Maqolada turkiy xalqlarning dostonlari va afsonalari asosida turkiy xalqlar mifologiyasi tahlil qilindi. “Qo’rqut ota” kabi boshqa bir qator turkiy xalqlar dostonlaridan keng foydalanildi.

The article about the role of vascular wall stiffness in the development of coronary heart disease and renal dysfunction. At the beginning of the review, the definition of the stiffness of the vascular wall is given. Rigidity of the aorta and large vessels of the elastic type is being studied as an independent marker of the risk of developing coronary artery disease and how its measurement allows a more accurate assessment of the prognosis of the disease Methods for noninvasive determination of vascular stiffness by pulse wave propagation velocity, central pulse pressure level, and index of pulse pressure increase in the aorta allows to define formation of high-risk groups for the purpose of its further correction.

Maqalada Xalila Dáwletnazarovtıń poeziyalıq toplam dúziw sheberligi, toplamǵa engizilgen lirikalıq hám poeziyalıq shıǵarmalardıń jańalanǵan obrazlı tábiyatı, mazmunlıq hám formalıq ózgesheliginiń eń jetik kórinislerin kóriwimizge boladı.

Ushbu maqolada o‘zbek va ingliz tillarining tipologik jihatdan o‘xshashlik va farqlari tahlil qilinadi. Tilshunoslikda tipologik tadqiqotlar tillarning tuzilishi, grammatikasi, fonetikasi va semantikasi kabi jihatlarni solishtirish orqali umumiy va o‘ziga xos xususiyatlarni aniqlashga yordam beradi. O‘zbek tili agglutinativ tuzilishga ega bo‘lib, so‘z yasalishi va grammatik shakllanishi qo‘shimchalar yordamida amalga oshiriladi. Ingliz tili esa analitik til bo‘lib, so‘z tartibi va yordamchi so‘zlarga asoslangan tizimga ega. Maqolada ushbu tillarning so‘z yasalishi, gap qurilishi, morfologik va sintaktik xususiyatlari qiyosiy tahlil qilinadi. Shuningdek, ularning umumiyliklari va farqlari misollar yordamida yoritiladi. Tadqiqot natijalari o‘zbek va ingliz tillarining o‘zaro ta’siri va o‘rganish jarayoniga ta’sirini tushunishga xizmat qiladi.

Children’s right to education is a fundamental human right enshrined in international law, yet in conflict zones like Gaza, this right remains critically endangered. Armed conflicts disproportionately affect children, leading to the destruction of schools, displacement of students, and long-term disruptions to learning. Recent hostilities in Gaza have severely damaged educational infrastructure, leaving hundreds of thousands of students without access to proper schooling. Beyond the immediate loss of education, the psychological toll of war has left many children traumatized, requiring urgent psychosocial support. The prolonged denial of education not only hinders personal growth but also threatens Gaza’s economic and social stability, trapping future generations in poverty and insecurity. The crisis is exacerbated by the ongoing blockade, which has led to overcrowded classrooms, resource shortages, and insufficient funding for rebuilding schools. Attacks on educational institutions violate International Humanitarian Law (IHL) and fall under the jurisdiction of the International Criminal Court (ICC), which mandates the protection of schools during armed conflict. However, despite these legal protections, Palestinian children continue to face significant barriers to quality education. Addressing this crisis requires a comprehensive approach, including a ceasefire to ensure safe learning environments, increased international aid for school reconstruction, and stronger legal frameworks to protect education. Investment in teacher training and psychosocial support is essential to mitigate the long-term consequences of disrupted learning. The international community must act urgently to safeguard Palestinian children's right to education, fostering resilience, hope, and a path toward a stable future.