Term. Even in the 20th one another throughout the ages. Univer- century, when Modernist architecture sities have the tendency to focus on West- spread all over the world, the stream of ern architecture, which refers to architec- new classicalGlossary Term buildings ture in Europe and their impact in the never dried up entirely [2]. Americas and other nations around the globe. Below is a series of major architec- 2. Gothic tural periods with a visual representation The style represented giant steps away of what buildings of that era look like [1]. from the previous, relatively basic building systems that had prevailed. The Goth- 1. Classical ic grew out of the Romanesque architec- ClassicalGlossary Term architecture tural style, when both prosperity and rela- began with the ancient Greeks, and was tive peace allowed for several centuries of developed and elaborated by the Romans. cultural development and great building In its purest and most familiar form, it is schemes. From roughly 1000 to 1400, expressed by the temple, an oblong enclo- several significant cathedrals and church- sure fronted or surrounded by columns. es were built, particularly in Britain and Column France, offering architects and masons a The formalized system of columns chance to work out ever more complex supporting an entablatureGlossary Term and daring designs. that was developed for these temples The most fundamental element of the proved extraordinarily adaptable. For Gothic style of architecture is the pointed centuries, it was regarded as the key to arch, which was likely borrowed from Is- beauty in building, and the best guide to lamic architecture that would have been true proportion. Just as the Greeks and seen in Spain at this time. The pointed

12 SCIENCE, RESEARCH, DEVELOPMENT №16 arch relieved some of the thrust, and element of architectural design was the therefore, the stress on other structural order, which was a system of traditional elements. It then became possible to re- architectural units. During the Renais- duce the size of the columns or piers that sance five orders were used, the Tuscan, supported the arch. Doric, Ionic, Corinthian, and Composite, So, rather than having massive, drum- with various ones prevalent in different like columns as in the Romanesque periods. For example, the ornate, decora- churches, the new columns could be more tive quality of the Corinthian order was slender. This slimness was repeated in the embraced during the early Renaissance, upper levels of the nave, so that the gal- while the masculine simplicity and lery and clerestory would not seem to strength of the Doric was preferred dur- overpower the lower arcade. In fact, the ing the Italian High Renaissance. Follow- column basically continued all the way to ing ancient Roman practice (e.g., the the roof, and became part of the vault [3]. Colosseum or the Theatre of Marcellus), Renaissance architects often superim- 3. Renaissance posed the order–that is, used a different The concept of the Renaissance, which order for each of the several stories of a aimed to achieve the rebirth or re-crea- building–commencing with the heavier, tion of ancient Classical culture, originat- stronger Tuscan or Doric order below and ed in Florence in the early 15th century then rising through the lighter, more and thence spread throughout most of the decorative Ionic, Corinthian, and Com- Italian peninsula; by the end of the 16th posite [4]. century the new style pervaded almost all of Europe, gradually replacing the Gothic 4. Beaux Arts style of the late Middle Ages. It encour- The “Beaux Arts” style evolved from aged a revival of naturalism, seen in Ital- the French classicism of the Style Louis ian 15th-century painting and sculpture, XIV, and then French neoclassicism be- and of Classical forms and ornament in ginning with Louis XV and Louis XVI. architecture, such as the column and French architectural styles before the round arch, the tunnel vault, and the French Revolution were governed by Aca- dome. démie royale d’architecture (1671–1793), Knowledge of the Classical style in then, following the French Revolution, by architecture was derived during the Re- the Architecture section of the Académie naissance from two sources: the ruins of des Beaux-Arts The Academy the compe- ancient Classical buildings, particularly in tition for the “Grand Prix de Rome” in Italy but also in France and Spain, and the architecture, which offered prize winners treatise De architectura (c. 27 BC; “On a chance to study the classical architecture Architecture”) by the Roman architect of antiquity in Rome, Vitruvius. For Classical antiquity and, The formal neoclassicism of the old therefore, for the Renaissance, the basic regime was challenged by four teachers at

13 MONOGRAFIA POKONFERENCYJNA the Academy, Joseph-Louis Duc, Félix and later Art Nouveau. Early examples of Duban, Henri Labrouste and Léon Vau- modern architecture, like Paxton’s Crystal doyer, who had studied at the French Palace in London and Frank Lloyd Academy in Rome at the end of the 1820s, Wright’s Unity Temple in Chicago make They wanted to break away from the strict use of these new construction materials, formality of the old style, by introducing respectively iron and concrete. new models of architecture from the Mid- The Bauhaus School, founded by Wal- dle Ages and the Renaissance. Their goal ter Gropius in 1919, was a leading voice in was to create an authentic French style early modern styles. based on French models. Their work was The Bauhaus distanced itself from or- aided beginning in 1837 by the creation of namentation and earlier ideas of “beauty”, the Commission of Historic Monuments, opting for rationalization. headed by the writer and historian Pros- Modern architecture is still very alive per Merimée, and by the great interest in today, and has become a stronghold of the Middle Ages caused by the publica- American aesthetics and popular cul- tion in 1831 of The Hunchback of Notre ture. While many buildings have suc- Dame by Victor Hugo. Their declared in- cumbed to demolition in the 1970s, tention was to “imprint upon our archi- many more are being actively protected tecture a truly national character.” and revered for their historical impacts The style referred to as Beaux-Arts in on art and society [6]. English reached the apex of its development during the Second Empire (1852– 6. Postmodern 1870) d the Third Republic that followed. Postmodern architecture, also known The style of instruction that produced as postmodernism (or ‘pomo’), is an ar- Beaux-Arts architecture continued with- chitectural stylethat emerged in the late- out major interruption until 1968 [5]. 1960s as a reaction against modernism. Modernist architecture had faced in- 5. Modern creasing criticism for its rigid doctrines, Modern architecture became a domi- uniformity and perceived lack of local nant architectural style after the Second and cultural context. There were also World war, and remained at the top for those who derided the modernismof Le several decades. Corbusier and Ludwig Mies van der As with other modern movements in Rohe for being too bleak, formal and aus- literature, art, and music, modern archi- tere. tecture is believed to come from the En- The failure of building methods lightenment and new technological abili- and materials, such as the collapse of Ro- ties developed out of the Industrial Revo- nan Point in 1968, and the gradual dete- lution. Modernity is also read as a reac- rioration of once-‘utopian’ housing es- tion to eclecticism and the lavish, tates, also contributed to the backlash detail-oriented styles of the Victorian era against modernism.

14 SCIENCE, RESEARCH, DEVELOPMENT №16

Postmodernism flourished during the classical.html (Application date: 25.04.2019). 1980s and 1990s, sub-dividing into other 3. [3] Gothic architecture [Electronic re- styles such as high-tech, deconstructiv- source] // SmartHistory. – Access mode: ism, and neo-classicism. Leading archi- https://smarthistory.org/gothic-architec- tects of the movement included; Philip ture-an-introduction/ (Application date: Johnson, Charles Moore, Frank Gehry, 26.04.2019). Michael Graves, Terry Farrell and James 4. [4] Renaissance architecture [Electronic resource] // Britannica. – Access mode: Stirling [7]. http://www2.uiah.fi/projekti/metodi/135. Architects and designers of today use htm (Application date: 27.04.2019). the great eras of architecture as inspira- 5. [5] Beaux Arts architecture [Electronic re- tion. These eras also challenge designers source] // Hisour. – Access mode: https:// to continue to design efficient, safe and www.hisour.com/beaux-arts-architecture-28389/ (Application date: 27.04.2019). sustainable buildings for everyday use. 6. [6] Modern architecture [Electronic re- Links to web pages: source] // DailyNews. – Access mode: 1. [1] History in general [Electronic re- http://www.dailynews.lk/2013/07/22/fea- source] // Arte. – Access mode: https:// tures/brief-history-modern-architecture- theartecentre.com/spaces-blog/2018/1/30/ and-design (Application date: 27.04.2019). the-brief-history-of-architecture-design 7. [7] Postmodern architecture [Electronic (Application date: 24.04.2019). resource] // DesigningBuildingsWiki. – 2. [2] Classic arhitecture [Electronic re- Access mode: https://www.designing- source] //. L at B. – Access mode: http:// buildings.co.uk/wiki/Postmodern_archi- www.lookingatbuildings.org.uk/styles/ tecture (Application date: 28.04.2019).

15 MONOGRAFIA POKONFERENCYJNA HIGHER AGRICULTURAL EDUCATION AND RURAL DEVELOPMENT

Nigоrа Shuxrаtоvnа Yаhyоqulоvа Sаmаrkand, Sаmаrkand Veterinary institute Tursunova Mavluda Erkinovna Termez State University

Annotation: Educational programmes must be considered as an integral part of all rural development activities. In many instances, the success of development efforts depends on availability of well- trained agriculture personnel. People who run the different rural development services such as agricultural extension, research, credit and co-opera- tives are those who were trained in agricultural school and colleges. The key role being played by these institutions by providing preserves training cannot be оver emphasized. Key wоrds аnd phrаses: Educаtiоnаl prоgrаmmes, аgriculturаl schооls аnd cоlleges, rurаl develоpment.

Introduction. In recent years, much in promoting rural development has been аttentiоn has been given tо the explicitly identified there answers the impоrtаnce оf аgriculturаl cоlleges аnd question of whether these centers of universities аs nаtiоnаl develоpment learning have indeed oriented their pro- аgencies. Gоvernment leаders аnd pоlicy grammes toward this identified role. mаker shаve begun tо reаlize the multi There now exists a felt need to examine fаriоus rоles оf these institutiоns аs how colleges and universities of agricul- аgencies whоse respоnsibility is nоt оnly ture in the Asia-Pacific region have inte- tо trаin needed mаn pоwer fоr nаtiоnаl grated rural development into the aca- develоpment prоgrаmmes but аlsо tо demic, research and extension pro- undertаke reseаrch аnd extensiоn tо grammes. In the same way, it has become аchieve self-sufficiency in fооd necessary to identify and examine the ca- prоductiоn. Finаnciаl suppоrt frоm pabilities and constraints faced by these nаtiоnаl budgets аnd foreign lоаn sаnd institutions as they work toward rural grаnt shаs prоvided fоr the development. develоpmentоf the instructiоnаl, The general objective of the study is to reseаrch аnd extensiоn prоgrаmmesоf examine academic, research and exten- these cоllegesаnd universities. In fаct, in sion programmes of agricultural institu- sоme cоuntries, such prоgrаmmes hаve tions of higher education in the Asia-Pa- been integrаted intо the nаtiоnаl cific region in order to determine the ex- аgriculturаl develоpment system. tent of their involvement and participa- Kоgnitivаnd discursive methоd. tion in promoting rural development. The While the role of agricultural institutions specific objectives of the study are to:

16 SCIENCE, RESEARCH, DEVELOPMENT №16

1. Determine the perceived mission, that the improvement of rural living should goals and beliefs of selected agri- not be the of an agricultural college, uni- cultural institutions in the region versity nor should it engage in research based on their instruction, research and extension as would sacrifice its in- and extension activities. struction function. The Chung Nam Na- 2. Determine the extent to which top- tional University, Korea, believed that it is ics rural development community too much to expect of an agricultural col- development and extension educa- lege /university to reorient its instructional tion have been integrated in the research and extension objectives and academic of selected agricultural goals towards the harnessing off its institu- institutions as well as the develop- tional capabilities to respond effectively to ment of instructional materials for changing rural development needs. these areas. Results. А study оf the necessity оf а 3. Identify relevant researches and ex- thesis аs а requirement аt bаchelоr’s de- tension activities in rural develop- gree level seems tо be in оrder. Perhаps ment undertaken by the selected intensive field wоrk cоupled with agricultural institutions. prоductiоn cоurses wоuld be а better 4. Identify problems and constraints prescriptiоn thаn the thesis. Hоwever, the experienced by these institutions in thesis аs а requirement hаs а plаce аt the performing their functions of in- grаduаte level (mаster’s аnd dоctоrаl struction, research and extension. prоgrаmmes). It develоps in cisiveness, 5. Identify the institutions priority ar- depth, оbjectivity, independence, аnd eas of concerns well as future pro- high level оf persоnаl discipline аnd gramm areas which would allow cоmmitment. for collaborative efforts in rural Grаduаte educаtiоn in аgriculture development among institutions. prоvides fоr speciаlizаtiоn аnd а high Several institutions were concerned level оf prоfessiоnаlism. In mоst оf the with producing responsible, productive develоping cоuntries оf the regiоn, the and desirable citizens by developing intel- grаduаtes оf аdvаnced degree prоgrаmmes lectual and creative powers leadership generаlly оccupy tо leаdership аnd key potentials, skills and talents among stu- pоsitiоns. The mаjоrity оf these grаduаtes dents. Only one institution surveyed jоin institutiоns оf higher leаrning in aimed to develop appropriate inter-insti- аgriculture tutional linkages, educational opportuni- Аnd аreа vаiled оf by gоvernment аnd ties and service programmes to meet the the internаtiоnаl cоmmunity аs institutional development needs of agri- cоnsultаnts, аdvisers аnd experts. cultural colleges and universities in the Cоnclusiоn. In the Аsiа-Pаcific regiоn, region. аs а whоle, there is а need tо estаblish Only one institution, the Seoul national mоre institutiоns thаt оffer аdvаnce de- university of Korea, expressed the belief gree prоgrаmmes. Grаduаte trаining in

17 MONOGRAFIA POKONFERENCYJNA these few institutiоns is mоrer elevаnt, Eight StаtusRepоrtsfrоmАsiа. UNESCО, Indiа. pp. iv-xx. less expensive аnd аs gооd if nоt better 2. KhаiipАbdul Rаffаr, Rаjа Аhmаd Tаjudin thаn аny оffered elsewhere. It mаy be sаid ShаhаndОmаrRаzаk. 1986. “The thаt grаduаte trаining in the regiоn hаs, Cоntributiоns оf Аgriculturаl Universities tо а certаin extent, аssisted tо аrrest the tо Rurаl Develоpment: Prоgrаmmesаnd sо-cаlled brаin drаin Prоspects in Mаlаysiа.” Аcоuntryrepоrt REFERENCES presented аt the HEАRD Regiоnаl 1. Аtаl, Yоgesh. 1982. “Sоciаl Sciences in Seminаr, SEАRCА, Cоllege, Lаgunа, Phil- Аgriculture: IntrusiоnоrInvitаtiоn” in ippines, 13-15 Mаy 1986. 25p. (mimeо). Sоciаl Sciences in АgriculturаlEducаtiоn: Perez, Cleduаldо B., Jr. 1986.

18 SCIENCE, RESEARCH, DEVELOPMENT №16 DIE GESETZLICHE GRUNDLAGE DER NICHTSTAATLICHEN UND NICHTKOMERZIELLEN ORGANIZATIONEN.

Qodirova Nargiza, Мaxmudjon Mirzakarimov, Omadjon A’zamov Andijaner staatlichen Universität / Usbekistan Oberlehrerin des Lehrstuhls für deutsche Sprache und Literatur Аннотация. В данной статье речь пойдет о роли и положении негосударственных и некоммерческих организациях, в жизни общества. Abstract. The given article outline the role and importance of noncommercial and nongovernmental organizations in life of a society.

Im Leben der Gesellschaft unserer chen und nichtkomerziellen Organizatio- Republik Usbekistan nehmen heute nen“ aufgenommen (3.156). Nacher wer- nichtstaatliche und nichtkomerzielle Or- den einige Veranstaltungen in der Repub- ganizationen einen wichtigen Platz ein. In lik durchgeführt. Im Juli 2008 wurde von den Jahren der Unabhängigkeit wurde in dem Ober- und Unterhaus des Oliy Maj- der Republik auf Grundlage ber bürgerli- lises der Republik Usbekistan den zusätz- chen Gesellschaft der Rechtsstaat gegrün- lichen Beschluss „ über die Unterstützung det. In der Grüdung des Rechtstaats spi- und Verstärkung der Massnahmen der len die nichtstaatliche und nichtkomerzi- nichtstaatlichen und nichtkomerziellen elle Organizationen eine große Rolle. Organisationen und andere Institutionen Laut des Artikels N 56 des Kapitels der bürgerlichen Gesellschaft“ aufgenom- XIII der Verfassung der Republik Usbeki- men. Dieser Beschluss war ein weiterer stan steht: In der Republik Usbekistan Schritt in der Entwicklung der nichtstaat- werden die gesetzlich angemeldete Ge- lichen und nichtkomerziellen Organisati- werkschaften, politische Parteien, die onen und gewährt die bürgerliche Institu- Verbände der Gelehrten, Frauen-, Senio- tionen unabhägig zu entwickeln, verstärkt ren- und Jugendorganisationen, For- in der demokratischen Erneuerung ihere schungsveinen, Massenbewegungen und Rolle und ihre Bedeutung. andere bürgerliche Organisationen aner- Laut des zusätzlichen Beschlusses wur- kannt. (2,6). Die Voraussetzungen zur de andere auf demokratischen Prinzipien Gründung des souvärenen, demokrati- gegründete nichtstaatliche und nichtkom- schen Staaten dienen nichtstaatlichen erzielle Organisationen, sowie die Struktur und nichtkomerziellen Organizationen der Fianzierungquelle der Tätigkeiten der und ihre Unterstützung wird auch von anderen Institutionen gegründet. Auf unabhägigen Rebublik Usbekistan ver- Grundlage der Demokratisierungserneue- breitend benutzt. Und zwar, 1999 am 14- rung und Modernisierungsmassnahmen April wurde in der Vollversammlung des sind heutzutage über 5 Tausend nichtstaat- Parlaments Oliy Majlis der Republik Us- liche und nichtkomerzielle Organisationen bekistan ein Gesetz über die „nichtstaatli- tätig. Unter ihnen gibt es solche große

19 MONOGRAFIA POKONFERENCYJNA nichtstaatlichen und nichtkomerziellen Anregung der Bürger gegründet und ge- Organisationen, gesellschaftliche Vereine ziehlt auf die Unterstützung und Verteidi- wie: die jugendliche Massenbewegung gung der aktiven und rechtlichen Tätig- „Komolot“, Frauenverbandskommitee, die keiten der nichtstaatlichen und nicht Stiftungen „Mahalla“, „Nuroniy“, Forum komerziellen Organizationen. Die Tätig- der „Kultur und Kunst Usbekistan“, „Für keit solcher Organisationen werden in gesunde Generation“. 5 Richtungen durchgeführt. Das sind sol- Heute beschäftigen sie sich mit der che Richtungen wie: Frauen, Jugendli- Verteidigung der gesellschaftlich-wirt- chen, Rechtlichen, Ökologisch-wirt- schaftlichen Rechte der Bürger über schaftlichen, Gesellschafts-humanitären. 40 Prozent der nichtstaatlichen und nicht- In den Jahren der Unabhängigkeit ent- komerziellen Organisationen, mit der Er- stand in unserer Republick die größte,sehr schließung der Frauenproblemen 14,2 Pro- wichtige nichtstaatliche und nichtkomer- zent, mit der Verwirklichung der Tätigkei- zielle gesellschaftliche Bewegung „Komo- ten des Gesundheitsweses, der Bildung, lot“, die in sich 4,6 Millionen jugendli- der Umweltfragen 13,6 Prozent, mit den chen vereinen. Diese Organisation hat anderen sozialbewertenden Tätigkeiten 12 auch Zweigstellen in allen Gebieten und Prozent. Die nichtstaatlichen und nicht- Städten. Auf Grund der Massenbewegung komerziellen Organisationen arbeiten in der Jugendlichen „Komolot“ wurde repu- den Bereichen, wo man Bedarf an entspre- blikanische schulische Kinderbewegung chende Funktionen, Unterstützungen in „Kamalak“ gegründet, die in ihre Reihe den gesellschaftlichen Strukturen hat. 4,2 Millionen Schüler vereinigen. Zu- 2005 wurde allgemeines bürgerliches gleich arbeitet auch gesellschftlich- Forum durchgeführt und es spielte eine dienstliche Zentren. Diese Zentren leisten wichtige Rolle in der Entwicklung der den Jugendlichen rechtliche, medizini- bürgerlichen gesellschaftlichen Institutio- sche Hilfe, richten auch sie in den Beruf, nen. Auf Grundlage des Beschlusses des berufsorientierenden Ausbildungen, hel- Forums entstand die nationale nichtstaat- fen bei der Arbeitsstellen zu finden. Die lichen und nichtkomerziellen Organisati- Massenbewegung „Komolot“ unterstützt on der Republik Usbekistan gegründet. Kinder und Jugendlichen in der Körper- Heutzutage vereint die nationale Assozia- kultur, fördert dreistufigen Struktur des tion in seine Reihen über 300 nichtstaatli- Massensports, die in der Welt kein ähnli- chen und nichtkomerziellen Organisatio- ches gibt. Das sind „Umid nihollari“ nen, die von der Bevöklkerung unter- (Pflanzen der Hoffnung) republikanische stützt werden. Wettbewerbe der Schüler, „Barkomol av- Die Rolle der nationalen Assoziation lod“ ( vollkommener Nachwuchs) für ist in der Verteidigung der Rechte, der Studenden des Kollegs und der Lyzeen, Freiheit, sowie gesetzliche Interesse der „Universiada“ für Studenten der Universi- Bewölkerung auserordentlich groß. Die täten und Hochschulen. Diese Massenbe- Tätigkeit dieser Assoziation wurde auf wegung unterstützt auch die Stiftung der

20 SCIENCE, RESEARCH, DEVELOPMENT №16

Verwirklichung des Kindersports in Us- LITERATUR VERZEICHNIS: bekistan. 1. Karimov I.A. Unsere Hauptaufgabe- die Entwicklung unserer Heimat und die Er- Am Schluss bestätigen wir, dass die höhung des glücklichen Lebens unserer nichtstaatliche und nichtkomerzielle Or- Bevölkerung. Tashkent: ganisationen zur Freiheit des Gesell- 2. Verlag „Usbekistan“ 2011.Jo’raev N., Fay- schaftsleben in der Republik fördert und zullaev T. Geschichte Usbekistan. – vertärkt ihre Rolle von Jahr zu Jahr. 3. Taschkent: Verlag „Scharq“ 2001.

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ПІДБІР ДРІЖДЖІВ ДЛЯ ПРИГОТУВАННЯ БЕЗАЛКОГОЛЬНИХ НАПОІВ БРОДІННЯ У ЗАКЛАДАХ ГОТЕЛЬНО-РЕСТОРАННОГО ГОСПОДАРСТВА

В. В. Рідкоус Доцент кафедри готельно-ресторанної справи НУХТ, к. т. н.

Ключові слова: безалкогольний напій бродіння, дріжджі, бродильна активність дріжджів. Анотація: в статті зроблена спроба підбору різних типів (пресованих і сухих) хлібопекарних дріжджів для виготовлення безалкогольних напоїв бродіння у закладах готельно-ресторанного господарства.

Актуальною задачею при зброджу- 00383295-005:2005; 2 – дріжджі хлібопе- ванні сусла для безалкогольних напоїв карські пресовані по ТУ У 10.8-00383320- бродіння у закладах готельно-ресто- 001; 3 – дріжджі хлібопекарські сухі ранного господарства є підбір дріж- швидкодіючі по ТУ У 10.8-30723648- джів. Дріжджі повинні бути доступні, 007:2015; 4 – дріжджі хлібопекарські сухі мати високу бродильну активність, швидкодіючі імпортні. бути невибагливими до азотного харчу- Для досліджень використовували вання та стійкими до автолізу. Безалко- воду питну за ДСанПіН 2.2.4-171-10 та гольні напої бродіння виготовляються з ДСТУ 7525 попередньо прокип’ячену сусла, яке містить у своєму складі під- та охолоджену, цукор білий за ДСТУ готовлену воду, екстрактивну частину 4623, дріжджі хлібопекарські пресова- (цукор і органічні кислоти) та арома- ні та сухі різних виробників, пристрій тичну частину. В подальшому прово- для визначення бродильної активності дять ферментацію сусла культурами дріжджів манометричним методом [1], мікроорганізмів, з протіканням пере- неохмелене пивне сусло з світлого яч- важно спиртового або незавершених мінного солоду. молочнокислого і супутнього йому Дослідні зразки сусла готували змі- спиртового бродіння, з накопиченням шуванням 10 % мас. пивного сусла та об’ємної частки етанолу в суслі не біль- 10 % мас. розчину цукрози у співвідно- ше ніж 0,5 %. Дослідженнями зроблена шенні 1:1. спроба підбору дріжджів для виготов- В приготовлене таким чином сусло лення безалкогольних напоїв бродіння додавали дріжджі в кількості 0,05 % у закладах готельно-ресторанного гос- мас. по сухих речовинах. Сусло збро- подарства. Були досліджені: 1 – дріжджі джували періодичним способом при пресовані хлібопекарські по ТУ У 15.8- температурі 30 °С.

22 SCIENCE, RESEARCH, DEVELOPMENT №16

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0,25 180 210 240 270300 330360 ,

С₂H₅OH, % об. - ① С₂H₅OH, % об. - ② С₂H₅OH, % об. - ③ С₂H₅OH, % об. - ④

Підбір дріжджів здійснювали по дріжджі хлібопекарські сухі швидко- динаміці накопичення етанолу, як по- діючі по ТУ У 10.8-30723648- казнику їх бродильної активності. 007:2015 зразок 3) і дріжджі пресовані Концентрацію етанолу в суслі визна- хлібопекарські по ТУ У 15.8-00383295- чали за допомогою аналітичних рів- 005:2005 зразок 1) мають приблизно нянь по тиску, що створює виділений однакову динаміку бродіння і наймен- вуглекислий газ в бродильних цилін- ший час досягнення допустимої кон- драх [1]. центрації етанолу в суслі. Оскільки на практиці зброджування Дріжджі хлібопекарські пресовані сусла проводиться протягом нетрива- по ТУ У 10.8-00383320-001 зразок 2) і лого часу, до накопичення в ньому ета- дріжджі хлібопекарські сухі швидко- нолу не більше 0,5 % об., то немає сенсу діючі імпортні (зразок 4) мають при- враховувати вплив приросту кількості близно однаковий час досягнення до- дріжджових клітин на збільшення їх пустимої концентрації етанолу в суслі, сумарної бродильної активності. хоча динаміка бродіння останніх дріж- На рисунку наведені результати джів вища. зброджування сусла різними видами Різниця в часі, для досягнення 0,5 % доступних дріжджів. об. етанолу в суслі, між різними вида- Як видно з результатів експеримен- ми дріжджів становить не більше тів, накопичення етанолу в суслі у діа- 30 хвилин, що не є критичним факто- пазоні 0,25÷0,5 % об. відбувалося в ром при підборі дріжджів для збро- межах 180÷360 хвилин від початку джування сусла безалкогольних напо- внесення дріжджів у сусло. Причому, їв бродіння.

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На підставі проведених експери- безалкогольних напоїв бродіння у за- ментів встановлено, що найвищу бро- кладах готельно-ресторанного госпо- дильну активність мають дріжджі пре- дарства. совані хлібопекарські по ТУ У 15.8- Література. 00383295-005:2005 і дріжджі хлібопе- 1. Рідкоус, В. В. Визначення бродильної карські сухі швидкодіючі по ТУ У активності дріжджів по вуглекислому 10.8-30723648-007:2015, які можуть газу манометричним методом. Наукові бути використані для приготування праці НУХТ. 2018. Т. 24. № 6. С. 211-219.

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ВИКОРИСТАННЯ АДРЕСНИХ КОРМОВИХ ДОБАВОК В РАЦІОНАХ ВІДГОДІВЕЛЬНОГО МОЛОДНЯКУ СВИНЕЙ

Дехтяр Ю.Ф. кандидат сільськогосподарських наук, доцент Галушко І.А. кандидат сільськогосподарських наук, доцент Баркарь Є.В. кандидат сільськогосподарських наук, доцент Миколаївський національний аграрний університет

Розглянуто ефективність застосування адаптованих до умов конкретного господарства кормових добавок у складі раціонів відгодівельного молодняку свиней. Ключевые слова: премикс, минеральные вещества, витамины, адаптированая кормовая добавка, продуктивность. Ключові слова: премікс, мінеральні речовини, вітаміни, адаптована кормова добавка, продуктивність. Key words: premix, minerals, vitamins, targeted feed additive, productivity.

Збільшення виробництва та поліп- ма. У зв’язку з цим виникає необхід- шення якості свинини пов’язані з по- ність наукового обґрунтування вико- шуком шляхів підвищення продуктив- ристання у свинарстві нових кормових ності тварин генетичними та парати- добавок [2,3,4]. повими факторами. До останніх від- Тому метою наших досліджень було носяться корми і годівля. вивчення ефективності використання Однією з головних умов підвищен- адресних кормових добавок в раціонах ня продуктивності свиней є забезпе- молодняку свиней на відгодівлі адап- чення їх повноцінною годівлею [1]. тованих до умов конкретного госпо- Одним із шляхів підвищення вико- дарства. ристання поживних речовин кормів Наші дослідження проводились в тваринами є збагачення раціонів кор- умовах ПОП “Вікторія” Миколаївської мовими добавками різної природи. області за схемою наведеній в табл. 1. При цьому все більше в якості кормо- Для відгодівлі був використаний вих добавок використовують білково- помісний молодняк від порід велика вітамінні мінеральні добавки. Най- біла та ландрас. У складі раціонів сви- більшого поширення у тваринництві ней І контрольної групи не використо- набули комплексні добавки нового по- вувалися вітамінно-мінеральні кормо- коління кількість яких постійно зрос- ві добавки, у ІІ дослідній групі у відпо- тає, а їх дія на організм тварин невідо- відності до умов годівлі в господарстві,

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Таблиця 1 Схема досліджень Група тварин Умови годівлі І Контрольна, Основний раціон (ОР) – збалансований за основними показника- n=15 ми поживності у відповідності до деталізованих норм годівлі ІІ Дослідна, ОР + 1% премікс “Tekro” n=15 ІІІ Дослідна, ОР + 1% адресна вітамінно-мінеральна добавка з лізином n=15

Таблиця 2 Склад раціонів для відгодівельного молодняку свиней Корми Жива маса, кг 30…60 60…90 90…120 Кукурудзяна дерть 0,300 - - Ячмінна дерть 0,900 2,000 2,800 Пшенична дерть 0,550 0,430 0,500 Макуха соєва - 0,100 0,100 Висівки пшеничні 0,280 0,450 0,500 Шрот соняшниковий 0,100 0,110 0,110 Сіль кухонна 0,011 0,015 0,019 Крейда кормова 0,024 0,040 0,050 Рибне борошно 0,050 - - Дріжджі кормові 0,050 0,025 - Премікс«Tekro» 0,023 0,032 0,041 (ІІ дослідна група) або адресна кормова добавка (ІІІ дослідна група)

був використаний премікс “Tekro” у у відповідності з рецептурою комбі- кількості 1% від маси концентрованих кормів і преміксів для І і ІІ та ІІІ періо- кормів. У раціонах тварин ІIІ дослідної дів відгодівлі свиней. Балансування групи була використана 1% адресна ві- раціонів відгодівельного молодняку тамінно-мінеральна добавка власної свиней проводилось на основі показ- рецептури з додаванням препарату ників поживності раціонів для вагових амінокислоти лізину. Фактичний склад груп від 30 до 60 кг, від 60 до 90 кг та раціонів для відгодівельного молодня- від 90…110 кг, у відповідності до дета- ку свиней живою масою 30-60 кг, 60- лізованих норм. 90 кг та 90-110 кг визначався на основі Відповідно до схеми досліду нами вивчення первинного зоотехнічного було розраховано раціони на перший обліку, рецептури розроблених комбі- (жива маса 30-60 кг), другий (жива кормів і преміксів. маса 60-90 кг) та третій (жива маса 90- Поживність раціонів відгодівельно- 110 кг) періоди відгодівлі свиней. го молодняку свиней розраховувалась Склад раціонів наведено у табл. 2.

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Таблиця 3 Вміст поживних речовин у раціонах відгодівельного молодняку Показники Жива маса, кг 30…60 60…90 90…120 Міститься Міститься Міститься в раціоні в раціоні в раціоні Кормові одиниці, 2,56 3,47 4,48 Обмінна енергія, МДж 28,24 38,70 49,91 Суха речовина, кг 1,91 2,66 3,42 Сирий протеїн, г 344,73 451,51 547,39 Перетравний протеїн, г 271,96 351,47 421,26 Сира клітковина, г 103,99 166,20 210,94 Сіль кухонна, г 11,00 15,00 19,00 Кальцій, г 15,95 21,37 26,83 Фосфор, г 13,51 16,07 19,55

Аналіз раціонів для тварин піддо- протеїні – 5,2% а співвідношення каль- слідних груп показав, що вони майже цію до фосфору було в межах 1:1,33. відповідають вимогам деталізованих У заключний період відгодівлі сви- норм годівлі за основними показника- ней живою масою 90-110 кг раціони ми поживності. Вміст поживних речо- мали наступний вміст основних по- вин у раціонах відгодівельного молод- живних речовин: у 1 кг сухої речовини няку наведено в табл. 3. містилося також 14,6 МДж обмінної У раціонах годівлі свиней живою енергії або 1,30 корм. од., на 1 корм. од. масою 30-60 кг в 1 кг сухої речовини припадало вже дещо менше перетрав- містилося 14,8 МДж обмінної енер- ного протеїну – 101 г, сирої клітковини гії або 1,34 корм. од., на 1 корм. од. у сухій речовині містилося 6,1%, лізи- припадало 106 г перетравного протеї- ну в перетравному протеїні – 5,1% а ну, сирої клітковини у сухій речовині співвідношення кальцію до фосфору містилося 5,5%. було в межах 1:1,37, що відповідало ви- Концентрація лізину в перетравно- могам деталізованих норм. му протеїні становила 5,2% а співвід- Хімічний склад адресних кормових ношення кальцію до фосфору було в добавок, що використовувався у раці- межах 1:1,18. онах відгодівельних свиней живою ма- При відгодівлі свиней живою ма- сою від 30 до 60 кг та від 60 кг до 110 кг сою 60-90 кг в 1 кг сухої речовини наведений у табл. 4. містилося 14,6 МДж обмінної енергії У складі преміксу міститься неза- або 1,30 корм. од., на 1 корм. од при- мінна амінокислота лізин, яка відно- падало 101 г перетравного протеїну, ситься до групи так званих “критич- сирої клітковини у сухій речовині міс- них” амінокислот, нестача яких часто тилося 6,3%, лізину в перетравному спостерігається у раціонах свиней.

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Таблиця 4 Склад 1% адресних кормових добавок для відгодівельних свиней № п/п Компо- Одиниця «Tekro» Адресні кормові ненти виміру добавки 30-60 кг 60-110 кг 30-60 кг 60-110 кг Амінокислоти: 1 Лізин г 160 182 56 41 Вітаміни: 2 А МО 700000 400000 251626 219334

3 D3 МО 87500 50000 25199 20608 4 Е мг 1960

5 К3 мг 70

6 В1 мг 70

7 В2 мг 280 200 84

8 В3 мг 560

9 В4 мг 20000

10 В5 мг 1330

11 В6 мг 196

12 В12 мкг 1900 1000 1413 1897 Мікроелементи: 13 Залізо мг 12600 10400 14 Мідь мг 3000 2400 344 346 15 Цинк мг 12900 10600 1042 818 16 Марганець мг 3400 2800 572 567 17 Кобальт мг 60 50 82 77

У преміксі наявні жиророзчинні у 2,4 рази, а вітаміну В12 навпаки вве- вітаміни А, D, E і К також наявні во- дено більше на 897 мг або у 0,5 рази. дорозчинні вітаміни групи В, що не Також до кормової добавки було вве- можуть синтезуватися в організмі дено менше міді на 2054 мг або у свиней і повинні обов’язково надхо- 6,9 рази, цинку – на 9782 мг або у дити разом з кормами. Для забезпе- 13,0 рази, марганцю – на 2233 мг або у чення тварин мікроелементами до 4,9 рази менше, але введено дещо преміксу введено залізо, мідь, цинк, більше кобальту на 27 мг або у марганець, кобальт та йод в кількості 0,6 рази. від 75 до 12900 мг. Згідно методики досліджень контр- Так, порівняно з преміксом “Tekro” оль за ростом і розвитком свиней здій- вміст лізину у адресній кормовій до- снювали шляхом індивідуального зва- бавці менше на 141 г або у 4,4 рази, жування. Вікові зміни живої маси під- вітаміну А – на 180666 МО або у свинків характеризує динаміка живої 1,8 рази, вітаміну D – на 29392 МО або маси піддослідного молодняку, яка у 2,4 рази, вітаміну В2 – на 116 мг або представлена в табл. 5.

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Таблиця 5 X ± S Динаміка живої маси піддослідних тварин (кг), X Вік, міс Піддослідні групи І Контрольна ІІ Дослідна ІІІ Дослідна 3 30,1±0,76 30,0±0,84 30,1±0,81 4 50,9±0,91 52,2±1,21 53,1±1,18 5 77,4±1,28 81,1±1,42* 82,8±1,12** 6 100,5±1,42 106,5±1,29** 109,4±1,35*** Примітки: * – Р ≥ 0,95, ** – Р ≥ 0,99, *** – Р ≥ 0,999, порівняно з контрольною групою Таблиця 6 X ± S Динаміка абсолютних приростів молодняку свиней (кг), X Вік, міс Піддослідні групи І Контрольна ІІ Дослідна ІІІ Дослідна 3-4 20,8±0,43 22,2±0,51* 23,0±0,32** 4-5 26,5±0,64 28,9±0,72** 29,7±0,50** 5-6 23,1±0,79 25,4±0,82** 26,6±0,77*** Примітки: * – Р ≥ 0,95, ** – Р ≥ 0,99, *** – Р ≥ 0,999, порівняно з контрольною групою

За результатами досліджень вста- Тенденція більш інтенсивного рос- новлено, що тварини ІІІ дослідної гру- ту підсвинків дослідних груп зберіга- пи відрізняються кращими показника- ється протягом подальшого періоду ми живої маси ніж тварини І контр- відгодівлі. Так, на момент завершення ольної та ІІ дослідної групи. відгодівлі у 6-місячному віці тварини При постановці на дослід у 3-місяч- ІІІ дослідної групи мали найбільшу ному віці середня жива маса тварин у живу масу – 109,4 кг, що більше у по- кожній піддослідній групі становила рівнянні з тваринами І контрольної близько 30 кг. групи на 8,9%, а тварини ІІ дослідної У чотиримісячному віці вірогідної групи переважали аналогів контроль- різниці між дослідними та контроль- ної групи на 6,0%. ною групами тварин за живою масою Зміни за живою масою піддослідно- не встановлено але найбільшу живу го молодняку свиней підтвердились в масу мав молодняк ІІІ дослідної гру- значеннях абсолютних, середньодобо- пи – 53,1 кг. Вони переважали своїх вих приростів (табл. 6,7). аналогів у І контрольній групі на 4,3%, Аналізуючи дані досліджень (табл. а у ІІ дослідній на 1,7%. 6), бачимо, що з віком спостерігається У п’ятимісячному віці збереглася схожа тенденція динаміки абсолютних схожа тенденція. Найбільша жива маса приростів живої маси тварин. була у тварин ІІІ дослідної групи – Молодняк ІІ дослідної групи пере- 82,8 кг, що більше ніж у контролі на важає тварин І контрольної групи за 5,4 кг і у ІІ дослідній – на 1,7 кг. абсолютним приростом у період

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Таблиця 7 X ± S Динаміка середньодобових приростів молодняку свиней (г), X Вік, міс Піддослідні групи І Контрольна ІІ Дослідна ІІІ Дослідна 3-4 693±8,55 740±9,14* 767±9,01** 4-5 883±9,68 963±12,38** 990±11,83** 5-6 770±10,15 847±13,73** 887±13,79*** Примітки: * – Р ≥ 0,95, ** – Р ≥ 0,99, *** – Р ≥ 0,999, порівняно з контрольною групою

3…4 місяців на 6,7%. В цей же віковий У період 4…5 місяців встановлене період ІІІ дослідна група також пере- вірогідне збільшення рівня середньо- важає І контрольну на 10,6%. Різниця добових приростів у тварин ІІ та ІІІ до- між дослідними групами тварин з слідних груп порівняно з І контроль- контрольною за абсолютним прирос- ною групою. Так, у ІІ дослідній групі том є статистично достовірною. середньодобовий приріст був більше У період 4…5 місяців найкращі по- за аналогів контрольної групи на 80,0 г, казники абсолютного приросту мають а у ІІІ дослідній групі на 106,7 г або на тварини ІІІ дослідної групи – 29,7 кг, 9,1-12,1%. що більше порівняно з І контрольною У період 5…6 місяців середньодо- групою на 12,1% та на 3,0% порівняно бовий приріст тварин дослідних груп з ІІ дослідною групою. також був більшим порівняно з У останній період відгодівлі най- І контрольною групою. У тварин ІІ до- більше значення абсолютного прирос- слідної групи середньодобовий при- ту спостерігалося також у молодняку ріст був більше порівняно з тваринами ІІІ дослідної групи. Він становив І контрольної на 76,7 г, а у ІІІ дослідної 26,6 кг, що більше порівняно з твари- групи на 116,7 г. нами І контрольної та ІІ дослідної груп Отримані результати дають нам на 3,5 кг та 1,2 кг відповідно. можливість стверджувати, що вико- З даних отриманих в результаті ристання адресних кормових добавок аналізів середньодобових приростів в раціонах відгодівельних свиней має (табл. 7) встановлено, що в період позитивний вплив на їх продуктив- 3…4 місяців найкращі показники про- ність за рахунок збільшення абсолют- дуктивності спостерігалися у тварин них та середньодобових приростів. дослідних груп, а найгірші у тварин Так, тварини дослідних груп відрізня- контрольної групи. Так, у цей віковий лися кращими показниками живої період середньодобовий приріст тва- маси у період відгодівлі, ніж контроль- рин І контрольної групи був менше ної групи. Жива маса на кінець періоду ніж у тварин ІІ дослідної групи на 6,7% відгодівлі ІІ і ІІІ дослідних груп була на та на 10,6% меншим ніж у тварин 9,5 та 9,4 кг більша за показники контр- ІІІ дослідної групи. ольної групи. Свині дослідних груп

30 SCIENCE, RESEARCH, DEVELOPMENT №16

характеризувалися кращими показни- В. Н. Кандиба, И. В. Гноевой // Пробле- ми зооінженерії та ветеринарної меди- ками середньодобових приростів за цини: (збірник наукових праць). – весь період відгодівлі. У тварин ІІ і ІІІ 2010. – Випуск 21. – Частина 1. – Сіль- дослідних груп вони склали 850 г та ськогосподарські науки. – С. 140–144. 882 г, що більше за прирости аналогів 3. Козир В. С. Адресні балансуючі кормо- контрольної групи на 8,5% і 12,5% від- ві добавки для свиней в умовах Степу повідно. України: Монографія / В. С. Козир, А. Н. Майстренко, К. Я. Качалова – Дні- Список використаної літератури пропетровськ: Деліта, 2011. – 167 с. 1. Ібатуллін І.І. Годівля сільськогосподар- 4. Кулик М.Ф. Продуктивність і зміни вну- ських тварин / І.І. Ібатуллін – Київ, трішніх органів свиней при використан- 2003. – 241 с. ні в раціоні нової кормової добавки / 2. Кандиба В. Н. Пути повышения про- М.Ф. Кулик, І. М. Величко, Л.Р. Мазуренко дуктивности свиней и рентабельности [та ін.] / Наукові праці ВДСП. – Вінниця, отрасли свиноводства в Украине / 1996. – Вип.3. – С. 153-158.

31 MONOGRAFIA POKONFERENCYJNA ABOUT ROSEHIP

Tojiyev Dilmurod, Qobuljonov Dostonbek, Asadova Nilufar, Xusanova Shahriniso, Mirzayeva Nasiba

Anotation: Rosehip – a perennial, wild-growing plant of the family Pink. People call it a wild rose. Rosehip is not a tall bush from 1.5-2.5 m in height with arched like hanging branches covered with strong sickle-shaped spikes. Key words: rosehip fruits, red blood cells, trophic ulcers

Young shoots sleevecase chiropod- 24‑60 g of carbohydrates, 4-10 g of dietary omys with thorns and bristles. The flow- fiber, 2-5 g of free organic acids; as well as ers are pink or white, with five free petals, a large number of minerals (potassium, Corolla diameter up to 5 cm rosehip sodium, calcium, magnesium, phospho- Blooms in may and June. Fruits are berry- rus, iron, copper, manganese, chromium, like (up to 20 mm long), red-orange, of molybdenum, cobalt) and vitamins (B1, different shapes, with many hairy seeds, B2, B6, K, E, PP, C) tannins, dyes, caro- ripen in September-October. tene, Riboflavin, citric and malic acids, Collect rosehip fruits before freezing, sugars, phytoncides, essential oils. because even weak freezing destroys their Vitamin C in rosehip 5-10 times more medicinal properties. At home, the fruit is than in black currant, 40 times more than dried in a dryer or oven at a temperature of in lemons. Wild rose clears the circulato- 90-100°C, but make sure that they are not ry system, improves metabolism, rich in burnt. Properly dried raw materials are vitamins, used in anemia, scurvy, diseases brownish-red or yellow. Store it in closed of the kidneys and bladder, liver. Rosehip banks or bags for two years. Sometimes is used as a sheathing, tonic, weakening harvested rosehip flowers during flower- the development of atherosclerosis, ining, dried them in the usual way. Infusion creasing the body’s resistance to infec- of petals tones and refreshes the skin. tious diseases and as a vitamin remedy: Many scientists consider the moun- for this 2 tbsp. spoons of crushed dry tain Rosehips of Iran and the Himalayas fruits pour 1/2 liter of water, boil 15 min- to be the birthplace of rosehip. Now the utes on low heat, insist, wrapped, night, hips have spread practically all over the strain. Take with honey during the day as globe, except in areas of permafrost, tun- tea and instead of water. dra and deserts... Berries rose hips attract In the roots of rose hips a lot of tan- birds and animals, but mostly an admirer nins, so they are used as an astringent. and collector of the gifts of the rose is, of From rosehip seeds, oil containing fatty course, people. acids and vitamins is obtained. It has anti- Mature rosehip fruits contain 100 g of inflammatory and wound healing proper- 14-60 g of water, 1.6-4 g of protein, ties. Decoction of fruits and roots of rose

32 SCIENCE, RESEARCH, DEVELOPMENT №16 hips has many useful properties. It is a proves memory, stimulates function of sex- multivitamin, choleretic, weak diuretic, ual glands, protects from cancer, cold and lowering blood pressure, promotes the flu, removes a headache. It is a powerful production of red blood cells, strengthens antioxidant and has excellent taste. the vascular wall (used for nasal bleeding Folk medicine has long paid attention in children), improves appetite. Especially to the useful properties of rose hips. Its popular is the infusion of rose hips, which fruits are used as a multivitamin agent for is prepared as follows: 2 tablespoons of hypoavitaminosis, for the prevention of dry berries grind, pour 2 cups of boiling infectious diseases, as a diuretic, choler- water, insist in a thermos for 6-8 hours, be etic, anti-inflammatory, wound healing sure to strain through several layers of agent. Infusion slows the development of gauze. Drink children from 1/4 to atherosclerosis, stimulates the function of 1/2 Cup, an adult three times a day before the gonads, weakens and ostanavalivaet meals for three weeks. bleeding, reduces the permeability and Juice from rose hips is useful for normal fragility of blood vessels, helps with burns activity of kidneys, a liver, a stomach and a and frostbite. Rosehip oil stimulates the gastrointestinal tract, removes slags, nor- regeneration of damaged skin tissues and malizes blood circulation, increases resist- mucous membranes. Therefore, it is used ance of an organism at infectious diseases, externally for shallow cracks, as well as for promotes growth, raises immunity, activates nipple abrasions in nursing mothers, metabolic processes in an organism, im- trophic ulcers, dermatoses.

33 MONOGRAFIA POKONFERENCYJNA БИОЭКОЛОГИЧЕСКИЕ СВОЙСТВА ТЫСЯЧЕЛИСТНИКА ОБЫКНОВЕННОГО (ACHILLEA MILLEFOLIUM L.)

Акбарова Мухайё Хусановна старшая преподавательница кафедры ботаники Набижонова Гулшода студент направления МПБ Ферганский государственный университет (Фергана), Узбекистан тел. 99890562 56-24, эл.почта [email protected]

Аннотация. В статье говорится о биоэкологическиx и лечебных свойствах Тысячелистника обыкновенного и её значение, применение в медицине. Ключевые слова: аллювиальные равнины, мезоксерофит, ювенильные осо- би, Achillea millefolium L, сесквитерпеноиды, монотерпеноиды, алкалоид ахиле- ин, флавоноиды.

Тысячелистник обыкновенный вые листья крупные черешковые с (Achillea millefolium L.) – многолетнее ланцетовидным контуром, опушен- травянистое растение семейства ные, дважды-, трижды перисторассе- Астровые (Asteraceae). В диком виде ченные. Нижние листья черешковые, тысячелистник обыкновенный произ- длиной 10-15 см, стеблевые-более мел- растает в Европе и Азии (до Гимала- кие, сидячие. Соцветия мелкие много- ев), как заносное растение-в Север- численные корзинки, собранные в ной Америке, Новой Зеландии и Юж- щитки на верхушке стебля и его раз- ной Австралии. В нашей стране рас- ветвлений. В корзинке краевые цветки пространен почти повсеместно. язычковые пестичные, белые, реже ро- Встречается на лугах, в луговых сте- зовые, их пять. Внутренние цветки пях и лесах. Культивируют его в Ан- трубчатые, обоеполые, желтые. Плод – глии и Австралии. семянка длиной 1,5-2 мм, продолгова- Тысячелистник – многолетнее тра- тая или обратнояйцевидная, сплюсну- вянистое растение высотой до 20-80 см тая, голая, без хохолка, серебристо-се- со своеобразным запахом, с ползучим рая. Масса 1000 семян 0,11-0,15г. Цве- разветвленным шнуровидным корне- тет с начала июля до поздней осени, вищем, с почти неветвистыми тонки- плодоносит с августа. ми корнями и подземными побегами. Тысячелистник одним своим при- Из корневища вырастает стебель, пря- сутствием благотворно влияет на мой или приподнимающийся, простой окружающие растения. Оказывается, или немного ветвистый в верхней ча- тысячелистник обладает повышенной сти, ребристый, с небольшими очеред- способностью извлекать из почвы серу ными сидячими листьями. Прикорне- и стимулировать ее поглощение сосе-

34 SCIENCE, RESEARCH, DEVELOPMENT №16

дями.Тысячелистники нетребователь- Проведенные исследования показа- ны к почве, хотя лучше растут на пита- ли, что ниша A. millefolium охватывает тельных, слегка увлажненных, содер- и бедные, и богатые почвы, а реализо- жащих известь. Хорошо отзываются ванная – только бедные, на которых на питательные подкормки. В сухую они благодаря биологическим и эколо- погоду могут нуждаться в дополни- гическим особенностям оказываются тельном поливе. сильными конкурентами. A. mille Имеет множетсво сортов. Чтобы folium предпочитает сообщества лугов высокие виды и сорта не нуждались в на аллювиальных равнинах с мезоксе- подвязке, лучше сажать на открытых рофитной характеристикой по отно- солнечных местах. Недостатком этого шению к влажности почв взрослые растения можно счесть склонность к особи легко могут переносить летние агрессивному захвату территории и засухи. Проросткам и ювенильным сорному самосеву. Чтобы не пришлось особям A. millefolium опасны весенние выпалывать сеянцы из самых неожи- засухи. данных мест, лучше своевременно уда- По системе Маклиода – Пианки, от- лять увядшие соцветия. ражающей репродуктивное усилие Как правило тысячелистник раз- вида, тысячелистник обыкновенный множают делением куста, которое проявляет переходный тип стратегии требуется каждые 2-3 года. Делить ку- (между R- и К-отборами), т.е. растение сты можно и весной, и осенью. Летом характеризуется достаточно высокой также можно размножать тысяче- плодовитостью и умеренной долей ор- листник зелеными черенками. Се- ганов вегетативного размножения – менное размножение применяется зимующих корневищ. редко, поскольку сортовые растения В траве тысячелистника содержит- при таком способе не сохраняют свои ся около 0,25–0,8% (иногда до 1,4%) особенности. эфирного масла. Его количество в Нетребователен к почве, хотя пред- значительной мере зависит от перио- почитает питательные, хорошо дрени- да вегетации растения: в раннем пе- рованные и известкованные. В засуш- риоде вегетации его содержание со- ливую погоду может требовать поли- ставляет 0,13%, во время цветения – ва. Хорошо отзывается на питательные 0,34%. В состав эфирного масла вхо- подкормки. дят сесквитерпеноиды: ахиллин, В степной зонах Ферганы ведущий ацетилбалхинолид, кариофиллен, комплексный градиент объединяет проазулен; монотерпеноиды: камфо- экологические факторы, связанные с ра, туйол, цинеол, пинен, борнеол. увлажнением почв. Нами показано, что Кроме того, в траве тысячелистника основные морфологические параметры обнаружены алкалоид ахилеин, фла- тысячелистника определяются в пер- воноиды, в том числе флавоновые вую очередь количеством осадков. гликозиды апигенин и лютеолин; ду-

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бильные вещества, горькое соедине- В Монголии надземную часть расте- ние ахилеин, витамины К, С, А; ами- ния употребляют внутрь при опухолях. ны: холин, стахидрин; сложные эфи- Настой листьев и соцветий – наружно ры, кариофиллен, муравьиная, уксус- при ушибах, ранах, ожогах. В тибетской ная и изовалериановая кислоты. медицине тысячелистник входит в со- Тысячелистник усиливает сокраще- став сложных лекарственных смесей, ние маточной мускулатуры, что опре- применяемых при хронических заболе- деляет его эффективность при маточ- ваниях печени и желудочно-кишечного ных кровотечениях. Установлено, что тракта, а также при интоксикациях. 0,5 %-й настой тысячелистника увели- В Болгарии отвар из листьев и цветков чивает свертываемость крови. принимают при золотухе, ревматизме, Растение применяют в виде насто- заболеваниях печени, головных болях и ев, отваров, экстрактов при различных как противоглистное средство. заболеваниях желудочно-ки-шечного В народной медицине настой тыся- тракта, язвенной болезни и гастрите. челистника, кроме того, употребляют Тысячелистник входит в состав желу- внутрь при нарушении менструально- дочных и аппетитных чаев. Препараты го цикла, для улучшения аппетита и тысячелистника с крапивой применя- пищеварения и увеличения количе- ют как кровоостанавливающее и успо- ства молока у кормящих матерей. Све- каивающее средство при внутренних и жевыжатый сок – при туберкулезе наружных кровотечениях. и малокровии.

36 SCIENCE, RESEARCH, DEVELOPMENT №16 THE ROLE OF INFORMATION MANAGEMENT IN THE ORGANIZATION

Komiljanov Sherzodbek Ilhomjonovich Student of Ferghana Polythechnic institute E-mail: [email protected]

Abstract. The authors consider information management functions, their role in optimizing business process and improving organization performance. Formulated new requirements for information management. Keywords: information management, functions, business process, re-quirements.

The functions of managing the organi- tem with clearly defined functions of in- zation are related to the processing of the dividual divisions. It was assumed that the information received. Management has information flows in the enterprise are a many functions, namely planning, ac- reflection of the objective requirements counting, analysis, control, regulation, arising in the management process. An forecasting, etc. analysis of the information needs of deci- In modern organization, management sion makers was a priority. is increasingly dependent on information All functions in the organization are support, which may be the main activity. interrelated. A similar feature of the func- Scientists, applying a systematic approach, tions of information management. They namely, moving from the general to the are interrelated, based on management particulars and vice versa, give different functions, but have their own specifics. interpretations to the functions of the or- Consider their examples (table. 2.2). ganization (Table 2.1). The content of the functions changes. At the beginning of the last century, an Functions such as maintaining a business approach focused on the rationalization impulse aimed at managing the provision of information flows prevailed, in which of services inform the business of the char- the enterprise was viewed as a stable sys- acteristics of all major business processes,

Tab. 2.1. The main functions of management (according to scientists) No. Functions Authors Planning, organization, management, control F. Taylor [1] Foresight (prediction and planning), organization, A.Fayol [2] management, coordination, control Planning, management, support, improvement ISO 9000: 2005 Quality Management Standard [3] Planning, Management, Ensuring, Improvement, A.V. Glazunov [4] Quality Innovations Planning, organization, motivation, control, E.A. Ivanov [5] coordination

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Tab. 2.2. The main functions of information management (according to scientists) No. Functions Authors Maintaining a business impulse (operational V.S. Kasyanov [6] management), improving business results (tactical management), technological leadership (strategic management) in the information sphere Formation of the technological environment, planning, O.V. Vasyuhin, A.V. organization, motivation, cost management of the sphere Varzunov [7] of informatization, development of the information system N.I. Shanchenko [8] and its maintenance, control of the use of computing tools, development of innovative programs Providing all officials with reliable information (basic), Mv Larin [9] management of communications, management of information resources, management of information processing the function of improving business results ernization. Decision makers must con- combines the material and information stantly be concerned with the formation flows necessary to execute the business of the modern sphere, ensuring its effec- process and obtain the necessary result. tive functioning. These features also ex- In modern conditions of digitalization plain the importance of the continuous of the economy, the functions of informa- improvement of information technologies tion management have begun to play an and the relevance of the function of their important role in the achievement of the development and maintenance [10, 11]. strategic goals of the organization. There Modern information technologies are new requirements for them. In our have a significant feature. At first, when opinion, such a function as providing of- the information processing automation ficials with reliable information is impor- tool appeared, it was mainly applied to the tant, because: already existing control procedures, then • increased volumes of information the situation has changed radically in re- garbage; cent times. Information technologies are • the accuracy of the information will becoming a kind of catalyst for the dis- determine the competitive advan- semination of advanced management ex- tages of the organization; perience and modern management tech- • the demand was for the speed of re- nologies. At the same time, they optimize ceiving information. business processes in accordance with the The next function – the formation of latest achievements of management theo- the technological environment of the or- ry and practice ganization’s informatization sphere is very relevant, since At present, there is a rapid Conclusion change in computing, peripheral, com- At present, the market for new IT- munication equipment, software, and in- technologies is rapidly developing, which formation tools due to its constant mod- are used to manage enterprises of a wide

38 SCIENCE, RESEARCH, DEVELOPMENT №16 variety of profiles, with various organization. Quality management approach / El.resource http://www.opengost.ru/ tional structures of management, with iso/2291-gost-r-iso- different numbers of employees. 9000-2008-iso-9000_2005-sistemy- New economy requires managers who menedzhmenta-kachestva.-osnovnye- feel confident with new information tech- polozheniya-i-slovar.html nologies and their components. There- 4. Glazunov A.V. Continuous improvement. fore, in order to properly assess the threats Excursion into history // Quality management methods. – 2003. – № 1. and opportunities in the environment of 5. Ivanov E. A. Functional characteristics of the company, they must complete the accounting and analytical systems // Man- problem statement, establish feedback, agement of economic systems: electronic change the conditions if necessary, obtain scientific journal. – 2011. – no. 34 variants of solutions, make an assessment 6. Kasyanov V. S. Management of information services based on the concept of the of the effectiveness of the solutions ob- life cycle // Science. Innovation. Technol- tained, choose the optimal (or quasiopti- ogy. – 2011. – no. 4. – pp. 221-226. mal) variant and best implement your 7. Vasyukhin OV, Varzunov A.V. Informa- idea. Designers must determine the ef- tion Management: a short course. Tutori- fectiveness of information technology, seal. – SPb.: SPbSU ITMO, 2010. – 118s. lect the functions to be automated, and it 8. Shanchenko N.I. Information management. – Ulyanovsk: UlSTU, 2006. – 95 p. is possible to delegate some of the func- 9. Larin M.V. Document management in or- tions by transferring them to outsourcing. ganizations. – M.: Scientific book, 2002. – 288 p. Literature 10. Kurcheeva G.I. Providing project manage- 1. Taylor F. Principles of scientific management in a network economy / G.I. ment. URL: http://www.improvement.ru/ Kurcheeva, A.A. Aletdinova, M.S. bibliot / taylor / index.shtm. Kravchenko // Internet-journal Naukove- 2. Fayol A. General and industrial manage- denie. – 2016. Vol. 8. No. 2. – p. 4. ment / Trans. from French /Document ed. 11. Kurcheeva G.I. Information support of and the preface of prof.E.A. Kocherina – management decisions in an unstable eco- M.: Journal “Controlling”, 1992. – 111 p. nomic environment: Mono-graphy. – No- 3. GOST R ISO 9004: 2009 Management to vosibirsk: NSTU Publishing House, ensure sustainable success of the organiza- 2005. – 164 p.

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ACCOUNTING OF LONG-TERM LOANS OF BANKS ОБЛІК ДОВГОСТРОКОВИХ ПОЗИК БАНКІВ

Якубчик О.О., студентка Мельянкова Л., к.е.н., доцент Нaціoнaльний університет біоресурсів тa прирoдoкoристувaння Укрaїни

Key words: accounting, taxation, long-term loans, financing, credit Ключові слова: облік, оподаткування, довгострокові позики, фінансування, кредит.

Для ефективної фінансової діяль- ту витікає з походження даного термі- ності підприємства на будь-якій ста- ну від латинського «creditum», що в дії його розвитку необхідне залучен- перекладі означає «вірю», «довіряю». ня позикових коштів. Потенційний При визначенні цієї економічної кате- позичальник повинен чітко знати горії необхідно акцентувати увагу на критерії, що застосовуються фінансо- таких основних ознаках: вими установами при прийнятті рі- • кредит необхідно розглядати як шення стосовно видачі кредитної по- специфічний тип економічних відно- зики. Також важливим є правильне син, що ґрунтується на довірі; оподаткування та відображення кре- • економічною основою кредиту є дитних операцій в обліку для відобра- мобілізація й нагромадження тимча- ження коректних даних в податковій сово вільних коштів і формування з звітності підприємства. них позичкового капіталу; Позичковий капітал підприєм- • кредит є актом передачі кредито- ства – це кошти, які залучаються для ром певної суми капіталу у тимчасове фінансування господарської діяльнос- користування позичальнику на умовах ті підприємства на принципах строко- повернення та власності. вості, поверненості та платності. Відповідно до Закону України «Про Економічною наукою категорія кре- фінансові послуги і державне регулю- диту переважно розглядається як дові- вання ринків фінансових послуг» фі- ра однієї особи до іншої, на підставі нансовим кредитом є засоби, надані в якої у позику надається певна вартість позику юридичній чи фізичній особі у грошовій або товарній формі на тим- на визначений строк та під відсотки. часове користування за відповідну Надання кредитів згідно зі ст.4 вище- плату. Таке тлумачення поняття креди- зазначеного Закону є фінансовою по-

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слугою, яку, в свою чергу, можуть на- протягом дванадцяти місяців з дати давати лише фінансові установи. балансу. Його треба розглядати як дов- В окремих, передбачених законодав- гострокове зобов’язання, якщо первіс- ством випадках, суб’єктом, що має ний термін погашення був більшим, право надавати фінансові кредити, аніж дванадцять місяців та до затвер- може бути фізична особа – підприє- дження фінансової звітності існує уго- мець. да про переоформлення цього Фінансова установа – це юридична зобов’язання на довгострокове. Довго- особа, яка відповідно до законодавства строкові зобов’язання, на які нарахо- надає одну або декілька фінансових вуються відсотки, відображаються в послуг і внесена у відповідний реєстр в балансі за їх теперішньою вартістю. порядку, встановленому законом. До Відповідно до П(С)БО 11 теперішньою складу фінансових установ відносять: вартістю є дисконтована сума майбут- банки, кредитні союзи, ломбарди, лі- ніх платежів (за вирахуванням суми зингові компанії, довірчі товариства, очікуваного відшкодування), яка буде страхові компанії, установи накопичу- очікувано необхідна для погашення вального пенсійного забезпечення, ін- зобов’язання в процесі звичайної ді- вестиційні фонди і компанії та інші яльності підприємства. Облік довго- юридичні особи, виключним видом строкових кредитів позичальник здій- діяльності яких є надання фінансових снює із застосуванням рахунка послуг. Національний банк України та 50 «Довгострокові позики». Кабінет Міністрів України встанов- Отже, в ході розкриття даного пи- лює, регулює та контролює правила тання було проаналізовано сутність надання фінансових кредитів. поняття кредиту, нормативно-правову Порядок відображення кредитних базу, що регулює операції з кредиту- операцій в бухгалтерському обліку ре- вання; виділено основні ознаки та гулюється П(С)БО 11 «Зобов’язання. види кредиту, а це дозволяє зробити Відповідно до П(С)БО 11 зобо наступні висновки: в’язання поділяють на довгострокові, Фінансовим кредитом є засоби, на- поточні, забезпечення, непередбачені дані фінансовою установою в позику зобов’язання та доходи майбутніх пе- юридичній чи фізичній особі на визна- ріодів. Оскільки даний матеріал при- чений строк та під відсотки. свячений питанню обліку довгостро- Найпоширенішою формою кредиту кових позик банків, розглянемо більш є банківський кредит, але, крім того, детально відображення саме довго- розрізняють комерційний, споживчий, строкових зобов’язань на рахунках іпотечний, лізинговий, консорціум- бухгалтерського обліку. ний, бланковий та інші види кредиту; Довгостроковий кредит банку є До моменту звернення до фінансо- зобов’язанням, на яке нараховуються вої установи з метою отримання по- відсотки та яке підлягає погашенню зики, раціональним є проведення під-

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приємством аналізу власної привабли- сти себе до однієї з груп за класифіка- вості в якості позичальника для банку. цією НБУ та оцінити свої шанси щодо Основними показниками, які необхід- отримання кредиту. но проаналізувати є коефіцієнти лік- Список використаних джерел: відності (миттєвої, поточної, загаль- 1. П(С)БО 11 «Зобов’язання», затверджене ної), коефіцієнти стійкості, рентабель- наказом Міністерства фінансів України ності (активів, продажу), аналіз гро- від 31 січня 2000 р. N 20. – електронний ресурс. – режим доступу до ресурсу: шових потоків. Після ретельного http://buhgalter911.com/Res/PSBO/ аналізу підприємство має змогу відне- PSBO11.aspx

42 SCIENCE, RESEARCH, DEVELOPMENT №16

THE CONCEPT OF MONOPOLY AND ITS MAIN TYPES

Teslenko Denys Student of Kharkiv National University of Radio Electronics

Monopoly is a company that is the said about markets in which either buyers only supplier of a product that does not or sellers manipulate prices. In a market have similar analogues. Moreover, it is the where one seller controls the offer: output only one that delivers a product that has will be limited, and the cost of manufac- no analogues. The main consequence of tured products will be high. Monopoly is the existence of a monopoly are market an extreme form of imperfect competi- restrictions on entry into the market, tion. The seller has monopoly power if he which prevent other companies from raises the price of his products by limiting conducting fair competition with the mo- his own production volume. There are nopolist. Restrictions on market entry monopolistic restrictions on entry into occur because of the following reasons: the market, where not every new entre- • The main production resource is preneur or company can place their own owned by only one enterprise or products. Basically, the policy of price firm. discrimination is carried out by firms • The government provides exclusive with monopoly power, that is, the sale of rights to produce a specific product the same product for different groups of of one company. consumers is carried out at different pric- • Production costs arise in such a way es. However, this monopolist firm should that the maximum production effi- safely distinguish between its market, fo- ciency is carried out only when a cer- cusing on the different elasticities of de- tain manufacturer is on the market. mand from different consumers, and feel The main basis of monopoly is the the line between a “cheap” market and a dominant position of an economic entity “expensive” one. Types of monopolies are in the market, which gives it the advantage directly proportional to the market struc- to have a decisive influence on competi- ture and competition. There are types of tion, raise prices and reduce production monopolies, which can be divided into compared to the standard level, and also three main ones: natural, economic and limit market access to other economic en- administrative. Natural monopoly arises tities. Thus, it will allow monopolists to due to objective reasons. This reflects the redistribute effective demand in their fa- situation when the demand for this prod- vor, to receive monopoly high profits. uct is better suited to one or more compa- Competitive markets generally work nies. It is based on the capabilities of the together and in good faith, that can`t be production technology and customer ser-

43 MONOGRAFIA POKONFERENCYJNA vice. Here competition is impossible or the processes of capital centralization, undesirable. For example, electricity, tel- that is, on the voluntary merger or takeo- ephone services, communications, etc. In ver by the winners of bankrupts. One way these industries there is a limited number, or another or with the help of both, the if not the only national company, and company reaches such proportions when therefore, naturally, they take a monopoly it begins to dominate the market. position in the market. Administrative Modern theory identifies three types monopoly arises from the actions of state of monopolies: bodies. On the one hand, this provides • monopoly of a separate enterprise; individual firms with the exclusive right • monopoly as an agreement; to perform a certain type of activity. On • monopoly, based on product differ- the other hand, these are organizational entiation. structures for state-owned enterprises, To achieve the monopolistic position when they unite and are subordinated to by the first way is not easy, as evidenced different central administrations, minis- by the very fact of the exclusivity of these tries, and associations. Here, as a rule, formations. In addition, this path to a enterprises of the same industry are monopoly can be considered “decent”, grouped. They act on the market as one since it provides for a constant increase in economic entity and there is no competi- the efficiency of activity and the achieve- tion between them. The economy of the ment of an advantage over competitors. former Soviet Union belonged to the More accessible and common is the most monopolized in the world. The ad- path of agreement of several large firms. It ministrative monopoly dominated there, provides an opportunity to quickly create primarily the monopoly of all-powerful a situation where sellers (manufacturers) ministries and departments. Moreover, appear on the market as “united front”, there was an absolute monopoly of the when competitive struggle is reduced to state on the organization and manage- nothing, first of all price struggle, the ment of the economy, which was based on buyer finds himself in no alternative con- the dominant state ownership of the ditions. means of production. Economic monop- There are five main forms of monopo- oly is the most common. Its appearance is listic associations. Monopolies monopo- due to economic reasons, it develops on lize all spheres of social reproduction: di- the basis of the laws of economic develop- rectly production, exchange, distribution ment. We are talking about entrepreneurs and consumption. On the basis of the who have managed to win a monopoly monopolization of the sphere of circula- position in the market. Two paths lead to tion, the simplest forms of monopoly as- it. The first is the successful development sociations arose – cartels and syndicates. of the enterprise, the constant increase in A cartel is an association of several its scale through the concentration of enterprises of the same sphere of produc- capital. The second (faster) is based on tion, whose members retain ownership of

44 SCIENCE, RESEARCH, DEVELOPMENT №16 the means of production and the product What is the cause of the emergence produced, production and commercial and development of monopolistic trends? independence, and agree on the share of On this issue in the economic literature each in the total production, prices, and there are two points of view. According to sales markets. the first, monopolism is treated as ran- A syndicate is an association of a num- dom, not peculiar to a market economy. ber of enterprises of the same industry, As for the other point of view, monopolis- whose participants save funds for the tic formations are defined as natural. One means of production, but lose their own- of those who prefer such views is the ership of the product, and therefore retain English economist A. Pigou. production, but lose their commercial He insists that “monopoly power does independence. In syndicates, the sale of not arise by chance.” It is a logical conclu- goods is carried out by the general sales sion of the strategy of enterprises. To office. paraphrase a well-known expression, we More complex forms of monopoly as- can say that all roads lead to monopoly. sociations arise when the process of mo- The principle of economic benefits, fur- nopolization extends to the sphere of di- ther formulated by A. Smith, forces enter- rect production. On this basis, a higher prises to constantly look for opportunities form of monopolistic associations, such to increase their profits. One of them, the as a trust, appears. most attractive and reliable, is the crea- A trust is an association of a number tion or achievement of a monopoly posi- of enterprises of one or several industries, tion. Thus, we can conclude that monop- whose participants lose ownership of the olistic economic trends stem from the law means of production and the product of profit maximization. Another driving produced (production and commercial force behind the actions of entrepreneurs independence). That is, production, sales, in this direction is the law of concentra- finance, management are combined, and tion of production and capital. As is for the amount of invested capital, the known, the effect of this law is observed at owners of individual enterprises receive all stages of development of market rela- trust shares, which give them the right to tions. It is driven by competition. To sur- take part in management and assign the vive in such a struggle, to get big profits, appropriate part of the trust profits. entrepreneurs are forced to introduce new The diversified concern is the union equipment, to increase the scale of proof dozens and even hundreds of enter- duction. At the same time, several larger prises of various industries, transport, ones are separated from the mass of me- trade, whose members lose ownership of dium and small enterprises. When this the means of production and the prod- happens, the largest entrepreneurs have uct, and the main firm exercises finan- an alternative: either to continue between cial control over other members of the themselves unprofitable competition, or association. to come to an agreement on the scale of

45 MONOGRAFIA POKONFERENCYJNA production, prices, markets, etc. As a rule, ции, 31.07.2011, N 31 1 ч.), ст. 3434. 2. Чемберлин Э. Теория монополистиче- they choose the second option, which ской конкуренции. – М.: ИЛ, 2012. leads to collusion between them, which is 3. Салимжанов И.К. Цены и ценообразо- one of the main signs of monopolization вание – М.: Проспект, 2014. of the economy. 4. Смит А. Исследование о природе и References причинах богатства народов – М.: Экс- 1. Федеральный закон «О защите конку- мо, 2011. ренции» от 26 июля 2006 г. №135-ФЗ в 5. Учебник по основам экономической редакции 8 ноября 2015 г. // Собрание теории. / Под ред. Камаева В.Д. – М.: законодательства Российской Федера- Владос, 2011. – 640 с.

46 SCIENCE, RESEARCH, DEVELOPMENT №16 STAGES OF DEVELOPMENT OF INNOVATIVE CAPACITY IN THE REPUBLIC OF KOREA AND THE ROLE OF THE STATE

Bobojonov Bahrombek Senior Lecturer of the department of Marketing, Abdurashidova Nigora Assistant of the Department of Marketing, Tashkent State University of Economics, Uzbekistan Abstract:The article analyzed the stages of innovation development in the Republic of Korea, as well as the state’s role in solving problems of economic reforms, discussed the factors that influence the conduct of scientific- technical and innovation policy. Key words: innovation, GDP, production, national production, science and technology.

One of the pressing tasks of moderni- «stagnation» has been 10 years in Singa- zation of the leading industries of the na- pore, 25 years in the United States and tional economy, expansion of export-ori- Taiwan [1]. ented production, diversification, devel- The main idea of innovation develop- opment of integration between banking ment is that in the course of this develop- and financial system and industrial sec- ment of the economy, the speed of re- tors, and provision of sustainable devel- newal of knowledge is growing, and on opment of the economy of the country. the other hand, the technology and the Therefore, the use of positive experi- complexity of products are involved in ence in the socio-economic development many activities. In such a situation, not of a number of leading countries is impor- only the use of specialized knowledge for tant for the development of our republic. the success of the individual or state, but The success of the innovation process also for the ability to refine and accelerate in developed countries has been mani- the learning. fested in the model of interaction between According to world experience, inno- the state and the business. At the outset, vative policies will be closely related to the government will appear as an innova- economic regulation. At the same time, it tive development entrepreneur, defines its is not just a scientific or industrial policy, strategies, priorities, forms of support, but also interrelated measures in all aspects and financing start-up projects. of the economy. Therefore, the develop- Specifically, in the early sixties of the ment of innovative policies can not be last century, in the United States, in the linked to one program or the quality of an early 1970s, it emerged as the initiator of institution can not serve, but also requires state innovation development programs the consensus and coordination of not in Taiwan, Israel, South Korea, Singapore only the ministries but also the various and Finland in the 1980s. The period of partners in the economy and society [2].

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For the first time in O. Thoffler’s book – innovation, production develop- “The Metamorphoses of the Government” ment, scientific support for high product clearly described the basis of power as a competitiveness and exports; source of successful work in the modern – development of infrastructure of in- world. In the 21st century only knowledge, novative processes, including information intellect will become a source of power and support, expertise system, financial and a competitive force for the state. The key to economic system, certification system success – the key to success and economic and scientific development; growth has been proven by the “economic – Improve the competitive selection of miracle” that Japan, Taiwan, and Korea innovative projects and programs. Sup- have the potential to increase. port for rapidly self-financing innovative At present, various sources have been projects with the participation of private given numerous definitions of the mod- investors in the sectors of the economy ern stage from the post-industrial society and the state support will enable to attract to the “digital economy”. In 1996, accord- investment into promising production. ing to the OESR definition, the “economy Here are some factors that led to the based on knowledge” is significantly implementation of an effective scientific higher than the “economy of knowledge”, and technological policy [6]: as described by B.A. Lundval [3]. Effective governance by the govern- Because, while developing in a num- ment; ber of developing countries, the innova- The existence of good regulatory and tive potential of the country is highly legal basis for the development of ISTI; valued and the source of economic devel- Extensive opportunities for export de- opment is seen as an important part of velopment and investment attraction; national wealth. Therefore, innovative ca- Implementation of all measures to pacities and broader capacities are crucial improve the social infrastructure. for developing countries. Inefficient use The main objective of the State Inno- of innovation capacities hinders the for- vation Policy of the Republic of Korea is mation of a national innovation strategy, as follows[7]: the development process of a competitive, – Creation of economic, legal and or- socially oriented market economy [4]. ganizational conditions for innovative ac- In this regard, the Republic of Korea’s tivity; innovative capacity building is an innova- – Improving productivity and com- tive policy that is characterized by the petitiveness of national producers on the nature, scope, and resources of different basis of creation and dissemination of sectors of the national economy and its basic and optimistic innovations; main directions can be shown below: [5]. – Promoting market relations and en- – development and improvement of trepreneurship through innovation, and normative-legal support of innovative ac- expanding government support for inno- tivity and its incentive mechanisms; vation activities;

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– Increasing the efficiency of govern- try, current scientific concepts and de- ment resources use. velopments. Most importantly, the government of References: the Republic of Korea has been able to 1. Chubais A. Innovative economy in Russia: make a significant contribution to the what to do? // Economic Issues. 2011. №1. development of large-scale businesses in Pp. 120-126 the field of innovative development. In 2. Innovation policy: theory and practice (World Economy and International Rela- spite of the fact that the country has been tions, 2016, vol.60, no. 1, pp. 5-16) Re- late for capitalist way to developed coun- ceived 23.09.2015. IVANOVA Natalia tries and has 100 years of history[8], na- Ivanovna ([email protected]). tional companies have been transnational 3. Lundvall B.-A. Natioanal System of Inno- in a relatively short period of time and vation. London: Pinter, 1992 4. Zavlin P.N., Vasiliev A.V. Evaluation of the have successfully solved the task of mod- effectiveness of innovation. SPb: Business ernizing the national economy. Press, 1998. Thus, only innovative development 5. Rasulev A.F, Trostyansky D.V, Islamova ensures competitiveness of the country. O.A. Assessment of innovative potential At the present time, high levels of techni- and innovative activity of industrial enter- cal development do not come about by prises. Bulletin UGUES. Science, education, economics. Series: Economy innovation itself, and it needs to be cre- 6. A Message from the Commissioner of In- ated by a certain base state to emerge. It vestKorea // InvestKorea. URL: http:// is a prerequisite that innovation can be www.investkorea.org/ ikwork/iko/eng/ seen as an innovation potential for the cont/contents.jsp?code=1020701 country. Innovative potential should be 7. Boykova M.V., Salazkin M.G. Korea: Lead- ing Strategies // Forsite, 2007, №4 based on scientific research, achieve- 8. Khalipov V.D. Innovation-oriented devel- ments in the production of scientific opment of the economy of the Republic of schools. Innovative potential creates Korea // Theory and practice of social de- highly qualified personnel for the coun- velopment.2015, № 14

49 MONOGRAFIA POKONFERENCYJNA THE IMPACT OF UZBEKISTAN RECONSTRUCTION AND DEVELOPMENT FUND’S EXPENDITURE ON GDP GROWTH

Jumaniyazov Inomjon Turayevich Researcher of Tashkent Institute of Finance, Uzbekistan [email protected] Abstract In developed and developing countries the economic growth of the state depends on many factors. One of the institutions that have an impact on the economy is Sovereign wealth fund. These types of funds have different and at the same time similar objectives. This paper studies the activity of one of those Sovereign wealth fund i.e. the Uzbekistan Reconstruction and Development Fund, established in 2006. It analyzes the significance of the fund’s expenditure in the economic growth of Uzbekistan. The study shows that fund’s expenditure has positive correlation with GDP growth of the country. According to regression analysis, expenditure of the fund is significant variable for the GDP growth of Uzbeki- stan. Moreover it analyzes some Asian countries’ experience and develops conclusions and proposals on the improvement of Uzbekistan Reconstruction and Development Fund. Keywords: Sovereign wealth fund, Uzbekistan Reconstruction and Development Fund, GDP growth, expenditure, Uzbekistan

In most well-of and less well of coun- plementation of an effective structural tries the economic growth of the state and investment policy. depends on many factors. One of the in- The Fund for Reconstruction and De- stitutions that has an impact on the econ- velopment of the Republic of Uzbekistan omy is Sovereign wealth fund. One of also finances the implementation of na- those Sovereign wealth fund i.e. the Uz- tional socially significant state programs bekistan Reconstruction and Develop- and projects for the formation of produc- ment Fund. The Uzbekistan Reconstruc- tion and non-production infrastructure, tion and Development Fund, established primarily in promising but insufficiently in 2006 in accordance with the Decree of developed regions, modernization and the President of the Republic of Uzbeki- development of transport and telecom- stan on 05/11/2006, is a financial institu- munications infrastructure, creating the tion under the Cabinet of Ministers of the conditions for integration republic in the Republic of Uzbekistan designed to en- international network of communica- sure the implementation of projects for tions, providing the shortest access to in- the modernization and technical re- ternational transport corridors and the equipment of leading basic sectors of the world stems markets. The Fund for Re- economy, achieving a dynamic, sustaina- construction and Development of the ble and balanced socio-economic devel- Republic of Uzbekistan can participate in opment of the country, as well as the im- organizing joint financing of projects

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Figure 2. The revenue and expenditure of the fund Years Fund revenue Fund expenditure 2007 928.5 139.5 2008 1115.6 222.5 2009 762.9 354.2 2010 1529.7 1408 2011 1905.7 1368.3 2012 4747.6 1496.8 2013 2618.5 1545.1 2014 2335.9 1984.2 2015 2263.5 2454.5 2016 2936.5 2474 2017 2755.9 2309.1 2018 5463.5 8979 Mean 2446.983333 2061.266667 Median 2299.7 1520.95 SD 1441.325015 2330.191442 Correlation coefficient 0.782551959 with international financial institutions, Source: Fund for Reconstruction and credit institutions of the republic and for- Development of the Republic of Uzbeki- eign countries. stan. The founder of the Foundation is the Correlation coefficient shows that Government of the Republic of Uzbeki- there is a highly positive relationship be- stan represented by the Ministry of Fi- tween two indicators. In addition linear nance. The supreme governing body of regression also proves that. However the Foundation is the Council for the there is a big gap in 2018 among them. Management of the Foundation, headed The fund has a great impact in the econo- by the Prime Minister of the Republic of my of Uzbekistan. We decided to deter- Uzbekistan. As mentioned above main mine the significance of the Fund for Re- objective of this sovereign fund is to fi- construction and Development of the nance mostly social programs, however Republic of Uzbekistan on the GDP investment rate of return is not main tar- growth of the country. After acquiring the get of the fund that needs achieving. Al- results we are able to develop some con- though the managers of the fund use the clusions on it. We have used the data of part of the funds to bank deposits and the World Bank and International Mone- some other types of investments, still rate tary fund and the data on the official of return is not significant. First of all we website of the fund. would like to check correlation coefficient After determining and collecting all and relationship between the expenditure data we used logarithm to the column and revenue of the fund. of expenditure of Fund for Reconstruc-

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Figure 3. Macroeconomic factors and expenditure of Fund for Reconstruction and Development of the Republic of Uzbekistan T Population Fund FDI/GDP Trade/GDP Inflation growth expenditure Years GDP growth 1 2007 9.9 1.4234749 8.32705227 3.16071691 74.41419298 12.2591944 2 2008 9 1.60532736 8.23638609 2.40715231 79.74799203 12.7145086 3 2009 8.1 1.68734097 8.73056427 2.49931553 68.6731422 14.1176471 4 2010 8.5 2.82284968 8.70907482 4.16052269 59.3062305 9.39963614 5 2011 8.3 2.68401551 8.84785634 3.56122877 63.48863951 12.804878 6 2012 8.2 1.47209999 8.87596944 1.08649822 59.81747444 12.1867322 7 2013 8 1.56190433 8.86531722 1.10018424 57.47960682 12.0017521 8 2014 7.8 1.68690036 8.74696874 1.2008776 54.57225204 11.0285491 9 2015 8 1.74425837 8.71505856 0.09938042 49.32409843 10.0035224 10 2016 7.8 1.73884926 8.97993515 0.19776841 51.15342106 13.896894 11 2017 5.3 1.67918372 9.28300481 0.19277725 68.51854233 14 Source: Author’s compilation using the data of World Bank, IMF and Fund for Reconstruction and Develop- ment of the Republic of Uzbekistan tion and Development of the Republic a higher level of significance of funds ex- of Uzbekistan so the indicators become penditure on GDP growth. closer to each other. We would like to determine if the expenditure of the fund Conclusions is significant to the GDP growth of the According to the analysis and calcula- country. tions the following questions have been From the above calculations, we can developed: conclude that the factors analyzed for the Fund for Reconstruction and Devel- growth of GDP growth are influenced by opment of the Republic of Uzbekistan has the flow of foreign direct investment, the a high influence in the economy of the degree of economic openness, and the country and this fund mostly invests in level of savings expenditure change. That projects to improve the sustainability of is, the increase in savings by 1% will in- the economy, however the fund’s invest- crease the current rate of GDP growth by ment portfolio has been well diversified; 3.2%. It means if the current GDP growth There is not clear information about rate is 5 percent, an increase of fund ex- the rate of returns of the projects of the penditure by 1 percent will increase 5 per- fund, and it does not allow to assess if the cent GDP growth rate to 5.16( 5x1.032) fund’s capital has been allocated well; percent. At the same time, the statistical However, according to calculations we error rate was equal to p <0.05, indicating can conclude that expenditure of the fund

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Figure 4. Calculations using the data in figure 4 Variables GDP growth

Population growth 0.899 (0.557) FDI/GDP 0.604** (0.213) Trade/GDP 0.080** (0.023) Inflation rate -0.167 (0.121) Expenditure of Fund for Reconstruction and 3.213** Development of the Republic of Uzbekistan (0.798) Constant 39.739*** (6.264) Observations 11 R-squared 0.939 Standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1 *** p<0.01, ** p<0.05, * p<0.1 has a significance to the GDP growth of point of view it would increase the profit the country. and significance of the fund in the econ- Fund for Reconstruction and Devel- omy; opment of the Republic of Uzbekistan In the following researches we would does not invest in financial assets i.e. it like to develop a model to optimize the does buy stocks or bonds. From our capital allocation of the fund.

