PRODUCTION OF SMART SUPERABSORBENT POLYMERS FOR SEALING CRACKS AND INCREASING THE STRENGTH OF CONCRETE STRUCTURES

Dean of the Faculty of Chemistry, Termez State University: B.A. Kholnazarov
E-mail: baxodir.xolnazarov@rambler.ru
Student of the Faculty of Chemistry, Termez State University: Jo‘rayev Ulug‘bek
E-mail: ulugbekjorayev901@gmail.com

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Abstract

This scientific work is devoted to studying the production of smart superabsorbent polymers (SAPs) and their integration into concrete mixtures with the aim of solving the problem of cracking in concrete structures and extending their service life. The study analyzes the hydrophilic properties of SAPs, particularly their ability to absorb and retain moisture from the surrounding environment and how this contributes to sealing microcracks and capillary voids within concrete. Furthermore, it demonstrates through practical experiments how the self-healing properties of these polymers enhance the structural integrity and water resistance of concrete.

The paper outlines the synthetic production methods of SAPs, their granulometric composition, chemical stability, and interaction with concrete. The final results serve to improve the long-term durability of concrete products, reduce maintenance costs, and contribute to the development of environmentally friendly innovative building materials. Moreover, SAPs help retain moisture within the concrete, thus supporting the continuation of the cement hydration process.

During the study, various SAP brands, their physicochemical properties, optimal dosages, and methods of integration into concrete mixes were examined experimentally. The results showed a significant improvement in crack resistance, water durability, and strength of concrete samples containing SAPs. This innovative approach enhances the reliability of building materials and extends their service life.

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Keywords:

Concrete structures, crack sealing, smart polymers, superabsorbent polymers (SAP), self-healing materials, strength, hydration process, water resistance, innovative construction materials, concrete composition, crack resistance, polymer additives, service life of concrete, construction material innovation, SAP technology, microstructure enhancement, environmentally stable materials, variable humidity conditions, technological additives, mechanical properties of concrete.

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Introduction

Today, in the construction industry, requirements such as durability, strength, and long-term performance are of crucial importance. In particular, ensuring the structural stability of concrete constructions remains a pressing issue. Although concrete is one of the most widely used construction materials, it is prone to the formation of internal and external microcracks over time due to various factors. These cracks weaken the structure, lead to corrosion, and shorten the service life of the material.

Therefore, developing technologies that allow concrete to self-heal and automatically seal such cracks is a significant goal. In recent years, smart materials—particularly superabsorbent polymers (SAPs)—have emerged as a promising solution, attracting increasing attention from the scientific and technical communities. These materials can absorb and retain environmental moisture and expand in volume within the concrete to fill cracks as they form. Additionally, by promoting continued cement hydration, SAPs enhance the internal structure of concrete.

This study focuses on producing such SAPs, investigating their properties, and evaluating their practical application in concrete mixtures. Despite the widespread use of concrete, one of its main disadvantages is the development of cracks due to internal pressure, temperature fluctuations, or external loads. These cracks reduce the mechanical strength of concrete and make it more susceptible to external influences, ultimately decreasing structural reliability and increasing repair needs.

Modern construction material technologies offer innovative approaches to solving this issue. In particular, the use of smart materials such as SAPs to develop self-sealing mechanisms in concrete is gaining significant interest. These hydrophilic polymers react with moisture in concrete, expand in volume, and effectively seal cracks. Moreover, they support the continued hydration process of cement, thereby strengthening the internal structure of concrete.

This research provides an in-depth analysis of the use of SAP technology to enhance the strength and crack resistance of concrete.

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Materials and Methods

Materials:
In this study, the following materials were used to improve the crack resistance and strength of concrete mixtures:

1. Portland Cement (CEM I 42.5N): A high-quality binder and the main component of concrete.
2. Natural Sand (0–2 mm): Ensures uniform mass and density of concrete.
3. Crushed Stone (5–10 mm): Enhances the mechanical strength of concrete structures.
4. Superabsorbent Polymers (SAP): Self-healing polymers that absorb moisture and expand to fill cracks.
5. Clean Water: Required for cement hydration and activation of SAPs.
6. Plasticizer (polycarboxylate-based): Reduces viscosity of the mix and improves workability.
7. SAP Stabilizer (if needed): Controls excessive swelling of SAPs and ensures even distribution in the mix.

