ASCARIS (ASCARIS LUMBRICOIDES) AND ITS EFFECT ON THE HUMAN BODY
Abstract:
This thesis discusses the parasite Ascaris, its biological characteristics, life cycle, and its effects on the human body. It also provides information about the prevention of ascariasis.
Ascaris is one of the large helminths that live in the human intestine and causes the disease ascariasis. This parasite mainly enters the human body when hygiene rules are not followed.
Main part:
Ascaris lumbricoides belongs to the group of roundworms and can reach a length of 20–40 cm. It mainly lives in the small intestine and feeds on nutrients.
The life cycle of the parasite is complex: eggs are released into the external environment through feces and re-enter the human body through contaminated water or food. The larvae migrate from the intestine through the bloodstream to the lungs, then are swallowed again and return to the intestine where they mature.
Ascaris causes several harmful effects in the body:
digestive disorders
allergic reactions
intestinal obstruction (in severe cases)
general weakness and weight loss
Conclusion:
Ascariasis is one of the most widespread parasitic diseases. To prevent it, it is important to follow personal hygiene rules, thoroughly wash fruits and vegetables, and consume clean drinking water
THE GOALS, OBJECTIVES, AND PRINCIPLES OF INCLUSIVE EDUCATION
Bakhromova Gulsanam, a second-year student in the Surdopedagogy program, Faculty of Pedagogy and Psychology, Kokand State University.
ABSTRACT
This article discusses the goals, objectives, and principles of inclusive education, as well as its significance in the modern context. It also examines why students should be included in inclusive education and highlights the priority of its current goals and objectives.
Based on the humanistic principles of any state policy, the conditions created in society for persons with disabilities and socially vulnerable groups, as well as comprehensive support in all areas necessary for their free and prosperous living, reflect great attention to people with disabilities. The fact that one of the five principles of Uzbekistan’s development is defined as a strong social policy is a clear indication that the country is moving toward improving the lives of persons with various types of disabilities and those in need of social support through the targeted implementation of comprehensive approaches. According to statistical data, there are about 240 million children with disabilities worldwide. Like all children, they need quality education to develop their skills and fully realize their potential. Nevertheless, children with disabilities are often overlooked in policy-making, which limits their access to education and participation in social, economic, and political life. Worldwide, these children are more likely not to attend school. They face discrimination, stigma, and persistent barriers to education arising from the failure of decision-makers to systematically include disability in school services.
Inclusive education develops the general education process and implements an education system suitable for all children. It creates favorable conditions for children with disabilities by organizing additional support and facilities that facilitate their access to education. Educating children with disabilities in a separate special education system makes it difficult for them to adapt to society after graduating from school. In addition, they are forced to live away from their families, which may contribute to the formation of various negative behavioral traits. These children may become dependent and develop difficulties in self-care.”
To implement inclusive education, the integral criteria of the developed system for staff consist of personal and procedural components. The personal component includes the following socio-psychological indicators: social activity, readiness for self-regulation of behavior, self-awareness, and self-esteem related to physical and mental health. During the learning process, students demonstrate changes in certain personal qualities, which makes it possible to assess the level of achieved socialization and identify emerging needs for creating and promoting additional conditions for social integration. The procedural (socio-pedagogical) component does not directly reflect changes in the personal characteristics of children with special educational needs; rather, it helps to understand the mechanisms of influence of technologies and methods applied in the socialization process.
This component includes the accessibility of inclusive education for children with special educational needs, the inclusive competence of participants in the educational process, and the readiness of the community to provide volunteer-based services. Ensuring access to inclusive education plays an important role in implementing socialization mechanisms for young people with special needs, as it helps remove key barriers to obtaining quality education and to full and independent participation in society. When evaluating the effectiveness of socio-pedagogical work, first of all, we identify the achievements made in working with applicants (providing information about study conditions, professional guidance, adaptation to the student environment, and preparation for university admission by teachers). The next indicator requiring detailed analysis is the adaptation of the educational base to students’ individual needs (architectural accessibility, adaptation of classrooms and workplaces, provision of learning materials and modern information technologies, and modifications in accordance with curricula).
The main goal of inclusive education is to involve all children who have access to education, including children with special educational needs, in the general education process. Inclusive education is of great importance as it provides access to education for children with special needs. It means the inclusion of such children in the continuous general education system. In many cases, parents of children with special educational needs have incorrect perceptions about their children’s educational rights and other opportunities; as a result, they do not demand proper education for these children.
The objectives of inclusive education are:
1.To create a unified adapted social environment that ensures equal treatment of all children and excludes any form of discrimination against students with different developmental abilities;
2.To develop a tolerant attitude among the public and all participants of the educational process toward the issues of students with special educational needs;
3.To develop the intellectual and social potential of both typically developing children and children with special educational needs within the educational process;
4.To provide opportunities for all students to master preschool, general secondary, vocational, and higher education programs in accordance with state educational standards;
5.To create conditions for the comprehensive development of students, activation of their emotional-volitional sphere and cognitive activity, as well as the formation of social skills and competencies;
6.To provide advisory support to families raising children with special educational needs, to increase parents’ awareness of educational and upbringing methods, pedagogical technologies, teaching methods and tools, and to offer psychological and pedagogical support to them.