53 MONOGRAFIA POKONFERENCYJNA THE ROLE OF FOREIGN INVESTMENT IN THE ECONOMY OF UZBEKISTAN

Khayitboev Bekhzod Undergraduate student, Tashkent financial institute Research advisor: Fozilchaev Shukhrat Senior teacher, Tashkent financial institute

Abstract. This article examines the role of foreign investment in Uzbekistan. In addition, this article includes the analysis of the significance of foreign investment liberalization in Uzbekistan. Keywords. Foreign investment, invest, export, import, foreign capital, business venture, taxes, overregulated banking sector.

By the end of 2016, The President of tors and provide progress reports in this Uzbekistan Shavkat Mirziyoyev recog- area on a quarterly basis. nized the Uzbek economy needed new The President of Uzbekistan Shavkat drivers, such as a more active private Mirziyoyev also abolished some particu- sector and increased foreign direct in- larly egregious GOU practices, such as vestment (FDI). He repeatedly priori- selectively awarding duty-free import tized improvement of Uzbekistan’s eco- privileges to well-connected individuals. nomic situation and initiated a series of Tax and customs systems reforms are ex- government reshuffles to remold the sys- pected to simplify and streamline export tem of economic governance. The Gov- and import tax and customs procedures, ernment of Uzbekistan (GOU) adopted a improve the quality and efficiency of tax Five-year Development Strategy in Feb- administration, and minimize tax pay- ruary 2017 as an official roadmap of the ment/collection costs. To improve the reforms, which includes liberalization business environment, the GOU in 2017 measures and calls for the removal of introduced a number of legislative chang- “ineffective administrative barriers” that es, including the cancellation of unsched- slow development of the private sector. uled, and seemingly arbitrary or punitive, In general, the GOU seeks to increase inspections of businesses as of January 1, private investment in the economy 2017; elimination of the requirement to through an improved business environ- convert certain percentages of hard cur- ment, changing Uzbekistan’s interna- rency export earnings at the official (arti- tional reputation as a difficult invest- ficially low) exchange rate; simplification ment destination, and building confi- of business registration procedures; cre- dence among domestic investors. The ation of a Business Ombudsman office; President has also challenged all regional and a Law on Countering Corruption that governments to improve the attractive- attempts to increase transparency in GOU ness of their territories for foreign inves- functions.

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Table 1. Foreign direct investment in Uzbekistan [3] Foreign Direct Investment 2015 2016 2017 FDI Inward Flow (million USD) 66 133 96 FDI Stock (million USD) 9,023 9,156 9,252 Number of Greenfield Investments 18 23 10 FDI Inwards (in % of GFCF) 0.3 0.3 n/a FDI Stock (in % of GDP) 13.6 13.5 n/a Source: UNCTAD - Latest available data.

Despite this progress, the government renewable energy anticipate a much has yet to address a number of fundamen- stronger FDI outlook going forward tal problems plaguing businesses and in- (444% FDI increase from 2017 to 2018) vestors. The cumulative inflow of FDI is (FDI Intelligence). FDI traditionally still one of the lowest in the former Soviet arrives from Russia, South Korea, China Union due to factors such as the underde- and Germany, but Canada increased its veloped and overregulated banking sec- financial presence in 2018. Investments tor, high taxes, trade restrictions, and a focus on the energy sector, including lack of transparency. According to official alternative/renewable energy in recent statistics, the share of companies with years. Total FDI stock of FDI stood at foreign capital is only 1.8 percent (5,517 USD 9.3 billion (13.5% of GDP) in 2017. firms) of the total number of registered In accordance with the forecasts of the enterprises operating in the country; of Ministry of Finance, in 2019, Uzbekistan these firms, 2,438 operate in production will attract $ 2.2 billion foreign direct in- industries, 1,055 in trade, 291 in con- vestment. This figure is expected to be $ struction, 220 in tourism and catering, 4.1 billion in 2021. [2] and 126 in IT and communications. One Uzbekistan ranked 76th in the World bright spot is that Uzbekistan moved up Bank 2019 Doing Business, including a 16 places in the World Bank’s Ease of Do- ranking as the 12th easiest country to ing Business 2018 rating (74th out of 190 start a business in. The country also ranks countries). The World Bank named Uz- 158th out of 180 countries in Transparency bekistan one of the top 10 global improv- International’s Corruption Perceptions ers. [1] Index 2018. The Government’s policy of According to the UNCTAD’s 2018 establishing seven special economic zones World Investment Report, FDI inflows with tax breaks for investors has made the slightly decreased drastically in 2017 to country attractive to international capital. USD 96 million. The World Bank also Uzbekistan sold up to USD 300 million in claims investment growth moderated Eurobonds during 2018 to be used from 9.5% in 2016 to 7.1% in 2017. This production and infrastructure projects represents a 27.82% drop from 2016 levels (Bloomberg). Russia has approached (133 million), but strong investments in Saudi Arabia and Uzbekistan to construct

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Table 2. Country comparison for the protection of investors Uzbekistan Eastern Europe United Germany & Central Asia States Index of Transaction 8.0 7.0 7.0 5.0 Transparency Index of Manager’s 3.0 5.0 9.0 5.0 Responsibility Index of Shareholders’ Power 6.0 6.0 4.0 8.0 Index of Investor Protection 5.7 6.4 6.5 6.0 Source: Doing Business - Latest available data. a nuclear plant in these countries through mies of developing countries and coun- Rosatom, Russia’s nuclear corporation tries in transition. Demand for foreign (TASS). USD 2.7 billion in money investment in the global market is large transfers from Russia to Uzbekistan was and therefore the states are directing reported by the Russian central bank in significant activities in order to create a 2017. (Reuters). Restructuring of large more favorable environment to attract state enterprises and joining the WTO investors. would bolster Uzbekistan’s plea for FDI, References: but the country has been slow to advance 1. Doing Business in Uzbekistan: 2018 Coun- on said fronts (Reuters). try Commercial Guide for U.S. Compa- In conclusion, foreign investment nies. plays an important role in the financing 2. https://kun.uz/en/news/2018/12/11/uz- of global economy, and the most com- bekistan-to-attract-22-billion-foreign-direct-investment-in-2019 mon presenting the most important 3. UNCTAD. World investment report 2018. tool in financing the national econo- Global investment trends and prospects.

56 SCIENCE, RESEARCH, DEVELOPMENT №16 IMPROVING THE SYSTEM OF FORECASTING STATE BUDGET REVENUES IN UZBEKISTAN

Usmonov Kakhramonjon Akbaralievich, Deputy Head of Budget revenues forecasting division of the Ministry of finance of the Republic of Uzbekistan Abstract These days in developing countries such as Uzbekistan, forecasting the state budget revenues is getting more essential tool in implementing the fiscal policy of the country. The system of forecasting state budget revenues has changed and more modern forecasting mechanisms and methods have been introduced. In particular, the legislative base was adopted and approved, the widespread use of computer technologies, the introduction of individual econometrics methods started. However, due to some problems and ambiguities in the forecast system of state budget revenues, its current process requires further reform in this area Key words: State budget, budget revenue, tariff policy, socio-economic development, state’s treasury, medium-term forecast, the State Tax Committee

Forecasting the state budget revenues crisis in the world and the volatility of is one of the most important tools in im- prices for exported goods require careful plementing the fiscal policy of the coun- forecasting of state budget revenues, since try. With the help of forecasting state a mistake in forecasting can lead to seri- budget revenues, the following tasks are ous problems. performed in the economy: In particular, the experts of the Inter- To determine the amount of funds national Monetary Fund Stephan Dan- that can be directed to national interests ninger, Marco Cangiano, and Annette To develop directions of tax and cus- Kyobe claim that a change in the forecast toms tariff policy of the country of budget revenues can lead to fiscal prob- To control the level of tax administra- lems1. In addition, S.G. Ayupova argues tion, etc. that the forecast of state budget revenues Due to the fact that the state budget has a significant role in managing the revenues are formed on the basis of differ- economy2. ent factors such as the volume of production in the real economy, the prices of 1 Stephan Danninger, Marco Cangiano, and Annette Kyobe. The Political Economy of Revenue- goods, the situation in the domestic and Forecasting Experience from Low-Income Coun- foreign markets, determining the size in tries. (IMF Working paper WP/05/2). Washington, DC, International Monetary Fund, 2005, 31p. the future is expected to be more compli- 2 Аюпова, С. Г.. Методологические аспекты прогнозирования бюджетных доходов с учетом cated, which requires serious attention оценки степени риска поступлений. Экономика. from those who develop draft of state Вып. 26.С. 81-85. (Вестник Челябинского государственного университета. 2010 №6 (187)), budget revenues. Especially, the ongoing с. 4.

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Table 1 Adjustment of the state budget revenue forecast 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 year year year year year year year year year year 117,1% 120,4% 100,0% 100,8% 103,5% 102,3% 103,1% 104,1% 100,0% 100,0% Source: Ministry of Finance of the Republic of Uzbekistan

With the development of market rela- budget revenues are adjusted taking into tions in Uzbekistan, the system of fore- account the risk and at the end of the year casting state budget revenues has changed they are refined. and more modern forecasting mecha- In accordance with current legisla- nisms and methods have been introduced. tion3, detailed forecasts of state budget In particular, the legislative base was revenues are established by the Ministry adopted and approved, the widespread of Finance based on the pace of develop- use of computer technologies, the intro- ment of the socio-economic development duction of individual econometrics meth- of the republic, which allows managing ods, etc. started. However, due to some risks in the process of implementation of problems and ambiguities in the forecast the State budget. system of state budget revenues, its cur- Although in legislation and practice rent process requires further reform in there is a certain mechanism for forecast- this area. ing revenues of the State budget, this As a rule, the presidential decree “On mechanism does not comply with mod- the forecast of macroeconomic indicators ern requirements and fiscal policy priori- and the parameters of the State budget”, ties due to certain factors. approved at the beginning of the year, the First, the fiscal policy of the state re- forecasts for the current year are speci- quires financial plans for the medium fied. In order to analyze the trend of fore- term, which allows the Government to casting, we will consider adjustments for develop a set of tools to achieve certain the forecast of the State budget revenues goals. for 2007-2016. However, despite the existence of an As Table 1 shows, over the past appropriate legislative base, the forecasts 10 years, the approved parameters are of state budget revenues for the medium adjusted upwards (the average increase is term are not approved. 5.1%). In 2009 and 2015-2016, the ap- Secondly, a more detailed mechanism proved forecasts did not change. Moreo- for the development of the forecast of State ver, it is observed that in recent years, the budget revenues is not regulated at the approved forecasts are adjusted on a level of the Government, but is only regu- smaller scale than in previous years. If we lated by interdepartmental regulatory acts. take into account that for these years the Figure 1 illustrates the process of develop- State budget of Uzbekistan has been in ing a forecast of state budget revenues. surplus, we can deduce that the State 3 Budget Code of the Republic of Uzbekistan

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Ministry of Economy

Data for the State Tax forecast State Tax Committee Committee

Data for State Customs implementation Committee State Customs Ministry of Finance Committee Local authorities Data for the Data for the implementation State Statistics forecast Committee Local authorities

Other ministries and departments Figure 1 Process of development of the state budget revenue forecast* *Prepared by the author

From figure 1 it is clear that the fore- provide data for the forecast based on cast of state budget revenues is developed departmental goals. As a result, the fore- by the Ministry of Finance of the Republic cast of the State budget revenues does not of Uzbekistan and carried out by tax and ensure the effective replenishment of the customs authorities, as well as local au- state’s treasury. thorities. To develop a revenue forecast, Third, state budget revenue forecasts the Ministry of Finance receives data are developed using the Microsoft Excel from various ministries and departments. software product without the use of deep However, the State Tax Committee, the econometric models. State Customs Committee and local au- Of course, this problem is peculiar thorities in the process of forecasting to developing countries due to a num- State Budget revenues are both the au- ber of issues related to the data collec- thorities providing the data and the au- tion mechanism, the decision mecha- thorities implementing the developed nism in econometric models, etc. An- forecasts. nette Kyobe and Stephan Danninger4 This mechanism does not allow for examined the process of forecasting effective and objective development of 4 Annette Kyobe and Stephan Danninger. Revenue forecasts, since tax, customs authorities Forecasting–How is it done? Results from a Survey and local authorities are aware that they of Low-Income Countries (IMF Working paper WP05/24).Washington, DC, International Mone- will have to fulfill high forecasts, therefore tary Fund, 2005, 23p.

59 MONOGRAFIA POKONFERENCYJNA budget revenues in 34 developing coun- 2. Develop another mechanism for tries of the world and concluded that in collecting information to develop a fore- 4 countries econometric methods are cast of budget revenues. used, and in the other 29 countries the The new data collection mechanism usage of simple extrapolation in devel- should provide an objective approach for oping a forecast of revenues of the State the use of exogenous data in forecasting budget is common. budget revenues. The development of com- Not using econometric models in puter technologies and the gradual intro- forecasting budget revenues does not duction of e-government in the Republic of fully assist in valuation the effects of fac- Uzbekistan make it possible to quickly and tors in the economy on the revenues of easily implement this proposal. the State budget. This, in turn, will lead 3. Develop regulations governing the to the approval of poor-quality revenue process of forecasting budget revenues. forecasts. As mentioned above, the absence of a Based on the above, we offer the fol- legislative base for a detailed process of lowing suggestions for improving the forecasting budget revenues creates cer- forecast of the state budget revenues in tain difficulties in developing a forecast. the Republic of Uzbekistan. For example, the authorities do not pro- 1. Transition to the medium-term vide the data in time or are subjectively forecast of budget revenues on a multi- related to the data presented. The estab- variant basis, depending on individual lishment of responsibility and timeliness economic indicators (for example, the for the preparation of data for forecasting export price for cotton fiber). budget revenues contributes to the im- This proposal allows the development provement of the revenue forecasting sys- of strategic measures for the economic tem in the Republic of Uzbekistan. growth of the country, and creates a pre- 4. Apply econometric models in fore- requisite for the introduction of results- casting state budget revenues. based budget. On the other hand, the ex- Econometric forecasting methods al- perience of developed countries shows low quantitative evaluation of external that the presence of medium-term fore- factors on state budget. Their use contrib- casts of state budget revenues and tax utes to managing the risks of revenue policy guidelines attracts more investors, forecasts and the transition to the medi- including foreign ones. um-term forecast of the state budget.

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ДОСЛІДЖЕННЯ У ГАЛУЗІ ЕЛЕКТРОФІЗІОЛОГІЇ – ВАЖЛИВИЙ СКЛАДНИК РОЗВИТКУ НАУКИ В ПЕРШОМУ КИЇВСЬКОМУ МЕДИЧНОМУ ІНСТИТУТІ (1920–1930 РР.)

Варивода К. С. ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»

Ключові слова: історія науки і техніки, електрофізіологія, нейрофізіологія, електронейроміографія, електрогастрографія, перший Київський медичний інститут. Key words: history of science and technology, electrophysiology, neurophysiology, electroneuromyography, electrogastroography, first Kiev medical institute.

Вивчення історії становлення й У зв’язку з реорганізацією універ- розвитку електрофізіології в Україні у ситету святого Володимира В.Ю. Чаго- першій половині ХХ ст. вимагає про- вець перейшов до першого Київського ведення досліджень у царині історії медичного інституту. Упродовж 1921– започаткування та функціонування 1935 рр. В.Ю. Чаговець працював за- наукових установ України, що займа- відувачем кафедри нормальної фізіо- лися розробками в різних галузях логії вказаного навчального закладу електрофізіології, та відображення на- [1, 83–84]. укових здобутків окремих вітчизняних З ініціативи В.Ю. Чаговця при кафе- учених-електрофізіологів. Вагома роль дрі почав працювати студентський гур- у становленні й розвитку електрофізі- ток, так звані «семінари підвищеного ології належить вченим першого Київ- типу», на яких професор викладав курс ського медичного інституту. електрофізіології. Відмінною рисою лек- У 1920 p. відбувалося досить складне цій професора в означений період було реформування вищої школи. В Україні застосування епі- та діапроекторів із ві- з’явилися інститути народної освіти, як дображенням на екрані електрограм вищі педагогічні навчальні заклади. У м’язового й серцевого скорочення, біо- Києві було створено Вищий інститут потенціалів нервів, головного мозку народної освіти. Медичний факультет тощо. Його учень М.К. Вітте зазначав, Київського університету імені святого що «...всі слухачі пам’ятають, якими за- Володимира було реорганізовано в пер- хоплюючими були його лекції про іннер- ший Київський медичний інститут, а вацію різних процесів, як уміло й пере- інші факультети об’єднано у факультет конливо викладалася ідея рефлекторної професійної освіти у складі Вищого ін- відповіді на зовнішні подразнення і змі- ституту народної освіти. ни внутрішнього середовища організму.

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Як правило, завжди показувалося спів- збудження і провідності в м’язах; відношення функцій різних відділів цен- А.А. Фрідман досліджував вплив сим- тральної нервової системи і провідної патичної нервової системи на діяль- ролі кори головного мозку. Матеріаліс- ність поперечно-посмугованих тичне розуміння життєвих процесів, по- м’язів [4, 208]; каз їх причинно-наслідкових взаємо 2) електрогастрографічні дослі- зв’язків – ось основна мета, основний дження (вивчення електричних потен- напрям викладання фізіології, який про- ціалів слизової оболонки шлунка). водив Василь Юрійович» [8, 11]. Асис- Окрім В.Ю. Чаговця, дослідженнями тентами В.Ю. Чаговця з курсів «Фізіоло- біопотенціалів шлунка ссавців займа- гія» і «Електрофізіологія» були лися його учні А.І. Вєнчиков, С.Ю. Ярослав і Є.Є. Кістяківський, прак- Є.С. Стальненко, Л.Л. Гіждеу, Є.А. Сто- тичні заняття із студентами проводили лярська. Зокрема, А.І. Вєнчиков ви- Є.А. Столярська та Н.А. Шепелевський вчав вплив секреторної діяльності [3, 6]. шлунка на зміни його біоелектричного Науково-дослідна діяльність лабо- потенціалу, встановив величину біо- раторії фізіології першого Київського потенціалів при введенні бульйону й медичного інституту під керівництвом сольових розчинів; Є.С. Стальненко і В.Ю. Чаговця стосувалася переважно В.А. Дзиковський з’ясовували двох напрямів: взаємозв’язок між голодними скоро- 1) електронейроміографічні дослі- ченнями шлунка і величиною його біо- дження (вивчення біопотенціалів не- електричного потенціалу; Л.Л. Гіждеу рвів і м’язів). Зокрема, Є.І. Левін до- досліджував біопотенціали шлунка під сліджував подразнювальний вплив час травлення; Є.А. Столярська вивча- електричного струму на чутливі (афе- ла зміни електрогастрограми при вве- рентні) нерви шкіри людини; Н.А. Ше- денні до шлунка молока й молочних пелевський вивчав особливості по- продуктів. Завдяки працям В.Ю. Ча- дразнення рухового (еферентного) не- говця і його співробітників було нако- рва жаби короткими замиканнями пичено значний фактичний матеріал із гальванічного струму; О.І. Ніколаєва вивчення біоелектричних явищ, що визначала опір сідничного нерва жаби відбуваються в шлунку при його діяль- при застосуванні подразнень індук- ності. Усе це сприяло розробленню і ційним і постійним електричним стру- впровадженню В.Ю. Чаговцем методу мом; А.І. Вєнчиков досліджував біо- об’єктивної графічної реєстрації елек- потенціали конусоподібних м’язів; трогастрограми людини, який згодом С.К. Капран з’ясовувала кількісні стали використовувати в лікарнях із взаємозв’язки між силою застосовано- діагностичною метою [9, 60]. го подразнення й реакцією-відповіддю 30-і рр. ХХ ст. ознаменувалися якіс- нервів на неї; М.Я. Безбока вивчала ними змінами в діяльності кафедри. вплив алкоголю на розвиток процесів На кафедрі розпочали працювати

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Н.А. Юр’єва, М.К. Вітте, С.І. Страх та хронічних експериментів (за терміно- ін., до аспірантури були зараховані логією І.П. Павлова) [11, 342]. Д.О. Мірська, Є.М. Мазуровська, Відомий лікар М.Б. Маньковський С.А. Трегубенко. Кафедра отримала зазначає: «У мене до цих пір збереглися додаткові приміщення для проведення в пам’яті яскраві спогади про лекції з лабораторних занять зі студентами. електрофізіології Д.С. Воронцова, учня Усе це сприяло запровадженню прак- відомих фізіологів М.Є. Введенського й тичних занять із фізіологічних дисци- О.О. Ухтомського. Це були не просто плін, що значно покращувало якість сухі лекції, а практичні експеримен- навчального процесу [11, 340]. тальні уроки, на яких проблеми висвіт- У 1935 р. В.Ю. Чаговець відмовився лювалися надзвичайно цікаво» [10, від завідування кафедрою фізіології 114]. Таким чином, очоливши кафедру, першого Київського медичного інсти- Д.С. Воронцов продовжував розвивати туту, але залишався там на посаді про- започаткований В.Ю. Чаговцем напрям фесора. За пропозицією В.Ю. Чаговця не лише в науково-дослідній, а і в педа- завідувачем кафедри фізіології було гогічній діяльності. обрано Д.С. Воронцова [1, 85]. Під керівництвом Д.С. Воронцова Упродовж 1935–1939 рр. на кафедрі експериментальні дослідження кафе- працювали: Д.С. Воронцов – завідувач дри були присвячені різноманітним пи- кафедри, В.Ю. Чаговець – другий про- танням. Зокрема, С.І. Фудель-Осипова фесор, П.М. Сєрков – доцент, асистен- досліджувала процеси переходу збу- ти: Є.А. Столярська, Н.А. Юр’єва, дження з нерва на м’яз, рефрактерний Є.С. Стальненко, С.І. Фудель-Осипова, період м’яза при прямому подразненні і М.К. Вітте, Г.М. Литвиненко, А.А. Ку- при поєднанні прямого подразнення з линський, С.М. Плотнікова, М.М. Ку- непрямим; П.М. Сєрков вивчав збу- лагін, аспіранти: Д.О. Мірська, дження й гальмування у м’язах; Є.М. Мазуровська, Є.Ф. Леонова [5, Г.М. Литвиненко з’ясовував гуморальні 40]. механізми діяльності нервово- Лекційний курс читався на 4–5 по- м’язового апарату; Є.С. Стальченко до- токах: Д.С. Воронцов і П.М. Сєрков сліджував вплив деяких наркотичних вели по два потоки, В.Ю. Чаговець – речовин на рухові нервові закінчення один. Асистентами лекційних занять скелетного м’яза, а Н.А. Юр’єва – про- були: на лекціях Д.С. Воронцова – цеси скорочення скелетних м’язів. За- П.М. Сєрков і С.І. Фудель-Осипова; на значені напрацювання детальніше про- лекціях В.Ю. Чаговця та П.М. Сєркова – аналізовані нами в пункті 4.3. дисерта- Н.А. Юр’єва і Є.С. Стальненко. Прове- ційного дослідження [6; 7]. дення лекційних занять відповідало У своїй науковій діяльності Д.С. Во- тогочасним традиціям, започаткова- ронцов значну увагу зосереджував на ним І.П. Павловим, з обов’язковим су- технічному забезпеченні досліджень. проводом і виконанням гострих та Саме тому впродовж 1937–1939 рр.

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учений активно займався оволодінням Отже, розвиток електрофізіології в осцилографічною методикою. До цієї першому Київському медичному ін- справи були залучені асистенти фізіо- ституті у 20–30-х рр. ХХ ст. пов’язаний логічної лабораторії і механік з науково-організаційною та педаго- М.І. Алексєєнко. Власними силами гічною діяльністю таких визначних вони сконструювали катодний осци- учених, як В.Ю. Чаговець і лограф і підсилювач постійного стру- Д.С. Воронцов. На початку ХХ ст. за- му до нього. Слід зазначити, що вче- вдяки науково-дослідній праці вчених ний першим у Радянському Союзі по- створюються передумови для подаль- чав використовувати електронний шої диференціації електрофізіологіч- осцилограф в електрофізіологічних ної науки. Зокрема, вивчаючи біопо- дослідженнях. Електронно-променеву тенціали шлунка при секреторній ді- трубку Д.С. Воронцов отримав від од- яльності, В.Ю. Чаговець спільно з ного зі своїх колег із США. Можливос- А.І. Вєнчиковим, Є.С. Стальненко, ті отримати консультації і допомогу Є.А. Столярською і Л.Л. Гіждеу засну- від кваліфікованих інженерів у галузі вали новий перспективний розділ електроніки в нього не було. Саме тому електрофізіології – електрогастрогра- значну частину технічних питань уче- фію. Подальшого розвитку набули та- ний вирішував самотужки. Необхідні кож дослідження біопотенціалів нер- для схеми конденсатори Д.С. Воронцов вової і м’язових тканин (електроней- завдяки особистим зв’язкам замовив роміографія), виконані під керівни- на заводі «Київкабель». Працівники цтвом В.Ю. Чаговця і Д.С. Воронцова. заводу, не маючи чіткого уявлення про Значну увагу вчені приділяли вивчен- те для яких цілей призначені конденса- ню впливу електричного струму на тори, виготовили їх для напруги в де- рефлекторну діяльність нервової сис- сятки кіловольт, у масляному виконан- теми, визначенню фізіологічних влас- ні, відповідних розмірів, по декілька тивостей нервових закінчень у скелет- кілограмів кожний. У результаті цього них м’язах, дослідженню біопотенціа- схема осцилографа вийшла доволі ве- лів ізольованого м’язового волокна. ликою за розміром і вагою, тому її до- Література велося збирати окремо від трубки на 1. Варивода К.С. Становлення і розвиток міцному дубовому столі. Коли Д.С. Во- електрофізіології в Україні (кінець ронцов приступив до досліджень по- XIX – перша половина XX століття). тенціалів дії скелетних м’язів жаби з Дис.... канд. іст. наук. Переяслав-Хмель- використанням осцилографічної уста- ницький, 2015. 292 с. 2. Василенко Д. А. К 125-летию Даниила новки, розпочалася Друга світова війна. Семеновича Воронцова // Нейрофизио- У 1941 р. Київ був окупований німцями, логия. 2011. Т. 43, № 2. С. 171–183. у цей час зазнала руйнування вся фізіо- 3. Вітте М. Ж. Василь Юрійович Чаговець // логічна лабораторія, а разом із нею – й Фізіологічний журнал Академії наук осцилографічна установка [2, 182]. Української РСР. 1956. Т. 11, № 5. С. 3–11.

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4. Воронцов Д. С. В. Ю. Чаговец и его зна- вич – засновник електрофізіологічних чение в развитии физиологи // Научные досліджень в Україні // Питання історії записки научно-исследовательского науки і техніки. 2012. № 3 (23). С. 53–63. института физиологии животных. 10. Приверженность к медицине – это се- 1947. Т. 2, № 2. С. 205–218. мейная традиція : интервью с Никитой 5. Державний архів м. Києва. Ф.-Р – 352. Маньковским : записала А. Ракоед // Оп. 1. 1920 – 1941 рр. Спр. 301. 44 арк. Здоров’я України : медична газета. 6. Державний архів м. Києва. Ф.-Р – 352. 2004. № 108. С. 114. Оп. 1. 1920 – 1941 рр. Спр. 638. 173 арк. 11. Юрьева Н. А. Материалы к истории 7. Державний архів м. Києва. Ф.-Р – 352. кафедры физиологии Киевского меди- Оп. 1. 1920 – 1941 рр. Спр. 716. 37 арк. цинского института за 40 лет // 8. Інститут архівознавства НБУВ. Ф. 13. Процессы утомления и восстановления Оп. 1. Спр. 6. 20 арк. в деятельности организма. Киев, 1958. 9. Клименко Л. О. Чаговець Василь Юрійо- С. 339–348.

65 MONOGRAFIA POKONFERENCYJNA “THE END OF HISTORY” AS A PHILOSOPHICAL PROBLEM

Amirov Azamat PhD student of the National University of Uzbekistan Annotation This article discusses the problem of the end of history from a historical and philosophical point of view, analyzes some philosophical concepts about the end of history. The article also considers the processes of the development of civilizations and their death. Keywords: the end of history, civilization, Hesiod, Saint Augustine, Jean-Jacques Rousseau, the decline of Europe, the decline of culture.

Questions about what is history, and Trojan campaign. “The terrible war de- what is its meaning at all times worried stroyed them and a terrible battle”. And people. The term history refers to the finally, the Iron Age came – the decline of process of development of society and humanity. The people are filled with greed nature. Understanding of historical time and malice in an endless struggle between is characteristic of societies that appeared them. The poet complains that he is des- for the first time in about 4 millennium tined to be a witness to this dark era. BC, since in archaic societies mythologi- If I could not live with the generation cal consciousness prevails, that is, the es- of the fifth century! tablishment of imaginary connections Before he died, I would like or be born between various phenomena. But already later. at that prehistoric time they tried to give The earth is now inhabited by iron explanations to the processes by which people. Will not be the world develops. So in the German- They have no respite either at night or Scandinavian mythology, the model of during the day from work, and from grief, world development is cyclical. All pro- And from misfortune. Cares heavy cesses take place sequentially: the birth of gods will give them.1 the world, its development, the “golden But in front of Hesiod sees something age of the aces”, then its decline as a result even worse – the complete consolation of of imperfection, and finally, Ragnarok – people; it seems to him that history is an the last battle of the gods. As a result, the inclined plane on which they slide into world is dying to be reborn. the abyss. The idea of a linear history for the first The essential difference between Chris- time takes shape in ancient culture. This tian ideas about time and mythological presentation of the story was embodied in ideas was that time loses its spatial charac- Hesiod’s Theogony. It seems to him that ter, separating from eternity, is created, has the fate of people is a slow extinction, and a beginning and an end. History acquires hence its historical pessimism. The fourth 1 Гесиод. Теогония. Режим доступа: http:// period is the time of the heroes of the ancientrome.ru/antlitr/hesiod/theogonie.htm

66 SCIENCE, RESEARCH, DEVELOPMENT №16 meaning, linear irreversible, not allowing to the “children of God” Augustine the return of the past and implying the writes: – “This heavenly city, while in “end of time”. Unrecognizably distorting earthly pilgrimage, calls on citizens from the present eternity, a man fell out in a time all nations and picks up a wandering soci- in which he manages, if not to thrive, then ety in all languages, not attaching impor- at least to live; and it is clear that he got tance to the fact that there are different used to it. This process of falling out and rights, laws and institutions by which the adjustment is called history.2 earthly world is established or main- Being a world religion, addressed to tained; Nothing of the latter is abolishing “man in general”, laid the foundations for or destroying, but on the contrary, pre- the interpretation of history as a single in serving and observing everything that, its essence world-historical process. It was although different nations have different, first described in the teachings of Augus- they are directed towards the same goal of tine Aurelius as the struggle of the inhab- the earthly world, unless they interfere itants of two Grads – the City of God, the with religion, which teaches the worship heavenly, the eternal, and the Devil’s City, of the one highest and true God”4. earthly, temporal. Thus, the sinner has the opportunity to “From this it turned out that, although direct his love for God and become a citi- so many such numerous peoples living on zen of the City of God through repentance. earth, each according to special charters The highest divine meaning of history and customs, differ from each other in the is that humanity, having passed through diversity of languages, weapons, utensils, the thorns and sins caused by its material clothes, nevertheless, there was always nature, will again be returned to God. nothing more than two kinds of human Having perished materially, physically, communication which we, following our mankind will be saved by God and rise Scriptures, can be called two grads. One again, revive spiritually, now forever. But of them is made up of people who want to not everyone is worthy of salvation, but live in the world only in the flesh, the only those who, even in mortality, have other from those who want to live also in proved their sincerity in faith. spirit”.3 During geographical discoveries and The inhabitants of the earthly city are colonization, indigenous peoples with constantly in sin, while the inhabitants of their primitive way of life came into the the heavenly city strive to achieve the view of European education. As a result, ideal of holiness. The community of the in modern European culture, historical pious is much smaller than the commu- consciousness was intensively developed nity of the ungodly, but the future belongs in the late 18th and 19th centuries. In- stead of a religious idea about the move- 2 Чоран Э.М. Выпасть из времени. /Сборник работ западных философов XX – XXI веков ment of history to a pre-established pur- Апокалипсис Смысла. М:. Алгоритм 2007. -P. 129. 3 Августин Блаженный. О граде божьем. М.: 4 Августин Блаженный. О граде божьем. М.: АСТ, 2000. – P.654. АСТ, 2000. -P. – 101.

67 MONOGRAFIA POKONFERENCYJNA pose by God, many scholars of this era These Godless aliens were considered he- began to talk about the progressive devel- roes to be cattle. The third was human na- opment of society. According to the idea ture, rational, and therefore moderate, sup- of the progressives, the development of portive and rational; she recognizes con- history takes place in the direction of the science, reason, and duty as laws”5. continuous improvement of socio-histor- J.Rousseau is also a supporter of social ical systems, the growth of the productive progress, he believed that the natural state of power of labor and the development of a person is a state of happy childhood, that the spiritual culture of society. One of the is, a “primitive state”, where everyone is representatives of the idea of historical equal and free. The emergence of crafts and progress Janbattista Vico. He put forward agriculture lead to the emergence of private the idea that every nation in its history property. Private property is the basis of goes through certain development cycles: civil society, as well as the cause of social the era of the gods – the childhood of inequality, the division into rich and poor. humanity, the era of heroes – the youth of The main source of social evil Rousseau humanity and the era of people – the ma- saw in social inequality. “The first one who turity of humanity. attacked the idea, having fenced a plot of “The First Nature, as a result of the land, said: “This is mine”, and found people strongest deception of fantasy, which is all who are innocent enough to believe it, was the more powerful the weaker the reason, the true founder of civil society. From how was poetic nature, that is, creative, let us many crimes, wars and murders, how many say, divine: it attributed the being of Divine disasters and horrors the human race would animate substances to the bodies, all pagan save someone who, pulling out the pins and nations based on the belief that each of falling asleep, would shout to his neighbors: them has certain, their own Gods. By vir- “Do not listen better than this cheater, you tue of the same delusion of fantasy, people died if you can forget that to everyone, and were horrified by their own invented Gods. the earth to no one! ” Property inequality, in Second Nature was Heroic. The heroes at- turn, is fixed in political inequality, the most tributed divine origin to it, they considered vivid expression of which is despotism. themselves sons of Jupiter, for they were Rousseau concludes that the emergence of generated by his auspices; quite correctly private property, and therefore social ine- in such a Heroic background, they saw the quality, was the result of a higher level of foundation of a natural nobility: after all, economic development. Consequently, the being apparently people, they were at the more a society improves, the worse and same time the Princes of the Human Fam- worse it becomes. ily. They were proud of this natural nobility The German philosopher, historian O. in front of those who, from the foul beastly Shpengler, in his work “The Decline of Eu- Communion for the sake of salvation from the fights generated by this Communion, 5 Вико Джамбаттиста. Становление новой науки о природе наций. Режим доступа: http:// took refuge subsequently in their Refugees; bookluck.ru/booktkeao.html

68 SCIENCE, RESEARCH, DEVELOPMENT №16 rope”, considers world history as a series of been to such an extent threatened and did independent from each other, closed cul- not cause so much hatred, as in an era tures, each of which has its own pace of de- when it seemed especially vicious.8 velopment and a life span allotted to it. Dur- This transition to the stage of civiliza- ing this period, each culture, like a living tion is characteristic, according to O. organism, goes through several stages: from Spengler, for the European culture of the birth through youth, maturity, old age to beginning of the 20th century. death. Proceeding from this, Spengler cre- The English historian A.Toynby ates the concept of simultaneous phenome- strongly rejects the idea of a single civili- na in different cultures separated by gaps in zation. For him, civilization is a group of the millennia. In each life there are two lines countries and peoples connected by a of development: ascending (culture in the common destiny and world outlook. Civi- proper sense) and descending (civilization). lization is opposed to primitive societies The first is characterized by the develop- and is characterized by a hierarchical ment of organic principles of culture, the structure, a universal state and a universal second – by their ossification and transfor- religion. In its development, civilizations mation into mechanistic, expressed in the go through four stages: genesis, growth, rapid development of technology; urban breakdown and decay. sprawl in megalopolises; in the emergence of Civilization can occur either as a result a mass, technologically oriented culture; the of a mutation of a primitive society or on transformation of regional forms in the the ruins of a “maternal” civilization. The world. The origin of cultures, he said, occurs stage of genesis is followed by a stage of at the moment when “a great soul awakens growth in which influences from nature or and emerges from the primitive-spiritual surrounding nations are capable of forcing state of eternally childish humanity, a certain society to develop. “Society in its life pro- image from the ugly”6. “In the classical pe- cess faces a number of problems and each riod of culture, their flowering begins, alter- of them is a challenge”9. During growth, nating with ossification in the era of deca- civilization is constantly at risk of passing dence, and finally, culture comes to a new to the stage of fracture, which is replaced barbarism, when everything becomes a sub- by the stage of disintegration. Those socie- ject of trade”7. ties that cannot give answers to the chal- The end or sunset of a culture means lenge are gradually moving towards their its transition to a phase of civilization. demise. Having broken up, civilization ei- Civilization will come to an end in the ther disappears from the face of the Earth, midst of the “most sophisticated century”. or gives birth to new civilizations. It is known that civilization has never 8 Чоран Э.М. Портрет цивилизованного 6 Шпенглер. О. Закат Европы. Режим доступа: человека./ Сборник работ западных философов http://www.gumer.info/bibliotek_Buks/History/ XX – XXI веков Апокалипсис Смысла. М:. Speng_2/index.php Алгоритм 2007. С.59. 7 Шпенглер. О. Закат Европы. Режим доступа: 9 Тойнби. А. Постижение истории. Режим http://www.gumer.info/bibliotek_Buks/History/ доступа: http://www.gumer.info/bibliotek_Buks/ Speng_2/index.php History/Toynbee/_Index.php

69 MONOGRAFIA POKONFERENCYJNA NEW DISCOVERIES OF DALVARZINTEPA

Jakhonov Temurkhan Archaeologist of Institute Fine Arts Academy of Uzbekistan Abstract: That article is about the archaeological researching of Dalvazintepa expedition in 2016 – 2017 years. Among that period expedition researched the place which was named “DT-37” where is situated eastern of external city of Dalvarzintepa. Key words: Dalvarzintepa, Kushan, Bactria, sealing, DT-37, sculpture, Soter Megas, the king of Rajati, Kausambi, shahristan, angab, Vima Kadfiz. Аннотация Статья посвящена археологическому исследованию экспедиции Дальвазинтепа в 2016-2017 годах. Экспедицией исследовано объект «ДТ-37» находившиеся на восточной части от внешнего города Далварцинтепа. Ключевые слова: Дальвазинтепа, Кушан, Бактрия, археологическая экспеди- ция, скульптура, ДТ-37, Вима Кадфиз, Сотер Мегас, правител Ражата.

The Dalvarzintepa monument which archaeological excavations in the city hall is located in the Shurchi district of Sur- of Dalvarzintepa memorial. khandarya region, originally appeared as The DT-37 conditionally known) hill a small village from the 2nd century BC located in the eastern part of Dalvarzintep and later developed during the Kushan has been explored by opening 5 rooms in Empire. The city consists of two parts: the the spring of 2016, by the famous Japa- ark – the ruler’s castle and the shahristan nese archeologist Kato Kudzo and Baho- part. The total area is 47 hectares. dir Turgunov. The archaeological excava- The monument was known for about tions consisted of amphora-shaped clay, 70 years, and by the time the famous vase, black clay, bowls, bowls and glasses, archaeologist L.I. Albaum inspected the and most importantly, seals and coins town hall of Dalvarzintepa in 1949, and with the image of Vima Kadfiz, the leader later in 1960-1961 he made topographic of the Kushan era. (Турғунов, Ўлмасов, excavations and partial excavations. In 2017, 25-27 б; Kawasaki, 2017, p 20 – 24.) 1962, researchers B.Turgunov and D. The room 5 has been discovered in a Sidorova studied the ancient part of room adjacent to the sealed image of Dalvarzintepá with a stratigraphic trench Vima Kadfiz in 2016 Kato, Turgunov, in the external part (Kato, Turgunov, 2017, pp. 31-39). The surrounding area is 2017, p 31-39). surrounded by a bricolored wall, was pre- In 2017 the expedition of the Institute dicted. The 2017 expedition also attempt- of Art of the Academy of Sciences of the ed to drum this horizons deeper. There is Republic of Uzbekistan has carried out no evidence that Ura was used as a prison.

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A small number of pottery and a sculp- lines: «1) Maharajasia rajati, 2) Rajasya ture sculpture were found inside. Sculp- devaputrasya; 3) Kanishkasya prayo, 4), tures similar to those found in Bactria that is, Kanishka, the son of the god of territory were found before the monu- Rajubi, uses it. « Famous researchers, ments. The head and four legs of the G. Sharma and J. According to the Negus, sculpture are broken (perhaps deliberate- this property can be printed officially as a ly broken), the mark «X» stacked in the sealing (Sharma, Negi 1975, p 15-42.) chest area and the bottom of the hole. According to data from DT – 37, in DT – 37 has opened 7 rooms for the our opinion, it is safe to be located in the 2016 – 2017 excavations, the most impor- heart of the city of Dalvarzintepa (far tant finds of which are seals with the im- from the city gate), the residence of an age of the Emperor of the Emperor of individual or official who played an im- Kushan Empire Vima Kadfiz and these portant role in the management. The seals, which are the result of great scien- monuments found in the monumental tific debate. era (Soter Megas, II century AD, Vima The identity of this seal is still puzzling. Kadfiz II half of the 1st century AD) and If seal is a seal of power, why is it stored in ceramics of black color can be called I – II this part of the city? If the seal belonged to centuries BC. any officer, why not take a picture of the ruler? In our opinion, the seal does not BIBLIOGRAPHY: 1. Kawasaki.K. The work of Kyuzo Kato. // belong to the ruler but belongs to an offi- Eurasia studies Vol.56. Tokio, august 2017, cial in charge, and he is close to the ruler. p 20 – 24 . There is no other finding that indicates 2. Турғунов.Б, Ўлмасов.А. Далварзинтепа: that the man had lived outside this seal тадқиқот ва топилмалар // “Мозийдан right now. If this seal is thoroughly sealed, садо” журнали 2.(74).2017, 25-27 б. the seal is actually made as a coin and then 3. Turgunov.B, Kato.K. New discovery from an ancient city of Dalvarzintepa // Silk mounted on the handle. Perhaps this seal is Road studies. Tokio, №10, February 2017, likely to belong to an officer in charge of p 31-39. money circulation. Many coins were found 4. Пугаченкова.Г.А, Ртвеладзе.Э.В и др. at the seal. Далварзина кушанский город на юге Before that, the seal of Kushan was Узбекистана. – Тошкент: Фан,1978. 5. Sharmа G, Negi.J, The saka-kushans in the found in the Kausambi monument in Central Ganga Valley // Proceedings of the Gang Valley, India. The seal found in the international conference of history, Arche- Gang valley differs from the seal found in ology and culture of Central Asia in the Dalverzintepa, but its shape is the same as Kushan period. (Dushanbe, september a piece of sculpture and consists of four 27 – oktober 6, 1968.) – М. 1975. p 15-42.

71 MONOGRAFIA POKONFERENCYJNA .ЭТНИЧЕСКАЯ ИСТОРИЯ И СОСТАВ НАСЕЛЕНИЯ ХОРЕЗМСКОГО ОАЗИСА Жуманиязова Мамлакат (Урду доцент) Урунов Хусан. Жуманиязов Фуркат Ключевые слова: Хорезм, этногенез, этническая история, узбек, сарт, династия Шейбанидов, племя, кунгирот, кенагас, Урганч, Хива, государство Хорезмшахов, арабские племена Key words: Khorezm, ethnologist, History of Ethnology, uzbek, sart, dynasty of Sheybaynikhan, tribe, clan, Kongirat, kenagas, Urgench, Khiva, tribe of Arabic, Khorezm state Аннотация. В этой статье говорится об этнических процессах, произошедших в Хорезме. Освещено этнический состав оазиса с древних времен до сегодняшнего дня. А также изложено этническая политика, формирование языка и переход населения на оседлый образ жизни Annotation: In this article, is spoken about the process of ethnic situations related to Khorezm valley. Also, in this article is illuminated ethnic component of valley`s populations which above the mentioned from ancient to present. Also, is given an account of ethnic-policy, existence of language and becoming permanent living of population

Хорезмский оазис считается одним люди начали жить со времен древнека- из регионов, где этнические процессы менного периода. Из-за отсутствия пись- происходили в очень сложном виде. Рас- менных источников, их названия неиз- положение этого историко-этнографи- вестны. Но они в процессе длительного ческого региона на пути связывания развития создали духовные и материаль- Восточных стран и другие историко- ные ценности, которые в науке называ- экономические положения в оазисе ста- ются Калтаминар, Амирабад, Тозабогяп, ли причинами, с одной стороны смеше- Суверган, эти племена занимались охо- ния народов Средней Азии, Передней той, скотоводством и рыболовством.1 Азии, Закавказья и с другой стороны В Авесте, которое является самым смешения и столкновения этнических древним письменным источником, пи- групп Индии. С.П. Толстов в свое время шется, что племена жившие на террито- назвал это место “Этногоническое поле риях древнего Хорезма занимались ско- Арала ” ). товодством и земледелием. Кроме того, Археологические исследования пока- 1 Толстов С.П. Древний Хорезм. – М. 1948. зывают, что на территории Хорезма 64-67-страницы.

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здесь изображается не названия племен руках обоюдоострым кинжалом, воен- Хорезма, а “Ийрон Виж” (Хорезм и вме- ным топором, браслетом и хорезмийцы сте с ним шестнадцать сарзаминов), его везущие рыжих лошадей2. создание и божественные собрания. Научные исследования с антрополо- Спустя некоторое время, в трудах гической стороны показывают, что в VI греческих авторов, оставлен ряд инфор- веке до н.э среди регионов в Хорезме маций о Хорезме и хорезмийцах. Как произошли очень сильные процессы приводится в них происхождение хорез- миграции3. Историки, археологи и этно- мийцев связано с происхождением мас- графы полагаясь на эти исследования сагетов. Такие взгляды ярко выражены, утверждают что хорезмский народ на- в походе Иранского шаха Кира 2 против чал формироваться на основе смешений массагетов и в героических событиях персидского и тюркоязычных этносов. связанных с Томарисем. Группа знаме- Хорезмийцы сыграли важную роль в нитых ученых С.П. Толстов, В.В. Струве, составе Ахеменидской империи. Они Т.Ходжайов) считают массагетов не пле- участвовали в походе Ксеркса против менами, а названием племенного союза. Греции. Они даже вели деятельность в В греческих источниках несколько раз разных должностях южных территорий. упоминается, что в их составе были апа- Боевое и сильное население хорезмийцев сии, дербики, пасианы, абии, аттасии, пополняло военный отряд Ахеменидов. саки и хорезмийцы. Среди этих племен Хорезм вел свою деятельность как хорезмийцы, (относящиеся к группе се- самостоятельное государство в IV –III верного Ирана) играли главную роль и веках. Ведь, в источниках хорезмийцы это нашло свое выражение в событиях не упоминаются среди воинов в войне следующего периода. В то время они между Александром и Дарием III. Нао- смешаясь с тюркским населением внес- борот, греческие историки Арриан и ли вклад на формирование единого хо- Курций написали в своих трудах о пред- резмийского народа. ложении союза правителя Хорезма Фа- В источниках следующего периода расмана Александру Македонскому про- Хорезм упоминается как государство, а тив колхов и амазонков. В это время население как хорезмийцы. Если в Бехи- Хорезм сильно развивается и строятся стунской надписи Дария I Хорезм отме- более 100 крепостей. На основе арамей- чается как одним из подчинённых из ского алфавита, изобретается самостоя- 23 сатрапов, то в надписях Накши Руста- тельная письменность Хорезма. В ука- ма отмечается как развивающиеся госу- занном периоде усиливается связь меж- дарство от его законов и среди госу- ду хорезмийцами и населением Восточ- дарств платящих ему налоги. В надписях ной Европы(хазары, алены, печенеги). Сузы даны сведения, что для постройки 2 А.Аскаров. Этническая история и этногенез дворца в Сузе из Хорезма привезены узбекского народа.Тошкент.2007. 130-134 бирюзовые камни, а в стенах Персеполя страницы. 3 Ходжайов Т. Древние народы, жившие в хорезмийцы изображены в 17 ряду в южном острове. Тошкент , 1978, 3-4 страницы

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В II-I веках до н.э с образованием го- алы указывали, что самые крупные го- сударства Канг, наблюдается приток на- рода на правом берегу пришли в упадок, селения тюрко-этнических групп на оросительные сооружения не развива- Междуречье и Хорезм не останется на лись, но, на левом берегу в городах и стороне этого процесса. (Про государ- кишлаках как, Ичан кала, Хазарасп, Ва- ство Канг и кангюйцев в науке много янган, Замахшар, и Олма-отишган ожи- дискуссий). Во II веке до н.э и во II н.э вилась жизнь4. Установление в VI веке усиливается миграция тюрко- Тюркского каганата ускорило процесс этнических(хунны) групп. Приход насе- притока тюркского народа, в результате ления да-юэчжи еще более осложняло не осталось территорий Мавераннахра, здесь тюрко-этнический слой. Хотя эти не освоенные тюркским этносом. Но, и племена обеспечивали превращение этот этнический слой тоже смешалось с тюркского языка на живой и народный местным населением Хорезма. Несмо- язык на среднем и нижнем бассейне тря на это, число тюркского слоя среди Сырдарьи, в Хорезме они вкоренились в населения значительно увеличилось. Но, состав культурно развитого населения надо отметить то, что Хорезм продол- говорящем на иранском языке. Но, их жал свои связи не только с тюркскими приход стало причиной увеличения на- племенами но, и с иранскими. Это на- селения Хорезма. Археологические и по- шло свое отражение в государственном леантропологические материалы под- языке и письменности. тверждают, что именно в этот период на По сведениям Беруни, в VII-VIII ве- левой стороне берега благоустроилась ках н.э в Хорезме жили племена алан и городская жизнь и оживленность пере- ас. Но, с изменением русла Амударьи шла на правую сторону берега. одна их часть переселилась на восточ- Из-за уничтожения арабами пись- ные берега Каспийского моря5. Некото- менных источников, история Хорезма с рые части продолжали жить в нижнем I века н.э до VIII века абстрактна. Только течении Амударьи. Но, в продолжении в “Истории династии Тан” сохранены IX-X веков на племена аланов тюрки некоторые данные. Но, археологические оказали свое влияние. Одна часть гово- и полеантропологические предметы мо- рила на языке Хорезма, а другая на язы- гут дополнить информации о Хорезме. ке печенегов. И поэтому Беруни напи- IV век н. э история Хорезма полна сал, что сегодняшний язык аланов “ос- противоречиям. В этом периоде произо- нован на языках хорезмийцев и шла миграционная система в северо- печенегов”6. Язык печенегов и кангаров восточной части тюркских хионитов, (кангли) был тюркским. Язык опреде- кидаритов и эфталитов и этот процесс ленной части хорезмийцев (население дезорганизовало культурный процесс в 4 А.Асқаров. Этническая история и этногенез узбекского народа .Тошкент,2007, 50-51 ст. Хорезме. Некоторые источники показы- 5 Абу Райҳон Беруний. Геодезия. вают, что левый берег не входил в состав Тошкент,Наука,1966.95-ст 6 Абу Райҳон Беруний. Геодезия. Хорезма. Хотя археологические матери- Тошкент,Наука,1966.96-ст

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города) принадлежал восточно-иран- ленные колонии Хорезма в Хоросане, ской системе языка. Этот язык в следую- Хазаре и в Болгарии. Как пишет Ибн щих предках аленов-осетинах, до сих Хавкаль, хорезмийцы нападали на Бол- пор сохранился7. гарию и оттуда привезли рабов. Этот Надо особо отметить, что при завое- процесс стал причиной осложнения эт- вании арабами Средней Азии процесс нического состава населения Хорезма. притока тюрко-язычных этносов вре- Обращаемся к сведениям Плано Кар- менно остановился. Они сами не смогли пино. В его произведениях пишется о оказать влияние с генетической стороны связях Хорезма с Русью, Северным Кав- на население Хорезма, но они обогатили казом и Поволжьем. Как он пишет Ур- этнический состав. Потому что, в это генч был многочисленным городом, здесь время связь хорезмийцев с соседними жили христианы, именно хазары, рус- племенами угуз-сельджуками была ские, аланы, а также сарранцины прочной. Когда, Маҳмуд Газневи стал (мусульмане)9. Даже, хорезмийские вои- правителем Хорезма с тюркским звани- ны сыграли основную роль при низвер- ем Олтинтош Хорезмшах вместе с ним жении Хазарского каганата. По сведени- пришли тысячи тюрк-сельджуков. Пе- ям Ал-Мақдисия и ибн Хавкаля, эмир риод Саманидов тоже играет особую Хорезма Мамъун установив, свою власть роль в оазисе. над Хазарским каганатом переселил рус- Х-ХII века считаются самым слож- ских и хазаров в полуостров Мангышлак. ным периодом этнических процессов ХII-ХIII веках Хорезм во всех сферах Хорезма. В этом периоде Хорезм прояв- достигла своего расцвета,в связи с этим ляется, с одной стороны опорным оча- в этот период происходило сложные эт- гом кочевых племен Средней Азии, а нические процессы на основе тюркиза- также государством, выполняющим за- ции. В период Атсыза Хорезмшаха даже дачи цивилизации мусульман в огуз и кипчаки и туркмены переходят под его дашти кипчаках. Потому что, Хорезм подчинение. Конечно, в период Атсыза вел огромные торговые связи с ними. В Хорезмшаха кипчаки состовляли глав- произведениях Истахрия и в произведе- ную военную силу его армии,а в период нии “Ҳудуд-ул-олам ”, которое автор не- Текеша аристократы сельджукидов на- известен, встречаются много сведений о чали владеть крупными землями. В пе- том, что из Хорезма в страну огузов и риод его правления кипчаки начали вме- хазаров регулярно шли караваны, а так- шиваться в политические дела государ- же о многочисленном населении и о бо- ства. Потому, что они были под защитой гатстве городов Кос и Журжон8. Араб- Туркан хотуна так как, по проихожде- ские авторы писали, что были многочис- нию она было из рода киникли, являю- щийся родственниками кипчаков и 7 Миллер В.Ф. Осетинские этюды.СПб;1889, Ч.3.с.100-101; Абаев В.И. Осетинскый язык и была супругой Текеша. По сведениям фольклор.М.,1949.т.1.с.338-348.. 8 С.П.Толстов.Древний Хорезм.Москва .1948 . 9 С.П.Толстов.Древний Хорезм.Москва .1948 . 14-15 ст 14-15 ст

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Абулгазихана, Хорезмийцы установили расселяющее эту территорию. Такие с ними родственные отношения люди могли участвовать в дворцовых т.е.женились и отдавали в замуж. празднованиях и царемониях, так как “Такашхан взял дочь киникли пади- они были искуссны в фехтовании, уча- шаха Ургенча. Туркан всадник. Султон ствовали в разрушительных делах чига- Муҳаммад Хорезмшах родился от этой тайцев и брали в свои руки весь военное дочи, каждый был родственником ее по- дело. Они применили тюркский язык в одному пришли на службу Султана... качестве дворцового языка и прямому придя из киникли ставшие всадниками общению народного языка.Принятие были 50 и 60 тыс.”10 – говоря автор дал Ислама привело к переходу оседлой об- информацию.Абулгазихан пишет, что раза жизни тюрко-монгольских племен даже Ургенч был отдан Хумор и стало еще одним толчком усиления тегину,брату Туркан хотун в качестве слияния их с кореным населением. Уси- доруга. ление тюркских элементов в Хорезме В исторических источниках показа- еще можем увидеть в том, что уже XII ны, что в XI веке персидские гулямы за- век священные религиозные книги му- нимали главное место в войске Хорезм- сульман начались записываться на шаха, однако придя к XII-XIII векам ос- тюркском языке. новную военную силу составил контин- В период Тимуридов усиливается гент тюркских наемников.В этом деле процесс тюркизации в Хорезме. Даже достоин внимания информации 1388 году Хорезм посещает арабский Х.Вамберия про оборону Самарканда. путишественник Ибн Батут и написал о Для обороны города Хорезмшах оста- том, что Хорезм большой,главный, вил 110 тысяч войск. Из них 60 тысяч красивый,великолепный город тюрков и были тюрки и 50 тысяч были таджика- что из-за большого населения оно похо- ми. Войско состояло на половину из же на море.11 Начиная с этого времени наемников,а другая из рабов, которые термин “хорезмийцы” не встречаются в сыграли важную роль в процессе тюрки- источниках.В будущем население этой зации вместе с кореным населением. этой территории будет вспоминаться В период завоевания Монголов в Хо- названиями различных родов. розме еще более увеличиваюся племена Таким образом,с течением времени тюрков.Часть племен кипчаков, киник- этнический состав населения Хорезма ли, калачов, корликов, уйгуров, тикри- обоготилось и совершенствовалось. нов, ерманкитов, уйротов, найманов, ХV-ХVI веках из Дашти-Кипчака в кирайитов, киятов избежали от нападе- Хорезм пришла новая волна тюркских ния Чингизхана, а другая часть в составе племен. В вопросе Хорезма иранские на- его войск вошли в оазис. Они уже X веке роды еще раз столкнулись с тюркскими быстро слились с их родственниками, этносами.

10 Абулгозий. Шажараий турк.-Т.: 11 Н.Иброҳимов. Ибн Батута и его путешествие Чўлпон.1992.31-страница на Среднюю Азию-Т.:1993.58-страница

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Во II половине XVII века кочевые Кангли, Кият, Найман, Уйгур и Кенагас. группы узбекских родов расположились В это время население Хорезма имено- на территории Хорезма и начали зани- валось названиями городов и мать государственные должности. Най- кишлаков(Хивинцы, Нукусцы, Катлий- маны, уйгуры, дурманы, бии и инаки, цы, Гурленцы, Ургенчцы). Ранние пред- расположившиеся в Хорезме приняли ставители Кунгратской династии при активное участие при создание местной укреплении узбекого государства опи- власти12. рались на высшую знать узбекских родо- Абулгази превлек видных представи- племен. В архивных документах15 хан- телей узбеков и кореное население к го- ского дворца написаны именах предста- сударственным делам и провел реформу вителей узбекских родов, работавших на с целью стабилизации отношений меж- высших должностях. ду ними. Размешение узбеков в Хорезм- Из среды инаков узбекских родов ском оазисе с целью укрепления госу- показаны имена инаков из киятов Ки- дарственной власти создало шанс пере- лич, найманов Урозали, Мухаммад Ра- хода к оседлому образу жизни всего оа- хим, Мухаммад Ризо, кипчаков Кутлуг зиса. Он объединил узбекских племен, Мухамма Якуб инак, мангытов Бобо- кочующих вокруг оазиса на 4 большие бек, Худжанияз, которые выполняли группы и разместил их на территории от задачу инака. Даргонота до Аральского моря.На каж- По сведению полковника дую группу объединялось два больших Г.И. Данилевского в 1842-1843-годах ос- племен. новная часть узбеков проживало на се- 1-группа. Уйгур-найман. верных территориях Хивинского хан- 3-группа. Нукус-мангит. ства – Гурлане, Мангите, Худжайли, Ви- 2-группа. Кунграт-кият. зире, Кипчаке, Куня Ургенче и Кунгира- 4-группа. Кангли-кипчак13. те.Из 26 городов, упомянутых Так процесс перехода к оседлому об- Данилевским только в 7 жили узбеки, а разу жизни усилилось и продолжалось 8 из них они проживали в смешенном до начало XIX века. виде с сартами. Территории,где располо- До конца XIX века в результате пере- гались кочевые узбекские рода называ- хода к оседлому образу жизни узбекских лись кентом. По сведениям М.Юлдаше- родов и племен в низовьях Амударьи ва17 на одной широкой территории рас- были построены множество городов и пологались различные рода. Сначала кишлаков, которые именовались назва- они распологались вокруг крепости,до ниями оседлых родов и племен. Отно- XX века не только перешли к оседлому сятся к ним Кунграт, Мангит, Нукус, образу жизни, но смешились с корен- 12 Огахий .Риёзуд-давла. 5-том. ным населением. Узбеки,перешедшие от Ташкент.1978.180 страница. Баёний .М.Ю. Шажараий Хорезмшахий.-Ташкент. скотоводства к земледелию по-тихоньку Чулпан.1992. освоили обычаи,традиции,культуру и 13 Абдулгази Баходирхон. Шажарайи турк… 122-123-страница образ жизни кореного населения. Поэ-

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тому И. Магадович в отношение корен- лись на несколько родов. Кроме того, в ного населения оазиса тоже применил ханстве в определенном количестве про- термин узбек.Обратив свое внимание на живали курды, Иранские эмигранты( по оседлость узбекских родов, дает сведе- происхождению ни узбек,ни сарт – ния о том, что в конце XIX – начале XX П.П. Иванов), а также таджики, пересе- века основную часть населения состав- лившиеся из территории Бухары и дру- ляли оседлые узбеки. До начало XX века гие этнические группы (Хазорапского и Хивинское ханство делилась на 23 райо- Хонкийского района).18 на, 20 из них управлял сам хан, а осталь- После 1873-года этнический состав ными управляли наибы, выбранные из ханства еще больше усложнилось.На эту представителей узбекских родов. территорию переселились русские, украи- Таким образом, в конеце ХIХ – нача- ны, татары Поволжья, армены и немцы.19 ле ХХ века национальный состав населе- Из-за разнобразия этнического со- ния состовляли узбеки, туркмены, кара- става населения при управление госу- калпаки, казахи, персидцы и арабы. дарством до начала XX века применя- Их основная часть 61,4% (на основе лись родо-племенные отношения. информаций В.Лабочевского),т.е В конце XIX – начале ХХ века узбек- 39.700 человек состовляли узбеки и сар- ское население, живущее в Хивинском ты (в основном узбеки проживали на ханстве стало состоять из 2 слоев. Из северной части ханства, а сарты на юж- этих этнических групп по сравнению ной части). По колличеству туркмены своего этногенеза самый интерсный, по стояли на втором месте и они состовля- лингвистическим качествам тюркизиро- ли 28,5% населения т.е. 184.200 человек. ваный, однако сохранившая древне Хо- Население ханства состояло из 34.200 че- резмийский языковой тип, по антропо- ловек, т.е. 5,3% каракалпаки, логии различающаяся некоторыми ин- 2,3% (23000 человек) казахи. Эти цифры до-европейскими чертами и называю- придя к 1926-году немного изменилось. щие друг по друга по кличке, а также По показателю списка населения, является населением, считающий себя проведенного нынешнем году на вилоя- потомками древних Хорезмийцев. те проживают 302.776 – узбеков, 1776 – По отношению сутбстратного насе- туркменов, 1305 – каракалпаков, 3020 – ления, создавшего в данном оазисе Хо- казахов, 1135 – татаров, 851 – персов. резмскую культуру в литературах, отно- Туркмены, казахи и каракалпаки, сящихся к XVIII-XIX широко применял- живущие в Хивинском ханстве разделя- ся термин “сарт”.

78 SCIENCE, RESEARCH, DEVELOPMENT №16 КРИЗИС ГОСУДАРСТВА ТИМУРИДОВ И ПРИЧИНЫ ПРИХОДА К ВЛАСТИ ШЕЙБАНИДОВ В ЦЕНТРАЛЬНОЙ АЗИИ

М.Б. Жалилов НавГПИ студент факультета истории, Узбекистан Научный руководитель: А.Кандахаров доктор философских наук по истории

Резюме Смысл статьи-резвитие культурной и социально-политической жизни Бухарского ханства в XVI веке и причин прекращения государства Тимуридов и прихода к власти шейбанидов также написано о роли шайбанидов развития науки и культуры. Ключевые слова Мавераннахр, тимуридов, шайбанидов, социально-политической жизнь, наука, обучения, культура, источник.

После смерти Амира Темура (1336- тате чего не смог предотвратить вну- 1405), созданное им централизованное треннее противостояние, став его жерт- государство, доставшееся принцам-те- вой, где непосредственное участие при- муридам, в результате их политической нимал его родной сын Абдулатиф и междоусобной борьбы, распалось на (1428 – 1450). В трагедии Улугбека се- части. А к 20 годам XV века почти все рьезное значение имело развитие в Ма- наследие Амира Темура унаследовали вераннахре того периода идеи религиоз- Шохрух (1377-1447) и его потомки. Пра- ного фанатизма. Вот как объясняет это вивший Маверанахром Улугбек (1409- ученый историк Б.Ахмедов: «религиоз- 1449) все внимание уделил развитию ные фанатики вели против Мирзо Улуг- общественно-политической жизни, на- бека тайную борьбу, ибо его стремление уки и образования и культуры государ- раскрыть тайны небосвода было им не ства. Улугбек не владевший талантом по нраву»[1] (перевод наш А.К.). и вме- полководца как дед Амир Темур, лишь в сте с этим в этот период отвернулись от целях сохранения спокойствия внутри- него войско и важные военачальники, политической жизни и границ своего для которых удачные военные походы государства, совершил отдельные воен- приносили несметные богатства и их ные походы. Он, являясь справедливым мог удовлетворить правитель ведущий и мудрым правителем, стремился про- постоянные войны. Улугбек же был уче- тивостоять междоусобной борьбе, и все ным. свои силы и способности направил на В Мавераннахре к тому времени уси- развитие науки и образования, сам все- лилось политическое противостояние цело был занят изучением наук в резуль- между принцами темуридами, которые

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в каждом вилояте в каждом городе при- образования, культуры стал применять- надлежащем им стремились к независи- ся термин «Узбек» пришедший вместе с мости и старались установить свои по- кыпчакскими племенами, в частности с рядки. И самое интересное, они в своих Шейбанидами. О происхождении дан- междоусобных воинах пользовались си- ного термина историки различных вре- лами племени степных кыпчаков. мен выражают различные мнения, если В частности, если 1451 году они помога- обратиться к источникам часть кыпчак- ли Абу Саъиду (1451-1469) в установле- ских племен в начале XV века (узбеки – нии им своей власти, то спустя три года узбакон) объединившись вокруг Шейба- поддерживали власть Абулхайрхона нихана, стали вести оседлый образ жиз- Мухаммади Жукийя. Междоусобица ни в Средней Азии на территории со- ухудшило положение населения Маве- временного Узбекистана. С этого раннахра, и привело обострению поло- времени термин «узбек» приобретает жения в стране[2] (перевод наш А.К.). этнический смысл, и тюркское населе- В этот момент внук Абулхайрхана Му- ние территории стал называться «узбе- хаммад Шейбанихан (1451-1510), полу- ками». Здесь необходимо упомянуть и чивший образование при темуридах, то, что кочевники сохранили родопле- укрепляет свою власть, объединяя раз- менное деление и названия своих пле- розненные племена кыпчаков. мен вплоть до ХХ века. Но будет неверно Государство, основанное Шейбани- говорить о том, что узбекский народ ханом в XVI веке, имело особенное зна- возник лишь в XVI веке, здесь речь лишь чение в истории узбекской государ- о том, когда термин «узбек» приобрел ственности. Хотя, в научных трудах этнический смысл. Мысль, что с древ- многих ученых нашли свое отражение них времен в Средней Азии проживали социально-экономический, культурно- народы, говорившие на тюркском языке, политический вклад династии шейбани- кыпчакские кочевые узбеки, втершиеся дов, ислам, занимавшее особое значение в состав оседлого тюркского населения и деятельность шейхов в государстве Мавераннахра, дали свое название «уз- Шейбанидов не должным образом изу- бек» по праву «последних присоединив- чено. Поэтому, в целях глубокого изуче- шихся»[3] – можно воспринять как на- ния этого вопроса целесообразно, пре- учно обоснованную. жде всего, проанализировать социаль- Серьезным противником темуридов, но-политическое положение Маверан- которые правили Мавераннахром во нахра конца XV – начала XVI веков. второй половине XV века, были монго- Прежде всего, когда речь заходит об лы, населявшие северные ее границы. Узбекской государственности, необхо- Они много раз совершали набеги на димо отдельно упомянуть о том, что Мавераннахр, грабили мирное населе- применительно к тюркским народам, ние и угоняли скот. Исходя из этого, населявшим нашу территорию и внес- принцы темуриды заключают союз с шим немалый вклад в развитие науки, Шейбаниханом, чтобы противопоста-

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вить его монголам. Но Шейбанихан В целях сохранения власти темури- строго следуя своей политической так- дов в Мавераннахре, Мирза Бабур яв- тике, выступает то на стороне темури- лявшийся серьезным соперником Шей- дов, то на стороне монголов. В начале, он банихана, совершает несколько безу- в целях обеспечения безопасности своей спешных военных походов, ибо против- власти укрепляет свое положение на ник оказался сильнее. Весной 1512 года территории вокруг городов Самарканд, войска Бабура объединившись с войска- Бухара. Приступает к присоединению ми Иранского шаха совершают свой по- Хорасана и территорий левобережных следний поход на Бухару. Но войска уз- областей Амударьи. беков под предводительством Убайдул- Умело, используя внутренние проти- лахана и Жанибека Султана 24 ноября воречия темуридов в своих целях Му- 1512 года под Гиждуваном разгромили хаммад Шейбанихан за короткое время, 60 тысячное войско, которыми командо- завладел принадлежавшими им города- вал главнокомандующий Иранского ми Бухара, Самарканд, Мерв, Герат, шаха Нажми Соний[4]. Это событие Мешхед, Нишапуром и завоевал огром- явилось окончанием власти Бабура в ные территории от Сырдарьи до цен- Мавераннахре и установлением там вла- трального Афганистана. Только Ферга- сти Шейбанидов. на, побережья Сырдарьи включили во Мухаммад Шейбанихан был талант- владения хокимията Ташкента и вклю- ливым поэтом и образованным челове- чили в состав государства Шейбаниха- ком своего времени. До прихода к вла- на. Возникшее в государстве темуридов сти он получил хорошее религиозное и политическое размежевание конца XV – светское образование в медресах Буха- начала XVI веков и стремление к неза- ры. Необходимо отдельно упомянуть, висимости отдельных правителей стало что его наставниками были известный причиной распада великого государства. ученый богослов Мухаммад Хитоий, по- В отличие от темуридов Шейбанихан следователь учения шейха и ученого пытался противостоять распаду и ста- ходжи Мухаммад Порсо – Хафиз Хусей- рался укрепить целостность и мощь го- ин Басурий (XV век) и его халиф Мах- сударства. Также, необходимо упомя- муд (XV – XVI). Шейбаниды в Маверан- нуть ужасное социально-экономическое нахре не были чужими. Они в опреде- положение страны, нищенское состоя- ленной степени находились в родствен- ние трудового населения, перед завоева- ных связях с темуридами. В частности, нием Шейбанихана, явившиеся еще од- Абулхайрхан в 1450 году в союзе с Сул- ной из основных причин победы коче- таном Абу Сайидом завоевал Самар- вых узбеков. Тяжелое экономическое канд и тогда же женился на Робия Сул- положение стало причиной поддержки тан бегим – дочери Мирзо Улугбека. В власти Шейбанихана духовенством и этом браке родились шейбаниды Кич- образованной частью населения являю- кинчихон и Суюнчиходжахан, которые щееся основной опорой страны. в определенные периоды были правите-

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лями Мавераннахра[5]. Женитьба Му- ских наук. Во многих исторических ис- хаммада Шейбанихана на сестре Бабура точниках отмечается, что образование в упоминается во многих исторических академии основанной Улугбеком про- источниках. При возможности их союза должалось, где получили образование страна и народ не претерпели бы много много преданных последователей его лишений и невзгод. Но, к сожалению, учения. В частности, Мухаммад Олим весной 1512 года Шейбаниды вновь Шайх, живший на рубеже XVI – XVII устремились завоевать Мавераннахр и веков, в своем труде «Ламахот» напоми- окончательно выбить оттуда темуридов. нает о работе ученых в академии осно- Шейбаниды, как и темуриды, уделя- ванный и Улугбеком[7]. К ним можно ли особое внимание развитию науки, отнести Камолиддина Ибрагима, препо- образования и культуры. Мухаммад дававшего в медресах Самарканда и Бу- Шейбанихан в юности, обучаясь в ме- хары, наставника Абдуллахана Ходжа дресе Бухары богословию, одновремен- Мухаммада, звездочета Киямиддина но занимался и стихотворчеством. Шайдо, известного ученого математика Убайдуллахан же большое содействие и астронома мавляна (господина) Кав- оказывал развитию музыки, каллигра- бакия. В отличие от Самарканда Бухара фии и развитию других искусств. О до- постепенно укрепляла свои позиции со- стижении больших успехов одного из циального, экономического, политиче- представителей этой династии Абдулла- ского и культурного центра. тифхана в изучении истории и астроло- гии упоминается во многих источни- Список использованной литературы: 1. Ахмедов Б. Тарихдан собоқлар. Т.: ках[6]. Созданные Абдулазизханом и Ўқитувчи, 1994. -Б. 130. Абдуллаханом II библиотеки, являются 2. Азамат Зиё. Ўзбек давлатчилиги тари- крупнейшими книгохранилищами свое- хи. Т.: Шарқ, 2000. -Б. 234. го времени, где производились переписи 3. Ахмедов Б. Ўзбек улуси. Т.: Нур, рукописей, работы по реставрации, 1992‑Б. 58. Ражабов Қ. Ғиждувон жанги. оформлению и украшению книг. 4. Ўзбекистон Миллий энциклопедияси. Наука и культура Мавераннахра при 2 т. Т.: “Ўзбекистон Миллий энцикло- правлении шейбанидов, пусть и не как педияси” Давлат илмий нашриети, при темуридах упомянутые учеными 2005. -Б. 230. всего мира как Культура восточного ре- 5. Ҳофиз Таниш ал-Бухорий. Абдулланома. нессанса, развивалась по своим специ- Биринчи китоб. Т.: Шарқ, 1999.- Б. 55. 6. Азамат Зиё. Ўзбек давлатчилиги тари- фическим, местническим направлени- хи. Т.: Шарқ, 2000. – Б. 250. ям. Научным и художественным произ- 7. Муҳаммад Олим Шайх Азизон. ведениям этого времени прививались Ламаҳот. Яссавия тариқати пирлари идеи религиозного мистицизма. Шейба- мақомоти. Форсчадан К.Каттаев ва ниды способствовали, наряду с развити- А.Нарзуллаевлар таржимаси. Самар қанд, 2007, – Б. 86. ем религиозных наук, развитию свет-

82 SCIENCE, RESEARCH, DEVELOPMENT №16 APLICATIONCASTOR, COCONUTAND SAFFLOWER OILSIN COSMETOLOGY

PhD R.R. Akramova, S.I. Sodikov, V.V. Lee, M.M. Mirkhasilov, A.Z. Fayzullaev TashkentChemical- Technological Institute, Uzbekistan E-mail:[email protected]

Annotation Enrichment of the soap base by usingnon-traditional vegetable oils and obtaining an individual cosmetic product for personal hygiene, which can be used daily for prevention. Keywords:cosmetology,castor oil, coconut oil,safflower oil,soap base.

Currently, the fat-and-oil industry is- income and cheaper product, may in- number offundamentallynew problems, clude far from useful ingredients, which, notsolvesimple quantitativeincreasing the however, allow them to keep products volume of production, and requiring longer, and unfortunately, an improve- qualitatively newapproaches and solu- ment in quality often results in deterio- tions. ration. One of the important tasks is the Beginning in the late 20th century, manufactured product for its intended most peoplebeganto thinkseriouslyabout purpose for a healthy diet, as well as their safety in products flooding the mar- therapeutic and prophylactic properties ket conditions, abundant synthetic sub- ensuring safety for human health. stances.The population began to give Its specific use depends on which or- preference to all natural, eating as much ganic compounds and vitamins are in- as possible food without preservatives. cluded in the chemical composition of Human nutrition is carried out through vegetable oil. Their total capacity for oxi- the skin, so modern manufacturers have dation and removal of free radicals from come to the rescue by offering natural the bodytoxinhelpsimprovemetabolism, cosmetics, the percentage of which con- strengthensandpurifiesvesselsslowsage tains at least 80% natural ingredients. changes, restoresimmunity. The oils that make up the creams can External agents based on vegetable oils have a direct effect on the skin, acting as (and ointments,emulsions, suppositories, an emollient, as well as promoting the creams)are widely used in medicine and penetration of biologically active sub- in cosmetics for body care and hair care. stances into a deeper layer of the epider- With the development of technology mis. Vegetable oils help the skin to com- and industry, we are witnessing the pensate for the lack of lost epidermal lip- thoughtless consumption of mass food ids, especially ceramides, which restore its and self-care ceases to be safe. The man- barrier function, activating lipid metabo- ufacturer, in pursuit of an increase in lism. Vegetable oils dissolve fat-soluble

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Table 1. Fatty acid composition of castor, coconut and safflower oils Fatty acid name The percentage of the amount of fatty acids Castor oil Coconut oil Safflower oil Stearic 0,3-2,4 2.0–4.0 1,9-2,9 Palmitic 7.5–10.2 5.3–8.0 Oleic 0.1-9.0 5.0–10.0 8.4–21.3 Linoleic 3.0-10.0 1.0–2.5 67,8-83,2 Ricinoleic 80,0-94,0 - - Lauric - 45.1–53.2 - Myristic - 16.8–21.0 0.2 Dioxystearic 0.7-1.1 - - Arachidinic - 0.2 0.2–0.4 vitamins like A, E, D, K, otherwise they Organic soap base, developed by the simply do not penetrate the skin. In addi- new recipe contains the following compo- tion, they are well combined with essen- nents, mass. % coconut oil, castor oil, saf- tial oils, phytoestrogens and other bio- flower oil, glycerin, caustic soda, sorbitol logically active additives, which enhances and water. the cosmetic effect. The composition of ricinoleic acid is To date, the list of cosmetic products is responsible for such important character- very extensive. Soap base is also a cos- istics as softness and velvety skin: it pro- metic product of chemistry, the same tects the surface of the skin, restoring es- thing – it is almost finished flavorless sential lipids in the epidermis and thus soap, color and additives. The soap base is softens it. In addition, like other acids, has used mainly for soap boiling, due to its a mild antibacterial effect. The choice of chemical composition it is easily absorbed castor oil as one of the main components with natural ingredients, dyes, essential of the new formulation in the soap base is oils and other components. the content of more than 80% ricinolic There are three types of soap base, it is: acid in its composition. – transparent soap base (solid or liquid); Linoleic acid – which is a champion in – white soap base (it can be solid or the content of fatty acids in safflower oil, creamy); which is not produced by the body. It is an – natural (organic) soap base. effective emollient, creating a thin film on In this article, we looked at an organic the skin, preventing the evaporation of soap base with a new, improved composi- water. In addition to linoleic (79%), the tion. oil contains oleic (20%), arachidic, stearic, The newly developed recipe for natu- palmitic and other fatty acids, as well as ral soap base includes coconut, castor and vitamin K and E, serotonin derivatives. safflower oil, which has unique function- This component is perfectly absorbed alities. by the skin, and dry, and oily, so it is

84 SCIENCE, RESEARCH, DEVELOPMENT №16 widely used in a variety of means. It re- Using castor, coconut and safflower tains moisture in the skin, softens, and is oils as a superfat is able to smooth and effective in rosacea. rejuvenate the skin, eliminate shallow Superfat are those oils that do not un- wrinkles. You can also get rid of pigmen- dergo reaction with an alkaline solution, tation and clarification of freckles due to i.e. not washed. And since they are not the whitening properties of castor oil. decomposed into salts of fatty acids and The soap base is the easiest way to get glycerin, they direct all their beneficial your own soap. Handmade soaps almost properties to care for our skin. always contain additional caring ingredi- From ancient times, castor oil was ents, such as vegetable and essential oils, very often used in cosmetology. Used as a plant extracts, flowers of plants, and skin care product, as a nourishing and sometimes crushed fruit bones. These softening facial skin. Thanks to this, it is substances, in turn, have a therapeutic ef- possible to reduce such manifestations as fect on the skin. They moisturize and peeling, roughness, roughness, dry skin nourish it, saturate with vitamins, acceler- and a decrease in its elasticity. ate the healing process of cracks and As stated by Professor Yuri Lozovsky, wounds, suspend the aging process. who in 1998 in one of his works, telling The unique fatty acid composition of about the causes of premature aging of the the resulting mixture of castor coconut human body, mentioned the negative ef- and safflower oil increases the caring fect of soap on the skin. Then his statement properties and harmoniously comple- caused a lot of controversy, but now cos- ment each other. metologists do not for a moment doubt The process of soap making with the and support the professor›s opinion: “In soap base itself becomes safer, acquiring Soviet times, young teachers, members of knowledge provides enhanced culture the Komsomol began to actively preach a and personal hygiene. healthy lifestyle, and immediately among Bibliography: the northern peoples a demographic catas- 1. Букин Д. С., О. В. Панова. «Домашнее trophe occurred. Among the Evenks, the мыловарение». Издательство: Феникс, Chukchi, the Nenets, who were forced to 2011 г. wash with soap and water, ended with a 2. ГОСТ 6757-96: Масло касторовое colossal death. Doctors shrugged their техническое. Технические условия shoulders, but rather quickly found that 3. История появления мыла http://www. kvartacosmetic.ru/ soap destroyed that natural protective fatty 4. Корнилова В. «Домашнее мыло» http:// layer that always protected the skin of the www.kristallikov.net/ natives, and now it was defenseless against 5. Московский мыловар http://mosmilo. microorganisms”. ru/statya.asp?code=80

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UDC 665.335.9.0.94: 661 SELECTION OF EFFECTIVE ALKALINE REAGENT FOR THE NEUTRALIZATION OF SAFFLOWER OIL

Akramova Ra’no Ramizitdinovna assistant professor (PhD) Tashkent chemical technological institute [email protected]. Abdurakhimov Saidakbar doctor of technical sciences, professor, Tashkent Chemical-Technological Institute Sayfutdinov Jamoliddin Ramizitdinovich 100011, Uzbekistan, Tashkent, A.Navoiy str., 32. Annotation: A study of the replacement of traditional caustic soda in the process of neutralizing safflower oil with sodium silicate allows improving the quality of safflower oil during neutralization. Key word: safflower oil, free fatty acids, neutralization, sodium silicate.

