Kutubxonashunoslik fan sifatida shakllangani, bakalavr talabalar bilishi kerak amaliy va tajriba mashg‘ulotlari orqali malakalarida maqsadi, vazifasi, tamoyillari, qonuniyatlari, metodologiyasini, metodlarini, kutubxonalar tipologiyasini va boshqa fanlar bilan bog‘liqligi yoritib berildi. Tarmoqlarga ajratish kutubxonaning sifatli ishlashini, tizimlarga ajratish kitobxonlarda xizmat yaxshilanishini ta’minlab berishiga ko‘rsatmalar berildi.

Kitobxonlarga xizmat koʻrsatish kutubxonaning asosiy faoliyati boʻlib, quyidagilarni kiritish mumkin Kitob fondini yig‘ish(qog‘oz holati yoki elektron holatda), Kitob fondini tashkil etish, fond mazmunini yoritish, kitoblarni kitobxonlarga yetkazish, kitobxonlarga kitob o‘qishi uchun sharoitlar yaratish kabi asosiy funksiyalar yoritilgan. Kutubxonalarning kitobxonlarga xizmat koʻrsatishning asosiy vazifasi quyidagicha belgilangan bo‘lib, bular xushmuomala bo‘lish, kitoblar bazasini kengaytirish, kitobxonga o‘qishi uchun qulay sharoit yaratish, bor kitoblarni topib berish;

Bul maqalada folkor sóziniń qollanılıwı hám folklore termininiń pánge kiritiliwi, folklore atamasınıń tariyxı hámde onı ilimge alıp kirgen birinshi alım arxeologi haqqında sóz etiledi.

Temir tanqisligi anemiyasi - bu temir tanqisligi tufayli gemoglobin sintezning buzilishi, eritropoezda susayish va to‘qimalarda trofik o‘zgarishlar natijasida kelib chiqadigan kliniko-gematologik kasallik. Temir tanqisligi anemiyasi dunyodagi eng keng tarqalgan kasalliklardan biri bo'lib, TTAning ijtimoiy-iqtisodiy omillar bilan bevosita bog'liqligi muammoning ko'lamini "epidemik sog'liqni saqlash inqirozi" sifatida baholash imkonini beradi. Homilador ayollarning 90% dan ortig‘i temir tanqisligi anemiyasidan aziyat chekadilar.

The teaching of speech acts in the English language, especially as a second or foreign language (ESL/EFL), must employ a manner that is thoroughly systematic, well-grounded theoretically and innovative if the situation is to guarantee the learners' effective acquisition of communicative competence. The aim was, among other objectives, to create didactic systems and to design instructional materials that might improve students' abilities, directly or indirectly, to know and then apply in practice these pragmatic rules. Drawing from Speech Act Theory, Politeness Theory, and Task-Based Language Teaching (TBLT), the present study's intent was to evaluate methods which could serve as interactive, authentic, and culture-sensitive resources for pedagogical implementation in support of pragmatic competence. Data sources comprised classroom observations, role-plays, case studies, and reflective analyses. From the study, it has been learned that the integration of multimedia resources, real-life scenarios, and collaborative tasks strongly enhanced learners' competences in enacting acts of conversational cooperation: invitations, refusals, and requests. The study concludes with practical suggestions on didactic designs meant to direct the course of learners with respect to pragmalinguistic fluency and socialversible creativity.