Methods:
The following tests and experimental methods were applied to assess the crack resistance and mechanical properties of concrete and to study the effects of SAPs:

1. Preparation of Concrete Mix:
   Concrete mixes were prepared according to the GOST 10181-2014 standard. SAPs were added in amounts ranging from 0.1% to 0.5% of the cement mass. All samples were prepared under identical conditions using the same components.
2. Determining Water Absorption Capacity of Polymers:
   The water absorption of SAP samples was measured using the gravimetric method: pre-weighed SAP samples were immersed in distilled water for 24 hours, and weight increase was recorded.
3. Compressive Strength Testing:
   The compressive strength of concrete samples was tested at aging intervals of 7, 14, and 28 days following GOST 10180-2012 standards. Each test was conducted three times, and average values were calculated.
4. Crack Sealing Evaluation:
   Pre-cracked concrete samples were stored in a humid environment. The extent to which SAPs sealed the cracks was observed microscopically. Changes in crack width and depth were monitored over 28 days.
5. Water Resistance and Capillary Absorption Test:
   Water permeability of SAP-modified concrete was assessed using a vacuum chamber absorption test.
6. Microstructure Analysis (Structural Study):
   The internal structure of the concrete was analyzed using Scanning Electron Microscopy (SEM) to study the distribution of SAPs and their effect on hydration.

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Production of Superabsorbent Polymers (SAPs)

Superabsorbent polymers (SAPs) are hydrophilic polymers capable of absorbing and retaining large amounts of water. These are typically based on acrylic acid and its derivatives and are produced using specific chemical processes. The production process involves the following key stages:

1. Monomer Preparation:
   The main raw material for SAPs is acrylic acid (CH₂=CHCOOH). It is neutralized using agents such as NaOH, adjusting the pH to the 6–7 range.
2. Polymerization Process:
   The neutralized acrylic acid is mixed with a small amount of cross-linker (e.g., N,N′-methylenebisacrylamide) and an initiator (e.g., ammonium persulfate or sodium persulfate). These components initiate a radical chain polymerization reaction, usually carried out in an aqueous medium at 50–70°C.
3. Gel Formation:
   The resulting polymer forms an elastic gel with a cross-linked structure, capable of absorbing large volumes of water.
4. Drying:
   The fresh SAP gel is dried completely using a vacuum oven or a low-temperature dryer, resulting in a solid yet hydrophilic polymer granule.
5. Grinding and Sieving:
   The dried SAP is ground using a crusher and sieved to achieve the desired particle size (typically 100–800 microns). These granules are then added to concrete mixes.
6. Quality Control of Finished SAP:
   The final SAP product is tested under laboratory conditions for its water absorption capacity, density, swelling recovery, and thermal stability.

“Geoment Abacus” Device for Visually Impaired Children: An Innovative Approach in Geometry and Mental Arithmetic Education

Author:  Islomov  Inomjon Umidjon o‘g‘li

Student at the National University of Uzbekistan named after Mirzo Ulugbek
inomjon21022006@gmail.com

Keywords: Geometry, Mental Arithmetic, Visually Impaired Children, Inclusive Education, Geoment Abacus, Sensory Technology, Innovation.

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Abstract

This article analyzes the scientific and practical aspects of the interactive device project “Geoment Abacus” designed for visually impaired children. The device offers the opportunity to teach the basics of geometry and mental arithmetic through tactile perception. The article justifies the device’s effectiveness based on international experience, educational psychology, and inclusive education methodologies. It examines the challenges faced by visually impaired children in mastering geometry and mental arithmetic and outlines how the innovative “Geoment Abacus” can improve the effectiveness of teaching these subjects. The structure, functionality, and pedagogical value of the device are explained, with analyses based on practical trials.

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1. Introduction

When the education of visually impaired children is delivered through traditional methods, they often face significant difficulties with subjects that heavily rely on visual materials, such as geometry and arithmetic. According to the World Health Organization (WHO), approximately 285 million people worldwide have vision impairments, including about 19 million children [1]. This global issue necessitates specialized approaches within education systems.

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2. Description of the Geoment Abacus Device

The “Geoment Abacus” is an interactive device designed to teach geometry and mental arithmetic to visually impaired children using physical models. With this device, children can understand different geometric shapes through tactile interaction. For mental arithmetic, it uses a traditional abacus format adapted into a tactile version with distinguishable features.

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3. Scientific Foundations and International Experience

3.1. Tiflopedagogy and Haptic Learning

Tiflopedagogy is a specialized branch of pedagogy focused on teaching individuals with visual impairments. Research has shown that haptic (touch-based) teaching methods help visually impaired children develop imagination, spatial thinking, and the ability to navigate complex problem-solving situations [2].