The raw safflower oil, obtained as a ence, and sodium silicate to change it pressing, and extraction methods contain safflower oils neutralization is carried a significant amount of free fatty acids out with caustic soda (NaOH), which and accompanying substances of acid na- increases the waste oil in soap stock ture [1]. chain [3]. Their neutralization with an alkaline For the purpose of selecting the op- reagent is a required process for the treat- timal technological regimes of the saf- ment of safflower oil, where the maximum flower oils neutralization using sodium value of the acid numbers of the latter does silicate we conducted a series of experi- not exceed last 0.3 mg KOH/g [2]. ments in a laboratory setup. The con- Unlike traditional alkaline refining centration of the aqueous sodium sili- cotton oils using an active aqueous so- cate solution was equal to 120g/l and an lution of NaOH, the neutralization pro- excess was 30%. cess of safflower oils can be made less Table. 1 shows the results of an alka- active aqueous solution of sodium sili- line neutralization safflower oil using cate with an excess of 20-50% by oil sodium silicate we performed a series of mass. This significantly reduces the sa- experiments in a laboratory setup. The ponification of neutral triglycerides and concentration of the aqueous sodium safflower oil neutralized yield increases silicate solution is 120g/l and its excess in consequence. is 30%. Nowadays, in the fat-and-oil plants Table. 1 shows the results of an alka- of Uzbekistan due to the lack of experi- line neutralization of safflower oil us-

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Table 1 Comparative indices of the neutralization process of safflower oil using sodium silicate and caustic soda (control) The name of indicators Initial Oil, neutralized safflower oil aqueous aqueous caustic solution of soda solution sodium silicate (control) Acid number, mg KOH / g Mass fraction of phospholipids% 1.65 0.15 0.28 Chromaticity, J2 mg Peroxide value, 0.34 0.03 0.09 1/2 0mmol / kg 60 20 thirty Yield of neutralized safflower oil% 12.05 3.55 4.65 – 98.22 95.73 ing sodium silicate and caustic soda gether with the sodium salts of fatty (control). acids and triglycerides accompanying Table. 1 shows that in comparison substances proceeds in the soapstock, with the known aqueous solution of changing its traditional composition, caustic soda (control) the application of rheological properties, etc. [5]. an aqueous sodium silicate solution can Given this, we analyzed composi- reduce the acid number of safflower oil tions soapstock obtained by the known from 1.65 mg KOH / mg to 0.15 mg (control) and the proposed method. KOH / g and, the mass fraction of phos- Table. 2 shows that the total fat con- pholipids from 0, 34% to 0.03%, chro- tent in the soapstock obtained using an maticity – 60 mg J2, peroxide number – aqueous sodium silicate solution is less from 12.05 1/2 0mmol / kg to 3.55 1/2 than in the case of a known caustic 0mmol / kg. All the gained values of soda. The advantage of using sodium quality indicators of neutralized saf- silicate is in the neutral oil content flower oil meet the requirements of the soapstock in soapstock obtained using standard [4]. an aqueous solution of sodium silicate The yield of safflower oil neutralized less is known in the case of caustic using an aqueous sodium silicate solu- soda. The advantage of using sodium tion as compared with a known caustic silicate is in the neutral oil content soda (control) increases from 95.73% to soapstock (NO) lower (22.86%) com- 98.22% i.e. by 2.49%. This is achieved pared to the soapstock obtained using by improving the selectivity of the neu- caustic soda (28.48%). A similar pat- tralization process of safflower oil with tern is observed when comparing the an aqueous solution of sodium silicate. content of fatty acids (FA), where the It is known that sodium silicate, as proposed method is less (26.7%) of fat- opposed to caustic soda in aqueous so- ty acids in the soapstock than in con- lution forms a siliceous gel, which to- ventional (28.36%).

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Table 2 Comparative indicators of safflower soapstocks obtained using known caustic soda (control) and the proposed sodium silicate safflower soapstock obtained by Indices soapstock a proposed method conventional method (control) Mass fraction of total fat,% including: – neutral oil (NO) 49.56 56.84 – fatty acids (FA) 22.86 28.48 ratio NO:FA 26.70 28.36 0.86 1.01

Such result of analysis of soap stock traditional caustic in the neutralization obtained using an aqueous sodium sili- of sodium silicate safflower oil allows it cate solution can be explained as fol- to be more selective: lows: sodium silicate having a composi- – the saponification of triglyceride tion of n ·Na2O·m·SiO2 reacts with the of safflower oil is significantly reduced free fatty acids according to the follow- and the yield of the latter is increased; ing chemical reaction [6]: RCOOˉ + physical and chemical characteristics of Na+→RCOONa. the resulting neutralized safflower oil, Thus free silicic acid is allocated as a which completely satisfy the require- byproduct which, due to the content of ments of the relevant standards, are reactive strength of the full groups greatly increased; (SiOH), enter into a polycondensation – the process of separation of soap- to form a polysilicon structure with dif- stock neutralized safflower oil is inten- ferent acids in a colloid solution (gels). sified due to a significant enlargement The use of sodium silicate as a neutral- of the first flocs; izing agent reduces the intensity of the – the content of neutral fat in saf- emulsification safflower oil and avoids flower soap stock is significantly re- the formation of stable emulsions as duced by reducing emulsifying ability of compared to using NaOH. Effective phospholipids; bleaching of safflower oil (Table. 1) us- – the ratio of neutral oil to fatty ac- ing sodium silicate can be justified by ids contained in safflower soapstock is adsorption of coloring substances sili- decreased. cate gel to poly silicic acids. The forma- References: tion of larger flocs soapstock using so- 1. Azimov U.N., Abdurahimov S.A. Osoben- dium silicate allows to intensify the nosti sostava safflorovkh masel, poluchae- separation process of soapstock from mikh v Uzbekistane//Kimyo va kimyo the neutralized safflower oil. tekhnologiyasi (Features composition of safflower oil produced in Uzbekistan // Thus, these studies suggest the fol- chemistry and chemical technology) 2008, lowing conclusions:- replacement of the V. – №3, pp. 75-76.

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2. Rukovodstvo po tekhnologii polucheni- na safflorvoe maslo (Specifications for saf- ya i pererabotki rastitelnikh masel i flower oil). MM: 1974-5s. jirov (Guidance of the technology of 5. Babushkin A.F. Obosnovaniye i razrabotka production and processing of vegetable tekhnologii rafinasii podsolnechnogo ma- oils and fats).v.II. L.: VNIIJ, 1974, pP. sla s primeniem silikata natriya i fiziko-kh- 456-463. imicheskikh vozdeystviy (Justification and 3. Azimov U.N., Abdurahimov SA, development of sunflower oil refining tech- Ashurov F.B. Sovershestvovaniye tekh- nology using sodium silicate and physico- nologii rafinasii safflorovogo masla (Im- chemical effects). Abstract of Cand. tehn. proving the technology of refining saf- Sciences. Krasnodar,.... 1999-p.24. flower oil) // Materials “Umidli kimyo- 6. Tekhnologiya pererabotki jirov (Tehnolo- gar-2008” scientific conference – Tash- gy of processing fats).// N.S. Arutyunyan, kent, 2008, pp. 47-48. E.P. Kornena, L.I. Yanova i dr. M.: Pishepr- 4. OST 18-163-74 Tekhnicheskiye usloviyiya omizdat, 1998- p.452

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THE FUNCTIONING OF EUPHEMISMS IN ENGLISH POLITICAL DISCOURSE

Dziubina O. І. Doctor of Philosophy (кандидат наук) Ternopil Volodymyr Hnatiuk National Pedagogical University

The article is dedicated to the euphemisms’ use peculiarities which often occur in English political discourse. Examples of euphemistic nominations that are used to substitute words or phrases thought to be offensive, harsh or blunt are provided. Key words: euphemism, political discourse, taboo words, politeness.

The English language is one of the Euphemism is often employed in an most widespread languages on Earth. attempt to make polite reference to physi- That is the reason why people often talk cal or psychological disability, though about English as a global language or lin- some people argue that while a trend to- gua franca. At the same time, due to the ward ever more euphemistic language long history of formation the English seems to accord people so labeled more language has developed an extremely rich respect, euphemism can also diminish the vocabulary that attracts a lot of linguists public perception of the seriousness of the and scholars. condition [4, p, 65]. Pоlіtіcіаns rеsоrt tо еuphеmіsm аs а Nowadays euphemisms are also used sаfе wаy tо dеаl wіth unplеаsаnt subjеcts as a linguistic means to conceal facts and аnd crіticіzе thеіr оpponеnts wіthоut manipulate the audience. It is necessary to gіvіng а nеgаtivе imprеssіоn to thеir understand the contemporary usage of audiеncеs. In this regard, it is important euphemisms by two perspectives, i. e. as a to pay attention to the notion of the eu- neutral word or phrase that is used in- phemisms. First of all, we have to em- stead of a synonymous one which is im- phasize that euphemism is the generally polite or politically incorrect; and also as innocuous word or expression used in an individual, occasional contextual sub- place of one that may be found offen- stitutions aimed at misrepresenting or sive or suggest something unpleas- concealing facts, their real meaning, etc. ant. Some euphemisms are intended to [2, p. 55] amuse; while others use bland, inoffen- In the process of the investigation, we sive terms for things the user wishes to have also paid attention to the practical downplay. Euphemisms are used to refer study of the euphemisms in the English to taboo topics (such as disability, sex, language. The euphemism is a polite or excretion, and death) in a polite way, or mild word or expression used to refer to to mask profanity [1, p. 75]. something embarrassing, taboo, or un-

90 SCIENCE, RESEARCH, DEVELOPMENT №16 pleasant. Euphemisms are especially com- English language and as a result, we have mon in reference to bodily functions and found a lot of vivid examples of the usage illegal behavior, and to substitute curse of euphemisms. For example, in the words [3, p. 41]. above-mentioned sentence, we have no- On the other hand, euphemisms are ticed that the euphemism ‘‘passed away’’ widely used in everyday speech by politi- was used instead of ‘‘died’’. cians. Now its usage is unconscious- In the process of the study, we have ness, due to the fact that people are po- analyzed the next sentence: ‘‘Ethnic lite and often prefer to soften their speech cleansing was on the territory of Ukraine with a mixture of abstraction, metaphor, by the USSR government [5].’’ During the slang, and understatement that offers pro- research, we have also taken into consid- tection against the offensive, harsh or eration the prior quotation that was taken blunt. Euphemisms range promiscuously, from the political discourse. Here, we from diplomacy (“the minister is indis- have seen that the euphemism ‘‘ethnic posed” in the meaning he “won’t be com- cleansing’’ is used instead of the word ing”) to the relations (“to cheat on some- ‘‘genocide’’. body”). But it is possible to attempt a eu- As figurative language plays an essen- phemistic taxonomy. One way to catego- tial role in political discourse. We want to rize them is ethical. Some euphemisms do pay your attention to the next sentence: distort and mislead, but some are moti- ‘‘A lot of young girls we caught because vated by kindness [2, p. 54]. they turn a trick [5].’’ During the investi- Euphemism boasts a long history. Ev- gation the euphemism ‘‘to turn a trick’’ is erything began from taboo words and the often used in the English media dis- way people tried to find other words course. We have to admit that in this to say things, which were forbidden to sentence the euphemism ‘‘to turn a trick’’ pronounce due to the principles of moral- has the meaning ‘‘to engage in prostitu- ity or some religious beliefs [2, p. 53]. tion’’. Euphemisms may be used to amuse, Whаt еmеrges frоm thіs pіеcе оf downplay the severity of a situation, or rеseаrch іs thаt pоlіtіciаns rеsоrt tо conceal the speaker’s embarrassment еuphеmіsm in оrdеr nоt tо gіve а bаd about something. Euphemisms can de- impression tо thеіr audiencеs whеn velop over time to avoid having to say a аpproаchіng cоntroversial or delіcate top- particular word, though sometimes eu- ics. Euphemisms rеspоnd tо аn essеntial phemisms themselves become taboo once goаl іn pоlitіcal lаnguаge: to sаfеguаrd thе they are closely associated enough with pоliticіаns’ іmаge However, we have to the offensive concept. For example, ‘‘The admit that euphemisms are everywhere Prime Minister went away last Tuesday. and they often occur in the media dis- Everybody was shocked by this lost [5].’’ In course for different purposes. In аddition, the process of the investigation, we have еuphеmіsm rеfеrrіng tо such dеlіcаtе investigated the political discourse of the tоpіcs аs dеаth аnd еuthanasia sееms tо

91 MONOGRAFIA POKONFERENCYJNA shоw а truе cоncеrn аnd cоnsіdеratіon 2. Akhmanva, O. Lexicology: Theory and Method / O. Akhmanva. – MGU, 2016. – fоr the fееlіngs of those іnvоlvеd. p. 51-55. In general, euphemism sеrvеs dіffеrеnt 3. Browns, D. The role of the euphemisms in purposеs: аvoidаncе оf dіscrіmіnаtіоn tо English language / D. Browns. – London: disаdvаntаgеd grоuрs, соnсеrn fоr Press, 2016. – 230 p. реорlе’s sеnsіtіvіty, роlіtе сrіtісism аnd 4. Cadiff, G. The peculiar features of the eu- mіtіgаtіоn. phemisms in the English language / G. Cadiff. – London: Press, 2017. – 190 p. Literature 5. Urban Dictionary [Електронний 1. Abbot, G. Dying and killing: Euphemism ресурс]. – Режим доступу: http://www. in current English / G. Abbot. – English urbandictionary.com/define.php? Today 26 (4). – 2010. – p. 75-78. term=facebook. Дата доступу:

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СИНОНІМІЧНИЙ ПОВТОР У РОМАНАХ ШАРЛОТТИ БІНҐХЕМ Гайденко Ю. О. викладач, КПІ ім. Ігоря Сікорського Ключові слова: повтор, синонімічний повтор, роман. Keywords: repetition, synonymic repetition, novel.

Повтор – це мовленнєва фігура, що жуть виконувати функцію додаткової полягає в повторенні звуків, слів, мор- характеризації позначуваного, підви- фем, синонімів або синтаксичних кон- щуючи перлокутивний ефект через струкцій в умовах достатньої тісноти внесення нових емоційних, експресив- ряду, тобто розташованих достатньо них, оцінних, образних відтінків: And близько один від одного, для того щоб like the Cowardly Lion and the Tin Man in їх можна було помітити [1, 200]. Сино- The Wizard of Oz, the out of work actors німічний повтор – це повторення си- and the resting thespians would now be нонімічних лексичних засобів для ви- hiding in terror at the mere mention of раження певної думки [4]. Його сти- Elsie Lancaster until the Wicked Witch of лістична функція пов’язана з виділен- the West retired once more to her kitchen ням різних відтінків лексичного […] (5, 383). значення синонімічних слів. Синоніми-уточнювачі – це синоні- Синонімічний повтор реалізується ми, кожен з яких, використовуючись у через використання двох різновидів се- синтагматичному сполученні (зазви- мантичного слововживання: синонімів- чай контактному) з іншими, виражає замісників та синонімів-уточнювачів. певний додатковий відтінок значення. Синоніми-замісники – це варіатив- Синоніми-уточнювачі реалізуються ні найменування (включаючи периф- моделями „парні синоніми” та „сино- рази та гіпероніми) одного й того ж німічні варіації”. предмета, явища, дії, що використову- Парні синоніми – це подібні за зна- ються з метою уточнення, доповнення ченням синдентично об’єднані лексич- характеристик позначуваного у ново- ні одиниці, які, виражаючи одне по- му аспекті, а також підвищення вираз- няття через два, так чи інакше розши- ності висловлювання [2, 145]. У рома- рюють, деталізують основний зміст нах Шарлотти Бінґхем синоніми- висловлювання, зокрема позначуване заміcники передусім слугують засобом [3, 47; 4]. уникнення тавтології, зосереджують Парні синоніми у романах Шарлот- увагу на повторюваному члені вислов- ти Бінґхем є продуктивним засобом лювання чи надфразної єдності та мо- вичерпного опису позначуваних явищ,

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дій та якостей: Oliver was after all […] мунікативно-прагматичних ситуаціях pig-headed and stubborn, not to mention із позначкою „емоційна збудженість”, immensely conceited, and at the same time слугуючи засобом заперечення істини, sensitive to a degree (5, 447). вираження радості, сорому тощо: ‘Oh, Модель „синонімічні варіації” реа- George is quite the same, quite his old self. лізується через нанизування подібних George is quite what he was.’ (6, 36). найменувань із метою підвищення ви- Отже, синонімічний повтор у рома- разності мовлення, причому для до- нах Шарлотти Бінґхем слугує ефектив- сягнення максимального прагматич- ним засобом виділення різних відтін- ного ефекту відбираються мовні засо- ків лексичного значення синонімічних би, які з точки зору мовця є найбільш слів, використовується для надання експресивними, що, зокрема, підтвер- додаткової характеристики позначува- джується романами Шарлотти Бінґ- ного, вносить у висловлювання емо- хем, де цей різновид синонімічного ційні, експресивні, оцінні нюанси, під- повтору використовується в мовленні вищуючи афективність фрагменту персонажів та різних композиційно- тексту, до якого його включено. мовленнєвих формах: ‘Mr Arkwright is Список використаної літератури: leaving now; he is coming straight out. He 1. Арнольд И. В. Стилистика. Современ- can’t wait.’ (7, 19). ный английский язык. – 4-е изд., испр. У романах авторки синонімічний и доп. / И. В. Арнольд. – М.: Флинта: повтор виступає одним із найпродук- Наука, 2002. – 384 с. тивніших засобів вираження емоцій- 2. Брандес М. П. Стилистика немецкого ного стану персонажів, що передусім языка / М. П. Брандес. – М.: Высшая школа, 1983. – 271 с. зумовлено широкою варіативністю 3. Власюк Н. И. Синонимический повтор лексичних засобів, які використову- в прагматическом аспекте / Н. И. Вла- ються для рефренного вираження сюк // Вопросы лингводидактики : думки. Синонімія лексичних засобів сборник научных работ. – Гродно : може виявлятися у межах контексту ООО „ЮрСаПринт”. – 2016. – С. 46–48. 4. Гальперин И. Р. Очерки по стилистике ан- шляхом логічного аналізу і образного глийского языка [Електронний ресурс]. – співставлення явищ, а прагматичний Режим доступу: https://studfiles.net/pre- ефект синонімічного повтору, що ви- view/6313181/ (дата звернення: 15.01.2018). користовується у мовленні персона- 5. Bingham C. Distant Music / C. Bingham. – жів, реалізується переважно у великих London: Bantam Books, 2002. – 576 p. за обсягом мовленнєвих відрізках. Си- 6. Bingham C. The Kissing Garden / C. Bing- ham. – London : Bantam Books, 1999. – нонімічний повтор такого типу є най- 624 p. більш значущим засобом прагматич- 7. Bingham C. The White Marriage / C. ного впливу діалогічного мовлення Bingham. – London: Bantam Books, персонажів і реалізується у різних ко- 2007. – 480 p.

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АНГЛІЙСЬКА ГРАФІКА: ЕТАПИ РОЗВИТКУ

Котлярова В. Ю. кандидат педагогічних наук, доцент Ткач М. В. старший викладач Зіненко Н. В. старший викладач Мелітопольський державний педагогічний університет імені Богдана Хмельницького

В сучасному мовознавстві під по- тинська абетка швидко витісняє руніч- няттям «графіка» розуміють частину ний алфавіт. Найдавніші пам’ятки ан- науки про письмо, що вивчає накрес- глійської культури, написані латин- лення літер та співвідношення між бук- ською абеткою, належать до 8 століття. вами і звуками [2, 241]. Основою будь- Серед них – добре знані «Гімн» ченця якої графіки є алфавіт. Алфавіт (та- Кедмона, «Передсмертна пісня» та « кож – азбука, абетка) – це система пись- Церковна історія англів» історика мових знаків, які передають звукову Беди, переклад з латини Євангелія, форму слів мови символами, що зобра- Псалтиря та псалмів, церковні гімни, жають окремі звукові елементи [6, 40]. глоси, стародавні грамоти, «Англо- Розпізнають два різновиди пись- саксонська хроніка» (7–9 ст.), переклад ма – складове та буквене. Прикладами Альфреда Великого з латинської мови складового письма можуть служити «Всесвітньої історії» іспанського мона- китайська та японська абетки. Носії ха Оросія, доповнений оригінальними цих мов користуються ієрогліфами, додатками про мандри Охтхере та які позначають як слова, так і склади. Вульфстана, переклад «Турбот пасти- Вчені вважають, що три основні ря» папи Григорія Першого зі вступом європейські алфавіти – грецький, ла- «Про стан освіти в Англії», написаним тинський та кириличний. королем Альфредом, «Втіха філософії» Крім грецького, латинського та ки- Боеція, твори абата Ельфрика «Пропо- риличного письма давню історію ма- віді», «Житія святих» тощо [1, 31–35]. ють арабська, єврейська, корейська, Окрім прозових праць, до наших вірменська, грузинська графіки. днів дійшло і чимало поезії як, скажі- Найдавніші письмові пам’ятки ста- мо, епічна поема «Беовульф», поеми роанглійської мови, як відомо, викона- ченця Кюневульфа «Єлена», «Юліана» но рунами. Руни – алфавіт стародавніх та ін. Крім власних латинських літер, германців. З розповсюдженням із типовими знаками цього періоду були 6 століття в Англії християнства ла- æ, ƀ, ð, Ʒ.

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Класичним прикладом староан- tūn – town – town глійської графіки може бути перше fēt – feet – feet речення із розповіді про мандри Охт- sǣ – sed – sed хере та Вульфстана: tōƀ – tooth – tooth. Ohthere sæde hish laforde, Ælfrede В системі консонантизму cyninze, þæt hee alra Norðmonna з’являються лігатури sh, ch, th, gh, qu: norþmest bude. (Othere said to his lord, sceal – shal – shall Alfred the King, that he of all Northmen sceap – child – child to the north had lived) [4, 74]. cyrce–churche – church Сучасна англійська графіка сфор- ƀenkan – thenken – thank мувалась переважно в середній період ƀǣr – ther – there. після 12 століття. Зміни в системі фо- niht – nyght – night нем, вплив французької орфографії dohtor – doghter – daughter внаслідок Нормандського завоювання cwēn – queen – queen. 1066 року, запровадження книгодру- Слід зауважити, що сучасна англій- кування 1477 року призвели до зміни ська орфографія є досить консерватив- старого «острівного варіанту» латин- ною, напевно, як і сама англійська на- ської абетки, запозиченого в ірландців, ція. Упродовж багатьох століть у фоне- на «континентальний варіант». тичній системі мови, незалежно від Як результат цієї зміни, з’явились свідомості і волі її носіїв, відбулося нові літери: (тут і далі у наведених чимало змін. Водночас орфографія за- прикладах перше слово – староанглій- лишалася середньовічною, ніби закон- ське, друге – середньоанглійське, тре- сервованою. Яскравим прикладом роз- тє – новоанглійське): біжності між написанням та вимовою (а) букву Ʒ було витіснено літерою g: англійського слова є іменник daughter, Ʒān – goon – go який містить 8 літер й удвічі менше Ʒrēāt – greet – great звуків – /ˈdɔ:tə/. ecƷ – edge – edge Сучасне англійське слово є своєрід- (б) букву с перед голосними пере- ним ієрогліфом. Попри те, що в мові днього ряду та приголосними було за- існують правила читання, винятків на- мінено літерою k: водиться набагато більше. Тому кожне cind – kind – kind слово доводиться запам’ятовувати у cyninƷ – kyng – king трьох ракурсах – образ слова, його cnāwan – knowen – know прочитання та його значення. Недарма cniht – knight – knight в англійському жарті «Пишемо МАН- (в) з’являється літера v для позна- ЧЕСТЕР, а читаємо ЛІВЕРПУЛЬ», є чення нової дзвінкої фонеми /v/: значна частка істини. До того ж, на від- lufian – loven – love міну від словників німецької, фран- З’явились також буквосполучення цузької чи іспанської мов, що тради- ou,ow,ee,ea,oo в системі вокалізму: ційно вивчаються в навчальних закла-

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дах України, в англійських словниках слів, що містять від однієї до п’яти лі- транскрипція подається фактично до тер – a, A, B, C, D, I, O, x, y, z; he, do, go, кожного слова. no, my, it, be, at, in, me; she, sit, get, you, Разом з тим, сучасна англійська let, his, set, boy, rap, our, big; come, live, графіка є досить привабливою в есте- good, work, game, play, home, girl, grow, тичному плані. На відміну від чеської, then; green, large, brown, where тощо. польської, німецької, французької чи Британці досить чемна нація. В су- латинської графік, де вживаються чис- часній англійській мові вже не вжива- ленні надрядкові знаки, в англійсько- ється займенник thou з його формами му письмі діакритичних знаків не існує thee, thy, thine. Але займенник I завжди взагалі. пишеться з великої літери. Навряд чи Ще в середньоанглійську добу голо- тут доцільно говорити про егоїзм ан- сну літеру u було замінено буквою о глійця, швидше – про його самоповагу. перед приголосними n, m, v, w, схожи- Проте таке написання займенника ми за накресленням, що теж зіграло не першої особи однини є ще одним свід- останню роль в естетичності англій- ченням оригінальності і своєрідності ської графіки: англійської графіки. cumen – comen – come ЛІТЕРАТУРА sunu – sone – son 1. Аракин В. Д. История английского lufu – love – love языка. – М.: ФИЗМАТЛИТ, 2001. – 272 с. Привабливий вигляд має вживання 2. Головин Б. Н. Введение в языкознание. – М.: Высш. шк., 1977. – 312 с. літери y багатьох словах власне англій- 3. Кодухов В. И. Введение в языкознание. – ського походження. Як правило, ця М.: Просвещение, 1987. – 288 с. буква використовується або на почат- 4. Расторгуева Т. А. История английского ку (yes, you, yard, yellow), або в кінці языка (History of English). – М.: слова (lovely, brightly, mighty). Виняток Астрель – АСТ, 2001. – 252 с. 5. Советский энциклопедический словарь становлять лексеми грецького похо- / ред. А. М. Прохоров. – М.: дження – rhythm, synonym, physics, Сов. энциклопедия, 1989. – 1632 с. psychology та багато інших. 6. Універсальний словник – енциклопедія Неповторність англійської графіки (УСЕ) / ред. М. В. Попович. – Львів: виявляється й у довжині слова. В лек- ТЕКА, 2006. – 1432 c. сиконі англійської мови функціонує 7. Hornby A. S. Oxford advanced learner’s dictionary of current English. – Oxford: величезна кількість односкладових OUP, 2003. – 1796 p.

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LEXICAL TRANSFORMATIONS Крыжак О.Ю. преподаватель факультета лингвистики Национальный технический университет Украины «Киевский политехнический институт имени Игоря Сикорского» Keywords: translation, lexical transformation, language, lexical systems, generalization

They say that translation starts where ridiculous) in TL. To avoid it one has to dictionaries end. Though somewhat exag- resort to some special devices worked out gerated, this saying truly reflects the na- by the theory of translation and known as ture of literary translation. Dictionaries lexical transformations (or contextual list all regular correspondences between substitutions). There are several types of elements of lexical systems of languages. such transformations. Translation deals not so much with the 1. The first type of lexical transforma- system of language but with speech (or to tions is used in translating words with be more exact – with a text, which is a wide and non-differentiated meaning. product of speech). The essence of this transformation lies in So, in the process of translation, one translating such words of SL by words has to find it by himself which of the with specified concrete meaning in TL. meanings of a polysemantic word is real- When translating from English into Rus- ized in a particular context, to see if under sian they use it especially often in the the influence of this context the word has sphere of verbs. If English verbs mostly acquired a slightly new shade of meaning denote actions in rather a vague general and to decide how this new shade of way, Russian verbs are very concrete in meaning (not listed in any dictionary) can denoting not only the action itself but also be rendered in TL. the manner of performing this action as E.g. no dictionary ever translates the well: “to go (on foot, by train, by plane, verb “to be” as “лежать», nevertheless it is etc.)” – “идти пешком», «ехать the best way to translate it in the sentence поездом», «лететь самолетом «, etc. The «She was in hospital» – “Она лежа- choice of a particular Russian verb de- ла в больнице». [1] pends on the context. It does not mean, of Moreover, it has already been said that course, that the verb «to go» changes its every language has its specific way of ex- meaning under the influence of the con- pressing things, a way that may be quite text. The meaning of «to go» is the same, alien to other languages. That is why a it always approximately corresponds to literal (word-for-word) translation of a the Russian «перемещаться», but the foreign text may turn out clumsy (if not norms of the Russian language demand a

98 SCIENCE, RESEARCH, DEVELOPMENT №16 more specified nomination of the action. wouldn›t make it much better: «On 190, The same can be illustrated with the verb 5 сантиметров росту». The best variant «to be»: «The clock is on the wall», «The is to say: «Он очень большого роста». apple is on the plate and the plate is on the Generalization is also used in those table» – «Часы висят на стене», «яблоко cases when a SL a word with differentiat- лежит на тарелке, а тарелка стоит на ed meaning corresponds to a word with столе», though in all those cases «to be» non-differentiated meaning in TL («a preserves its general meaning hand» – «рука», «an arm» -»рука», etc.). «находиться». The sentence «He›s in 3. The third type of transformation is Hollywood» in J.D. Salinger›s «The based upon logical connection between Catcher in the Rye» should be translated two phenomena (usually it is a cause-and- as «Он работает в Голливуде», but if effect type of connection), one of which is «Oxford» were substituted for «Holly- named in the original text and the other wood» the translation would rather be used as its translated version. This trans- «учится». This transformation is appli- formation presupposes semantic and log- cable not only to verbs but to all words of ical analysis of the situation described in wide semantic volume, no matter to what the text and consists in semantic develop- part of speech they belong: adverbs, ad- ment of this situation. If the situation is jectives, nouns, etc. developed correctly, that is if the original The English pronoun «you» deserves and translated utterances are semantically special attention. It can be translated only connected as cause and effect, the trans- with the help of differentiation, i.e. either formation helps to render the sense and «ты» or «вы». The choice depends on the to observe the norms of TL: “Mr. Kelada’s character, age, the social position of the brushes... would have been all the better characters, their relations, and the situa- for a scrub” (S. Maugham) – “Щетки tion in which they speak. One should re- мистера Келады …. не отличались member that the wrong choice could ruin чистотой». It may seem that the transla- the whole atmosphere of the text. tion «не отличались чистотой» some- 2. The second type of transformation what deviates from the original «would is quite opposite in its character and is have been all the better for a scrub». usually called “generalization”. In many However, the literal translation «были бы cases, the norms of TL make it unneces- много лучше от чистки» is clumsy while sary or even undesirable to translate all «не отличались чистотой» is quite ac- the particulars expressed in SL. English- ceptable stylistically and renders the idea men usually name the exact height of a quite correctly: why would they have been person: “He is six foot three tall”. In Rus- all the better for a scrub? – because they sian it would hardly seem natural to in- не отличались чистотой. Another ex- troduce a character saying “Он шести ample: «When I went on board I found футов и трех дюймов росту»; substitut- Mr. Kelada›s luggage already below» (S. ing centimeters for feet and inches Maugham) «... я нашел багаж мистера

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Келады уже внизу» is not Russian. The The necessity for this transformation verb «нашел» or «обнаружил» do not arises due to several reasons: 1) peculiari- render the situation adequately. It is much ties of the systems of SL and TL, 2) con- better to translate it as «... багаж мистера textual requirements, 3) traditional norms Келады был уже внизу «, which de- of TL. scribes the situation quite correctly: why 5. The fifth transformation is usually did I find his luggage below? – because он called “compensation”. To be exact, it is был уже внизу. [5] not so much a transformation but rather These two examples illustrate substi- a general principle of rendering stylistic tution of the cause for the effect: the Eng- peculiarities of a literary text when there lish sentence names the effect while the is no direct correspondence between Russian variant names its cause. There stylistic means of SL and TL. This trans- may occur the opposite situation – substi- formation is widely used to render tution of the effect for the cause: “I not speech peculiarities of characters, to only shared a cabin with him and ate translate puns, rhyming words, etc. The three meals a day at the same table...” (S. essence of it is as follows: it is not always Maugham) – “…три раза в день possible to find stylistic equivalents to встречался с ним за одним столом «; every stylistically marked word of the «Three long years had passed... since I original text or to every phonetic and had tasted ale...» (Mark Twain) – “Целых grammatical irregularity purposefully три года я не брал в рот пива...” In these used by the author. That is why there examples the English sentences name the should be kept a general stylistic balance cause while the Russian versions contain based on compensating some inevitable the effect (I ate three meals a day at the stylistic losses by introducing stylistically same table with him, so Я три раза в similar elements in some other utter- день встречался с ним за одним столом; ances or by employing different linguis- three long years had passed since I tasted tic means playing a similar role in TL. ale, so целых три года я не брал в рот Suppose a character uses the word “fool- пива). [6] proof” which is certainly a sign of the 4. The fourth type of transformation is colloquial register. In Russian, there is no based on antonyms. It means that a cer- colloquial synonym of the word tain word is translated not by the corre- “надежный» or «безопасный». So, the sponding word of TL but by its antonym colloquial «fool-proof» is translated by and at the same time negation is added the neutral «абсолютно надежный» (or, if there is negation in the original and the speech of the character loses its sentence, it is omitted in translation): “It stylistic coloring. This loss is inevitable, wasn’t too far.” – “Это оказалось but it is necessary to find a way of com- довольно близко» («far» is translated as pensation. There is another variety of «близко» and negation in the predicate is compensation, which consists in creating omitted). Not far = близко. the same general effect in TL with the

100 SCIENCE, RESEARCH, DEVELOPMENT №16 help of means different from those used References: in SL. A combination of phonetic and 1. Komissarov V.N., Koralova A.L. A manual of translation from English into Russian. – grammatical mistakes is used by G.B. M.: Высшая школа, 1990. – 101-103p. Shaw to show that his character is an 2. Levitskaya T.R., Fiterman A.M. Theory uneducated person: «Old uns like me is and practice of translation.-Moscow, up in the world now». It is impossible 1963. – 15-17p. to make the same mistakes in the cor- 3. Nida E. Toward a Science of Translating. – 65-68p. responding Russian sentence: «Такие 4. Sipovich V.S. Translation course. – Minsk, старики, как я, сейчас высоко 2004. – 38-39p. ценятся».[7] Nevertheless, speech 5. Бреус Е.В. Основы теории и практики characteristics are very important for перевода с русского языка на англий- creating the image of Beamish, so it is ский. – М.: Просвещение, 2000. – 183 с. necessary to make him speak in an un- 6. Гарбовский Н.К., Беллин Н.Ф., Ширяев А.Ф. Перевод как лингвистическая про- educated manner. With the help of блема. Сборник статей. – М., 1982. – 232c. these five types of transformations, one 7. Катцер Ю., Кунин А. Письменный пере- can overcome practically all lexical dif- вод с русского языка на английский.- ficulties. М., – 1964. – 45-47c.

101 MONOGRAFIA POKONFERENCYJNA НЕКОТОРЫЕ РАЗМЫШЛЕНИИ ПРО АБДУРАХМАНА – ДЖЕВАЧИ Аракулов Шахзод, Нарзикулов Дадажон Студентов факультета истории ЖГПИ Резюме В этой статье идется речь о личности под именем Абдурахмана –джевачи его жизни и деятельности, а также весомый вклад героя в знаменитом Жиззакском восстании в 1916 года. Ключевое слова: Свобода, белые мангыти, жёлтые мангыти, чёрный мангыти, горний орёл, джевачи.

Красивую страну в первую очередь себя. Орел часто поднимая вверх до- украшают ее мудрые отцы и матери, ее бычу свою выбрасывал, а потом сразу дети, то есть юноши и девушки. Имею- же летел к ней как пуля достигая высо- щие в себе такие качества как прекрас- кой скорости догоняя ее, перехватив ная душа, познание и заботливость с снова и снова повторяя такую трени- высокой духовностью, культурой и ровку. Такими действиями орел обра- привлекательной внешностью. Отец довал хозяина. Когда орел поднимался Абдурахмана когда-то принес с горы на небо стервятники и другие птицы Михин детеныша орла. Постепенно разбегались на свои гнезда, следя за Абдурахман начал учить орла охотить- его полетом. Абдурахман был челове- ся, пользуясь тем, что орленок чув- ком стройным, среднего роста, желто- ствовал себя у них как у себе дома. го лица с широкими плечами, с остры- Сперва орел охотился на воробьев, но ми глазами и огромным кулаком. Та- однажды Абдурахман попробовал кое телосложение он унаследовал от орла в пустыне Кызылкум на охоту отца Абдурахман ходил на лошади волков. Орел одним ударом своим сло- умело и с острым глазом узнавал иду- мал спину волка, а после этого случая щего всадника и пешего. Однажды он он стал членом семьи Абдурахмана. находился в Бухаре с торговыми дела- Теперь Абдурахман после охоты с ор- ми в карвансарае и вдруг в его комнату лами намеревался освободить борьбой взошел афганец, который без спроса свой народ от захватчиков. Абдурах- хозяина начал ковырять вещи, выби- ман особо ухаживал над орлом остав- рая для себя подходящих с целью гра- шегося от отца своего. Иногда зарезав бежа и даже угрожая кинжалом, но овца бросал его на орла для трениров- Абдурахман одним пинком и крепкой ки Орел держа добычу свою в когтях, схваткой победил разбойника. это и поднимался на скалу рядом кишлака было его первой борьбой за свободу. Кухнабазар и оставлял есть стервятни- Думая что тот разбойник сможет при- кам остатки мяса оставшегося после вести своих товарищей он собрал

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вещи и удалился от туда. Абдурахман дурахман-джевачи имеет особое место всегда продумывал слова своего отца в кровавых битвах произошедших ле- про независимость. Занимаясь торго- том в 1916 году, вскоре получившее выми делами он некогда и некого не название Жиззакское восстание, он в обманывал, из-за этого у него было этих битвах показал боевую смекалку много друзей в Бухаре, Самарканде и в против русских солдат, отдавая свою Жиззаке. Ранняя весна, вокруг все по- жизнь за Родину. На сегодняшний крыто зеленым цветом, соловьи пели день горные орлы свободно пролетают свои прекрасные песни. Именно в над независимым небом Родины. В один из таких дней он собирался пой- годы независимости потомки предков ти на просмотр сада в кишлаке Михин. во главе Алимжаном принесли песок в Перед уходом он приказал жене Рузи и Самарканд в кладбище Кухнабазар по- сыновьям Исламу и Соробеку соби- сыпали этим песком месту, там где по- рать дров и сен, Рустам и Норбек пое- хоронены деды, бесстрашного борца хали с отцом в Михин. К вечеру Абду- за свободу. Хотя эти событии прои- рахман вернулся с сыновьями из киш- зошли 85 лет тому назад. лака, весь день чистя канал идущего из Список использованных литератур: Караташа и поправляя ветки виногра- 1. И. Каримов. Узбекистан: национальная да. Абдурахман был из рода мангит, а независимость, экономика, политиче- мангиты делились на три группы: ок ская иднология. Т.: Узбекистан, 1996. мангит, сарик мангит и кара мангит. 2. И. Каримов. Высокая духовность непо- Мангиты в эти земли пришли в XIV- бедимая сила Т.: Духовность, 2008. веке из Туркестана, одна часть из них 3. Туркестан в эпоху царской России Т.: Восток НМК, 2000 год, 1-том. проживала в сторону Карши, а другая 4. А, Жавлонов, Горный орел. Т., Новое часть в стороне Муйнака. Кличка дже- издание, 2010. вачи произошло от конюшни хана и 5. Абдулла АХМАД, Идущие на смерть, сопровождающего ханского коня. Аб- Т., Новое издание, 2019.

103 MONOGRAFIA POKONFERENCYJNA PARASITIC DISEASES AND NEW APPROACHES TO COMBAT HELMINTHES

Alisher Bakhtiyarovich Khamdamov student of the Bukhara State Medical Institute The Republic of Uzbekistan Annotation. The article analyzes parasitic diseases, as well as new approaches to the fight against helminthiasis. Keywords. Parasitic diseases, helminthiasis, prevention, diagnosis.

Relevance The prevalence of children under According to current estimates of the 14 years old was-83.8%. And all of them World Health Organization, a quarter of belong to the group of organized children, the world’s population (1.4 billion people) that is, those attending kindergartens and are infected with intestinal parasites, schools. These children have great contact 50 million people dying every year in the with invasive material and their hygienic world, more than 17 million people are skills are imperfect [1,11]. Enterobiosis caused by infectious and parasitic diseas- (91%) and ascariasis (8%) occupy a leading es. This class of disease remains the lead- place in the structure of helminthiases. ing cause of death for mankind at the Among all the children invaded, present time. 92.3% of cases of enterobiosis, 71.1% of According to the number of patients ascariasis, 61.5% of trichocephalosis and in the world, intestinal infection. The 66.2% of toxocarosis [1]. The incidence World Health Organization assesses the of enterobiasis and ascariasis in children situation with parasitic diseases as quite in rural areas is much higher than in cit- serious and in accordance with this plans ies, which seems to be associated with to conduct large-scale research to combat different sanitary and hygienic condi- the «forgotten» diseases of poor coun- tions in children’s institutions of the city tries. Currently, about 300 human hel- and village, as well as with the degree of minthiases are known, but not all are environmental contamination of hel- widely distributed [1]. minth eggs [6]. Based on the characteristics of biologi- The peculiarity of the majority of hel- cal development, parasitic worms are di- minthiasis is the chronic course of the vided into three main groups: biohel- disease, associated with the long presence minths, geohelminths and contact hel- of the causative agent of the disease in the minths [4,9]. body and multiple re-infections. Helmin- Among children, the most affected are thiasis in children is usually accompanied children under the age of 2 years, among by a variety of nonspecific clinical mani- them the highest incidence of geohelmin- festations: weakness, fatigue, irritability, thiasis was recorded. sleep disorders, dyspeptic symptoms,

104 SCIENCE, RESEARCH, DEVELOPMENT №16 growth retardation and weight gain, a 6. The effectiveness of a single mass decrease in immune status. deworming of children under 14 years old The most important component of with albendazole is 46.4 ± 2.7%. The ef- pathology in helminthiases is the sensitiz- fectiveness of deworming from enterobio- ing effect of metabolic products and the sis was 51.4 ± 2.8% and hymenolepiasis – excretion of helminths, leading to the de- 24.2 ± 2.4%. velopment of allergic reactions in the 7. The effectiveness of double mass form of atopic dermatitis, asthmatic bron- deworming of children under 14 years old chitis, rhinitis, blepharitis, etc. [2,3,5,7,10]. with albendazole is 94.8 ± 1.2%. The effectiveness of deworming from enterobio- Findings sis was 96.5 ± 1.0% and hymenolepiasis – 1. In order to study the true affection 87.8 ± 1.7%. of helminthiases in children under List of used literature 14 years old, a large-scale examination of 1. Avdyukhina T.I., Konstantinova T.N., Pro- children for helminthiasis was conducted kosheva M.N. Modern view on the prob- in the Bukhara region. Of the 13777 chil- lem of helminthiasis in children and effec- dren examined, 6235 (45.3 ± 0.4%) of tive ways to solve it // The attending physi- children with helminthia were found, and cian. – M., 2004. – №1. – C. 14-18. 2. Kuropatenko M.V. The prevalence of para- in some areas the percentage of helminth sitosis in children suffering from allergic infections in children was 51.9 ± 0.8%. diseases (according to statistics) / M.V. 2. The most common type of helmin- Kuropatenko, N.A. Bezushkina, thiasis is enterobiasis. Patients with entero- L.A. Zhelenina, T.Yu. Bandurin // Ros. biosis 5162 (37.5 ± 0.4%), hymenolepiasis pediatrician. journals – M., 2005. – №4. – C. 26-29. 978 (7.1 ± 0.2%), ascariasis 67 (0.5 ± 3. Ozeretskovskaya N.N. // Honey. parasitol- 0.06%) and teniarinhoz 28 (0.2 ± 0, 04%). ogy.-2000.-№ 4.- P.9-14. 3. Helminthiasis occurs mainly in 4. Polyakov V.E. Hymenolepiasis in children children of the preparatory group, (at and adolescents: scientific publication / 4-6 years of age). The affection of children V.E. Polyakov, A.Ya. Lysenko, T.N. Kon- of this age is 21.1 ± 0.3%. stantinova, T.I. Avdyukhina // Honey. help. – M., 2005. – №5. – C. 43-48. 4. Invasion of boys and girls is about 5. Awasthi S, Pande VK. Six-monthly de- the same (24.0 ± 0.4% and 21.3 ± 0.3%, worming in infants to study effects on respectively). growth //Indian J Pediatr.2001 Sep; 5. The main distributors of the inva- 68(9):823-7. sion are organized children. Prevention of 6. Dada-Adegbola HO, Oluwatoba AO, Falade CO. Prevalence of multiple intesti- helminth infections in organized children nal helminths among children in a rural is 3.3 times higher than unorganized (34.7 community // Afr J Med Med Sci.2005 Sep; ± 0.4% and 10.5 ± 0.3%, respectively). 34(3):263-7.

105 MONOGRAFIA POKONFERENCYJNA THE IMPORTANCE OF THE METHOD OF REGISTRATION OF TRANSIENT EVOKED OTOACOURSTIC EMISSION IN THE DIAGNOSTICS OF ACUTE SENSORINEURAL HEARING LOSS AFTER ACOUSTIC INJURY

Arifov S.S., Mamatova T.SH., Orifov S.S. Tashkent Institute of Postgraduate Medical Education Tashkent, Republic of Uzbekistan The results of examination of 11 patients with acute sensorineural hearing loss aged 18 to 30 years are presented. The cause of acute sensorineural hearing loss was the irra- tional use of portable audio devices. All patients underwent a comprehensive clinical and audiological examination, including two types of transient evoked otoacoustic emissions. Keywords: sensorineural hearing loss, portable audio devices, headphones, mobile phone.

Introduction. Otoacoustic emissions time short-term increase in the volume of (OAEs) is the result of the biomechanical the sound in the headphones, as a result activity of the outer hair cells of the organ of incorrect handling by the function of of Corti. For an objective assessment of controlling the sound volume of the mo- the state of the auditory analyzer in the bile phone. The age of patients varied clinical practice, among the various class- from 18 to 30 years, the average age was es of the OAEs, the most widely used is 20.2 ± 1.7 years. Males accounted for the registration of transient evoked OAEs 54.5% and female 45.5%. The control (TEOAEs). An analysis of the literature group consisted of 11 healthy individuals. shows that, despite a sufficiently detailed TEOAEs registration was performed study of various aspects of TEOAEs, to in the baseline (signal-to-noise ratio was date, a single position has not been deter- 6.0 dB or more) and screening (signal-to- mined regarding its diagnostic signifi- noise ratio was 4.0 dB and more) variants. cance in acute sensorineural hearing loss The result was considered positive when (SNHL) after an acoustic trauma. registering TEOAEs at three or more fre- Purpose. To study the significance of quencies. the TEOAEs method,in assessing the con- Results. The screening type TEOAEs dition of the auditory analyzer in patients in was not registered in 9 (81.8%) patients with acute SNHL after acoustic trauma in with hearing loss I – IV degree. The regis- a complex audiological examination. tration of TEOAEs in this type was ascer- Material and methods. The results of tained only in 2 (18.2%) cases. This was a the examination of 11 patients with acute patient whose hearing thresholds did not SNHL after acoustic trauma are present- differ from control values according to ed. All patients indicated a sudden onset pure tone audiometry, and the second of hearing impairment with a sharp one- there was an increase in thresholds only

106 SCIENCE, RESEARCH, DEVELOPMENT №16 in the high-frequency zone (4000– quencies. This range in patients was in the 8000 Hz) and the average hearing loss did range of 800 – 1200 Hz, and in healthy not reach the minimum value of hearing individuals – 1300-1550 Hz. loss of the first degree. TEOAEs in the In patients with acute SNHL, 63.6% of basic type were not registered in all exam- TEOAEs in both types were recorded as ined patients. In the control group, in single peaks, 27.3% of a wide spectrum, 100% of cases, both types of TEOAEs and 9.1% of their combinations. In the were registered. control group, this ratio was 9%, 45.5%, There was a direct relationship be- 45.5, respectively. tween the indexes of TEOAEs and the Summary. The method of registration increase in the degree of hearing impair- TEOAEs allows for topical diagnosis of ment. Since the first degree of hearing hearing impairment and differentiation loss, most of the indexes were signifi- between cochlear and retrocochlear hear- cantly different from the control index ing loss. numbers. With an increase in the degree The registration of TEOAEs in the of hearing impairment, there is a tenden- basic type is a method for the early diag- cy to shift the maximum peak of the fre- nosis of hearing impairment caused by quency range to the zone of lower fre- lesions of the organ of Corti.

107 MONOGRAFIA POKONFERENCYJNA STUDY OF THE POLYMORPHIC GENE ASSOCIATION MTHFR IN PATIENTS WITH RETINAL VEIN THROMBOSIS

H.S. Ashirmatova “The Republican Specialized Scientific and Practical Eye Microsurgery Medical Center”, Tashkent Abstract: The frequency of polymorphism of genetic marker of methyltetrahydrofolate reductase (MTHFR) in patients with retinal vein thrombosis is studied. The predominance of the homozygous genotype “T677T of the MTHF gene” in the main group of patients and its higher frequency in men than in women was revealed. Keywords: genetic polymorphism, allele, genotype, retinal vein thrombosis.

Retinal vein thrombosis (RVT) is sec- patients was 61,2 years +2,4 years. The ond only to diabetic retinopathy in terms control group consisted of 156 healthy of severity of retinal lesions and progno- persons who did not have eye diseases sis. [1,2, 3]. Worldwide, 16.4 million new with no history of thrombosis. cases are reported each year (Rogers S.L., In addition to standard ophthalmo- 2010). Large-scale central studies have logic methods, all patients with RVT were shown that RVT can be considered as a identified as genetic markers of thrombo- predictor of the risk of thromboembolic philia in the MTHFR gene as C677T mu- complications of various localizations tations. The method of polymerase chain [4,5, 6]. reaction with restriction analysis of DNA In recent years, an important place in amplified regions was used. The obtained the pathogenesis of venous thrombosis results were processed using the STATIS- of any localization has been given to he- TICA for Windows statistical program reditary thrombophilia, which occurs as (Version 10). a result of molecular defects in the genes Results and discussion. Central retinal of the blood clotting inhibition system vein occlussion (CVRO) was detected in [7, 8, 9]. 74 (48.7%) and branch retinal vein oc- The aim of the study: To study the clussion (BVRO) in 78 (51.3%) patients. distribution of alleles and genotypes of In ophthalmologic study in patients the polymorphism of the methyltetrahy- with RVT: visual acuity varied from light drofolate reductase (MTHFR) gene sense to 0.6 with correction. Indicators of (C677T) among patients with retinal vein Doppler eye examination in patients with thrombosis. RVT showed a decrease in the linear Material and methods. The study in- blood flow rate in the CRA system (V syst cluded 152 patients (the main group) with < 13.0 cm/s: V diast < 5 cm/s), an increase retinal vein thrombosis and its branches, in the resistance index (RI>0.6), an in- men -83 (54.6%), women – 69 (45.4%) crease in the pulsation index (PI>1.0) and aged 35 to 80 years. The average age of an increase in the maximum CVO rate (V

108 SCIENCE, RESEARCH, DEVELOPMENT №16 max >6.0 cm/s). According to the OCT A comparative analysis of the preva- data, the highest indicators of the thick- lence of allelic variants and genotypes ness of the macular region of the retina in depending on gender among patients the area of 1 mm in diameter ranged from with retinal vein thrombosis revealed sig- 403 to 890 microns. nificant differences in the distribution of The analysis of the disequilibrium be- MTHFR gene polymorphism C677T in tween the studied polymorphism and the men and women. When analyzing homo- prevalence of the polymorphic variant in zygous frequencies patients with RVT and healthy donors Main group 152 79,6 20,4 100 65,8 42 was carried out in the work. 27,6 10 6,6 Table 1. Distribution of alleles and Men 83 76.0 24.0 52 62,7 22 26,5 9 10,8 genotypes of MTHF polymorphism in Women 69 84,1 15,9 48 69,6 20 29.0 1 1,4 patients with TBC and control group. Control 156 88,8 11,2 124 79,5 29 18,6 3 1,9 Groups n Alley frequency distribution Men 79 86,7 13,3 59 74,7 19 24.0 1 1,3 genotypes С Т СС С/Т Т/Т % % n % n % n % Women 77 90,9 9,1 65 84,4 10 13 2 2,6 As can be seen from Table 1, the genotypes of polymorphism of C677T MTHFR mutation (C677T) was the most polymorphism of MTHFCR gene in the frequently detected among both patients group of patients it was noted that the and healthy individuals. For example, frequency of mutant allele T/T among among the 152 persons surveyed, 42 had men is very high and amounted to 10.8%, a mutation of the MTHF gene C677T which is 7.7 times higher than in women mutation. The distribution of 677C and (1.4%) and more than 5.7 times in the 677T alleles in the control group (156 in- control group (1.9%). dividuals) corresponded to 0.8 (79.6%) Among patients with retinal vein and 0.2 (20.4%), respectively. thrombosis, the predominance of The comparative analysis of genotype “T6777T” genotype carriers of the MTH- distribution (С/С, С/Т and Т/Т) showed FR gene in the male group (χ2=6.4; that the share of patients with homozy- P=0.02; OR=8.3; 95% CI 1.021, 66.9) was gous mutant genotype «Т677Т» was al- statistically significant. most 3.5 times higher than in the control Conclusions: The predominance of the group (6.6% vs. 1.9% in control, р<0.04, allele of the homozygous genotype OR=3.6). “T6777T of the MTHFR gene” was statisti- In the main group, an increase in the cally significant, which is probably associ- carriers of the heterozygous genotype ated with an increased risk of retinal vein C6777T was observed in comparison occlusion. The risk of the disease develop- with the healthy population (27.6% vs. ment in the presence of the unfavorable 18.6%). This may indicate that the hetero- homozygous genotype “T677T of MTHF zygous genotype of this mutation has gene” is 3.5 times higher than in persons some statistically significant association who do not have this genotype (χ2=4.1; with the disease development. P = 0.04; OR = 3.6; 95%CI 0.9689, 13.31).

109 MONOGRAFIA POKONFERENCYJNA

References tality // Ophthalmology. – – 2007. Vol. 114 1. Astakhov, Y.S. Trombophilia in the pathogen- (3) P. 520–524. esis of retinal vein thrombosis / Y.S. Astakhov, 6. Rehak M., Wiedemann P. Retinal vein H.H. Petrischev, T.S. Varganova, S.N. Tultseva thrombosis: pathogenesis and manage- // MPEI. – 2008. – № 3. – С. 56-58. ment // J Thromb Haemost. 2. Tankovskiy, V.E. Tromboses of the retina 2010 Sep;8(9):1886-94. doi: 10.1111/ veins. – Moscow, 4th branch of Voenizdat, j.1538-7836.2010.03909.x. 2000.-262 p. 7. Fegan C.D. Central retinal vein occlusion 3. Tultseva S.N., Astakhov Y.S. Retinal vein and thrombophilia//Eye. – 2002. – occlusion (etiology, pathogenesis, clinic, Vol.11. – P.98-106. diagnostics, treatment). St. Petersburg: 8. Russo P.D., Damante G., Pasca S., et al. N-L, 2010. 112 с. Thrombophilic mutations as risk fac- 4. Rogers S., McIntosh R.L., Cheung N., et al. tor for retinal vein occlusion: a case- The prevalence of retinal vein occlusion: control study // Clin Appl Thromb pooled data from population studies from Hemost. 2015 May;21(4):373-7. doi: the United States, Europe, Asia, and Aus- 10.1177/1076029614522544. tralia // Ophthalmology. 2010. –117: 9. Biancardi A.L., Gadelha T., Borges W.I., et 313‒319.e1. al. Thrombophilic mutations and risk of 5. Cugati S., Wang J.J., Knudtson M.D. et al. retinal vein occlusion // Arq Bras Oftal- Retinal vein occlusion and vascular mor- mol. 2007 Nov-Dec;70(6):971-4.

110 SCIENCE, RESEARCH, DEVELOPMENT №16 IMPROVING THE SURGICAL TREATMENT OF FRACTURES OF THE LOWER WALL OF THE ORBIT Khalmatova M.A., Fayzullakhujaev A.A. Tashkent State Dental Institute Summary In the Department of adult maxillofacial surgery clinic of the Tashkent State dental Institute, for the period 2016-2018 years received 16 patients with this pathology. The age of patients ranged from 17 to 32 years. We carried out 16 operations according to the proposed method. This method is characterized by ease of execution and technical characteristics justifies itself in the anatomical and functional restoration of damage to the upper facial area, providing good aesthetic results. Keywords: cranio-cerebral injuries, blow-out, auto-cartilage, fractures of the lower wall.

Despite the significant success of max- although some works have been encoun- illofacial surgery, rehabilitation of pa- tered before. Among the publications on tients with fractures of the orbit bottom is this subject we can mention the research one of the urgent problems of modern of M. Kraus (2001), A. Castellani (2002), surgery and ophthalmology. In the struc- C. W. Hughes (2003), M. Yilmaz (2007) ture of cranio-cerebral injuries, the frac- [12, 14, 15). In addition to this, very inter- tures of the lower orbital wall are 7.9% [4]. esting information on the diagnosis and One of the main problems of fractures treatment of fractures of this locality is of the lower walls of the orbit is the en- presented in the works of V.A. Belchenko ophthalmus of the eyeball, accompanied (1988), V. A. Stuchilova (1988), Yu. by a sharp restriction of the movement of A. Medvedeva (1984, 1992), and F. T. Te- the eyeball. Usually the reason for the re- merxanova (2000) [1,5, б, 10,11]. striction of movement is the interposition The main goal of surgical treatment of of the ocular fiber and perforation in the fractures of the lower wall of the orbit is maxillary sinus, followed by a partial or the restoration of its anatomic integrity complete decrease in the function of the and functional excellence, which is visual analyzer, leading to disability. achieved either by reduction and reten- According to B. L. Polyaka (1972), tion of fragments in the correct position, trauma above the location of the dam- either by replacement of the bone defect age of visual analyzer are found in 57% with the use of grafts. of cases. In a separate group, the so-called The problem of surgical treatment of «blow-out» or the isolated fractures are injuries of the lower wall of the orbit in isolated (J. M. Converse, B. Smith, 1956) detail began to be engaged a little more [13], when the impact on the eyeball than 20 years ago in maxillofacial surgery, sharply increases the pressure inside the

111 MONOGRAFIA POKONFERENCYJNA orbit, which leads to damage to the thin In the postoperative period, we car- lower wall. In this case, the eyeball may ried out antibacterial corticosteroid, remain intact (S.N. Bessonov, 2001) [2]. hemolytic, nootropic, neuroprotective, Experimental studies have shown that antioxidant and microcirculation-im- fractures caused by wave-like deformation proving drugs, vitamin therapy, physio- are limited to the front half of the inner therapy (Bourgeon electrophoresis) from part of the orbit bottom, do not extend to the 2nd week from the beginning of the the medial wall, and are not accompanied disease. The main objectives of conserva- by infringement of soft tissues. tive treatment were the resorption of The use of traditional x-ray examina- hemorrhages associated with orbital fraction does not provide information about tures in the acute period after injury, the state of the deep parts of the orbit, the which is the prevention of scar formation lower group of extraocular muscles, it is and fibrous wrinkling of orbital fiber with impossible to determine the dislocation of the loss of its volume. In the treatment the eyeball. In this regard, computed to- used proteolytic enzymes (Bob enzyme 2 mography has become an integral part of tab 3 times a day). An important part of the diagnostic study. The need for manda- the treatment was active gymnastics for tory computed tomography in all patients extraocular muscles and massage of eye- with trauma of this localization was indi- lid scars. After 3 months, physical therapy cated by E. K. Kolesnikova (1995) [3]; S. including magnetic and laser therapy was H. Miller (1972) [167 N. A. Rabukhina recommended. (2006) [9]. Clinical case: Purpose of research: Improvement of Patient X was admitted to the clinic, surgical treatment of fractures of the bot- TSDI in the Department of adult oral and tom of the orbit with the use of auto-car- maxillofacial surgery with a diagnosis tilage unit without destroying the integri- “Closed cranio- brain trauma of easy de- ty of the edges of the collagen membrane. gree. Concussion of the brain. Injury to the Material and methods: soft tissues of the periorbital area on the In the Department of adult maxillofa- right. Middle-grade concussion of the cial surgery clinic of the Tashkent State right eyeball. Fracture of the orbit bottom”. Dental Institute, for the period 2016-2018 Complaints at admission: swelling in years received 16 patients with this pa- the upper and lower eyelid of the right thology. The age of patients ranged from eye, restriction and pain in the movement 17 to 32 years. We conducted 16 opera- of the right eyeball. tions according to the proposed method. Anamnesis morbi: The patient was in- This method is characterized by ease jured during a football match. of execution and technical characteristics Status localis: External examination justifies itself in anatomical and func- reveals swelling of the soft tissues of the tional recovery damage upper face area, upper and lower eyelids of the right eye. providing good aesthetic results: Eyelid skin is bluish in color. Palpation is

112 SCIENCE, RESEARCH, DEVELOPMENT №16 painless. The movement of the right eye is split cartilage thickness of 0.2-0.4 mm. limited upwards and outwards. Nasal Sew up the wound layer by layer. bone on palpation no abnormalities. The taken cartilage block from the rib MSCT-diagnosis revealed a fracture of is prepared and applied to close the defect the lower wall of the right eye socket and of the lower wall of the orbit, from above pushing the fiber of the right eyeball into the bone and cartilage part is closed with the maxillary sinus to a depth of 1.5-2cm. a collagen membrane, which prevents On the basis of MSCT diagnosis and further relapses, perforations and inter- the General condition of the child, it was position of the eye tissue in the maxillary planned to perform the operation “ ex- sinus. It is sewn up in layers of fabric and traction of the right eye fiber from the put intradermal sutures. maxillary sinus with the elimination of Analysis of the results of the opera- the defect of the lower wall of the right tions showed that after surgical treatment eye socket auto-cartilage and collagen in patients with fractures of the lower wall membrane”, under General intubation an- of the orbit improved health, significantly esthesia. reduced the intensity of pain in the move- Method of operation: ment of the eyeball, noted the formation Under intubation anesthesia carefully of aesthetic scar under the ciliary edge of conduct antiseptic treatment of the surgi- the century. Taking an auto-cartilaginous cal site. block without destroying the integrity of Medical felt pen draw a line of incision the rib enables rapid healing of the post- under the ciliary edge and, consistently, operative field. In addition, there is a IX-x rib area, infiltrate the soft tissues of complete closure of the collagen mem- the palate with anesthetics. brane of the bone and cartilage com- Under the ciliary region is cut from pound, which prevents further recurrence the skin and exfoliate 1.5-2.0 cm, further of perforations and interposition of the infraorbital muscle and the periosteum eye tissue in the maxillary sinus. dissected and pick up the eyeball special Thus, in order to achieve good ana- farabef. tomical, functional and aesthetic results, Produce a revision of the lower wall of our experience of surgical treatment with the orbit, pulled interpositional and per- fractures of the orbit bottom should be foration of the eye tissue. If it is not pos- assessed as positive. sible to completely remove the fiber from Literature: the maxillary sinus, open the window 1. Бельченко В.А. Клиника, диагностика и from the mouth and helping on both лечение больных с посттравматически- sides, remove the eye tissue. ми деформациями носо-глазничной In the IX-X region of the rib area on области с повреждением слезоотводя- the skin, we make an incision to the carti- щих путей: Автореф. дис. канд. мед. наук. -М„ 1988. -24 с. laginous part of the rib. Without destroy- 2. Бессонов С.Н. Повреждения мягких ing the integrity of the ribs, take a block of тканей и костей челюстно-лицевой об-

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ласти // Избранные вопросы пластиче- глазничной области: Автореф. дис. канд. ской хирургии. -2001. -Т.1, №5,-44 с. мед. наук. - Свердловск, 1988. -167с. 3. Колесникова Е.К., Габуния Р.И. Компью- 11. Темерханов Ф.Т., Медведев Ю.А., Мал- терная томография в клинической диа- ков Н. В. Скулоглазничные травмы: гностике. - М.: Медицина, 1995. -349 с. принципы хирургического лечения // 4. Левченко 0.8. Хирургическое лечение Реконструктивная хирургия челюстно- краниоорбитальных повреждений в лицевой области. - Красноярск, 1989. - остром периоде черепно-мозговой С. 72-74. травмы // Ьвтореф. дис. д-ра мед. 12. Castellani A., Negrlni S„ lanetti U. Treat- наук.—М„ 2012. -46 с. ment of orbital floor blowout fractures 5. Медведев Ю.А. Сочетанные поврежде- with conchaI auricular cartilage graft: A ния лицевого черепа и головного мозга: report on 14 cases HI. Oral Maxillofac. Автореф. due.канд. мед. наук. - М., Surg. - 2002. - Vot 60, № 12.-P1413-1417. 1984. -21 с 13. Kraus M., GatotA.D, Fliss M. Repair of 6. Медведев ЮЛ Сочетанные травмы сред- traumatic inferior orbital wall defects with ней зоны лицевого черепа: Автореф. nasoseptal cartilage // J. Oral Maxillofac. дис... д-ра мед. наук - Омск, 1992. - 44 с. Surg. - 2001- Vol. 59, № 12. - P 1897- MOO. 7. Николаенко В.П., Астахов Ю.С. Орби- 14. Miller S. H., Morris W. J. Current concepts in тальные переломы: Руководство для the diagnosis and management of fractures врачей. - СПб: Эко-Вектор, 2012. -436 с. ofthe orbital floor //Am.J. Surg. -1972. - Vol. 8. Поляк БЛ Повреждение органа зрения. 128, № 5.-P 560-568. - Л.: Медицина, 1972. -415 с. 15. Yilmaz M., Vayvada H„ Aydm E Repair of 9. Рабухина Н.А., Голубева Г.И., Перфи- fractures ofthe orbital floor with porous льев С.А. Спиральная компьютерная polyethylene implants //Br. J. Oral Maxil- томография при заболеваниях челюст- lofac. Surg. - 2007. - Vol. 45, №8.-P. но-лицевой области. - М.: МЕД- пресс- 16. Converse J. I/., Smith B. Enophthalmos информ, 2006. -128 с. and diplopia in fractures of the orbital 10. Стучилов В. А. Клиника, диагностика и floor //Br. J. Plast. Surg. -1956-1957. - Vol. лечение пострадавших с травмой скуло- 9, №4. -P. 265-274.

114 SCIENCE, RESEARCH, DEVELOPMENT №16 STUDY OF THE LEVEL OF PRO- AND ANTI-INFLAMMATORY CYTOKINES IN LACRIMAL FLUID AND BLOOD OF DIABETIC PATIENTS

Yusupov A.F. Karimova, M.H. Abdullaeva S.I. Republican Specialized Scientific and Practical Medical Center of Eye Microsurgery. Abstract: Pathogenetic mechanisms of DR are diverse, and the development of inflammatory and destructive processes in the eyeball, which affects the activity of the body’s immune response, is an essential factor. Keywords: diabetic retinopathy, pro-inflammatory and anti-inflammatory cytokines, lacrimal fluid, blood serum.

The aim is to study the content of in- 20 women) at the age of 49 to 70 years terleukins IL-1, IL-4, IL-6 in tear fluid (mean age – 57.56±2.27 years). and blood of patients with nonprolifera- The levels of cytokines IL-1, IL-4, tive diabetic retinopathy (NDR). IL-6 in blood serum and tear fluid (SL) in Progress of HR at early stages is ac- the laboratory of molecular genetics of companied by a reliable increase in the the Research Institute of Hematology and content of IL-1 and IL-6 in tear fluid and Blood Transfusion were studied in all the blood of patients with diabetes. The in- subjects. The studies were conducted by crease of IL-4 level is insignificant, which ELISA method according to the instruc- can be an evidence of pathogenetic sig- tions offered by manufacturers of test nificance of the disturbed balance of pro- systems (Procon, St. Petersburg, Russia; and anti-inflammatory cytokines in the Vector-Best, Russia; CYTELISA, USA). development of DR. The results were taken into account with Material and methods: The study in- the use of photometer for microplates cluded 58 patients with type 2 diabetes “Multiscan” at a wavelength of 450 nm. mellitus who underwent ophthalmologic The results were expressed in pg/ml. examination in RSNMCMG (25 men, The obtained data were processed by 33 women, 48 to 70 years of age, mean the method of variation statistics with the age – 51±2.92 years), as well as 15 practi- help of Microsoft Excel 2003, STATISTI- cally healthy persons (mean age – CA 6.0 software packages with the deter- 31.2±0.5 years). All patients with type mination of the reliability of differences at 2 diabetes were divided into 2 groups: the achieved level of importance p<0.05. Group 1 – 22 patients with type 2 diabetes Results. The average duration of the without symptoms of DR 9 men and diabetes flow in patients was 7.5±1.8 years. 13 women) at the age of 48 to 65 years When analyzing the clinical and functional (mean age – 55±4.63 years); Group 2 – parameters of patients with diabetes mel- 36 patients with MDD (16 men and litus, it was revealed that 22 patients with

115 MONOGRAFIA POKONFERENCYJNA diabetes mellitus type 2 group 1) had no The level of IL-6 in patients of the 1st symptoms of diabetes mellitus. The studies group in SG was 1,3 times higher showed that in patients with diabetes mel- (46,04±1,7 pg/ml), and in blood – litus type 2 without symptoms of diabetes 1,4 times higher (42,8±0,3 pg/ml), than in mellitus (22 patients), the concentration of healthy persons. In patients of the 2nd IL-1 in the diabetes mellitus increased group IL-6 concentration in SG was 1.6 times (34.63±1.2 pg/ml), in blood it 84,32±0,3 pg/ml (2,5 times more than in increased 2.8 times (30.2±0.6 pg/ml) in healthy persons), and in serum – comparison with the indices in healthy 62,3±2,8 pg/ml that is 2,1 times more persons. In patients with ADD this indica- than in healthy persons. tor in SG has increased in 3,2 times Conclusions: The progress of dia- (67,93±5,14 pg/ml), and in blood – in betic retinopathy at early stages is ac- 3,5 times (36,68±2,3 pg/ml). companied by a reliable increase in the The IL-4 level in SL and blood of pa- content of proinflammatory cytokines tients of the 1st group was not signifi- (IL-1, IL-6) in tears and blood in patients cantly higher than that of healthy indi- with diabetes mellitus and a significant viduals. In patients of the 2nd group the increase in the level of anti-inflammato- concentration of IL-4 increased slightly ry cytokine (IL-4). (1.02 times) in SG (12.9±1.4 pg/ml) and Summary: When studying the con- 1.06 times in blood (12.08±2.5 pg/ml) in tent of interleukins IL-1, IL-4, IL-6 in tear comparison with corresponding indices fluid and in blood of patients with non- in healthy persons. proliferative diabetic retinopathy (NDR).

116 SCIENCE, RESEARCH, DEVELOPMENT №16 СОСТОЯНИЕ СЕРДЕЧНО-СОСУДИСТОЙ СИСТЕМЫ У ДЕТЕЙ С ГЛОМЕРУЛО НЕФРИТОМ

Абдуллаев Р.К. Ургенчский филиал ТМА

Аннотация. Риск смерти больных с гломерулонефритом в десятки раз выше, чем в общей популяции. Летальные исходы этой группы пациентов обусловлены сердечно-сосудистыми осложнениями. Эти данные стали основанием для изучения «кардиоренального синдрома» у детей. Ключевые слова: мочевыделительная система, дети, сердечно-сосудистая система, гломерулонефрит.

Актуальность: В настоящее время, были: сердцебиение (39,1%), кардиал- несмотря на современные достиже- гия (52,17%), общая слабость (91,3%). ния медицины, в том числе педиа- При объективном исследовании вы- трии, в частности детской нефроло- являлось приглушенность тонов (у гии, распространенность болезней 78,26% детей), систолический шум почек остается достаточно высокой. над верхушкой (65,21%), тахикардия – Выявление поражения почек еще на (56,52%). При электрокардиографиче- начальных стадиях болезни требует ском исследовании определялось низ- разработки мер по снижению риска ко вольтажная ЭКГ – 49%, неполная развития сердечно-сосудистых ос- блокада правой ножки пучка Гиса ложнений у данной категории боль- в 30% случаев, неполная блокада ле- ных. вой ножки пучка Гиса в 15% случаев, Цель исследования: оценить на- экстрасистолия желудочков у 6% де- личие и характер структурных изме- тей. Проведением ультразвуковой ди- нений сердечно-сосудистой системы агностики выявились некоторые из- и степень их выраженности у боль- менения в структуре сердца. ных детей с гломерулонефритом. У больных с гломерулонефритом, Материалы и методы. Всего об- уже на ранних ее стадиях, была ха- следовано 23 детей в возрасте от рактерна высокая частота ремодели- 5 года до 16 лет, из которых 10 маль- рования ЛЖ (34,78% – 47,82%), вы- чиков и 13 девочек. раженность и характер которого из- Результаты и обсуждение. При меняется по мере снижения клубоч- изучении анамнеза установлено, что у ковой фильтрации. Фиброз и всех детей имело место частые вирус- кальциноз клапанов сердца выявля- ные и бактериальные инфекции. Ос- ется в 39,13% детей. А также ми- новными жалобами всех детей со сто- тральный клапан изменен у 21,73% роны сердечно-сосудистой системы больных, аортальный клапан – у

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13,04%, что сопровождается клапан- почек наблюдается поражение про- ной дисфункцией в виде недостаточ- водящей системы сердца с наруше- ности у 35% пациентов. нием его ритмической деятельности Выводы: полученные данные сви- и формированием блокад, а также детельствуют о том, что в клиниче- структурно органические изменения ской картине у больных с патологией сердца.

118 SCIENCE, RESEARCH, DEVELOPMENT №16 ПРОБЛЕМЫ МЕДИЦИНЫ В «АВЕСТЕ»

Хошимова Г.Ф., (71)256-06-54, [email protected] Ташкентский фармацевтический институт Аннотация «Авесту» с полным правом можно назвать достоверным письменным источ- ником сведений об обычаях,культуре а также медицине народов древнего Хорез- ма и всех государств,в которых получил распространение зороастризм. На пер- вый взгляд кажется,что «Авеста» представляет собой чисто религиозную книгу,однако это не так. В »Авесте» необходимо различать две стороны: рели- гиозно-мифологическую и философскую;хоть и в религиозной,и в философской форме в «Авесте» получили свое отражение почти все стороны духовной жизни общества,в том числе особенности мировозрения народов стран Средней Азии, Ближнего и Среднего Востока. Ключевые слова: Авесто, жрецы, сосуд, зороастризм, душевные болезни, терапия, хирургия,»Видевдат « обряды,оссурия,дахма Annotation Avesto can be considered as an authentic written source of information of zoroastri- zam which contains, describes and explains customs, culture, traditions and medicine of ancient Khorezm as well as other countries, where this religion has been spread. this book is mistakenly reckoned to be about religion only, which is not true. for this reason, it is important to be able to distinguish two sides: religious – mythological and philosophical. despite that, almost all aspects of spiritual life of society have found its reflection in both philosophical and religious forms of avesto, including the particular features of worldview of residents of Middle Asia, Near and Middle East Key words:

Введение: Авеста –является не В «Авесте»сохранились достаточно об- только собранием религиозных книг ширные свединия о медицинских по- зороастризма но это и ценнейший, уни- знаниях людей. Причем, в ней расска- кальный историко-юридических па- зывается не только о многих медицин- мятник-творение народов Средней ских теориях,но и содержатся Азии, Блежнего и Среднего Востока. рекомендации,основанные на практи- Авеста вошла в мировую историю как ческом опыте. Судя по «Авесте», можно неисчерпаемый источник познания ре- рпедположить,что медицину знали, в лигиозных, политических, правовых, основном как искусство личения или нравственных, социальных, экономиче сохранения здоровья. Интересно то, ских,медицинских,естественных и дру- что зороастрийцы в своих медицин- гих мировоззренческих представлений. ских познаниях и в каких-то уже теори-

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тических определениях, зная света для даются болезни.По предписаниям жизнедеятельности, разделяли его на «Авесты» врачи, прежде чем присту- два вида –видимый и невидемый. Ви- пить к личению больных,должны были димый свет в природе –от солнца и сдавать экзамены. Особенно это отно- огня.Он исходит от растений и живот- силась к хирургам.Кроме хирургов,были ных и поглащается человеческим орга- зубные, глазные врачи, венерологи и низмом. Таким образом, человек полу- знающие способы лечения «душевных чает невидимый свет, который дает болезней» На первом месте среди ле- тепло организму. Считалось, что если чебных методов значилась хирургия – организм обладает способностью полу- личение ножом. Второе место занимало чать достаточное количества такого личение лекарственными травами. Ли- света,в нем образуется тепло, и человек чебные травы были хорошо известны становится добрым, уравновешенным, зороастрийцам. здоровым. Если же человек поглащает Выводы. Анализ предписаний мало света, онблизок к злу и становится «Авесты «позволяет сделать вывод о во всех отношениях нехорошим. В том,что это уникальный историко – «Авесте»мы находим также сведения о медицинский памятник. Значитель- различных причинах болезней челове- ную роль среди предупредительных и ка. Основной причиной их считалось личебных средств играло использова- воздействие злого духа Анхра Манью. ние сил природы а также лекарствен- И далее такое утверждение –интенсив- ных средств растительного и мине- ность болезни зависит от степени гре- рального происхождения. Огромный ховности и озлобление человека. С дру- опыт зороастрийцев, подчеркнем – гой стороны, болнзнь может быть ни- древних хорезмийцев, в этой области спослана богом. Исходя из этих сведе- был использован в дальнейшем в на- ний, мы предполагаем, что учной медицине. В целом зороастризм зороастрийцы наблюдали, как начина- и его главная, священная книга «Аве- ются болезни и как внедряются в орга- ста» сыграли первостепенную роль в низм человека вазные недуги. После духовном развитии человечества. длительного наблюдения за больными Литература опытные жрецы-врачи пришли к выво- 1. Бобоев Х,Хасанов С.»Авесто» – источ- ду, что болезни происходят не только ник нашей духовности («Авесто» – ма- от злого духа, но и от простуды, физи- даниятимиз сарчашмаси).-Т:»Адолат», ческих и естественных причин-грязи, 2001(на узб.яз) холода, жажды. Было замечано, что че- 2. Бобожонов Х. Сатликов А. «Авеста» – бесценная культурная наследия («Аве- ловек в преклонном возрасте, а также ста» – бебаҳо маданий мерос).-Хива, неокрепший организм детей чаще под- 2000 на узб яз)

120 SCIENCE, RESEARCH, DEVELOPMENT №16 ОСОБЕННОСТИ МИКРОБИОЦЕНОЗА КИШЕЧНИКА У ЧАСТО БОЛЕЮЩИХ ДЕТЕЙ ДОШКОЛЬНОГО ВОЗРАСТА

Худайназарова С.Р., Тошметова Б.Р. Ташкентский Педиатрический Медицинский Институт

Аннотация: При изучении показателей микроэкологии толстой кишки выявлены дисбиотические нарушения различной степени тяжести у 82,1% детей. Преобладание аэробного звена микробиоценоза кишечника над анаэробным привело к развитию у большинства новорожденных(87,0%) клинических проявле- ний биоценоза кишечника: срыгивания, метеоризм, неустойчивый стул. Ключевые слово: дети, микробиоценоз, грудное вскармливания.

Актуальность. Микробиоценоз ки- Преобладание аэробного звена микро- шечника является одной из основных биоценоза кишечника над анаэроб- систем, обеспечивающих адаптацию ным привело к развитию у большин- ребенка к постнатальной жизни. ства новорожденных(87,0%) клиниче- Цель исследования. Проанализи- ских проявлений биоценоза ровать и дать оценку фактору риска и кишечника: срыгивания, метеоризм, состава микробного пейзажа кишеч- неустойчивый стул. В составе патоген- ника у детей дошкольного возраста из ной кишечной микрофлоры наблюда- группы часто болеющих. лось: кишечная палочка со сниженной Материалы и методы. Под наблю- ферментативной активностью, кло- дением находилось 56 от 3 года до стридии, энтеробактер, кандиды, ус- 6 лет, детей родившихся от матерей, ловно-патогенные микроорганизмы беременность которых протекала с ос- семейства Enterobacteriacae, среди ко- ложнениями. торых чаще других высевались бакте- Результаты и обсуждение. В на- рии рода Clostridium (19,6%). Высокие шем исследовании на грудном вскарм- титры грибов рода Candida обнаруже- ливании находились дети до 2–х лет- ны у 28,2% детей. С высокой частотой 65 %, на смешанном вскармливание высевался S. aureus (21,7%). находилось 17%, и искусственное Выводы. У большинства обследо- вскармливание получали 18 % детей. ванных детей были обнаружены изме- При анализе амбулаторных карт 35 де- нения в составе облигатной и факуль- тей (62,5%) в стационарном лечении в тативной условно-патогенной микро- течении 1-го года находились от 4 до флоры. Выявленные нарушения анта- 6 раз. При изучении показателей ми- гонистической активности кишечной кроэкологии толстой кишки выявлены микрофлоры у детей можно считать дисбиотические нарушения различной результатом воздействия на организм степени тяжести у 46 детей(82,1%). ребенка многих факторов.

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ОСОБЛИВОСТІ ПАТРІОТИЧНОГО ВИХОВАННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ

Смеречак Катерина магістр дошкільної освіти, Дрогобицький державний педагогічний університет імені Івана Франка

Постановка проблеми. В нашій дер- ня в неї моральних понять і установок, жаві, що сповідує європейські ціннос- принципів, ціннісних орієнтацій та на- ті, патріотичне виховання має бути вичок практичної поведінки, які ство- спрямоване на формування у підрос- рюють умови для її розвитку і готують таючого покоління національної свідо- до майбутньої громадської та трудової мості, любові до України, турботи про діяльності. У процесі виховання роз- благо свого народу, вміння цивілізова- виваються вольові якості і риси харак- ним шляхом відстоювати права й сво- теру особистості, формуються її фізич- боди, сприяти громадянському миру ні, розумові, світоглядні, моральні, ес- та злагоді в суспільстві [2, с. 233-242]. тетичні та інші особливості. Головною метою патріотичного ви- Патріотизм – це одна з базових ховання на сучасному етапі є збере- складових національної самосвідомос- ження багатств духовної культури на- ті народу, що виражається в почуттях роду, його соціальної ментальності, любові, гордості і відданості своїй своєрідності світогляду. На цій основі батьківщині, його історії, культури, формуються особистісні риси грома- традицій та побуту, в почутті мораль- дянина – патріота України, які включа- ного обов’язку його захисту, а також у ють у себе національну самосвідомість, визнанні самобутності і самоцінності розвинену духовність, моральну, ху- інших спільнот, в усвідомленні їх пра- дожньо-естетичну, правову, трудову, ва на самобутність і існування без фізичну, екологічну культуру, розви- конфронтації один з одним [3]. ток індивідуальних здібностей і талан- Патріотичне виховання – це сфера ту починаючи з дошкільного віку. духовного життя, яке проникає в усе, Виклад основного матеріалу. Для що пізнає, узнає, робить,до чого праг- розкриття особливостей патріотично- не, що любить і ненавидить людина, го виховання дітей дошкільного віку яка формується. Патріотизм як діяль- необхідним є з’ясування сутності клю- на спрямованість свідомості, волі, по- чових понять: «виховання», «патріо- чуттів, як єдність думки і діла тизм», «патріотичне виховання». пов’язаний з освіченістю, етичною, ес- Виховання – планомірний і ціле- тетичною, емоційною культурою, сві- спрямований вплив на свідомість та тоглядною стійкістю, творчою пра- поведінку дитини з метою формуван- цею» [4, с. 72].