In the process of inclusive education, students with special educational needs are taught together with typically developing children in the same school and classroom. Children with disabilities require special support from the very first days they enter school. Such support is considered necessary throughout their entire lives. Therefore, it is essential to create favorable conditions for the social development of these students starting from the early stages of schooling.
The educational process organized for students with disabilities requires identifying forms of inclusive education and integrating them into the general education system. Such integration must correspond to their specific educational needs.
Principles: The main principles of inclusive education. The implementation of an education system always requires adherence to certain rules and principles. The implementation of inclusive education is based on the following principles:
Recognition of inclusive education.
Accessibility of inclusive education for all learners.
The principle of interaction and cooperation (communication).
The principle of decentralization.
The principle of a comprehensive approach in inclusive education.
The principle of flexibility in inclusive education.
The principle of professionalism.”
The role and significance of inclusive education in the development of society require the implementation of the following tasks: creating the necessary psychological, pedagogical, and corrective conditions for the education of children and adolescents with special needs in educational institutions; ensuring their mental development and social adaptation through the implementation of general education programs and corrective work oriented toward their abilities; guaranteeing equal rights to education for all students; meeting the needs of both children with and without disabilities with the active participation of society and families, and ensuring early social adaptation; realizing the right of children and adolescents with special needs to live with their families without separation; and forming a friendly, compassionate, and supportive attitude in society toward children and adolescents with special needs.
In the full implementation of the above tasks, special attention should first be paid to the following: a child with special needs is still a child like all others and has the right to be recognized and respected; therefore, referring to them by their impairment is considered inappropriate. Regardless of their condition or abilities, every child always needs the support of adults. Isolating or labeling them is not consistent with the principles of humanism. Previously, terms such as “abnormal children,” “disabled children,” “blind children,” “deaf children,” “mentally disabled children,” and “children with locomotor disabilities” were used. However, such terms violate the rights of children with special needs and have a negative impact on parents as well.
Although children with special needs may not perform tasks as quickly or perfectly as typically developing children, they are still able to complete tasks according to their abilities. Protecting the rights of the child and treating them positively is an important educational approach. Therefore, any form of discrimination or disrespect must be avoided.”
Inclusive education is an important approach that ensures equal access to education for all children, including those with special educational needs. It promotes the creation of supportive psychological, pedagogical, and social conditions that enable children to develop their potential and successfully integrate into society. The main principles and tasks of inclusive education focus on equality, accessibility, cooperation, flexibility, and respect for individual differences.
This system not only improves the quality of education but also strengthens social inclusion, tolerance, and humanistic values within society. It helps eliminate discrimination and negative labeling, ensuring that every child is recognized, respected, and supported according to their abilities. Therefore, inclusive education plays a key role in the development of a fair and compassionate society where all children have the opportunity to learn, grow, and participate fully in social life.
List of References
1.Sadikovna, Rakhimova Khurshidakhon. “Theoretical Foundations For Teaching Future Surdopedagogs To The Development Of Speech Of Children With Cochlear Implants.” Onomázein 62 (2023): December (2023): 2408-2416.
Amirsaidova SH.M. “Maxsus pedagogika fani taraqqiyotida sharq mutafakkiri g‘oyalarining o‘rni va roli” . Ped. fan. nom… diss. – T., 2006.
2. IIektra Spandagou, Cathy Little, David Evans, Michelle L. Inklusive Education in Schools and Early. Childhood Settings.springer Springer Singapore. 2020.
3. Инклюзивное образование в Испании. Пашкова.М, Скуднова. Т.Д.2018.
4. Екатерина Михальч. Инклюзивное образование. 2021.
5. Наталья Микляева, Татьяна Чудесникова, Анна Виленская, Ольга Кудравец, Светлана Семенака. Инклюзивное образование детей с ограниченными возможностями здоровья. Москва Юрайт. 2021.
Digitizing Laboratory Education: The Synergy of 3D Modeling and Artificial Intelligence
Introduction
In the modern educational landscape, updating the teaching methodology is no longer just about providing hardware; it is about the complete digital transformation of the learning experience. Traditional laboratory settings often face significant hurdles, including a shortage of advanced equipment, high maintenance costs, and safety constraints that prevent complex experimentation. These limitations frequently hinder students from gaining the necessary practical depth in their fields.
The Power of 3D Modeling: Creating Digital Twins
The integration of 3D modeling offers a transformative solution by creating “Digital Twins” of physical laboratory environments. Unlike static diagrams, 3D simulations allow students to interact with machinery and chemical processes in a risk-free, virtual space. This is particularly vital for engineering and science students, as it enables them to perform high-risk experiments—such as high-voltage electrical testing or volatile chemical reactions—without the danger of physical harm or equipment damage. The ability to repeat these simulations infinitely ensures that the student masters the procedure before ever stepping into a physical lab.