3.2. International Experience

Similar approaches have been employed globally, such as the “Tactile Geometry Kit” developed by the Perkins School for the Blind in the United States and Japan’s “Feel Shapes” project. These devices allow students to understand shape, dimension, and spatial relationships through touch. Such tools have increased interest in STEM fields among visually impaired students [3].

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4. Composition and Technical Description of the Device

The initial production cost of the Geoment Abacus is approximately 1 million UZS, with serial production estimated at around 470,000 UZS. The device includes:

• A variety of tactile (raised) geometric models;
• Tactile abacus elements – sticks designed for tactile differentiation;
• An audio assistant guide for learners (planned in future versions).

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5. Expected Outcomes

By piloting the project, the following results are anticipated:

• Enhanced imagination and spatial reasoning among visually impaired children;
• Increased interest in geometry and arithmetic;
• Development of independent thinking and problem-solving skills through tactile learning.

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6. Pedagogical and Psychological Approaches

The Geoment Abacus is tailored to the multisensory learning styles of visually impaired students. It enhances independent thinking, memory, and the development of formal concepts, contributing positively to both cognitive and emotional learning processes.

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7. Conclusion

The Geoment Abacus represents not just a technological innovation but a step toward social equity. Its implementation can open new doors for visually impaired children in STEM education. Grounded in scientific principles and supported by international experience, such initiatives play a vital role in advancing inclusive education in Uzbekistan.

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References

1. World Health Organization (WHO). (2019). World Report on Vision.
2. Jones, L.A., & Lederman, S.J. (2006). Human Haptic Perception: Basics and Applications. Springer.
3. Smith, D.W., Kelley, P., & Hauser, P.C. (2015). “Tactile Learning for Blind Students in STEM.” Journal of Special Education Technology, 30(4), 195–204.

INCLUSIVE EDUCATION IN FOREIGN LANGUAGE TEACHING AND DEVELOPMENT: CORE PROGRAM INITIATIVE

Author: Turg‘unov Jonpo‘lat Olmosbek o‘g‘li (Independent Researcher, Buloqboshi District, Andijan Region)

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Abstract

This article explores modern approaches and programmatic foundations for advancing inclusive education, particularly in foreign language teaching. It emphasizes creating accessible learning environments for students with disabilities, employing adaptive methodologies, leveraging digital technologies, and honoring humanitarian principles. The paper presents current challenges and proposes solutions, advocating for effective integration of inclusive strategies into foreign language instruction. It also offers concrete suggestions and innovative ideas essential for implementing inclusive and differentiated instruction.

Keywords: Inclusive Education, Foreign Language Teaching, Teaching Methodology, Digital Technologies, Differential Instruction, Educational Equity, Pedagogical Adaptation, National and International Methodologies, Collaborative Initiatives, Inclusive Education Innovation

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Introduction

Inclusive education—enabling students with diverse needs to learn in a unified classroom—is grounded in human rights, social justice, and equality. The 2006 UN Convention on the Rights of Persons with Disabilities (CRPD) enshrines the right to inclusive education . In Uzbekistan, the 2020 amendments to the Education and Disability Rights laws provide a legal basis for inclusive practices, including in foreign-language instruction .

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Core Program Principles for Inclusive Foreign Language Teaching

• Differential Instruction: Teaching strategies and materials (e.g., audio, Braille, CEF-aligned subtitles) are adapted to each student’s physical or sensory needs.
• Adaptive Materials: Multimodal content like pictogram-based dictionaries, audio lessons, and short videos aid comprehension and engagement.
• Technological Support: Tools like screen readers, text-to-speech and speech-to-text, inclusive online interfaces, and virtual reality environments provide equitable access .
• Humanitarian and Psychological Support: Emotional support and psychologically sensitive teaching addressing motivation and resilience are essential for learners with special needs.

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Policy and Strategic Framework in Uzbekistan

Since 2021, national initiatives—including the presidential decree promoting inclusive education and the 2022–2026 National Program—have aimed to widen access and infrastructure, develop adapted textbooks, and prepare foreign language teachers for inclusive classrooms . Over 400 inclusive classrooms now exist nationwide, with gradual rollout of adaptive foreign language teaching practices in partnership with organizations like the British Council and UNICEF.

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Remaining Challenges

1. Teacher Shortage: There are not enough teachers trained to teach foreign languages inclusively. Recommendations include expanding university quotas, improving specialist training, and enabling international exchange programs.
2. Resource Constraints: Adapted textbooks, multimodal resources, and supplement tools remain scarce and require development.
3. Infrastructure Gaps: Many schools still lack inclusive-supportive technology—especially in remote areas. Establishing specialized learning centers and providing economic and financial support is vital.
4. Social Stereotypes: Misconceptions about the abilities of disabled students must be actively dismantled to protect their educational and psychosocial development.