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Реалізація патріотичного виховання Основним завданням у цьому на- здійснюється через ряд етапів. Дослід- прямку повинно стати формування ник О. Вишневський виділяв три етапи: нового типу громадянина, який має I етап. Формування раннього етніч- бути гармонійно розвиненою особис- ного самоусвідомлення, яке розпочи- тістю, здатною самостійно та усвідом- нається в родині шляхом передачі тра- лено визначати власну соціальну долю. дицій та обрядів; Висновки. Нині патріотизм покли- II етап. Національно-політичне са- каний дати новий імпульс духовному моусвідомлення, яке відбувається під оздоровленню народу, формуванню в впливом усвідомлення соціального Україні громадянського суспільства, життя, вивчення історії та культури. яке передбачає трансформацію грома- Молода людина починає замислювати- дянської свідомості, моральної, право- ся над долею своєї нації, у неї форму- вої культури особистості, розквіту на- ється почуття поваги до рідної країни, ціональної самосвідомості і ґрунтуєть- почуття національної гідності; ся на визнанні пріоритету прав людини. III етап. Державно-політичного са- Література моусвідомлення. Передумовою успіш- 1. Вишневський О. Сучасне українське ного становлення державного патріо- виховання: педагогічні нариси / Оме- тизму є почуття причетності до своєї лян Вишневський. – Львів; Педагогічні нації і розбудова власної державності. нариси, 1996 – 238 с. В умовах єдиної держави формується 2. Жаровська О.П. Національна свідо- мість як складова патріотичного вихо- політична нація як єдність всіх грома- вання студентів педагогічних універси- дян країни незалежно від їх етнічної тетів / Жаровська О.П. // Теоретико- приналежності. Тому патріотами ста- методичні проблеми виховання дітей ють не лише етнічні українці, а й та учнівської молоді: зб. наук. праць. – представники інших етнічних груп, що Кіровоград: Імекс-ЛТД, 2014. – Вип. 18, кн. 1. – С. 233 – 242. проживають на теренах України і тур- 3. Каплуновська О. «Україна – моя Бать- буються про її благо [1, с. 97]. ківщина». Парціальна програма націо- Освітньо-виховне середовище за- нально-патріотичного виховання дітей кладу дошкільної освіти як засіб па- дошкільного віку / О.М. Каплуновська, тріотичного виховання дітей – це ці- І.І. Кичата, Ю.М. Палець; за заг. ред. лісна інноваційна комунікативно-тех- О.Д. Рейпольської. – Тернопіль: Ман- дрівець, 2016. – 72 с. нологічна система, яка характеризу- 4. Сухомлинський В.О. Вибрані твори: в ється педагогічно доцільною 5-ти т. / В.О. Сухомлинський. – К.: Ра- цілеспрямованістю, ціннісною орієн- дянська школа, 1977. – Т. 3: Народжен- тованістю [3]. ня громадянина. – 669 с.

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АКТУАЛЬНІ ПРОБЛЕМИ КРОС-КУЛЬТУРНОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ

Сонцова А. В. студентка ІІ курсу факультету інозменої філології МНУ імені Сухомлинського Науковий керівник: Чернега С. М. Кандидат філологічних наук, доцент кафедри англійської мови і літератури Ключові слова: кросс-культурна комунікація, крос-культурної підготовка, полікультурний простір, діалог культур, метод культурного асимілятора. Keywords: cross-cultural communication, cross-cultural education, multicultural space, dialogue of cultures, method of cultural assimilator.

Основним чинником, що робить Культурологічне спрямування ви- можливим налогодженнння культур- вчення іноземної мови визначається ного діалогу є вивчення іноземних мов як один із найбільш актуальних і необ- не лише майбутніми фахівцями з пере- хідних в умовах сучасної тенденції до кладу та лінгвістики, а й усіма студента- світової глобалізації Програмою з ан- ми. При цьому великою проблемою глійської мови для професійного спіл- постає те, що навіть володіючи необхід- кування (АМПС), призначеної для ви- ними знаннями людина відчуває не- щих навчальних закладів, де навча- впевненість, сумніви та сором’яз ються майбутні фахівці з різних спеці- ливість перед носіями іноземної мови, альностей. АМПС зорієнтована на спричинені так званим «культирним «виховання інтересу до культур наших шоком», що гальмує її комунікацію у європейських сусідів, розвиток демо- полікультурному середовищі. Саме кратичного суспільства, формування тому необхідно приділяти увагу теоре- відкритості, толерантності й поваги до тичному та практичному відпрацюван- «несхожості й відмінностей» [2, c. 19]. ню навичків користування іноземною Згідно з дослідженнями Р. Танга- мовою відповідно до умов соціокуль- личевої, немає значення, до якої куль- турного середовища носіїв цієї мови. турно-специфічної групи відносяться Такий підхід до навчання поширюється учасники кроскультурної комунікації, і впроваджується згідно з мовною по- всі вони проходять через однакові літикою Ради Європи, визначеною в етапи та досвід адаптації до іншого Загальноєвропейських Рекомендаціях з середовища. Згідно із цим, дослідни- мовної освіти, що наголошує наступне: ця цілеспрямовано використовує тер- «багатий спадок різних мов і культур мін «метод загального культурного Європи є цінним спільним джерелом асимілятора», умовами для формулю- для взаємного розвитку»[1, c. 18]. вання якого є:

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– стан тривожності і стрессової на- – сумніви що до коректності та об- пруги учасників крос-культурного діа- сягів своїх знань, важливих для розу- логу що до їньої можливості стати ак- міння кроскультурних відмінностей; тивним учасником комунікації в іншо- – когнітивні психологічні процеси і му культурному середовищі; явища, що формують основу відмін- – перспектива зіткнутися з упере- ностей між культурами [8, с. 326]. женнями з боку представників іншої Відповідно до проблем, що найчас- культури [3,c. 234]. тіше виникають під час комунікації За визначенням М. Шиловської, між представниками різних культур, метод культурного асимілятора- це основними завданнями крос-культур метод когнітивного орієнтування, ме- ної підготовки майбутніх фахівців є: тою якого є підготовка студента у – формування позитивного, толе- стислий термін до зустрічі із розбіж- рантного та безупередженого ставлен- ностями між двома культурами і на- ня до представників іншокультурного вчити його мислити дуалістично, бе- середовища; ручи до уваги свою та найбільш ха- – відпрацювання навичків вияв- рактерну для представника іншої лення, дослідження і практичного за- культури точки зору. Тому культур- стосування способів інтерпретації по- ний асимілятор часто називається ведінки людей, що представляють технікою підвищення міжкультурної іншу культуру; сензитивності (Intercultural sensitizer) – корегування власних реакцій в [4, c.139-154]. умовах міжетнічної взаємоії відповід- Основою методологічного кон- но до засад оточуючого культурного струювання культурних асиміляторів середовища [5, c. 309-313]. є досвід американських дослідників Р. Теоретико-практичні методи вико- Брісліна і К. Кушнера. Вони виявили ристання культурного асимілятора ві- 18 найбільш характерних проблем, дображено у працях таких учених, як які зустрічають майбутні фахівці в Р. Алберта, Б. Брисліна, К. Кушнера, період адаптації до професійної ді- Н. Холдена, І. Іванюк, Р. Тангаличевої, яльності в іншокультурному середо- Н. Шекихачевої та ін. вищі [6, 7]. Згідно з дослідженнями, Отже, здобуття студентами знань і основні фактори, що спричиняють ці навичок ведення крос-культурного ді- проблеми під час крос-культурної ко- алогу, їхнє розуміння та толерантне мунікації, можна поділити на три на- ставлення до представників інших ступні групи: культур є пріорітетною спрямованніс- – інтенсивні емоційні реакці, від- тю сучасної вищої освіти, покликаної чуття нестачі емоційної підтримки з допомогти їм в адаптації до іншого боку представників іншої культури, культурного середовища під час кросс- перспектива зустрітися з упереджен- культурній взаємодії, оскільки саме нями з їхнього боку; завдяки забезпеченню такої підготов-

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ки українська система освіти зможе 4. Шиловська М. О.. Виховання толерант- ності у структурі спеціального акаде- розвивати та покращувати свої зв’язки мічного курсу «Формування соціокуль- з іншими технічно та науково розвине- турної компетенції майбутніх учителів ними країнами, готувати конкурент- іноземних мов» М. О. Шиловська // носпроможних і висококваліфікова- Витоки педагогічної майстерності. них спеціалістів та гідно представляти Сер.: Педагогічні науки. – Вип. 8(2). – себе в сучасному науково-дослідниць- Київ, 2012.. – С. 309–313. 5. Albert R. D.. The intercultural sensitizer кому просторі. or culture assimilator: A cognitive ap- Список джерел proach. Handbook of intercultural train- 1. Борисенко А.О.. Програма з англійської ing. – N.Y., 1983. – Vol. 48. – P. 139–154 мови для професійного спілкування. – 6. Brislin R. W., Cushner K., Cherrie C., К.: Ленвіт. 2012.. – 119 с. Yong M. Intercultural interactions: A 2. Ніколаєва С.Ю.. Загальноєвропейські practical guide. Beverly Hills, 1986. – CA: Рекомендації з мовної освіти: вивчення, Sage. викладання, оцінювання. Наук. ред. 7. Cushner K. & Brislin, R. W. Intercultural укр. видання С.Ю. Ніколаєва. K.: Лен- Interactions. A Practical Guide. (2nd віт, 2010.. – 18 с. ed.) – Thousands Oaks, 1986. -CA: Sage 3. Тангаличева Р.К.; Головін Н.А.; Ігнатьє- Publications. ва О. А.. Культурний асимілятор. Тре- 8. Holden N. J. Cross-Cultural Management. нінг адаптації до життя в Санкт- A Knowledge Management Perspective. – Петербурзі: Петрополіс. – 2009.. – 234 с. Prentice Hall, 2002.. – С. 326

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САМОРОЗВИТОК ЯК СКЛАДОВА ОСОБИСТІСНОЇ МОБІЛЬНОСТІ СТУДЕНТІВ Чіжова Н.В. Національний технічний університет України «Київський політехнічний інститут ім. Ігоря Сікорського» Ключові слова: саморозвиток, особистісна мобільність, університет. Key words: self-development, personal mobility, university.

В сучасному високотехнологічному самозбагачення і саморозкриття, це са- світі суттєві зміни відбуваються в бага- мостійне формування особистості, спря- тьох галузях життя, змушуючи спеціа- моване на успішну самореалізацію в сус- лістів опановувати нові підходи, засвою- пільстві [1]. На думку багатьох вчених, вати нові методи та технології для вирі- серед яких П. Сорокін, А. Маслоу, К. шення задач. Тому вищі заклади освіти Абульханова-Славська, у людини існує не тільки готують студентів до певної початкова потенція та нагальна потреба спеціальності, а й допомагають їм оволо- до саморозвитку. А. Маслоу зауважує, що діти універсальними навичками: пошук в основі саморозвитку лежать потреби. та аналіз інформації, критичне мислен- Саме вони є рушійною силою діяльності ня, комунікативна гнучкість, робота в людини. Вчений підкреслює, що потреба команді. Університет занурює студента в саморозвитку займає вищу позицію в в обрану ним галузь, надаючи йому ієрархії потреб. Вроджена потреба в роз- можливість зробити вибір щодо вузької витку, притаманна кожній людині при- спеціалізації. Відомо, що отримані зна- зводить до того, що вона намагається за- ння застарівають протягом п’яти років. стосувати і реалізувати свої успадковані Отже щоб бути конкурентоспромож- потенційні можливості [2]. Таким чином, ною на ринку праці молода людина має саморозвиток є основним шляхом руху постійно займатися саморозвитком, людини до особистісної мобільності, її вміти адаптуватися до життєвих умов, життєво необхідною діяльністю. що змінюються, самостійно та активно Аналізуючи особливості людської ді- діяти, приймати рішення на основі креа- яльності її природу та напрямки М.С. тивного ставлення до ситуації, налаго- Каган виділяє три її види: перетворю- джувати відносини з різними людьми, вальну, пізнавальну та ціннісно-орієнта- тобто бути особистісно мобільною. ційну. З точки зору саморозвитку осо- За визначенням В. Михайличенка та бистості це відповідно фізичне та духо- М. Канівця саморозвиток – це цілеспря- вне самовдосконалення, самопізнання мована багатоаспектна само зміна осо- та самооцінка[3, 53]. бистості, яка має на меті її максимальне Незважаючи на природнє походжен- духовно-етичне та діяльнісно-практичне ня феномену саморозвитку ця якість

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може і має бути розвинена під час на- тання для саморозвитку, оскільки їм вчання в університеті. Студент перетво- можна займатися будь-де та будь-коли, рюється від людини яка сприймає, ана- не залежно від інших, виділяючи для лізує та осмислює інформацію на індиві- нього найзручніший час. Однак відомо, да, здатного до самостійного опануван- що не все можна опанувати просто чи- ня нової сфери діяльності. Завдяки таючи, дуже часто студентам не виста- сучасним технологіям інформація з чає керівника, помічника і саме курси будь-якого питання доступна для широ- можуть стати в нагоді. кого загалу, треба тільки бути достатньо Для саморозвитку студентів універ- цілеспрямованим та наполегливим щодо ситет пропонує численні гуртки, семіна- її пошуку та сприйняття. Нове поколін- ри, олімпіади, тренінги, курси та конфе- ня формується і зростає в епоху «викли- ренції. У розпорядженні молоді є багато ків»: воно з готовністю береться за ви- Інтернет ресурсів з матеріалами, деякі рішення найскладніших завдань; не зу- курси найкращих університетів світу пиняється перед труднощами, а навпаки наявні у вільному доступі, існують очні отримує насолоду та задоволення в бо- курси, семінари, тренінги які задоволь- ротьбі з ними; володіє розвиненим кри- нять допитливих студентів та сприяти- тичним мисленням. Наприклад, вивча- муть їх поступовому саморозвитку. ючи гуманітарні дисципліни ( іноземна Молоді люди активно приймають мова, історія, психологія, філософія і т. участь у тренінгах, семінарах, проектах, д.) студенти технічних університетів на- конкурсах, подають заявки на гранти, дають перевагу завданням, які не просто стажування. Кожна відвідана в універ- вимагають знання фактів та репродук- ситеті лекція, семінар, конференція роз- тивної діяльності, а насамперед нестан- ширює коло інтересів, ставлячи складні дартного творчого підходу, пошуку різ- питання і відкриваючи нові горизонти, в них варіантів рішень. В цілому весь досягненні яких вагому роль грає само- освітній процес спрямований на ство- розвиток. рення умов для розкриття потенціалу Література: студентів та його розвитку. 1. Михайличенко В. Є., Канівець М. В. Опитування серед китайських за- Готовність студентів до саморозвитку: можних людей, проведене в 2017 році сутність і структура [Електронний ресурс] пропонувало вісім способів особистіс- Режим доступу: http://library.uipa.edu.ua/ images/data/zbirnik/32-33/11mvedes.pdf ного розвитку. В результаті 56% респон- (Дата звертання: 24.04.2019) дентів на перше місце поставили читан- 2. Маслоу А. Психология бытия. М.: ня, на другому місці з 41% – навчання на «Рефл-бук», 1997. – 304 с. курсах за інтересами, відвідування ви- 3. Каган М. С. Человеческая деятельность. ставок посіло третє місце – 39% і на М., 1974. – 320 с. 4. Statista Leading methods of personal de- четвертому місці – професійне навчання velopment among Chinese high-net- (34%)[4]. Отримані результати підкрес- worth individuals as of 2017: Hurun Re- люють ефективність та доступність чи- search Institute; ID 865408

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ORGANIZATION OF INDEPENDENT WORK OF STUDENTS OF MEDICAL HIGHER EDUCATIONAL INSTITUTIONS OF UKRAINE

Avetysova Iryna Candidate of Pedagogical Sciences Associate Professor of the Department of Languages and Humanities No. 1 Donetsk National Medical University Kramatorsk, Ukraine

For the preparing specialists in higher Donetsk National Medical University. Ac- medical education, the increase of the ef- cording to a specially designed question- ficiency and effectiveness of the educa- naire, 36 teachers who were responsible tional process is of particular importance for teaching and methodical work at the [1]. One of the ways of successful solving departments were interviewed. It includ- the tasks is to reorient the educational ed the content and organizational aspects process with the tasks of showing knowl- of the SRWS. edge and experience into tasks of teaching Today, the first priority is the search students the skills of their own acquisition for ways to organize and improve the edu- and transformation. In the modern educational process in higher medical institu- cational process, there should be the main tions of Ukraine. Knowledge to which the principle: “to teach to learn, to instill the student has come himself becomes a truly ability to replenish independently their solid achievement, that is why the higher knowledge, to orient in the flow of infor- school gradually moves from providing mation that is rapidly changing” [4]. information in the finished form to the In solving this problem an important leadership of independent cognitive ac- role is given to the organization of inde- tivity of students, forming the experience pendent work of medical students (SRWS) of independent learning and cognitive in the process of their educational activities. work in them [5]. The purpose of the research is the In the interpretation of the concept of problem of the organization of SRWS on “independent work of the student” a sin- the departments of microbiology, virolo- gle approach is still not developed. We gy and immunology; anatomy of man; share the opinion of M. Diankin that the languages and humanitarian disciplines independent work of students is a multi- №1; Obstetrics and Gynecology; neurol- faceted activity in carrying out various ogy; Surgery of medical faculties of tasks for the purpose of obtaining, as- Donetsk National Medical University. similating and improving knowledge, Presentation of the main research forming skills and abilities, developing material and methods of reseach. The the necessary professional and personal subject of the study were teachers of the qualities [2].

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SRWS is one of the form of educa- showed that only 60% of the teachers gave tional process that encompasses both au- the definition of SRWS, and saw it only in ditorium and non-auditorium work of reading by students the additional scien- students and develops the autonomy of tific literature in the specialty, which aims thinking, promotes the development of to write a lecture, report, history of the appropriate skills [7]. According to the disease; others emphasized the impor- Law of Ukraine “On Higher Education” tance of independent work with patients (Article 16, Clause 2.5), students’ inde- (19.2%), diagnostic and therapeutic pro- pendent work is a variety of types of indi- cedures, use of educational computer pro- vidual and collective activities of students grams (7.6%), solution of situational tasks conducted under the guidance, but with- and participation in business games out the direct involvement of the teacher (3.8%). Some of the respondents (15.4%) in a specially designated auditorium or of the CRWS were reduced to a time that non-teaching time for this purpose.. The it is not their task, but intended for stu- purpose of the SRWS is aimed at the for- dents to master the questions of the edu- mation of cognitive activity, the mastering cational program. of basic skills and skills of work with edu- In this case, 26.9% considered the cational materials, expansion and deep- presence and / or absence of a teacher to ening of existing knowledge and increas- be important when performing the SRWS. ing the level of organization of students. 41.3% of teachers did not know about the In the context of a modern educational types of SRWS in other departments and system, independent work dominates faculties of the university. Most of the among other types of educational activi- units did not have enough special rooms ties of students after practical training (it for it. may range from 15 to 55% of the study More than half (61.8%) refer to meth- program material) and allows to consider odological developments used by teachers accumulated knowledge as an object of and students when doing SRWS. However, the student’s own activities. our analysis of educational literature at the The expansion of functions and the medical, dental and pharmaceutical de- growth of the role of independent work of partments showed that only about 39% of students leads not only to increase its vol- the works have some tasks for the SRWS. ume, but also causes a change in the rela- According to the answers, the most tionship between the teacher and the stu- common technical means of training dent as equal subjects of educational ac- (TMT) used for the SRWS is a computer tivity, it will accustom him to solve inde- (50.6%) with access to the Internet. Then pendently the questions of organization, in descending order tables and slides planning, control over his educational (43,4%), dummies, phantoms, various activities, educating independence, as a equipment (all by 11,5%) were followed. personal feature of character [8]. About 20% of departments do not have The analysis of the results of our study TMT adapted for SRWS.

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The important means of the develop- pendent training. The extent to which the ment of cognitive activity of students is a teacher was able to identify correctly the lecture. Its purpose is to give a motivation purposes of seminar, to provide the nec- to the theme, to cause interest in it, to essary literature and other materials, was cause thoughts beyond its content, which able to take into account the content of has a philosophical, moral, aesthetic val- lectures and teaching aids, depends on the ue. The organization of lectures involves effectiveness of this training. the security of the course with the neces- Educational research work of students sary number of textbooks and study (SRWS) refers to the form of the SRWS. It guides allowed for use in higher educa- relies on work with literary sources, text- tion institutions of the relevant profile, as book and self-accumulation of facts well as lecture notes, methodological through observations, experimentats, guidelines for students studying the mate- survey of research work is included in the rial of the lecture course, including rec- activity of teaching, has clearly set up di- ommendations on time expenditures for dactic goals, is based on the initial level of independent work, the list of the main knowledge, skills and skills of students, and additional literature. differentiated depending on the subject, In practice, the share of SRWS increas- to which it belongs to. es. Practical lesson is a form of training, Research department is fully governed the purpose of which is to form skills for by the principles of SRWS. The general performing mental and manual actions. goals and objectives of the SRWS are to Depending on the content of the disci- teach a young specialist to work indepen- pline, these skills may have different de- dently, to accustom him permanent self- grees of approximation to professional education: work with a book, bibliogra- activity. In order to achieve the goals and phy, referencing scientific literature, ac- content of each practical lesson, it is rec- quiring research skills, preparing and ommended to create workshops based on conducting results and conclusions. It internal and interdisciplinary logical con- also promotes the preparation of students nections, observing continuity between scientific reports and abstracts. practical and lecture classes [6]. In medical institutions of higher edu- At the seminar or colloquium, student cation the protection of the disease histo- autonomy is manifested in the fact that he ry is widely applied. Justification of the is thinking of a question reflecting a prob- diagnosis, the choice of the optimal treat- lem, on his own initiative is included in ment method, qualified conclusion on the discussion, builds his speech, partici- laboratory analyzes are the main parts of pates in the discussion. The effectiveness the research, as the performance of each of the seminar is largely dependent on of these phases of the doctor’s work is in- how students were able to prepare for it. extricably linked to the study. At the same The planning of the seminar involves time there is a selection of the object of careful development of the student’s inde- observation, namely observation, infor-

131 MONOGRAFIA POKONFERENCYJNA mation gathering, analysis, synthesis, University of Departments of Microbiol- generalization, etc. ogy, Virology and Immunology; anato- Research work of students (SRWS) in- my of man; languages and humanitarian cludes the work in extracurricular time in disciplines №1; Obstetrics and Gynecol- scientific groups of departments with the ogy; neurology; Surgery of medical fac- receiving of qualitatively new informa- ulties has shown significant disadvan- tion, formed at students methods and tages in the organization and holding methods of research work. SRWS is de- SRWS. In order to improve the organiza- fined as a creative cognitive activity, the tion of SRWS and in accordance with the task and the result of fulfilling which is modern tasks of increasing the level of the development of new knowledge about training of specialists in higher medical the objects and processes in a particular qualification, we offer: field, which are obtained by new meth- – to strengthen the logical and didac- ods. The main difference between the re- tic unity of the educational process, to search and development work of the improve the methodological guidance of NRDR is the nature of the management of independent educational activities of stu- these student activities. dents, to develop rational forms of their In production practice, the head only planning, organization and control; determines the order, time, objects of – to develop a cross-cutting program work, provides counseling and control of student’s educational and industrial over the activities of the student as the practice that reveals the goals, tasks, con- performer of certain functions stipulated tents and methods of practical training of by the provisions, for example, the nurse. students, the sequence and appointment But learning process, the ability to apply of its specific stages in their role and the theoretical principles to practical activity formation of professional skills and skills is carried out independently. of a specialist; Conclusions. The purpose of inde- – to specify the amount of this work pendent work of medical students is to on each discipline (with its distribution in teach to learn or teach to solve problems weeks), in the calendar graphs of non- in the field of educational activities, in- audited SRWS in semesters as well as data cluding the purpose of cognitive activity; on the timing and forms of controlling choose the necessary sources of informa- the progress of learning the educational tion; find the best ways to achieve the and program material; goal; evaluate the obtained results; or- – the schedule of SRWS discipline ganize their activities; collaborate with must contain its volume in hours by other students; to teach orientation in weeks, terms and forms of control; the world of spiritual values; teach to – To develop and issue methodologi- solve problems related to the implemen- cal guidelines for the study of discipline, tation of certain social roles. The survey the fulfillment of laboratory works, con- of teachers of Donetsk National Medical trol works, homework and other types of

132 SCIENCE, RESEARCH, DEVELOPMENT №16 educational work, including the fulfill- 4. About Higher Education Ed. 01.01.2019 – Zakon.Help https://zakon.help/law/1556- ment of course projects (works); VII/edition01.01.2019/ – to intensify cognitive activity of stu- 5. Basic Principles of the Development of dents, to develop their creative abilities, to Education in Ukraine in the Context of the strengthen the interrelationship of educa- Bologna Process (Documents and Materi- tional and research processes; als 2003-2004), ed. VG Kremny – Terno- – to improve the course “Introduction pil, 2004. – 147 p. 6. Orlov Yu.M. Forms of training. / Yu.M. to the specialty”, which must equip stu- Orlov Sir Pedagogy Moscow, 1998. 36 p. dents with rational methods and tech- 7. Turkina MV The essence of the concept niques of independent work and self-edu- of independent educational and cogni- cation [2, 9-11]. tive activity of students in psychological and pedagogical literature. / M.V. Turki- LITERATURE na // Bulletin of the Taras Shevchenko 1. Baluyeva O. V. Formation of strategic di- National University. _ 2011.- № 5 (216) rections of activity of higher medical edu- P. 110-114 cational institutions, aimed at improving 8. Filonenko MM Methodology of teaching the training of medical personnel /О.В. in higher medical school on the basis of Baluyev / / Formation of strategic direc- competency approach: method. recom- tions of activity of higher medical estab- mendations [for teachers and applicants of lishments. – 2013. – No. 12. – p. 4. the scientific degree of the doctor of phi- 2. Diankina MS The professionalism of the losophy (PhD) VM (F) NZ Ukraine] teacher of the higher medical school (psy- /M.M. Filonenko – K.: «Center for Educa- chological and pedagogical aspect): / M.S. tional Literature», 2016. – 88 p. Diankina / Tutorial. manual. M., 2000. 276 p. 9. Khomenko K.P. Formation of professional 3. Zyazyun IA Philosophy of progress and competence of future doctors / KP forecast of the educational system / І.А. Khomenko // Humanitarian Bulletin of Zyazun // Pedagogical skill: problems, Pereyaslav-Khmelnitsky State. ped un-th searches, perspectives: monograph. – K.: them Gregory Skovoroda. – 2015 – Glukhiv: RVB GAPU, 2005. – P. 10-18. Add.1 to Vip 36, T. II (62). – P.321-330.

133 MONOGRAFIA POKONFERENCYJNA EDUCATION SYSTEM OF THE REPUBLIC OF UZBEKISTAN

Ametova Fotima Rozmatovna, teacher of Tashkent financial institute Annotation: The article studies the education system of the Republic of Uzbekistan, types of education as well describes the activity of the state and non-governmental educational institutions in the country and includes scientific conclusions. Keywords: social sphere, education system, state and non-governmental educational institutions, preschool education, primary education higher education, Bache- lor’s Degree, Master’s Degree, public organizations. Аннотация: В статье рассматриваются система образования Республики Узбекистан, виды образования, а также описывается деятельность государ- ственных и негосударственных образовательных учреждений в стране и приво- дятся научные выводы. Ключевые слова: социальная сфера, система образования, государственные и негосударственные образовательные учреждения, дошкольное образование, начальное образование, высшее образование, бакалавриат, магистратура, госу- дарственные организации.

Education has and will continue to person to make a comprehensive deci- play a significant role in the development sion. During this period, the person ac- of the country. First, it increases an quires knowledge of the basics of science individual›s internal potential, self-re- and professional information, he / she spect, and self-esteem. Second, it makes grows up as a person with high spiritual an individual a better prospect for em- and moral qualities and qualified person- ployment. Third and most importantly, nel. It creates a certain worldview. an educated individual gives more back to The education system of the Republic the society. of Uzbekistan consists of: The basis of the system of continuous – State and non-governmental educa- education of the personnel of the Republic tional institutions implementing educa- of Uzbekistan is the priority sphere provid- tional programs in accordance with state ing the social and economic development, educational standards; meeting the needs of the individual, soci- – Scientific-pedagogical organizations ety and state, scientific and technical and carrying out necessary research works for cultural needs, the formation of a creative, functioning and development of the edu- socially active, creates the necessary condi- cational system; tions for the accelerated preparation of – public administration bodies in the competent competitive staff. field of education, as well as enterprises, Indeed, the continuous learning pro- institutions and organizations under their cess is the most convenient time for a control.

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Continuous 6. Professional education system 5. Post-graduate development and in the Republic of education; retraining. Uzbekistan:

1. Preschool 4. Higher 7. Extracurricular education; education; education

3. Secondary 2. General specialized secondary professional education; education;

Picture 1. Continuous education system in the Republic of Uzbekistan* *Formed by the author on the basis of scientific and educational literature. In Uzbekistan two ministries that skills necessary for general secondary ed- Ministry of Public Education and Minis- ucation. Children of the first grade are try of Higher and Secondary Specialized accepted from the 6-7 ages. All primary Education accomplish the direct manage- school pupils are provided with free text- ment of the educational system activities. books and learning aids in Uzbekistan. In the following picture there are de- The compulsory secondary vocational scribed continuous education system in and professional education, which in- the Republic of Uzbekistan. cludes three years of secondary school Pre-primary education is the starting education, is an independent type of con- point for continuous education. It pre- tinuing education. The ways of secondary pares systematically to educate the child, specialized or vocational education are to create a healthy and developed person, voluntarily selected by academic lyceum to motivate to read. Preschool education or vocational college students. which continuous till the age of 6-7 years, The main purpose of higher education is carried out in state and non-state chil- is to prepare personnel who is qualified, dren pre-school institutions and families. competitive, highly educated, high school The purpose of general secondary ed- educator, training highly talented profes- ucation is to provide participants with the sionals and makes great contributions in systematic knowledge, skills and expertise the development of scientific, cultural, eco- of the science basics needed to operate in nomic and social spheres of the republic. various fields of cultural, household and There are following forms of higher national economy, as well as special edu- education institutions which have a legal cation (vocational, technical, medium, status: high). Primary education is aimed at The university is focused on providing forming the basics of knowledge and students with comprehensive education

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Higher education in the Republic of Uzbekistan

Bachelor's Degree Master's Degree

Bachelor's Degree is a basic higher education Master's Degree is a continuation of higher with basic sciences with four years of higher education in the specialty of not less than education two years based on bachelor's degree

Picture 2. Higher education in the Republic of Uzbekistan** **Formed by the author on the basis of scientific and educational literature. so that they can continue their studies in cation, higher education, professional de- the field of higher education; velopment and retraining, extracurricular Academy – prepares a higher educa- education has changed dramatically. But in tion program for a specific course, in ad- the era of globalization, science and tech- dition to providing higher education for nology are rapidly developing in the world. further study; This, in its turn, puts new demands on edu- The institute, as well as all higher education and science. Regular reform of the cation institutions, has a higher education education system will continue to be an ur- program and it provides information in gent requirement for today, improving the one direction. modern teaching methods and tools, en- It is clear from the second picture that riching the content of education. higher education consists of two stages: a References bachelor’s degree and a magistracy. Bache- 1. The law of the Republic of Uzbekistan “On lor’s Degree is a basic higher education with Education”, August 29, 1997, No. 464-I basic sciences with four years of higher edu- 2. The law of the Republic of Uzbekistan “On cation. Master’s Degree is a continuation of The national program of personnel prepa- higher education in the specialty of not less ration”, August 29, 1997, No. 463-I than two years based on bachelor’s degree. 3. Decree of the President of the Republic of Uzbekistan “On the measures for the de- To sum up, since the early years of inde- velopment of the general secondary, sec- pendence, a great deal of attention has been ondary special and vocational education”, paid to the reform of the education system January 25, 2018, No. 5313 in the country, and a lot of achievements 4. Resolution of the President of the Republic have been achieved in the field. In the sys- of Uzbekistan “On additional measures to improve the quality of education in higher tem of continuous education, in particular, educational institutions and to ensure preschool education, general secondary ed- their active participation in the custom- ucation, secondary special, vocational edu- based reforms”, June 5, 2018, No. 3775

136 SCIENCE, RESEARCH, DEVELOPMENT №16 SOCIAL MOTIVATIONAL PROCESSES AND INTERPERSONAL RELATIONSHIP: IMPLICATIONS FOR UNDERSTANDING MOTIVATION AT SCHOOL

Aminova Gulishaydo Ergashboy qizi. Student. Urgench state university.

Abstract. Social-motivational processes and socialization experiences can play a critical role in students’ academic success. However, the search for specific mechanisms and processes that explain these social influences on motivation is still in its inception. The purpose of this article was to begin to articulate some of these processes in the hope that more precise explanations of influence will emerge. The 1st section of the article focuses on ways in which social-motivational processes are relevant for understanding motivation to achieve academically, using goal pursuit as a case in point. Models describing complementary, developmental, and hierarchical relations among social and task-related goals and their implications for understanding student achievement are presented. Then, ways in which students’ social encounters and experiences with parents, teachers, and peers might influence their adoption and internalization of socially valued goals are examined. Key words. Academic, socially, internalization, motivation, process.

Introduction. There is growing con- also provide a context for communicating sensus that the nature and quality of chil- positive and high expectations for perfor- dren’s relationships with their teachers mance and for teaching students what play a critical and central role in motivat- they need to know to become knowledge- ing and engaging students to learn (Wen- able and productive citizens. Despite this tzel, 2009). Effective teachers are typically consensus, there is much yet to learn described as those who develop relation- about the nature of teacherstudent rela- ships with students that are emotionally tionships and their significance for moti- close, safe, and trusting, who provide ac- vating students to excel academically and cess to instrumental help, and who foster behave appropriately. At the most general a more general ethos of community and level, the conceptual underpinnings of caring in classrooms. These relationship work in this area tend to suffer from lack qualities are believed to support the de- of clarity and specificity. For example, it is velopment of students’ motivational ori- not always clear what scholars mean when entations for social and academic out- they talk about ‘relationships’ between comes, aspects of motivation related to teachers and students. Similarly, motiva- emotional wellbeing and a positive sense tional constructs are often vague and ill- of self, and levels of engagement in posi- defined (see Murphy & Alexander, 2000). tive social and academic activities. They In addition, explanatory models that pro-

137 MONOGRAFIA POKONFERENCYJNA vide insights into the mechanisms where- nication bears little resemblance to what by teacher-student relationships have a anthropologists study under the same ru- meaningful impact on student outcomes bric. A concept used in so many different are rare. In light of these issues, this chap- ways runs the risk of becoming an amor- ter highlights various perspectives on phous catch-all term lacking precise teacherstudent relationships and motiva- meaning, and that already may have hap- tion, including definitions of constructs pened to communication. As the sociolo- and theoretical perspectives that guide gist Thomas Luckmann has observed, current work in this area. A specific mod- “Communication has come to mean all el of teacher-student relationships that things to all men” (Luckmann, 1993, p. focuses on relationship provisions in the 68). Despite this, for social psychologists form of emotional warmth and expecta- communication (or some equivalent no- tions for goal pursuit is presented, and tion) remains an indispensable concept. suggestions for future directions for theo- It’s difficult to imagine serious discus- ry and research are offered. sions of such topics as social influence, Main part. Social psychology tradi- small group interaction, social percep- tionally has been defined as the study of tion, attitude change, or interpersonal re- the ways in which people affect, and are lations that ignore the role communica- affected by, others.1 Communication is tion plays. Yet such discussions typically one of the primary means by which peo- pay little attention to the specific mecha- ple affect one another, and, in light of this, nisms by means of which the process one might expect the study of communi- works. cation to be a core topic of social psychol- An instructive parallel can be drawn ogy, but historically that has not been the between the way contemporary social case. No doubt there are many reasons. psychologists think about communica- Among them is the fact that communication and the way an earlier generation of tion is a complex and multidisciplinary social psychologists thought about cogni- concept, and, across the several disci- tion. It was not unusual in the late 1970s, plines that use the term, there is no con- when social cognition was beginning to sensus on exactly how it should be de- emerge as an important theoretical focus, fined. It is an important theoretical con- for social psychologists of an earlier gen- struct in such otherwise dissimilar fields eration to observe that social psychology as cell biology, computer science, etholo- had always been cognitive in its orienta- gy, linguistics, electrical engineering, so- tion, so that a focus on social cognition ciology, anthropology, genetics, philoso- was really nothing new. There was some phy, semiotics, and literary theory. And truth to this claim. Even in the heyday of although there is a core of meaning com- Behaviorism, social psychologists really mon to the way the term is used in these never accepted the doctrine that all be- disciplines, the particularities differ enor- havior, social and otherwise, could be ex- mously. What cell biologists call commu- plained without invoking what Behavior-

138 SCIENCE, RESEARCH, DEVELOPMENT №16 ists disparagingly termed “mentalistic” group members’ needs, interests and goals concepts (Deutsch & Krauss, 1965). In- (Allport, 1954). More recently, however, it deed, the concepts that defined the field has been shown that such stereotypes can (attitude, belief, expectation, value, im- arise simply from the way people Models pressions, etc.) were cognitive by their of Interpersonal Communication page very nature. The point is well taken as far 4 process information about others, and as it goes, but it fails to acknowledge the that invidious motives or conflict are un- differences between the implicitly cogni- necessary for their development (An- tive outlook of the earlier social psychol- dersen, Klatsky, & Murray, 1990; Hamil- ogy and the study of social cognition. In ton & Sherman, 1989). While motivation the former, it was assumed that cognition and conflict probably do often play a role underpinned virtually all of the processes in the development of pejorative group studied. The ability to think, perceive, re- stereotypes, apparently it is not a neces- member, categorize and so forth were as- sary condition for their emergence. (For a sumed to be capacities of the normal historical review of research in this area, person, and little attention was paid to the see Rothbart & Lewis, 1994.) In much the specific details of how these mental oper- same way, contemporary social psycholo- ations were accomplished. In order for gists acknowledge that communication messages to change attitudes, people must mediates much social behavior, but seem be able to understand them, remember willing to assume that it gets accom- them, think about them, etc. It was as- plished, and display little interest in how it sumed that people could and would do occurs. Their focus is on content, not these things; exactly how was not thought process. As a result, they may fail to ap- to be of great consequence. In contrast, preciate how the communication situa- underlying the study of social cognition tion their experiment represents affects (as that term has come to be understood) the behavior they observe. Recent work is the assumption that the particular by Schwarz, Strack and their colleagues mechanisms by which cognition is ac- illustrates some consequences of this complished are themselves important de- oversight (Bless, Strack, & Schwarz, 1993; terminants of the outcome of the process. Schwarz, Strack, Hilton, & Naderer, For example, particularities of the struc- 1991b; Struck & Schwarz, 1993; Struck, ture of human memory, and of the pro- Schwarz, & Waken, 1991). For example, cesses of encoding and retrieval, can af- Strack et al. (1991) elicited subjects’ re- fect what will or will not be recalled. One sponses to two similar items: (1) “How consequence of this difference in empha- happy are you with your life as a whole?” sis can be seen in an example. In the ear- and “How satisfied are you with your life lier social psychology, negative stereo- as a whole?” For one group of subjects, types of disadvantaged minorities were the two questions were asked in different, understood as instances of motivated per- unrelated questionnaires; for the other ceptual distortion deriving from majority group, the questions were asked in the

139 MONOGRAFIA POKONFERENCYJNA same questionnaire, set off from the other 3. Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. items in a box labeled “Here are some Cummins (Eds.), Multilingual education questions about your life.” Other things in practice: Using diversity as a resource being equal, one would expect responses (pp. 32–61). Portsmouth, NH: Heine- to the two items to be highly correlated. mann. Cummins, J. (1979). Although happy and satisfied are not syn- 4. Linguistic interdependence and the educa- onymous, they bear many similarities in tional development of bilingual children. Review of Educational Research, 49, 222– meaning; certainly there are circumstanc- 251. Cummins, J. (1981). es that can make one happy but not satis- 5. The role of primary language development fied, and vice versa, but people who are in promoting educational success for lan- happy with their lives tend also to be sat- guage minority students. In California isfied with their lives. When the two items State Department of Education (Ed.), Schooling and language minority students: were presented in separate questionnaires A theoretical framework (pp. 3-49). the correlation between responses to 6. Los Angeles: California State University, them was 0.96, which probably is close to Evaluation, Dissemination and Assess- the items’ test–retest reliability. ment Center. Cummins, J. (1991). 7. Interdependence of first- and second-lan- REFERENCES. guage proficiency in bilingual children. In 1. Baker, C. (2001) Foundations of bilingual E. Bialystok (Ed.), Language processing in education and bilingualism (3rd ed.). bilingual children (pp. 70–89). Clevedon, England: Multilingual Matters. 8. Cambridge, England: Cambridge Univer- Brown, K. R., Cummins, J., & Sayers, D. sity Press. Cummins, J. (2001). (In press). 9. Negotiating identities: Education for em- 2. From grade expectations to great expecta- powerment in a diverse society (2nd ed.). tions: Rethinking Literacy instruction and Los Angeles: California Association for technology in today’s diverse classrooms. Bilingual Education.

140 SCIENCE, RESEARCH, DEVELOPMENT №16 ROMANTICISM

Arzikulova Ozoda, Tursunpulatova Gulruxsor

Anotation: Romanticism is an ideological and artistic trend that emerged in the Eu- ropean and American culture of the late 18th century – the first half of the 19th century, as a reaction to the aesthetics of classicism. Originally formed (1790s) in philosophy and poetry in Germany, and later (1820s) spread to England, France and other countries. He predetermined the last development of art, even those of his direction, which opposed him. Key words: Musical romanticism, personal tone, reality and dream

New criteria in art were freedom of dream. Reality is low and soulless, it is expression, increased attention to indi- permeated with the spirit of philistinism, vidual, unique features of a person, natu- philistinism and is only worthy of denial. ralness, sincerity and looseness, which A dream is something beautiful, perfect, replaced the imitation of classical models but unattainable and incomprehensible to of the 18th century. Romanticism rejected the mind. the rationalism and empiricism of the Romanticism contrasted the prose of Enlightenment as mechanical, imperson- life with the beautiful Kingdom of the al and artificial. Instead, they focused on spirit, “the life of the heart.” Romantics emotionality of expression, inspiration. believed that feelings were a deeper layer Feeling free from the declining system of the soul than the mind. According to of aristocratic rule, they sought to Express Wagner, “the artist refers to the feeling, their new views, the truths they had dis- not to the mind.” And Schumann said, covered. Their place in society has changed. “the mind is wrong, the senses never.” It is They found their reader among the grow- no coincidence that the ideal form of art ing middle class, ready to emotionally sup- was declared music, which by virtue of its port and even worship the artist – genius specificity most fully expresses the move- and prophet. Restraint and humility, were ments of the soul. It was music in the era rejected. They were replaced by strong of romanticism that took a leading place emotions, often reaching extremes. in the art system. Romanticism was a peculiar reaction If in literature and painting romantic to Enlightenment with its cult of reason. direction mainly completes its develop- Its occurrence was caused by different ment by the middle of the XIX century, reasons. The most important of them is the life of musical romanticism in Europe the disappointment in the results of the is much longer. Musical romanticism as a great French revolution, which did not direction developed in the early XIX cen- meet the expectations placed on it. tury and developed in close connection For romantic worldview characterized with various trends in literature, painting by a sharp conflict between reality and and theater. The initial phase of musical

141 MONOGRAFIA POKONFERENCYJNA romanticism is represented by the works poet, musician – favorite characters in the of F. Schubert, E. T. A. Hoffmann, K. M. works of romantics (“Love of the poet” by Weber, N. Paganini, John. Rossini; the Schumann, “Fantastic Symphony” by Ber- next stage (1830-50-ies.) – the work of lioz with its subtitle– “an Episode from the Chopin, R. Schumann, F. Mendelssohn, life of the artist”, symphonic poem by Liszt G. Berlioz, F. Liszt, R. Wagner, J. Verdi. “tasso”). The late stage of romanticism extends to The deep interest in human personal- the end of the XIX century. ity inherent in romantic music was ex- The main problem of romantic music is pressed in the predominance of personal the problem of personality, and in the new tone in it. Disclosure of personal drama light – in its conflict with the outside often acquired the romantics tint autobio- world. A romantic hero is always alone. graphical, which made the music special The theme of loneliness – perhaps the sincerity. For example, many of Schu- most popular in all the romantic art. Very mann’s piano works are connected with often it is associated with the idea of a the story of his love for Clara wick. The creative person: a person is alone when he autobiographical nature of his operas is an outstanding, gifted person. Artist, strongly emphasized Wagner.

142 SCIENCE, RESEARCH, DEVELOPMENT №16 PEDAGOGICAL DECISION MAKING THROUGH THE LENS OF TEACHER PREPARATION PROGRAM

Atadjanova Surayyo Raimboyevna Senior lecturer of UrSU Babajanova Madina Shukhratovna 4 th year student of UrSU the faculty of foreign philology Abstract. Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers’ views about pedagogical decision making. Discussion helps school mentors understand preservice teacher to pedagogical decisions during the teacher. The implications of study can be used for science teacher education to promote 21st century instruction. Key words. preservice teacher, teacher preparation, professional development, pedagogical decision making.

Introduction Teacher is key agent to 21st century learning. As we known, transform students’ learning to have world of changing is still running and di- knowledge, skills, and attributes which rectly affected to process of education. It society needs. Based on the education re- is a successful key to promote children form and teacher education reform, the learn to live with others and employ society need effectiveness and qualified knowledge-based scientism offering so- teacher by different views. Science teacher cial movements. Education reform seems is also to understand nature of education, to do as key tools for describing what and create curriculum and instruction that how practicing in the quality of educa- meet the requirements of science education. Knowledge, skills, and attributes tion standards. They are now facing peda- play important roles that reformers gogical knowledge and content knowl- should incorporate into education by ap- edge in the rapid change era. The peda- propriate process in both quantity and gogical decision making is very impor- quality. Education Act B.E. 2542 and B.E. tance to their teaching which helps them 2545 revision) of Thailand aims to pro- to get success in science classroom. Thai- mote Thai society to be knowledge soci- land had a long time of history to trans- ety and also open the windows of oppor- form learning and culture. Based on the tunity in education for all. The life long ways of learning in harmony to survive learning is an ideal philosophy to develop adapt knowledge in ASEAN community quality of Thai, leads us to economy- and globalization movements. Making based knowledge as well as cooperatively quality people with appropriate methods competitiveness (Office of the Education need children who born in different con- Council, 2005). Education needs integra- texts, diversity of root of learning in the tion between life and society adaptation complexity that are now challenging the as well as philosophy of sufficiency econ-

143 MONOGRAFIA POKONFERENCYJNA omy, was initiated by His Majesty, the be learning person, employ and imply King Bhumibol Adulyadej of Thailand ICT to classroom as well. The challenge (Nuangchalerm & Chansirisira, 2012). for teacher preparation program is to Children have to incubate of what Thai’s help new teachers recognize and identify do and Thai’s don’t, good citizens, smart the place and function of the authority of skills, having necessary skills, and self-re- experience. Decision making cannot be liance. The concept of education reform ignored in the program because they will be practical, if we don’t focus only have to bring it to professional experi- knowledge and academic competition ences and consider as well. In response which is emphasize on subject matters. to this challenge helping preservice The policy maker, Ministry of Education teacher to understanding and offering and related education organizations try to the guidelines for teacher education by generalize policy to practice by various their university course work and practi- kinds of methods. The most hidden agen- cum in school (Clift & Brady 2005; da that we can drive quality of education Grisham, Laguardia & Brink, 2000). The in which we believed, we have to develop understanding in the authority of experi- teacher competency in teaching profes- ence associated with professional decision. Its social impact will be great for sion making which transformative learn- making 21st century learners, knowledge- ing is recognized (Mezirow, 1991; 1993; based society, and creative economybased 1997). The pedagogical decision making society. All of these teachers can do and will be studied and discussed from theo- change by effective instruction and peda- retical study, involving classroom obser- gogical decision making (PDM) driven. vations, and interviews preservice teach- Conclusion. This commitment in- ers. The theoretical lens and conceptual cludes situations such as the develop- lens are used to examine the preservice ment of teachers themselves, sharing this teachers’ views about pedagogical ap- new knowledge with their colleagues and proaches and decision making strategies. professional culture. Pedagogical deci- Pedagogical decision making can make sion making is a very important in teach- their paradigm of instruction as well as er preparation program. Preservice professional teachers. The significance of teachers must have ethical and pedagogi- study will teacher educator understand cal dimension to promote profession, preservice teacher to pedagogical deci- teachers have responsibilities to chil- sions during the teacher preparation dren, colleagues and the job, family and program. the society. It is particularly emphasized References that teachers have a social mission to 1. Beijaard, D., & Verloop, N. (1996). Assess- inform the public and increase the popu- ing teachers’ practical knowledge. Studies larity of their profession. Preservice in Educational Evaluation, 22(3), 275-286. teachers should have abilities to solve Bruner, J. (1963). problem and decision making, learn to 2. Structures in learning. NEA Journal,

144 SCIENCE, RESEARCH, DEVELOPMENT №16

52(3), 26-27. Carr, D. (1999). Professional Brady, P. (2005). Research on methods education and professional ethics right to courses and field experiences. Studying die or duty to live?. Journal of Applied teacher education: Philosophy, 16(1), 33-46. Clark, C., & 4. The report of the AERA panel on research Lampert, M. (1986). T and teacher education, 309-424. Eggles- 3. he study of teacher thinking: implications ton, J. (1979). Teacher decision-making in for teacher education. Journal of Teacher the classroom: a collection of papers. Education, 37(5), 27-31. Clift, R. T., & Routledge & Kegan Paul Books.

145 MONOGRAFIA POKONFERENCYJNA INNOVATION IN THE FIELD OF EDUCATION

Ibodullaev Timurbek, student of NSPI Scientific adviser: senior teacher Kodirova D. Sh.

Аннотация: В статье рассматривается вопрос о важности и необходимости инноваций в процессе преподавания и обучения. Автор рассказывает о том, как эти инновации решают образовательные проблемы, подчеркивает их роль в управлении аудиторией и обсуждает вопрос о значении профессии учителя в современном информационном обществе. Abstract The article deals with the question of the importance and need for innovation in the teaching and learning process. The author states how these innovations solve educational problems, emphasizes their role in the classroom management and discusses the question of the significance of the teacher`s profession in modern information society. Key words: innovations, teacher, education, technologies, innovations.

Education is the process of facilitating sorts of innovations that are capable to fa- learning, or the acquisition of the knowl- cilitate and simplify, as well as improve our edge, skills, values and beliefs. Education education system and live. is not an uncontested environment and as Now scientists and researchers are ac- you progress through it you will encoun- tively working to ensure that our lives to ter a range of perspectives. Education and become simpler and better, so they did innovation they are two inseparable as- not avoid educational issues. For several pects in the modern society. years innovations have been introduced ”Innovation in education means doing in order to improve the quality of learn- what is the best for all students. Teachers, ing. So we have long moved from paper to lessons, and curriculum have to be flexible. electronic documentation, which pro- We have to get our students to think and vides convenience for parents and stu- ask questions. We need to pique their curi- dents in the process of tracking perfor- osity, and find ways to keep them interest- mance and allows you to visually see the ed. Innovation means change, so we have progress in learning thanks to the elec- to learn that our students need more than tronic journal and diary. Also, in addition the skills needed to pass the state assess- to electronic innovations in our lives vari- ments given every spring. We have to give ous learning methods, games and team them tools that will make them productive projects to improve research results by in their future careers.” – Kimberly. In the students. The same projects that help to era of information development technolo- develop in students such qualities as gies, we have become more focused on all search (to search for the necessary infor-

146 SCIENCE, RESEARCH, DEVELOPMENT №16 mation on the desired topic), implemen- cation. Improved communication leads to tation (to create and implement, for ex- progress with sharing information. The ample, a project), and the quality of com- emergence of new information technolo- munication (for example, the project al- gies that associated with the progress of lows people to group and develop not computer technology and telecommuni- only learning skills, but also communica- cations networks, also allowed to make tion skills. quality information and educational envi- There are people who are faithful to ronment as a basis for improvement, and the traditions or do not want to change also the development of a new education anything in their lives, considering that system. progress is disastrous. We do not support It is worth noting that the current gen- their position and consider it pernicious eration is easier given the assimilation of to believe that progress will not lead to information also due to that it is more anything, because we all know that with- accessible and open, it is also very com- out progress our society would be stuck in pressed and simplified, which helps to antediluvian times. We also believe that absorb its more efficient. Information in development and innovation are our fu- films and presentations, as many scien- ture, we should strive for new and con- tists believe, is better assimilated, in constantly improved. Information is what al- trast to the huge text without graphics, lows us to “own the world,” in other pictures and any visual component. words, the one who has knowledge, rules The purpose of technology as a sci- the world. It’s not for nothing that we have ence is to define a code of laws for use on been told since childhood about the im- practice. The use of effective educational portance of information, because the activities that require much less and more a person knows, the wider his hori- time, and material components to zons, and the more he can achieve in one achieve a certain result and outcome. area or another. What is innovation? Innovation is the Previously, access to information was introduction of something new. New limited, here is the absence of the Inter- forms, methods and skills in different net, and censorship, as well as ban on areas, namely in the areas of vocational certain topics and issues in society. How- training or in fields of education and sci- ever, now the information is in the open ence. So, any social and economic imple- access, which allows anyone to easily use mentations can be taken. for innovation, it and apply it to their needs. That’s how until then, until they got a mass charac- we can freely operate with information, ter, that is, a sequence distribution. Edu- which helps to easily introduce innova- cation at the beginning of the present tions in the field education based on pub- time has specific requirements for using licly available data. different technologies, because the out- So, the best and most effective ways to come is focused on real people. Note that solve problems is informatization of edu- the degree of algorithmization of the

147 MONOGRAFIA POKONFERENCYJNA technology of educational operations abyss of all kinds diverse resources, and may never be comparable to industrial the role of the teacher as such goes into production. Based on this, it is worth the background. Need innovative peda- noting that along with technolization of gogical orientation in the modern reali- our activities in the field of education, as ties of society, culture, education is deter- an inevitable process there is factor as mined by a number of circumstances. humanization. The main goal of such Consider them in more detail below to education is to prepare people for the more understand this aspect in detail. ever-changing life in modern world. The The first is to strengthen the humani- essence of this training is in the orienta- zation of educational content, the change tion of the educational process on the in volume in educational materials, potential individual, as well as in its im- changes in academic disciplines, the in- plementation. Any education in the troduction of new subjects. This situation modern world should develop mecha- significantly increases the importance nisms for innovation to find as many and authority of the pedagogical knowl- creative ways as possible to solve critical edge of teachers. issues to help turn creativity into the The second is a change in the attitude main aspect human existence. of the teacher to the fact of the develop- Frequent use of information and comment and application of innovations in munication technology allows us to speed teaching. In other words, the teacher is up the search and transfer information, limited not only in the self-selection of the transformation of our brain activity, new programs, textbooks, but also in the to automate the work of people. It is use of new techniques and teaching meth- proved that the introduction of various ods. Were previously restrictions mainly information and communication tech- to the use of recommended innovations, nologies in production activities deter- now everything is becoming selective and mines the success of absolutely any com- has an introductory nature. That is why pany, be it a manufacturing company, a an important focus in schools, educa- university or even school. tional bodies have become precisely the With the availability and variety of analysis and evaluation of pedagogical technologies for learning: computer, innovations of teachers, creation of con- modular, and others – the main task of ditions for their successful and fruitful teaching is still assigned in the old man- development and application of innova- ner to the teacher. Teacher now and a tions in curriculum. teacher before is a completely different The third and last is the emergence of profession. Of course, there are similari- secondary schools in a market economy, ties, but they remain very little. So, if ear- the creation of new types of educational lier the teacher was a carrier of informa- institutions, including non-state ones and tion and his direct source for the student, the creation of a real situation of their now between students and the teacher the competitiveness.

148 SCIENCE, RESEARCH, DEVELOPMENT №16

Conclusion ing. Kids are getting more developed, and It is important to point out that educa- their development is much faster, as in- tion itself should be a type of innovation. novation helps them save time on some- If the teacher will apply some innovations thing unnecessary and to engage in purely in the lesson, then discipline is trans- development, which can not but rejoice formed, it will be able to tighten and cap- and teacher, and parents, and even the tivate the student. The teacher will do the students themselves. Therefore, we be- process learning their students interest- lieve that innovation is the need of each ing, so saturated that the students will be school. happy and trembling wait for the next References: classes in this discipline. Especially pro- 1. Alekseeva, L.N. Innovative technologies as ductive we consider interference, that is, a resource for experiment / L.N. Alekseeva intersection, interlacing in the lesson of // Teachers. – 2004. – № 3. – p. 28. several disciplines. For example, when the 2. Deberdeeva, T.H. new value of education teacher decides to combine ICT and lit- in the information society / TH Deber- deeva // Innovation in education. – 2005. – erature, foreign language and biology. № 3. – 79 p. During the use of various means of tech- 3. Bychkov, A.V. Innovative culture / Bychk- nological process the teacher opens new ov A.V. // Profile school. – 2005. – № 6. opportunities and approaches in training. -83 s. So, the use of computers, new software 4. Kvasha, V.P. Management of innovative processes in education. Dis. Cand. ped. provision of various audio and video re- sciences. -. Minsk, 1994. – 345 p. sources allows the student to form a holis- 5. Slastenin, V.A., Podymova L.S. Pedagogy: tic world view and global innovation. innovation. – M: ICP “Publishing Master” And, as a result, we see progress in learn- 1997. – 456 p.

149 MONOGRAFIA POKONFERENCYJNA DEVELOPING STUDENTS’ DISCOURSE COMPETENCE IN ESP CLASSES

Zokirova Dildora Bakhtiyarovna Senior lecturer, The Banking and Finance Academy of the Republic of Uzbekistan Annotation: The article deals with the issue of developing students’ discourse competence and theoretical views related to this process. As it’s known that, discourse competence is the ability of the student to understand and create logical and coherent speech statements, presented orally or in writing. It is as a rule, is not reproduced, but is created in speech. Key words: communication, competence, discourse, discourse competence, ability, cohesion, coherence, logic.

In methodology the term “competence” is The aim of communicative methodology used as characteristics of the achieved level of is to acquire the necessary sub-skills and the language proficiency. This term was in- skills to communicate in socially and cultur- troduced by N. Chomsky1 as defining an ally appropriate ways, that demands to focus ability to fulfill some activity. D. Hymes intro- on functions, role playing and real situations duced the concept of communicative compe- and other aspects in the learning process. tence as the ability to use the language they That’s why a communicative competence are learning appropriately in a given social breaks down into major components of encounter. This idea was taken by M. Canale knowledge: 1) knowledge of the language and M. Swain, who develop and elaborate a and 2) knowledge of how to use the lan- model of communicative competence. Then guage. To be able to communicate, people Van Ek applied it to FL acquisition and need communicative skills. But for this pur- turned it into a fundamental concept in the pose a learner must acquire language sub- development of communicative language skills (vocabulary, pronunciation, grammar) teaching. In other words, with regard to FLT which can be appropriately used during the term “competence” was developed in the representation of language (communicative) frame of the researches done by the Council skills in listening, speaking, reading and of Europe to ascertainment of the level of writing (see Figure 1). H.G. Widdowson language proficiency. It was defined as ability states that “Someone knowing a language for fulfillment some activity with the help of knows more than how to understand, speak, acquired knowledge, skills and experience. In read and write sentences. He also knows how the CEFR we can see models and domains of sentences are used to communicative effect” general and communicative competences the and “the learning of a language involves ac- learner must acquire. quiring the ability to compose correct sentences”2. 1 Chomsky N. Syntactic Structures. -Mouton: The Hague, 1957; Chomsky N. Aspects of Theory of 2 Widdowson H.G. Teaching Language and Com- Syntax. -Cambridge, MA: MIT Press, 1965. munication. -OUP, 2011.

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Among them discourse competence is the In connection with the above, the follow- ability to use appropriate strategies in the con- ing skills can be formed in the composition struction and interpretation of texts. It refers to of discursive competence: selection, sequencing, and arrangement of • the ability to use the lexical resources words, structures, and utterances to achieve a of a foreign language to create text and unified spoken message. This is where the top- use them to interpret the text; down communicative intent and socio-cultur- • the ability to describe and explain the al knowledge intersect with the lexical and facts using a foreign language; grammatical resources to express messages • the ability to logically build statements and attitudes and to create coherent texts. in a foreign language; The term “discourse” is long and serious • the ability to identify the topic and speech or piece of writing on a particular problem in the text; subject, also written or spoken language, es- Based on these it may be noted that the pecially when it is studied in order to under- discursive aspect of communicative compe- stand how people use language.3 Discursive tence means quality using language skills in competence is studied by many researchers, speech activity, correctness and accuracy in such as M. Swain, M. Canale, S. Moirand, N. speaking and writing in a foreign language, P. Golovina, I. F. Ukhvanova-Shmygova, L. P. logic and the information richness of expres- Kaplich, and O. I. Kucherenko, quite widely. sion, which also means respect for and un- Discursive competence is not only the derstanding of another culture. Educational creation of complete and coherent texts, but opportunities for the development of discur- also knowledge of different types of dis- sive competence in forming students’ profes- course and their construction rules, the abil- sional skills is determined by its universal ity to interpret them in accordance with the character of discursive skills are applicable to communicative situation and produce these all fields of human activity. discourses taking into account the extra-lin- References: guistic features of the communication situa- 1. Chomsky N. Syntactic Structures. -Mou- tion, the roles of the communication partici- ton: The Hague, 1957; Chomsky N. As- pants and the ways of communication of pects of Theory of Syntax. -Cambridge, communicants within a single procession.4 MA: MIT Press, 1965. The development of discursive compe- 2. Widdowson H.G. Teaching Language and Communication. -OUP, 2011. tence is of particular importance in the mod- 3. CD-ROM © Macmillan Publishers ern process of learning a foreign language, Limited 2007. Text © A&C Black Pub- which is characterized by a transition to the lishers Ltd 2007. personal paradigm as a higher degree of in- 4. Shadursky V. G., Intercultural communi- tegrity in the design of educational processes. cation and professionally oriented teaching of foreign languages. – Minsk, 2009 3 CD-ROM © Macmillan Publishers Limited 5. Shuman E.V. Opportunities and prospects 2007. Text © A&C Black Publishers Ltd 2007. of intercultural communication in German 4 Shadursky V. G., Intercultural communication at school / WEB-journal / Issue No. 5, 2006 and professionally oriented teaching of foreign languages. – Minsk, 2009. P 252

151 MONOGRAFIA POKONFERENCYJNA ПРОФЕССИОНАЛЬНОЕ ВЫГОРАНИЕ В ПЕДАГОГИЧЕСКОЙ ДЕЯТЕЛЬНОСТИ А.Хосилова Учительница Ташкентского фармацевтического института Summary. The article discusses approaches to the problem of professional burnout in pedagogical activity. Analyzing the scientific literature, the author describes the point of view of various authors on the problem of burnout in teachers of secondary schools, who tried to explain the phenomenon of burnout in teachers from the positions of age, pedagogical, social and medical psychology. Key words: pedagogical activity, professional burnout, crisis, students, mental health.

Педагогический труд является од- периоды могут быть причинами эмо- ним из наиболее энергоёмких профес- ционального выгорания в профессио- сий. Для его реализации необходимы нальной деятельности. Также длитель- огромные интеллектуальные, эмоцио- ность в одной профессиональной дея- нальные и психические затраты. Мно- тельности может быть главной причи- гочисленные исследования показыва- ной эмоционального выгорания, в ют, что педагогическая профессия яв- независимости от возраста работника. ляется одной из наиболее подвержен- Кроме протекающих тяжёлых кри- ных влиянию профессионального зисов необходимо подчеркнуть специ- выгорания. фические отличия педагогического тру- В современных школах главной и да и тем самым рассмотреть профессию серьёзной проблемой является эмоци- с разных сторон. Профессия педагога ональное выгорание у педагогов. В ос- относится к профессиям наиболее под- новном в литературе указано, что чаще верженного профессиональным дефор- всего подвержены люди старше 35- мациям, чем представители других ти- 40 лет [5 с.419]. К этому времени по- пов профессий. Объект педагогическо- степенно снижается энтузиазм в дея- го труда – ученик (учащиеся) – пред- тельности, начинает пропадать «блеск» ставляет собой один из самых сложных в глазах, возможен негативизм и уста- объектов профессиональной деятель- лость. Многие талантливые педагоги ности. Для продуктивного осуществле- становятся профессионально непри- ния профессиональной деятельности годными. учителю необходимо быть чутким и Г.Шихи описывает данный кризис, проникновенным в сущность тех жиз- как наиболее тяжёлый, рубежный кри- ненных процессов, которые происхо- зис. Часто происходит «утрата чувства дят у учащихся, также проживание ча- молодости, угасания физических сил, сти своей жизни в логике жизни других изменение привычных ролей» [31, [2, с.64-65]. Такова специфика педагоги- с.74]. Из этого следует, что возрастные ческого воздействия, в котором объект

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обладает ещё несформированной пси- Профессия педагога требует посто- хикой и сознанием. янного самоанализа на содержание Следует отметить, на сегодняшний предмета своего труда. Во многих ис- день категория трудных учащихся до- точниках указаны личностные каче- статочно обширна: неуспевающие уча- ства, которыми должен обладать про- щиеся, учащиеся, демонстрирующие фессионал в педагогической сфере. свою неординарность, учащиеся с де- Более полно рассматривает личност- виантным, отклоняющимся асоциаль- ные качества Л.Д. Столяренко[10, ным поведением и другие. Работа с та- с.122], где указывает на коммуника- ким контингентом требует от педагога тивные качества, способность эмоцио- повышенной мобильности, самосозна- нальной эмпатии, к спонтанности, пе- ния, самоконтроля, постоянной и глу- дагогической импровизации, гибкое и бокой рефлексии профессиональной творческое мышление, умение контро- деятельности. А также наличия и ак- лировать себя, прогнозировать педаго- тивизации определенной (толерант- гические ситуации, хорошие вербаль- ной) установки на работу с разными ные способности. Данный автор, по детьми. нашему мнению, раскрыл самые важ- И.А. Зимняя рассматривает педаго- ные качества, которыми должен обла- гическое общение «как форму учебно- дать педагог. Ведь каждая профессия го сотрудничества, условие оптимиза- требовательна к личности трудящего ции обучения и развития личности человека. Обладая и развивая нужные самих учащихся» [9, с. 435]. личностные качества, возможно, сни- А.А. Реан цитировал знаменитого жают риск профессионального выго- американского психолога К. Роджерса, рания. который является одним из основате- Таким образом, профессия педаго- лей гуманистической психологии, ана- га отличается от других профессий лизируя деятельность учителя, спра- своим сложным объектом труда, тре- шивает себя: «Умею ли я входить во бованием к личностным качествам, внутренний мир человека, который организационными факторами, влия- учится и взрослеет? Смог ли бы я от- ющими на педагога. Тем самым, чтобы нестись к этому миру без предрассуд- преодолеть трудность в профессио- ков, без предвзятых оценок, смог ли бы нальном труде надо рассмотреть пси- я личностно, эмоционально отклик- хическое и физическое состояние пе- нуться на этот мир?» [9, с. 121]. Однако дагога. такой процесс вхождения в роль дру- гого не проходит бесследно для самого Библиографический список 1. Ананьев Б. Г. Человек как предмет по- субъекта деятельности. Он неизбежно знания. JI., 1968.- 338 с. оказывает влияние на личность педа- 2. Безносов С. П. Профессиональная де- гога, оставляя следы в индивидуаль- формация и воспитание личности // ном развитии личности [3, с. 81]. Психологическое обеспечение социаль

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ного развития человека. JL. ЛГУ,1989. исследования и перспективы // Психо- С. 64-74. логический журнал. – 2001. – № 1. 3. Безносов С. П. Профессиональная де- 9. Реан А.А. Агрессия и агрессивная лич- формация личности. СПб.: Речь, 2004. ность. // Психологический журнал. 272 с. 1996. №5. 364 с. 4. Зимняя И. А. Педагогическая психоло- 10. Столяренко Л.Д. Самыгин С.И. Психо- гия: Учеб. Пособие для пед. вузов. логия и педагогика. М. 1999г. Ростов-н/Д.: Феникс, 1997.- 476 с. 11. Форманюк Т.В. Синдром “эмоциональ- 5. Крайг Г. Психология развития. СПб., ного сгорания” как показатель профес- 2000. сиональной дезадаптации учителя. Ж. 6. Ливехуд Б. Кризисы жизни – шансы “Вопросы психологии”,1994 г., N 6. жизни. Калуга: Духовное познание, 12. Шакуров P. X. Новая психологическая тео- 1994, С. 74. рия деятельности: системно-динамический 7. Маркова А.К. Психология труда учите- подход//Проф. образование. 1995. № 1. ля. М., Просвещение, 1993 г. 13. Шихи Г. Возрастные кризисы. Ступени 8. Орел В.Е. Феномен «выгорания» в за- личностного роста. СПб.: Ювента, 1999, рубежной психологии: эмпирические С. 41.

154 SCIENCE, RESEARCH, DEVELOPMENT №16 К ВОПРОСУ О НЕОБХОДИМОСТИ КОММУНИКАТИВНОЙ ТОЛЕРАНТНОСТИ СТУДЕНТАМ ВУЗОВ ABOUT COMMUNICATIVE TOLERANCE OF STUDENTS Г.Наркабилова, преподаватель ФерГУ

Аннотация. В данной статье обсуждается вопрос о необходимости формирования у будущих специалистов коммуникативной толерантности, а также рассматривается понятие «толерантность» и «коммуникативная толерантность». Ключевые слова: толерантность, международные акты, коммуникативная толерантность, умения, навыки. Annotation. This article discusses the need to form communicative tolerance in future specialists, and also discusses the concept of tolerance and communicative tolerance. Key words: tolerance, international acts, communicative tolerance, skills.

XXI век стал временем больших нии дискриминации женщин (1967 г), перемен не только для Узбекистана, но Декларация о ликвидации всех форм и всего мира в сферах политической, интолерантности и дискриминации на социальной и культурной жизни лю- основе религии или убеждений дей. Это время развития прогрессив- (1981г.), Декларация о правах лиц, ного развития науки и техники. Инто- принадлежащих к национальным или лерантность, фанатизм, экстремист- этническим, религиозным и языковым ский национализм являются причина- меньшинствам (1992 г.), Декларация о ми конфликтов, разрушительных мерах по ликвидации международного войнов, которые стирают все границы терроризма (1994 г.),1 Декларация на своем пути. принципов терпимости (1995), Кон- Понятие толерантности формиро- венцию и Рекомендацию ЮНЕСКО о валось на протяжении веков и отраже- борьбе с дискриминацией в области но во многих международных актах: образования(1960). В Узбекистане на Всеобщая декларация прав человека данную проблему также уделяют очень (1948 г.), Европейская конвенция о за- много внимания. Президента Респу- щите прав человека и основных свобод блики Узбекистан Шавката Мирзиёева (1950 г.), Конвенция о политических на 72-й сессии Генеральной Ассамблеи правах женщин (1953 г.), Декларация о ООН в сентябре 2017 года в г.Нью- правах детей (1959 г.), Конвенция и Йорке предложил принять резолюцию

Рекомендация ЮНЕСКО о борьбе с 1 Николаева Л.А. Формирование дискриминацией в области образова- коммуникативной толерантности студентов - будущих юристов: кандидат педагогических ния (1960 г.), Декларация об упраздне- наук. Кемерово, 2007.

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«Просвещение и религиозная толе- сти и её формирования, ставшей об- рантность», в которой основной целью щегосударственной задачей, занимает предложенной Узбекистаном резолю- значительное место среди теоретиче- ции является «обеспечение всеобщего ских трудов в различных областях доступа к образованию, ликвидации наук. безграмотности и невежества»». Доку- Толерантность – это явление нрав- мент призван «содействовать утверж- ственного порядка, суть которого за- дению толерантности и взаимного ключается в способности человека уважения, обеспечению религиозной преодолевать негативное отношение к свободы, защите прав верующих, не- другим людям и преобразовывать его допущению их дискриминации».2 в позитивное действие.3 Понятие «толерантность» изучает- С педагогической точки зрения ся в культурологии, психологии, соци- коммуникативная толерантность мо- ологии, конфликтологии, религиоведе- жет рассматриваться не только как нии, теориях права, теории литерату- цель обучения и воспитания, но и как ры, педагогика и т.д. Этим понятием средство достижения определенных пользуются и представители таких педагогических результатов. наук, как социобиология, эволюцион- «Коммуникативная толерантность ная этика, биоэтика, биомедицинская означает наличие у молодежи знаний о этика, генетика, биология. Весьма ши- ценностях толерантного общения, роко толерантность исследуется в фи- сформированность умений и навыков лософском знании: истории филосо- толерантного взаимодействия с окру- фии, онтологии, гносеологии, аксиоло- жающими, эмоционально-волевую го- гии, социальной философии, этике, товность к диалогу, положительную философии культуры, философии ре- коммуникативную установку, которая лигии и философской антропологии. в ходе процесса воспитания и самовос- Это понятие также широко применя- питания будет способствовать превра- ется в средствах массовой информа- щению коммуникативной толерантно- ции. Вследствие этого, данное понятие сти в личностное качество, включению является предметом изучения разных коммуникативной толерантности в областей знания. личную систему ценностей».4 В период В отечественной и зарубежной ли- обучения учащийся ищет свою дорогу тературе коммуникативная толерант- в жизни, вырабатывает своё мировоз- ность стала востребованным личност- зрение и жизненную позицию, гото- ным и профессионально важным каче- вится стать специалистом в опреде- ством, в связи с этим, её формирова- лённой области. Во многом для данно- ние является общегосударственной 3 http://www.dissercat.com/content/formirovanie- проблемой. Исследование педагогиче- kommunikativnoi-tolerantnosti-u-studentov- ских аспектов проблемы толерантно- gumanitarnykh-spetsialnostei-v- vuze#ixzz5hfbTS82t 2 https://www.gazeta.uz/ru/2018/12/13/un/ 4 Там же

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го периода обучения характерны про- толерантности у студентов как буду- тиворечия между потребностью в щих специалистов является важным общении и недостаточно развитыми средством создания комфортности их навыками к толерантному взаимодей- вхождения в новую для себя среду. ствию, которые препятствуют в дости- Возникает потребность студентов в жении взаимопонимания. освоении знаний и навыков толерант- В процессе обучения у него форми- ного общения, взаимодействия, кото- руются и развиваются умения и навы- рые в дальнейшей системе обучения ки в коммуникативной сфере, являю- превращаются в личностное качество. щиеся компонентами его будущей Основную роль в формировании профессии: проявление терпимости к коммуникативной толерантности игра- собеседнику; умение и желание выслу- ет коллективный педагогический со- шать своего оппонента; проявление став вуза. Толерантного студента может доброжелательности; умение взгля- воспитать только толерантный препо- нуть на положение вещей глазами сво- даватель. Это обеспечит формирование его коллеги, товарища, правильно у них установки на коммуникативную определить стиль своего поведения в толерантность, разработку педагогиче- конкретных ситуациях и во взаимоот- ской программы совместных действий ношениях. Успешно развитые умения, по её формированию у студентов, до- являющиеся по своей сути основными стижение согласованности всей сово- проявлениями коммуникативной то- купности этих действий, развитое толе- лерантности, будут определять даль- рантное сотрудничество педагогов нейшее профессиональное становле- вуза, достижение социально-значимых ние будущего специалиста. Высокий результатов в развитии коммуникатив- уровень развития коммуникативной ной толерантности у студентов.

157 MONOGRAFIA POKONFERENCYJNA ПРИРОДА И ЧЕЛОВЕЧЕСКИЕ ОТНОШЕНИЯ В ЭКОЛОГИЧЕСКОМ ОБРАЗОВАНИИ ДЛЯ МОЛОДОГО ПОКОЛЕНИЯ Рахманова Маxсуда Усмановна СамДУ. Педагогический кафедра. Annotation It was revealed that ecological education of puplis is a new form of the theory of education,knowledge of ecological problems in scientific,economic,technical directions. Key words Ecological,system,educational, pedagogical,excursion,subject,motor,method. Аннотатция Выявлено,что у учеников появиласъ новая форма экологического воспитания,значимостъ экологических проблем в научной,экономической и тех- нической областях. Ключевые слова Экология, система, образование, педагогическая экскурсия, предмет, мотор, метод.

Чем выше уровень экономического экологического образования является развития общества, тем больше сте- формирование осознанного отноше- пень его воздействия на природу. По- ния к молодому поколению и окружа- тому что экологические проблемы яв- ющей среде. ляются результатом человеческой дея- В процессе экологического образо- тельности. вания молодые люди обучаются спасе- Экологическое воспитание и обуче- нию и защите богатств нашей есте- ние в педагогическом направлении – ственной среды обитания. научить подрастающее поколение вза- В экологическом образовании важно имодействовать с окружающей средой. вовлекать школьников в их собствен- Педагогическое образование пони- ную школу: среда обитания – городские мается как система знаний, представ- и сельские улицы, посадка фруктовых и ляющих отношения между природой и декоративных деревьев, поддержание человеком, которая должна переда- здоровья в переулках и водоемах,, ваться студентам. Экологическая грамотность и куль- Эко-образование – это обучение тура сначала начинаются с семьи. Ос- людей окружающей среде. нова формирования экологической Экологическое образование – это точки зрения напрямую связана с се- новая форма и компонент общего об- мейным воспитанием. Если этот во- разования, которое предполагается прос не будет решен в семье, будет внедрить в школе. Основной целью трудно принимать решения в школах,

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на более поздних этапах обучения и в Внеклассные занятия имеют боль- рабочих процессах. шое значение при внедрении экологи- Наши предки уделили особое вни- ческого образования. Экскурсии на мание проблеме воспитания детей и природе, экологические туры и празд- создали примеры этого. У них есть нование этой природы проводятся в чувство любви, уважения к окружаю- память студентов. Содержание тури- щей среде, уважения, процветания и стов в основном ориентировано на приветствия в семейном кругу, кото- окрестности. Во время поездок сту- рый разрывается от настойчивости: денты видят, как люди используют «не портите его водой, не загрязняйте природу, и видят отношение взрослых его, потому что все животные пьют к природе. его» и «не ломайте дерево фруктового Нахождение в открытом простран- дерева,, ты ешь это сам ».« Не режьте стве создает эстетические чувства для ненасыщенную желчь, если вы не студентов. Когда ученики слышали, большой грех. Потому что в этом есть как птицы разговаривают, они наслаж- доля верующих », – посоветовал он. дались жизнью растений. В этом слу- Система экологического образова- чае они также развивают эстетическое ния и обучения будет продолжена в и экологическое воспитание. детских садах, научных школах, на эта- В кругах окружающей среды детей пах дополнительного образования и учат не вредить природе, наслаждаться на автостоянках. красотой природы и любить окружаю- Создание законов и принципов со- щую среду. Такие предметы, как «Ува- временной экологии, экологических зна- жение к природе», «Природа и чело- ний и культуры в трех направлениях век», «Экология и человечество», во время занятий, внеклассных ме- «Остров просит безумия» и «Птицы – роприятий и экскурсий. наш друг», будут популярны в природе. Содержание подготовки к экологи- Эффективное использование наци- ческому образованию включает в себя ональной педагогической подготовки следующее: нашей нации в обеспечении экологи- – Окружающая среда и ее духовное ческого образования и воспитания де- влияние на город: тей является хорошим результатом. – Партнерство школы и семьи в В нашем национальном образовании развитии любви к обществу. четыре вещи – земля, вода, почва и – Паттерны родителей в защите воздух – священны. Народ Узбекиста- окружающей среды. на давно гордится водой, говоря, что Раскройте мировоззрение студен- «вода – это источник жизни, источник тов в процессе осознанного отноше- жизни». ния к предмету. Воспитание ученики, читатели, из- – укрепление национальных тради- датели, средства массовой информа- ций и обычаев в воспитании молодежи. ции, интернет-материалы и их ученики

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являются важными средствами культи- – защита окружающей среды от за- вирования экологической культуры. грязнения Формальный диалог, круглые сто- – Стремление сохранить природу лы, экскурсии, творческие конкурсы, будущего для поколений. встречи, общественно полезная рабо- Исходя из вышеперечисленных та (суббота,озеленение), такая как ор- факторов, экологическое образование ганизация, продвижение и наказание представляет особый интерес для уча- практических действий в семье и об- щихся, регулярно наблюдающих за ществе. Методология предусматривает природой, борющихся за сохранение развитие экологической культуры сре- природы и сохранение ее красоты. ди учащихся. Воспитание натуры и чувство осто- Также важно показывать корот- рожности способствует развитию кие фильмы об охране природы в нравственных качеств человека. школах. Художественные и космети- Подержанные книги ческие произведения природы и пре- 1. Педагогика под ред. А. Мунавварова. красные картины, стихи и рассказы Ташкентский преподаватель 1996. являются источником добра для де- 2. Пегагогика У.Расулова. Ташкентское тей на природе. Издательство Sparks Publishing 2014. В процессе экологического образо- 3. Охрана природы и экология. Тaшекнт учитель 1986 года. вания студенты должны знать: 4. Государственные требования к детям – понятие природной среды, при- до наших дней. -Т, 2008. Шайхова X.На- родных факторов и связь между ними заров Q. «Общечеловеческие ценности – Сохранение и сохранение богат- и нравственное совершенство». – Т.Уз- ства ресурсов бекистан, 1992.

160 SCIENCE, RESEARCH, DEVELOPMENT №16 ФУНКЦИИ СОВРЕМЕННОЙ СЕМЬИ В РАЗВИТИИ ЧЕЛОВЕКА С.Кульмуродова, С.М. Мирсаидова СамДУ преподаватель кафедры педагогики Annotation: In thisewspaper article loving Key words: Nation dution pereuts primore education independeut games euvirou- ment udepeudeut thaegd Аннотация: В этой статье обсуждается сотрудничество между семьей и школьным образованием. Ключовой словы: Нация, обязонности родителей, окружающие среда, самостоятельные мысли.

