The article discusses the general usefulness of several methods for increasing women's intelligence. Recommendations are given to help increase women's intellectual potential. In particular, reading and learning, online education, social networks and blogs, books and electronic resources, personal development and motivation, literature and art, ensuring the effective participation of women in events and conferences help them gain knowledge and develop their thinking, master new knowledge, and increase their intellectual potential.

“The strong might not oppress the weak” that’s how the 2.25-metre-high stele containing Hammurabi’s Code begins. King Hammurabi was the sixth ruler of the First Babylonian Dynasty, reigning from 1792 to 1750 BCE. He is best known for his remarkable efforts in the creation of Hammurabi’s Code around 1754 BCE, one of the earliest and most comprehensive written legal codes in history. The code consisted of 282 laws that governed everything from trade and property to marriage and criminal justice, emphasizing the king’s role in establishing a system of justice and maintaining order and fairness in society. Hammurabi’s Code is one of the earliest and most comprehensive written laws played a crucial role in shaping the development of later law systems by establishing principles of justice, punishment, and social order. It hasn’t only had a great influence on Ancient Babylon, but also it laid the groundwork for later legal structures in the ancient civilizations, including Mosaic Law and Roman Law, and it set standards for the laws in modern legal systems.

Metabolik sindrom – bu semizlik, dislipidemiya, gipertoniya va insulinga rezistentlik kabi metabolik buzilishlarni o‘z ichiga olgan patologik holat bo‘lib, u yurak-qon tomir kasalliklari va qandli diabet xavfini oshiradi. So‘nggi tadqiqotlar metabolik sindrom va endometriya saratoni o‘rtasidagi bog‘liqlikni ko‘rsatmoqda. Tadqiqot natijalariga ko‘ra, metabolik sindromi bo‘lgan ayollarda endometriya saratoni rivojlanish xavfi umumiy populyatsiyaga nisbatan 2–3 barobar yuqori. Ushbu tezisda metabolik sindrom va endometriya saratoni o‘rtasidagi bog‘liqlik, asosiy patogenetik mexanizmlar va oldini olish choralari yoritilgan.

Pedagoglarning kasbiy kompetentligi asoslaridan biri o‘z tarkibida bilimlar, mahorat va shaxs sifatini belgilovchi unsur hisoblanib, ular doimo pedagogni harakatga keltirib turuvchi o‘z ustida ishlash, bilimlarini oshirib borish, har bir pedagogik vaziyatga ijodiy yondoshish hamda moslashish kabi imkoniyatlaridir. Pedagoglarning kasbiy kompetentligi tuzilishini tahlil qilar ekanmiz, ko‘pchilik tadqiqotchilar kasbiy kompetentlikni ta’limning funksional tuzilishi sifatida, uning tarkibiga o‘qituvchining bilimi va mahorati uzviyligi hamda kasb-kor bo‘yicha malakasi aniq maqsadni ko‘zlab amalga oshiradigan faoliyati, deb baho beradilar. Ammo bilim va mahorat kabi tushunchalarga nisbatan kompetensiya o‘ta moslashuvchan, bulg‘usi yangilanishlar asosi, yangi dolzarb axborotlarni qayta ishlashi va amaliy faoliyatida qo‘llashi bilan farq qiladi. Shunday bo‘lsa ham, kompetentlikning o‘zagi pedagogning shaxsiy sifatlari, uning yo‘naltirilganligi, maqsadi, umuminsoniylik qadriyatlari, sharoitga moslasha olish qobiliyati, o‘quv-tarbiya jarayonlarini tashkil etishda rang baranglik, turli-tuman o‘zgarishlar kiritishga o‘ta mos va munosiblikni ta’minlashi ekanligi ma’lum bo‘ladi.

So‘nggi yillardagi psixologik-pedagogik tadqiqotlar fikrlashning samaradorligi bevosita talabalarning bilish faolligiga bogʼliqligini ishonchli isbotlaydi. Diqqatning taʼlimdagi rolini tavsiflab, quyidagi funktsiyalarni ajratib ko‘rsatish kerak. Birinchidan, diqqatning mavjudligi o‘quv materialini ongli ravishda o‘zlashtirishning zaruriy shartidir. Diqqat bo‘lmasa, his-tuygʼulardan olingan maʼlumotlar ong ostiga kiradi, odam uni har qanday ixtiyoriy harakatlar bilan, xotiraning har qanday zo‘riqishi bilan chiqarib ololmaydi. Ikkinchidan, diqqatning mavjudligi umuman o‘quv – bilish faoliyatining muvaffaqiyati va samarali bo‘lishining zarur shartidir. Shunday qilib, o‘quv materialini o‘zlashtirish harakatining har qanday bosqichlarini (idrok qilish, tushunish, o‘zlashtirish, mustahkamlash, qo‘llash) talabalarning to‘gʼri eʼtiborisiz to‘liq amalga oshirib bo‘lmaydi. Nihoyat, taʼlimdagi diqqatning uchinchi vazifasi diagnostikadir. Talabalar orasida diqqatning mavjudligi yoki yo‘qligi o‘qituvchi uchun o‘z faoliyatining samaradorligi to‘gʼrisida yaxshi signal bo‘lib xizmat qiladi [3].