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Conclusion

Applying inclusive teaching to foreign languages is integral to modern education. When differential methodology, adaptive materials, technology integration, and compassionate support are combined, all learners—regardless of ability—can access quality education. While Uzbekistan has made significant strides in inclusive policy and practice, further development in teacher capacity, infrastructure, and social awareness is essential for systemic progress.

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References:

1. Florian, L., & Black‑Hawkins, K. (2011). Exploring Inclusive Pedagogy. British Educational Research Journal, 37(5), 813–828.
2. Decree PQ‑81 (Jan 2022). National Program for Inclusive Education 2022–2026.
3. Uzbekistan Law on Education, updated 2020.
4. United Nations (2006). Convention on Rights of Persons with Disabilities.
5. UNESCO (2020). Inclusion and Education: All Means All. Global Monitoring Report.
6. British Council resources on inclusive education.
7. OECD educational guidelines for inclusive practices.

Turg’unov Jonpo‘lat Olmosbek o‘g‘li was born on December 4, 2007, in Buloqboshi district of Andijan region. He holds a secondary specialized education. He has achieved significant accomplishments and led various projects in the fields of ecology, socio-economics, and inclusive education. His articles have been published in more than 10 international journals. Currently, he is fluent in four languages.

My Mother’s Diary

My mother was chatting and laughing with the neighbors on the lush green grass. As their joyful laughter rose into the sky, suddenly dark clouds blanketed the heavens. A light rain began to fall. The women ran toward their homes. Thunder cracked through the sky, followed by a heavy downpour.

There’s a unique pleasure in watching the rain from behind a window—especially when the raindrops tap against the glass, stirring your thoughts. As I sat with a cup of coffee, the scene outside awakened memories. The rain wouldn’t stop. The streets were silent. Then the power went out. I reached for a candle, searching for matches. As always, they were probably in the box near the old cabinet where my mother’s photos were kept.

Indeed, when I opened the box, I was surprised to find my mother’s worn-out diary. I lit the candle and began to flip through it… I had seen the diary before but never read it. Now, as I turned each page, every line felt like a finger pressing on my heart.

Lightning lit up the room as if emphasizing each word. My little brothers, scared, buried their heads under the blanket while my mother listened to a greeting on the radio.

As a child, I was afraid to touch that notebook. My mother would scold me sharply:
— “Don’t touch it without permission, it’s mine!”

But today… with a trembling heart, I asked shyly:
— “Mom, may I read your diary?”

— “Alright… just be careful, the pages are very old. Inside are my childhood, my sorrows,” she said, her eyes filled with sorrow and permission at once.

The first entry was about a trip to Samarkand—I read it with delight. But the next page had a blank space that shook me.

“Why?”—I used to ask my mother such questions when I was little.
— “Mom, why does everyone have a father, but you don’t?”

She would sigh deeply, gaze at the sky, and with sadness in her voice reply:
— “My father flew to the sky. He’s watching over us from there. But don’t ever mention it when your aunt comes to visit!”

One particular line in the diary broke my heart:
“Spring, I hate you. When you come, I’m afraid you’ll take someone away again…”

That line unlocked more fragments from the past. When my older brother came home with wild spinach, my mother angrily gave it to the animals. My brother would plead:
— “Mom, please make green somsa! Jasur’s mom did!”

— “No! Just eat what I’ve made in silence!” she’d snap, and it used to irritate me.

Back then, I didn’t understand her harshness. But now… I think I do. Her dislike of spring, of green somsa—those were silent echoes of pain, memories tied to her father.

Further in the diary, there was a photograph of her father—tall, dark-haired, and dignified. Below it, a line read:

“Today was unforgettable. My father didn’t go to work!”

— “Daddy, aren’t you going to work?” I asked.

— “No! Today I’ll spend time with you all!”

But early in the morning, his friends came over, saying, “Let’s go to the mountains.” My sister cried:

— “So you’re not staying again?”

— “That’s enough! Don’t embarrass us in front of his friends!” my mother scolded as she took my sister away.

Was it necessary to go to the mountains on that rainy day?

The final lines of the diary tore at my soul:
“Father didn’t want to go. He said, ‘My feet feel heavy today.’ But he went anyway. We made green somsa and waited for him… He never came back.”