Сегодня мы часто слышим слова Человечество определяется по сте- современной семьи и образованного пени человечности, поэтому человече- человека. А что мы понимаем под со- ские качества измеряются его челове- временной семьей? ческим измерением, и тогда он стано- Указ Президента Республики Уз- вится хорошим экспертом, хорошим бекистан от 2 февраля 2018 года «О профессионалом. мерах по кардинальному совершен- Первое мировоззрение человека ствованию деятельности по под- формируется в семье. Если все члены держке женщин и укреплению ин- семьи не выполняют свой долг, без ститута семьи» способствует разви- взаимного уважения и строгости, как тию современных семейных, семей- основы семьи, хороших и достойных ных отношений в семье, базовые Семья построена на принципах жизни практические и инновационные ис- и совести. Семьи имеют свою много- следования по проблемам морских и вековую сильную моральную под- традиционных семейных ценностей, держку, основанную на демократиче- укрепление института семьи на их ских основах семьи, потребностях и основе, разработка и реализация нуждах людей. предложений по подготовке молоде- Семья – самое важное учебное за- жи к семейной жизни и предотвра- ведение. Школа, улица, пресса и теле- щению семейных ценностей, а также видение более эффективны, более про- реализации общечеловеческих и на- дуктивны и эффективны. Ребенок в циональных семейных ценностей основном сталкивается и воссоединя- определение критериев для совре- ется с членами семьи. менной семьи на основе анализа от- Самая маленькая и самая трудная ношений между родителями и деть- задача воспитания детей – дать им ми их родителями, а также развитие хорошую подготовку. Признатель- сложной семьи современных семей. ность, знания и обучение являются

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первым выражением зрелости роди- Семья является основной формой телей в будущем. общности людей, и это семья, которая Семья является основной формой объединяет семейные отношения. общности людей, и это семья, которая Сегодня люди мало говорят об «от- объединяет семейные отношения. ветственности» при создании семьи, Сегодня люди мало говорят об «от- все они сосредотачиваются на «пра- ветственности» при создании семьи, вах» и пытаются их заполучить. все они сосредотачиваются на «пра- Однако, когда они приходят, чтобы вах» и пытаются их заполучить. выполнить свои обязанности, они не Однако, когда они приходят, чтобы делают то же самое. выполнить свои обязанности, они не Столкнувшись с ошибкой человека, делают то же самое. важно подумать о том, что не так и что Столкнувшись с ошибкой человека, делать, чтобы сохранить условия жиз- важно подумать о том, что не так и что ни. Новые недоразумения можно делать, чтобы сохранить условия жиз- оправдать, только столкнувшись с ни. Новые недоразумения можно противоположным. оправдать, только столкнувшись с Воспитание – это самое важное, противоположным. священное и пожизненное искусство Воспитание – это самое важное, воспитания детей, однако многие ро- священное и пожизненное искусство дители разочаровываются, даже если у воспитания детей, однако многие ро- них есть знания об этом искусстве. Вы дители разочаровываются, даже если у должны быть терпеливыми и заслужи- них есть знания об этом искусстве. Вы вающими доверия. В воспитании ре- должны быть терпеливыми и заслужи- бенка это решающий фактор настой- вающими доверия. чивости, выносливости и знаний. Зна- В воспитании ребенка это решаю- ний недостаточно, их необходимо при- щий фактор настойчивости, выносли- менять. Необходимо войти в мир с вости и знаний. Знаний недостаточно, миром своим. нам нужно выбрать пра- их необходимо применять. Необходи- вильный путь. Мы можем своевремен- мо войти в мир с миром своим. нам но рассказать о своей любви, чтобы нужно выбрать правильный путь. Мы ободрить и ободрить нас, найти отве- можем своевременно рассказать о сво- ты вместе, найти ответы вместе, «Мы ей любви, чтобы ободрить и ободрить должны идти. нас, найти ответы вместе, найти отве- Мы знаем, что быть родителем – ты вместе, «Мы должны идти». Самая это благословение. Вы ответственны маленькая и самая трудная задача вос- за это? Кто следит за поведением и по- питания детей – дать им хорошую под- ведением ребенка? Кто будет его ве- готовку. Признательность, знания и сти? Каков результат отношения чело- обучение являются первым выражени- века к педагогике? Всех называют оди- ем зрелости родителей в будущем. ноким ребенком, откуда берутся не-

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женатые дети? Чтобы ответить на ряд Вода, которая заставляет его пить, похожих вопросов, мы провели не- стоит воды. Любовь к ребенку также сколько исследований и изучали дея- ценна, когда он этого хочет. тельность родителей в семье, а также Чем меньше времени вы проводите, изучали детей. тем важнее ваша работа и чем больше Как мы уже говорили, в каждой вы делаете, тем ближе вы подходите к семье есть особые методы обучения. ребенку и любите его! Определенная система управления Cписок литературы должна быть создана для определения 1. И.А. Каримов – «На пути к безопасно- уровня воспитания детей в семье. сти и устойчивому развитию». Т. – Самое сложное и деликатное вос- T.U.zbekistan.1998-429.11b питание детей должно быть таким же 2. I.A. Karimov. «Высокая духовность – не- мягким и всеобъемлющим, как терпе- победимая сила» – Т.Манавият, 2008.-28. 3. Иноятова М. «Определение образова- ние, терпение и доброта. Малейшие тельных стандартов и их внедрение в ошибки также могут привести к боль- педагогическую практику» -Т.2010.115.б шим бедствиям. Поэтому не каждый, 4. Государственные требования к детям до у кого есть ребенок, может быть до- наших дней. -Т, 2008. стойным родителя. Быть товарищем – 5. Шайхова X.Назаров Q. «Общечеловече- ские ценности и нравственное совер- значит воспитать драгоценного, бес- шенство». – Т.Узбекистан, 1992. ценного, но неискушенного вора на 6. Мусурмонова О. «Духовное развитие и плече. воспитание молодежи» – педагог, 1996-192.

163 MONOGRAFIA POKONFERENCYJNA ДИФФЕРЕНЦИРОВАННЫЕ ЗАДАЧИ В НАЧЕРТАТЕЛЬНОЙ ГЕОМЕТРИИ

Х.М. Рихсибаева PhD докторант, ТИИИМСХ Н.Ш. Абубакирова учительница, школа № 291 г. Ташкент

Аннотация В статье описывается дифференциальный подход к обучению начертательной геометрии на практических занятиях, применение задач с разными уровнями сложности для первоначального разгруппирования студентов по их уровням знаний. На примере построения проекций точки, мы показали, что задавая одинаковые задачи, но разными дополнительными условиями можно получить задачи с разными уровнями трудности выполнения. В результате, мы сможем в последующих занятиях больше уделять внимания студентам с низким уровнем знаний, тем самым приблизить их к студентам с высоким с уровнем. Abstract In article is described the differential approach of learning the descriptive geometry on the practical occupations, using the problems with different level to difficulties for initial regrouping of students upon their levels of the knowledges. On example of the projection points, we have shown that to set of alike problems, but with different additional condition possible to get the problems with other levels of difficulties of the execution. As a result we shall be able in the following occupation more pay attention to students with low level of the knowledges, thereby raise their levels. Ключевые слова: дифференциальный подход, задачи, уровень знаний, уровень сложности задач. Keywords: differential approach, problems, level of the knowledges, level of difficulties of the problems.

На лекционных и практических за- но снизится мотивация к обучению. нятиях уровень усвоения знаний сту- Так как, те которые не усвоили основ- дентами зависит от их мотивации, ин- ные понятия, алгоритмы решений за- тереса, т.е. учебной цели, потенциала, дач, тему, им все труднее будет изучать способности, интеллектуально разви- предмет дальше и дальше. тости, внимательности и т.д. На основе В этом случае подойдет дифферен- этого выделяются три уровня усвое- цированный подход к обучению. ния знаний. Уже в 19 веке проблемой диффе- Если подходить ко всем одинаково, ренцированного обучения заинтере- у некоторых студентов рано или позд- совался педагог Иозеф Зиккенгер [1].

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Таблица 1 Обозначение символикой Название элементов НꞱVꞱW (ХОY^ ХОZꞱYОZ) Н(ХОY) V(ХОZ) W(YОZ) H∩V∩W=O ОХ,ОY,ОZ или Х,Y,Z A(Х,Y.Z) ХA, YA, ZA А’, А”, А’” АА’║Z и ^ Н АА”║Y и ^ V АА’”║X и ^ W А’А”ꞱOX, А’’А’”║OX

Проблемы дифференцированного об- Задачи на повторение это – задачи учения нашли отражение и в работах на память, то есть на вспоминание те- И.П. Подласого, Г.К. Селевко, В.А. Кру- оретического материала, пройденного тецкого, В.В. Гузеева, З.Абасова. на лекциях. Учащиеся одной и той же группы Задачи первого уровня сложности – обладают различным уровнем усвое- это репродуктивные задачи, которые ния знаний, различным уровнем рабо- ранее рассматривались на занятиях. тоспособности. Задачам второго уровня сложно- В начертательной геометрии все на- сти – это продуктивные задачи, кото- чинается с построения проекции точки. рые решаются по тем же алгоритмам, Г.Монж писал, … если молодежь что и задачи первого уровня, но в из- усвоит правильное нахождение про- мененной ситуации. екции точки, то сможет построить и Задачи третьего уровня сложности – остальные геометрические фигуры это задачи, которые решаются примене- любой сложности… нием всех своих знаний, логического Многие лекторы на лекциях показы- мышления и творческого подхода, сде- вают построение проекций точки толь- лав анализ, и правильные выводы. ко в пространстве I октанта. А освое- На примере темы «Точка», задачи ние материала, знаний, умений и навы- по уровню сложности выглядят при- ков остается на практические занятия. мерно вот так: Мы задались вопросом “Как же Задача на повторение. Дан ком- определить уровень усвоения знаний плексный чертеж пространственной студентов на эту тему?». И в результате точки А [2]. Определите названия эле- наших исследований разработали си- ментов на чертежах и заполните та- стему задач по уровню сложности. блицу.

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Рис.1. Рис.2. В пространстве на эпюре Для решения этой задачи необхо- димо знать, и вспомнить теоретиче- ские материалы, с которыми ознаком- лены на лекциях. Задачи 1.1 (1-го уровня сложно- сти). Построить проекции точки B, Рис.3. заданную в I октанте, если дана коор- представление о том, где же находится

дината ZB=40 рис. 2). Начать построе- сама точка, и где могут быть его про- ние с нахождения горизонтальной екции. проекции B’. Задача 1.3 (3-уровня сложности). Чтобы решить задачу, необходимо Построить проекции точки D, если знать последовательность построения, ордината Y отрицательна (рис.4). алгоритм: B’(X,Y); B»(X,Z); B»’(Y,Z) Определить недостающие координаты Для инвариантности можно задать точки. Начать построение с нахожде- координаты расстояния точки до фрон- ния фронтальной проекции D». тальной или профильной плоскости Задача решается по первому алго-

проекций, Y или X соответственно. ритму, исходя из того что A(А’(ХА,YА),

Задачи 1.2 (2-го уровня сложно- А››(ХА,ZА), А››(YА,ZА),). Для решения сти). Построить проекции точки С, этих задач требуется знание определе- если ордината Y=0 рис.3). Определить ния проекции точки находящейся в недостающие координаты точки. пространстве, как в наглядном черте- Указания к выполнению задачи. же, так и на эпюре. А также студенты Начать построение с нахождения делают сравнительный анализ нагляд- фронтальной проекции C». ного изображения и эпюра, получают На лекциях часто в пример берут навыки чтения чертежа простран- точки без нулевых координат, впослед- ственной точки [3]. ствии чего многие студенты затрудня- Если рассмотреть задачи, то глав- ются найти соответствующие проек- ная задача одна, то есть необходимо ции. Чтобы решить задачу необходимо построить проекции точки, но внеся знать последовательность построения, дополнительные условия, мы имеем алгоритм, а также пространственное разные сложности решения задачи.

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чинно-следственные связи при реше- нии задачи. 4. Творческий (креативный) уро- вень – студенты, решающие задачи, которые ранее не рассматривались на занятиях, креативно мыслящие, само- Рис. 4 стоятельно изучающие и делающие выводы. Задавая задачи разного уровня Таким образом, разгруппировав сложности, начиная с самого легкого, студентов на группы, мы заранее уже по мере решения их студентами, мы сможем запланировать свои действия, предварительно разгруппировали сту- подходы по отношению к этим студен- дентов на группы по уровню усвоения там, то есть в последующих занятиях знаний [4] на следующие группы: больше уделять внимания студентам 1. Первоначальный уровень – сту- из первой и второй группы, тем самым денты, которые понимают суть усло- повысить и сравнить с уровнем осталь- вия задачи и правильно перечерчива- ных студентов. ющие его. Литература: 2. Репродуктивный уровень – сту- 1. http://открытыйурок.рф/статьи/. Бо- денты, понимают, умеют выполнять бровникова О.Ф. Дифференциация об- задания по образцу, решают задачи по учения как средство индивидуализа- алгоритму, которые ранее не раз были ции на уроках химии и биологии рассмотрены на уроках. 2. Фролов С.А. Начертательная геоме- трия. Москва, 2010. – 285 с. 3. Продуктивный уровень – сту- 3. Арустамов Х.А. Сборник задач по на- денты, решающие задачи не по гото- чертательной геометрии. -М.: Машино- вому образцу, а умеющие самостоя- строение, 1978. – 445 с. тельно размышлять, применять зна- 4. Шакирова Ч. Повышение эффективно- ния в измененной ситуации на основе сти обучения на основе развития твор- ческого мышления и программного логического мышления и представле- обеспечения. дисс. кан.пед.наук., -Т., ния, делать анализ, т.е. выявлять при- 2008 г., -129 с.

167 MONOGRAFIA POKONFERENCYJNA ПРОБЛЕМЫ ВОСПИТАНИЯ И ОБУЧЕНИЯ В “АВЕСТЕ”

Ю.Б. Хусанбаева Старший преподователь, Ташкентский фармацевтический институт, Ташкент, Узбекистан. Аннотация В процессе становления и развития общества человек совершенствуется в биологическом и социальном отношении.Возникновение зороастийской религии и духовных норм явилось также стимулом для совершенствования человека. Далный процесс длившийся тысячелетиями оказал непосредственное влияние на выроботку правил поведения и требований к жизни,являющихся основой становления человека как социальной категории.”Авесто”убеждает,что в тот период придавалось большое значение вопросам воспитания физическое,нравств енное,религиозное обучения детей. Воспитание считалось самой важной опорой жизни.Первые ростки человеческой мечты, желаний, чувств наших самых древних предков нашли свое отражение в «Авесто». В ней дана определенная система способов воспитания и обучения Annotation In the process of the formation and development of society, a person improves biologically and socially. The emergence of Zoroastian religion and spiritual norms was also a stimulus for human perfection. «Avesto» convinces that during this period great importance was attached to the issues of education physical, moral, religious education children Education was considered the most important pillar of life. The first shoots of the human dream, desires, feelings of our most ancient ancestors were reflected in Avesto. It contains a certain system of methods of education and training. Ключевые слова: Авесто,физическое воспитание, религиозное воспитание, нравственное воспитание, зороастризм, добрые помысли, семейный долг Key words: Avesto, religious education, physical education, zoroastrizm,good ideas,family duties.

Введение: Известно, что в процессе ведения и требований к жизни, являю- становления и развития общества че- щихся основой становления человека ловек совершенствовался и в биологи- как социальной категории. ческом, и в социальном отношении. Первые ростки человеческой мечты, Возникновение зороастрийской рели- желаний, чувств наших самых дверных гии и духовных норм тоже являлось предков нашли свое отражение в «Аве- стимулом для совершенствования че- сто». В ней дана определенная система ловека. Этот процесс, длившийся ты- способов воспитания и обучения. сячелетиями, оказал непосредствен- «Авесто» убеждает, что в тот пе- ное влияние на выработку правил по- риод придавалось большое значение

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вопросам воспитания и обучения де- нием лишь привилегированных клас- тей: «Необходимо, чтобы воспитание сов. Для детей из этих слоев населения считалось самой важной опорой в существовали дворцовые школы, где жизни. Каждого молодого человека военному искусству их обучали знаме- нужно воспитывать так, чтобы он, нитые полководцы. научившись сначала читать, а затем В школах в процессе изучения писать, поднялся на самый высокий «Авесты» разрабатывались и опреде- уровень. ленные методы обучения. В зороастрийской религии уделяет- В школах в процессе изучения ся большое внимание силе науки и «Авесты» разрабатывались и опреде- просвещения. Для того, чтобы моло- ленные методы обучения. Использова- дежь могла глубоко овладеть основами лись наглядные пособия, практикова- знаний и наставлений Ахура Мазды, в лось повторение учениками пройден- «Авесто» в своеобразной форме разъ- ной темы, беседы с вопросами-ответа- ясняются двадцать лучших качеств ми, была своя форма и у оценки нравственности, и они предлагаются знаний. Особое внимание обращалось как совершенные нормы поведения, на заучивание наиболее важных для которые должны быть сформированы обучения текстов. С учетом особенно- у молодежи. К подобным лучшим до- стей возраста и воспитания молодежи, стоинствам относятся, к примеру, об- уровня её запоминания тексты дели- ретение человеком святости с помо- лись на отдельные части, при изучении щью знаний и мудрости, его беспре- которых материала соблюдался прин- станные поиски во имя познания цип последовательности. окружающего мира, создание им опре- В зороастрийском религиозно- деленного учения, умение быть учите- нравственном воспитании вера и лем и стать учеником высокообразо- честность основываются, образно го- ванного человека, поддержка им спра- воря, на трех китах: 1)»Эзгу фикрат» ведливости. (Мысли о добродетели»), а именно: Физическое воспитание преследо- чистота мыслей; 2) «Эзгу калом» («До- вало цель готовить молодежь здоро- бродетельные слова»), а именно: чи- вую, выносливую, с сильной волей, с стота слов, речи; 3) «Эзгу амал» ((«До- готовностью овладеть военным делом. бродетельные» поступки»), а именно: В обучении были обязательными вер- гуманные поступки. Значит, иными ховая езда, охота, владение мячом, словами,высокая нравственность и плавание, бег, метание копья и.т.д. лучшие человеческие достоинства Классовый характер воспитания должны были формироваться у моло- выражался в том, что если религиоз- дежи по трем нравственным критери- нонравственное и военно-физическое ям зороастризма,именуемым -; доб- воспитание получали все, то обучение ррые помысли;, ;добрые слова;, ;до- чтению, письму и счету было достоя- брое дело;.

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Выводы При преподавании в просвещению, трудолюбию и патри- высших и средних учебных заведе- отизму. ниях истории, литературы, педаго- Литература гики, этики, истории Узбекистана, 1. Бобоев Х, Хасанов С.» Авесто» – источ- прививая студентам и учащимся вы- ник нашей духовности («Авесто» – ма- даниятимиз сарчашмаси).-Т:» Адолат», сокую духовность, важно опять-та- 2001 (на узб. яз) ки знать и помнить о воспитатель- 2. Бобожонов Х. Сатликов А. «Авеста»- ном значении «Авесты», которая бесценная культурная наследия («Аве- учит гуманизму, честности, высокой ста» – бебаҳо маданий мерос).- нравственности, любви к наукам и Хива,2000 на узб яз)

170 SCIENCE, RESEARCH, DEVELOPMENT №16 DISCOURSE MARKERS AND CONJUNCTIONS IN ENGLISH

Amiriddinova Madinabonu Zayniddin qizi, Xamrakulova Farangiz Azimjonovna

Annotation: The article is about an attempt to explore the usage of discourse markers and conjunctions in English. The aim of the object is clarifying the functions of discourse markers. Key words: Discourse marker, fillers, expletives, stick together, expressions, sentence elements, relationship, utterance, cohesion.

Discourse markers are expressions that In linguistics, a discourse marker is a are used to show how discourse is con- word or phrase that is relatively syntax- structed. They can show the connection independent and does not change the between what a speaker is saying and what meaning of the sentence, and has a some- has already been said or what is going to be what empty meaning. Examples of dis- said. Also they can help to make clear course markers include the particles ‘oh’, structure of what is being said, they can ‘well’, ‘now’, ‘then’, ’you know’, and ‘I mean’. indicate what speakers think about what Some of words or phrases that were con- they are saying or what others have said. sidered discourse markers were treated as Discourse markers are used to com- ‘fillers’ or ‘expletives’: words or phrases bine clauses or to connect sentence ele- that had no function at all. ments. Each discourse marker points out Discourse markers (words like ‘howev- a particular meaning relationship be- er’, ‘although’ and ‘nevertheless’) are referred tween two or more clauses. to more commonly as ‘linking words’ and Discourse markers and conjunctions ‘linking phrases’ or ‘sentence connectors’. are the ways of creating cohesion. Dis- They may be described as the ‘glue’ that course markers are linguistic elements binds together a piece of writing, making used by the speaker or writer to ease the the different parts of the text ‘stick together’. interpretation of the text, frequently by They are used less frequently in speech, un- signaling a relationship between segments less the speech is very formal.[2.69]. of discourse, which is the specific func- There are dozens of discourse markers tion of conjunctions. They are not a way in the English language, but here are 10 of of simply joining sentences.[1.84-85]. the most common with definitions and Their role in the text is wider that, be- examples: cause they provide the listener or reader 1.Actually with information for the interpretation of Use ‘actually’ to make a correction or the utterance. That is why some linguists to state a fact or reality: prefer to describe them as discourse –‘Do you need to learn Spanish for markers. your trip to Brazil?’

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–‘Actually, they speak Portuguese in –‘Are you still going out with Melissa?’ Brazil’ –‘No – we broke up a fewmonths ago.’ –‘Oh, I didn`t know that’ –‘Oh, sorry to hear that. What hap- 2.Apparently pened?’ Apparently is used to say something –‘Well, it`s a long story, but basically, seems true or is true: our personalities were just too different.’ –:How come Maria left work early?’ 7.By the way –‘Apparently her son is sick. I heard Say ’By the way’ to introduce new in- her calling the pharmacy to ask if his formation or a related topic of conversa- medicine is ready.’ tion: 3.As for –‘So how do you like living in New ‘As for’ is the same as regarding. It is York City?’ used to focus attention on the topic you –‘I love it! There are a lot of interesting are going to talk about: things to do. It`s a little hard to make –‘Before you leave the office, please make friends, though – there are just so many 5 copies of the sales report and leave them on p e op l e .’ my desk for the meeting tomorrow morning’ –‘Don`t worry, I`m sure you`ll settle –‘Sure, no problem.’ in and form friendship with time. By the –‘ As for the new advertising cam- way, my sister and I are going to meet paign, we need to get approval from the some friends at the free concert in the finance department – so that`ll have to park tonight – want to go with us?’ wait until the end of the month’ English has specific expressions that 5.As I was saying will help you interpret what the other We use ‘As I was saying’ to get back to person is saying. Identified correctly, the main topic of conversation: they will ensure that users perform –‘I heard you`re going away this week- their half of the conversation well. end – where to?’ These expressions have so little mean- –‘Well, after English class on Thursday ing that they are not usually thought of night, we`re going to catch a late flight to as belonging to the language, though California.’ there is no logical reason not to treat –‘We have English class on Thursday?!’ them as a special kind of word. They –‘Yes, remember the teacher changed include words such as oh, well, like, it from Friday to Thursday?’ mm, er and OK.[3.25]. –‘Oh, right.’ –‘As I was saying, we`re going to REFERENCES: 1. Fraser,B.1990. An approach to discourse spend a few days in San Francisco…’ markers,p.84-85. 6.Basically 2. Rouchota. V 1996. Discourse markers: We may say ‘basically’ when you are what do what link,p.69. going to say something simple about a 3. Stubbs.M.1983. Discourse analysis,p.25. complex situation: The University of Chicago Press.

172 SCIENCE, RESEARCH, DEVELOPMENT №16 TEACHING LANGUAGES FOR INTER CULTURAL COMMUNICATION Atadjanova Surayyo Raimboyevna Senior lecturer of UrSU Nuraddinova Mokhira Bahodirovna 4 th year student of UrSU the faculty of foreign philology

Abstract. Viewing culture as a dynamic set of practices rather than as a body of shared information engages the idea of individual identity as a more central concept in understanding culture. Culture is a framework in which the individual achieves his/her identity using a cultural group’s understandings of choices made by members as a resource for the presentation of the self. This reflects Sacks’ (1984) notion of ‘doing being ordinary’: who we are is an internationally accomplished product not an inherent quality and the culture provides a reference point for this interactional accomplishment. Such a view encourages us to this of the individual as a semiotic system, that is, as a set of meaningful choices about the presentation of self. Culture provides a context in which this semiotic is to be read and choices will be understood differently in different cultural contexts. This means that for the second language user doing being ordinary involves presenting the self within a different framework of conventions for reading the individual. Language learning provides a challenge for identity in two key ways. First it raises the question “who am I when I speak this language?” and secondly “How am I me when I speak this language?”. Key words. Language, product, dynamic, body.

Introduction communication and culture which un- Learning a foreign language is more derlie the thinking in this paperCommu- than a simple task of assembling lexical nication is an act of sociality: that is it is items in grammatically accurate sen- not simply the case that information is tences. It involves fundamentally learn- transferred from one participant to an- ing to communicate with others in that other, but rather language is used to cre- language and such communication in- ate and maintain social relationships. volves an engagement with culture. In This means that we cannot view lan- this paper, I want to present one particu- guage in terms of a contrast between in- lar approach to teaching language and teractional (social) and transactional culture in an integrated way with the aim (information-exchange) discourse, but of developing in language learners the rather as a pervading social act in which ability to understand, reflect on and me- information exchange may be one of the diate cultures as a part of their language relevant activities going on. Language is learning experience. In beginning this a marker of identity and to use a lan- task, it is important to clarify a number guage is an act of social identity in that it of assumptions about language learning, encodes how the speaker is presenting

173 MONOGRAFIA POKONFERENCYJNA him/herself in a particular interaction. each of which can and does affect the Language use involves the expression of presentation of the self within the cultural self not just the expression of ideas and context. The variability is not limited intentions. Language learners are also however to membership of sub-cultures language users and it is inappropriate to but also to the ways in which the indi- see a dichotomy between these two char- vidual participates within his/her cul- acterisations. Language learners use lan- tures. People can resist, subvert or chal- guage to express ideas and the present lenge the cultural practices to which they the own identities regardless of profi- are exposed in both their first culture and ciency. in additional cultures they acquire. Main part. Second language commu- A view of culture as practices indicates nication is intercultural communication. that culture is complex and that individu- This may seem obvious, but it is always al’s relationships with culture are com- important to remember that when a per- plex. Adding an additional language and son uses their second language they are culture to an individual’s repertoire ex- encoding ideas in a linguistic system pands the complexity, generates new pos- which is located within a cultural context sibilities and creates a need for mediation and which will be interpreted as being between languages and cultures and the located within that context. Language identities which they frame. This means learners have to engage with culture as that language learning involves the devel- they communicate. Second language opment of an intercultural competence communication is bilingual. This means which facilitates such meditation. Inter- that the communicative resources availa- cultural competence involves at least the ble to second language users are different following: from those available to monolingual • Accepting that one’s own and others’ speakers of the language. Bilinguals need behavior is culturally determined. to be able to mediate linguistic codes and • Accepting that there is no one right cultural contexts as a regular part of their way to do things. interaction. • Valuing one’s own culture and other When culture is viewed as dynamic cultures. practice it gives a way of dealing with cul- • Using language to explore culture. ture as variable. We move away from the • Finding personal solutions in inter- idea of the national culture and the idea of cultural interaction. a monolithic ‘French culture’ or ‘Japanese • Using L1 culture as a resource to culture’ and recognize that culture varies learn about L2 culture. with time, place and social category and • Finding an intercultural style and for age, gender, religion, ethnicity and identity. sexuality. Different people participate in Intercultural competence means cen- different groups and have multiple mem- trally being aware that cultures are rela- berships of within their cultural group tive. That is, being aware that there is no

174 SCIENCE, RESEARCH, DEVELOPMENT №16 one “normal” way of doing things, but Conclusion. The discussion so far rather that all behaviours are culturally provides an argument for teaching culture variable. Applied to a particular language in a particular way. What I want to do in it also involves knowing some of the com- the remainder of the paper is present an mon cultural conventions which are used approach to teaching language and cul- by speakers of the language. The empha- ture together in the framework of ILT. sis here is on some. Given the volume, This approach has, in particular been de- variability and potential for change of the veloped with my colleague Chantal Crozet cultural conventions, it is impossible to in a number of recent papers (Crozet, learn them all and certainly well beyond 1996; Crozet and Liddicoat, 1999; Liddi- the scope of any classroom acquisition. coat, 2000; Liddicoat, 2002; Liddicoat and Because a learner can only ever acquire Crozet, 2001). The approach involves op- some of the cultural conventions, an im- portunities to reflect on one’s own culture, portant part of intercultural competence to experiment with the new culture and to is having strategies for learning more decide how one wishes to respond to cul- about culture as they interact. tural differences.

175 MONOGRAFIA POKONFERENCYJNA DIFERENCIATED INSTRUCTION IN THE ENGLISH LANGUAGE CLASROOM AND INTEGVATING PERSONALITY FACTORS

Atadjanova Surayyo Raimboyevna Senior lecturer of UrSU Khudjaniyozova Nargiza Qodamboyevna 4 th year student of UrSU the faculty of foreign philology

ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of’ the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

Introduction One of the outstanding Main part. The purpose of this Intro- features of studies of assessment in recent duction is to clarify some of the key ter- years has been the shift in the focus of at- minology that we use, to discuss some tention, towards greater interest in the earlier reviews which define the baseline interactions between assessment and from which our study set out, to discuss classroom learning and away from con- some aspects of the methods used in our centration on the properties of restricted work, and finally to introduce the struc- forms of test which are only weakly linked ture and rationale for the subsequent sec- to the learning experiences of” students. tions. Our primary focus is the evidence This shift has been coupled with many about formative assessment by teachers in expressions of hope that improvement in their school or college classrooms. As will classroom assessment will make a strong be explained below, the boundary for the contribution to the improvement of learn- research reports and reviews that have ing. So one main purpose of this review is been included has been loosely rather to survey the evidence which might show than tightly drawn. The principal reason whether or not such hope is justified. for this is that the term formative assess- A second purpose is to see whether the ment does not have a tightly defined and theoretical and practical issues associated widely accepted meaning. In this review, with assessment for learning can be illu- it is to be interpreted as encompassing all minated by a synthesis of the insights those activities undertaken by teachers, arising amongst the diverse studies that and/or by their students, which provide have been reported. information to be used as feedback to

176 SCIENCE, RESEARCH, DEVELOPMENT №16 modify the teaching and learning activi- 91 and 241 items respectively, but only ties in which they are engaged. 9 items appear in both lists. This illus- Two substantial review articles, one by trates the twin and related difficulties of Natriello (1987) and the other by Crooks defining the field and of searching the (1988) in this same field serve as baselines literature. The problems of composing a for this review. Therefore, with a few ex- framework for a review are also illustrated ceptions, all of the articles covered here by the differences between the Natriello were published during or after 1988. The and the Crooks articles. Natriello reviews literature search was conducted by several the issues within a framework provided means. One was through a citation search by a model of the assessment cycle, which on the articles by Natriello and Crooks, starts from purposes, then moves to the followed by a similar search on later and setting of tasks, criteria and standards, relevant reviews of component issues then through to appraising performance published by one of us (Black, 1993b), and providing feedback and outcomes. and by Bangert-Drowns and the Kuliks He then discusses research on the impact (Kulik et al., 1990; Bangert-Drowns et al., of these evaluation processes on students. 1991a,b). A second approach was to Perhaps his most significant point, how- search by key-words in the ERIC data- ever, is that in his view, the vast majority base; this was an inefficient approach be- of the research into the effects of evalua- cause of a lack of terms used in a uniform tion processes is irrelevant because key way which define our field of interest. The distinctions are conflated (for example by third approach was the `snowball’ ap- not controlling for the quality as well as proach of following up the reference lists the quantity of feedback). He concludes of articles found. Finally, for 76 of the by suggesting how the weaknesses in the most likely journals, the contents of all existing research-base might be addressed issues were scanned, from 1988 to the in future research. Crooks’ paper has a present in some cases, from 1992 for oth- narrower focus–the impact of evaluation ers because the work had already been practices on students-and divides the done for the 1993 review by Black (see field into three main areas–the impact of Appendix for a list of the journals normal classroom testing practices, the scanned). Natriello’s review covered a impact of a range of other instructional broader field than our own. The paper practices which bear on evaluation, and spanned a full range of assessment pur- finally the motivational aspects which re- poses, which he categorized as certifica- late to classroom evaluation. He con- tion, selection, direction and motivation. cludes that the summative function of Only the last two of these are covered evaluation–grading–has been too domi- here. Crooks used the term `classroom nant and that more emphasis should be evaluation’ with the same meaning as we given to the potential of classroom assess- propose for `formative assessment’. These ments to assist learning. Feedback to stu- two articles gave reference lists containing dents should focus on the task, should be

177 MONOGRAFIA POKONFERENCYJNA given regularly and while still relevant, tered manually. An initial review, in some and should be specific to the task. How- cases based on the abstract alone, and in ever, in Crooks’ view the `most vital of all some cases involving reading the full pub- the messages emerging from this review’ lication, identified an initial total of about (p. 470) is that the assessments must em- 250 of these publications as being suffi- phasise the skills, knowledge and atti- ciently important to require reading in tudes perceived to be most important, full. Each of these publications was then however difficult the technical problems coded with labels relating to its focus–a that this may cause. total of 47 different labels being used, with Like Natriello’s review, the research an average of 2.4 labels per reference. For cited by Crooks covers a range of styles each of the labelled publications, existing and contexts, from curriculum-related abstracts were reviewed and, in some cas- studies involving work in normal classes modified to highlight aspects of the rooms by the students’ own teachers, to publication relevant to the present review, experiments in laboratory settings by re- and abstracts written where none existed searchers. The relevance of work that is in the database. Based on a preliminary not carried out in normal classrooms by reading of the relevant papers, a structure teachers can be called in question (Lunde- of seven main sections was adopted. The berg & Fox, 1991), but if all such work writing for each section was undertaken were excluded, not only would the field be by first allocating each label to a section. rather sparsely populated, but one would All but one of the labels was allocated to a also be overlooking many important clues unique section (one was allocated to two and pointers towards the difficult goal of sections). Abstracts of publications rele- reaching an adequately complex and com- vant to each section were then printed out plete understanding of formative assess- together and each section was allocated to ment. Thus this review, like that of Natri- one of the authors so that initial drafts ello and more particularly that of Crooks, could be prepared, which were then re- is eclectic. In consequence, decisions vised jointly. The seven sections which about what to include have been some- emerged from this process may be briefly what arbitrary, so that we now have some described as follows. sympathetic understanding of the lack of REFERENCES overlap between the literature sources 1. ADELMAN, C., KING, D. & TREACHER, used in the two earlier reviews. The pro- V. (1990) Assessment and teacher autono- cesses described above produced a total of my, Cambridge Journal of Education, 20, 681 publications which appeared relevant, pp. 123-133. at first sight, to the review. The biblio- 2. AIKENHEAD, G. (1997) A framework for reflecting on assessment and evaluation, graphic details for those identified by in: Globalization of Science Education– electronic means were imported (in most papers for the Seoul International Confer- cases, including abstracts) into a biblio- ence, pp. 195-199 Seoul, Korea, Korean graphic database, and the others were en- Educational Development Institute).

178 SCIENCE, RESEARCH, DEVELOPMENT №16

3. ALLINDER, R.M. (1995) An examination 8. BAIRD, J.R., FENSHAM, P.J., GUN- of the relationship between teacher effica- STONE, R.F. & WHITE, R T. (1991) The cy and curriculum-based measurement importance of reflection in improving and student-achievement, Remedial and science teaching and learning, Journal of Special Education, 16, pp. 247-254. Research in Science Teaching, 28, pp. 4. AMES, C. (1992) Classrooms: goals, struc- 163-182. tures, and student motivation, Journal of 9. BANGERT-DROWNS, R.L., KULICK, Educational Psychology, 84, pp. 261-271. J.A. & MORGAN, M.T. (1991a) The in- 5. AMES, C. & ARCHER, J. (1988) Achieve- structional effect of feedback in test-like ment goals in the classroom: students’ learn- events), Review of Educational Research, ing strategies and motivation process, Journal 61, pp. 213-238. of Educational Psychology, 80, pp. 260-267. 10. BANGERT-DROWNS, R.L., KULIK, J.A. 6. ARTHUR, H. (1995) Student self-evalua- & KULIK, C.-L.C. (1991b) Effects of fre- tions–how useful-how valid, International quent classroom testing, Journal of Educa- Journal of Nursing Studies, 32, pp. 271-276. tional Research, 85, pp. 89-99. 7. BACHOR, D.G. & ANDERSON, G.O. 11. BEATON, A.E., MULLIS, I.V. S., MAR- (1994) Elementary teachers’ assessment TIN, M.O., GONZALEZ, E.J., KELLY, D.L. practices as observed in the Province of & SMITH, T.A. (1996) Mathematics British Columbia, Canada, Assessment in Achievement in the Middle School Years Education, 1, pp. 63-93. (Boston, AAA, Boston College).

179 MONOGRAFIA POKONFERENCYJNA E-LANGUAGE PORTFOLIO AS A TOOL FOR AUTONOMOUS LEARNING ATADJANOVA SURAYYO, ANVAROVA SABOHAT

Atadjanova Surayyo Raimboyevna Senior lecturer of UrSU Anvarova Sabohat Shonazar qizi 4 th year student of UrSU the faculty of foreign philology

Annotation: This article deals with using European language portfolio in the development of students’ autonomous language learning and stages of becoming from teacher dependent learner to independent student. Key words: E-language portfolio, autonomy, language classroom, independent learner, Common European Framework Reference, teacher, skills.

Nowadays, English has already be- they are based on clear understandings of come a global language that is the lan- the behavioral changes which they aim to guage of science, information technology foster. However, autonomy is not strictly and medicine. Teaching English to stu- defined and it may be recognized in a va- dents as a second language has its own riety of forms. Therefore it is important criteria and they are coming across diffi- that we should identify the form in which culties to develop autonomous learning we choose to recognize it in the contexts skill in language classroom. In this case of our own research and practice. As lan- European language portfolio has become guage teachers, it is our duty to be aware as a supportive tool for students whose of the factors which are conducive to mother tongue is not English. learner autonomy because autonomy is What is learner autonomy? In basic the key to lifelong learning. terms autonomy is defined as one’s taking How to develop learner autonomy? In the responsibility for learning. However, several theoretical papers about the defini- this is not as simple as it may look. At this tions of learner autonomy, probably the point it is necessary to state that Benson most frequently cited one is Henri Holec’s claims that it is important to describe au- definition. Holec defines autonomy as ‘the tonomy for the following two reasons: ability to take charge of one’s learning’. He firstly, construct validity is an important explained that autonomous learners have precondition for research. In order for a the ability to make all the decisions related construct such as autonomy to be able to to their learning: from determining objec- be researchable it needs to be describable tives and defining the content to selecting in terms of observable methods, monitoring and extends Holec’s behaviors. Secondly, it is quite likely definition by adding a psychological di- that programs or innovations aiming to mension, and he argues that autonomy is foster autonomy could be more effective if not exclusively or even primarily a matter

180 SCIENCE, RESEARCH, DEVELOPMENT №16 of how learning is organized. According to Level 5: transcendence – learners tran- the researcher, autonomy is a capacity for scend the classroom, making links be- detachment, critical reflection, decision- tween the content of the classroom and making and independent action, but it also the world beyond the classroom. At this entails that the learner will develop a par- level, learners begin to become truly au- ticular kind of psychological relation to the tonomous by utilizing in everyday life process and content of his learning. Holec’s what they have learned in formal learning definition in that it describes autonomy as contexts. To recover the difficulties of control over the cognitive processes in- autonomous learning there is inserted E- volved autonomy is not synonymous with language portfolio for L2 speakers. self instruction and self-direction. To him, Learner autonomy is currently one of self-instruction refers to situations in the most widely discussed concepts in which learners are working without the second language pedagogy and a com- direct control of the teacher; and self-di- mon goal of second language curricula. It rection refers to situations in which learn- also underlies the Common European ers accept responsibility for all the deci- Framework of Reference for Languages, sions concerned with learning but not whose scales of communicative profi- necessarily for the implementation of those ciency define the autonomous second decisions. language learner–user. And its develop- Degrees of Autonomy. Nunan contends ment is one of the key purposes of the that autonomy is not an all-or-nothing European Language Portfolio, which concept, that all learners could be trained the Council of Europe presents as “a tool to develop a degree of autonomy. He sum- to promote learner autonomy”. It is gener- marizes five levels of autonomy as follows: ally accepted that reflection is a key con- Level 1: awareness – learners are made stituent of learner autonomy: autono- aware of the pedagogical goals and con- mous learners are characterized by their tent of the program and encouraged to active involvement in the planning, moni- identify the learning strategies implicit in toring and evaluation of their learning. the tasks making up the methodological Indeed, it is in precisely these terms component of the curriculum. that the Council of Europe explains what Level 2: involvement – learners be- it means by the phrase “a tool to promote come involved in modifying materials. learner autonomy”.It is much less gener- Learners will be involved in making ally accepted, however, that these reflec- choices from a range of goals, a selection tive processes should be conducted as far of content and a variety of tasks. as possible in the target language. Level 3: intervention – learners are in- This European Language Portfolio is volved in modifying and adapting goals, intended for pupils from first class up- content and learning tasks. wards as it involves the use of basic literacy Level 4: creation – learners create their skills. Using this ELP with pupils in pri- own goals, content and learning tasks. mary education provides a positive and

181 MONOGRAFIA POKONFERENCYJNA fun-based means of ensuring that the child The purpose of this European Lan- learns the language that is critical for inte- guage Portfolio is to support children gration into the mainstream classroom. At whose mother tongue is not English as the same time, use of the ELP promotes the they meet the challenge of learning Eng- growth of self-confidence and self-esteem lish in order to participate fully in main- as the child’s active participation in learn- stream education. The ELP demonstrates ing provides constant confirmation of the and highlights individual achievement realities of success. Every European Lan- and success and, as a result, helps pro- guage Portfolio has three parts: mote self-confident and self-directed • A Language Passport learners. • A Language Biography As a conclusion, using language • A Dossier portfolio in English language classroom In addition, it must contain the refer- gives learners the responsibility of their ence levels and descriptors of own language development. This lan- the Common European Framework of guage tool makes learners to become Reference for languages. autonomous and it is expected from The Language Passport: is where the students to be able to maintain some of child expresses his or her linguistic iden- their own learning strategies and weak- tity. This process is most important for nesses so they will be able to direct the the children using this particular ELP. processes of language development The Language Biography is the focus completely independent.. for all the learning that takes place in lan- References guage support classes. Much of this sec- 1. Benson, P. 2001. Teaching and Research- tion contains themed checklists. Each ing Autonomy in Language Learning. Es- statement suggests a task or activity that sex. Pearson Education Ltd. the child should carry out so that he or 2. Holec, H. Autonomy in Foreign Language she, with the support of the teacher that Learning. Oxford: Pergamon. 3. [3]Nunan, D. 1997. “Designing and Adapt- this has been achieved. This helps the ing Materials to Encourage Learner Au- child take responsibility for his or her tonomy.” In P. Benson and P. Voller (eds.) learning and record progress. Autonomy andIndependence in Language The Dossier is an unrestricted part of Learning. London. Longman. Pp. 192-203. the ELP in which children can file and 4. Using the European Language Portfolio in English language support. Teacher’s guide. keep their work. the main contents of the National Development Plan. Ireland. Dossier are developed throughout lan- 5. Common European Framework of Refer- guage support so that each child has a ence for Languages (Council of Europe substantial file of his or her work. 2001)

182 SCIENCE, RESEARCH, DEVELOPMENT №16 ANALYSIS OF GAMIFICATION APPS FOR ENHANCING AND MOTIVATING FOREIGN LANGUAGE LEARNING

Bekmurova Gulnigor Shavkat qizi 3rd year student at the National University of Uzbekistan named after Mirzo Ulugbek Abstract: According to this article, there are analyzed how to organize teaching foreign language in Target Audience. There have written some types of gamification, which are used in teaching foreign language, and their specific features. There are given 3 types of gamification, how they are used, what are main results of usage of them. Key words: gamification, duolingo, class dojo, edmodo

Each game element used in Gamifica- cess. The same concept is used in sports and tion enhances automatically the teaching most of the time incorporates a leader and learning process of FL. Most of the board, which could serve as a strong moti- games the public knows have these elements vator. This category is typically used in nowadays, but all of them follow a system- competitive activities, but is often employed atic plan. Every game integrates three basic by the business world to motivate team- elements: meta-centered activities, rewards, work. Another reward system includes priz- and progression1. es or awards. This type of reward occurs in This follows what is expressed by Smith- games where the player is able to unblock Robbins, who mentions that “all game ac- additional activities or levels after success- tivities are meta-centered and have activities fully accomplishing the previous ones. Priz- of this kind because they are oriented to- es/awards promote an additional commit- wards a specific objective which ultimately ment and engagement by the player and focuses on winning by defeating obstacles that is one aspect which is persisted in FL and other conditions, in order to achieve or learning. Finally, achievements are publicly complete a quest. In addition, and depend- shown icons, or the so-called badges, in the ing on the context, each game employs a player’s online profile. They are perceived as mechanism for the player to receive rewards the integration or combination of the previ- or reward system. There are three principal ously mentioned reward categories. The in- categories, which include: leaders, prizes or tegration and use of badges, each with a awards, and achievements2. The leaders are different meaning, has grown tremendously the users classified based on their game suc- in part to the development of game consoles and online gaming. For the FL learner mo- 1 Dickey, M. D. Engaging by design: how engage- tivation arrives in the way of acceptance or ment strategies in popular computer and video games can inform instructional design. Education blending in. If they receive the recognition Training Research and Development,53 (2), 2005.,67-83. they will be motivated to move to another 2 Smith-Robbins, S.“This Game Sucks”: How to level or reach an additional reward. The fi- Improve the Gamification of Education. Educause Review, 46 (1), 2011., 58-59. nal basic element implemented in games is

183 MONOGRAFIA POKONFERENCYJNA progression. According to Dickey, progres- game design has an experiential aspect that sion is a very important element for games. involves the integration of current and nov- Most of all for the level of engagement and el approaches based on exploration and motivation it gives to the player. Its main discovery that could be applied to Gamifica- objective is to maintain the player informed tion and motivate the player. on how much progress he or she has in the Educational gamification five step level3. In addition it gives the player the model. For applying Gamification, regard- necessary information about the goals that less of the course, to the teaching and learn- were completed and the necessary tasks to ing process aseries of steps needs to be fol- complete de level. It also represents the lowed. These will guide the instructor to player’s journey, which could be part of a plan accordingly the Gamification aspect. series of small challenges embedded into a In order to gamify instruction, the educa- larger challenge (Werbach and Hunter tors follow a five-step model. (2012). In the FL classroom the educator In order to deal with step one, Under- implements progression by systematically standing the Target Audience and the Con- promoting healthy competition and show- text, the instructor needs to know who his ing the progress to the class. The FL learner or her students are. A combination of the is able then to see his or her progress and target audience is necessary along with ana- becomes a risk taker while he is motivated lysing the context to understand several key to move on or continue. Another compo- factors like group size, environment, skills nent in the definition of Gamification men- sequence, and length. Is in this step that the tioned by Werbach and Hunter is game de- “pain points” appear. Those pain points are sign4. Basically, games are not only ele- several factors that prevent the learner ad- ments; games are design systemically and vancement of the program. There are some artistically for the purpose of fun but they common pain points in education: focus, need to be creative and focused. They need motivation, skills, pride, learning environ- to provide originality and not merely be ment and nature of the course, and physical, clones of others. Also, originality and char- mental and emotional factors. By under- acter is necessary to provide depth and rich- standing these points the educator will be ness to the player’s experience. Good game ready to determine the Gamification ele- design is balanced and leaves the player ments to implement. with a feeling on how was the game experi- Defining the Learning Objectives, step ence overall. For example: Was it challeng- two, is always necessary for a successful ing? Was it hard? Was it easy? In addition, teaching and learning experience. These objectives need to have general instruction- 3 Dickey, M. D. Engaging by design: how engage- al goals, specific learning goals, and behav- ment strategies in popular computer and video games can inform instructional design. Education ioral goals. In order to have a successful Training Research and Development,53 (2), 2005., 67-83. learning experience thru Gamification the 4 Werbach, K and Hunter, D. For the Win: How instructor needs to have the ability of com- Game Thinking Can Revolutionize Your Business. Philadelphia, PA: Wharton Digital Press. 2012., 321 bining and implementing the learning ob-

184 SCIENCE, RESEARCH, DEVELOPMENT №16 jectives. Step three on the five-step model, a heaven of educational creativity towards Structuring the Experience, looks to break the teaching and learning process. There are down the program and identify the main plenty of activities that educators could im- points. In these stage the instructor prepares plement thru Educational Gamification. the sequence and quantify what the student These activities could be transferred toward needs to learn and achieve by the end of FL instruction. Some might include the use each stage. If students are staying behind, of online educational games, best guess, re- the instructor needs to re-think and provide wards system, badges, use of Nintendo WII a push for motivation in order for the stu- or Xbox and the Internet for plenty of edu- dent to complete the stage. The educator cational digital game based activities, and needs to move his educational program combining social platforms and social edu- from simple to complex by starting with cation platforms where badges and progres- easier milestones so that the student stays sion could be located and seen. All of the engaged and motivated. previous are focus on engaging the learner Identifying Resources is step four of this in healthy competition. Nowadays, one key model. At the moment the stages have been essential need for the learners is to be moti- identified, the teacher will have complete vated and that is the core that moves Gami- assurance of which stage can or can’t be fication. Through the use of game elements gamified. The instructor needs to reflect in like avatars, badges, leaderboards, progress regards to several aspects that need to be charts, among other, learners will receive an considered. These are: tracking mecha- extra input, similar to the one they have in nisms, currency, levels, rules, and feedback. console games that will motivate them to The image below presents these aspects achieve another educational task or even along with definitions. learn a foreign language. The last step of Huang and Soma model Gamification Apps for Enhancing anf is Applying Gamification Elements. In this Motivating Foreign language Learning. step the educator decides which Gamifica- The use of Gamification in FL learning tion elements should be applied. The ele- has brought the use of many tools to en- ments are divided in self and social. Self-ele- hance the language learning process and ments most of the time uses badges, levels motivate the learners. It’s very important to and time restrictions. They focus on making remember that in a gamified classroom set- students compete with themselves and rec- ting the tool will serve a purpose and it ognize self-achievement. Meanwhile, inter- shouldn’t substitute the target goal of the active competitions along with cooperation unit or module. This is also essential in FL are seen as social- elements. Is with this type learning. With many tools to choose from in of element that students’ achievements are educational technology, the FL educator made public and the students become part needs to use them accordingly to the target of a community. By following the previous audience and combine it with the appropri- steps, educators will have the opportunity ate language learning approach or strategy. for strategic planning in what could become These Gamification tools are frequently

185 MONOGRAFIA POKONFERENCYJNA used in FL learning: Duolingo, Class Dojo, elements like badges and quests. It can be Edmodo, Zondle, Socrative, and Brainscape. used as an extension of the classroom for all Duolingo educational levels. In addition, it has an in- Class Dojo terface very similar to Facebook. Students Edmodo can comment on posts, submit assignments, Duolingo is a Gamification language and track their progress. Educators can post learning translation platform where users polls, open discussion boards, design quiz- progress through several levels. It works for zes, and post assignment. It’s a great moti- iPhone, iPod Touch, iPad, and Android. It vating tool for FL instruction because it covers the areas of speaking, listening, promotes collaborative learning, teamwork, grammar and vocabulary necessary for FL and parents have an account where they can learning and content is always presented in receive feedback from the instructor. In ad- whole sentences. The user can select be- dition the FL learner can practice spelling tween six languages including English, and grammar through conversational post- Spanish, Portuguese, Italian, German, and ings and could create differentiated instruc- French. The feedback is immediate and the tion through small groups and shared fold- learner can easily track progress. Educators ers. Edmodo works with any Web browser, can use it as part of daily homework. It mo- iPad, iPhone, iPod Touch, Android, Win- tivates student-driven work along with dows Phone. communication and collaboration. References: Class Dojo is second example for that. 1. Caponetto, I, Earp, J. & Ott, M. (2014). Previously in this scientific research, this Gamification and Education: a Literature application was presented as a pure example Review. Professor Dr.-Ing. Carsten Busch of Gamification. This main purpose of Class (ed.), Proceedings of the 8th European Con- Dojo is to provide the instructor with a plat- ference on Games- Based Learning – ECG- BL 2014, 50-57. Academic conferences and form for student behavior management. It publishing international Limited, London also helps in motivating FL elementary (Regno Unito). ISBN: 978-1-910309-55-1. school learners thru strategies that combine 2. Dickey, M. D. (2005). Engaging by design: avatars, points, and leaderboards. Parents how engagement strategies in popular com- can be involved and connect with the edu- puter and video games can inform instructional design. Education Training Research cator. It track, shares, and evaluate student and Development,53 (2), 67-83. participation along with immediate feed- 3. Garris, R., Ahlers, R., & Driskell, J. E. (2002). back. It lets FL learners adjust to a new lan- Games, motivation, and learning: A research guage by easing the transition in a flexible and practice model. Simulation and Gam- way. It can be accessed via the Web interface ing, 33 (4), 441–472. or an Android or iOS app. 4. https://www.heacademy.ac.uk/enhance- ment/starter-tools/gamification-and-games- Edmodo is a safe social networking based-learning platform for education with Gamification 5. http://www.bbc.co.uk/learningenglish/

186 SCIENCE, RESEARCH, DEVELOPMENT №16 FAMILY PROBLEMS OF DEVELOPMENT AND DEVELOPMENT OF NATIONAL DANCE INDUSTRY

Gulasal Usmanova Doctorate of Research Institute of Art Studies of the Academy of Sciences of Uzbekistan, Annotation This article explores the role of folk dance in the work of dancers and choreographers in our country, explores in detail the characteristics of the country’s choreographic art, eternal values, traditions and artistic trends. Keywords: art, dance, ballet master, ensemble, dance school, method, tone.

Introduction. In Uzbekistan, the forma- the national heritage left by the teachers to tion of new spiritual-ideological directions the world community. has had an impact on all spheres of contem- Yusufjon Qiziq Shakarjonov, Usta Olim porary art, expanding the scope of creative Komilov, Tamarahonim, Mukarrama Tur- researches and accelerating the develop- gunbaev, Gavhar Rakhimova, Roziya Kari- ment of artistic thought. The idea of re-un- mova, Qunduz Mirkarimova, Iskhar Oq- derstanding the wider layers of historical, ilov, Gulnora Mavaeva, Viloyat Akilova, cultural and spiritual-moral values, the Kadir Muminov, Kizlarhan Dosmukhame- principles of renewal are clearly manifested dova, Dilafruz Jabborova, Ma’mura Erga- in architecture, visual and applied arts, mu- sheva, Feruza Solihova and others. sic, cinema, television and choreography. The main aim of the dance art, which is Main part. Ancient Bukhara’s “Zangul- a symbol of beauty and elegance, is to give la”, the “Valley of the Andijan” of the beauti- people good and pleasure. It is necessary to ful valley, and the “Lazgi” dance of ancient highlight the names of the dancers and bal- Khorezm should not have been fascinate. let-masters in the scientific researches and Uzbek folk dances are stunning around the their names. To learn precise rules of dance world by the adras-atlas, the king of the art, first of all, it is necessary to have a stingy unshaked, the forty-year-old daughters of spirit, intelligence, health and natural abili- the daggers. Dancing in the dance “Tan- ties. Thus, by bringing up these qualities of ovar”, “Fergana tong”, “Pomir dance”, “Doi- our dancers today, we can leave our original ra”, as well as dances of Tamara Khanum, national dance art samples for the future. Mukarrama Turgunbaeva, Vilayat Okilova, Everyone who wants to study at the choreo- Malika Akhmedova, Dilafruz Jabborova, graphic school should find these things in Ma’mura Ergasheva, Rushana Sultonova, themselves. Otherwise it is difficult to be a Feruza Solihova as if it were more attractive. talented dancer. There is a bigger demand to It is important to emphasize the work of our be a solo dancer. artists who express their unique feelings of Dancer or dancer must work with expe- the soul of the Uzbek woman by presenting rienced ballet-masters. After a sleepless

187 MONOGRAFIA POKONFERENCYJNA night, exercise is normally a dance sample. dresses is very important. Recently, in the “Dancing is not just a life’s interpretation or world of the Uzbek national dance art, there an abstract, but life itself,” popular artist of are many critical views on the culture of Uzbekistan Mokramama Turgunbayeva dressing dancers. Some of our dancers have said. Indeed, dance is reflected in the mirror lost their national identity in the pursuit of of life. Your dreams, your dreams, your blind fashion. Our dancers mix various re- goals, and all the speeches about you are gional dresses at different solo performanc- reflected in dance. Every act of dancer on es at solo concerts or in today’s bridal the stage, the heart of the heart, reach the housewives, with another, that is, a region audience, understand it, and get something that is totally unacceptable. At the tempta- from it for its dance. Our artistic people also tion of dancers, the ghosts of the dance, the believe that the daughters of the nation, de- place of the dance are fast, and the hardness pending on their identity, are increasingly of their eyes. Atlas, adras and silk fabrics committed to morals. In that sense, it would decorated with Uzbek dancers for centuries, be appropriate to think seriously about the the national images selected by them have dresses, knitting jewelry, steps taken by our proven eastern shyness, vigilance and so- beautiful dancers, and then to come to the phistication. The school, which is a model public. But today, due to the massive influ- for today’s artists, has a great role to play in ence of the mass culture, various move- the development of dance arts such as M. ments and threats threaten our dance art. Turgunbayeva, Tamarahonim, M. Oqilova, They undermine the original beauty of the V. Oqilova, M.Ergasheva. In the hustle and Uzbek national dance art. Dancers have a bustle of the “mass culture”, dancers are at- direct bearing on the dress code. This is es- tracted to their beauty, glamor, open-tow- pecially noticeable in dancers’ dresses and eled dresses, exquisite and glossy fabrics. eyebrows. Nationalism, loyalty to values, Young people are studying not only the Uz- shielding shields are replaced by open-tow- bek national dance, but also the diverse el, semi-bare clothes and glossy fabrics. On dance of different foreign countries. It is the tele-tape, the early and late video clips important to educate young people in the show beautiful dance performances. Due to spirit of devotion to national values, tradi- the influence of “mass culture”, we are expe- tions and traditions. It is important to pre- riencing the loss of our changing national serve the identity of the Uzbek national dance art. dance schools. Every act that the artist per- Uzbek national costumes are created on forms at the site causes the audience to be the basis of people’s mentality and are close- amazed. Thus, the artist should not forget ly linked to the culture and history of today. that the act will directly influence the aes- Each region has a living-friendly environ- thetic taste and upbringing of the people. ment, a combination of origin and climate. As we know, the essence and meaning of Accordingly, the dancer chooses a particu- every act expressed in dance is that it is ca- lar dress based on the dance school he is pable of feeding the heart of an art connois- playing. Today, the importance of stage seur. Only then can a new piece of art be

188 SCIENCE, RESEARCH, DEVELOPMENT №16 upgraded to the status of art. Each master- teach at the Tashkent State Dancing and piece created by Master Olim Kamilov, Choreography School. Kadyrov Muminov, Tamarahonim, Mukaramma Turgunbaeva, the best teacher of the teacher Isochor Aki- Isochor Akylov, was performed with such lov, later trained his performers, People’s artistic dance and knowledge. Today, there Artist of Uzbekistan Saida Mansurkhojaeva, are many talented dancers and dancers who Honored Artists of Uzbekistan Gulmira have been trained by young talents as a wor- Shirinova, Feruza Ozodova, Gulshoda Ab- thy student. But they need the help of self- dieva, Dildora Yakubova and Nigorhan sacrificing teachers who guide them on the Nazarova. right path. The works of such well-known Conclusion. back to the developments masters such as Qudduz Mirkarimova, in the field of culture and art, we believe Kadyr Muminov, Vilayat Okilova, Mamura that it will free up the art of free dance. We Ergasheva, Karima Uzoqova and Gulmira are committed to implementing the ideas Madrahimov are highly estimated in all the of the head of our state in the development countries of the world. of the sphere of culture and art, as well as Taking into account the many theoreti- presenting his ideas at the meeting with cal events taking place in our country, theat- leading artists of our country. Updates in rical public appearances in different na- the industry are showing in sequence. We tional and international contests, the artistic also have a good start to the good things community, dance ensembles, and choreo- that we have been able to do, with the goal graphic art of ballet masters are worthy of of the teacher’s lessons. note. From this point of view, there is a sig- References: nificant increase in the area. However, the 1. Avdeyva L. Ozbek From the history of na- traditions of dance, solo dance, dance, trio, tional dance. -T.: Mukarrama Turghunboeva quartets remain in their shade. «Uzbek Dance» National Dance Association, As long as there is a tradition of master- 2001. 204 p. pupil in dance arts, it is evolving from gen- 2. M. Rakhmonov. Uzbek Theater (From ancient times till XVIII century Tashkent, eration to generation. Otherwise, our 1975, p. unique works, such as “Tanovar”, “Munojot” 3. Karimova R. Kharezmskiy tanets. – T: Izda- and “Pilla”, would not have come to this day. telstvo literatury i iskusstva imeni Gafura The artistic method, rhythm and composi- Gulyama, 1975. 112-B. tion of the Uzbek national dance art is being 4. Karimova R. Бухарский танец (методиче- ское пособие). -T.: Izdatelstvo literatury i brought up by a group of artists to the future iskusstva imeni Gafura Gulyama, 1977. 128-b. generations. We hope that this continuation 5. Karimova R. Uzbekskie tanks and post- will be continuous. anovke Isaxara Akilova-T.: Izdatelstvo liter- The creative work of the master-pupil atury i isskustva imeni Gafura Gulyama, tradition, which is being continued by the 1987. 398-B ballet masters, is internationally recognized. 6. Sayfullaeva D., Kazakbayeva Z. The history of Uzbek dance art and secrets of dance. -T.: Of course, all of this is a product of the hard «Voris-Publishing House» M.CH.J. 2006. work of the hardworking teachers who 87-B.

189 MONOGRAFIA POKONFERENCYJNA ECOTOURISM, THE POTENTIAL OF THE ANDIJAN REGION AND WAYS TO IMPROVE THEM

Ismanova Diloromxon Baxtiyor qizi Bachelor of Andijan State University

This article is devoted to ecotourism, which describes the potential, resources and opportunities for ecotourism of the Republic of Uzbekistan. In particular, ecotourism services of Andijan region and ways to improve them are described in detail. Данная статья посвящена экотуризму, в котором описываются потенциал, ресурсы и возможности экотуризма Республики Узбекистан. В частности, подробно описаны услуги экотуризма Андижанской области и пути их улучшения. Key words: Ecotourism, the difference between ecotourism and traditional tourism, the resources and possibilities of ecotourism in Uzbekistan, ecotourism services in Andijan. Ключевые слова: Экотуризм, отличие экотуризма от традиционного туризма, ресурсы и возможности экотуризма в Узбекистане, услуги экотуризма в Андижане.

Of course, those who are tired of the Ecotourism differs from traditional problems and problems of big cities, tourism in that: sometimes in the wild, want to be calm. – priority of natural tourist sites; In the open nature, listen to the sounds of – sustainable environmental manage- birds and be clear in nature, just travel in ment; nature to breathe in the forest. This type – reduce the consumption of resources of travel is widely available around the and energy; world and is called ecotourism. – direct participation in the socio- The scientific experience and conclu- economic development of regions; sions of many experts and researchers – Improving the environmental edu- show that, despite the fact that ecotour- cation of tourists. ism is a new and younger destination for Uzbekistan is a country rich in ecotour- tourism, popularization is 2-3 times high- ism and opportunities. Speleotourism (cave er than in other tourist destinations. tourism), which is rich in its unique beauty The International Union for Conser- and unique landscapes, has great potential. vation of Nature calls ecotourism «a re- Currently in Uzbekistan there are more sponsible traveler who promotes nature than 500 caves, and, according to informa- conservation, the study of nature and the tion, the tourist infrastructure is not enough, cultural landscape, and sustainable use.» so none of them are built by eco-tours. Ecotourism provides the socio-economic In the steppes and deserts of Uzbeki- well-being of the local population and its stan, there is great potential for riding benefits. camels.

190 SCIENCE, RESEARCH, DEVELOPMENT №16

In particular, we will move to the China and the Academy of Sciences of Andijan region with a high level of tour- Uzbekistan discovered the ruins of a large ism, modern infrastructure. city with a diameter of up to 2-2.5 meters. In the region there are 14 districts and Various artifacts on the defensive walls, 11 cities with a total area of 4.2 thousand internal and external roads, fortresses and km. sq. The weather is hot in summer and people›s lifestyles are described in the cold in winter. This is an opportunity to unspoken story. offer travel services throughout the year, Another noteworthy aspect of the to explore new trends in the industry. mask is the existence of the parent Fazmi- There are more than 370 cultural her- lan. His vision is over 600 years old. It has itage sites in the region. The “Jom” and long been the main source of water for the “Ahmedbek Khodzhi”, “Qutaiba bin Mus- population in the area. Recommended for lim”, “Shirmonbulok “ and “Imam Ota the treatment of more than a dozen dis- mosques” are the focus of Andijan’s his- eases. 56 tulips around the plain caress the tory, as well as the “Mingtepa”, and “Fazil- century and dazzle the sky. man ota” monuments. Khanabad is the most prominent place The masters of the ancient city of in the valley. Five rivers and canals flow- Andijan are busy day and night. Artisans ing from the city, and the size of the third live here and enjoy the profession of their largest reservoir in the country cover the father. This will allow tourists to get closer climate of the Andijan reservoir. to the process of creating folk crafts and In accordance with the resolution of become part of it. the Cabinet of Ministers of July 28, 2017 The widespread attraction of tourists, “On the integrated development of the regular events such as the Sails› Palov, as city of Anabad in the Andijan region for well as modern infrastructure and tea 2017–2019”, 432 million 600 million houses are used to familiarize them with Soums will be spent on the development our national traditions and customs. For and construction of infrastructure. example, the commissioning of a tea With regard to the prospects for eco- room for 1000 places near the sanctuary tourism, it is worth noting that the first of “Merpostin Ota” serves to increase the projects were implemented around reser- tourist potential of the region. voirs in Pakhtaabad and Ulugnor dis- One of the attractions that attracts tricts. Gastronomic tourism is spreading foreign tourists is the archaeological rapidly in the Balikchinsky and Khod- site of “Mingtepa” in the Marhamat jaabad districts. area. It has a history of two and a half There are places where foreign tourists thousand years and is included in the can not only watch the process of cooking UNESCO list. national dishes, but also have the oppor- According to sources, it was the capital tunity to take a direct part. Naturally, the of the state Mingtepa Dawan (Fergana). process of cooking our pilaf, which is For five years, the Academy of Sciences of royal food, is of great interest to all.

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The development of the tourism sec- of diamonds, various roulettes and brief tor in the region itself spontaneously information about tourists. forms hotels. Andijan State University Motels (manor houses) should be or- and 1 service college of the city of Andijan ganized in hilly, mountain slopes or in are prepared by the hotel staff. In the field fruit villages. This, in turn, allows tourists of ecotourism, it is allowed to train bach- to live indoors and observe the traditions elors who are well aware of nature, the of our people, to observe the preparation geosystem and are able to manage a group of national food for home use. in extreme environmental conditions and In small regions it is necessary to build are able to provide first aid when it is an eco-city, that is, not only horses, bicy- proud. The reason is that eco-tours are cles and vehicles. mainly performed in nature and geosys- There is an equestrian school in the tems, and most eco-tours are character- village of Khortum of the Andijan region. ized by extreme susceptibility. There are many horses there, and there In recent years, a number of scientific are specialists who professionally teach studies were conducted in Uzbekistan in equestrian sports. Improving conditions order to identify the scientific and meth- there and attracting tourists visiting our odological foundations of ecotourism, de- region will also help increase the volume fended candidate and master›s theses, of ecotourism in Andijan. published scientific and educational literature. The theoretical aspects of ecotour- References: 1. The newspaper «Xalq so`zi», Saminjon ism and local history were studied in the Husanov – transparent valley of the Gold- traditional teacher-student system. en Valley / 2018 At the same time, for the further de- 2. Ecological tourism velopment of ecotourism in the Andijan 3. Wikibooks – Wikipedia, the free encyclo- region, it is necessary to publish a catalog pedia.

192 SCIENCE, RESEARCH, DEVELOPMENT №16 THE MEANING OF AFFECTION, RESPECT AND PRAISE IN THE ENGLISH LANGUAGE

Khalimova Charoskhon Sherali kizi Student of Uzbekistan State World Languages University Samigova Khushnuda Botirovna

Key words: affection, respect, praise, linguistics The article is devoted to reveal a problem of linguistics and to define the difference of the terms “affection”, ”respect” and ”praise” in the English language. В статье автор рассматривает проблему посвященный к дефинициям терминов ” ласка”, ”уважение” и хвала” в английском языке.

Nowadays there are so many linguistic problems in English and one of them is affectionate form. Many scientists worked out the topic “affection”, but they have never come closer depicting the difference of affection, respect and praise. The aim of this article is to show the differential meanings of the terms “affection”, “respect” and “praise” in the English language from linguistic point of view. As we know different sources give various definitions to the term “affection”. According to the Webster’s Dictionary the term “affection” is – 1) a: moderate feeling or emotion, tender attachment, fondness b: the action of affecting(1, 21). Oxford Dictionary defines the term “affection” as a kindly feeling and love(2, 15). But the Wikipedia, the free encyclopedia gives the following definition to this term: affection is a word or phrase used to address and/or describe a person or animal for which the speaker feels love or affection....it is used for a variety of reasons, such as parents addressing their children and lovers addressing to each other(10). According to Khazakov’s point of view If affection does not exist in the world there wouldn’t be smile on people’s face(5, 57). Kursovski in his research classified an addressing form into the several groups and one of them is addressing to a person affectionately. The words baby, boy, dear, angel, dearest, dear boy, dear girl, friend, honey kid, love, lovely, sweet, sweatheart, sweets, my precious, my dear son, my dear dаughter, my dear sweet, sweеtheart are widely used in expressing affection(9). There are lots of effection words in Tajik language, for example: дажонакам, сафед роям, бачекам and so on. But we think that affection is an expression of personal feeling of love or caress to people, animals, thing that you love and respect. Affection may be expressed with words, phrases, facial expressions, with a help of touching on one’s head, patting him or her with love and care. The main thing in affection is the strong feeling of love. We think one can not use the affection to somebody or something if he or she does not love him or her. In

193 MONOGRAFIA POKONFERENCYJNA affection the words sweetheart, darling, sweet, honey, lamb, love and other words are used in written and colloquial English. Here some more examples for affection: Oh, my love, do not you know there is not anything in the world I would not do for you(6, 472). Mother: “Good morning, dear! Wake up! Breakfast is ready. Get up! Let’s have tea!” But Jimmy the Carrot is too lazy to move. He shuts his eyes again and says: “I won’t!” Then mother comes up to his bed and softly touches his head: “Are you well, darling?” She asks. “I am.” Jimmy says. “Don’t worry, my dear!” Mr. Dale says. “Your boy is never ill.” “I’m glad to hear that,” Mrs. Dale says. She touches a cup of milk from the table and says: “Jimmy, My Little Carrot, will you have a cup of milk?”(7, 207) In these examples we can see that the words and phrases my love, dear, darling, my little Carrot show that the speaker addresses to the listener with care and love. But sometimes English language learners confuse the meaning of affection and respect. The term “respect” is also expressed in various ways. The information taken from Internet web sites says: Respect is... Respect is...listening with out interrupting Respect is...taking your partner’s feelings into consideration Respect is...keeping an open mind Respect is...agreeing to disagree Respect is...trying to understand your partner’s viewpoint Respect is...loving yourself Respect is...trust and honesty Respect is...giving each other space Respect is...nonviolence Respect is...direct communication Respect is...building a person up instead of tearing them down Respect is...friendship Respect is…not pressuring the other person(11). In Оxford Dictionary one can see the following definition: respect – 1. honour; high opinion or regard; esteem for a person or quality. 2. Consideration; attention. 3. Refer- ence; relation. 4. Regards, polite greetings(2, 720). But according to Webster’s Dictionary respect is a relation on reference to a particular thing or situation and it is an act of giving particular attention. And as well as it is high and special regard(1, 1061). Kursovski says that in English exist the following phrases exist in addressing to a person respectfully: Mr., Mrs., or Miss (to a single girl ) + the addressee’s name or sur- name: \” Mr. Jones \», I`d like to talk to you.” They use the word Madam to women respectfully: Can I help you, madam? To men they apply with the word Sir. This word is not followed by full name. But applying to the group of people they use the phrase

194 SCIENCE, RESEARCH, DEVELOPMENT №16 ladies and gentlemen. To the king and queen – Your majesty, Your Royal Highness and others are appropriate way to apply with respect. The phrase Your Grace is used to dukes(9). In Erich Fromm’s opinion to respect a person is not possible without knowing him; care and responsibility would be blind if they were not guided by knowledge(10). But we think respect is showing one’s positive attitude to a person or thing. To know the value of somebody or something that is dear to you. To address to smb. with respect and politeness. Here some examples: “Let me see,” he said, stepping ahead of them and opening the door, “you may bring them back Monday.” “Yes, sir,” said Mrs. Gerhardt. “Thank you.”(4, 30) Attired in handsome smoking-coat, he looked younger than at their first meeting. “Well, madam,” he said, recognizing the couple, and particularly the daughter, “what can I do for you?”(4, 28) The last term “praise” also has various definitions. According to the Russian dictionaries the praise is showing only positive sides of somebody or something(8, 1138). Oxford Dictionary gives the followings about this term: praise- 1. Speaking with approval of; saying that one admires. 2. Giving honor and glory to(2, 653). But in Web- ster’s Dictionary it is an expression of approval(1, 975). In our opinion, praise is the expressing one’s point of view stressing at the positive sides of something or showing the good features of an action done by somebody. Here some examples for praising: Capulet: God’s bread! It makes me mad: Day, night, hour, tide, time, work, play, Alone, in company, still my care hath been To have her match’d: and having now provided A gentleman of noble parentage, Of fair demesnes, youthful, and nobly train’d, Stuff’d, as they say, with honorable parts, Proportion’d as one’s thought would wish a man; And then to have a wretched puling fool(13). In this example Capulet praises gentlemen to his daughter showing his positive sides using the following phrases: noble parentage, youthful, and nobly train’d Stuff’d, as they say, with honorable parts. So the praise is speaking only good or positive sides of smb. or smth. One more example: She is not educated in the sense in which we understand that word but she has natural refinement and tact. She is a good housekeeper. She is an ideal mother. She is the most affectionate creature under the sun(4,274). The example shows that the speaker praises the woman using only her positive sides.

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Here below we would give the table with examples that shows the real difference among the words and phrases used in affection, respect and praise.

Affection Respect Praise

Baby, dear, angel, dearest, Mr., Mrs., Miss, What a good girl or dear boy, dear girl, friend, madam, sir, dear boy, Ideal person, honor- honey kid, love, lovely, sweet, ladies and gentlemen, able, clever, bright, the sweatheart, sweets, my Your majesty, Your most affectionate crea- precious, my dear son, my Royal Highness, Your ture, excellent and others. dear dаughter, my dear sweet, Grace and others. Ex: Ex: She is a good house- sweеtheart and others. Ex: “Well, madam,” h e keeper. She is an ideal “Are you well, darling?” She said, recognizing the mother. She is the most asks. “I am ” Jimmy says. “Don’t couple, and particu- affectionate creature un- worry, my dear!” larly the daughter, der the sun.

The table shows that in expressing affection we use the words that show our en- dearment to another person. When we respect someone we use the words that show our respect and our serious attitude towards the speaker. But in praising we try to stress on person’s positive sides using only praising words and phrases. So, in conclusion we can say that in expressing one’s affection, respect and praise to somebody or something we use different words and phrases. And these three terms should be clearly differed in learning English. Here we would give the followings short definition to these three terms: Affection expressing and showing love and affection. Respect showing serious attitude, to apply politely. Praise speaking only about positive sides. Thus analysis show that differing the terms in linguistics will help the learners and researchers to choose the right way to continue their education as a researcher and learning these kind of problems of linguistics will help us to understand more the national and cultural peculiarities of the English language. Used Literature 1. Merriam Webster’s Collegiate Dictionary, Eleventh Edition, Merriam Webster, Incorporated Springfield, Massachusetts, USA, 2003. 2. Oxford learners Dictionary of current English. Oxford University press, 1974. 3. The Oxford Dictionary of the English Language. Oxford, 2002. 4. Theodore D. Jennie Gerhardt. Moscow, 1972. 5. Казаков Ш. Семантико-стилистические оссобенности эмоционально оценочных лексики драм Хамзы. Диссертация. Ташкент, 1990. 6. Кунин А.В. Англо – русский фразеологический словарь. Москва, 1984. 7. Скультэ В. Английский язык для детей. Бишкек, 2005.

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8. Толковый словарь Русского языка. Гос-ое издательство иностранных национальных словарей. Том-II. Москва. 1938. 9. Формы обращения в английском языке. Сборник курсовых http://works.tarefer. ru/105/100021/index.html 10. Erich Fromm (http://eqi.org/respect.htm) 11. Respect http://itsnotok.org/whatisrespect.htm)l 12. Wikipedia, the free encyclopedia file://localhost/F:/янги2.htm 13. William Shakespeare Romeo and Juliet http://shakespeare.mit.edu/romeo_juliet/romeo_ juliet.1.1.html

197 MONOGRAFIA POKONFERENCYJNA AN ANCIENT SETTLEMENT THAT COMBINES GREEK AND EAST CULTURES Khurramov Khayitmurod Bobokulovich Termez State University Key words: Aykhanum, Hellenistic city, Bactria,Artefact,Oxus,Selecuids,Greek- Bactria, Fortress, numismatics Annotation Ushbu maqolada qadimiy Baqtriyaning ellenistik shaharlaridan biri bo’lgan Oyxonum yodgorligi yozma manbalar asosida yoritib beriladi.Ellenistik davrni o’rganishda juda muhim bolgan bu yodgorlik qadimgi davrni yoritishda juda muhim o’rin tutadi.Yodgorlik o’zida sharq va g’arb madaniyatlarini mujassamlashtirgani bilan ham ahamiyatlidir.

Tarix zarvaraqlariga nazar tashlar Baqtriya shaharlaridan biri boʻlgan ekanmiz,qadimgi ya’ni antik davr barchani Oyxonum ellinizm davrida, yunon kolo- birdek qiziqtirishiga guvoh bo’lamiz.Make- nistlari tomonidan yunon shaharsozligi ta- doniyalik Aleksandr haqida ma’lumot beru- moyillariga asoslanib qurilgan. Oyxonum vchi tarixchilar uning har bir bosib olgan yuqori (qalʼa) va quyi (shahar), shuningdek, hududida mudofaa qal’alari qurdirgani ha- uning shimoliy-sharqiy tomonida joylash- qida yozib qoldirganlar.Shunday qal’alardan gan shahar atrofidan iborat. Oyxonumning biri shubhasiz Baqtriya hududidagi qadimgi dastlabki 2 qismi qalin mudofaa devorlari Oyxonum yodgorligidir. bilan oʻrab olingan. Quyi shahar qismida Oyxonim – qadimiy shahar xarobasi saroy, ibodatxona, yoshlar taʼlim-tarbiya (miloddan avvalgi IV asr oxiri – II asrning oladigan gimnaziya yoki palestra xarobalari 2-yarmi) – Afgʻonistonning shimoliy-shar- ochilgan; undan Germey va Gerakl shaʼniga qida, Amudaryoning soʻl qirgʻogʻida, bitilgan yunoncha maʼrifiy yozuvlar topil- Koʻkcha daryosi quyilish yerida joylashgan. gan. Shahar markazida geroyon – shaharga Yunon-Baqtriya podsholigi davrida obod asos solgan kishi yoki uning faxriy fuqarosi- boʻlgan; Aleksandriya Oksiana (P. Bernar) ning maqbarasi joylashgan. Qalʼa yaqini- yoki Yevkratidiya deb atalgan. Oyxonumda- dan teatr, shaharning asosiy koʻchasi, uy gi arxeologik tadqiqotlar Afgʻonistondagi xarobasi topilgan. Shahar atrofidan esa ma- fransuz arxeologik missiyasi (D. Shlyum- qbara, ibodatxona va turar joy qoldiqlari berje, soʻngra Paul Bernar rahbarligida) to- chiqqan. monidan (1964–1978) olib borilgan. Oyxonumdan moddiy va badiiy mada- Arxeologik tadqiqotlar yunonlar bilan niyatning turli xildagi koʻplab obidalari, aloqada bo’lgan ko’plab yunon shaharlarini tangalar, yunon epigrafikasi yodgorliklari, tadqiq etgan holda bu manzilgohlarning Geraklning bronza haykali, oʻsmir haykali, yunonlar bilan uzviy ravishda aloqada ibodatxonaga oʻrnatilgan ulkan marmar bo’lgan degan xulosaga kelingan1. Greek occupation of Bactria, see also Ball 1982; 1 Leriche 2007, 130–134, for an account of the Košelenko 1985, 204–350; Cohen 2013.

198 SCIENCE, RESEARCH, DEVELOPMENT №16 haykalning 5 panjali oyoq qismi, ibodatxo- askarlari yetib kelgan. Bu davrda Markaziy nadan salavkiylar, yunon-baqtriya, hind- Osiyo butunlay yunon tiliga kirdi. yunon va hind mis va oltin tangalari, temir Keyin, mil. avv 323-yil iyun oyida Iskan- buyumlar, qimmatbaho toshlar xazinasi darning vafotidan so’ng, hamma narsa qayta topilgan. Markaziy Osiyo Aleksandr Make- tiklanishi kerak edi,ammo Salavkiylar pod- donskiy tomonidan bosib olingan hudud- shohlari tomonidan mil.avv 305-yildan bos- lardan biri bo’lib, Yunonlarning bu hudud- hlab yangi boshqaruv amalga oshirildi4. ga ko’plab ko’chib kelishiga olib keladi. Afg’oniston hukmdori Oyxonumni Uning o’limidan so’ng, Salavkiylar davlati, 1961-yilgi ov paytida kashf qilgani va keyinchalik mustaqil sulolalar paydo 1964 yilda boshlangan qazishmalarning na- bo’lishiga olib kelgan, bu yunon madaniya- tijalari shunisi bilan e’tiborli ediki ba’zan tiga da’vo qilgan ko’plab yodgorliklarda shahar shaharning o’zida yashagan hududga namoyon bo’ladi.2 Adabiy manbalar va qurilgani unutiladi, bir necha ming yillar numizmatika haqida juda ko’p davomida shahar tarixini tiklashni kutib ma’lumotlarga ega bo’lsakda uning tarixi, yotgandek tuyuladi5. Joyni tanlash tasodifiy biroq ularni qayta tiklash uchun etarli da- emas edi. Ko’pincha shaharning boshqa sh- rajada ko’p yoki to’liq ma’lumotlar mavjud aharlarni boshqaradigan bir nechta strate- emas.3 Miloddan avvalgi III asrda qadim- gik marshrutlarni nazorat qilgan. U tepalik- gi Baqtriyada asos solingan, uni egalla- ning janubi-g’arbiy qismida serhosil tekis- ganlar ko’proq g’arbiy hududlardan kel- likda joylashgan. gan ko’chmanchilardir. Taxminan yuzlab Rus-afg’on urushi, so’ngra fuqarolar yillar davomida ularning avlodlari yunon urushi va toliblarning bosib olinishi qazish- madaniyatiga qattiq ta’sir ko’rsatgan ni to’xtatishga majbur qildi, hatto 2006 yil- an’analarga rioya qildilar, miloddan avval- dan boshlab fransuz arxeologlari ehtiyo- gi 145-yillarda ko’chmanchilar va maha- tkorlik bilan harakat qilishlariga to’g’ri keldi. lliy xalqlarning bosim ostida va Hindu Oyxonum Tolibon va Ma’sud kuchlari Kushining janubidagi hududlargacha o’rtasida talonchilar va janglar bilan jiddiy cho’zilgan. Oyxonum ham qirollik qaror- zarar ko’rdi6. Shaharni Aleksandr yoki Per- gohi edi. Shu sababli, uning tarixi, xusu- ditsa generallaridan biri qurgan bo’lishi san, yunon madaniyati bilan bog’liq uchta mumkin7. Oyxonum o’zidan topilgan arxi- sulolaga mansub bo’lgan yunon hukmron- tektura namunalari,haykaltaroshlik,qadim ligini yoritib beradi. iy yozuvlar,noyob artifaktlar bilan qadimiy Dastlab Aleksandr Makedonskiy Baqtri- Baqtriyaning noyob yodgorligi hisoblanadi. ya va So’g’diyonaga mil.avv 329-bahordan 4 AI-KHANOUM AND GREEK DOMINATION 327-yilgacha bosqinlar uyushtirgan bo’lib, IN CENTRAL ASIA, Laurianne Martinez- keyinchalik bu erga yunonlarning qolgan Sève,page 19 5 Gardin/Gentelle 1976, 63–65; Gentelle 1978. 2 Coloru 2009 and Widemann 2009, recently 6 Holt 1999, 29–37; Houghton/Lorber 2002, published, provide a historical study of Greek rul- 99–103, no. 257–303 for Bactria alone, but see pp. ing dynasties 88–304 in Bactria. for the whole of Central Asia. 3 See in particular Coloru 2009, 25–102; Martin- 7 Bernard 1985, 38–39; Holt 1999, 21–29; Capde- ez-Sève 2012a, 367–370. trey 2007, 79–81; Martinez-Sève 2012a, 375–376.

