Mazkur maqolada turizm etikasi tushunchasi, uning asosiy tamoyillari va amaliy ahamiyati keng yoritilgan. Turizm etikasi — bu sayyohlar, xizmat ko‘rsatuvchilar, mahalliy aholi va ekologik muhit o‘rtasidagi axloqiy munosabatlarni tartibga soluvchi me’yorlar majmui bo‘lib, u o‘zaro hurmat, mas’uliyat, halollik, madaniyatlararo muloqot va adolat prinsiplariga asoslanadi. Maqolada turizmda etik qadriyatlarning sayyohlar va mezbonlar o‘rtasidagi ijobiy munosabatlarga, xizmat sifati va mamlakatning xalqaro imijiga ta’siri alohida ta’kidlangan. Ushbu maqolada muallif tomonidan tarixiy va madaniy meros ob’ektlariga nisbatan ehtiyotkorlik, ekologik barqarorlikka e’tibor, xizmat ko‘rsatishdagi madaniyat va mehmondo‘stlik kabi omillar barqaror turizm asosini tashkil etuvchi mezonlar sifatida ko‘rsatilgan. Shuningdek, etika va barqaror rivojlanish o‘rtasidagi bog‘liqlik, yosh avlodni etik ong asosida tarbiyalash, ta’lim tizimiga etik me’yorlarni kiritish zaruriyati ham tahlil etilgan. Maqola natijasida, turizmda etik yondashuv nafaqat axloqiy, balki ijtimoiy, iqtisodiy va madaniy jihatdan ham rivojlanishning muhim omili ekanligi xulosa sifatida ilgari suriladi.

Ushbu maqolada jismoniy shaxslarni soliqqa tortishda ijtimoiy chegirmalarning xalqaro tajribasi o‘rganilgan. AQSh, Yevropa, Sharqiy Osiyo va Skandinaviya mamlakatlari misolida ularning yondashuvlari, soliq siyosatidagi asosiy maqsadlar, chegirmalar shakllari va O‘zbekistondagi amaliyot bilan solishtiruvlar tahlil qilingan. Shuningdek, O‘zbekiston uchun mos takliflar ilgari surilgan.

International criminal proceedings have been consistently criticized due to the lack of an international legislative system, mandatory competent courts, and organized enforcement mechanisms. These factors are essential for establishing a comprehensive and credible legal framework. These shortcomings were particularly evident during the Nuremberg and Tokyo trials, where reliance on the concept of "justice" could not fill the void left by the absence of "legality." The criticisms raised during and after these trials highlighted the importance of the principles of legality of crimes and punishments within international criminal law. Although the process of accepting and establishing these principles has been slow, it has progressed steadily. A historical examination of international criminal proceedings—from the Leipzig High Court in the early 20th century, the Nuremberg and Tokyo trials in the mid-century, the International Criminal Tribunals for the former Yugoslavia and Rwanda in the 1990s, and ad hoc tribunals like the Special Court for Sierra Leone to the International Criminal Court (ICC) at the beginning of the 21st century—demonstrates a profound and gradual evolution in the acceptance and implementation of the principles of legality of crimes and punishments. This process began with denial and initial indifference to these principles and ultimately reached a point where adherence to them was explicitly stated as a legal necessity. This evolution reflects the continuous efforts of the international community to strengthen the legal foundations of international criminal proceedings and ensure the rights of the accused.

Ushbu maqolada ramziy interaksionizm nazariyasining asosiy tamoyillari chuqur tahlil qilinadi. Tadqiqot asosida Blumer (1969), Mead (1934), Cooley (1902), Goffman (1959), Stryker (1980), Denzin (1992), Schutz (1967), Garfinkel (1967) kabi nazariya asoschilari va zamonaviy izlanishlar natijalari ko‘rib chiqiladi. Maqola ramziy interaksionizmning asosiy g‘oyalari – ma’no qurilishi, o‘zaro ta’sirning roli, shaxsning shakllanishi va ijtimoiy konstruktsiyalarni anglash mexanizmlarini keng ko‘lamda ilmiy ma’lumotlar, raqamlar va statistik dalillar yordamida tahlil qiladi. Natijalar sotsiologiya, psixologiya va ijtimoiy psixologiya fanlariga amaliy va nazariy hissa qo‘shadi.

В статье рассматривается значение научно-исследовательской деятельности в педагогике как инструмента поиска эффективных форм работы с детьми старшего дошкольного возраста. Особое внимание уделено использованию квест-игр как средства формирования навыков сотрудничества у детей 6–7 лет. Представлены результаты анализа теоретических подходов и обозначены практические рекомендации по организации квест-игр в образовательной деятельности.