Reading these lines by candlelight, the rain hitting the window, and the wind outside felt like they were singing the sorrow in my mother’s heart.

Only now do I understand—this diary wasn’t just a collection of words, it was my mother’s silent scream.

I think my grandmother’s words had truth. My father would leave for work at dawn, long before we woke up. Sometimes he wouldn’t return for days—he carried the burden of two families.

Yet my grandmother supported him unconditionally. Even when he brought another woman with a child into our home, she welcomed them with kindness, offering new clothes without a glance of resentment. A different woman might have thrown her out, but my grandmother understood everything from my father’s eyes—without needing words.

That cursed day, my father left with his friends for the mountains. My sisters and I started making green somsa. In just an hour, it was ready. My grandmother had gone to a neighbor’s house to spin yarn. The house was tidy, our hearts filled with joy. For us, Father skipping work was a celebration.

But that celebration didn’t last long. Our neighbor, Eshim bobo, burst into the house—his slippers mismatched, face pale with fear.

— “Sharofat! Sharofat!” he shouted.

My sister’s face darkened:
— “Is everything okay? Speak quickly!” she said sarcastically.

— “Sharofat, Amir… there’s been an accident…”

— “What?! What are you saying?!” My mother’s breath caught, her gaze suspended midair. “This can’t be true!”

— “At first, I didn’t believe it either… but it’s real, sister. You must go to your in-laws’ home. They say he’s in critical condition…”

— “Tell me clearly! What happened?! Why are you suddenly saying such things?!”

Just then, my uncle and his friend arrived. They loaded us into the car, and we set off. The half-hour journey felt eternal for our shattered hearts.

When we reached my grandfather’s house, my grandmother was crying loudly, the house filled with grief. I was seized by panic. I desperately wanted to see my father—to hear someone say, “It’s not him.” But my legs trembled, my heart pounded.

Strangers kept entering—men with bloody hands, scarves at their waists, skullcaps on their heads. When we finally entered the room where my father lay, I saw him.

His watch still ticked on his wrist. His face was bruised, his body scratched. My grandmother let out a wail:
— “Oh, my God!” But we, still too young to comprehend death, didn’t understand why everyone was crying.

My sister tugged at his hand:
— “Dad, get up! Let’s go home! Where’s your car?!” But he didn’t move.

My grandfather wept:
— “You left your children behind, my dear son. How could you bear it?”

Later… we laid him to rest. As they carried his coffin out, the sky wept with us—a torrential rain as if nature, too, was mourning.

My sisters clung to our grandfather:
— “Grandpa, please don’t let them take our dad! You’re strong—stop them! Don’t let them separate us! We love our father!” they sobbed.

My sister screamed at my father’s friend, Rahmatjon uncle. He embraced her tightly, tears streaming down his cheeks.

— “If you hadn’t insisted, this wouldn’t have happened! Why are you silent?! Say something!”

Those questions hung in the air. There were no answers. Father was gone.

We held the memorials. We returned home. But the pain lingered. Every time I looked out the window, I imagined Father driving up again.

Spring, I hate you! You took my father away! I had barely tasted his love. But my little brother—he was only three. And my baby sister… she wasn’t even three months old. Every night my pillow soaked in tears, as if the pain in my heart spilled onto the bed.

Spring, please, don’t come again. The thought that you might take someone else from me makes my skin crawl…

Reading these pages, I couldn’t hold back my tears. We tried hard to fill the hole in my mother’s heart. But no… neither we, nor time, nor even Father himself could fill that emptiness.

That emptiness—was a scream in silence.

Xurshida Suvon qizi Abdisattorova was born on November 9, 1997, in Olmazor village, Chiroqchi district, Kashkadarya region. She is currently a third-year student at the University of Journalism and Mass Communications, majoring in Sports Journalism.

Her articles have been published in newspapers such as “Hurriyat” and “Vaziyat”, as well as on online platforms like “Olamsport” and “Ishonch”. She is also a participant in the international scientific-practical conference titled “Future Scientist – 2025”. Additionally, her article has been featured in the anthology “Let the World Hear My Words”.

Don’t Lie to Me, Mother

I know you wait for me with hope so bright,
You cry in silence deep into the night,
Just one request I ask with all my might —
Don’t hide your pain inside, my dearest mother,
Don’t say “I’m fine” and lie to me, dear mother.

No matter what — please tell me, let me share,
Let me be your healer, show I care,
Let me be the shield you always wear,
Don’t hide your pain inside, my dearest mother,
Don’t say “I’m fine” and lie to me, dear mother.