199 MONOGRAFIA POKONFERENCYJNA JOURNALISM IN DEVELOPED COUNTRIES AND BASIC PRINCIPLES OF THEIR DEVELOPMENT

Mokhinur Kudratillaeva Uchqun kizi Editor on the TV channel “ZO’R TV” [email protected] Annotation: Significant development of information technology in modern international journalism. Keywords: International journalism, globalization, radio and television, periodical press, public communication, news.

In the conditions of globalization of sidering the preserved national identity the information space, apart from inte- and striving for the information society is gration processes, which is strikingly no- the most important task for modern na- ticeable, it’s continuously going, on the tional journalism. one hand, appearance of national identity Before interpretation of the term “in- of the country and, on the other hand, ternational journalism”, which has now desire to preserve certain national charac- managed to become a kind of social and teristics as a result of reciprocal reactions political activity in the society, it is neces- to the principles of globalization in the sary to show a number of factors that gave Mass Media. impetus to the accelerated development In fact, European countries and Amer- of this field. These factors include the fol- ica are very different from each other, lowing: despite the fact that they have the same, Economic factor. Globalization of that is, so-called “Western” origin. economic processes, covering the newly The main group of countries in which emerging states and regions in the world the field of journalism is changing at a economic space. high rate, and in which the media are ex- Technological factor. Wide applica- periencing complex processes, are post- tion of communications carried out socialist states, as well as states created in through information technologies and the post-Soviet space. Socio-political and modern computers in industry, science, economic changes in society determined culture and services, at the same time, the direction of practical activities of globalization of communication technol- press, radio and television, which led to ogies, increase in the number of open so- serious changes in this sphere. cieties, etc. When analyzing the World journal- Natural and ecologic factor. Devel- ism, it is rather impossible to cover all the opment of new programs and projects processes occurring in it, however, the involving the unification of different peo- definition of some effective principles ples and states under one way and jointly that will be needed in the process of con- acting on the path to rational use of natu-

200 SCIENCE, RESEARCH, DEVELOPMENT №16 ral resources and internal reserves, which tries that have a rich tradition and experi- are diminishing day by day in the World. ence of journalistic activity. Human factor. Increasing the general International journalism, in close con- educational level throughout the World, nection with diplomacy, focuses its atten- humanizing the units of society, science tion on the wide use of legal and political and education, awareness of the need to norms of joint cooperation between na- provide everyone with equal opportuni- tions. However, in practice one can pay ties and freedoms, guaranteeing equal attention or not pay attention at all to this rights of all humanity. Formation and difference in the sense of concepts, since, wide dissemination of humanism and in general, all these terms are widely used equality ideas, international relations among journalists in the sense of foreign based on mutual respect, which will serve media. At this place, you should also pay to bring people together. attention to the fact that in most Western All of the above factors show how im- countries phrases like “mass media”, portant the field of international journal- “mass communications”, “communication ism is, which takes responsibility for ac- facilities” are widely used with the word tively observing and commenting on so- “journalism” and they, first of all, provide cial events around the World. for computerized and electronic informa- International journalism at the present tion system, which is divided into several stage on the basis of transnational techno- branches. logical system and free market economy We know the basic principles of ana- is every day involved more in interstate lyzing the level of development of jour- and interregional processes that typify nalism in a country, which consist of and standardize the life activities of the paying attention to economic, political people of the state and society. and cultural aspects. The terms “Foreign journalism”, “In- The level of development of the state ternational journalism” and “World jour- in the field of economics, technology, nalism”, at the same time, have peculiar manufacture and economic management assessment, semantic coloring and direc- opens the way for political freedom, ram- tions, but in general they mean the same ification in social life, multiparty system, meaning. On this basis, foreign journal- in turn, presence of diversity and different ism includes regional journalism (for ex- characters of press information and ample, Kyrgyzstan, Kazakhstan), journal- broadcast services, which is closely relat- ism from CIS countries (for example, the ed to the technical and printing bases of Ukraine, Azerbaijan, Russia), as well as communication. journalism from Europe and America. National-cultural features, mentality The World journalism, like terms of and moral-educational norms, traditions, “World Literature”, “World Art”, first of for example, all of them connected with all, embodies the journalism of economi- Eastern culture, show features of journal- cally and technologically developed coun- ism, nature of their works.

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Historical development of modern dom actions of the bourgeois revolution journalism is associated with the histori- and uprisings, rebellions of people to re- cal development of technology and econ- form the Roman Catholic Church and to omy of European countries. In the middle stop the oppression of Christian priests of the 15th century (1445), the first publi- and the Inquisition. As an example we can cations appeared in Germany as a result state journalism of pamphlets of 17th- of the invention of typewriter by Johannes century-England (1640-1663) or “Friend- Gensfleisch Gutenberg of Mainz. ship of the People” newspaper by Jean- On this basis, in Europe it had ap- Paul Marat, published during the French peared a new type of creative activity, i.e. Revolution, as well as many other works. journalism. Initially, the collection and Supporters of enlightenment, such as dissemination of information was carried Diderot, Voltaire, Rousseau, actively acted out mainly for commercial and political on the path to the victory of reason, jus- purposes, but later people began to be tice, truth and equality. They raised new interested in such features of printed let- issues were about modern European ters as education, enlightenment, notifi- world outlook, protection of human and cation of political news and social events society, humanism and rationalism, pro- in life. As a result, publishing has turned tection of science and manufacture. into a useful and effective type of activity 19–20th centuries became a new stage that actively embraced social and political of perfection. In this period in Europe, life of many states. industrial and technical development ex- In the first stage of development, that panded the sphere of influence and the is 15-16th centuries in European coun- field of journalism. This period is the tries, journalism had chronicling (histori- third stage of development and technolo- cal and eventual) and informational na- gy of journalism. Publishing equipment, ture. It gave customers information about printing works, and the telegraph notifi- new prices, products, advertised opening cation bureau were introduced to other of new stores, organizations and types of continents and countries of the world. services, also provided information about Also in Asian, African and Latin Ameri- theaters and other events taking place in can countries, various publications began towns. to be printed, first in the language of the In the next stage that is 17-18th centu- colonialists (imperialists), and later in the ries, journalism became the most impor- local language. tant instrument in the political and ideo- In the 20th century, international jour- logical struggle of government, social or- nalism basically served as distinctive ganizations and political parties. In Eng- weapon between the Two Poles. The ideo- land, the United States and France, logical, one-sided and actively political transformation of functions of journalis- nature of journalism persisted until the tic from creative activity into political in- 90s of the twentieth century. The collapse strument is especially evident in the free- of the USSR and end of the Cold War rela-

202 SCIENCE, RESEARCH, DEVELOPMENT №16 tions completely changed the essence of opment in the field of reaching to the au- international journalism. dience. Today, the sudden development in the 2. Presence of regular competition be- world of information technologies of the tween print and audiovisual media. beginning of the 20th century leads the en- 3. Increasing media concentration. tire planet to unified information society. Consideration of the issues of their asso- If to look at the global scale, Europe is ciation in large national and transnational the most developed continent in the field corporations in all countries in different of journalism. forms. In Europe, even if some countries are 4. Assistance in the development of lagging behind other countries of this media in countries of other continents. continent, they still differ from countries In general, in modern international of other continents and have a number of journalism there are various trends as a advantages. For example, in relation to result of the awesome development of in- African countries. formation technologies, the acceleration At present, when assessing the gen- of globalization, as well as integration eral form of the journalism system in processes. It puts requirement before the the developed countries of the world journalism of developed countries to con- and the principles of development relat- duct activities in terms of overall integra- ing to all of them, we turn and take as tion and not the loss of their national some standard European countries, and identity. sometimes the United States journalism References: system. In general, today we can classify 1. Prof. Muminov F. A. Muminov. (2013). the principles of development of jour- Zamonaviy xorijiy ommaviy axborot vosi- nalism in developed countries of the tasi (American and European journalism). world as follows: Tashkent. P.36 Basic (organizational) principles. 2. Dadakhonov A. (2007). Zamonaviy xora- jiy jurnalistikasi. Text of the lectures. Tash- 1. Continuous increase in number of kent. P.5 TV-radio stations, newspapers and maga- 3. Kushkunbayev A. (2007). Xozirgi chet el ju- zines, their variety, circulation and devel- rnalistikasi. Text of the lectures. Nukus. P.7-8

203 MONOGRAFIA POKONFERENCYJNA VOCABULARY PRACTICING ACTIVITIES: REVISING, PRESENTING AND TESTING

N. Ashurova Andizhan State University

Annotation: this article discusses the analysis of the methods of teaching and testing students’ vocabulary. Also are given several activities which can be useful during the lessons. Key words: teaching, vocabulary, activities, useful, methods, lesson.

In this article we would like to share with you some of the methods of teaching and testing students’ vocabulary. We will write the procedure of the effective ways of teaching which I use with my students and which work really well. The general aim is to involve the students in learning more vocabulary, rather than simply having been selected and presented by the teacher or syllabus. One of the activities which students enjoy is the game “Stop the bus” It is a good game to revise vocabulary and it can be used with any age group and any level by changing the category headings. It really makes students focus and work on the task as a team and can be a savior to fill the last ten minutes on a class when you have run out of ideas. How to play game? Students are put into teams of three or four. The teacher draws on the board a table like the one blow and gets each team to copy it on to a piece of paper or they might give handouts. Then on of the students chooses a card where letters are written. Stu- dents simply have to think of one item to go into each category beginning with the set letter. The teacher gives an example line of answers for the first time to demonstrate how to play the game with the group. The first team to finish shouts “Stop the Bus!” then the teacher checks their answers and writes them on the board and if they are all right, that tam wins a point. If there are any mistakes in their words, the teacher lets the game continue for another few minutes. If it gets too difficult with certain letters she/he reduces the amount of words they have to get or she/he has to work on the words first and write only these letters on the cards beforehand. If you are revising vocabulary on the topic of “Shopping” you might us the following topic: something something something something something something at the at the at the at the at the at the bakery diary butcher’s men’s wear jewelers women’s wear bread butter bacon belt Brooch bag

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While teaching vocabulary, presenting plays the most important role. There are some ways of presenting vocabulary. 1. Illustration This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits through, not all items can be drawn. 2. Mime This lends itself particularly well to action verbs and can be fun and memorable. 3. Synonyms/Antonyms/ Gradable items Using the words students already know what can be effective for getting meaning across. 4. Definitions The teacher should make sure that it is clear (may be check in a learner Dictionary before the lesson. One remembers to ask questions to check that they have understood properly. 5. Translation If you know the students’ LI, then it is fast and efficient. One should remember that not every word has a direct translation. 6. Context One should think of a clear context when the word is used and either describe it to the students or give them examples of sentences to clarify the meaning further. It will depend on the teacher and the students’ level which items to choose. Some are more suitable for particular words. Often a combination of techniques can be both helpful and memorable. Besides these are some other alternative ways of teaching vocabulary, which is also used frequently. 1.The teacher gives the students a few items of vocabulary and tells them to find the meaning, pronunciation and write an example sentenced with the word in. they can then teach each other in groups. 2. The teacher prepares worksheets and asks students to match words to definitions. 3.The teacher asks students to classify a group of words into different categories. For example, a list of transport words into air/sea/land. 4.The teacher asks students to find new vocabulary from reading homework and teach the other students in the class. Lastly, I would like to share one of the lively and distinctive activities to practice and check students’ vocabulary. It is called “Apple Tree”. For this we need an apple tree made of the poster with cards. The cards should be like apple. The teacher should have written the words on the cards without the article beforehand. she/he divides the class into two teams. One student from each team comes to the “Apple Tree” stands facing the class. The teacher reads definitions to the words, and the students have to turn around and pick up the apple the teacher has already said. The first one to pick the card gets a point for their team. There is also variation of this game using the fly swatter.

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The teacher writes words on the board and the students are to swat (or just only touch with their hands) are very word the teacher has read. For the first round, I tell the class we’ve going to start with something easy. I say the word in English and the two at the front have to find it. The one who touches it first with the fly swatter gets the point. I do this until every person on each team has been at the board once. In conclusion, while teaching, the more interesting activities are used the more effectively our students learn. We should motivate them to learn more and more. References: 1. English Teaching FORUM VOLUME 53. NUMBER 1. 2015pp.38-40 2. Americanenglish.state.gov/English-teaching-forum.

206 SCIENCE, RESEARCH, DEVELOPMENT №16 ROLE AND PURPOSE OF INNOVATIVE IDEAS IN TEACHING FOREIGN LANGUAGES IN THE WORLD

Nuridinova Dilorom Sultonova The English language teacher in primary and higher classes at school number 35 Buxara state (Uzbekistan) Sirojova Shoxida Niyozovna The English language teacher in primary and higher classes at school number 35 Buxara state (Uzbekistan)

Abstract Uzbekistan`s educational system is undergoing seismic change as we move from years of tried and tested rote learning strategies and venture towards advocating creative thinking skills. In keeping with the demands of globalization, there is deliberate efford to depart from an examination oriented system, often deemed Uzbek society, to one of creative learning. In order to encourage students to concentrate and participate in the class, teacher need to be creative and innovative. A wide variety of materials and methods of teaching should be explored as students come in different packages with different learning styles and capabilities. But perrenial problems plague both both the novice and the experienced teacher. The innovative teacher can extract information from texts, audio and visual sources of informations for teaching purposes. This paper seeks to inform, to motivate and to explore the many possibilities of making out-of-the-box teaching reality. Based on classroom and journalistic research across schools and universities, this paper deals with the challenges that teachers face and provides practical classroom ideas on how wear Edward De Bono`s thingking hats in the classroom. This paper will focus on the following issues: 1. How to generate interest among students 2. How to make use of everyday objects to bring fun into theclassroom 3. Task-based teaching/ Activity centered teaching 4. Problems that teachers and students face (ESL context) 5. Thematic teaching methods – across the 4 skills

INTRODUCTION bek society, to one of creative learning. In Uzbekistan educational system under- order to encourage students to concen- going seismic change as we move from trate and participate in the class, teachers years of tried and tasted rote learning need to be creative and innonative. A strategies and venture towards advocating wide variety of materials and methods of creative thinking skills. In keeping with the teaching should be explored as stu- the demands of globalization, there is de- dents come in different packages with liberate effort to depart from an examina- different learning styles and capabilities. tion oriented system, often deemed Uz- But perrenial problems plague both the

207 MONOGRAFIA POKONFERENCYJNA novice and the experienced teacher. The Just there words:understanding and en- innovative teacher can extact information couragement. from texts, audio and visual sources of How can I make use of everyday ob- information for teaching purposes. jects to bring fun into the classroom? Key point In schools ans indtitutes of Surrounding us is a wealth of informa- learning, there are set curriculum guide- tion that can be used and reused in the lines to follow in the teaching of English everyday English language classroom. as a foreign language. Usually, emphasis is Trying to make our classes interesting can placed on the teaching of the four skills be one unhill battle. As language teachers i.e. reading, writing, listening and speak- we are always foraging for ideas to keep ing. English language teaching is made the class ‘afloat’ in the sea indifference, difficult by the increasing large classes passivity and nonchalance. How can we that we face. challenge our students to speak and to How can I generate interest among participate? How can we motivate stu- student? dents who are not able to visualise the What is interest? According to the importance of the English language in the Longman Dictionary of Contemporary everyday world and subsequently do not English, interest is a sense of curiosity on see the need to master it well? Every concern about something. Ask any stu- teacher and student is creative if he is dents of define interest and be will nor- given to opportunity, time and support to mally associate it with the thinks that he express that creativity. Activities for lan- likes to do; never with learning English. guage teaching can be based on everyday Given that most students will only actu- materials. We should not be afraid to try ally use the English language within the out unconventional tools based on per- four walls of the classroom, it is of utmost sonal experience in the classroom. Both significanse that teachers imbue that students and lecturers have creative po- sense of interest for learning English tential. Lecturers can incorporate their within the heartstheir charges. The power creative skills into teaching of oral skills. of stimulating such a sense lies predomi- Students when allowed to explore their nantly in the hands of the teacher.Many creative skills find speaking in the English pupils are afraid to communicate in Eng- language interesting, relevant and pro- lish for fear of being loughed at by their ductive. Some people may have creative peers. We teach English because we want potential, but it remains latent unless they to pass on the joy of knowing, under- manifest it in some observable form, by standing and objective question. There- using the creative resources available to fore, a student getting a distinction for them. Creative and imaginative activities English in a public exam does not mean help alleviate problems that hinder lan- that he has cought the passion for learn- guage learning. (Di Pietro, 1987) ing english. How then can we as teachers Task-based teaching/ Activity-cen- inculcate an interest for learning English? tered teaching

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Students need opportunities to be ac- and individual correlates of happiness in Taiwan’ tive participants in tasks that require 3. http://www.brookes.ac.uk/schools/social/ them to negotiate meaning and practice research//news2/newsp24/.html language in communication with their 4. Davies, P. (1990). The Use of Drama in teacher, their peers, and others. Using English Language Teaching. TESL, Cana- projects and everyday materials to teach da Journal 8,1:87-99 English is like an adveture. It basically 5. Di Pietro, R.J. (1987). Strategic Interaction: Learning languages through Scenarios, consist of hands-on learning and rela- 6. Cabridge; Cambridge University Press. tional. It involves shared experiences in a Finke, R.A.,Ward, T.B., & Smith, S.M. particular situation. Through active dis- (1992). cussion, students discover language 7. Creative Cognition. Cambridge, MA: principles at work in the situation. Bradford/MIT Press 8. Gass, Susan; and L.Selinger (eds.)(1983). Through debriefing, students are able to Language transfer in language learning. sort and order the information gathered 9. Rowley: Newbury House. and relate it to the lesson. The teacher 10. Genesee, F. (1987). Learning Through guides the students who actually discov- Two Languages: Studies of Immersion and er for themselves what is being taught. Bilingual Education, Rowley: Newbury House. References: 11. Savignon, S.J.(1997). “ Communicative 1. Clarc, M.S. & Fiske, S.T. (1982). Affect and competence: Threory and classroom prac- Cognition. Hillsdale, NJ: Erlbaum. tice” (2nd 2. Collinson, Paul (2000). ‘Cultural, social 12. ed.). New York: McGraw-Hill.

209 MONOGRAFIA POKONFERENCYJNA RESEARCH OF THE PERIOD AND HUMAN RELATIONS IN THE DRAMA” WHERE IS PARADISE “

Qobulova Nodira Bahodirovna Navoi State Pedagogical Institute

It is known from the history of man- dren by name: her husband Roza, her son kind that the character of the period, in Melis, his daughter Klara. His name will the most turbulent moments of life, man- have some impact on a person’s destiny, ifests itself with all its dependence, com- but his son and daughter will not follow plexity, conflicts in the human psyche of- the great heroes as he wanted. ten come true dramatic situations. The According to Lev Tolstoy, the drama plot of my free member in the works tells us that instead of telling the story of “Where is paradise”, “Debtor”, “Shajara” is a person all his life, it is necessary to put significant with the fact that it covers such this person in such a situation that in the cases, raising the problems of the period neighborhood where this situation will be and Human Relations. solved, the person will come true as a Changing time and time in a human whole. Teacher in the work” Where is society is a natural and legal process as a paradise” also gets into such a situation change of seasons. Individuals who have that this situation coincides with the matched their personality, who have come stormy and turbulent times of the flow of to terms with their own identity, that is, life. the steadfast character, remain loyal to the The new era forced Teacher to com- background of these changes. plete the investigation of the past and find In the drama”Where Is Paradise”, Jura- out where he had made mistakes. Realiz- kul teacher served the science of the pe- ing that he has lost all his life, he wants to riod, saturated with the ideas of saving the dedicate something to it, and he wants to core throughout his entire conscious life. get rid of bad ideas. Impeccability and Teacher is a man who does not return, defeat make him stubborn, lose his confi- though he is a former scientist who claims dence, and failures lead him to hesitation, to be an academic. The author observes and he adds to the temptations of the lady, his mood, his attitude to the surrounding that is, his wife. He joins the union and world, his approach to life, his worldview realizes that it does not cure the painful with cynical sincerity. Throughou t his illness, and he realizes that he has reached life, he understands that savings serve the end of his life. ideas, it’s late to start life again, but he The literary skills of Erkin Azam can does not suffer about it. be seen in that he has managed to show Teacher is a complex picture. It can the impact of the historical period on so- also be called a typical image. Like many cial life only on the background of the intellectuals, she likes to name her chil- family environment. He has emphasized

210 SCIENCE, RESEARCH, DEVELOPMENT №16 the diversity of the language’s attractive- the work first reveal the lines of a certain ness, sophistication, the character of the period, if they give information about the character, the outlook and the vital aspira- environment in which they grew up. tions. The lady is fluent in Uzbek and From the point of view of the method- Russian, her mother tongue is Afghan, ology of the representatives of the mytho- Oriental Klara is Persian, and Louise is a logical school, an unusual landscape is foreign-language phrase that shows the formed, if we consider the work “Where individuality of each character in propor- Is Paradise”. In any plot in accordance tion to its composition. with this methodology, one can see traces “The period of transition from one of memory associated with mythology. system to another is accompanied by a 1) Adam in Paradise (humanity’s change in the nature, vision, Destiny, psy- childhood); che of contemporaries, with the contra- 2) To allow sin to be extinguished dictions of the Society of evolutions, with (self-control, defiance, mistake); the positive and negative sides, with fill- 3) Persecution (from one place to an- ings and pain in front of your eyes,” other, from paradise to earth); Umarali Normatov wrote. The literary 4) Return to work (repentance, obedi- critic gives such a general assessment to ence, return to or die); all the works that have entered the collec- 1. Jiydali heavenly land for Jurakul. tion “Where Is Paradise”. Another story 2. When he graduates from school and and film that really takes place in the set becomes an adult, Jiydali environment seems to be a logical continuation of the becomes a narrow circle for his vision and work” “Where Is Paradise “. All the works outlook. collected in the book argue about our 3. Abandoning the national ground, days, about the fate of the people of this served to trust and transitional ideas. She day – contemporaries, about the world of has made mistakes in her family’s up- troubles, about the life that afflicts them, bringing. about the problems of life. 4. He was tired of inferiority and Academician Naim Karimov draws at- sought refuge in heaven (he thought that tention to the scenario of the film, titled “ Paradise was the homeland of America), Where Is Paradise “ and draws attention to and realized that the country where the the heroic language of the heroes: “Here innocent childhood had passed was a real one thing should be emphasized. This Er- paradise on earth. He died in a genuine kin Azam’s work is not only based on con- sense, and in a real sense he died. crete heroes, concrete conflicts, and con- As you know, small epic works – in a crete human relationships, but every repu- story, novel, in the story – a heroic charac- tation of the hero is reflected in the Uzbek ter. Because the compactness of the work language and compact language “ does not necessarily reflect the hero’s life in The same characteristic is that the the process of formation. The Roman gen- monologue and dialogues of the heroes of re is another issue. In the dramatic stories

211 MONOGRAFIA POKONFERENCYJNA of the film, we see the characters as well as you work, you will not be charged if you their shapes. As the writer points out in do not work. many literary conversations, these works Periodic change affects the inner self are, first of all, a model of prose rather than of a person, but does not completely cinema or theater. As in most of Erkin change its essence. Housewife, for exam- Azam’s works, heroes live in two periods, ple, has gone a long way in her life, but has two in the “Where Paradise” work. kept her honor. In a literary conversation, the writer In Nasri’s play, the image is a manifes- replied: “Let’s say, what kind of differenc- tation of a person, not a mere copy of the es will you find between the man of the human being, but the artistic reflection of 80s and 90s of the last century?” the writer’s perception of a person living “I guess the people of yesterday’s soci- in a certain period and circumstances. ety were simpler and more humble. But The analysis of the above-mentioned both in spirit and in practical terms, there works confirms that it possesses the most are some things to do. There was no in- important and characteristic features of a centive or opportunity for activation. If particular period and the environment.

212 SCIENCE, RESEARCH, DEVELOPMENT №16 MEETING THE LITERACY DEVELOPMENT NEEDS OF ADOLESCENT ENGLISH LANGUAGE LEARNERS THROUGH CONTENT AREA LEARNING Radjapova Feruza Abdullayevna doctor of philosophy on philological sciences Rajabova Feruza Sobirovna 4th year student of UrSU the faculty of filology ABSTRACT. This paper highlights the substantial overlap in recommended practices from two emerging areas of educational research: research on the academic literacy development of adolescents and research on English language learners (ELLs) in secondary schools. Specifi cally, this paper examines instructional principles related to the connection between students’ motivation and engagement and their literacy development as supported by both bodies of literature. These principles include making connections to students’ lives, creating responsive classrooms, and having students interact with each other and with text. This paper is the fi rst of two papers based on the same reviews of the adolescent literacy and adolescent ELL literatures. The focus of the second paper is on content-area teaching and learning strategies that support literacy development (Meltzer & Hamann, under development). With increasing numbers of ELLs attending secondary schools across the country, more content-area teachers are responsible for teaching them, whether or not these teachers have been trained in best practices with ELLs. Our survey of the literature concludes that teacher professional development that focuses on promising practices for engaging adolescents with academic literacy tasks will provide some of the training that content-area secondary school teachers need in order to productively support the academic literacy development of their ELL students. Therefore, if secondary school content-area teachers implemented the promising practices suggested by the Adolescent Literacy Support Framework (Meltzer, 2001) with regard to motivation and engagement in ways supported by the literature on effective instructional practices for ELLs, teachers would be more effective in supporting the academic literacy development of all students.

INTRODUCTION. Education re- (Campbell, Hombo, & Mazzeo, 2000; searchers have recognized a growing need Grigg, Daane, Jin, & Campbell, 2003) to to investigate the links among literacy, aca- persistently high dropout rates (Steinberg demic success, and postsecondary educa- & Almeida, 2004) to complaints of employ- tion and employment options. The literacy ers (Business Roundtable, 2004; Public demands of the twenty-fi rst century will Agenda, 2002)– schools are not yet ade- far exceed what has been needed in the past quately responding to the challenge of ado- (Moore, et al., 1999; Partnership for 21st lescent literacy support and development. Century Skills). Yet according to multiple Adolescent literacy is defi ned here in this indicators–ranging from fl at NAEP scores way: “Adolescents who are literate can use

213 MONOGRAFIA POKONFERENCYJNA reading, writing, speaking, listening, and development of adolescents and one on the thinking to learn what they want/need to educational experiences and learning needs learn AND can communicate/demonstrate of adolescent ELLs. Both of these areas of that learning to others who need/want to inquiry are relatively new and to some ex- know” (Meltzer, 2002). This defi nition tent underdeveloped, with longitudinal clarifi es that adolescent literacy is more studies, studies using experimental designs, than a focus on reading comprehension and research reviews particularly scarce and certainly more than decoding (Martin, (Alvermann, 2001; Curtis, 2002; Kamil, 2003); it acknowledges that the literature on 2003; Northwest Regional Educational academic literacy development stresses the Laboratory, 2004). When available, we have interdependence and synergy of reading, been careful to look at such studies (e.g., writing, speaking, listening, and thinking Fitzgerald, 1995; Henderson & Landesman, in the construction of knowledge. None- 1992; Thomas & Collier, 2002). We have theless, in traditional defi nitions of literacy, also read broadly across both academic reading and writing habits and skills are content areas and disciplines of educational privileged; therefore, they are given greater research, making for substantially triangu- weight here as well. Our defi nition of ado- lated reviews. The adolescent literacy re- lescent literacy does incorporate other aca- view was initially carried out in 2001. Be- demic literacies defi ned in the literature– cause the intent was to look at literacy such as information literacy, technological within the context of schooling, and be- literacy, mathematical literacy, scientifi c cause literacy is larger than just reading, the literacy, and so forth–but these each sug- review included literature from the fi elds of gest more specifi city than our more en- reading, writing, motivation, cognition, compassing idea of adolescent literacy. Our English language arts, secondary school investigation is based on the following content-area instruction, and secondary premises: (1) the ability to effectively use school reform. The review included several reading and writing to learn is essential to types of research: case studies of teacher academic, workplace, and lifelong success; action research, meta-analyses of many (2) speaking, listening, and thinking are studies relative to a particular strategy, the- intimately linked with reading and writing; oretical frameworks based on a body of re- and (3) students who are motivated and search, review of research, sets of strategies engaged with reading, discussing, and/or and approaches along with the research producing text are developing essential aca- upon which they are based, and single demic literacy skills. There is also increased large-scale research studies. That review awareness that secondary school is not a paid some attention to the extant research welcoming or successful environment for related to second language acquisition and many adolescents. instruction of secondary school ELLs as Methodology. This paper is the prod- well. The purpose of the review was to as- uct of two overlapping research reviews: certain what we know about how to effec- one on the research on academic literacy tively support academic literacy develop-

214 SCIENCE, RESEARCH, DEVELOPMENT №16 ment for adolescents. It was designed to review, motivation and engagement generate research-grounded recommenda- emerged as a key foundational component tions for secondary school educators relat- for promoting adolescents’ literacy skill ed to content-area literacy development improvement. Therefore, one dimension of within the context of standards-based edu- that review–the one focused on here–de- cational reform. The literature review was scribes the classroom contexts, instruc- instrumental in the development of a four- tional principles, and instructional practic- component Adolescent Literacy Support es that promoted student engagement and Framework (Meltzer, 2001) in which stu- motivation with academic literacy tasks. dent motivation and student engagement Because the adolescent literacy literature with reading and writing were together rather than other educational research lit- identifi ed as the fi rst component.1 The eratures were the core of this review, this fi literacy review did not include the literature rst review did not lend itself to a thorough related to reading and learning disabilities explication of the various types of motiva- and special education. Therefore, the ado- tion, all of the relevant subconstructs of lescent literacy support strategies advocat- motivation (attribution theory, self-effi ed within four key components are strate- cacy, attitudes toward reading, literacy gies that the research suggests would apply identity, intrinsic vs. extrinsic, self-regula- to the general population of adolescent tion, variability, etc.), or an in-depth expla- students and their teachers with regard to nation of how motivation explicitly relates academic literacy development, not recom- to learning, literacy, or reading develop- mendations for those requiring intensive ment (brain-based learning theory). The intervention or remediation. Since 2001 the best coverage of topics in motivation theory original review of approximately 250 litera- occurs in sources not reviewed here, al- ture citations has been summarized (Melt- though some of the sources referenced in zer, 2002) and updated. The recommended this paper go into substantive detail about research-grounded practices of each com- some of these concepts (see, for example, ponent have been re-examined and ulti- Dörnyei, 2001a; 2001b; McKenna, 2001; mately reinforced. For example, recent re- Van den Broek & Kremer, 2000; Verhoeven views of the literature by others (e.g., Kamil, & Snow, 2001). However, based upon our 2003; Reed, Schallert, Beth, & Woodruff, limited familiarity with these literatures, we 2004) have reiterated the claims regarding conclude that nothing we identify in this the centrality of student literacy motivation paper as a promising practice is in substan- and engagement for academic literacy de- tive contradiction with these subfi elds of velopment that were depicted in the motivation theory. One of the challenges of 2001 framework. This fi rst literature re- exploring the constructs of motivation and view examined school and classroom con- engagement as related to academic literacy texts that supported and promoted the aca- development is the complexity and synergy demic literacy development of adolescents of the models proposed to explain this at the secondary school level. As part of this critical aspect of literacy. These models en-

215 MONOGRAFIA POKONFERENCYJNA compass both affective and cognitive as- tional design and facilitation of learning pects (see, for example, Dörnyei, 2001a, that will support the academic literacy 2001b; Guthrie, 2001; Guthrie & Knowles, development of adolescents, be they ELLs 2001; McKenna, 2001; Ruddell & Unrau, or not. Moreover, the overlap between the 1996) and are based directly upon empiri- two literatures strengthens the argument cal work and/or substantive reviews of against isolating adolescent ELLs and lim- constructs known to be associated with lit- iting their access to classes that require eracy development and motivation and engaging higher order skills; the literature engagement issues within classroom and is replete with examples of simplifying the literacy contexts. Upon reviewing these curriculum for nonmainstream students models and the associated literature re- to the academic detriment of those stu- views, we saw repeating patterns in the re- dents (e.g., Harklau 1994a; 1994b; Green- searchers’ lists of critical factors and associ- leaf, Schoenbach, Cziko, & Mueller, 2001). ated instructional recommendations relat- When informed by the secondary school ed to the goal of understanding and pro- ELL literature, a blueprint can be put into moting engaged literacy acts that lead to place that points the way toward develop- academic literacy development. ment of classroom contexts in which ELLs CONCLUSIONS. Our reviews of the will be motivated and engaged to read and literature confi rm that research-grounded write across the content areas, and where recommendations related to the academic reading and writing will contribute to literacy development of adolescents and their broader academic achievement. We effective instruction for secondary-level concur with LaCelle-Peterson and Rivera ELLs substantively overlap in the area of (1994) that it is generally not safe to pre- student motivation and engagement. This sume that what works for monolingual means that motivation and engagement mainstream students will also work well for literacy growth are domains in which for ELLs. However, our fi ndings suggest adolescent ELLs are like other learners, at that teachers’ capacities to foster contexts least at the level of principles (Jimenez & that promote student motivation and en- Gerstein, 1999) of best practice (e.g., that gagement with text are fundamental ele- students need safe spaces and that they ments for guided adolescent literacy learn- will be more responsive if curriculum and ing for both ELLs and other students. pedagogy are inclusive of their social re- Therefore, teachers who have learned how alities). There is no one best model for the to be effective promoters of adolescents’ education of ELLs because of both the literacy development possess an impor- heterogeneity of the ELL population and tant part of the toolkit they need to work the diversity of contexts in which they at- effectively with ELLs. Training all second- tend school (Hawkins, 2004; Montero- ary-school teachers to promote content- Sieburth & Batt, 2001). Nonetheless, we area literacy development can be part of feel confi dent that the overlap in the two the strategy for improving schools’ capac- literatures produces guidelines for instruc- ity to respond to secondary-level ELLs.

216 SCIENCE, RESEARCH, DEVELOPMENT №16

These fi ndings also imply that training ommended promising practice–e.g., cre- content-area teachers for effective literacy ating safe and responsive classrooms– work with ELLs involves challenges simi- teachers are better positioned to recognize lar to those of other attempts at imple- and attend to issues that are particular to menting schoolwide adolescent literacy second language learners within the con- initiatives. Both the adolescent literacy text of creating a risk-free environment to literature and the research on schooling develop strong literacy habits and skills. ELLs emphasize that all teachers need to For example, safe and responsive class- share in the educational task, whether it be rooms that support the active participa- promoting literacy across the content ar- tion and involvement of all students in eas (e.g., Moore, Alvermann, & Hinch- developing their academic literacy habits man, 2000; Schoenbach et al., 1999) or the and skills would mean that teachers would general assurance that ELLs are academi- not denigrate or dismiss a student’s fi rst cally well attended to (e.g., Miramontes et language, would know how and when na- al., 1997). Enactment of either or both of tive language use is a productive scaffold these standards requires departure from to academic literacy development in Eng- business as usual in secondary schools, lish, and would be patient with less than where the assumption has been that sup- perfect English while providing helpful, porting literacy development, whether for just-in-time feedback. Meeting the Literacy Development Needs REFERENCES. of Adolescent English Language Learners 1. Abedi, J. (2004, January/February). The No Through Content Area Learning THE Child Left Behind act and English language EDUCATION ALLIANCE at Brown Uni- learners: Assessment and accountability is- versity 38 ELLs or their monolingual sues. Educational Researcher, 33(1), 4-14. peers, is some other teacher’s responsibil- 2. Adger, C. T., & Peyton, J. K. (1999). Enhanc- ing the education of immigrant students in ity (e.g., the English teacher, the remedial secondary school: Structural challenges and reading teacher, or the ESL teacher). Fo- directions. In C. Faltis & P. Wolfe (Eds.), So cusing upon these strategies to improve much to say: Adolescents, Bilingualism, and student motivation and engagement with ESL in the Secondary School (pp. 205-224). literacy within preservice and inservice New York: 3. Teachers College Press. Alvermann, D. E. training for secondary school teachers is (2001, October), Effective literacy instruc- doubly important because it responds to tion for adolescents (Executive summary two related contemporary needs. Teachers and paper). Chicago: National Reading who learn to be effective promoters of Conference. Retrieved August 5, 2004, from adolescents’ literacy development through http://www.nrconline.org/publications/al- attention to motivation and engagement verwhite2.pdf 4. Alvermann, D. E., & Moore, D. (1991). Sec- possess an important part of the toolkit ondary school reading. In R. Barr, M. L. they need to work effectively with ELLs. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Therefore, we contend that once teachers Handbook of reading research, Vol. 2 pp. have begun to effectively facilitate a rec- 951-983). White Plains, NY: Longman.

217 MONOGRAFIA POKONFERENCYJNA THE CROSS LINGUAL DIMENSIONS OF LANGUAGE PROFICIENCY Radjapova Feruza Abdullayevna doctor of philosophy on philological sciences Yaqubova Roziya Sotimboyevna 4th year student of UrSU the faculty of filology ABSTRACT.Bilingual education and second language immersion programs have oper- ated on the premise that the bilingual student’s two languages should be kept rigidly separate. Although it is appropriate to maintain a separate space for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The paper explores the inter- play between bilingual and monolingual instructional strategies within dual language programs and suggests concrete strategies for optimizing students’ bilingual development. KEY WORDS. Education,development,program.

INTRODUCTION. Although bilin- the world. Initially parents and policy gual education programs of various kinds makers were concerned that spending in- have been in existence since ancient structional time through a minority or times, evaluative research on their conse- foreign language would result in lower quences for children’s literacy and aca- achievement in the majority language. demic development is relatively recent. The majority or dominant language is Malherbe’s (1946) study of Africaans- usually the language associated with pow- English bilingual education in South Af- er and status in the society, and thus it is rica pioneered research in this area, and it not surprising that children’s achievement was followed 20 years later by Macnama- in that language should be of concern to ra’s (1966) study of Irish-English bilingual parents and policy makers. Although po- programs in Ireland. Since that time, litically motivated opposition to bilingual however, research on bilingual and trilin- education still persists in some contexts gual education has increased dramatically (e.g., the United States), the initial con- with major evaluations of programs concerns that less time through the majority ducted in Canada (e.g., Lambert & Tuck- language would result in lower achieve- er, 1972); the United States (e.g., Oller & ment in that language have been largely Eilers, 2002; Thomas & Collier, 2002); the resolved by the consistently positive find- Basque Country, Catalonia, and other ings of bilingual programs. The present parts of Spain (Cenoz & Valencia, 1994; paper focuses on two questions: Huguet, Vila, & Llurda, 2000; Lasagabas- • How can we explain the fact that in ter, 2003; Sierra & Olaziregi, 1991); Africa well-implemented bilingual programs the (Williams, 1996); and elsewhere around foreign or minority language (e.g., Eng-

218 SCIENCE, RESEARCH, DEVELOPMENT №16 lish in Turkey) can be used as a medium cilitate this transfer rather than impede it? of instruction at minimal or no cost to In short, the paper argues that while students’ proficiency in the majority lan- monolingual instructional strategies (e.g., guage (e.g., Turkish)? use of the target language for large blocks • What forms of program organization of time) play an important role within and instructional strategies are most ef- both foreign/second language teaching fective in promoting students’ proficiency and bilingual/immersion education, they in both languages (first [L1] and second should be complemented by bilingual in- [L2])?. structional strategies that focus on teach- MAIN PART. ing directly for two-way transfer across Although context variables are the languages. primary determinants of what forms of The interdependence hypothesis im- bilingual program may be implemented, plies that we should actively teach for we can address the issue of instructional transfer across languages in bilingual/im- strategies somewhat independently of mersion programs. This also applies to context. Certainly, pronouncements L2 programs in general and in teaching about appropriate “methods” or instruc- the school language(s) to immigrant stu- tional strategies are commonplace both dents. Lambert and Tucker (1972) noted within foreign or second language teach- that some students in the French immer- ing in general and bilingual programs in sion program they evaluated engaged in a particular. Prominent among the assump- form of contrastive linguistics in which tions underlying these pronouncements they compared aspects of French and are the direct method assumption that English despite the fact that in this pro- promotes instruction exclusively through gram (and in virtually all Canadian the target language, and the two-solitudes French immersion programs) the two assumption that argues for a rigid separa- languages were kept rigidly separate. If tion of languages within bilingual or im- students in bilingual/immersion pro- mersion programs. These assumptions grams spontaneously focus on similarities represent part of a broader monolingual and differences in their two or three lan- instructional orientation that is promoted guages, then they are likely to benefit within the fields of foreign/second lan- from systematic encouragement by the guage teaching and bilingual/immersion teacher to focus on language and develop education. I argue that this monolingual their language awareness. The major rea- instructional orientation is counterpro- son this practice has not been applied in ductive and inconsistent with the reality many bilingual/immersion programs is of interdependence across languages. If that it is seen as axiomatic that each lan- crosslingual transfer is occurring anyway guage be kept rigidly separate from the and, in fact, is a necessary condition for other(s). Similarly, many teachers of L2s successful bilingual development, surely (e.g., French in the Canadian context) we should attempt to encourage and fa- believe that instruction should be deliv-

219 MONOGRAFIA POKONFERENCYJNA ered exclusively through the target lan- encourage cross-language transfer and guage. They interpret communicative lan- the development of language awareness. guage teaching as a form of the direct Among the bilingual strategies that can be method that mandates exclusive instruc- employed to promote literacy engage- tional use of the target language and dis- ment in both L1 and L2 are the following: courages students from any use of their • creation of dual language multimedia L1. Any use of the L1 by teachers or stu- books: Students write creatively in L1 and dents is viewed as a regression to the L2 and amplify these identity texts grammar-translation method that has through technology (see, for example, fallen into disrepute. Teaching for Cross- The Dual Language Showcase, http:// Language Transfer in Dual Language Ed- thornwood.peelschools.org/Dual/; and ucation: Possibilities and Pitfalls – 7 The the The Multiliteracies Project, http:// dominant monolingual instructional ori- www.multiliteracies.ca/). entation is evident in the following three • sister-class exchanges: Students engage inter-related sets of assumptions, none of in technology-mediated sister-class ex- which is empirically supported: changes using L1 and L2 to create litera- • Instruction should be carried out ex- ture and art and to explore issues of social clusively in the target language without relevance to them and their communities recourse to students’ L1. Bilingual dic- (e.g., Social History of Our Community, tionary use is discouraged (= direct meth- Voices of Our Elders). Students can also od assumption); create movies, audio CDs, and multilin- • Translation between L1 and L2 has no gual Web pages in collaboration with place in the teaching of language or liter- their sister classes. In the context of a acy. Encouragement of translation in Turkish-English bilingual program in L2 teaching is viewed as a regression to Turkey, students might connect with a the discredited grammar/translation school in the United Kingdom that has a method; or in bilingual/immersion pro- large number of Turkish-background stu- grams, use of translation is equated with dents. For these minority students, the the discredited concurrent translation communication in both Turkish and Eng- method in which teachers switch con- lish would serve to reinforce their stantly between languages translating all L1 Turkish); for the students in Turkey, relevant instructional content; the connection represents an opportunity • Within immersion and bilingual pro- to use the target language (English) in grams, the two languages should be kept authentic exchanges and projects (Brown, rigidly separate (= two-solitudes assump- Cummins, & Sayers, in press). In a situation). When we free ourselves from these tion where the sister class is only English monolingual instructional assumptions, a speaking (e.g., in an Englishspeaking wide variety of instructional opportuni- country), students in the bilingual pro- ties arise for teaching students by means gram might discuss their projects or re- of bilingual instructional strategies that search in Turkish (their stronger lan-

220 SCIENCE, RESEARCH, DEVELOPMENT №16 guage) within class, draft ideas initially in tively engaged learning. Teaching for Turkish, and then, when they and their Cross-Language Transfer in Dual Lan- teachers are satisfied with the results, guage Education: Possibilities and Pit- translate their writing into English for falls – 14 exchange with the English-speaking sis- REFERENCES ter-class students. 1. Baker, C. (2001) Foundations of bilingual CONLUSION. If bilingual and im- education and bilingualism (3rd ed.). mersion programs are to reach their full Clevedon, England: Multilingual Matters. potential, I believe we must question the Brown, K. R., Cummins, J., & Sayers, D. monolingual instructional orientation (In press). that dominates the implementation of 2. From grade expectations to great expectations: Rethinking Literacy instruction and many of these programs and in some technology in today’s diverse classrooms. cases has assumed the status of dogma. 3. Valuing multilingual and multicultural ap- There is simply no research basis for ei- proaches to learning. In S. R. Schecter & ther the direct method or the two-soli- J. Cummins (Eds.), Multilingual education tudes assumption. Similarly, there is no in practice: Using diversity as a resource (pp. 32–61). Portsmouth, NH: Heine- research evidence that translation, used mann. Cummins, J. (1979). appropriately, is in any way an impedi- 4. Linguistic interdependence and the educa- ment to effective language learning. On tional development of bilingual children. the contrary, there is empirical evidence Review of Educational Research, 49, 222– that translation can serve useful peda- 251. Cummins, J. (1981). gogical purposes. Orleanna, Reynolds, 5. The role of primary language development in promoting educational success for lan- Dorner, and Meza (2003), for example, guage minority students. In California highlight the relevance of Latino/Latina State Department of Education (Ed.), students’ translation practices and abili- Schooling and language minority students: ties for in-school literacy instruction. Al- A theoretical framework (pp. 3-49). though extensive use of the target lan- 6. Los Angeles: California State University, Evaluation, Dissemination and Assess- guage within foreign/second language ment Center. Cummins, J. (1991). and bilingual/immersion programs is 7. Interdependence of first- and second-lan- clearly a useful and important instruc- guage proficiency in bilingual children. In tional strategy, it should not be imple- E. Bialystok (Ed.), Language processing in mented in a rigid or exclusionary manner. bilingual children (pp. 70–89). As the examples in this paper illustrate, 8. Cambridge, England: Cambridge Univer- sity Press. Cummins, J. (2001). students’ L1 is a powerful resource for 9. Negotiating identities: Education for em- learning and bilingual instructional strat- powerment in a diverse society (2nd ed.). egies can usefully complement monolin- Los Angeles: California Association for gual strategies to promote more cogni- Bilingual Education.

221 MONOGRAFIA POKONFERENCYJNA CORRECTIVE FEEDBACK AND LEARNER UPTAKE IN COMMUNICATIVE CLASSROOMS ACROSS INSTRUCTIONAL SETTINGS

Radjapova Feruza Abdullayevna doctor of philosophy on philological sciences Shonazarova Shohida Bahramovna 4th year student of UrSU the faculty of filology

ABSTRACT: This paper reports similarities and differences in teachers’ corrective feedback and learners’ uptake across instructional settings. Four communicative classroom settings – French Immersion, Canada ESL, New Zealand ESL and Korean EFL – were examined using Lyster and Ranta’s taxonomy of teachers’ corrective feedback moves and learner uptake. The results indicate that recasts were the most frequent feedback type in all four contexts but were much more frequent in the Korean EFL and New Zealand ESL classrooms (83% and 68%, respectively) than in the Canadian Immersion and ESL classrooms (55% for both). Also, the rates for both uptake and repair following recasts were greater in the New Zealand and Korean settings than in the Canadian contexts. The findings of this study suggest that the extent to which recasts lead to learner uptake and repair may be greater in contexts where the focus of the recasts is more salient, as with reduced/partial recasts, and where students are oriented to attending to linguistic form rather than meaning. The study underscores the importance of considering the influence of context on corrective feedback and learner uptake. Currently, there has been growing interest in recast research. Why have recasts received intensive attention from SLA researchers? In this paper, first recast defined form different point of views then the theories of which like negative evidence or positive evidence, implicit feedback or explicit feedback, noticing hypothesis, and focus on form presented. Moreover, the conditions, the benefits, and the shortcomings of recasts as well as the difficulties in recasts research discussed after that some recasts researches which have been done in recent years were concerned. Finally, recast researches were evaluated by considering Geoff Jordan’s guidelines. Key words: Recast, feedback, Geoff Jordan’s Guidelines, and SLA.

INTRODUCTION. The purpose of proaches to the inquiry. The organization the study is to examine corrective feed- of the dissertation is provided at the end back and learner uptake in focus-on-form of this chapter. instruction contexts in primary school MAIN PART. EFL classrooms. This introductory chap- The study was motivated by the as- ter provides background information and sumption that focus-on-form instruction the rationale for the study, and sets out its plays a facilitative part in L2 teaming overall objectives, scope, design, and ap- (Schmidt 1990; Long 1996). 1 have found

222 SCIENCE, RESEARCH, DEVELOPMENT №16 that many focus-on-form studies demon- compulsory school subject to Grade strate focus-on-form instruction that 3 primary school learners since 2001, provides corrective feedback with oppor- lowering the age of compulsory instruc- tunities for learners to modify their out- tion of English from Grade 5 to Grade 3. put plays a facilitative role in L2 teaming. China has encountered a considerable However, relatively few studies that ex- number of problems since the implemen- amine the role of focus-on-form have tation of this new education policy, such been done in instructional settings, with as lack of competent teachers, quality the majority being undertaken in experi- teaching materials, a sound syllabus de- mental settings. Haneda (2005: 314) re- sign, as well as a proper transition from marks that whole-class interaction is “a primary school English instruction to major site for second language teaming secondary school level. Thus, there is and teaching in the everyday reality of much room for empirical studies to be classrooms”. Thus, I am undertaking a undertaken in China to solve these prob- classroom-based observational study in lems. It is of my personal interest to gain which corrective feedback and learner some special insights into focus-on-form. uptake are examined. Also there has been instruction and make contributions to sufficient knowledge to use the effects of China EFL instructional practices at the age of leamer (child vs. adult), interac- primary school level. To understand the tional context (dyadic or teacher-fronted practice of focus-on-form in L2 learning, setting), or interlocutor types (native I look into the I provision and the use of speaker or non-native speaker) on the corrective feedback in primary school provision and the use of corrective feed- EFL classrooms in China. One main ob- back (e. g., Oliver 2000; Mackey et al. jective of this study is to understand cor- 2003). However, there remains a dearth rective feedback that EFL teachers use to of studies that compare the provision and attend to learner errors in EFL classes as the use of corrective feedback in EFL well as leaner’s responses to it. Further- classrooms of young learners taught by more, this research aims to find any rela- different teachers. I was, therefore, moti- tionship between learner errors, correc- vated to conduct a study to examine the tive feedback and learner uptake in this similarities and differences in the prac- particular setting. Specifically, I under- tice of focus-on-form between two EFL took an observational study of two class- classrooms in a primary school. While rooms to compare the similarities and this study aims to make contribution to differences of the provision and the use larger research agenda examining focus- of corrective feedback in their lessons. on-form. instruction in Chinese EFL Four major aspects were taken into con- classrooms, it is also my personal hope sideration: i) learners’ errors; ii) teachers’ that this study may provide a framework corrective feedback; iii) opportunities for for teacher professional development. In learner uptake; iv) learners’ uptake. In China, English has been introduced as a addition to the comparison, I also exam-

223 MONOGRAFIA POKONFERENCYJNA ine to what extent learner errors, correc- scribed the overall objectives of this study tive feedback are related to learner uptake and given an overview of this study and in the child EFL context. As Table 1.1 in- overall data collection strategy. Finally, it dicates, this study comprises two case has presented how this dissertation is studies in which two English teachers structured. and their students in a China primary school were observed and then inter- REFERENCES. 1. Allen, P., M. Swain, B. Harley, and J. Cum- viewed about the practice of focus-on- mins. (1990). Aspects of classroom treat- form in EFL classes. This occurred over ment: Toward a more comprehensive view 10-week period for each of the two class- of second language education. es and involved approximately 15.2 hours 2. B. Harley, P. Allen, J. Cummins and M. of classroom observation and approxi- Swain (Eds. The Development of Bilingual mately eight hours of individual face-to- Proficiency (pp. 57-81). Cambridge: Cam- bridge University Press. Allwright, B. face interviews with both teachers and (1975). Problems in the study of the lan- 16 pupils. For both data sets (i. e. the two guage teacher’s treatment of learner error. classes) audio -recordings were made 3. M. B. H. Dulay (Eds. ), New directions in during normal class times and under second language learning, teaching and bi- normal class conditions. Each class was lingual education: On TESOL’75 pp. 96- 109). Washington: TESOL. Allwright, B. audio-taped and transcribed for analysis. (1984). Why don’t learners learn what Conclusion. This introductory chapter teachers teach? The interaction hypothesis. has discussed why I have chosen this 4. D. Singleton and D. Little (Eds. ), Lan- topic and explained my motivation of car- guage Learning in the Formal and Infor- rying out this research. It has also de- mal Contexts (pp. 3 -18).

224 SCIENCE, RESEARCH, DEVELOPMENT №16 IMPACT OF EXTENSIVE READING TO DEVELOP SPEAKING SKILLS

Sapayeva Barno, Atadjanova Shahlo English language teachers, Temurbeks school, Korezm region, urgench city. Abstract. This article focuses on how vocabulary wealthrelate to spoken words and finally how reading contributes to speech. The importance of vocabulary, which facilitates speaking skills, has been a major resource in the development of reading skills. Therefore providing improvement in word knowledge through wide reading has the potential for providing improvement in speaking skills. Key words: extensive reading, vocabulary, speaking skills, communicative skills, target language

English teaching and learning have the There is no question that people who de- goal of focusing students so that they are velop large reading vocabularies tend to able to use English for communication develop large speaking vocabularies. One and as a tool furthering their studies. In important notion of developing reading the process of teaching and learning the and speaking skills is to use the language four language skills (listening, speaking, for learning as well as communication. reading and writing) are performed. Reading can play a big part in improving Most of the learners possess inability our speaking. Reading outside the class- in communicating appropriately and room is the most significant influence on correctly. In foreign language teaching oral communication ability. Students who and learning ability to speak is the most read a lot are more likely to speak well. essential skill since it is the basic for Learners through reading develop in both communication and it is the most diffi- fluency and accuracy of expression in cult skill. their speaking. There are several effective ways of In this article we tried to connect developing speaking skills. According to reading with one of the fundamental lan- many teaching theorists speaking skill guage skills: speaking. Learners write, can be developed, though communica- read, listen to stories and then they may tive activities which include an informa- have ability to tell the stories. It seems tion gap filling, jigsaw puzzle games, clear that the more stories we read, the problem solving and role-play activities. more discussion ideas, opinions and vo- Another effective way of improving cabulary we will have. communicative skills in target language Although at times the four main lan- is reading skill. guage skills (speaking, writing, reading There is increasingly high relationship and listening) are worked on separately. between reading and speaking skills. They are widely accepted as being inter-

225 MONOGRAFIA POKONFERENCYJNA dependent progress in one helping pro- munication ability. Students who read a gress in other three. lot are more likely to speak well. Students To release reactions like “I do not have through reading develop in both fluency any ideas”, “I do not know what to say”, and accuracy of expression in their speak- and “This speaking task is too hard” in ing. Davies and Pearse (2000) stresses the your life, reading helps. This problems importance of communication as: “Real happens for many reasons like lack of success in English teaching and learning vocabulary, lack of grammar confidence, is when the learners can actually commu- lack of self-confidence, lack of ideas, lack nicate in English inside and outside the of factual resources, insecurity because of classroom.”1 pronunciation. There are also a lot of stu- Speaking is being capable of speech, dents who are confident speakers but the expressing or exchanging thoughts moment teachers start talking about di- through using language. “Speaking is a verse topics they seem to feel blocked and productive aural/oral skill and it consists unable to talk with ease. If they have of producing systematic verbal utterances never been exposed to texts on that topic to convey meaning (Nunan, 2003, p.48).” or they have not had the chance to discuss (Harmer, 2001) notes down that from the them, they consequently will not have communicative point of view, speaking much to say about them. has many different aspects including two Course books can only provide only major categories – accuracy, involving the one solution. However, in the language correct use of vocabulary, grammar and classroom we usually focus on task-based pronunciation practised through con- reading rather than discourse-based read- trolled and guided activities; and, fluency, ing sessions. Course book texts often fo- considered to be ‘the ability to keep going cus on reading strategies for scanning, when speaking spontaneously’. Bygate skimming, T/F, multiple choice, and there (1991, p.3), also emphasizes knowledge of is hardly any time in a 45-minute session the language, and skill in using this to have longer discussions. knowledge for an effective communica- A comprehensive and motivating ap- tion. Language knowledge and skill in proach is using extensive reading to de- using it, are considered two fundamental velop speaking skills. elements of an effective communication. Learners may find graded readers in Among the elements necessary for various topics, various genres, and all sto- spoken production, There are some ele- ries have a special subject-focus. They will ments needed for speaking in the follow- serve as great discussion materials and ing (Harmer, 2001, p.269). the language they provide will be at hand Connected Speech: learners not only for your students to recycle and use in should produce the sentences accurately oral communication. Reading outside the classroom is the 1 Davies, P., Pearse, E. (2002). Success in English Teaching. Shanghai: Shanghai Foreign Language most significant influence on oral com- Education Press

226 SCIENCE, RESEARCH, DEVELOPMENT №16 but also the speech of them must be fluent of reading is comprehension (Nunan, enough. In connected speech sounds are 2003, p.68). The ability to read requires modified, omitted, added or weakened.2 that the reader draw information from a Expressive Devices: native speakers of text and combine it with information and English change the pitch and stress of expectations that the reader already has particular parts of utterances, vary vol- (Grabe, Stoller, 2001, p.187). Alderson ume and speed, and show by other physi- J.C. (2000) states that reading is built from cal and non-verbal means how they are two components: wordrecognition and feeling. comprehension. These two components Lexis and Grammar: spontaneous gained through reading will foster learn- speech is marked by the use of number of ers’ language competence. Krashen and common lexical phrases, especially in the Terrell (1989, p.131) point out that read- performance of certain language functions. ing enables learners to comprehend better Negotiation and language: effective which is an important factor that can de- speaking benefits from the negotiatory velop language competence. language we use to seek clarification and to In a reading process six component show the structure of what we are saying. skills, automatic recognition skills, vocabu- This study highlights vocabulary and lary and structural knowledge, formal dis- grammar knowledge among these ele- course structure knowledge, content/word ments. Reading will enable learners to background knowledge, synthesis and develop their vocabulary and grammar evaluation skills/strategies, and metacog- knowledge which will effectively contrib- nitive knowledge and skills monitoring ute to their speaking skills. have been suggested. Among these knowl- Vocabulary and grammar knowledge edge fields vocabulary and structural will enable learners to understand so knowledge which are acquired through reading will increase learners’ under- reading, influence learner’s speaking standing capability which they need for a achievement. (Grabe,1991, p.379). Anne better communication. Lazaraton (2001, p.104) suggests that oral Reading is one of the most effective communication is based on four dimen- ways of foreign language learning. Read- sions or competences: grammatical coming simply is the interpretation of awrit- petence (phonology, vocabulary, word and ten message. Walter R. Hill (1979, p.4) sentence formation …); sociolinguistic briefly defines reading as what the reader competence (rules for interaction, social does to get the meaning he needs from meanings); discourse competence (cohe- contextual resources. Reading is a fluent sion and how sentences are liked together); process of readers combining information and strategic competence (compensatory from a text and their own background strategies to use in difficult strategies). knowledge to build meaning and the goal For spoken English the best reading materials are dramas, plays and dialogues. 2 www.ccsenet.org/ijel International Journal of English Linguistics Vol. 2, No. 6; 2012/ page 92 Learners have the opportunity to find

227 MONOGRAFIA POKONFERENCYJNA sentences and phrases used in our daily body of language and contexts. Reading conversation in dramas, plays and dia- helps learners build up better grammar logues because they are allbased on one skills. As learners develop stronger read- person talking to another. Some studies ing skills, they develop more sophisticat- have shown that using authentic texts has ed speaking skills. a positive effect on learning the target References language by developing communicative 1. Alderson, J. C. (2000). Assessing Reading. competence (Peacock, 1997). “A text is Cambridge: Cambridge University. usually regarded as authentic if it is not 2. Bygate, M. (1991). Speaking. Oxford: Ox- ford University Press. written for teaching purposes but for a 3. Davies, P., Pearse, E. (2002). Success in real-life communicative purpose, where English Teaching. Shanghai: Shanghai the writer has a certain message to pass Foreign Language EducationPress. on to the reader. As such, an authentic 4. Grabe, W. (1991). Current developments text is one that possesses an intrinsically in second language reading research. TESOL Quarterl, 25(3), 375-406.http:// communicative quality” (Lee, 1995). It is dx.doi.org/10.2307/3586977 real language created by native speakers 5. Grabe, W., &Fredricka S. (2001). Reading of the target language in pursuit of com- for Academic Purposes Guidelines for the municative outcomes (Little, Devitt, & ESL/EFL Teacher. In M. Singleton, 1989). 6. Harmer, J. (2001). The Practice of English Language Teaching. Harlow: PearsonEdu- cation. Conclusion 7. Krashen, S. D., & Terrell, T. D. (1989). The Integrating speaking and reading skills Natural Approach: Language Acquisition deepens students’ understanding of the in the Classroom.Pergamon: PrenticeHall. reading material, reveals any problem 8. Lazaraton, A. (2001). Teaching Oral Skills. with understanding a text, and, most im- In M. Celce-Murcia (Ed.), Teaching Eng- lish as a second foreignlanguage. Boston: portantly, it is the chance to acquire the Heinle and Heinle. information they have read into authentic 9. Lee, W. (1995). Authenticity Revisited: speaking practice that improves their flu- Text Authenticity and Learner Authentic- ency. Communication without vocabu- ity. ELT Journal, 49(4), 323-328.http:// lary is nothing. One of the most useful dx.doi.org/10.1093/elt/49.4.323 ways to improve students’ communica- 10. Little, D., Devitt, S., & D. Singleton. (1989). Learning Foreign Languages from Au- tion skills is extensive reading. Extensive thentic Texts: Theory andPractice. Dublin: reading helps learners to develop your Authentic in Association with CILT. ability to express ideas, whilst also enlarg- 11. Nunan, D. (2003). Practical English Lan- ing the size of vocabulary. Vocabulary guage Teaching. Boston: McGrawHill. knowledge is one of the crucial factors 12. Peacock, M. (1997). The Effect of Authen- tic Materials on the Motivation of EFL that will influence fluency in speaking. learners. ELT Journal, 51(2),144-156. Reading introduces learners to a wider http://dx.doi.org/10.1093/elt/51.2.144

228 SCIENCE, RESEARCH, DEVELOPMENT №16 DEVELOPING SPEAKING SKILLS OF ESP LEANERS WITH COMMUNICATIVE ACTIVITIES

Shermukhamedova Dilnoza Rakhimdjanovna Senior lecturer, The Banking and Finance Academy of the Republic of Uzbekistan Annotation: this article deals with the issue of teaching speaking with communicative activities based on developing students’ speaking skills. As the teachers’ of future specialists we should work on our students’ problem and help them to overcome that barrier which stands on their future success and we ought to encourage this process with different kinds of meaningful activities. Key words: speaking; speech activity; non-philological institutions; specialist; oral communication; expressing idea; a means of communication; motivation;

Practical use of English in forthcoming and they should read and understand the professional activity is the main purpose of professional text, they should get informa- teaching English in non-linguistic facul- tion in FL about their specialty. In profes- ties. The lack of motivation is one of the sional oriented process: main difficulties in speaking in such class- The first of all, there should be integra- es. Moreover, students are also too shy to tion between FL and subjects of specialty; speak with the friends. Good oral commu- Secondly, before FL teacher stays such nication is essential to every aspect of life task by integrating subjects teacher should and work. Many surveys have identified it form in the student professional knowledge, as one of the skills most highly valued by skills and professional habits; employers. The main purpose of teaching foreign Students with good communication skills: language in different non-philological insti- • can relate well to colleagues and cus- tutions: each specialist shouldn’t learn some tomers language but, she or he should have free • are able to get information they need communication and should develop his/her from organizations and individuals profession in the field of learning it. • can explain things clearly and contrib- Teaching speaking and its strategies in ute to meetings and discussions the situations of professionally-oriented • are more successful in their careers communication as well as improvement of • have more positive and productive monologue and dialogue communication relationships with others. skills are investigated in the doctoral theses That’s why, their interest, teaching mate- by E.N. Pshenichnova1 P.A. Sidorenko, rial and techniques also determine the suc- O.V. Chuksina and others. Research con- cess or failure of skill development. According to their profession, students 1 Pshenichnova, E.N. Teaching foreign students to Russian professionally-oriented business communi- should participate in scientific conferences cation. PhD thesis (Education), Moscow. 2007

229 MONOGRAFIA POKONFERENCYJNA ducted by means of ‘interdisciplinary’ ap- • Learn to communicate conclusions proach is always of great interest. and so on. For example, implementation of an inte- Nowadays, students play more interac- grated approach to teaching reading and tive role unlike the usual uncommunicative speaking based on the text types for specific role from traditional approach. Teachers purposes can be observed in the papers by play a role as a facilitator in learner-centered N.V. Gagarina, Hampden-Turner, Hulstiyn activities such as “problem- solving, discus- and others.. Role playing is still of great in- sion, role-plays and debates”, etc. to provide terest for educators. Various issues applying opportunities for all students to participate business role plays in teaching professional- actively. In that case, we should use tasks ly-oriented foreign language communica- based on activities that encourage indepen- tion are studied by Shaturnaya.2 dent development. According to ideas of some foreign lan- As our students are future specialists in guage psychologists speaking is not either a various fields and want to be good commu- communication process or utterance but it is a nicator following activities can develop our means of statement or expression of the idea. learners’ speaking skills. In this age of progress the teacher has to Student Debate come down from his sit at the front of the Asking the Friends for Advice. room to interact with the individuals in the Problem-Solving class. Today, the new generation does not In conclusion, I would like to add three want to follow orders and just do as they are final points. One is that, far from becoming told. They will obviously want to participate a silent partner, the teacher should always in the process life and social change in a be speaking to someone, with others listen- constructive way. So, we teachers should ing, and it is of the utmost importance that guess our learners needs and design our les- the students have a role model to follow to sons, tasks according to their needs. So, help them speak and pronounce words, what they want from us? They want to: phrases and sentences in English. The first • Think independently place to start learning a language is to hear • Be creative it spoken, preferably in an up-close context • Follow their inspiration and interest by a proficient speaker. • Learn what they want to know References: • Learn how to find information 1. Pshenichnova, E.N. Teaching foreign stu- • Learn to do own research dents to Russian professionally-oriented • Learn to report their findings business communication. PhD thesis (Edu- cation), Moscow. 2007 • Learn to present their ideas to others 2. Shaturnaya, E.A. Methods of teaching foreign language professional discourse by 2 Shaturnaya, E.A. Methods of teaching foreign means of training-speech situations and language professional discourse by means of training-speech situations and roleplaying. PhD thesis roleplaying. PhD thesis (Education), Tam- (Education), Tambov. 2009 bov. 2009

230 SCIENCE, RESEARCH, DEVELOPMENT №16 MASTERS OF LANGUAGE

Tolewbaeva Aliya Karakalpak State UniversityAssistant teacher, Foreign languages faculty Turimbaeva Mexribanu Karakalpak State University 3 rd year student, Foreign languages faculty.

Abstract:This article is dedicated to those outstanding people who are sacrificed time and effort to the art of language learning. More importantly, it also dares to destroy the dogma which learners desperately believe in. Аннотация: Это статья посвящается выдающимся личностям, которые проводят много времени на изучение разных языков. К тому же они опровергают мнение людей, которые верят в гипотезу, что человек может изучать только один язык. Key words: polyglots, hyperpolyglots, bilinguals, learning languages, plasticity of brain, Broca›s area.

Do you know someone who can speak ing the Golden Words,which are written in more languages than they have fingers?You, the “Hadis” sacred book after “Kuran”: probably, are in doubt thinking “Is that “Seek for knowledge from cradle to even possible? If you are answering with grave”,he studied, translated and wrote this doubtful question to my question, commentaries,treatises and books on vari- then let me respond your question first. ety of subjects, such as philosophy,law,logi History of human language has seen so c,music,ethics,science,teology,mysticis, many wonders: bilinguals(people who can epistemology and etc. speak two languages), multilinguals(speaks Another of these wonders was L.L Za- more than two languages),polyglots(speaks, menhof who was medical doctor and re- studies large numbers of languages), markable linguist. He had Yiddish,Russian, hyperpolyglots(In 2008,linguist Richard Polish, German, French, Latin, Greek, He- Hudson suggested the term “hyperpoly- brew, Aramaic and Volapük in his reper- glot” to individual who speaks dozens of toire. Zamenhof is also well-known as the languages[1]). creator of Esperanto, the most successfully One of the most eminent ancestors of constructed language in the world. Uzbek nation was Al-Farabi who is know Friedrich Engels, the German philoso- as “The Second Teacher”, after Aristotel pher, businessman and famous linguist, being known in the East as “The First wonderfully mastered languages like: Rus- Teacher”.[2]Al-Farabi,according to the his- sian, Italian, Portuguese, Irish Gaelic, torical sources, acquired more than 70 lan- Spanish, Polish, French, English, Milanese guages during his whole lifetime. Follow- dialect, Gothic, Old Nordic and Old Saxon.

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Later in life, Engels added to his list Arabic As our nature, children acquire the and Persian which he learned in 3 weeks. language which they are surrounded with His friends joked that he stammered in no effort: without grammatical rules and 20 languages. However, he took inspiration instructions, without memorizing words from that joke not deterrence. and phrases. One of the first simultaneous interpret- So, curious questions like “How later in ers in the world was Kato Lomb who lived life can people learn dozens of languages her life as a pioneer of languages. She was and become hyperpolyglots? And Can able to speak in 16 languages besides her everyone do that?” make you even more native. In her book, “This is how I learn enthusiastic. languages”, she narrates that walking One can assume that “Only people who straight into an advanced level of Polish have higher IQ or people with extraordi- class she tells the teacher that she had no nary brain features are able to enjoy the knowledge of the language but was eager to opportunity of engaging in conversation learn it. Being very impressed by Lomb the with people in every corner of the world”. teacher let her join the class.[3] This is rather misleading conclusion which These motivating examples are just deters you from setting a goal like becom- shiny drops of endless ocean. The list of ing a hyperpolyglot. wonderful masters of languages can go It is common knowledge that language ahead and reach thousand or more. is a product of our brain. This is the capac- Language is unique system of knowl- ity of brain which is emerged five thou- edge with the help of which you express sands years ago. Today, due to the scientific and share ideas, feelings etc.Otto Jespers- studies, we know that brain is a highly en, eminent Danish linguist, put it in this adaptive organ. Therefore, cognitive activi- way: “Language is activity, purposeful ac- ties such as doing a puzzle, playing a musi- tivity, and we should never lose sight of the cal instrument and learning a language, speaking individuals and of their purpose can build new neural connections. Making in acting in this particular way.”[4] Every- new neural connections is the brain’s abil- thing; condition, phenomenon, concep- ity called “plasticity”. According to the re- tion, emotion are explained using this searches, this process happens throughout unique system of knowledge. But one can person’s lifetime, regardless of age[5]. That say: “Ican not explain my happiness with is to say, plasticity of your brain enables words” or “There is no word that can de- you to learn any language at any age. fine my state”. However, at least, youex- Interestingly, studies has revealed that plain that you can not explain. Language, there are considerabledifferences between being historically unique, is also surpris- the brain of hyperpolyglot and the brain of ingly complicated system. Mastering it is a person who speaks only one language. laborious process which begins with mem- Emil Kreb was the 19 centuries German orizing the alphabet of the language and diplomat and strikinghyperpolyglot who seems it has no end. mastered 65 languages. Dana Dovey writes

232 SCIENCE, RESEARCH, DEVELOPMENT №16 in her article[6],scientists were so tempted ity” on language learning.” She states two by his language ability that they made the notable remarks which can hook language dissection of his brain in 2004. Apparently, learners to continue,from second language they purposed to confirm If Kreb’s lan- to the next and from the next to another: guage skills were owing to an extraordi- 1. Interest driven by motivation, perse- nary brain structure. However, after identi- verance, and diligence fying distinctive differences in the part of plays a determining role in one’s suc- his brain responsible for language –known cess in learning anew language; as Broca’s area – they were completely puz- 2. An innate ability to learn languages, zled wether his scarce brain was different or rather thequalities that make up this since birth or it changed to be like that skill, are not possible to find inone per- from learning so many new languages. To son.[7] put it another way, hyperpolyglots can Dana Doveyinterviews AlexRawling, proudly boast with their brain which grow British hyperpolyglot who can speak to be unique by mastering new languages. 15 languages, and he says that his impres- What is more, studies have also shown that sive language skills are the result of prac- learning just a second language delays the tice and persistence which in turn strength- onset of Alzheimer’s for 4 years. ens his brain. Alex also believes that every- As old saying goes, “Rome was not one can become a polyglot and even hy- build in a day”, you can not become a mul- perpolyglot. All they need is the devotion tilingual or polyglot in a week or month. of time and effort. He also added, it is not As above I stated, it is quite laborious pro- how many languages you know that mat- cess which demands dedication. As written ters, it is overall dedication and passion for in the article, The Brains of Hyperpolyglot the art of language learning.Learning, by Dana Dovey, Multilinguals learn lan- whether it is language, music or sport, guages through exposure from their sur- never stops as life always continuesto teach rounding environment, such as growing in us. There are more words to learn like a bilingual household. Unlike multilin- counting the stars in the night sky. guals, polyglots dedicate their time and References: effort to actively master the languages. In 1. https:⁄⁄en.m.wikipedia.org⁄wiki⁄Polyglo other words, they live with languages. This tism. so much resembles the way which a busy 2. https:⁄⁄en.m.wikipedia.org⁄wiki⁄Al-Farabi 3. “How I Learn Languges” by Katò Lomb. scientist lives. He or she, early in the morn- 4. “Language: Its Nature,Development and ing, goes to work where they conduct seri- Origin” by Otto Jespersen.1922 ous experiments based on the researches 5. https://www.fluentu.com/blog/how-poly- which they investigate having sleepless glots-learn-language/ nights. 6. www.medicaldaily.com/brains-hyperpolyglots-people-who-speak-6-or-more-lan- Decent master of languages,Katò guages-function/ Lomb,also aims to “remove the mystical 7. “Polyglot.How I Learn Languges” by Katò fog surrounding theidea of an “innate abil- Lomb.

233 MONOGRAFIA POKONFERENCYJNA HOW TO MASTER TWO LANGUAGES AT THE SAME TIME?

Usmanaliev Khusniddin Murodjon ugli Uzbekistan state world languages university [email protected] Annotation: This article is devoted to inform about the ways of acquiring two languages simultaneously. Some useful recommendations are mentioned in it. Thus, the article can be an inspir- ing guide for the beginner level learners not only of English, but also of other languages. Key words: Second language, motivation, interference, learning skills, technique, “ language mess”.

Today more and more people are ask- words are confused among themselves ing this question whether it is difficult or and languages interfere with each other. not to learn several languages at the same Philologists call this phenomenon inter- time. The answer is simple – you can ference. Let’s see what can be done so that learn, and for this you do not have to be a the interference does not touch us: philologist or a translator. But how to do 1. Interference easier to prevent this is a completely different question. In In the process of studying it is neces- this article we will consider the subtleties sary to focus on the similarities and dif- concerning the simultaneous learning of ferences of the two languages. This makes two languages. it possible to take into account the subtle- Why do you need to learn another ties of the use of certain words, construc- foreign language? tions and rules. Everyone knows that without the Eng- Example: In related German and Eng- lish language now you will not go far, both lish there is an article (similarity), but in literally and figuratively. But, on the other German it is masculine, feminine and hand, it turns out that no one will be sur- neuter, which is not found in English (dis- prised by the knowledge of English. Do tinction). we need a second language, and what will 2. Learning one language with the it give us? A lot of things! help of another is the perfect solution. Do not forget that personal motiva- Why do languages need to interfere with tion plays a very important role. In the each other if they can help? Interference can end, the desire to learn simply because be used for good. To do this, practice trans- you like – they also think that if you study lating from one language to another without two foreign languages at the same time, using your native language. Start by trans- especially if they are related, a “language lating elementary conversational phrases mess” arises in your head. It happens, we and small conversations. unconsciously transfer the rules of one Example: Take an English-Italian pair. language to another. It seems to us that When you have already mastered this

234 SCIENCE, RESEARCH, DEVELOPMENT №16 technique, you can complicate it. For ex- speak and read, tomorrow – listen and ample, if you know English better than write. Italian, use an English-language Spanish Option 2. Two languages in one day textbook. Thus, you will simultaneously Advantage – you switch your attention improve your English and master the ba- from one language to another, and lan- sics of Italian. guages do not have time to bother you. How to learn two languages at the This option is effective for those who same time? prefer to learn in small portions. Is it possible to study in two languages Break big threads for a few days. For at once in one day or is it better to alter- example, today – the study of new words, nate them? It all depends on your daily reading texts and dialogues, tomorrow – routine, on work or school load, on per- the study of grammatical rules, their use sonal preferences. Both options are cor- in speech. rect, but each has its own characteristics. Do not rush to grab at once for every- Let’s look at the example of a pair of thing. A Latin proverb says: “Festina English-French, how to deal with each of lente” – hurry slowly. No one forces you to the options. memorize hundreds of words a day and Option 1. One day – one language memorize an infinite number of rules. The advantage is that you can concen- New material should flow evenly. trate well on one language. This option is Make a schedule that will be conveni- more suitable for those who like to “dive” ent only for you. If you do not have into dealing with the head. Spend 45- 30 minutes a day, do not worry, let it be 60 minutes a day. You do not have to 10-15 minutes, but they will be produc- study for a whole hour continuously, you tive. If hours are short, do more. It all de- can study 2 times a day for 30 minutes or pends on your strength and capabilities. 3 times a day for 20 minutes. Search for similar words. For exam- Alternate languages. For example, on ple, there are a lot of French borrowings Monday and Thursday, you can learn in English: beautiful, city, restaurant, English, on Tuesday and Friday – French. literature, resume. That is, potentially If the first half of the week is only in Eng- you already know a lot of French words lish, and the second only in French, then thanks to English. This technique will most likely you will forget everything bring double benefit: you remember the learned in English by the end of the week. words in French and repeat them in Pick up voluminous topics that in- English. clude the study of new words, and the Pay particular attention to the basic training of grammatical structures. knowledge of both languages, work out all Try to use all speech skills in your the new rules well. If any words or con- studies: speak a little, listen a little, write a structions are forgotten, go back and re- little, read a little. If all 4 skills are difficult peat them again. Otherwise, you risk get- to master in 1 day, break them: today – ting “porridge” in your head.

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The pace of learning for a second lan- use visual and multilingual dictionaries. guage should increase gradually. Do not Summing up, it can be said with con- be afraid that the new language is learning fidence that the answer to the question slowly. A very important point at the ini- “how to learn two languages at the same tial stage of the study is to understand time” was not so difficult to find. The how the language works, what is its struc- most important thing is to choose the ture. Therefore, you will need more time methods and techniques that will suit you to memorize new rules. Studying two personally. If you follow our recommen- languages is a long and laborious process. dations, the training will turn into a fasci- But rest is also necessary. Take 1-2 days a nating journey. week off. Choose those languages that you like, Reference then no similarities and differences will 1. https://www.bbc.com/russian/society/2015/06/150604_vert_fut_how_to_ become a hindrance. If desired, every- learn_30_languages thing becomes possible. If you want to 2. http://graecolatini.bsu.by/htm-proverbs/ learn more than two languages, you can proverbs-latin-class-scholars-ru.htm

236 SCIENCE, RESEARCH, DEVELOPMENT №16 ИСПОЛЬЗОВАНИЕ ГРАММАТИЧЕСКИХ ТРАНСФОРМАЦИЙ ПРИ ПЕРЕВОДЕ ТЕКСТОВ Бектурдиева Ш. С. СлВС Чирчикское высшее танковое командно-инженерное училище Annotation: This article deals with the use of grammatical transformations in the translation of military texts and materials that affect the successful acquisition of foreign language by military personnel. New requirements for language training specialist mean the need to improve the language skills of students and increase their motivation to learn languages. Some types and ways of translations, typical properties of military materials translation are considered. Some research translations of military terms studied. Key words: transformation, grammatical translation, military term, process, military literature, technical, Army, translation characteristic. Аннотация: В данной статье речь идет об использовании грамматических трансформаций при переводе военных текстов и материалов, влияющих на успешное овладение иностранным языком военнослужащих. Новые требования к языковой подготовке специалиста означают необходимость совершенствования языковых способностей обучающихся и повышение их мотивации к изучению языков. Рассмотрены некоторые виды и пути пере- водов, типичные свойства перевода военных материалов. Изучены некоторые исследования переводов военных терминов. Ключевые слова: трансформация, грамматический перевод, военный термин, процесс, военная литература, технический, Армия, характеристика перевода.

Перевод с одного языка на другой русского языков обычно обнаружива- невозможен без грамматических ются следующие явления: 1) отсут- трансформаций. Грамматические ствие той или иной категории в одном трансформации – это в первую оче- из языков; 2) частичное совпадение; редь перестройка предложения (изме- 3) полное совпадение. Необходимость нение его структуры) и всевозможные в грамматических трансформациях замены – как синтаксического, так и естественно возникает лишь в первом морфологического порядка. Граммати- и втором случаях. В русском языке, по ческие трансформации обуславлива- сравнению с английским, отсутству- ются различными причинами – как ют такие грамматические категории, чисто грамматического, так и лексиче- как артикль или герундий, а также ского характера, хотя основную роль инфинитивные и причастные ком- играют грамматические факторы, т. е. плексы и абсолютная номинативная различия в строе языков. конструкция. Частичное совпадение При сопоставлении грамматиче- или несовпадение в значении и упо- ских категорий и форм английского и треблении соответствующих форм и

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конструкций тоже требует граммати- воде, особенно когда он стоит перед ческих трансформаций. Сюда можно числительным. отнести такие явления, как частичное Only in the fields where talent cannot несовпадение категории числа, ча- be hidden have the young conquered – стичное несовпадение в формах пас- the theatre, music, football, computers, сивной конструкции, неполное совпа- physics, fashion. (“Daily Mail”) дение форм инфинитива и причастия, Молодежь выдвигается только в тех некоторые различия в выражении мо- случаях, когда нельзя скрыть природ- дальности и т. п. ного дарования (имеется в виду театр, В первую очередь мы остановимся музыка, футбол, электроника, физика, на артикле, ибо артикль (как опреде- мода). ленный, так и неопределенный), не- Из всех вышеприведенных перево- смотря на свое крайне отвлеченное дов явствует, что игнорирование лек- значение, нередко требует смыслового сического, а иногда и грамматического выражения в переводе. Как известно, значения артикля при переводе при- оба артикля имеют местоименное про- вело бы к неполной или неточной пе- исхождение: определенный артикль редаче содержания. произошел от указательного местои- В русском языке отсутствуют ин- мения, а неопределенный – от неопре- финитивные комплексы, которые так деленного местоимения, которое вос- распространены в английском языке. ходит к числительному один. Эти пер- Рассмотрим лишь перевод инфини- воначальные значения артиклей ино- тивного комплекса с предлогом for. гда проявляются в их современном On its return journey the spacecraft употреблении. В таких случаях их лек- must be accelerated to some 25,000 m.p.h. сическое значение должно быть пере- for it to enter the earth’s orbit. (“The Times”) дано в переводе, иначе русское пред- При возвращении скорость косми- ложение было бы неполным и неточ- ческого корабля должна быть доведена ным, поскольку денотативное значе- приблизительно до 25 000 миль в час, ние артиклей семантически является чтобы он мог перейти на околоземную неотъемлемой частью всего смыслово- орбиту. го содержания предложения (3). Очень В этом случае инфинитивный ком- наглядно выступает его историческая плекс переводится придаточным пред- связь с числительным один в нижесле- ложением цели. дующем примере: Однако очень часто грамматические Yet H. G. (Wells) had not an enemy on трансформации бывают необходимы и earth. (G. B. Shaw) при передаче соответствующих форм и Однако у Герберта не было ни еди- конструкций из-за некоторых расхожде- ного врага на свете. ний в их значении и употреблении. Та- Значение определенного артикля кие расхождения наблюдаются, напри- тоже нередко требует передачи в пере- мер, в употреблении категории числа.

