This study evaluated root system development in 12 rice accessions, including the standard variety UzROS-7/13, at four growth stages: emergence, tillering, stem elongation, and flowering. Root length varied among accessions and increased progressively throughout plant development. At emergence, root length ranged from 12 to 14 cm, increasing to 17–20 cm at tillering, 21–29 cm at stem elongation, and 29–38 cm at flowering. The Tarona accession demonstrated superior root development, reaching 29 cm at stem elongation and 38 cm at flowering. Accession 33-09 also reached 38 cm at flowering, whereas the standard variety UzROS-7/13 had the shortest root length at this stage (29 cm). The mean root length increased from 12.9 cm at emergence to 34.6 cm at flowering, representing an increase of 21.7 cm. These findings provide a basis for the preliminary evaluation of rice accessions according to root development and the selection of promising material for breeding programmes. Further studies are required to assess root biomass, root system volume, soil penetration depth, and the relationships between root traits and grain yield.

Listening requires learners to recognize, interpret, apply, and evaluate meaning in sequence; without such cognitive progression, comprehension of spoken language remains unstable. The study aimed to determine how staged tasks based on Bloom’s Taxonomy influence listening skills. A three-stage pedagogical experiment involved 68 participants: a diagnostic pretest was followed by formative intervention and a controlled posttest. Experimental and control groups were compared through the Solomon Four-Group Design. Measurement results were examined with normality and goodness-of-fit tests, while between-group differences were evaluated using analysis of variance and post-hoc comparisons. Correlation analysis was used to identify the relationship between the instructional progression and listening performance. Posttest results showed a statistically significant advantage for instruction organized through Bloom’s Taxonomy (p<0.001); the effect size was d=0.84, and the correlation coefficient associated with listening performance was r=0.58. The findings indicate that the sequence “remember–understand,” “apply–analyze,” and “evaluate” connects accurate identification of meaning with coherent interpretation and independent monitoring. The study’s scientific contribution is a quantitative justification of Bloom’s Taxonomy as a staged framework for listening instruction. The model offers teachers a practical basis for assigning tasks to successive cognitive levels and for strengthening learners’ strategic self-monitoring. It also clarifies how comprehension activities can move beyond answer recognition toward purposeful application, analytical processing, and reflective judgment during listening lessons. This contribution supports more deliberate instructional sequencing in language pedagogy.

Рассмотрена задача о распространении тепла в тонкой прямоугольной пластинке с внутренними источниками тепла, способными оказывать мгновенное (импульсное) влияние на процесс теплопроводности в фиксированные моменты времени. В качестве математической модели принята начально-краевая задача для уравнения теплопроводности с неоднородными краевыми условиями и импульсными воздействиями. Исследован вопрос существования и единственности решения такой смешанной задачи, а также получены необходимые и достаточные условия, при выполнении которых полученное решение является T-периодическим по времени.

Сахарный диабет 2 типа является одним из факторов, способных оказывать влияние на процессы выживаемости и долговременную стабильность дентальных имплантатов.

Anemia is a prevalent hematological disorder characterized by a reduction in the concentration of hemoglobin and/or the number of circulating red blood cells, resulting in impaired oxygen transport to body tissues.