Without you, what would this world mean to me?
Without you, my days would empty be.
Tell me your sorrow — I beg you, set it free,
Don’t hide your pain inside, my dearest mother,
Don’t say “I’m fine” and lie to me, dear mother.

In every word, your kindness I can trace,
In every glance — deep love I still embrace,
To me, you’re life’s most sacred, tender grace,
Don’t hide your pain inside, my dearest mother,
Don’t say “I’m fine” and lie to me, dear mother.

When you smile, my heart is full of light,
When you tear, my soul weeps through the night,
Your son Ozodbek thinks of you each night,
Don’t hide your pain inside, my dearest mother,
Don’t say “I’m fine” and lie to me, dear mother.

Ozodbek Narzullayev was born on December 20, 2006, in the village of Bo‘ston, Koson district, Qashqadaryo region. His works have been published in several anthologies. He has participated in numerous creative competitions and has won top prizes. He is the author of the book titled “The Heart’s Emotions.”

RELATIONSHIP BETWEEN DIABETES MELLITUS AND CARDIOVASCULAR DISEASES

Abstract.
This article scientifically examines the strong link between diabetes mellitus and cardiovascular diseases. It has been established that diabetes significantly increases the risk of coronary artery disease, stroke, hypertension, and other cardiovascular complications. The article pays special attention to pathophysiological mechanisms, risk factors, diagnostic methods, and preventive strategies. Additionally, modern clinical approaches and the epidemiological situation in Uzbekistan are briefly reviewed.

Keywords: diabetes mellitus, cardiovascular system, insulin resistance, atherosclerosis, hypertension, coronary artery disease, myocardial infarction, angiopathy

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Introduction

Diabetes mellitus is one of today’s most serious global health concerns, negatively affecting the quality of life and life expectancy of millions of people worldwide. This disease is characterized by severe metabolic disorders resulting from insulin deficiency or resistance, leading to disruptions in glucose metabolism. Diabetes is generally categorized into two main types: Type I (insulin-dependent) and Type II (insulin-resistant). Both types can cause complex pathological changes over time.

According to the World Health Organization (WHO), as of 2023, more than 537 million people worldwide are affected by diabetes, and this number continues to grow each year. Projections estimate that by 2045, the number will reach 783 million. This condition brings not only medical but also significant social and economic challenges, particularly due to cardiovascular complications being among the most severe outcomes.

Diabetes causes substantial damage to the cardiovascular system. People with diabetes are several times more likely than healthy individuals to experience coronary artery disease, myocardial infarction, stroke, hypertension, peripheral artery disease, and heart failure. Studies show that diabetic patients are more susceptible to heart attacks, circulatory disorders, and even sudden cardiac death. Statistics indicate that over 65% of people with diabetes die due to cardiovascular complications.

The main factors contributing to the development of cardiovascular disease in diabetics include arterial wall thickening, accelerated atherosclerosis, high blood pressure, insulin resistance, dyslipidemia, and chronic inflammation. These conditions impair heart function, disrupt circulation, and may lead to heart muscle failure.

This article explores the scientific basis of the relationship between diabetes and cardiovascular disease, including pathophysiological mechanisms, risk factors, clinical symptoms, diagnostics, and prevention and treatment strategies. It also reviews the epidemiological situation and prevention efforts in Uzbekistan.

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Pathophysiological Link

Diabetes affects the cardiovascular system through several mechanisms:

• Insulin resistance – A key factor in Type II diabetes that impairs endothelial function.
• Hyperglycemia – Chronic high blood sugar causes oxidative stress in vessel walls, accelerating atherosclerosis.
• Dyslipidemia – Diabetic patients often exhibit elevated LDL (“bad”) cholesterol and reduced HDL (“good”) cholesterol.
• Inflammation – Persistent low-grade inflammation adversely affects the heart and blood vessels.

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Diabetic Angiopathy

Diabetic angiopathy refers to vascular damage due to diabetes and is divided into:

• Microangiopathy – Affects small capillaries.
• Macroangiopathy – Affects large arteries, contributing directly to cardiovascular diseases.

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Coronary Artery Disease and Myocardial Infarction

Diabetes increases the risk of coronary artery disease (CAD) by 2 to 3 times, making it one of the most dangerous and prevalent complications. CAD results from the narrowing or blockage of coronary arteries, which supply oxygen and nutrients to the heart muscle. This process develops more rapidly in diabetics and often leads to severe outcomes.

Chronic hyperglycemia in diabetes damages the endothelium (inner lining of blood vessels), causing dysfunction in vascular dilation and contraction. Combined with dyslipidemia, hypertension, and inflammation, this promotes the formation of atherosclerotic plaques that restrict blood flow to the heart.