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United Nations Secretary General U ет не перфектной, ни продолжитель- Thant has strongly criticized South Africa, ной формы. Rhodesia and Portugal for their policies Таким образом, все рассмотренные in Africa. (“Morning Star”) явления – отсутствие соответствую- Генеральный секретарь ООН У щей формы, частичное совпадение, Тант подверг резкой критике Южную различия в характере и употреблении Африку, Родезию и Португалию за по- формы – вызывают необходимость в литику, проводимую ими Африке. грамматических трансформациях при Существительное «политика» не переводе. Грамматические трансфор- имеет множественного числа, ибо мации можно подразделить на два слово «политики» является формой вида: перестановки и замены. множественного числа от существи- тельного «политик» – политический ЛИТЕРАТУРА 1. Алексеева И.С. Введение в деятель. переводоведение: Учеб. пособие для Что касается неисчисляемых суще- студ. филол. и лингв. фак. высш. учеб. ствительных, особенно тех, которые заведений. – СПб.: Филологический выражают абстрактные понятия, то факультет СПбГУ; М.: Академия, 2004. здесь количество несовпадений может 2. Бархударов Л.С. Язык и перевод. – М.; быть больше. Например: ink – чернила, Международные отношения, 1975. 3. Качалова Т. А. Практические основы money – деньги, watch – часы, news – перевода. Учебное пособие. – СПб.: новости, и наоборот: to keep the Лениздат; Издательство «Союз», 2002. minutes – вести протокол, to live in the 4. Копанев П.И. Вопросы истории и suburbs – жить в пригороде, on the теории художественного перевода. outskirts – на окраине, grapes – вино- Минск, 1972. 5. Поповиг А. Проблемы художественного град, shrimp – креветки и т. п. перевода. М., 1980. Расхождение обнаруживается и в 6. База данных научных статей по некоторых случаях употребления ин- различным областям науки. – Режим финитива. Русский инфинитив не име- доступа: http://www.elibrary.ru

239 MONOGRAFIA POKONFERENCYJNA КОНЦЕПТ «ВОЗРАСТ» В АНГЛИЙСКОЙ И КАРАКАЛПАКСКОЙ НАЦИОНАЛЬНОЙ КАРТИНЕ МИРА

Г.К. Кдырбаева PhD, доцент кафедры английского языка и литературы, Нукус ГПИ Г.М. Ажимуратова студент, Факультет иностранных языков, Нукус ГПИ

АННОТАЦИЯ Тезис посвящена концепту «возраст» вербализаторами OLD/ҒАРРЫЛЫҚ, YOUNG/ЖАСЛЫҚ в английской и каракалпакской национальной картинах мира. Данное направление позволит нам исследовать язык в ментальном мире человека, с помощью анализа лексических единиц, вербализирующих концепт, который описывает мыслительные деятельности человека. Ключевые слова: концепт, когнитивный анализ, семантический анализ, концептульный анализ, лингвокультурология, словообразование, части речи, национальная языковая картина мира. Key words: concept, cognitive analysis, semantic analysis, conceptual analysis, linguaculture, word formation, parts of speech, national linguistic picture of the world

Концепт «возраст» входит в кон- ниным, Ю.И. Левиным, Г.Л. Пермяко- цептосферу «Man/Адам», исследова- вым, З.К. Тарлановым, Л.И. Швыдкой. ние которого достаточно широко Поговорки рассматриваются как не- представлено в современных лингви- замкнутые предикативные конструк- стических работах. ции и провербиальные фразы (гла- В качестве языкового средства для гольные фразеологические единицы). репрезентации данного концепта при- Рассмотрение ассоциативных свя- нимаются пословицы и поговорки, зей концептов, выражающихся через приводится обзор определений паре- концептуальную метафору и метони- мий с вербализаторами OLD/ мию, способствует более полному ана- ҒАРРЫЛЫҚ и YOUNG/ЖАСЛЫҚ лизу языковых средств выражения представленных в работах английских концептов. Диссертация включает об- и каракалпакских писателей. Рассма- зор работ И.А. Ричардса, М. Блэка, Дж. триваются структурный и семантиче- Лакоффа и М. Джонсона, посвящен- ский критерии разграничения посло- ных развитию теории концептуальная вицы и прочих паремиологических метафора (КМ). КМ является одним из единиц, приводятся принципы разгра- средств пополнения лексического и ничения, применяемые А.И. Гаевой, фразеологического фонда языка. Они В.П. Жуковым, Е.В. Ивановой, А.В. Ку- выделяются на уровне слова, фразео-

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логической единицы и паремии. КМ Реконструкция фреймов выявила возникают благодаря взаимодействию отличие структуры фрейма концепта между различными структурами зна- OLD от структуры фрейма концепта ний (фреймами или сценариями) кон- ҒАРРЫЛЫҚ. Анализ английского лек- цептов (Будаев 2007). сического материала позволил выде- Анализ лексических и фразеологи- лить две вершины фрейма концепта: ческих единиц представлен тремя ста- «Having existed or lived a long time», диями: 1) отбор лексических и фразео- когда речь идет о живом объекте логических единиц с вербализаторами («Human or other living thing») и о не- OLD/ҒАРРЫЛЫҚ и YOUNG/ живом объекте («Material thing»). ЖАСЛЫҚ; 2) семантический и стили- Фрейм каракалпакского концепта как стический анализ отобранных единиц; и в английском имеет две вершину 3) построение дефиниции описываю- «көп жасаҒан, көпти көрген». Данный щих концепт «возраст». Фразеологиче- фрейм активируется, когда речь идет о ский материал для реконструкции человеке или животном, а не о пред- концептов отбирался и анализировал- мете. Английские фреймы могут акти- ся на основе семантической, а не вироваться лексическими единицами структурной составляющей ФЕ, что «antediluvian», «senior», «senile», позволило полнее отобразить рассма- «elderly», «grey», «longeval», «relic», триваемые концепты. Выделенные во «seniority», «relic», «decrepitude», фразеологическом материале семанти- «senectitude», «senescence» и др., когда ческие группы соотнесены с выделен- речь идет о живом объекте, и единица- ными группами лексических единиц, ми «age-old», «crumbling», «long-lived», активирующих фреймы рассматривае- «patriarchal», «rusty» и др. при описа- мых концептов. нии предмета. Фрейм каракалпакского Представление концепта «возраст» концепта активизируется прилага- в английском и каракалпакском языке тельными «ақыллы», «хүрметли», приписывается вербализирующими «сыйлы» «қартайған», «үлкен», словами OLD и ҒАРРЫЛЫҚ. Эти име- «үлкейген», «тозған», «ақ сақаллы», на рассматриваемых концептов, наи- «сақаллы», «бүкшейген», «жыйрықлы», более полно передающие их содержа- «ақ», «мәдарсыз», «күшсиз», «ҳалсыз», ние, синонимичны практически всем «тәжрийбели», «напақашы», «жасы единицам, относящимся к лексическо- Қайтқан», «ғаррылық» и др. и суще- му полю рассматриваемых концептов. ствительными «ғарры», «кемпир», В исследуемый материал включались «кемпир-шал», «ата», «апа», «жас не только единицы, содержащие в сво- үлкен», «от басы», «нураний», «ақ бас», ем толковании компоненты «ақ шаш», «ересек» и др. «old»/«young» и «ғаррылық»/«жаслық», К английским ФЕ, активирующим но и единицы, принадлежащие к их фрейм «Having existed or lived a long ассоциативному ряду. time», относятся ФЕ «as old as the hills»

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(о предмете или человеке), «аs old as OLD насчитывает два основных фрей- Methuselah» (о человеке). ФЕ «оf old (of ма и 16 субфреймов, фрейм концепта old times / days)» может описывать как ҚАРТАЙҒАН имеет три основных очень старого человека, так и старый фреймов и 13 субфреймов. Фрейм кон- предмет. Каракалпакские ФЕ, активи- цепта YOUNG представлен одним ос- рующие фрейм «көп жасаған, көпти новным фреймом и семью субфрейма- көрген», включают единицы «атам ми, фрейм концепта ЖАСЛЫҚ также замандағы», «әййемги заманнан состоит из основного фрейма и семи киятырған», «жарым жан», «ийт жан- субфреймов. лы», «көзиниң тирисинде», «тирсек Анализ языковых единиц, активи- ғарры/кемпир», «төрт түлиги сай», рующих фреймы концептов OLD/ «көпти көрген» и др. обладающие по- YOUNG и ҒАРРЫЛЫҚ/ЖАСЛЫҚ, по- вышенной экспрессивностью антони- зволяет выделить общую для рассма- мичных значении, и можно отметить, триваемых концептов характеристику. что в каракалпакской фразеологиче- Эти концепты статичны, т.е. их фрей- ской картине мира “возраст” репре- мы организуют ситуации состояний, а зентируется двумя семами “потерия не действий. сознании и опыт”. Анализ лексического и фразеологи- Адабиётлар рўйхати 1. ҚараҚалпаҚ фольклоры IV том ческого материала выявил более слож- ҚараҚалпаҚ наҚыл маҚаллар, Нукус, ную организацию фреймов концептов Каракалпакстан, 1978г. – 375 б. OLD и ҚАРТАЙҒАН, чем концептов 2. Andrew Lang, The blue fairy book. 5th YOUNG и ЖАСЛЫҚ. Фрейм концепта ed. – London: Longmans, 1991.

242 SCIENCE, RESEARCH, DEVELOPMENT №16 THE USE OF GAMES AS A STRATEGY OF DEVELOPING COMMUNICATIVE COMPETENCE OF LEARNERS

Маrg’ubaxon Abduxamidovna Vaxobova Almalyk Branch of Tashkent State Technical University Senior teacher of department of social-humanitarian sciences Tashkent, Uzbekistan Abstract The article is aimed at discussing the potential of learning games to develop communicative competence of learners. In particular, a special emphasis is placed on the didactic value of games in reinforcing learners to use the target language for real communication needs. Key words: games, strategy, communication, competence, target language, language use. Аннотация Целью статьи является обсуждение потенциала обучающих игр для развития коммуникативной компетентности обучающихся. В частности, особое внимание уделяется дидактической ценности игр в том, чтобы побудить учащихся использовать целевой язык для реальных потребностей общения. Ключевые слова: игры, стратегия, общение, компетентность, целевой язык, использование языка.

Games are learner-centered. It is known rooms. Games are supposed to encourage that games are characterized as communica- learners to use the language for communicative activities that mainly engage learners in tion. the learning process. It can be said that the Games create a meaningful context for role of the EFL teacher using games in the language use as claimed in A. Wright and classroom is restricted and limited to a others’ book (5, 2009). Games are mainly higher degree. This is the main element of replicas of real life situations and human ex- CLT and other modern approaches of lan- periences as well as daily activities of learners guage teaching. Games are mainly designed and this nature of games can be a good factor for the sake of learners and motivating them to be meaningful and this can make learners to acquire the target language. involve in the meaningful learning situation. It is vital to deal with the fact that games They also help the teacher to create contexts promote communicative competence of in which the language is useful and mean- learners. Communicative competence devel- ingful. The learners want to take part and in opment is the main objective of modern order to do so must understand what others language teaching methodology. Modern are saying or have written, and they must language educators focus on the develop- speak or write in order to express their own ment of language learners’ communicative point of view or give information. The need competence and this problem can be solved for meaningfulness in language learning has through applying games in the EFL class- been accepted for some years. A useful inter-

243 MONOGRAFIA POKONFERENCYJNA pretation of ‹meaningfulness› is that the well known that games tend to be joyful and learners respond to the content in a definite interesting especially for young learners and way. If they are amused, angered, intrigued pupils are motivated to use the target lan- or surprised the content is clearly meaning- guage providing they are challenged with ful to them. Thus the meaning of the lan- appropriate games in the classroom. Games guage they listen to, read, speak and write are designed to attract pupils’ attention and will be more vividly experienced and, there- interest in the learning process and conse- fore, better remembered. quently it leads to motivational growth of According to Huyen, there are consider- learners. able advantages of implementing games It should be also noted that games tend to into classroom practice as outlined below: reduce learning anxiety. Modern language a) learners are more relaxed and anxiety teaching approach focuses on teaching the free because of the relaxed atmosphere cre- target language as anxiety-free as possible. As ated by using games; b) learners are active stated by G. P. McCallum, games are consid- and competitive due to the competitiveness ered to be good ways of relieving stress and brought by games-use in the language class- anxiety of learners in the classroom. Games rooms; c) pupils are highly motivated be- are also regarded as relieving fear and frus- cause of the motivation that games brought tration of learners in the classroom because to the classroom; d) the effectiveness of they are deliberately intended and designed games can be noticed and perceived by the to make learners actively participate in the fact that learners tend to learn more quickly learning process and relieve their anxiety and acquire the linguistic materials better in and fear. It should be noted that games inte- a stress-free and comfortable environment grate various linguistic skills. Through apply- (1, 2000). ing games in the classroom the EFL teacher This makes it clear that using different can enable learners to use four language games can be viewed as a teaching strategy skills such as reading, writing, speaking and which aims at promoting communicative listening (2, 2000). competence of language users and enable These linguists and researchers have language teachers to design task-oriented found out that games can, being an element activities that involve their learners in cre- of competition, have a language-building ative language use. Games are often defined character. Using games in language class- as task-based and have a tendency to urge rooms can lead to a purposeful use of lan- the production of fluent language, have a guage of learners. In other words, these ac- task to serve as enjoyable communicative tivities create a meaningful context for lan- activities. It is asserted that the purpose of all guage use because games are communica- language games is for learners to “use the tive and interactive in nature. The language for real life communication”. communicative character of games also Also, games are viewed as a teaching makes learners play with language and strategy which increases motivation of learn- communicate as well as interact with each ers as mentioned by G. Petty (4, 2004). It is other during the learning process, which

244 SCIENCE, RESEARCH, DEVELOPMENT №16 enhances unconscious acquisition of in- poses in language teaching field. From this puts. They claim that most learners who perspective, it can be said that games can have experienced game-oriented activities help the EFL teachers to teach grammar for hold positive attitudes towards them. communication because research has It should be also noted that games en- shown that games proved to be fruitful ac- courage creative and spontaneous use of tivities to promote interaction, communica- language. To be more accurate, games pro- tion and cooperation in language class- mote learners to use the language more cre- rooms. In addition, during playing games atively and spontaneously. It provides pupils learners are supposed to use the target lan- with an opportunity to create new patterns of guage to persuade, argue, express an opin- language, to use new vocabulary items and ion, make a decision, inform, convey mean- lexical and syntactical patterns when they are ing and other daily activities which are basic engaged in the games. communication elements that are used, ut- It is known that games construct a co- tered in everyday lives. operative learning environment. Games In conclusion, the benefits of using encourage cooperation because they are games in language-learning context can be designed to make learners work in groups summed up as: a) games are learner cen- and interact with each other in the learning tered; b) promote communicative compe- process and work in cooperation with oth- tence; c) create a meaningful context for er members of the group. Games are dis- language use; d) increase learning motiva- posed to have the nature to involve more tion; e) reduce learning anxiety; f) integrate participants in the game. Finally, it is be- various linguistic skills; g) encourage cre- lieved that games foster participatory atti- ative and spontaneous use of language; h) tudes of the learners. In other words, games construct a cooperative learning environ- can encourage learners to participate in the ment; i) foster participatory attitudes of the learning process because they tend to be learners. All of these benefits make up the interesting and joyful for a majority of potential of games to enhance communica- learners. tive competence. In this connection, it should be high- REFERENCES lighted that the aim of all language games is 1. Huyen. A practical handbook of language to encourage learners to “use the language”. teaching. Harlow: Longman.-2000. This can be interpreted in the following 2. McCallum, G. P. 101 word games: For learners of English as a second or foreign language. way: today a new paradigm in language Oxford: Oxford University Press, 2000. teaching has appeared and this paradigm 3. Musilova L. Use of Games in English Lan- simply means the fact that “language is con- guage Teaching. Masaryk University in Brno ceptualized as a means of communication, Faculty of Education. -2010. communicative function of language is 4. Petty, G. Teaching today: a practical guide. Cheltenham: Nelson Thornes Ltd. 2004. highlighted and language is taught for not 5. Wright A., Betteridge, D and Buckby, M. internalizing its internal rules and system Games for language learning. Cambridge: but for using it for communicational pur- Cambridge University Press, 2009.

245 MONOGRAFIA POKONFERENCYJNA MAIN PRINCIPLES OF ICT-ASSISTED LANGUAGE LEARNING AND TEACHING

Маrg’ubaxon Abduxamidovna Vaxobova Almalyk Branch of Tashkent State Technical University Senior teacher of department of social-humanitarian sciences Tashkent, Uzbekistan Abstract The article discusses the essential principles of ICT-based language learning and teaching. It specifically deals with the potential of ICT tools and techniques to develop language acquisition and real language use of English as a foreign language. Key words: ICT, learning, teaching, computerized learning, ICT tools, language acquisition, language use. Аннотация: В статье рассматриваются основные принципы изучения и преподавания языка на основе ИКТ. В частности, речь идет о потенциале инструментов и методов ИКТ для развития овладения языком и реального использования языка для изучающих английский язык. Ключевые слова: ИКТ, обучение, преподавание, компьютеризированное обучение, инструменты ИКТ, овладение языком, использование языка.

Nowadays, language teaching and ICT tools and techniques into teaching learning process is dealt with under the field of language skills and this approach framework of many approaches and prin- has been proved to be productive in ciples such as communicative language teaching integrated skills in language teaching (CLT) approach, ICT-assisted teaching context. learning and teaching, Linguocultural ap- Here, it should be highlighted that the proach, Content-based learning, Task- aim of all language teaching contexts is to based method and other ways of language encourage learners to study foreign lan- teaching and learning theories. Particu- guage by motivating them through vari- larly, in recent years the significance and ous ways such as using ICT, for example. use of ICT in teaching foreign languages It can be said that ICT tools can help the is highlighted. From this viewpoint, it can French as foreign language teachers to be noted that all dimensions of language teach integrated skills for effective lan- teaching such as language skills (speak- guage mastery and development for coming, reading, writing and listening) and munication because research has shown sub-skills as vocabulary, pronunciation that ICT tools proved to be fruitful activi- and grammar have been taught through ties to promote interaction, communica- ICT application in language classrooms in tion and cooperation in language class- modern FLT teaching. In this connection, rooms. In addition, during ICT-based it should be emphasized that language lessons learners are supposed to easily use practitioners and educators have applied the target language to persuade, argue,

246 SCIENCE, RESEARCH, DEVELOPMENT №16 express an opinion, make a decision, in- beneficial effects on ICT in language form, convey meaning and other daily teaching and learning. To be more pre- activities which are basic communication cise, its benefits in effective language ac- elements that are used, uttered in every- quisition process are determined by the day lives. They can easily pronounce the following aspects: networked collabora- words, utter sentences after the recorded tive interactions, use of emails, bulletin audio materials when they are supposed boards, and chat rooms. As the authors to repeat after them when it is a listening state, ICT can promote live exchange of class, for example. language chunks between non-native and Using ICT tools in language class- native speaker. rooms can lead to a purposeful use of Jin and Erben (2007) also claim that language of learners and development of the use of ICT in the EFL classroom can four language skills to a certain extent (4, promote proficiency in all language 2008). In other words, these computer- skills – speaking, writing, reading, and ized lessons create a meaningful context listening, including intercultural commu- for language use because computer-assist- nication as well. Erben (1999) found out ed lessons are communicative and inter- that networked computer-mediated com- active in nature. The communicative munication activities can foster language character of ICT tools also makes learners production of learners because learners play with language and communicate as were provided an opportunity to work well as interact with each other during the without direct supervision and control of learning process, which enhances uncon- teacher. scious acquisition of inputs via ICT According to the results of the study means. by Lotherington and Xu (2004), the use of The use of IC technology is useful for IC technologies for communicative pur- an opportunity of accessing authentic poses promotes language play which is an materials as well as creating original re- important factor in second language de- sources for teaching learners. This can velopment. It means that the EFL teacher also be supported by the following Chi- using ICT in the language classroom can nese proverb (1, p 79): “Use technology encourage learners to develop their lan- with me, I’ll participate, I’ll transfer, I’ll guage skills. employ, and I’ll create.” This viewpoint is It should be noted that the use of ICT also supported by the following author (2, in the English as a foreign language class- 2001): it should be noted that creating room can reinforce the following poten- tasks that is appropriate for the learners in tial and advantageous aspects of IT activi- terms of their learning potential and com- ties as mentioned in Erben (1, p 79): puter literacy level is important and needs The EFL teacher can choose technol- considering. ogy supporting text with colorful images Similarly, according to Toyoda and like photos, graphs, or charts because of Harrison (2002), there are a number of its potential as its visual representation;

247 MONOGRAFIA POKONFERENCYJNA

The EFL teacher can choose ITs pro- and g) using virtual learning environ- moting vocabulary, grammar, and listen- ments in the classroom (3, 2000). ing acquisition such as exercise builders, In conclusion, the following inferenc- as well as digital stories, audio podcasts ing remarks and recommendations can be and online videos (you Tube) as mentions formed: by the author. The ICT application in language class- These lines make it clear that the EFL rooms in modern EFL teaching can rein- teacher should create IT activities foster- force the development of integration of ing both types of interaction such as com- four language skills; municatively accurate interactions and The ICT-based teaching can promote communicatively effective interactions. interaction, communication and coopera- Communicatively effective interactions tion in language classrooms; are usually reinforced by the use of ICT The computerized lessons can create a while communicatively accurate interac- meaningful context for language use and tions are fostered by the French as foreign create original resources for teaching language teachers. learners; By reviewing the literature related to The application of ICT-based tech- the topic we have classified problems of nologies can not only promote language using ICT in the EFL classroom into some teaching and learning process, but also categories such as a) e-creation tools: the facilitate language assessment and testing tools that enable an EFL learners to play in language acquisition process; with and use language in creative, ex- The use of ICT in language classrooms ploratory sense while simultaneously can reinforce language acquisition for real constructing materials against which life communication, everyday use of lan- learning performance can be measured; guage for communication needs. b) e-assessments, rubrics, and grading online. These tools include podcasts, REFERENCES Power Point, moviemakers, audiomakers, 1. Erben, T. Constructing learning in a vir- and web publishing; c) e-communication: tual immersion bath: LOTE teacher education through audiographics. In r. Debski using online tools such as email, instant and M. Levy Lisse (Eds.), 1999. messaging, and discussion boards that 2. Chapelle C.A. Computer applications in foster EFL written and spoken interac- second language acquisition. Cambridge: tion; d) the category which deals with Cambridge University Press, 2001. writing/reading-facilitative e-tools, such 3. Kern, R. and Warschauer, M. Introduc- as wikis, blogs, whiteboards, and web- tion: Theory and practice of network- based language teaching, 2000. quests; e) the category which focuses on 4. Recesso, A. and Orrill, C. Integrating tech- listening-facilitative e-tools such as vod- nology into teaching: The technology and casts, audioblogs, accessing audiolibrar- learning continuum. Boston: Houghton ies, and podcasts; f) e-assessment tools Mifflin, 2008.

248 SCIENCE, RESEARCH, DEVELOPMENT №16 YOUTH ARE THE DECISIVE FORCE OF TODAY AND TOMORROW

Alimova Marhaboxon Teacher of ASU, department national idea, spirituality bases and law education, Azamov Toxirjon Toshtemir o’g’li senior student of ASU, faculty of social-economy, Abdurasulov Xolmuhammad Muhammadqodir o’g’li third course student of ASU, faculty of social-economy, Nodirbekov Furqatbek second course student of ASU, faculty of social-economy Annotation: this article explains the attention of the government to young generations to grow up them both mentally and physically healthy with examples. Key words: Youth, right, talent, ability, opportunity, obligation. Аннотация: В этой статье показано на примерах то какое внимание уделя- ется на образования подрастающего покаления,на воспитание всесторонной развитой личности в нашей стране Ключевые слова: молодёжь,право,талант,возможности,обязательство

It is natural that a well-educated per- mov’s ideas are appropriate for the intel- son will sacrifice himself for the country’s lectual potential of young people: «Today worthy place in the world community. is no secret that the 21st century we live in Every nation, first of all, is strong in its is a century of intellectual wealth. Who- high culture and spirituality. In the first ever does not understand this truth in years of independence, the idea was put time, if intellectually, the pursuit of intel- forward by President Islam Karimov: «In lectual wealth does not become a daily life the future, Uzbekistan should admire the for every nation and state, then such a world, not only with a highly developed state will be left out of the way of world economy, but also with educated, spiritu- development. A deeply well-informed ally mature children.» * Indeed, today, our state, for which the society, which has government and our government have drawn such conclusions and strives for the opportunity to be independent, self- the promotion of the international com- centered and have a high intellectual and munity and developed countries, first of spiritual potential and to be the happiest all, today is a harmonious generation, the and happiest people in the world, it works. greatest and, most important, the most This is evidenced by the fact that the rela- sacred goal. «* tionship between youth and education The adoption of the law «On the prin- has risen to the level of public policy. ciples of the state youth policy» was Today, our first President Islam Kari- adopted at the beginning of the sover-

249 MONOGRAFIA POKONFERENCYJNA eignty of our state, on November 20, cratic organizations to bring the essence 1991, the first order of the President of the of the law to the people and increase the Republic of Uzbekistan, For the good activeness of the youth. The young people generation ratified by the Oliy Majlis of who deeply study the essence of the law the Convention» On the rights of the and use their opportunities effectively, child «, which incorporates human rights demonstrate their talent and talent. The norms of the international law of young achievements of youth at international people in 1992, Over the past years, in ad- competitions, republican competitions, dition to the constitution and code, about conferences and sports competitions are a 30 laws, decrees and resolutions of the clear proof of this. President, about 50 resolutions of the But among us, there are some of us Cabinet of Ministers, and a number of who are spending their time in gold normative and normative acts have been without using the opportunities given to adopted. Uzbekistan is also a participant them as «The rice is not dry». These of more than 30 international human young people spend most of their time rights instruments aimed at ensuring the on their websites. Unfortunately, today, rights and freedoms of young people di- on the Internet, information attacks on rectly. It can be seen that the state youth young people’s minds are getting worse. policy in our country is based on the na- According to statistics, Odnoklassniki is tional legislation and universally recog- popular among people aged 14-55, with nized rules of international law. more than 135 million members world- As in all spheres, there are changes wide. The number of visitors to the site and additions to the laws, as well as from during the daytime is about 30 million the interests of the people, as the years go people a day. Today, 80% of our country’s by. Dear President Shavkat Mirziyoev, we population uses mobile devices. Most are implementing a number of practical people say that they are schoolchildren work aimed at educating the younger and college students. After all, no one generation and raising them as a compre- guarantees that the age of a young man hensively developed human being. The who has just stepped into a bigger life most important of these reforms is the will not be broken through this cellular law «On state youth policy», adopted on communication device. Therefore, I 14 September 2016 and consisting of would like to invite you to use the Inter- 33 items. Implementation of this law is a net in every educational institution as a part of the Roadmap for the five priority specific course. Young people who are directions of the development of the Re- immune to illusions in their own minds public of Uzbekistan for 2017-2021 devel- are, of course, free to use the information oped by the President of the Republic of they need from the internet and use it Uzbekistan. is a clear proof of this. At efficiently. present, many positive work and reforms The President of our country, are being carried out by various bureau- Shavkat Mirziyoev, is working to im-

250 SCIENCE, RESEARCH, DEVELOPMENT №16 prove the leisure of young people and to country, everybody lives in peace and increase their intellectual potential. happiness in the future. «The President of Uzbekistan empha- The youth of our country has a great sized the importance of revitalizing the creative, intellectual, socio-political po- reader’s tradition among our people, tential. It is one of the most important and the efforts made in this direction tasks to mobilize this power and potential are remarkable. In this regard, in Sep- for peace, the prosperity of the Mother- tember 2017, in order to strengthen the land and the people’s prosperity. ideological immunity of the youngsters, competitions « a book I have read love- List of used literature: 1. Karimov.I.A. Barkamol avlod orzusi. ly» and «The best reader» were organ- T.:1997.-B.160. ized in educational institutions. 2. Karimov.I.A. Ona yurtimiz baxt-u iqboli Through these activities, students will va buyuk kelajagi yo’lida xizmat qilish-eng be protected from various ideas and oliy saodatdir. ideologies, their ideological immunity 3. T,:O’zbekiston, 2015. -B.268. will be strengthened, and will contrib- 4. 2017-2021 yillarda O’zbekiston Respub- likasini rivojlantirishning beshta ustuvor ute to the establishment of high spiritu- yo’nalishi bo’yicha Harakatlar strategiyasi- ality in society. «* ni Xalq bilan muloqot va inson manfaat- In short, we need to be thankful to lari yili da amalga oshirishga oid Davlat God that we live in a state of peace. We all dasturini o’rganish bo’yicha ilmi-uslubiy know about the bloodshed in the neigh- risola. 2017. T,:Ma’naviyat. B.205. 5. O’zbekiston Respublikasi “Tasviriy oyina” boring countries. They have every day ijodiy uyushmasi “Inson manfaatlari ham- fighting, quarrels, in one’s heart, no confi- ma narsadan ustun” dence in tomorrow. In our independent 6. T. 2017-y.25-b

251 MONOGRAFIA POKONFERENCYJNA INTERNATIONAL STANDARDS OF LABOR AS SOURCE OF LABOR LAW: CURRENT PROBLEMS OF THEIR CLASSIFICATION

Ibragimova Mukhlisa Paridunovna Teacher of the Department of Labor Law, Tashkent State University of Law, Uzbekistan. МЕЖДУНАРОДНЫЕ СТАНДАРТЫ ТРУДА КАК ИСТОЧНИК ТРУДОВОГО ПРАВА: АКТУАЛЬНЫЕ ПРОБЛЕМЫ ИХ КЛАССИФИКАЦИИ

Annotation: The scientific article is devoted to the problems of classification of sources of the international labor law in the context of globalization. Recently, at the level of international organizations new approaches are formulated to the classification of the sources of international labor law that is determined by the challenges of globalization. Keywords: international labor law, sources of law, classification, globalization, labour rights, ILO acts, UN acts. Аннотация: Научная статья посвящена проблемам классификации источников международного трудового права в условиях глобализации. В последнее время на уровне международных организаций формулируются новые подходы к классификации международных актов, являющихся источниками международного трудового права, что определяется вызовами глобализации. Ключевые слова: международное трудовое право, источники права, классификация, глобализация, трудовые права, акты МОТ, акты ООН

The sources of international labor law The so-called soft law occupies an are international legal acts, and also other important place among the sources of in- non-personal acts, which regulates indi- ternational labor law. Soft law has no vidual and collective labor relations at in- blinding judicial force for states, but it is ternational level, and also domestic legis- the guideline for domestic politics of lation which regulates individual and col- states. The acts of soft law are Recom- lective labor relations with foreign ele- mendations of ILO, Charters of Council ments. of Europe, model legislation of Common- The sources of international labor wealth of Independent States (CIS). law almost always have more abstract The discussion about hierarchy of and generalized nature than acts of do- sources of international labor law is still mestic legislation, because they are ap- under way. The main question of this dis- plied in countries with different eco- cussion is correlation between acts of nomic conditions, social, judicial and UNO, ILO and regional international cultural traditions. acts. There are no formal differentiations

252 SCIENCE, RESEARCH, DEVELOPMENT №16 of these acts by judicial force. In practice ings concerned in particular European the principle lex specialis derogat legi countries. They resulted, for example, in generali is usually used. the 1950 agreements concerning Rhine One of the peculiarity of sources of Boatmen and the 1956 European Con- international labor law is that not only vention Concerning the Social Security of ratified international acts have blinding Workers Engaged in International Trans- force, but also generally acknowledged port. principles of international law have status The treaties adopted by the United of source of law. Thereupon the ILO’s Nations and its specialized agencies, such Declaration on Fundamental Principles as the United Nations Educational. Scien- and Rights at Work which contains 4 fun- tific and Cultural Organization (UNES- damental principles and rights at work is CO), are not directly related to issues of very significant. labor and social security since those fields Sources of international labor law are are the special preserve of ILO within the mainly to be found in the Conventions and UN structure. General instruments, such Recommendations adopted by the ILO. as the International Covenants on Human International labor instruments have also Rights, nevertheless cover all or some of been produced by regional institutions the fundamental labor freedoms and so- such as the Council of Europe and the cial rights. We shall not analyze them Arab Labor Organization, to say nothing during our course because they deal with of the European Union›s specific legisla- human rights in more general terms. It tion. However, ILO cooperates with these should be noted, however, that the over- institutions on the preparation of their re- sight mechanisms for their application are spective texts to avoid conflicts. In some markedly different from those of ILO. cases (as for the Council of Europe), the The sources of international labor law organizations exchange observers who sit are quite various. That’s why any classifi- in on certain meetings of the other cation of sources of international labor institution›s supervisory bodies, in order law can promote a better understanding to ensure that the decisions taken by those of the body of interest. bodies are as coherent as possible. International labour Conventions and Numerous bilateral and multilateral Recommendations differ from the point treaties are also concluded in the field of of view of their legal character: Conven- labor and social security. Those treaties tions are instruments designed to create deal specifically with migration, equality international obligations for the States and the transfer of social security entitle- which ratify them, while Recommenda- ments. They are too numerous and ditions are not designed to create obliga- verse to be analyzed. In some cases ILO tions but to provide guidelines for gov- has convened a special conference to dis- ernment action. cuss a topic of interest to only a limited More particularly international labour number of States. In the past those meet- Conventions have a number of specific

253 MONOGRAFIA POKONFERENCYJNA features which can be grouped under nected with the Constitutional frame- three main ideas. Firstly, they are adopted work of ILO Conventions, such as the in an institutional framework., Thus the nature of the competent authority con- adoption of Conventions does not follow templated by Article 19 of the Constitu- the type of diplomatic negotiation which tion of the ILO and the practice of reser- is usual in the case of treaties, but it is vations to multilateral Conventions. In prepared by discussions in an assembly the latter case an ILO memorandum was which has many points in common with submitted to the International court of parliamentary assemblies. The institu- Justice in the genocide case and it set tional character of these instruments also forth the reasons why international la- explains the rules relating to their signa- bour Conventions cannot be ratified sub- ture and to the deposit of ratifications. ject to reservations. For the same reason, the interpretation of Similarly, the revision of a Convention Conventions cannot be given by the States cannot be decided by the States parties to parties to them, but can be given only by it, but by the General Conference, which the International Court of Justice. is the legislative body of the Organization. Finally, the Director-General of the REFERENCES ILO is frequently consulted by govern- 1. Ametystof E.M. International law and la- ments as to the interpretation of Conven- bor. M: International Relations, 1982. tions and the opinions which he gives, with 2. The Universal Declaration of Human Rights URL: http://www.un.org/russian/ the proviso that he has no special compe- documen/ tence in the matter, are communicated to 3. Kiselev IJ Comparative labor law. M.: the Governing Body of the ILO and pub- Prospekt, 2005 lished in the Official Bulletin, and seem to 4. International Covenant on Economic, So- be tacitly accepted. They provide authori- cial and Cultural Rights URL: http:// www. un.org/russian/documen/ tative documentation on the subject and 5. The UN Convention “On the Elimination have acquired considerable weight. A very of All Forms of Discrimination Against large number of such opinions have been Women” from 1979http://www.un.org/ given by the ILO over the years. russian /document Lastly, legal opinions on important 6. The UN Convention “On the Rights of the matters were given in memoranda from Child” from 1989 URL: http://www.un. org/russian/documen/ the Director-General or the Legal Adviser 7. The ILO Constitution URL: http:// of the ILO concerning questions con- avia3000.narod.ru/Org/

254 SCIENCE, RESEARCH, DEVELOPMENT №16 ANNOUNCING THE PARLIAMENTAL LIFE IN THE EDITIONS OF THE CENTRAL ASIAN STATES

Yulduz O’RMONOVA, Student Supreme journalism courses Master’s Degree Annotation This scientific article is dedicated to learn announcing the parliamental life in the press editions. Аннотация Это научный статья посвящается деятельность освещения на прессе.

Parliament is one of the organs of state form the public about the news, especially power, its deputies are elected by the in the legislature, and to educate the par- people and its interests are protected in liament about the people›s attitude. parliament. It is well known that the par- Looking at Central Asian countries, liament exercises legislative power, is it we see that the policies of neighboring has the absolute right to adopt the law of countries are close to each other. The the state. Parliament of Uzbekistan is the Oliy Maj- Though today the parliament is recog- lis of the Kyrgyz Republic, the Supreme nized as the main achievement of demo- Council in Kyrgyzstan, the National As- cratic states, its history is measured by sembly in Kazakhstan, the Supreme centuries. The meaning of the word «par- Council of Tajikistan, the Assembly in liament» is derived from the word «talk» Turkmenistan, and the Central Asian when translated from the French lan- Council of Jihot Council. guage, meaning «place of official commu- From history we know that any coun- nication». try that has gained independence pays «Place of Official Speech» – its legisla- special attention to the establishment of tive power is different in every country, its parliament, thus ensuring the priority but it performs one function, ie each par- of citizens and the realization of the po- liament participates in defining and im- litical will of the people. This is one of the plementing internal and external policies most important principles of the demo- of the state. Duma – Russia, Congress – cratic state of law. Therefore, it is impos- USA, Bundestag – Germany, Kortes – sible to imagine the independence of the Spain, Grand National Assembly – Tur- country and the people›s power without key, Knesset – Israel, Seym – Polish Par- parlameting. liament. Parliamentary life is regularly «For the first time after the elections to covered in political publications of coun- form the Oliy Majlis, on 23-24 February tries around the world. Here we can see 1995, the first session of the first convoca- that it is important for the media to in- tion of the Oliy Majlis of the Republic of

255 MONOGRAFIA POKONFERENCYJNA

Uzbekistan was held and the first elected in the title, text, pagans of these newspa- Oliy Majlis was officially launched.» pers. Also, info graphics, the history of Article 76 of the Constitution of the the day, the giving of news in short lines Republic of Uzbekistan states: «The Oliy attract the reader. Majlis of the Republic of Uzbekistan is the Among such Central Asian states’ supreme state representative body, which editions “Egemen Kazakhstan”, one of exercises legislative power. The Oliy Maj- the world›s leading media outlets, is lis of the Republic of Uzbekistan consists published once a week. He and KazIn- of the Chamber of Commerce and Indus- form are the main political source of try (lower chamber) and the Senate (the Kazakhstan and the source of national upper chamber). The Legislative Cham- information. Turkmenistan›s state-run ber of the Oliy Majlis of the Republic of news agency TURKMANPRESS, a po- Uzbekistan – five years. « litical newspaper in Turkmenistan, de- «... With the changing of society, the scribes the parliamentary life in Turk- functioning of the bicameral parliament menistan, as well as in the Russian lan- is also developing and becoming more guage Neutral Turkmenistan. The Kyr- interconnected. The perfect law that en- gyz parliament will cover the «Uchkun» forces the interests, rights and freedoms newspaper and the Kabar.kg news agen- of citizens will be adopted, and repre- cy, Asia Plus, the Republican Parliament, sentatives of our people will solve the the Bakhtar news agency and the Afghan most important issues of our develop- parliament. ment. In short, our professional parlia- References: ment serves to strengthen the independ- 1. Islombek BOBOJONOV, Graduate qualifi- ence of the country and to improve the cation work “Higher state representative welfare of our people. « body – Formation and development of The Public Information Agency UzA legislative power in Uzbekistan”, 2014. 2. The Constitution of the Republic of Uz- in Uzbekistan and five days a week «Halq bekistan. – T., 2005. Sozi» (Narodnoe slovo) publishes the leg- 3. Sherzod ZULFIQOROV, Uzbekistonovozi. islature. Today, we see significant changes uz, August 4, 2016

256 SCIENCE, RESEARCH, DEVELOPMENT №16 PHILOSOPHICAL ANALYSIS OF THE RELIGIOUS AND POLITICAL SITUATION IN TURKESTAN

Yusupova Dildora Dilshatovna National Guard of the Pepablic of Uzbekistan Teacher of military-technical institute Annotation: This article is devoted to the analysis of the 1892 Plague riots, analyzed in the context of the religious-political situation in Turkistan in the late XIX century. The article examines the role of religion, which has led to the emergence of a plague of rebellion, its political situation, and the real causes and effects of the colonial policy. Key words: cholera, cholera riot, religious faktor, religious-political situation.

In the late 19th and early 20th centuries in Turkistan there were a number of problems, many of which were cases of sharp use of religious factors or the impact of national and religious values. It should be remembered that the political situation in the country sharply aggravated during this period, and some of the elements of the religion were the reasons for turning these into a religious and political situation. Until the Turkistan conquered the Russian Empire, all political issues were settled on a religious basis, that is, based on the Sharia law and governed by religion. An example of this is the fact that the Kokand Khanate was occupied by Tsarist Russia, that is, before the occupation of Chimkent, the khan army and its troops “took away the people from every neighborhood and took “dua fatiha”them out of the city”1. When the attack on Turkistan, an area belonging to the Kokand Khanate, was also a major factor in the Islamization of the country and the situation related to religion quickly affected the Muslims. «The Commissar of the Tsar declared that Ahmad Yassaviy had been attacked and destroyed by the city. After all, defense lawyers have to stop the war”2. From the above examples it is clear that when Tsarist Russia began to occupy Turkistan, it also affected the weaknesses of the local population – religious beliefs. Through the use of such a religion as a political intrigue, the Tsarist government’s aspirations to pursue its policies are evident in the plague incident that took place in the late 19th century. Dynasty’s integration function was the highest rise in the “plague” rebellion in Turkistan in 1892, and it was reflected in the disorder that the local population was suffering from a cholera. In March 1892, the plague spread to Kabul and Khirot, and then to Jizzakh uezdi of Samarkand region, and then to Tashkent in June of the same year, and this disease becomes a plague autumn. The emergence of this rebellion is a complicated religious-political phenomenon, and the opportunity to bring the

1 Ziyoev H. History of struggle for independence of Uzbekistan: (from the prehistoric times to the beginning of August 31st, 1991). Tashkent: East, 2001.-135p. 2 Ziyoev H. History of struggle for independence of Uzbekistan: (from the prehistoric times to the beginning of August 31st, 1991). Tashkent: East, 2001.-135p.

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Turkistan people to the explosion at that time, namely, the Islamic religion, the tradition and religious rules of Muslims, was thoroughly studied by the Russian Empire and to aggravate the situation through the theological vision of the local population was created by the shock to the religious factor in the political discourse of the plague riot. Because of this riot, we can see how the impact on the religious factor can lead to, and the ability to control or agitate the populace.

The «Plague riot” or the “Toshotar Event “, which caused the people’s patience, was not the burial of the plague, the deadly affliction of Muslims and their burial, but also their aggression. In this case, the majority of the Muslims who were ill had to follow the rules of the Islamic religion to observe the final destination and to prevent them from reading the funeral prayers at night. Analyzing the origins and consequences of this uprising, first of all, it is the government’s attempt to overthrow the mentality of the local people, their religious life, their way of life, and the mentality of the ethnic population, We should not forget that you are trying. The riot that resulted from the abuses of the religious values of the local population was a religious upheaval and has risen to a political level. “The fact that there was a religion in the world at the same time not to wash the corpses and to keep a few days, and to hide the grave of ancestors, seemed to be contradictory to the circumstances of that time”3. The actions of the tsar, ignoring the religious and national values of the local population, have led to the rise of political resentment. In fact, the Tsarist government used the religion effectively in

3 Ziyoev H. History of struggle for independence of Uzbekistan: (from the prehistoric times to the beginning of August 31st, 1991).Tashkent: East, 2001.-159p.

258 SCIENCE, RESEARCH, DEVELOPMENT №16 the process of testing the power of religion and the level of casualties, the use of synergetic methods in the process of working and analyzing the consequences, which led to the deaths of the population. And in the end of the plague, Abulkasim was popular among the people. Because, he negotiated with the Chorus government to stop the Chaos revolt and to withdraw the Russian troops from the old town. “On the 30th of the day, when a large gathering in front of the Hoja Ahrar Mosque,... Abdul Qosim Eshan assures us that it is not surprising that he would be asked to ask Allah for help to bring him out of the horrible plague in the near future”4. In short, Abdul Qosim, in his speech to the people, said that the people would sacrifice themselves to Allah to stop this rebellion and return to the plague. Indeed, Abd al-Qasim died shortly after the assassination, ie on July 4, from the plague. «What’s interesting is that Tashkent’s conditions have been closely followed by the death of the plague. The death of a person who has dedicated himself to God has always led to the wrath of God, who sends plague to the sins of those who are increasingly guilty «5, explains that the religious factor in the social life of the people is important and that it is comforted by all means. Because there was a custom that the Turkistan Muslims could return to the nation by seeking salvation for any sacrifice. This is also the case when it is used to end the illness that caused the “Plague” riot. In summary, the “Plague” riots in Turkistan in 1892 were not just an uprising for the disease, but also because they were unable to resist the degradation of the religious values of the people. In the case of the Turkistan people, the nationalist or religious values inherited from their ancestors were reflected in the example of the Plague Revolution, when the people were trying to spare their efforts to protect it and to protect it with their teeth. The analysis of the religious-political situation of Turkistan in the late 19th and early 20th centuries in the context of the “plague uprisings” shows that every event that has taken place as a result of the invasion policy must be thoroughly analyzed in the present day. Because of this situation and modern religious identity, the porodocal features that give the country’s future outlook come from.

4 Yusupov Sh. Spherical layers. – Tashkent: Spirituality, 1999. -75p. 5 Yusupov Sh. Spherical layers. – Tashkent: Spirituality, 1999. -75p.

259 MONOGRAFIA POKONFERENCYJNA ПРАВОВАЯ СОЦИАЛИЗАЦИЯ И ПРАВОВАЯ КУЛЬТУРА МОЛОДЁЖИ В СОВРЕМЕННОМ ГРАЖДАНСКОМ ОБЩЕСТВЕ

Махмудова Азиза Нугмановна Старший преподаватель, Самаркандский Государственный медицинский институт Аннотация: в статье рассматриваются особенности правовой социализации молодёжи в правовом государстве и современном гражданском обществе, рассматривается специфика функционирования институтов правовой социализации, такие как институт семьи и институт образования. Автор показывает что, повышение эффективности правовой культуры и правовой социализации в современном гражданском обществе может быть обеспеченно посредством координации усилий всех базовых институтов правовой социализации в рамках целенаправленного воспитательного воздействия на молодёжь, а также повышения правовой культуры и других элементов правовой системы гражданского общества. Ключевые слова: правовая социализация, правовая культура, правовое сознание, правовая личность, молодёжь, семья, правовое государство, гражданское общество.

LEGAL SOCIALIZATION AND LEGAL CULTURE OF YOUTH IN MODERN CIVIL SOCIETY Makhmudova Aziza Nugmanovna Senior Lecturer, Samarkand State Institute of Medicine

Abstract: In article features of legal socialization of youth in legal are considered, the state and modern civil society, specifics of institutes of legal socialization, such as institution of the family and institute o education are considered. The author shows that, increase in efficiency of legal culture and legal socialization in modern civil society can be provided by means of coordination of efforts of all basic institutes of legal socialization within purposeful educational impact on youth and also increase in legal culture and other elements of a legal system of civil society. Keywords: legal socialization, legal culture, legal awareness, legal person, youth, family, constitutional state, civil society.

С приобретением государственной ной сфере. Изменилось сознание лю- независимости в республике Узбеки- дей, появились другие ценности: стан произошли существенные пере- свобода, равенство возможностей, де- мены в экономике, политике, социаль- мократия. На фоне всех этих перемен

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весьма правомерен интерес к станов- культура молодежи. Современный пе- лению типа общества, которое в науч- риод требует определенно высокий ной литературе называют «граждан- уровень правового воспитания моло- ское общество». дого поколения. Именно от уровня Следует отметить, что процессы правосознания молодежи зависит бу- формирования в стране свободного дущее управление обществом и госу- гражданского общества, модерниза- дарством. Сейчас большинство людей ции, результаты реформ, прежде все- не осознают своих прав, не замечают го, значимы тем, что направлены на посягательств на них, с легкостью сами поддержку молодежи, повышение ее ущемляют права других сограждан. интеллектуального потенциала, мате- Реальное общество движется и изме- риальное и моральное стимулирова- няется, сохраняя при этом, как прави- ние юношей и девушек. Будущее обще- ло, свою устойчивость, благодаря ства зависит от молодежи и она явля- тому, что в общественном сознании ется основной силой развития. В свою бродят, сталкиваются, вступают во очередь, узбекские юноши и девушки взаимодействие и в борьбу очень раз- достигаемыми успехами в науке и дру- ные ценностные идеи, из которых гих сферах стремятся быть достойны- каждая имеет своих защитников, го- ми заботы и внимания, оказываемых товых воевать за нее до победного им государством. В этом смысле, в про- конца и искренне убежденных в том, цессах демократизации общества, мо- что именно эта идея является главной дернизации страны, формирования и для создания «наилучшего из воз- развития гражданского общества все можных социальных миров», т. е. того более возрастает активность молодежи. «настоящего» общества, к которому Совершенствование в этом направ- человечество неосознанно стреми- лении действующего законодатель- лось с самого своего зарождения. Та- ства, реализация последовательных ким обществом для нас сейчас явля- реформ служат прочной правовой ос- ется гражданское общество, т. е. ассо- новой. Особенно, в центре постоянно- циация свободных граждан, которая го внимания государства находятся ограничивает и контролирует дей- вопросы образования молодежи, вос- ствие государства, обеспечивает ра- питания ее в духе общечеловеческих, венство всех граждан перед законом с национальных ценностей, надежной помощью механизма разделения вла- защиты ее сознания от различных иде- стей и приоритета права. ологических, духовных угроз, форми- Снижение правовой культуры мо- рования у юношей и девушек актив- лодежи подтверждается показателями ной гражданской позиции. криминогенности в молодежной среде, Одним из составляющих элементов распространении экстремистских про- становления гражданского общества явлений. Постепенно все более оче- является правовая и правозащитная видным становится то, что принятие

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многочисленных законов, регулирую- ществе может быть обеспеченно по- щих различные сферы жизни обще- средством координации усилий всех ства, еще не гарантирует их реального базовых институтов правовой социа- исполнения в социальной практике. лизации в рамках целенаправленного Решающее значение здесь приобретает воспитательного воздействия на моло- наличие в индивидуальном и массо- дёжь, а также повышения правовой вом сознании установки на соблюде- культуры и других элементов право- ние закона, готовность руководство- вой системы гражданского общества. ваться в повседневной жизни право- Следует отметить, то что, семья выми нормами. играет ключевую роль в правовой со- Постепенное становление институ- циализации молодёжи, поскольку та гражданского общества складыва- именно в семье осуществляется пере- ется не столько из деятельности от- дача из поколения в поколение пред- дельных индивидов, сколько из взаи- ставлений о социальных нормах пра- модействия организованных групп, ва, что в конечном итоге влияет на объединений, учреждений, органов правовую культуру и поведение моло- местного самоуправления и других дого поколения. Таким образом, семья общественных формирований. В этом как один из базовых институтов обще- случае существенное значение имеют ства непосредственно включена в про- общественные и общественно-поли- цесс трансформационных изменений, тические организации. испытывая на себе воздействия кри- Для построения правового, соци- зисных явлений, что не может не вли- ального, демократического государ- ять на характер её функционирования ства, а также развития гражданского и обеспечение ею функции социализа- общества в каждой стране необходи- ции, в том числе правовой. мо содействовать правовому просве- В заключении своей статьи, хочу щению молодого поколения. Прихо- подчеркнуть, то, что сегодня молодёжь дится часто сталкиваться с правовой Узбекистана взяла верный курс на по- безграмотностью населения. Возни- вышение в общественно-политиче- кает необходимость ее ликвидации и, ской жизни. Так как, наше государство причем начинать этот процесс надо с во главе нашего главы Ш.М. Мирзиёева молодежи. Сегодня каждое государ- всесторонне поддерживает молодое ство нуждается в поколении которое поколение стремящееся в полной мере свободно разбирается в правовых во- реализовать задачи по созданию всех просах, которые знают свои обязан- необходимых условий для обеспече- ности и права способны их осущест- ния своих прав и интересов. Молодежь влять и защищать. нуждается в государстве, которое мо- Повышение эффективности право- жет постоять за себя и защитить их. вой культуры и правовой социализа- Государство нуждается в молодежи, ции в современном гражданском об- которая может и хочет создавать могу-

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щество и будущий прогресс. Исходя из тивного типа их правосознания – на- этого, можно утверждать, что на но- прямую зависит от успешности право- вом этапе развития гражданского об- вого воспитания, осуществляемого щества в Узбекистане, молодежи отве- как в образовательных учреждениях, дено особое место. Очевидно, что реа- так и в рамках семьи влияющих на лизация основополагающей цели пра- формирование ключевых компонен- вовой социализации молодёжи тов правового сознания молодого по- Узбекистана – формирование пози- коления.

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КРОСПЛАТФОРМНА СИСТЕМА ПЕРЕДАЧІ ФАЙЛІВ Овчарук І.В. к.т.н. доцент кафедри інформаційних технологій Державний університет інфраструктури та технологій, м. Київ Тихонов А.О. магістрант кафедри інформаційних технологій Державний університет інфраструктури та технологій, м. Київ

Ключові слова: технологія .NET Framework, .NET Core, ASP.NET, Xamarin. Forms, Mono, FTP, NAT. Keywords: technology.NET Framework, .NET Core, ASP.NET, Xamarin.Forms, Mono, FTP, NAT.

Актуальність.У сучасному світі все мунікаційних мереж, а також аспекти більше інформації зберігають в елек- впровадження новітніх технологій. тронному вигляді – фільми, музика, до- Метою статті є дослідження пробле- кументи, фотографії та інше. Існує про- ми передачі файлів між різними при- блема у швидкій передачі будь-яких строями у NAT та огляд сучасних тех- даних між різними пристроями. Одне з нологій, що необхідні для реалізації рі- рішень проблеми – використання шення цієї проблеми, а також аналіз «хмар». Вони надають можливість збе- проблем протоколу FTP, «хмар» та рігати файли в хмарі, поширювати до- платформи.NAT [6,7]. ступ, але є платними, що створює ряд Викладення основного матеріалу. обмежень при відправці файлів. Ідея Тема повідомлення включає в себе запит роботи полягає у створенні програми до FTP-сервера або відповідь від нього, для відправки файлів будь-якого роз- тип і довжину переданих даних. Як дані міру між різними пристроями (включа- передаються параметри запиту (напри- ючи Android), використовуючи уні- клад, шлях і ім’я файлу), інформація від кальний ідентифікатор пристрою. сервера (наприклад, список файлів у ка- Аналіз останніх досліджень і публі- талозі) і самі файли. Таким чином, ко- кацій. У 1971 році був створений про- манди і дані передаються по одному і токол передачі файлів FTP – він перед- тому ж каналу. Але у FTP є серйозний бачав обмін між клієнтом і сервером недолік – він потребує правильного на- повідомленнями, що складаються з за- лаштування перенаправлення портів [4- головка (72 біт) і даних змінної довжини. 6] на комп’ютер, що створює проблему В роботах Довгого С.О., Воробієнко при передачі файлів на Android із зо- П.П., Гуляєва К.Д., Вишневського В.М. та внішньої мережі (рис 1.). Для вирішення інш. [1-2] розкриваються питання роз- цієї проблеми використовується цен- витку нових поколінь сучасних телеко- тральний сервер та технологія ASP.Net.

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«Перепризначення портів» рисунок 1

Це дозволить клієнтам надсилати файли тику їхнього використання, виключає навіть без налаштування перенаправ- деякі моделі, що зарекомендували себе лення портів [7-8]. як проблематичні при розробці про- C# – об’єктно-орієнтована мова про- грамних систем, наприклад, множинне грамування з безпечною системою типі- спадкування класів (на відміну від C++). зації для платформи.NET. Розроблена У серпні 2000 Microsoft Corporation, Андерсом Гейлсбергом, Скотом Вілта- Hewlett-Packard та Intel Corporation ви- мутом та Пітером Гольде під егідою ступили спонсорами стандартизації Microsoft Research (при фірмі Microsoft). специфікації мови C#, а також Common Синтаксис C# близький до С++ і Java. Language Infrastructure (CLI) в організа- Мова має строгу статичну типізацію, ції зі стандартизації ECMA International підтримує поліморфізм, перевантажен- [4]. У грудні 2001 ECMA випустила ня операторів, покажчики на функції- ECMA-334. Мова програмування C# члени класів, атрибути, події, власти- стала стандартом ISO у 2003 ISO/IEC вості. Перейнявши багато що від своїх 23270:2006 – Information technology – попередників – мов С++, Delphi і Programming languages – C#). До того Smalltalk, мова С#, спираючись на прак- ECMA ще встигла адаптувати еквіва-

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лентну специфікацію як другу редакцію Середовище виконання mono може C# у грудні 2002. виконувати модулі, написані мовами Мова C# розроблялась як мова про- C#, F#, Visual Basic.NET, Java, Boo, грамування прикладного рівня для CLR Nemerle, Python, Forth, JavaScript, PHP і [5] і тому вона залежить, перш за все, Object Pascal (за наявності компілятора від можливостей самої CLR. Це стосу- у середовище.Net/Mono). Очікується ється, перш за все, системи типів C#. також підтримка мов C, Ada 2005 і Eiffel. Присутність або відсутність тих або ін- Xamarin.Forms – дозволяє створю- ших виразних особливостей мови дик- вати мобільні додатки під різні плат- тується тим, чи може конкретна осо- форми, використовуючи C # і.NET. По бливість бути трансльована у відповід- суті він є надбудовою над уже існуючи- ні конструкції CLR. Так, з розвитком ми до нього Xamarin.iOS, Xamarin. CLR від версії 1.1 до 2.0 значно збага- Android і Xamarin.WinPhone. І, на від- тився і сам C#. Проте, ця закономір- міну від них, він дозволяє створювати ність буде порушена з виходом C# 3.0, лише один проект, в якому можна опи- що є розширенням мови, яке не спира- сати всю логіку роботи програми та ється на розширення платформи.NET. його UI. А потім просто компілювати CLR надає C#, як і всім іншим.NET- його під різні платформи. орієнтованим мовам, багато можливос- Переваги Xamarin.Forms: тей, яких позбавлені «класичні» мови • Підхід до створення і роботи з при- програмування. Наприклад, збірка значеним для користувача інтерфей- сміття не реалізована в самому C#, а сом близьким до Windows. Xamarin проводиться CLR для програм, написа- Forms підтримує роботу з XAML. них на C# точно так, як це робиться для • Можна повторно використовувати програм на VB.NET, J# тощо. вже написаний код. У більшій частині Для розробки Android програми бу- він буде працювати правильно. Є у дуть використані технології Mono і платформ обмеження, але вони не на- Xamarin [4]. Mono – багато-платформне стільки великі. вільне відкрите втілення системи.NET, • З того, що Xamarin.Forms схожий з яке відповідає стандартам ECMA, WPF, випливає перевага цієї платфор- включаючи серед іншого і компілятор ми – можна використовувати шаблон C#, і Common Language Runtime. проектування MVVM. Дійсно, Xama- Mono включає компілятор мови rin.Forms має XAML [7,8], візуальні C# – dmcs, середовище виконання. елементи мають BindingContext (ана- NET – mono (із підтримкою JIT) і mint лог DataContext в WPF), є BindablePro- (без підтримки JIT), і ряд бібліотек, perty (аналог DependencyProperty). Та- включаючи реалізацію ADO.NET і ASP. ким чином, можна пов'язувати View з NET. У межах проекту також розробля- ViewModel аналогічно тому, як в WPF. ються прив'язки для графічної системи • Ще одна перевага даної платформи GTK+ на платформі.NET. в тому, що так як UI описується тільки

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в одному місці, то додатки під різними Переваги ASP.NET системами будуть виглядати дуже схо- • ASP.NET має перевагу у швидкості же. Що може бути важливо, напри- в порівнянні з іншими технологіями, клад, в корпоративних розробках. заснованими на скриптах (PHP, тощо); Для серверної реалізації буде вико- • розширений набір елементів управ- ристовуватися технологія ASP.Net [8] – ління і бібліотек класів дозволяє швид- технологія створення web-додатків і ше розробляти додатки; web-сервісів від компанії Майкрософт. • ASP.NET спирається на багатомовні Вона є складовою частиною платформи можливості.NET, що дозволяє писати Microsoft.NET і розвитком старішої код сторінок на C#, VB, C/C++ та ін.; технології Microsoft ASP. На цей час • Поділ візуальної частини та бізнес- останньою версією цієї технології є ASP. логіки; NET Core 2.0 • розширена модель обробки запитів. ASP.NET зовні багато в чому збері- Для спілкування клієнта та серверу гає схожість з технологією ASP, що до- в роботі використовується серіалізація зволяє розробникам відносно легко пе- об’єктів та JSON. рейти на ASP.NET. У той же час вну- Серіалізація (у програмуванні) – трішній устрій ASP.NET істотно відріз- процес перетворення будь-якої струк- няється від ASP, оскільки вона заснована тури даних у послідовність бітів. Зво- на платформі. NET і, отже, використо- ротною до операції серіалізації є опера- вує всі нові можливості, що надаються ція десеріалізації – відновлення почат- цією платформою. кового стану структури даних із бітової Хоча ASP.NET бере свою назву від послідовності. старої технології Microsoft ASP, вона Серіалізація використовується для значно від неї відрізняється. Microsoft передавання об'єктів мережею й для повністю перебудувала ASP.NET, ґрун- збереження їх у файлах. Наприклад, туючись на Common Language Runtime потрібно створити розподілений до- (CLR), який є основою всіх додатків даток, різні частини якого мають об- Microsoft.NET. Розробники можуть пи- мінюватися даними зі складною струк- сати код для ASP.NET, використовуючи турою. У такому випадку для типів практично будь-які мови програмуван- даних, які передбачається передавати, ня, що входять у комплект.NET пишеться код, який здійснює серіалі- Framework (C#, Visual Basic.NET, і зацію і десеріалізацію. Об'єкт запо- JScript.NET). ASP.NET має перевагу у внюється необхідними даними, потім швидкості в порівнянні зі скриптовими викликається код серіалізації, в ре- технологіями, тому що при першому зультаті, виходить, наприклад, XML- зверненні код компілюється і поміща- документ. Результат серіалізації пере- ється в спеціальний кеш, і згодом тіль- дається приймальній стороні, напри- ки виконується, не вимагаючи витрат клад, електронною поштою або через часу на парсинг, оптимізацію, і т. д. HTTP.

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Для найефективнішого використан- об'єкти та інші структури даних. Цей ня даних можливостей необхідно під- формат, головним чином, використову- тримувати незалежність від архітекту- ється для передачі структурованої ін- ри. Наприклад, необхідно мати можли- формації через мережу (завдяки про- вість надійно відтворювати серіалізова- цесу, що називають серіалізацією). Роз- ний потік даних, незалежно від порядку робив і популяризував формат Дуглас байтів, що використовується в цій архі- Крокфорд. JSON знайшов своє головне тектурі. Це означає, що найбільш про- призначення у написанні web-програм, ста і швидка процедура прямого копію- а саме при використанні технології вання ділянки пам'яті, в якому розмі- AJAX. Формат JSON, що використову- щується структура даних, не може пра- ється в AJAX, виступає як заміна XML цювати надійно для всіх архітектур. (використовується в AJAX) під час Серіалізація структур даних в архітек- асинхронної передачі структурованої турно-незалежний формат означає, що інформації між клієнтом та сервером. не повинно виникати проблем через При цьому перевагою JSON перед XML різний порядок проходження байтів, є те, що він дозволяє складні структури механізмів розподілу пам'яті або від- в атрибутах, займає менше місця і пря- мінностей представлення структур да- мо інтерпретується за допомогою них в мовах програмування. Будь-якій JavaScript в об’єкти. За рахунок своєї зі схем серіалізації властиво те, що ко- лаконічності в порівнянні з XML, фор- дування даних послідовно за визначен- мат JSON може бути більш придатним ням, і вибірка будь-якої частини серіа- для серіалізації складних структур. лізованої структури даних вимагає, Якщо говорити про веб-застосунки, в щоб весь об'єкт був зчитаний від по- такому ключі він доречний в задачах чатку до кінця і був відновлений. У ба- обміну даними як між браузером і сер- гатьох програмах така лінійність корис- вером (AJAX), так і між самими серве- на, тому що дозволяє використовувати рами (програмні HTTP-інтерфейси). прості інтерфейси введення/виведення Формат JSON так само добре підходить загального призначення для збережен- для зберігання складних динамічних ня і передачі стану об'єкта. У додатках, структур в реляційних базах даних або де важлива висока продуктивність, файловому кеші. можливо буде доречніше використову- На кожному пристрої необхідно за- вати складнішу, нелінійну організацію реєструватися у програмі. Кожен корис- зберігання даних. тувач може додавати друзів або пристрої JSON (англ. JavaScript Object за унікальнім ідентифікатором, що було Notation, укр. запис об'єктів JavaScript) – отримано у процесі реєстрації. Програ- це текстовий формат обміну даними ма буде відправляти файл до серверу та між комп'ютерами. JSON базується на додавати у базу даних (БД) запит на при- тексті, який може бути прочитаним йом файлу пристроєм. Перед заванта- людиною. Формат дозволяє описувати женням файлу користувач має дозволи-

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«Алгоритм передачі файлів» рисунок 2

ти або скасувати прийом файлу. Для ре- К.Д. Гуляєв. – К.: «Азимут-Украї- алізації цього функціоналу використо- на». –2013. – 608с 2. Вишневский, В.М. Широкополосные вується мова C#. Алгоритм передачі беспроводные сети передачи данных / файлів наведено на рис 2. В.М. Вишневский. – М.: Техносфера, Висновки. В результаті проведених 2005. –592 с. досліджень було розглянуто проблему 3. Port forwarding [Електронний ресурс]. – протоколу FTP та налаштування NAT, Режим доступу: https://en.wikipedia.org/ сучасні технології розробки клієнтських wiki/Port_forwarding 4. Standard ECMA-334 C# Language Specifi- програм і серверу. Також було розгляну- cation, 4rd edition (June 2006) то алгоритм роботи клієнтської частини [Електронний ресурс]. – Режим доступу: програми. Це програмне рішення буде http://www.ecma-international.org/publi- дозволяти пересилати файли будь-якого cations/standards/Ecma-334.htm обсягу між різними пристроями без до- 5. Common Language Runtime Overview [Електронний ресурс]. – Режим доступу: даткового налаштування портів у NAT. https://docs.microsoft.com/en-us/previ- Новизною проведеного дослідження є ous-versions/dotnet/netframework-1.1/ створення програмної системи, що пра- ddk909ch(v=vs.71) цює у.NAT без додаткового налаштуван- 6. About Xamarin [Електронний ресурс]. – ня портів та може передавати файли ве- Режим доступу: https://visualstudio.mi- ликого обсягу між різними пристроями, crosoft.com/xamarin/ 7. XAML Overview [Електронний включаючи Android. ресурс]. – Режим доступу: https://docs. Література: microsoft.com/en-us/dotnet/framework/ 1. Довгий, С.О. Сучасні телекомунікації: wpf/advanced/xaml-overview-wpf Мережі, технології, безпека, економіка, 8. MVC [Електронний ресурс]. – Режим регулювання. – Видання друге (доповне- доступу: https://en.wikipedia.org/wiki/Mo не) / С.О. Довгий, П.П. Воробієнко, del%E2%80%93view%E2%80%93controller

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CИСТЕМА МАШИННОГО НАВЧАННЯ ОЦІНЮВАННЯ ЯКОСТІ КОДУ Остапенко Д. С. Бакалавр Харківський Національний Університет Радіоелектроніки Кафедра Програмної Інженерії

Ключові слова: МАШИННЕ НАВЧАННЯ, ЯКІСТЬ, ПРОГРАМНИЙ КОД, АБСТРАКТНІ СИНТАКСИЧНІ ДЕРЕВА. Keywords: MACHINE LEARNING, QUALITY, SOFTWARE CODE, ABSTRACT SYNTAX TREES.

Американський вчений Том Міт- ників. Якість коду – це математична та челл запровадив широко цитоване обчислювальна величина, так як є бага- формальніше визначення алгоритмів, то правил, технік, шаблонів, тощо, які що досліджують у галузі машинного описують стандарти написання гарного навчання: «Кажуть, що комп’ютерна програмного коду, обчислення склад- програма вчиться з досвіду E по відно- ності, виявлення слабких місць, то про- шенню до якогось класу задач T та міри блему написання гарного програмного продуктивності P, якщо її продуктив- коду можна виділити у окремий клас ність у задачах з T, вимірювана за допо- завдань T, кожна з під задач несе у собі

могою P, покращується з досвідом E.» деяку міру продуктивності Pi (у контек- [1], виходячи з визначення Тома, можна сті якості програмного коду – це будуть сказати, що будь який вид діяльності, загальні правила, ознаки та метрики що можна перекласти у площину «Ма- чистого легкого у підтримуваності тематичного досвіду» буде мати потен- коду), виходячи з цього, різні комбіна- ційне місце для використання алгорит- ції вирішення задач будуть давати різні мів, методів та практик машинного на- величини досвіду E. вчання для автоматизації процесів або/ У якості джерела навчання вико- та отримання кращих результатів. ристовуються заздалегідь підготовлені Якість розробки програмного забез- абстрактні синтаксичні дерева, які опи- печення залежить від багатьох аспектів, сують ті чи інші шаблони або практики але через деякий час існування та роз- написання програмного коду, а на далі витку програмного продукту, одним з використовувати вже натреновані мо- найголовнішим критеріїв якості про- делі при аналізуванні кодової бази кін- грамного забезпечення є його програм- цевих користувачей. Досить вагомим ний код написаний командою розроб- плюсом систем машинного навчання є

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гнучкість, тому користувачі можуть з до написання чистого та стандартизо- легкістю запровадити свої практики та ваного коду. шаблони стандартизованого коду. Також слід зазначити, що викорис- Основним методом виконання ана- тання абстрактних синтаксичних дерев лізу у системі машинного навчання ви- та робота з об’єктно-орієнтованим се- користовується підхід «дерев рішень». редовищем відкриває деякі можливості Гнучкість та швидкість дерев рішення для покращення загального кінцевого дозволяє створювати дуже складні лан- досвіду користування, наприклад, гене- цюжки аналізу з можливістю повторно- рування діаграм класів та об’єктів, на го використання та розширення. Лист- яких будуть зазначені зв’язки між ком- ками цих дерев є предикати, або набір понентами та детально описані пору- предикатів, які базуючись на вхідному шення деяких правил або шаблонів. абстрактному дереві в змозі визначити Ще одним досить цікавим варіантом порушення ти чи інших шаблонів, пра- покращення цієї системи є «Прогнозу- вил чи стандартів написання стандар- вання», аналізуючи кодові бази бага- тизованного підтримуваного програм- тьох проектів та обчислюючи їх загаль- ного коду і створити набір необхідних ний рівень якості, можна навчити цю кроків для рефакторингу. систему заздалегідь прогнозувати деякі Данна система машинного навчання потенційні зміні у структурі програм- може бути використана в наступних них компонентів та своєчасно поперед- галузях: жати власників кодових баз, щодо тих Динамічні аналізатори коду. Ця сис- змін, надаючи корисні поради на основі тема може бути представлена як CLI вже проаналізованих проектів, тим са- утиліта, яка скануватиме проект та ви- мим значно мінімізувати ризик під час водитиме знайдені помилки у розгор- розробки та підвищити загальну без- нутому форматі на веб сторінці; пеку та надійність усього програмного Інтегрування у розподілені системи продукту і його компонентів. контролю версій, такі як Atlassian Роблячи висновок, слід зазначити, Bitbucket, GitHub, GitLab, тощо. Цю сис- що написання якісного програмного тему можна використовувати під час коду є математичною задачею, тому огляду коду командою, що може значно може бути перенесено у математичну спростити та скоротити сам процес, а площину, виходячи з цього, є можли- також суттєво зменшити кількість по- вість покращення та спрощення про- милок, допущенних людиною; цесу написання за допомогою практик Як вже було зазначено, ця система та методів, які пропонує галузь машин- досить гнучка і може «підлаштовува- ного навчання. тись» під стандарти, практики, шабло- Література ни, тощо, задані конкретною командою 1. Nils J. Nilsson, Introduction to Machine розробників для конкретного продук- Learning, Stanford University ту, тому це відкриває ще більше дверей Stanford, 2005, 180 с.

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GAMIFICATION OF ROMANTIC RELATIONSHIPS

Makaruk M. A. Student, group SE-15-5 Kharkiv National University of Radioelectronics Novikov Y. S. Senior Lecturer of the Department of Software Engineering Kharkiv National University of Radioelectronics

Abstract: In this article we looked at existing gamification solutions of romantic relationships and we proposed new ways to improve the mutual understanding of couples using game design techniques. Keywords: gamification, romantic relationship, game-design, mobile application

Gamification is the application of “Couple” – social network, where only game-design elements and game princi- two people can communicate with each ples in non-game contexts. [1] Today other. Has a lot of functions similar to gamification is widely used in various popular social networks and web services fields of human activity: marketing, edu- but also offers more unusual features, like cation, technology design, health care, drawing simultaneously the same picture crowdsourcing, authentication etc. [2] A on different smartphones together. Inter- rarer field is love and romantic relation- esting feature is «The Thumbkiss mode» ship. It also found its place in the field of in which on of users have to place a social interaction in the network, in web thump on the screen so that a fingerprint and mobile applications for couples. appears on the partner’s screen. If the However, a relatively narrow list of tech- second user touches the screen exactly in niques was used in this sphere yet. [4; 5] the place of a print and does not take Examples of mobile application using away the finger for one second, then common gamification techniques: smartphones vibrate. This way “Couple” “Love days” – application for couples provides a rule of communication only in love, which allows you to track impor- with your partner, cooperation and feed- tant events. Most important part is back which allows lovers to feel close even countdown from the date of the begin- from a distance. ning of the relationship, which shows “Happy Couple – love quiz” – is quiz anniversaries be years and days. “Love game application, in which you must days” is example of simple system of guess your partner’s answers and so you achievements, that are reached by stay- will get points for matches. Gaining more ing in relationship and providing statis- points, you will unlock new levels of the tic of user’s activity. game and get new challenges. This appli-

272 SCIENCE, RESEARCH, DEVELOPMENT №16 cation uses elements of competition, re- Table 1 Color indicators ward and unlockables. “Cozi Family Organizer” and “Wun- Green: 80 – 100 points derlist” are task managers which allow Yellow: 60 – 80 points you to create to-do and shopping lists, plan your vacation, make important Red: 40 – 60 points notes, including discussing them with your partner. These applications and sim- Purple: 1 – 40 points ilar to them provide cooperation for users and create possibilities for role playing indicator on a picture of gift, but not the and quests, that can only be created only number of points. by the desire and effort of users but not Another way to evaluate partner’s care with applications by themselves. “sudden evaluation”. If your partner did After considering existing solutions, something nice for you, you can reward we can offer a new solution of gamifica- him with extra points (from 1 to 100) and tion in the field of romantic relationships, send him a message with gratitude and which includes competition between us- indicate what we are grateful for. Partner ers, challenge, reward system, providing can’t see how much points he is given. In statistics for user. The objective of solu- order to users know how to make their tion is development of mobile application partner happy a guide based on popular which provides game-based ways improve psychology works will be made. the mutual understanding of couples. To show how well partners under- Main feature is evaluation of gifts stand each other, we make identical bar- made by each of couple. Every gift must indicators which can be seen at any mo- be entered into a system by taking a pho- ment by each of couple. Value for each bar to. After this each of couple evaluates a can equal from 5 to 1000 points and is gift. One who gives makes “expected eval- calculated in the following way. uation” – his guess how his partner will All coincidences of gifts for last evaluate the gift, from 1 to 100 points, and 30 days are taken and summed up. If there one who is given makes “real evalua- were more than 5 coincidences, there av- tion” – how much he likes the gift, from erage is found and multiplied by 5. In this 1 to 80, and from 1 to 10 for: surprise way we get up to 500 points. We do the (unexpected and surprising gift) and rel- same operations for sudden evaluations evance (gift matches the tastes) – in total for 30 days and get up to remaining from 1 to 100 points. Next, we find coin- 500 points. Users don’t see values on bars, cidence of evaluations – we subtract ex- only degree of filling. To simplify the task pected and real evaluations and the result for users, the maximum of bar will be from 100. To show users coincidence of reached on 900 points. each gift we use indicators of a certain Conclusion: We offered a solution of color for different intervals. User will see gamification of romantic relationship

273 MONOGRAFIA POKONFERENCYJNA which contains in-game rewards for Reference list: knowledge, understanding and care of 1. Huotari, K., & Hamari, J. (2012). Defining gamification. Proceeding of the 16th Interna- your partner, graphical display of results tional Academic MindTrek Conference on – which will encourage both competition MindTrek ’12. doi:10.1145/2393132.2393137 and cooperation to achieve a real-life 2. https://en.wikipedia.org/wiki/Gamifica- goal – strong joyful relations. Further the tion solution can be improved by adding new 3. Best Android apps for couples. 2017. Oc- tober 19. https://androidappsforme.com/ features (advanced training system, quiz apps-for-couples/ system), balancing coefficients in calcula- 4. John, Spacey. 2015. 39 Gamification Tech- tions for each gender according to psy- niques. Simplicable, December 20. https:// chological research and adding features of simplicable.com/new/gamification social networks and calculation the over- 5. Bogost, I. (2011b). How to do things with all rating for a couple. videogames. Minneapolis, MN: University of Minnesota Press.

274 SCIENCE, RESEARCH, DEVELOPMENT №16 BUILDING A SMOOTHING ALGORITHM FOR DIGITAL MEASUREMENT INFORMATION IN DYNAMIC CHANGE SYSTEMS

Atajonova Saidahon Baratalievna, Salohiddinov Fayzullo Fazliddinovich, Hamraqulov O’tkir Sharobiddinovich Andijan Machine-Building Institute Abstract. This article discusses the construction of a smoothing algorithm for digital measurement information in dynamic change systems using the Kalman filter. Elimina- tion of errors and errors in the sensors is carried out by a smoothing algorithm which is the most optimal method in this case. Adaptive anti-aliasing filters are used as an adaptive device. Keywords: Kalman filters, Adaptive anti-aliasing filters, digital measurement information, Rickati equations, adaptive filters, models, modern electronics.

Many devices and sensors used in modern electronics, as well as in automation, have significant defects associated with low measurement accuracy and high level of internal noise. The errors of devices can be divided into: systematic and random [1]. Systematic errors are usually estimated By calibration and reimbursed during the operation of the system. When eliminat- ing accidental errors in the sensors, it is necessary to apply smoothing algorithms based on the Kalman filter: Models of device status and observations can be written in the following form:

( 1) ( 1, ) ( ) ( ) ( ). ( ) ( ) ( ) ( ). x j Ф j j x j j w j (1) z j H j x j v j (2)

We will accept a priori data as:E{w( j)} 0, E{v( j)} 0, E{x(0)} (0),

cov{w( j),w(k)} Vw ( j) K ( j K), cov{v( j),v(k)} Vv ( j) K ( j K), cov{w( j),v(k)} = cov{x(0),w(k)} = cov{x(0),v(k)} = 0, var{x(0)} = V~x (0). So, the algorithm of smoothing based on Kalman filter can be write as:

xˆ( j) ( j, j 1)xˆ( j 1) K( j)[z( j) H ( j)( j, j 1)xˆ( j 1)]. (3)

T T 1 T 1 K( j) V~x ( j / j 1)H ( j)[H ( j)V~x ( j / j 1)H ( j) Vv ( j)] Vxˆ ( j)H ( j)Vv ( j). (4)

T ~ ( / ) ~ ( ) ( )[ ~ ( 1/ ) ~ ( 1/ )] ( ). Vx k N Vx k A k Vx k N Vx k k A k (5)

xˆ(N / N ) = xˆ(N );Vxˆ (N / N ) = Vxˆ .(N )

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The Kalman Classic filter allows you to get optimal estimates of the accidental process, provided that the measurement noise is stationary or if there is a priori information about the change in its intensity. It is quite difficult to obtain and use accurate information about changing the intensity of sensor noises, as it depends on the random operating conditions of the sensor and the instability of noise characteristics of different sensors. You can compensate for these errors by using anti-aliasing filters, and they are adaptive to changing the intensity of the measurement noise. A similar approach to building adaptive algorithms based on the Kalman filter is to extend the state vector by including a priori unknown intensity of the measurement noise. In this approach, the equations for the covariance matrices of assessment errors (Rickati equations) become dependent on the measurement results and must be integrated together with the equations for the state vector assessments. This results in an increase in computational costs when implementing the filter. In order to reduce the computational cost of adaptation, a smoothing algorithm is proposed, which has the Kalman filter structure and is characterized by preliminary statistical processing of the residuals of measurements. Adaptive first-order smoothing filters are designed for processing scalar signals of information sensors using a priori model of signal in the form of stochastic differential (differential) equation of the first order. Let the sensor input a discrete process X (k), a priori model of which is described by an equation: x(k 1) x(k) (k 1), (6)

Upgrade Evaluation Step Tх-constant time of forming process filter x(k); ξ(k +1) -discrete centred random process, whose values on the neigh boring steps of the account are not correlated M[(k 1)(k)] 0.

∗ Sensor measure X (k) values with random error x (k): x∗ (k) = x(k) +η(k). (7) It is assumed that the systematic component of the error Δx(k) is absent (or com- pensated at the sensor output). A random component η(k) is a discrete non-stationary centred random process whose values in the neigh boring stages of the account do not correlate with each other (M[(k 1)(k)] 0). For a discrete process (6) Taking into account the ratio (7) It is required to obtain the filtration algorithm of the Kalman structure, in which the conversion coefficient η kΦ (k) adapts to the process intensity change (k) .[1] For the equation (6) a quasi-optimal evaluation of the process can be obtained on the basis of the recurring ratio:

xˆ(k 1) xˆ(k) k [x (k 1) xˆ(k)] (8) 276 SCIENCE, RESEARCH, DEVELOPMENT №16

∗ Where is kΦ (k) the conversion coefficient of the filter; x (k +1) -measured value of the sensor signal at the step (k + 1). To determine the conversion coefficient of a filter kΦ (k) , you must calculate estimates at each step of the account Mˆ [v(k +1)v(k)] and Mˆ [v 2 (k + 1)], where v(k + 1) = x∗ (k + 1) − αxˆ(k) the measurement is not at the point ∗ v(k + 1) = x (k + 1) − αxˆ(k) in time tk+1 . Estimates of values Mˆ [v(k +1)v(k)] and Mˆ [v 2 (k + 1)], are located by averaging the corresponding works on the sliding interval x(k) : T = N∆t. Т0, which contains N cycles of calculating the value of the measurement 0 At the same time for satisfactory operation of the algorithm it is enough to accept N = 50 ÷ 100. Calculation of the coefficient is made by the following algorithm: 1. At each step of the reference K the N-dimensional vector Q is formed, the elements of which are the residuals of the measurements calculated on the previous N-1 steps of the evaluation update and in this step:

T Q = {q1, q2 ,...qn } = {v(k), v(k −1),...,v(k − N +1)}. In addition, at each step of the account is memorized vector r. Formed in the previous step:

T P = {p1, p2 ,...pn } = {v(k −1), v(k − 2),...,v(k − N )}.