Myocardial infarction (heart attack) occurs when part of the heart muscle is deprived of blood supply, leading to tissue death. In diabetic patients, heart attacks often occur without symptoms (“silent infarctions”) due to diabetic neuropathy reducing pain perception. This complicates timely diagnosis and treatment, increasing the risk of heart failure and sudden death.

Research indicates that diabetic women may be at greater risk for developing CAD than men, possibly due to hormonal factors and reduced cardiovascular protection. Additionally, asymptomatic or “silent” forms of CAD are more common in patients with Type II diabetes and are typically diagnosed only through specialized cardiac tests.

Post-infarction rehabilitation in diabetics is more complex, with slower vascular recovery, reduced cardiac contractility, and increased risk of heart failure. Thus, regular cardiac monitoring, early screening (ECG, echocardiography, stress tests), and proactive management are essential.

Preventive strategies include managing blood glucose, blood pressure, cholesterol, body weight, and physical activity. Medications such as aspirin, statins, and ACE inhibitors are widely used to prevent heart attacks. A healthy diet, stress management, and quitting tobacco also play a crucial role in maintaining heart health.

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Diabetic Cardiomyopathy

Diabetic cardiomyopathy is a condition where the heart muscle is directly damaged by diabetes, impairing its ability to contract and relax. It can develop even in the absence of overt cardiovascular disease, making it a distinct complication of diabetes.

The main cause is disrupted energy metabolism in the heart. In diabetes, glucose cannot efficiently enter cells, forcing the heart to rely on fatty acids for energy. Excessive breakdown of fatty acids increases oxidative stress and leads to toxic byproducts, causing cell death (apoptosis) and structural changes in the myocardium.

Insulin resistance also affects calcium regulation in heart cells, reducing the heart’s ability to contract and relax. Calcium ions are critical for heart function, and their imbalance leads to diastolic dysfunction, where the heart cannot fill properly during relaxation.

Over time, the heart muscle thickens (hypertrophy) and the chambers (especially the left ventricle) enlarge, weakening the heart’s pumping ability. Clinically, this presents as shortness of breath, fatigue, rapid heart rate, swelling, and signs of heart failure.

Studies show that diabetic cardiomyopathy is especially common in Type II diabetics, many of whom feel asymptomatic. Functional impairments are often detected only via echocardiography or MRI. Regular heart evaluations and early attention to signs of heart failure are essential.

Treatment starts with strict glycemic control. Modern drugs such as SGLT-2 inhibitors, GLP-1 receptor agonists, and ACE inhibitors provide cardiac protection and slow the progression of cardiomyopathy. Lifestyle modifications—balanced diet, physical activity, stress reduction, and avoiding harmful habits—are key to maintaining stable heart function.

In conclusion, diabetic cardiomyopathy is a complex, direct consequence of diabetes affecting the heart. Early detection and consistent management significantly reduce the risk of heart failure and death.

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The Situation in Uzbekistan

According to the Ministry of Health of the Republic of Uzbekistan, the incidence of diabetes is increasing annually. This trend contributes to the growing burden of cardiovascular diseases. Preventive efforts are insufficient, especially in rural areas where public awareness is low.

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Prevention and Recommendations

• Healthy lifestyle: proper nutrition, physical activity, avoiding smoking and alcohol
• Continuous glucose monitoring
• Management of hypertension and dyslipidemia
• Annual ECG and echocardiography screening

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Conclusion

Diabetes mellitus is one of the major contributors to cardiovascular damage. Coronary artery disease, hypertension, heart attacks, and other cardiac conditions are significantly more common in diabetic patients. This reality demands enhanced preventive and treatment measures from the healthcare system. Success in the fight against diabetes relies on patients’ commitment to their health, informed medical approaches, and public campaigns promoting healthy living.

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References

1. Abdullayeva Z., Toshmatova M. Propedeutics of Internal Diseases. – Tashkent: “Tibbiyot”, 2021. – 412 pages.
2. World Health Organization (WHO). Diabetes: Key facts, 2023.
3. Ministry of Health of the Republic of Uzbekistan. Diabetes-related statistical data. – 2022.
4. Reaven G. M. Role of insulin resistance in human disease. Diabetes. – 1988.
5. American Diabetes Association. Standards of Medical Care in Diabetes – 2023.