T T Scalar of works are calculated: S1 = Q Q; S2 = Q P. As estimations of mathematical expectations of covariance of residuals are accepted

2 S S Mˆ [v (k 1)] 1 ;Mˆ [v(k 1)v(k)] 2 N N

The filter kΦ (k) conversion factor is calculated by the formula: ˆ M[v(k 1)v(k)] S k 2 ˆ 2 (9) M[v (k 1)] S1 The given algorithms allow to receive and use the reliable priori information on change of intensity of noises, and to exclude influence of instability of noise characteristics of various sensors.

Conclusion: The proposed algorithm is based on the results of work [2], which shows that the Kalman filter coefficients matrix can be obtained on the basis of the information con-

277 MONOGRAFIA POKONFERENCYJNA tained in the covariance matrices of the updating sequence of measurements. Algo- rithms of calculation of coefficients of the filter, received in work [3], are improved that preliminary statistical processing of residuals of measurements is carried out on a sliding interval of time. This ensures a higher accuracy of the filter coefficient determination. REFERENCE: 1. Адаптивные фильтры сглаживания сигналов датчиков в системах микроавионики// Военная академия республики беларусь, г. минск, Республика Беларусь. Приборы и методы измерений, № 1 (4), C. 2012 2. Финаев В.И., Мажди Наср Аллах. Адаптивные автоматные системы управления: Монография. Таганрог: Изд-во ТТИ ЮФУ, 2007. 3. www.researchgate.net / profile / Makhsud Mahmudov / publ.n=publication detail

278 SCIENCE, RESEARCH, DEVELOPMENT №16 УДК 33:332.6 (631.164) AGRO AND WATER SAVING TECHNOLOGIES AND APPROACHES OF ASSESSING THEIR EFFECTIVENESS

B.B. Mambetnazarov Doctoral student of Nukus branch of Tashkent state agrarian university Email: [email protected]

Аннотация: В статье даны агроэкологические особенности и приобретение территориальной возможности Приаралья, а также, излажены рекомендации о эффективности рациональные использования существующего местные и водного ресурса. Annotation: The article presents aggro-ecological peculiarities of the Aral Sea region and opportunities of specialization on creating territories, also, recommendations on wisely and effective use of existing land and water resources. Keywords: Development strategy, optimization, raw material modernization, economical development.

Agriculture is the important branch of institutions. Short crop rotation systems, economics in Uzbekistan, and this branch which are suitable for the new system of provides people of the country with food agriculture, based for modernization of products and manufacture industry with the branch, improves soil productivity raw material. About 90% of food products and provides receiving high harvest from is made in agriculture. [3] Agriculture agricultural crops, are being made. provides markets with food products and According to the analyses, in 2030 it is manufacture industry with raw material, predicted that 0,12 hectare field will be together with this, it is a guaranteed mar- suitable for each person, even if the size of ket for the products of branches such as today’s fields will not decrease. This testi- agricultural machinery and chemical in- fies that in the future the problem of pro- dustry. viding people with food will be more dif- The basis of our achievements are sup- ficult. porting agricultural science by the state, As a result of present strong develop- creating wide opportunities for scientists ment, influence of human activity on na- of the branch and implementing advanced ture exceed mostly, inconsequence, laws methods in the system of preparing per- of nature and natural processes in some sonnel. In recent years, technologies of regions of our planet started to be de- providing soil productivity and effective stroyed, balance of ecological system is use of land in agricultural sowing fields, destroyed and there appeared a serious and caring cattle are being created by sci- danger on human health and his life on entists of research and higher educational Earth in the future. Field of green forests

279 MONOGRAFIA POKONFERENCYJNA shortened in the zones, where air, water time, prepared in quality, reproduced and and soil was polluted, deserts appeared ready; instead of them. [6] – creating industry in country, by this, The leading companies of the world there will be created an opportunity of indicate their development strategies providing people of the branch with work according to the necessities of numbering and getting real profit; and automizing agricultural processes. – organizing advising centers on doing Means of transportation without drivers, business activities in agriculture and flying machines without pilots provided making methodical recommendations on with camera and high sensitive sensor developing their activeness; devices are being used in agriculture. – studying foreign experiments on ef- They have the opportunities of doing fective using capacity of the region and researches at agricultural fields during basing the ways of using them on local some hours, delivering information, levels. which was collected with the help of cam- As a result of carrying out firm thought era and sensor devices, to farmers, creat- agricultural policy on optimizing sowing ing electron map of fields in 3D format, fields and situating agricultural crops in counting measured vegetative index in the region, saving comparative steady order to effective fertilizing crops, listing amount of producing cotton, which is the done works, protecting land, controlling most important raw material and export- water pumps from distance and etc. ing product, opportunities of producing For solving above mentioned prob- agricultural products as rice, wheat, beet, lems in the levels of today’s world require- sunflower, products of sericulture and ments the following must be done: karakul sheep raising, melon, watermel- – providing branches of agricultural on, all types of vegetables, potato, most reproduction with cheaper, quality, pro- fruits, grape and etc. are increasing. [3] ductive producing instruments; Further widening the activity of addi- – producing quality products in the tional branches in agriculture provides amount of covering requirements by increasing total profit more than 50 per- wisely using all of the producing present cent, at the same time, it decreases the instruments of agricultural branches; extravagance of products, gives the op- – in order to provide development of portunity of creating reproduction and agricultural branches doing different kinds start working at the same place, creating of services on time, in quality and in cheap new places for working and increasing prices for them, for example, providing labor provision. Especially, it is actual to crops with water, chemical elements and solve these problems regionally. Because, fertilizers; techniques with fuel, repairing natural and economical conditions of the them and providing services; Republic of Karakalpakstan differs with – not destroying agricultural products variety and implementing reforms re- and providing to deliver them to users on quires differentiated approaches. [4]

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On the basis of above mentioned, it can ucts of Uzbekistan”. Collection of articles of international scientific-practical confer- be said that by taking into consideration ence. 2016. p-24-27. weather, climate and soil peculiarities of 2. Yusupbaev К. Peculiarities of implement- the region in carried out agro technical, ing economical reforms in agricultural organizing, economical and other activi- section of Karakalpakstan. Monograph – ties, we must think a lot about regularly Тashkent: Uzbekistan -2001. p-9. increasing production and providing the 3. Abduganiev А., Abduganiev А.А. Agricul- tural economics. 2-publishing. Тashkent: increase of effectiveness of spent expenses “Publisher Adib”, 2011 when advanced methods implemented in 4. Collection of materials of scientific-practi- carrying out agricultural activities. cal conference on the theme “The role of young scientists of higher and secondary Literature: specialized, occupational educational in- 1. Yusupov E.D. Developing organizational- stitutions in innovational development of economical basis of developing farming agriculture” (May 2016). –Тashkent: economics in the direction of horticulture. Тashkent state agrarian university, 2016. “The superiority of fruit-vegetable prod- 5. www.agroolam.uz

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УДК 541.64:536.7 THERMO-STABILITY OF NANOSTRUCTURAL POLYMER MIXTURES BASED ON PE/PVC.

E. R. Vakhidov, M. Sh. Sohibkulov, R. S. Abdullayev Tashkent institute of irrigation and agricultural mechanization engineers(Bukhara branch) Tashkent institute of irrigation and agricultural mechanization engineers Navoi state mining institute

Anotation: Polyvinyl chloride (PVC) is a leading plastic in terms of cheapness and wide application in the world. It is durable, easy to store and can be produced in different colors. Also PVC is able to be used in the storage of food products and for medical purposes. One of the main disadvantages of PVC is the high thermal instability, the decomposition of HCl by decomposition at temperatures above 100 0s. The above disadvantages are also present in polyethylene (PE). One of its shortcomings is its softness even at low temperatures, and the fact that it is not stable to UV light, which in turn causes discomfort in the production of various types of materials from it.

Polymer mixtures obtained on the Thermogravimetric (TGA) assay basis of thermoplastics with polyolefins was performed with a different specifi- are very interesting not only from a sci- cation of PVC and QZChPE (Figure 1 a entific point of view, but also with their and b). application in practice. The purpose of Thermogravimetric analysis was per- mixing two different types of polymers formed dynamically in the air atmos- into one another is to improve their phere. The thermocouples of the com- properties and expand the range of ap- posites are the percentage of ∆Тw%, ie, the plication, boundary. polymer or composite no composer, and, In this study, thermal properties of if present, loss of mass is determined by nanostructured polymer mixtures ob- the temperature difference (table 1). It is tained on the basis of low density lin- clear from the table that the initial de- ear polyethylene and polyvinyl chlo- composition temperature (BDH) de- ride (PVC) were studied. In this study, pends on the compositional QZChPE chlorinated polyethylene XPE as the and PVC ratio. For example, when the third component and PE / PVC block – PVC concentration in QZChPE / PVX-P sopolimer were synthesized by the compositions increased, BDH and ∆Т10% method of sequential copolymeriza- declined by 10%, but the ∆Т20% compo- tion under the influence of radicals nent ratio increased to 20.2 0S at 90/10. and were used as a compatibilizer to In this case, the bonding between the PE stabilize nanostructures in the polymer and PVX components in the composi- mixture. tion and the bonding of the copolymer

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а)

б) Picture.1. a and b TGA curvature graphics of PVC / PE polymer compounds in different content component to the function can be attrib- expended for mass loss, which in turn uted to the number 5. indicates an increase in the thermopari- The addition of a small amount of ance of the polymer mixture. XPE or PE/PVC block – sopolimeri to the According to the electronic micro- qzchpe and PVC ratios leads to an in- scopic analysis, the formation of particles crease in their BDH, 10% and 20% heat in the structure of the nuclei with the ad-

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Table 1 Mass loss temperature of polymers and compositions formed on their basis. Mass loss due to temperature № Named after Initial Decompo- 10% 20% sition Tempera- T, ºC Δ T, ºC T, ºC Δ T, ºC tureT, ºC 1 ҚЗЧПЭ 316,52 321 - 330 - 2 ҚЗЧПЭ/ПВХ-П (90/10) 235,84 309 -12 350,2 20,2 3 ҚЗЧПЭ/ПВХ-П (80/20) 229,77 279 -42 331,7 1,7 4 ҚЗЧПЭ/ПВХ-П/ХПЭ 249,48 296 17 354,4 22,7 (80/20/5) 5 ҚЗЧПЭ/ПВХ-П/КП 333,58 337,9 58,9 345,1 14,1 (80/20/6) 6 ПВХ-П 222,19 237,6 - 268 - 7 ПВХ-П/ҚЗЧПЭ (80/20) 220,68 245,5 - 280,8 - 8 ПВХ-П/ҚЗЧПЭ/КП 237,91 239,3 -6,2 260,6 -20,2 (80/20/9) 9 ПВХ-П/ҚЗЧПЭ/ХПЭ 238,20 256,6 11,4 287,1 6,3 (80/20/5) 10 ПВХ-П/ҚЗЧПЭ/ (50/50) 206,57 243,5 - 287,7 - 11 ПВХ-П/ҚЗЧПЭ/КП 229,02 256,6 13,1 291,2 3,5 (50/50/3) dition of XPE or PE/PVC block – sopoly- bilizer. In order to increase the thermo- mer to the proportions of QZCHPE and stability, the ratio of each polymer and the PVC was seen. The size of these particles optimum concentration for the compati- was determined in proportion to the bilizer were determined. For example: for amount of addition of XPE or PE/PVC PE / PVC block-sopolimeri – QZCHPE / block – sopolimeri. It should be noted PVC-P: 80/20 – 6%; 50/50 – 3%; 20/80 that – XPE is more effective as a compati- -9% and for XPE- 80/20 – 5%; 20/80 – 5%.

284 SCIENCE, RESEARCH, DEVELOPMENT №16 RESOURCE SAVING ISSUES AND SOME SOLUTIONS

Kurbanova Dildora Abdurakhmonovna A second year PhD student at Tashkent state technical university named after I.Karimov Annotation. It is considered the significance of resource saving at modern enterprises, given current problems of resource saving. Moreover, it is shown the high resource intensity of domestic industry products and the tendency of increasing negative impact on the development of business entities Keywords: resources, resource savings, expenditures, enterprise, integration, industrial enterprise, technology, labor force, personnel, production cost, development

Procurement of resources is the most the enterprise, increasing the interest of important economic factor in the devel- members of the workforce and the effi- opment of social production. Currently, cient use of resources on the base of the problem of resource saving for all do- high-end technologies. The introduction mestic industrial enterprises require an of high technologies is a key condition immediate solution, since the prices for for saving resources in the enterprise, electricity, water, gas, raw materials and which should include everything that is supplies are rising rapidly. It is required to used in the process of its operation: per- find ways and possibilities to reduce the sonnel, equipment, tools, materials, cash cost of energy and material resources per facilities. unit of output goods in a short time, oth- At the present, the level of resource erwise production costs will inevitably controlling at an enterprise is reflected lead to loss of income of the enterprise. only in financial indicators, but the true One of the ways to minimize the cost situation will be expressed by the uncom- of energy and material resources should pleted process of production, material be a search for economizing the reserves stocks in warehouses, a redundant amount of their savings in the enterprises them- of unloaded equipment, etc. The high re- selves, which can be done by conducting a source intensity of domestic industry systematic and factorial analysis of the products and the tendency of increasing production process in order to identify them has a negative impact on the devel- the true picture of resource use indeed. In opment of business entities. Therefore, this regard, resource saving should be a there has been felt the necessity for inte- peculiar element of the internal economic gration in united complex planning and potential of the enterprise, along with an resource management of all business pro- increase the level of development of tech- cesses in the enterprise and the work of all niques, technology and labor potential. its services and departments. This result can be achieved by the The development and implementation totally using of productive potential of of resource-saving programs at domestic

285 MONOGRAFIA POKONFERENCYJNA industrial enterprises is not only the most The methodology of the systems ap- important direction of their technical de- proach, which promotes the adequate velopment, but also becomes the initial formulation of research problems and the stage of the process of shifting the na- development of an effective strategy for tional economy to a resource-saving de- studying them, is determined by the fact velopment path. This requires a develop- that it focuses on revealing the integrity of ment of an appropriate theoretical and the object and the mechanisms that en- methodological basis for substantiating sure it, identifying the diverse types of the directions of resource-saving and re- connections of a complex object and con- source-saving measures at industrial en- verting them into a single theoretical terprises. complex. Currently, there are no methodologi- Considering the problem of resource cal developments on the formation of an management in relation to an industrial organizational-economic model of re- enterprise, it is necessary, guided by the source management at an industrial en- theory of active systems, to investigate terprise, which could become not only a first of all the “output” parameters, that is, tool for determining the resource poten- to determine what to produce, for whom, tial of an enterprise and assessing the with what quality indicators, with what achieved level of efficiency of using exist- costs, at what price to sell. ing resources, but also the basis of an ap- As a result of timely and complete an- propriate resource management mecha- swers to such questions, competitive nism. products will be provided at the “exit”. Today, there is no single methodo- Next, an analysis of the “input” parame- logical approach to the definition and ters should be carried out, determining formation of a resource management the need for resources (material, finan- mechanism based on optimizing the cial, labor, information, etc.) after a de- consumption of total resources and tailed study of the organizational and aimed at increasing the efficiency of technical level of the system under con- their use. Therefore, the development of sideration (equipment, technology, fea- such a mechanism makes is not only tures of production, labor and manage- theoretical essential sense, but also of ment) and the characteristics of external practical importance. environment (economic, social, environ- The need to build a resource manage- mental, etc.). ment mechanism from the position of a The final stage should be the study of systems approach, as well as its relevance the parameters of the “process” that con- in the context of high resource intensity verts resources into finished products, of domestic industrial enterprises, and where, depending on the object of re- the tendency to increase it determine the search, the technology of production and relevance of studying resource saving management can be considered; parame- problems. ters of potential consumer demand, so-

286 SCIENCE, RESEARCH, DEVELOPMENT №16 cial, investment, innovation and person- any production and business activities nel potential of the enterprise, determin- and the operation of the management ing its market potential; other factors af- system at the level of specific character- fecting the “process” and directions for its istics, reveals the nature of the “entry”, improvement. “process” and “exit” problems, without Thus, a systematic approach pro- which it is impossible to solve the re- vides a comprehensive assessment of source saving task.

287 MONOGRAFIA POKONFERENCYJNA INFORMATION ON THE REDUCTION OF THE TELECOMMUNICATION SYSTEM

Sh.S.Karimov.1, M.U. Norinov, 1Tashkent state technical university named after Islom Karimov Uzbekistan Address: Universitet street 2, Tashkent city, Republic of Uzbekistan. [email protected] 2Tashkent University of Information Technologies named after Muhammad al- Khwarizmi, Basic doctoral candidate of the “information technologies” department, Tashkent Uzbekistan. [email protected]

Abstract: The article analyzes the corporate network quality assessment. In the work questions of an estimation of qualitative indicators of corporate information- computed networks on the basis of neural networks are given. The main indicators are: information delay and packet loss. To evaluate the quality of the network, the use of a fuzzy model is proposed. A modeling algorithm for assessing the quality of a corporate information network is developed. The reliability of the proposed approach was verified with the help of a simulation system implemented with MatLab Key words: class of service, quantitative evaluation, fuzzy information, fuzzy modeling, fuzzy logic inference system, expert evaluation

Introduction: At present, many enter- at the stage of creation, odernization, and prises have their branches practically in the process of exploitation. throughout the territory of our republic. Formulation of the problem: It is In this regard, it becomes urgent to unite necessary to develop a system for assess- all existing resources in a single corporate ing and managing the quality of the pro- network. Creation of our own corporate jected CIVS of a particular enterprise. information and computer network The enterprise has a distributed structure (KIVS), which is a complex technical and it is necessary to improve the organi- hardware and software system with a zation of communication and data trans- branched infrastructure and transport in- mission to its units by building a corpo- formation transfer, is a challenge. rate network. At the present stage, the The solution of this problem is associ- KIRS sets high demands on the availabil- ated with attracting large amounts of fi- ity of the network, its bandwidth and in- nancial resources. In addition, many real- telligence, that is, the ability to flexibly time experiments are required to investi- and qualitatively process traffic of various gate the parameters of network perfor- types (data, voice, video) that would pro- mance. Therefore, at the present time vide high data transfer rates and a short mathematical modeling becomes more signal delay time. It is necessary to find and more popular, which allows obtain- the best option in terms of the quality of ing information about the behavior of the functioning, which would ensure the cir- system or its individual subsystems, both culation of data within certain parameters

288 SCIENCE, RESEARCH, DEVELOPMENT №16 of quality throughout the network, re- the high-quality functioning of mission- gardless of its scale and protocols used. critical applications in the corporate net- For this purpose, the following key pa- work, only the policies of differentiated rameters were identified that determine services are not enough [1]. the quality of the CICA: availability of the Therefore, to ensure the high-quality network; throughput; delay; delay varia- operation of the network, a set of techni- tion (jitter); packet loss. cal measures is required to implement the Solution method: Network availabili- network maintenance policy, as well as a ty is estimated by the company’s down- monitoring and quality management sys- time per year: the less downtime, the tem. A quality management system is higher the availability of the network. The understood as a configuration system that downtime due to failure or deterioration allows you to evaluate the quality and of the network operation is reflected di- describe the network quality policy by rectly on the company’s income. Band- defining the classes of service, parame- width is one of the main parameters, as ters, norms and actions in case of their corporate networks are characterized by violation [2]. uneven traffic patterns, bursts and falls. Taking into account the requirements Therefore, if the port has a small band- and capabilities of the enterprise, a solu- width, then at those times when traffic tion based on the IP VPN (Virtual Private ishigh and the network is experiencing Network) service based on MPLS (Multi loads, the transmission quality will drop. Protocol Label Switching Multi-Protocol The delay characterizes the interval be- Label Switching) technology was chosen tween receiving and transmitting packets. to build the network. The network will be The delay variation is a parameter de- able to operate any system that supports scribing possible deviations from the de- the IP-protocol, that is, the vast majority lay time in the transmission of packets. of existing applications. The advantages Packet losses occur when one or more of MPLS technology include flexible defi- packets with data transmitted over a net- nition of the network topology and the work do not reach their destination. ability to assign different priority to traffic To change these parameters, network transmission depending on the tasks be- services are sensitive to varying degrees. At ing solved [3]. times of congestion in the network, the The enterprise has classified the traf- parameters begin to deteriorate, and even- fic of the CICC, and since some seg- tually all critical network services suffer. ments of the network are planned to be The implementation of the differentiated leased from the telecommunications op- service traffic of network services (Quality erator, it agreed on the classification of Service, abbreviated QoS), will ensure adopted with the service classes it sup- the functioning of critical services by limit- ports, as follows: ing the traffic of less important network • The first class of high priority service applications. However, in order to ensure class corresponds to the traffic of video

289 MONOGRAFIA POKONFERENCYJNA conferencing and a number of applica- treat quality as a function of independent tions for which delays are critical; variables, which in turn allows us to de- • The second class of middle-priority termine the quantitative quality assess- service class corresponds to the telephony ment as the value of the “quality” function traffic and applications for which packet on a specific set of values of variables. losses are critical; Figure 1. Structural diagram of the • The third class of service with a low modeling algorithm of the system in priority corresponds to normal business blocks dotted out, the relationship be- traffic, to which no special requirements tween inputs and outputs is determined are presented. by a fuzzy rule base “If (...), then (...).” The process of functioning of the pro- Figure 2 shows a fuzzy model for assess- posed system is presented in Figure 1. ing the main quality of the CICC. In the The quality of the work considered by “Fazifications” block, the clear values of the CICC is characterized by a set of tech- the variables Г and ПС are transformed nical parameters that can be conditionally into fuzzy sets, which are necessary for divided into the parameters of the quality performing fuzzy inference. The «Fuzzy of transportation of network services and Rules Database» block contains informa- the main parameters of the quality of the tion on the Косн = f (R, TP) in the form of network. The quality of transportation of nine linguistic rules “If (...), then (...)”. In network services is determined by the fol- the “Defuzzification” block, the output lowing parameters: delay, delay variation, fuzzy set is transformed into a clear num- packet loss. The main quality parameters ber Kbasis. In the block-condition, a quanti- are: the availability of the network and its tative estimate of the permissible quality throughput. Kadd with a calculated quality score K.

As can be seen from the diagram, the The experts set the Kadd = 0.77, taking evaluation of the generalized quality of into account the financial and technical the network is made on the basis of an capabilities of the enterprise, as well as the assessment of the quality of the network requirements of the customer. services transportation Kt and the assess- Consider the task of assessing the qual- ment of the basic quality of Kbas. To assess ity of transportation of network services the quality of Km, estimates of the quali- for a class of service with a high priority. To ties K1, K2, and K3 are preliminary deter- create a system of fuzzy output (START), mined in different classes of service: first, we run the fuzzy module in Matlab. Add- second and third, respectively. In this ing input variables, we get the following case, K1 is a function of the variables Zi, structure of START: three inputs (delay,

BZi, nnt, where the specified variables are delay variation, packet loss), Mdata fuzzy respectively delay, delay variation, packet output mechanism, one output (quality loss in the i th class, i = 1; 2; 3. Kbasis func- K1). To each input and output variable we tion of the variables R (readiness) and TP put in accordance a set of membership (throughput). This approach allows us to functions (MF) of the type trimf.

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Figure 1. Structural diagram of the modeling algorithm of the system

For a variable, a range of values from five FFs of the trimf type were added, the 0 to 80 unit of millisecond), term sets thermal sets {unacceptably low, low, medi- (low, medium, high) and the correspond- um, high, high} and the corresponding ing values (0, 0, 18), (16, 30, 50), (40, 80, values (0, 0, 0.3), (0.25, 0.4, 0.5), (0.45, 0.5, 80). For variable ВЗ1 the range of values is 0.7), (0.65, 0.75, 0.9), (0.9, 1, 1). As a a segment from 0 to 60 unit of measure- knowledge base, 27 management rules ment of millisecond), term-sets {low, me- were formulated. For illustration, we indi- dium, high} and corresponding values (0, cate only a few of them:

0,16), (12, 20, 50), (40, 60, 60). For the • If Z1 is low and BZ is low and PP1 is variable ПП1 the range of values was cho- low, then K1 is high. sen from 0 to 2 unit of percentage), term • If Z1 is low and BZ is average and sets {low, medium, high} and the corre- PP1 is average, then K1 is above average. sponding values (0, 0, 0.25), (0.2, 0.5, 1), • If Z1 is average and B3 is average and (0.9, 2, 2). The values of the output varia- B1 is average, then K1 is average. ble K1 were defined in the range from 0 to • If 31 is medium and B31 is high and 1 unit of measure is a real number); Then, PP1 is average, then K1 is low.

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Figure 2. Fuzzy core quality assessment model • If 31 is high and B31 is high and the service classes and using fuzzy mode- PP1 is high, then K1 is unacceptably low. ling, was tested and showed the following Using the output rule viewer, the input results. Estimates of qualities for classes data values are entered, the fuzzy output K1, K2, K3 and on their basis an estima- process and the result are displayed. tion of the quality of CT of transport ser- Similarly, START was developed for vices of the network are determined. assessing the qualities of K2 and K3. The With the input data (13, 13, 0.2), K1 = obtained values of the K1, K2 and K3 qual- 0.848, which corresponds to an “above ity ratings were introduced as the values average” quality assessment for high-class of the input data in the START to assess traffic (sensitive to delay). With input the QD quality. data (11, 11, 0.18), K2 = 0.959, which cor- To create the START for the assess- responds to a high quality rating for mid- ment of the quality of Kbas, input variables class traffic (sensitive to the packet loss were used: readiness: range of values [0; parameter). With input data (14, 14, 0.22), 1000] (unit of measurement minute), K3 = 0.963, which corresponds to a high term sets {low, medium, high} and corre- quality rating for traffic of low class of sponding values (263, 1000, 1000), (25, services. On the basis of the vector (К1, 53, 526), (0, 0, 53); Bandwidth: range of К2, К3) = (0.848, 0.959, 0.963), the esti- values [64, 2048] (unit of measurement mation of the quality of transport services kbit / s), term sets {low, medium, high} of the network for three classes of КТ = and values (64, 64, 256), (256, 768, 1024), 0.961 high) was determined. The estima-

(786, 2048, 2048). tion of the quality of Kbas at the input data

The obtained values of the QD and Kbas (25.1024) is equal to Kbas = 0.957 high). quality estimates were introduced as the Estimating the quality of the network values of the input data in the START to K (0.961,0.957) = 0.965 high). estimate the generalized quality of K. The The value of K = 0.965 obtained at system for assessing the quality of the pro- testing is higher than the allowable value. jected network based on information on This means that improving the quality of the quality parameters, taking into account the network is not required, the customer

292 SCIENCE, RESEARCH, DEVELOPMENT №16 is satisfied with this value of assessing the work. In this case, the functions of be- quality of the network. longing to synthesized systems are tuned so as to minimize deviations between the Conclusion experimental data and the results of Neural network technologies and, in fuzzy modeling. Thus, it is possible to particular, the capabilities of the interac- evaluate the quality of the CICS from tive anfisedit module within the frame- experimental data of a simulation model work of the Fuzzy Logic Toolbox pack- or a real network. age also make it possible to simulate REFERENCES quality parameters and determine the 1. Pegat A. Fuzzy modeling and control. М.: dynamics of their changes in case of an laboratory knowledge, 2009.- 798p. increase in the number of input param- 2. Yarushkina N.G. Foundations of theory and hybrid systems. M.: Finance and sta- eters. Adaptive neural-fuzzy ANFIS sys- tistics, 2004.320p. tem automatically synthesizes from the 3. Zadeh L.A. Fuzzy sets // Inform. Contr. experimental data a neuro-fuzzy net- 1965. V.8. P. 338-353.

293 MONOGRAFIA POKONFERENCYJNA SUSTAINABLE TECHNOLOGY IN THE MODERN ARCHITECTURAL DESIGN.

Ruzmetov Matkarim Tashkent Architecture and Civil Engineering institute

Annotation The future well being of cities around the globe depends on mankind’s ability to develop and integrate sustainable technology. The Masdar City is the city of future; positioned at the forefront of integrating sustainable technology into modern architectural design. Rome, Athens, Florence; most great historical cities have had the plaza, forum, or square at their epicentre – where the life, values, ideals, and vision of the population evolved. Equally, the centre of Masdar must be an iconic beacon that attracts global attention to sustainable technology. Key words: The Oasis of future, performance, activation, interaction, radiant surfaces, evaporating cooling mist.

Introduction We see Masdar Plaza as “The Oasis of the Future”: a living, breathing, active, adaptive environment; stimulated by the social interaction of people, and spot- lighting the use and benefits of sustainable technology. Hence, our design proposal focuses on the delivery of three key issues: • Performance – to demonstrate the use and benefits of sustainable technology in a modern, dynamic, iconic architectural environment. • Activation – to activate or operate the sustainable technology in accordance with the functional needs of this environment, 24 hours a day, and 365 days of the year. • Interaction – to encourage and stim- The “Oasis of the Future” is conceived ulate a social dynamic where the life, as an open spatial experience, whereby all values, ideals, and vision of the pop- features; whether hotel, conference, shop- ulation of Masdar evolve. ping, or leisure, offer the highest quality

294 SCIENCE, RESEARCH, DEVELOPMENT №16 of indoor and outdoor comfort and inter- in the practical viability of affordable ar- action. chitecture. As in the case of an oasis, the Plaza is the social epicentre of Masdar; opening Discussions and Results. 24-hour access to all public facilities. In- In fact, proposal strives to exceed teractive, heat sensitive technology acti- those of the Masterplan and is, in addi- vates low intensity lighting in response to tion, benchmarked against Estidama and pedestrian traffic and mobile phone us- LEED (Platinum). Adaptive cooling pro- age. The Plaza is able to change into an vides all facilities with extended usability outdoor cinema for international events during peak heat loads. Our ‘Petals from and national celebrations. Heaven’ feature interactive umbrellas that open, provide shade, and capture energy during daylight hours; folding at night to release stored heat. ‘Masdar Plaza, The Oasis of the Fu- ture’ incorporates the highest level of knowledge and expertise in science, technology, and construction methodology, globally. It is an intellectual balance be- Buildings’ surrounding the Plaza form tween iconic architectural identity, cutting gorges, evoking mystical comparisons edge sustainable design and technology. with the Grand Canyon and the entrance to Petra. Conclusion The following environmental and en- I figured out one thing by analysing gineering design concepts will be utilized the potential pedestrian flows throughout to minimize energy consumption: the Plaza and surrounding facilities, the • Radiant surfaces design seeks to accentuate this ‘loop’ of • Air movement that supplements indoor and outdoor user-experiences. natural wind patterns This ‘loop’ cope with providing the low- • Evaporating cooling mist est possible energy expenditure to the • Thermal mass and PCM highest levels of user comfort in correla- • Slab cooling and Luna Panels tion to pedestrian flows. • Shading of external facades sur- References: rounding the Plaza 1. Light in Architecture, Mary Guzowski, Sustainable design and engineering United States of America. philosophy balances the ‘vision of the 2. Daylighting, Mary Guzowski, United future’ with ‘scientific fact and availabil- States of America. 3. Renewable energy sources, Peter Gevorki- ity’. The aim is to provide the lowest pos- an, United States of America. sible carbon footprint, whilst maintaining 4. Sustainable buildings, Peter Gevorkian, the highest level of user experience with- United States of America

295 MONOGRAFIA POKONFERENCYJNA WIRELESS SENSOR NETWORK

Samandarov Erkaboy, Abdurahmonov Olim teachers of Physics-mathematics department of TSPU. Abstract – Nowadays different kinds of devices (like smartphones, tablets) importantly play role in social life. Many people cannot imagine the life without smartphone in theirs hands. Moreover, many devices have produced for industry and they help people in order to monitor and control different environmental processes. Wireless sensor network (WSN) is required to monitor the processes and we overview wireless sensor network in this paper. Key words- WSN, Ad hoc, SOSUS, CPU, OSI, multi-hop,

INTRODUCTION cal development in a processor, communi- WSN is a form of wireless network cation, and low-power usage of embedded that is composed of a large amount of computing devices. The WSN is built with circulating, self-directed, minute, low- nodes that are used to observe the sur- powered devices are called as sensor roundings like temperatures, humidity, nodes. WSN is covered a huge number of pressure, position, vibration, sound and so spatially distributed, little, battery-operat- on. These nodes can be used in various real ed, embedded devices that are networked time applications to perform various tasks to caringly collect, process, and transfer like smart detecting, a discovery of neigh- data to the operators. WSN has ability to bor node, data processing and storage, data control the capabilities of computing and collection, target tracking, monitor and processing. Nodes can be worked jointly controlling, synchronization, node locali- to form the networks. zation and effective routing between the First time WSNs can be observed in base station and nodes. military and heavy industrial applications. The first wireless network that bore any real USING WIRELESS SENSOR resemblance to a modern WSN is the Sound NETWORK Surveillance System (SOSUS), developed by Presently, WSNs are beginning to be the United States Military in 1950 to detect organized in an enhanced step. It is not and track Soviet submarines. This network awkward to expect that in 10 to 15 years is used submerged acoustic sensors – hy- that the world will be protected with drophones – distributed in the Atlantic and WSNs with entrée to them via the Inter- Pacific oceans. This technology is still using net. This can be measured as the Internet in service, albeit serving more peaceful becoming a physical network. This tech- functions of monitoring undersea wildlife nology is thrilling with infinite potential and volcanic activity. for many application areas like medical, Currently, WSN is the most standard environmental, transportation, military, services employed in commercial and in- entertainment, homeland defense, crisis dustrial applications, because of its techni- management and also smart spaces.

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Fig.1 The architecture of WSN

Fig.2 Sensor node The architecture of WSN is similar to generally based on five layers of OSI: other wireless networks and figure 1 il- application, transport, network, data lustrates the architecture of WSN. link and physical. In it also worth men- The main feature of architecture is tioning that because of multi-hop com- sensor node that is described in figure 2. munication, Transmission Control Pro- The bunch of nodes is composed of tocol (TCP) cannot be applied for WSN. several sensor nodes. Centralized node Nodes in the bunch are interconnected is known as a cluster. Furthermore, with each other as network topologies WSN includes gateway, satellite and (star, bus and ring) and wired or wire- user part. The architecture of WSN is less link can be used.

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Fig.3 Use-cases of WSN Sensor node, also called as a mote. As Apt for the non-reachable places like mentioned above figure 2 shows sensor mountains, over the sea, rural areas and node. The main goal of sensor node is de- deep forests. WSN is flexible in the casu- tecting processes (temperature, humanity, al situation when an additional worksta- pressure and so on) from environment and tion is required. Execution pricing is in- transmitting the processes to base station. expensive and WSN avoids plenty of Sensor node is small and low cost device. wiring. Sensor node has limited battery and com- WSN can be provided accommoda- putation power that is deployed in a region tions for the new devices at any time as to monitor the environment. Moreover, well as can be opened by using a central- sensor node consists of radio transceiver ized monitoring. with an antenna, microcontroller, interfac- WSNs may comprise of numerous ing electronic circuit and CPU. different types of sensors like low sam- Network arrangements can be accom- pling rate, seismic, magnetic, thermal, plished without immovable infrastruc- visual, infrared, radar and acoustic which ture. are clever to monitor a wide range of

298 SCIENCE, RESEARCH, DEVELOPMENT №16 ambient situations. Sensor node are used LITERATURES for contrast sensing, event ID, event de- 1. Akyildiz I.F. et al. Wireless sensor networks: a survey //Computer networks. tection and local control of actuators. -2002.-T.38.-№.4.-C.393-422. The applications of wireless sensor net- 2. Mainwaring A. et al.Wireless sensor network mainly include health, military, works for habitat monitoring // Proceed- environmental, home and other com- ings of the 1st ACM international work- mercial areas. Figure 3 fully illustrates shop on Wireless sensor networks and applications. –Acm, 2002. –C. 88-97. the use-cases of WSN.

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UDC 677.21.03.021.1 IMPROVEMENT OF EFFICIENCY OF DROBEUDARIAN STRENGTHENING OF THE TEETH OF DRINKING DRIVES OF GINS WITH THE VARIABLE PARAMETERS OF THE PROCESSING MODE Shodmonkulov Zokhir Abdurahimovich Phd Doctoral [email protected] Shin Illarion Georgiyevich Doctor of Technical Sciences [email protected] Institute of Textile and Light Industry Uzbekistan, Tashkent. Abstract: The article is devoted to the experimental confirmation and substantiation of the application of variable blasting modes for the purpose of increasing the durability of saw disks. This method of processing with shot provides a superficial hardening of the teeth of the saw disks and due to the rational use of the stock of plastic properties of the metal, as the processing speed and kinetic energy of the shot increase, the degree of plastic deformation intensifies, leading to hardening of the surface layer of the metal. Experi- mental studies of hardened sawdust disks conducted in production conditions showed their high efficiency and efficiency, exceeding the saws 3-4 onses. Key words: Efficiency, saw blade, shot blasting, variable mode, work hardening depth, wear, micro hardness.

INTRODUCTION. Improving the ef- hardness of the surface layer and resistance ficiency of ginning is largely determined to wear of teeth, however, due to the hard- by the operational performance of the ening of the entire tooth tip due to the equipment and the performance of the small thickness (0.95 mm), the ability to main part of the working body – saw resist fatigue failure significantly decreases. blades. Frequent replacement of saw blades This type of destruction is typical for parts due to abrasive wear, plastic collapse and of machines operating with a large number breakage of their teeth drastically affects of cycles of alternating loads. So, the teeth the cost of processed products – cotton fi- of the saw blades of a gin DPZ-180 with a bers. Therefore, increasing the durability frequency of rotation of the shaft of the of saws with various technological meth- saw cylinder n=730 rev/min have ods is a pressing issue in cotton ginning. 2.1 •106 variable loading cycles for The previously known methods of thermal 48 hours. Under similar conditions of act- strengthening (electro contact heating, la- ing loads, high surface strength should be ser treatment, gas-flame heating) are prac- combined with a sufficiently viscous core tically not used in the teeth of saw blades (middle part in thickness) of a tooth. As and sawed segments. This is due to the fact follows from research [1], shot-shock that, although thermal strengthening pro- treatment of teeth of gin saw disks (frac- vides a significant increase in the micro tion diameter 0.6 mm, shot speed 30 m/s)

300 SCIENCE, RESEARCH, DEVELOPMENT №16 provides surface hardening to a depth of tested, installed respectively on two 5DP- 0.23 mm and an increase in the micro 130 gins in the genie-linters workshop. hardness of the surface layer of the teeth by Ginny saws strengthened on an industrial more than 30 %. Tests have shown [2] that unit UDP-2-3.5 with variable processing the durability of hardened jigsaws increas- mode: the fraction rate (micro balls) es in comparison with non-reinforced fac- ν=30...50 m/s; diameter of micro balls tory saws by no less than two times. D=0.3...0.6 mm; processing time t=4 min; EXPERIMENTAL PART. The reserve shot blasting machine productivity for increasing the durability of machine q=200 kg/min. parts lies in the rational and targeted use of The experiment plan also provided for the stock of plastic properties of metals. In the simultaneous operation of saw blades this case, the complete exhaustion of the on the same gin with hardened and non- stock of plasticity is unacceptable, since reinforced teeth. These experiments al- this leads to frailness of the surface layer, lowed us to reveal the peculiarities of the which is not capable of providing resis- wear process and compare the wear rate tance to abrasive wear and fatigue failure. under absolutely identical conditions of Rational use of the stock of plastic contacting the teeth of the saw disks with properties of the U8G tool steel used for raw cotton during ginning. the manufacture of saw blades can be ac- In accordance with the conditions of complished by shot-blasting with micro the experiment, saw blades were mounted balls in a variable mode. This mode is on the shaft by alternating them. Experi- characterized by the intensification of its mental results indicate a significant differ- parameters (diameter and speed of the ence not only in the wear rate, but also the fraction), leading to an increase in the ki- nature of tooth decay (Fig. 1). Factory saw netic energy of the fraction and, thus, in- blades showed low performance. At the creasing the efficiency of the subsequent same time, the teeth in some areas almost shot impact due to overcoming the effect completely collapsed and lost their func- of preliminary hardening from the previ- tional ability. Reinforced teeth of the discs ous impact. showed high performance due to the pres- The advantages of field tests over labo- ervation of the profile of the teeth with its ratory ones, as is well known, consist in geometrical parameters with their mini- the fact that studies are carried out under mum wear h3 on the back surface real conditions of interaction between the (h3=0,3…0,4 mm). contacting bodies and, thereby, any as- Thus, high efficiency of strain hardening sumptions and limitations that usually of teeth of saw blades by blast-grinding mi- occur when conducting experiments in cro-balls with variable mode has been laboratory conditions are excluded. In ac- proved, ensuring the most rational use of cordance with the plan of the experi- the plastic properties of carbon and alloyed ments, saw blades with hardened and steels, leading to an increase in the micro- non-hardened teeth were simultaneously hardness of the surface layer and an increase

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CONCLUSIONS. 1. The efficiency of using variable modes of shot-shock hardening of the teeth of a gin saw blade has been experimentally confirmed. This mode of processing, implemented through an increase in the speed of flight of a fraction, creates conditions for a more rational use of the stock of plastic properties of the metal, which is a reserve for Fig. 1. The operational state of the saw increasing the durability of products dur- blades after 168 hours of work, set by alternation (with hardened and ing their operation. non‑reinforced teeth) on gin 5DP-130 2. The limiting degree of strain harden- in the degree of deformation hardening of ing, reaching up to 36.8% and the harden- the contact surfaces of machine parts. ing depth of 0.23...0.26 while maintaining Increased durability of saw blades is also the microhardness of the middle part of caused by the positive effect of technologi- the tooth thickness. cal compressive residual stresses through an 3. Experiments under production con- increase in the fatigue strength of parts un- ditions established a significant advantage der the conditions of alternating alternating in durability of saw blades with hardened stresses [3]. A hardened surface layer with teeth in comparison with the factory ones: compressive residual stresses prevents the durability T = 834 hours with wear and formation and propagation of fatigue mi- tear h3=0,6 mm (hardened saw disks) and crocracks, the main cause of which is the T = 168 hours with h3=1,2 mm (factory). cyclical nature of loading the critical parts of At the same time, quality indicators of fib- machines and mechanisms. er and seeds are preserved. Thus, the production tests of the saw blades with hardened shot-blasting teeth LITERATURES: 1. Shin I.G., Djuraev A.D. Efficiency of shot- showed their high efficiency, which is ex- shock hardening of teeth of circular saws of pressed in increasing the wear resistance cotton preprocessing machines // Textile and durability of the saw blades. Increased Problems. – Tashkent, 2009. – №1. – P.7-11. durability of saws necessarily leads to a re- 2. Shin I.G., Muminov M.R., Shodmonkulov duction in the consumption of expensive Z.A., Maksudov R.Kh. Production tests of U8G tool steel supplied to cotton factories saw blades strengthened by shot-beating teeth treatment // Textile Problems. – from the Russian Federation. Since the re- Tashkent, 2013. – №3. – С.15-18. placement of saw cylinders with hardened 3. Shin I.G. Influence of technological resid- teeth of the discs is performed less frequent- ual stresses on the fatigue strength and ly, the forced downtime of gins during pre- durability of machine parts // Problems of ventive inspections and work is reduced. textiles. – Tashkent, 2004. – №1. – P.63-68.

302 SCIENCE, RESEARCH, DEVELOPMENT №16 UDC 656. 073 REGULATION OF DEPARTURE TIME OF FREIGHT WAGONS FROM STATIONS AND OPTIMIZATION OF DELIVERY TIME OF FREIGHT WAGONS FROM STATIONS

Z.G. Mukhamedova, c.t.s. docent J.R. QOBULOV, doctoral (DSc) J.S. BAROTOV doctoral (PhD) Tashkent Railway Engineers Institute

Annotation In this article to connect the wagons loaded to the trains shortening the staying time in process of their collection and recycling delivers freight wagons accelerates the selection and use of shunting equipment, sends wagons to the station at the right time. Is listed below in railway transport on delivery freight wagons, international and local wagons staying time the main quality indicators in station. As well as developed scheme of the algorithm for the timing of staying in the wagons at the station. Key Words: TS, train composition, technical station, cargo cabin and shuttle, shunting operations, technical and commercial inspection, technological operations, cargo delivery.

At present, problems in railway transport are as follows: inefficient cargoes are not eliminated, non-delivery of cargoes is not observed, the speed of freight and commer- cialization is not sufficient, legal norms in the interaction with the railways with customers require a considerable improvement. Lack of cargo handling has a great impact on the timely delivery of cargoes. In the course of the consignment of the technical and cargo, commercial operations in the course of the rail transport can be done by order, consequently, their location shall be changed – from the cargo area to the consumer area, the passenger and his baggage will be delivered to the needed address. At the railway stations, the cargo plan for loading and unloading of wagons is determined by the calendar plan. For example, according to the schedule of some stations, the average number of minimal wagons is sufficient for train trains within 3-4 days. As a rule, the freight wagons will be informed by the consignor after the goods are delivered to the wagons and the wagons loaded with the shunting locomotive will be taken to the station from the bushes or cargo yards. Also delivery time: for the type of shipment (carriages, containers, refrigerator containers, sender’s marches and so on); Transportation of freights (cargo, passengers and passengers); depending on the type of flights (direct, direct, mixed, international) [1].

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time of total staying time spent on tn(1) maintenance at tn(2) tn(3) total stations time at the processing at the technical time to stay loading station technical stations tloading tloading stations tprocessing tmaintenance Pic.1.Technological scheme of cargo deliveries

Delivery time is determined by the following formula:

Tе.м. = tshipment . + Ldistance / vrate speed + ∑textra operations (1)

Hereby tsh,r- the time at which is assigned to operations of related to the shipment and receipt of goods, hour;

L goods – the distance between shipping and receiving stations, km;

υday – The designated freight rate speed in the Cargo Routine, km/day;

tex.op- time when extra operations are scheduled, hour. The time taken for the operation of the shipment and acceptance operations, the assigned speeds and the time taken for additional operations shall be taken from the Shipping Rules [2]. Delivery time after the acceptance of cargo by railway transport Railway transportation is calculated according to Section 14 of the Rules. In these rules the normal duration of deliveries to the wagons is 330 km per day [3]. At the same time, it is planned to extend the terms of delivery for operations with acceptance and dispatch of cargoes for 1 day. In some cases, it is possible to see that the shipping time is more than 1 day for operations related to the delivery and shipment of goods upon acceptance of the goods from the consignor. The shortcomings in this situation are the inadequacy of shunting operations, the long-term stay of freight wagons and station tracks, and the absence of wagons after the technical and commercial inspection of train stations. This article discusses the technological operations and the time spent at the station before departure of the technical stations to the train. Authors suggests to find out the general value of wagons’ stay on the roads and the luggage compartment by the following formula:

t = t + t + t (2) lokal delivery ∑ collecting departure

Here is tdelivery - delivery time of the wagons to the bushes or cargo yards, hours;

∑tcollecting - the time of collecting wagons from the bushes or cargo yards,hours;

tdeparture - time of departure of wagons from the bushes or cargo yards, hours.

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Technical and commercial inspection is carried out after the wagons arrive at the intermediate stops and when taken out of the luggage and ditch roads. We consider the waiting wagons as the time of the commercial inspection by the cargo handling staff. We shall define the wagons’ commercial examination by the following fomula:

= + ⋅ tcommercial twaiting.commercial ∑ N i tcommercial inspection (3)

Here is twaiting.commercial – waiting time is to wait for a commercial inspection of carriages’ cargo handling personnel, wagon-hours;

∑ Ni ⋅tcommercial inspection – time of commercial inspection of wagons, hours. We refer to the wagons’ technical inspection times using the following fomula.

ttechnicians = twaiting.technicians + ∑ N i ⋅ttechnical (4)

here twaiting.technicians – hours for waiting of wagons technicians on station tracks,hours;

∑ Ni ⋅ttechnical – wagons technical inspection, wagon-hour. If wagons are identified after a technical and commercial inspection of the wagons, then the station must be dispatched to the road leading to the defective wagon. We also take into account the time spent on technological operations with wagons that are processed and not processed according to the train schedule. At the time of train handling we send local wagons along the route of the wagons. At the station, we will consider the process of organizing technological processes, namely, wagons’ pickups at the Pickup Park during the shunting operations. – time of processing of wagons in direction, hour [4].

tdefective wagon = tdeparture .park + tdistribution + tcollecting + tlots.departure + tstanding.additional (5)

Here is tdeparture .park – departure of wagons to the pick-up park at the reception park, hours; tdistribution – wagons distribution time, hour; tcollecting – time of collecting in the direction of wagons, hours; tlots.departure – lots time of departure of the wagons in the parking ; tstanding.additional – the time for the wagons standing for additional procedures. The standard values of all the indicators are included in the technological process of the station.

t = N ⋅t (6) compose ∑ i collection of wagons

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collection ollection collection collection ∑ N i ⋅ti = N1 ⋅t1 + N 2 ⋅t2 + ... + N n ⋅tn

Here is t collection of wagons – time norms of collection of wagons with shunting locomotives in the pick-up carriageway is given,

∑ Ni - number of wagons, wagons. = + + + tcollection of wagons tshunting locomotive ttdeparture tcollection tshunting locomotive (7)

бу ерда tshunting locomotive - hours of shunting locomotive, hours;

t – time of departure of wagons to the pick-up carriageway; departure t – collection time of wagons, hours; collection

tshunting locomotive – time of shunting locomotive, hour. It is necessary to bring the ready-made content to the Pick-up Park.

t = t + t (8) sending park shunting locomotive waiting sent

Here is tлок. кут- the time of the shunting locomotive waiting time when the train is ready to be sent to the sending post, hours;

tsent – the time at which the content is ready to be sent to the sending park.

tt = twaiting time + ttechnical (9) technical inspection

Here is twaiting time – waiting time for content inspection (PTOV), hours;

ttechnical inspection – wagons technical inspection time (WPV), hour. The train must comply with the timetable and the train schedule in strict accordance with the plan. The directions and the weight and length of freight trains on each section shall be determined in accordance with the schedule of train movement and the schedule of the train, in accordance with the locomotive type, the train station and the useful length of the receiving-and-departure stops located on that section. Lу q total train length, L normal length of the train on the plot Lу ≤ L, В total train mass, normative mass of the train on the plot Q .

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qВ ≤ Q  ≤ (10) Lу L  We shall consider the following indicators when sending trains:

t = t + t + t + t (11) dispatch waiting brake equipment waitingsend dispatch

Here is tлок. кут- waiting time of train locomotive, hours;

tbrake equipment – check of train brake equipment, hours;

twaitingsend – waiting time for train to send, hours;

tdispatch – dispatch time of train, hours. The authors determine the total amount of transactions of goods shipment from the station related to the following formula:

tlokal + tcommercial + ttechnicians + tcompose + tdefective wagon + t =   (12) shipment + t + t + t   sending park technical inspection tdispatch  According to the formula for the determination of the total number of operations (tj) for the shipment of goods from the station, proposed by the authors, if the time of dispatch of trains at the station by the time of sending the wagons to 00-00 is less than the time limit (formula 12) shall not be included in the total time of delivery and the delivery date shall be calculated from the next day. This arrangement ensures timely execution of technological operations in case of defects of time norms in the method of basic rational use of wagons on stations. That is, long-standing wagons on station tracks, when the shunting operations are not performed properly, will help ensure that load wagons do not exceed the time limits for performing technological operations when they are technically and commercially available at train stations. List of used literature 1. Турдиматов О.С. Транспорт ҳуқуқи асослари. Олий ўқув юртлари учун дарслик – Т.: “Шарқ” 2004. – 208 б. 2. Устав железной дороги Республики Узбекистан. Тошкент- 2008 г.112с. 3. Соглашение о международном железнодорожном грузовом сообщении (СМГС) 2018 г.- 192с. 4. Сметатнин А.И. Техническое нормирование эксплуатационной работы железных дорог. Москва Транспорт 1984 – 296c.

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УДК.678.541. РАЗРАБОТКА КОМПОЗИЦИОННЫХ МАТЕРИАЛОВ, НАПОЛЬНЕНЫХ МЕХАНОАКТИВИРОВАННЫМИ ИНГРЕДИЕНТАМИ, ДЛЯ ПРИМЕНЕНИЯ ДОРОГ Иноятов К.М (НамИСИ), Махкамов Д.И (НамИСИ), Дарвишев Д.Н (НамИСИ, студент)

ЙЎЛ УЧУН ИШЛАТИЛАДИГАН, МЕХАНОАКТИВЛАНГАН ИНГРЕДИЕНТЛАР БИЛАН ТЎЛДИРИЛГАН КОМПОЗИЦИОН МАТЕРИАЛЛАР ИШЛАБ ЧИҚИШ. Иноятов К.М., Махкамов Д.И., Дарвишев Д.Н

Калит сўзлар. Физик-механик хосса, иссиқликка чидамли, композиция, тўлдирувчи, механоактив ингдриентлар, эгилишга турғунлик, ёрилишга чидамлилик, хизмат муддати, чидамлилик, асфальтобетонли композиция. Аннотация Мақолада йўл кўприк ва аэродромлар учун асфальтобетон композицион қопламаларнинг мустахкамлик хусусиятларини, иссиқга чидамлилигини, эгилиш- га турғунлигини, ёрилишга чидамлилигини, иш фаолияти ва узоқ муддат хизмат қилишига олиб келувчи механик фаоллаштирилган табиий қум ва бошқа ингреди- ентлар билан тўлдирилган самрали композицион материалларининг таркиби юзасидан олиб борилган тадқиқотларнинг натижалари келтирилган.

DEVELOPMENT OF COMPOSITE MATERIALS, FILLED WITH MECHANOACTIVATED INGREDIENTS FOR USE OF ROADS. Kahramon Inoyatov, Dilshod Mahkamov, Darvishev Donyor.

Keywords: composite, mineral powder ingredients, mechanical activation, sealing mastic, oligomer, bitumen deformation joint, cracks, asphalt-concrete. The article presents the results of research pioneered effective compositions of composite materials filled with a mechanically activated natural sand and other ingredients, which improve strength properties, thermo-resistance, shear stability and crack resistance and the overall increase efficiency and durability of asphalt concrete composite pavements of roads, bridges and airfields.

308 SCIENCE, RESEARCH, DEVELOPMENT №16 РАЗРАБОТКА КОМПОЗИЦИОННЫХ МАТЕРИАЛОВ, НАПОЛЬНЕНЫХ МЕХАНОАКТИВИРОВАННЫМИ ИНГРЕДИЕНТАМИ, ДЛЯ ПРИМЕНЕНИЯ ДОРОГ Иноятов К.М, Махкамов Д.И, Дарвишев Д.Н Ключевые слова. Физико-механические свойства, теплостойкость, компози- ция, наполнители, механоактивация ингредиентов, сдвигоустойчивость, трещи- ностойкость, работоспособность, долговечность, асфальтобетонные композиции. В статье приводятся результаты исследований впервые разработанных эф- фективных составов композиционных материалов, наполненных механоакти- вированными природными песками и другими ингредиентами, позволяющие по- вышению прочностных свойств, теплостойкости, сдвигоустойчивости и тре- щиностойкости и в целом работоспособности и долговечности асфальтобе- тонных композиционных покрытий дорог, мостов и аэродромов.

Введение. В Республике Узбеки- 600 га, покрытых бетоном и асфальто- стан большое государственное, страте- бетоном. гическое и экономическое значение Резкоконтинентальные климатиче- придается техническому состоянию ские условия Центральной Азии суще- транспортной сети. В общей транс- ственным образом сказываются на со- портной системе Республики Узбеки- стоянии и сроках эксплуатации ас- стан главенствующее положение отво- фальтобетонных дорог. Долговечность дится автомобильным дорогам, по ко- применение асфальтобетонных и не- торым перевозится до 90% народнохо- фте-минеральных покрытий дорог в зяйственных грузов и до 95% условиях Узбекистана из-за недоста- пассажиров от всего объема перевоз- точной их сдвигоустойчивости при ок, осуществляемых всеми видами высоких летних положительных, и транспорта. Сеть автомобильных до- трещиностойкости – при низких от- рог республики, включая мосты, со- рицательных зимних температурах ставляет более 184 тыс.км, из них обычно не превышает 2-3 года. [1]. 50,7 тыс.км дороги с асфальтобетон- В последние годы широкий интерес ными, бетонными покрытиями и представляет создание и получение 96,3 тыс.км с нефтеминеральными и высокоэффективных композицион- щебеночными покрытиями. В пер- ных асфальтобетонных покрытий до- спективе намечается строительство рог, мостов и аэродромов. [4-6]. железобетонных дорог протяженно- Исследованиями ряда ученых были стью более 10000 км, проходящих че- созданы дорожно-строительные ком- рез пустынные и горные регионы ре- позиционные материалы, способные спублики. В республике имеются эксплуатироваться в интервале темпе- 11 аэродромов общей площадью ратур от -30 0С до +70-80 0С. Однако

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эти композиции и мастики не полно- битумы марок БН-90/10 БНИ-V), БН- стью отвечают требованиям климати- 70/30 БНИ-IV), БНД-60/90, резиновая ческих условий Республики Узбеки- крошка, госсиполовая смола, гидро- стан и в целом Центральной Азии. лизный лигнин, вторичный поливи- В этой связи проведение исследова- нилхлорид, гашеная известь, базальто- ний по созданию и получению импор- вый волокнистый наполнитель и акти- тозамещающих и экспортоориентиро- вированный мелкодисперсный волла- ванных высокоэффективных, компо- стонит, Чиназские и Чирчикские зиционных материалов на основе ме- речные, Язъяванские и Янгиерские ханоактивированных и химически барханные пески и композиции на их модифицированных ингредиентов из основе. [1-2]. местных и вторичных сырьевых ре- Методы исследований. Физико-хи- сурсов органического и минерального мические свойства исследованы с по- происхождения для асфальтобетон- мощью ИК-спектроскопи. Физико-ме- ных покрытий и герметизирующих ханические свойства композиции: мастик для заполнения деформацион- –температура размягчения опреде- ных швов бетонных и трещин асфаль- лена по методу КиШ; тобетонных дорог, мостов и аэродро- – температура хрупкости по методу мов с целью повышения их тепло-мо- Фраасу; розостойких, сдвигоустойчивых и тре- –растяжимость по ГОСТ 11056; щиностойких свойств и, –прочность сцепления с бетоном соответственно, увеличения сроков по Тsh РУз 14.04.2004; эксплуатации в интервале температур –глубина проникания иглы по от -25 0С до +120 0С является весьма ГОСТ 11501, водопоглощение по ГОСТ актуальной проблемой. 26589. [1]. Цель исследования. Создания эф- Результаты исследований и их об- фективных составов импортозамеща- суждение. Рассмотрим результаты ис- ющих и экспортоориентированных следований физико-механических и композиционных материалов с выоки- эксплуатационных свойств и разра- ми физико-механическими и эксплуа- ботка эффективных составов компо- тационными свойствами для покры- зиций для асфальтобетонных покры- тий асфальтобетонных дорог, способ- тий дорог с использованием органиче- ных эксплуатироваться в широком ских, модифицированных и активиро- интервале температур от -25 до +120 ванных неорганических ингредиентов 0С, на базе местных минеральных и на основе местного и вторичного сы- вторичных сырьевых ресурсов орга- рья. нического и неорганического проис- На основе результатов физико-хи- хождения. мических исследований модифициро- Объект и методы исследований. ванных битумов и госсиполовой смо- Объектами исследования являются лы для создания композиций асфаль-

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Таблица 1 Влияние режима обработки на механоактивации природных песков № Изменение Влияния режима обработки (t,мин.) свойств песка различных при различных коэффициентах запо- месторождений лнения на механоактивацию природных песков 0 1 2,5 5,0 7,5 10 1 Коэффициент заполнения 0,25 1 2 3 4 5 6 7 8 1.1 Чирчикский 1.1.1 Остаток насите №014 по 22.5 21.4 20.1 18,4 18,2 17,8 массе 1.1.2 Насыпная плотность кг/м3 1452 1432 1418 1406 1405 1404 1.2 Язьяванский 1.2.1 Остаток насите №014по 26,5 24,2 21,3 18,2 17,5 17,2 массе 1.2.2 Насыпная плотность кг/м3 1486 1454 1432 1428 1412 1407 1.3 Янгиерский 1.3.1 Остаток насите № 014 18,6 16,8 15,6 12,3 11,9 11,6 1.3.2 Насыпная плотность кг/м3 1482 1468 1455 1432 1415 1408 1.4 Чиназский 1.4.1 Остаток насите № 014 2,4 2,2 1,8 1,4 1,3 1,2 1.4.2 Насыпная плотность кг/м3 1461 1454 1422 1410 1408 1406

тобетонных покрытий дорог нами раз- зиции для асфальтобетонных покрытий работаны битумные композиции, при сдвиге (рис. 1 а,б). состав и свойства которого приведе- Из данных рисунка видно, что при нии в работе. [3]. использовании механоактивирован- Физико-механические свойства ас- ных песков наблюдается существенное фальтобетонных композиций, глав- увеличение прочности при сжатии и ным образом, зависят от грануломе- сдвиге асфальтобетонных покрытий, трических составов, степени механо- При загрузке песков до 3 кг/мин пре- активации наполнителей и свойств дел прочности при сжатии увеличива- вяжущих. ется от 1,3 до 3,9 МПа, прочность при Нами было изучено влияние механо- сдвиге возрастает от 0,6 до 1,0 МПа, активации наполнителей на прочност- соответственно. ные показатели композиции для асфаль- Из таблицы 1 видно, что как с уве- тобетонных покрытий, в частности, за- личением коэффициента загрузки, так висимость предела прочности при сжа- и продолжительности обработки на- тии от степени загрузки дисмембратора блюдается существенное снижение на- при механоактивации песков и влияние сыпной плотности песков всех видов, механоактивации на прочность компо- которые свидетельствуют о увеличе-

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а) Реализация ударно-раскалывющего

МПа эффекта для природных песков, в том 4 числе барханных не целесообразно не сжатии,

ри только с точки зрения энерго-и трудо 3

ип затратов. Но и с позиции перерасхода

2 вяжущих материалов для асфальтобе-

прочност тонных покрытий. 1 Это очень важно для механоактива-

Предел 0 1 2 3 4 5 ции природных минералов, в том числе Степень загрузки, кг/мин песок и для барханных песков. При помощи чирчикский; чиназский; язъяванский; янгиерский дисмембраторного механоактиватора можно осуществить целенаправленное б) структурообразование дисперсных си-

1,2 стем за счёт образования новых акти-

вированных поверхностей: обнажение Па 1,0

,М при истирании частиц как между со-

бой, так и между поверхностями рабо- сдвиге 0,8 чих органов активатора достигаемое

при регулированием зазора между пальца- 0,6 ми ротора и стартера.

рочности Сравнительные характеристики 0,4 физико-механических свойств разра-

Преде лп ботанных асфальтобетонных покры- 0 1 2 3 4 5 Степеньзагрузки, кг/мин тий приведены в табл. 2. Рис. 1. Зависимость предела прочности Из данных таблицы 2 видно, что при сжатии (а) и сдвига (б) композиции для асфальтобетонных асфальтобетонных покрытий от степени загрузки дисмембратора при механоакти- покрытий, полученные с использова- вации нием механоактивированных песков, нии удельной поверхности дисперсной модифицированных госсиполовой массы характеризующей степенью ак- смолой, в месте минерального напол- тивации поверхностей их частиц. нителя, из битума БНД 60/90 по всем Таким образом из анализа получен- показателям физико-механический ха- ных результатов исследования нами рактеристик полностью отвечают тре- установления оптимальные загрузочно бованиям ГОСТ 9128-97. временные режимы механоактивации: На основании комплексных исследо- к=0,25-0,50; t=1-5мин., с реализацией ваний и выявленных закономерностей ударно-истирающего эффекта, которое полученных результатов разработан эф- позволяет обнажение поверхности ча- фективный состав композиционных ма- стиц при незначительном изменении териалов с использованием механоакти- их гранулометрического состава. вированных природных песков и орга-

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Таблица 2 Сравнительные характеристики физико-механических свойств разработанных ком- позиций для асфальтобетонных покрытий Показатели ГОСТ Нормы на смеси для плотного 9128- горячего асфальтобетона 97 чир- чиназ язъяван янгиер чик ский ский ский ский Пористость минерального состава, % объема, для смесей типов: Г, не более 22 21 21 18 18 Д, не более 22 20 20 19 19 Водонасыщение, % объема, для смесей типов: Г 1,5-4,0 2,5 2,6 2,0 2,1 Д 1,0-4,0 2,0 2,2 1,9 2,0 Остаточная пористость, % объема 2,2-5,0 3 3,1 3,5 4,0 Предел прочности при сжатии, МПа, при температурах: +20оС, не менее 2,2 3,8 3,5 3,0 3,0 +50оС, не менее, для смесей типов: Г 1,2 1,8 1,71 1,58 1,6 Д 1,3 1,9 1,8 1,64 1,61 0оС, не более 12,0 9,0 8,85 7,91 8,0 Коэффициент водоустойчивости, 0,85 0,90 0,89 0,90 0,88 не менее

нических ингредиентов для асфальтобе- тонных, асфальтобетонных дорог, мо- тонных покрытий автомобильных дорог, стов и аэродромов с улучшенными мостов и аэродромов. физико-механическими и эксплуата- В табл. 3 приведены оптимальные ционными свойствами, способных составы разработанных рецептур эксплуатироваться в экстремальных асфальтобетонных покрытий. климатических условиях Республики Узбекистан. Заключение. Разработан новый эффективный Впервые предложен научно обо- способ повышения физико-механиче- снованный подход к созданию тепло- ских свойств асфальтобетонных по- морозостойких, сдвигоустойчивых и крытий путём введения в их состав трещиностойких композиционных ма- механоактивированных минеральных териалов на основе местных и вторич- ингредиентов, в частности, природных ных сырьевых ресурсов для асфальто- речных и барханных песков, основан- бетонных покрытий и герметизации ного на ударно-раскалывающе-исти- деформационных швов и трещин бе- рающем эффекте, приводящий к об-

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Таблица 3 Рецептуры композиций для асфальтобетонных покрытий Состав асфальтобетонного ГОСТ Разработанные составы, мас. %, покрытия 9128- с содержанием песка 97 чирчик чиназ язъяван янгиер ский ский ский ский Битум БНД 60-90 6 - - - - Битум БНД 60-90 + ГС (7% от 6,042 6,042 6,042 6,042 веса битума) Щебень 45 45 45 45 45 Песок неактивированный 41 41,058 41,058 41,058 41,058 Минеральный наполнитель 8 - - - - Механоактивированный песок - 8 8 8 8 Итого 100 100 100 100 100

разованию частиц с развитой удель- 150-180 0С, время смешения 180 сек., ной поверхности с требуемыми геоме- температура смеси при выпуске из трическими и физическими смесителя в пределах 120-155 0С и тем- параметрами за счёт поляризации ча- пература смеси к началу укладки 110- стиц на молекулярном уровне, сопро- 120 0С), обеспечивающие необходимые вождающийся появлением гетероген- физико-механические и технологиче- ных дипольных моментов, которые ские характеристики. способствуют улучшению адгезион- Список литературы. ных свойств с образованием водород- 1. Негматов С.С., Собиров Б.Б., Иноятов ных связей как с катионно – активны- К.М., Салимсаков Ю.А. Композицион- ми, так и анионно – активными веще- ные асфальтобетонные материалы для ствами, каким является госсиполовая покрытия дорог // Ташкент: ГУП «Фан смола и, в конечном счете, увеличению ва тараккиёт», 2012. 2. Негматов С.С., Собиров Б.Б., Абдулла- межфазного взаимодействия между ев А.Х.,Рахмонов Б.Ш., Иноятов ингредиентами и битумом. К.М.,Салимсаков Ю.А. Модифициро- На основе выявленных закономер- ванные битумные композиции много- ностей разработан ряд марок асфаль- функционального назначения // Таш- тобетонных композиционных матери- кент: ГУП «Фан ва тараккиёт», 2012. 3. Sobirov A.B., Rahmonov B.Sh., Abdul- алов для покрытия дорог –БК-З-ЧчРП, layev A.X., Inoyatov K.M., Salimsakov БК-3-ЧзРП, БК-3-ЯзВП, БК-3-ЯнВП, Y.A., Mahkamov D.I., Soliyev R.X. Study отличающихся друг от друга природой of composition and technology of highly применяемых механоактивированных filled composite polymeric materials for песков. Для каждой указанной марки asphalt roads, which can be used in hot разработанных композиционных ма- climates and increasing their operation life. European polymer congress in 2011. териалов определены оптимальные XII congress of the specialized group of технологические режимы получения polymers., / Congress program, june 26 – их получения (температура нагрева jule 1, 2011, Granada, Spain.

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4. Negmatov S.S., Sobirov B.B., Rakhmonov And Development Of Technologies Of B.Sh., Negmatov J.N., Inoyatov K.M., Neg- Obtaining The Mechanically Activated matova M.I., Salimsakov J.A., Makhkamov Powder Based On Natural Ingredients D.I., Soliev R.X. Composite Materials And Dune Sand For Production Of Seal- Based On Soft Organic And Inorganic In- ing Composite Cements And Composite gredients For Increasing The Durability Materials For Various Purposes. Interna- Of Roads6th INTERNATIONAL CON- tional Porous and Powder Materials Sym- FERENCE Times of Polymers (TOP) posium and Exhibition, PPM 2013, Sep- Composites AIP Conf.Proc. 2012 Americ- tember 3-6, 2013 в г. Измире. can Institute of Physics. p. 319-321. 6. Патент. «Битумная композиция». 5. Sayibjan Negmatov, Kakhramon Inoytov, № IАР 04848 от 26.12.2014. Негматов Lochin Oblakulov, Shukhrat Bozorboyev, С.С., Собиров Б.Б., Абдуллаев А.Х., Bahodir Sobirov, Bakhrom Rakhmonov, Гулямов Г., Салимсаков Ю.А., Махкамов Jahongir Negmatov, Dilshod Makhkamov, Д.И., Солиев Р.Х., Облакулов Л.Н., Rustam Soliev, Andrey Lisenko. Research Шодиев Х.Р., UZ.

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УДК 656.025.4 ЖЕЛЕЗНО ДОРОЖНАЯ ЛИНИЯ АНГРЕН – В ПЛАНАХ МЕЖДУНАРОДНЫХ ТРАНСПОРТНО- ЭКОНОМИ ЧЕСКИХ СВЯЗЕЙ ПО НАПРАВЛЕНИЮ КИТАЯ СО СТРАНАМИ ЦЕНТРАЛЬНОЙ И ЮЖНОЙ АЗИИ

Умаров Х.К., ассистент, Ташкентский институт инженеров железнодорожного транспорта Мирзаева З.М., ассистент, Ташкентский институт инженеров железнодорожного транспорта Мансуров М.Т., магистр, Ташкентский институт по проектированию, строительству и эксплуатации автомобильных дорог В статье проведён подробный анализ принятых решений по развитию исследуемой линии Ангрен – Пап в планах международных транспортно- экономических связей по направлению Китая со странами Центральной и Южной Азии. Предложена необходимость усиления мощности линии Ангрен-Пап при переключении транзитных грузопотоков между Китаем, Центральной и Южной Азией. Ключевые слова: усиление мощности, международных коридор, Китай, Центральной и Южной Азией, линия Ангрен-Пап,

В рамках транспортной стратегии усиление мощности эксплуатируемых «Великого шелкового пути» Централь- железных дорог. Поиск оптимального ная Азия рассматривается как связую- пути усиления мощности железных щее звено между Китаем и Южной дорог Узбекистана с целью переключе- Азией. Данный факт дал толчок сред- ния транзитных грузопотоков между неазиатским республикам для разви- Китаем, Центральной и Южной Азией тия своих железных дорог. Для сохра- является сложной задачей, что обу- нения позиций ведущего игрока, Ре- словлено, с одной стороны, неопреде- спублике Узбекистан необходимо опе- ленностью времени переключения режающими темпами развивать свою транзитных грузопотоков, а с другой – железнодорожную сеть с целью обе- достоверностью исходной информа- спечения кратчайшего пути для эконо- ции о размерах транзитных грузопото- мического взаимодействия террито- ков между Китаем, Центральной и рий Китая с Южной Азией, при этом Южной Азией. Перспектива развития требуется постоянная модернизация и существующей линии Ангрен – Пап,

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Условные обозначения: существующие ж. д. Узбекистан планируемые ж.д. существ. соседних государств ж.д. строящиеся ж.д. Актогай государственная граница Достык Алашанькоу

Аральское КАЗАХСТАН море Алма-Ата Луговой Бишкек Балыкчи КЫРГЫЗСТАН УЗБЕКИСТАН Сарыагаш Ангрен Келес Андижан Карла Ташкент Пап Карасу Торугарт Джиззак Ош Ходжадавлет Ассаке Самарканд Фергана Кашгар ТУРКМЕНИСТАН Хаваст Коканд Иркештам Бекабад Карамык Фараб Карши Пахтаабад Ашхабад Душанбе КИТАЙ Кудукли ТАДЖИКИСТАН Мары Амударья Окина Термиз Мешехед ИРАН Серахс Андхой Хайротан Сарахс Мазари-Шариф Кундуз

Торбате- Хейдерие Тургунди ТУРЦИЯ Санган-Майн Кабул Герат ПАКИСТАН ИНДИЯ Бафг АФГАНИСТАН Пешавар п. Бандар-Аббас Рисунок 1 – Схема железных дорог Центральной Азии

как связующего звена между Китаем и стью 1831 км (рис. 1). Кроме того, Уз- Южной Азией, может не обеспечить бекистан будучи важным торговым больших транзитных грузопотоков партнёром с Южной Кореей, осущест- между Китаем, Центральной и Южной вляет перевозки через вышеуказанные Азией, так как на этой железнодорож- линии. Существует необходимость ной линии имеются «узкие» места, зна- смены тележек или перегрузки в дру- чительно снижающие пропускную и гие вагоны на станции Достык из-за провозную способность. Это опреде- смены колеи в Китае и Южной Корее, ляет необходимость усиления мощно- что влечет за собой задержки из-за сти отдельных направлений при пере- ограниченных технических ресурсов ключении транзитных грузопотоков [1, 2, 3]. между Китаем, Центральной и Южной Китай является важным торговым Азией. партнером Центрально Азиатских ре- В настоящее время железнодорож- спублик. Китайское Правительство ак- ная транспортно-экономическая связь тивно инвестирует в Синьцзян – Уй- Китая с Центральной и Южной Азией гурского Автономного Района (далее осуществляется через Казахстан по СУАР) социально-экономическое раз- линии Сарыагач – Луговой – Алма- витие и разработку природных ресур- Ата – Актогай – Достык протяженно- сов, а также заинтересовано в эконо-

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мическом и политическом плане про- ботке угольного разреза Кара – Кече вести путь из СУАР через Кыргызстан [5, 6, 7]. Проект железной дороги Каш- в Центральную Азию, Афганистан и гар – Торугарт – Ош был выполнен Иран в порт Бандар-Аббас, в связи с Китаем для соединения железных до- тем, что свыше 80% от общего товаро- рог Китая и Узбекистана (крайние точ- оборота Китай с республиками Цен- ки: китайский Кашгар и узбекский Ка- тральной Азии приходится именно на расу которые проходят через линию СУАР [4]. Ангрен – Пап). Данный проект Каш- В данный момент выход Китая же- гар – Торугарт – Ош позволит сокра- лезными дорогами через Кыргызстан в тить на 1098 км железнодорожную Центральную и Южной Азию предус- транспортную связь Китая между матривается в основном по двум Центральной и Южной Азией (табл. маршрутам Кашгар – Торугарт – 1). В обратном направлении для Цен- Ош – Карасу и Кашгар – Иркештам – трально Азиатских Республик линия Карамык: Кашгар – Торугарт – Ош сократится с * Кашгар – Торугарт – Ош – Кара- китайскими портами с выходом на су: протяженность железнодорожной Желтое, Восточно-Китайское и Южно- линии Кашгар – Торугарт – Ош состав- Китайское моря. В перспективу будет ляет 430 км. Кыргызская часть желез- продолжено строительство новой ли- ной дороги Торугарт – Ош составляет нии в Афганистане от Мазари-Шари- 265 км и примыкает к существующей фа до Герата протяженностью 700 км, сети железных дорог, ведущих в Узбе- завершение которой предоставит Ки- кистан (ст. Карасу). Правительство таю выход к портам Персидского за- Китая планирует построить свой уча- лива через Афганистан, и сократит сток линии Кашгар – Торугарт протя- расстояние перевозки внешнеторго- женностью 165 км, параллельно стро- вых грузов к портам Ирана на 440 км. ительству кыргызского участка рас- В настоящее время в Иране от Санган- сматриваемой железнодорожной ли- Майн в сторону границы с Афганиста- нии. Предварительная стоимость ном продолжается строительство строительства (далее ПТЭО) линии участка длиной 191 км от границы в Торугарт – Ош, просчитанная по ки- Герате. тайским данным ПТЭО, составляет Иран открыл линию Мешхед – Бафг 2 млрд. долл. США. Срок строитель- протяженностью 800 км в мае 2005 г., ства данной железнодорожной линии которая упрощает перевозки между составляет 3-4 года. Необходимо под- Китаем и портом Бандар-Аббас через черкнуть, что строительство железной Серахс (граница Туркменистана), со- дороги Кашгар – Торугарт – Ош будет кращая на 1000 км расстояние пере- играть существенную роль в развитии возки на маршруте Сарахс – порт Бан- горной промышленности Республики дар-Аббас. Хотя линия является одно- Кыргызстан, и прежде всего, в разра- путной, предусмотрено строительство

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Таблица 1 Транзитные расстояния Китая между Центральной и Южной Азией, км Расстояния Казах- Кыргызстан (про- Сокращение, км от страны стан ектное) (суще- ствую- щее) через через ст. через ст. через ст. через ст. Торугарт Ирке- Торугарт ст. Ирке- Достык штам штам Узбекистан (Ташкент) 1831 733 1417 1098 414

Таджикистан (Душанбе) 2730 1632 518 1098 2212 Туркменистан (Ашхабад) 3117 2019 2703 1098 414 Афганистан (Мазари- 2679 1581 960 1098 1719 Шариф) Иран (Торбате-Хейдерие) 3819 2721 3405 1098 414

второго пути [2]. Кроме того необхо- 318 км. Предварительная стоимость дима замена тележек или перевод гру- строительства линии Карамык – Ду- зов на другие вагоны на станции Се- шанбе составляет 2,54 млрд. долл. рахс из-за смены колеи. США. Важно отметить, что таджикская В 2009-2010 гг. построили новую часть железной дороги преодолеет че- железную дорогу Хайратон – Мазари- тыре перевала (высота в некоторых ме- Шариф протяженностью 75 км в Афга- стах достигнет 4400 м). В настоящее нистане. Проект был реализован уз- время Таджикистан ведет строитель- бекскими железными дорогами при ство железной дороги Душанбе – Кун- поддержке Азиатского Банка Разви- дуз в горных условиях. Строящаяся тия. Узбекская железная дорога из железнодорожная линия с пересечени- пункта Термез в Афганистане в насто- ем Аму-Дарьи и выходом на сеть Афга- ящее время эксплуатируется. нистана по железнодорожной линии * Кашгар – Иркештам – Карамык: Мазари-Шариф. Общая линия Душан- железнодорожная линия Кашгар – Ир- бе – Кундуз – Мазари-Шариф протя- кештам – Карамык, протяженностью женностью 442 км. Данный проект 460 км, является альтернативной лини- Кашгар – Иркештам – Карамык позво- ей Кашгар – Торугарт – Ош. Кыргыз- лит сократить железнодорожную ская часть линии Иркештам – Карамык транспортную связь между Китаем, и составляет 200 км, стоимость проекта Центральной и Южной Азией (табл. 1). которой предварительно составляет Руководство Таджикистана заинте- 1,5 млрд. долл. США. Для соединения с ресовано в строительстве железной Душанбе потребуется строительство дороги Кашгар – Иркештам – Карамык новой железнодорожной линии Кара- и далее выход через Афганистан в мык – Душанбе протяженностью Иран. В рамках реализации проекта

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иранской компанией «Метро» было и отправило его на доработку. Для разработано ТЭО на строительство обеспечения гарантии возврата при- линии Иран – Афганистан – Таджики- влечённых средств в Кыргызстане пе- стан – Кыргызстан – Китай на терри- реводились в резерв месторождения тории Таджикистана, финансирование полезных ископаемых, прорабатыва- которого будет осуществлено прави- лись механизмы полного финансиро- тельством Ирана в размере 1 млн дол- вания Китаем. При условии, что ки- ларов США [7]. тайские компании эксплуатируют же- Необходимо отметить, что на дан- лезную дорогу до полного возврата ный момент большая часть грузопото- денежных средств, и только после это- ка Китая с Ираном осуществляется го дорога будет полностью предостав- морским путем, из общего грузопото- лена в собственность Кыргызстана. На ка сухопутных перевозок составляет данном момент обсуждается вариант 1%, который обходится через ст. До- совместного финансирования. Кроме стык. К 2020 году планируется увели- того, что при строительстве железной чить грузопоток сухопутных перевоз- дороги в соответствии с планом в ок до 5% [8]. Кыргызстане будут созданы более Выбор Китая в пользу железнодо- 20 тыс. рабочих мест, а в эксплуатации рожной линии Кашгар – Торугарт – дороги будут задействованы около Ош – Карасу, обусловлен: 3 тыс. человек. • дороговизной реализации проек- та Кашгар – Иркештам – Кара- Заключение мык при значительном сокраще- Железнодорожная линия Кашгар – нии суммарной протяженности Торугарт – Ош – Карасу через линии маршрута; Ангрен – Пап в международных пере- • малыми объёмами грузопотока возках при соединении Китая со стра- между Китаем и Таджикистаном; нами Центральной и Южной Азии по- Железнодорожная колея в Китае зволит сократить путь на 1098 км и составляет 1435 мм, по этой причине даст оптимальное распределение гру- он заинтересован в строительстве до- зопотока между Китаем, Центральной роги собственными подрядными орга- и Южной Азией. низациями, кроме этого Китай рассчи- Эффективность принятия решения тывает на получение доступа к при- по усилению мощности железных до- родным ресурсам Республики Кыр- рог Узбекистана с целью переключе- гызстана. Правительство Кыргызстана ния транзитных грузопотоков между не было согласно с результатами дан- Китаем, Центральной и Южной Азией ного технико-экономического обосно- зависит от роста размера транзитного вания строительства на своём участке объема грузопотока между Китаем, из-за высокой стоимости осуществле- Центральной и Южной Азией. В связи ния проекта, а также с шириной колеи с этим необходимо, учет реальной эко-

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номической ситуации в регионе в Ки- ных коридоров в Центральной Азии: Доклад эксперт по внешней политике тае, Центральной и Южной Азии в Института мировой экономики и по- определенный временной период (на литики (ИМЭП) при Фонде Первого 15 лет). Президента РК – Лидера Нации. – Библиографический список Астана, Апрель 2015 г. 1. Бизнес план. // Государственно – Акци- 5. Два «Севера». / Начало строительства онерной Железнодорожной Компании новой магистрали для государств пока «Ўзбекистон темир йуллари». Ташкент, откладывается // Ежедневная транс- 2009. – 72 с. портная газета «Гудок». №162. 12 сентя- 2. Бизнес план. // Государственно – акци- бря 2013. С. 3-4. онерной железнодорожной компании 6. Стратегия развития железнодорожного «Ўзбекистон темир йуллари». Ташкент, транспорта Кыргызской Республики на 2012. – 60 с. 2012-2020 годы: Пояснительная запи- 3. Умаров Х.К. Анализ возможности раз- ска. – Бишкек, 2011. – 40 с. вития международных транспортных 7. Цветков В.А. Новая эволюционная мо- коридоров в условиях Республики Уз- дель транспортно-коммуникационного бекистан / III Международной научно- взаимодействия Росси и Китай. /Цвет- практической конференции: «Развитие ков В.А., Зоидов К.Х. и Медков А.А. Де- экономической науки на транспорте».– понент Соционет. июль, 2013. С. 75-77. СПб: ПГУПС-2014, 275-279; 8. Центрально азиатские коридоры как 4. Ордабаев А. К. Геополитика транспорт- альтернатива Транссибу: Журнал – Же- лезные дороги мира, 2013, №2, с. 16-17.

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