Mirzaolimov Mirabbos Muzaffar ogli
3rd-year student at the Faculty of Medicine, Alfraganus University
Born in Shakhrisabz district, Kashkadarya region

Teaching the Mother Tongue Based on the Experience of Developed Foreign Countries

Abstract:
This article discusses the methods used in developed countries for teaching the mother tongue, analyzes the reasons for their effectiveness, and presents how these methods can enhance the quality of education. Particular attention is given to organizing modern, up-to-date classroom processes. Currently, Finland’s educational practices are being widely studied and promoted.

Keywords: Modern technology, methodology, independence years, language and literature, mother tongue education, education standards, new era, compassion.

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President Shavkat Mirziyoyev has said:
“If the methodology of teaching in schools does not change, then neither the quality, content, nor environment of education will change.”

In recent years, special attention has been paid to protecting and promoting the status of our mother tongue as a state language, encouraging its study globally, and enhancing its promotion. Since gaining independence, our country has prioritized freedom of conscience and religious tolerance, creating legal foundations to develop these principles. Qualities such as faith, kindness, and generosity play a vital role in uplifting our nation’s spiritual life.

In Finland, schools teach Finnish, Swedish, Sami, and Romani as mother tongue subjects. The country has two official languages. Those whose native language is Finnish learn Swedish, and those whose native language is Swedish learn Finnish as a state language. Those whose native language is Sami, Romani, or Russian also learn Finnish or Swedish.

In Uzbekistan’s newly developed national curriculum for general secondary education, it is stated that the “Language and Literature” subjects include the mother tongue, literature, Uzbek language (for schools where instruction is in other languages), related languages (Kazakh, Kyrgyz, Tajik, Turkmen), and Russian (for both Uzbek- and Russian-language schools), ensuring their interconnection. In the first and second grades, a conscious and personalized approach should be taken, considering students’ individual abilities to develop listening, speaking, reading, and writing skills effectively.

In Finland, students’ language skills and national culture are taken into account. Schools must create opportunities for students who speak other mother tongues and come from different cultures to study and communicate effectively.

Since the early days of independence, our country has given serious attention to educating the younger generation. The adoption of the Law on Education, the National Program for Personnel Training, and the State Education Standards were among the key milestones in this process.

The methodology of teaching the Uzbek language has developed significantly, evolving into an independent academic field within the pedagogical sciences. It focuses not only on designing a consistent system for mother tongue education and providing practical methodological recommendations but also on establishing a scientific foundation that incorporates modern pedagogical technologies and interactive teaching methods.

Developing curricula and textbooks based on new technologies aligned with global education standards is a requirement of the time. From this perspective, modern linguistic interpretations of contemporary Uzbek literary language and its lexical-grammatical systems have been updated and advanced.

Teachers who conduct lessons using a variety of modern technical tools can quickly and accurately assess students’ knowledge, interpersonal relationships, communication culture, vocabulary, and language abilities. Modern technology-based lessons foster equal and friendly relationships between students and teachers. Students feel more confident and develop a greater interest in creative expression and the art of language. Leading methodologists are continually inventing new ways to improve lesson effectiveness, incorporating advanced educational technologies into their practices.

In education, the main responsibility lies with the educator and is continuously passed on to the learner. The learner’s role involves gaining knowledge thoughtfully and consciously. American philosopher, psychologist, and educator John Dewey (1859–1952) advocated for activating learners’ experiences and participated in the radical reform of schools. He emphasized not just the transmission of knowledge, but the importance of creating an educational environment where students can develop their innate abilities through personal experience.

As Mahmudkhoja Behbudi said:
“To live in this world, one needs worldly science and knowledge. A nation deprived of contemporary science and knowledge will be trampled by others.”

Indeed, to live in harmony with the times, we must make wise use of modern technology, acquire beneficial knowledge, and pass it on to others.

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References:

1. Shavkat Mirziyoyev presides over a video conference on solving education problems and improving its quality
2. Experience of Finland in teaching the state language
3. Methodology of Teaching Uzbek Language, B. To‘xliyev, M. Shamsiyeva, T. Ziyodova, Tashkent – 2006
4. Pedagogy (Theory and History of Pedagogy), J. Hasanboyev et al., Ministry of Higher and Secondary Specialized Education, Uzbekistan. “Noshir”, Tashkent, 2011, 456 pages

I am Badriddinova Hilola Akromjon qizi. I was born on March 22, 1997, in Tashkent city. I graduated from Olmazor Medical College with honors, earning a red diploma. I am married and a mother of three children. I am currently a 4th-year student in Primary Education at Oriental University. My achievements include being a recipient of the Rector’s Scholarship and the Navoi State Scholarship.