AI Integration: Personalized Learning Trajectories
Artificial Intelligence (AI) acts as the “brain” of these digital laboratories. By incorporating AI algorithms, the virtual environment can monitor a student’s progress in real-time. It analyzes the logic behind their actions, the errors they commit, and the time spent on specific tasks.
Adaptive Feedback: If a student struggles with a particular step, the AI provides contextual hints or suggests supplementary theoretical material.
Customization: The system can adjust the difficulty level of the experiments based on the learner’s individual performance, making education truly personalized.
Challenges and Future Outlook
Despite the obvious advantages, the transition to fully digital labs is not without obstacles. Developing high-fidelity 3D environments requires significant computational power and advanced programming expertise (utilizing tools like Python, Unity, or Unreal Engine). Furthermore, digital simulations cannot yet fully replicate the tactile sensory experience of a physical laboratory. Therefore, a hybrid model—combining virtual preparation with physical execution—currently stands as the most effective pedagogical approach.
Conclusion
3D modeling and AI are not just tools; they are the architects of a new era in laboratory education. These technologies offer a scalable, safe, and cost-effective way to enhance the quality of higher education. To fully realize this potential, universities must invest in both technical infrastructure and the digital literacy of their faculty. The future of engineering education lies in this seamless blend of the virtual and the physical worlds.
Shahnoza Amanboyeva is a dedicated first-year Computer Engineering student at Urgench State University. She is passionate about the intersection of technology and education, specifically focusing on virtual simulations and AI-driven learning systems.
This article examines the impact of regular physical activity on students’ stress levels and academic performance. The importance of physical recreation as a means of preventing emotional burnout during examination periods is substantiated. An analysis of self-control methods and their role in maintaining the body’s homeostasis under intensive mental нагрузки is also presented.
The relevance of this topic is обусловлена a sharp decrease in the level of physical activity among modern youth in the context of the digitalization of the educational process. Students spend more than 8–10 hours a day using computers and smartphones, which leads to the development of “muscle starvation” (hypodynamia). This not only weakens the muscular system but also negatively affects the cognitive functions of the brain.
The aim of this work is to study the mechanisms of the influence of physical exercises on the nervous system and to develop recommendations for optimizing work and rest schedules. The research objectives include analyzing the phases of fatigue and identifying the most effective forms of recreation.
MAIN PART
1. Physiological Mechanisms of Stress Reduction
Physical activity activates the endocrine system. During moderate aerobic exercise, cortisol (the stress hormone) production decreases, while the synthesis of endorphins and dopamine increases. This creates a “biological release” effect necessary after prolonged static tension.
2. Prevention of Hypodynamia at University
To maintain performance, it is necessary to introduce micro-breaks (physical exercise minutes) every 90 minutes of mental work. The author identifies three levels of adaptation of the organism to physical нагрузкам:
Immediate adaptation: changes in heart rate (HR) and deeper breathing during exercise.
Long-term adaptation: structural changes in the cardiovascular system and an increase in lung vital capacity.
3. Methods of Objective Self-Control
In order for physical activity to be beneficial, students must possess self-diagnosis skills. The most important indicators include the Quetelet index (BMI) and the Stange test (breath-holding on inhalation), which helps assess the condition of the respiratory system.
It is recommended to keep a “Self-Control Diary”, where the following are recorded:
Pulse rate at rest and after exercise
Subjective well-being (sleep, appetite, willingness to train)
Dynamics of anthropometric indicators
CONCLUSION
In conclusion, physical culture can be considered the only natural antagonist to nervous overstrain. Regular exercise (at least 150 minutes per week) not only strengthens health but also improves working memory capacity and concentration. The formation of a movement culture is not an optional task but a foundation for the successful professional activity of a future specialist.
REFERENCES
Lubysheva L. I. Sociology of Physical Culture and Sport: Textbook for University Students. — Moscow: Akademiya, 2021. — 272 p.
Matveev L. P. Theory and Methodology of Physical Culture. — Moscow: Fizkultura i Sport, 2019. — 544 p.
Kholodov Zh. K., Kuznetsov V. S. Theory and Methodology of Physical Education and Sport. — Moscow: Publishing Center “Akademiya”, 2022. — 480 p.
Vilensky M. Ya. Physical Culture and Healthy Lifestyle of a Student: Study Guide. — Moscow: KnoRus, 2020. — 240 p.
The Role and Impact of Loanwords in Modern Korean Speech: A Socio-Linguistic Analysis
Tashkent State University of Oriental Studies
Faculty of Philology and Language Teaching (Korean Language)
1st-year student: Mansurova Charos
Abstract: This study examines the integration of loanwords (oerye-eo) into the modern Korean lexicon and their functional role in contemporary communication. Through a quantitative analysis of 500 media texts and social media samples, the research explores how foreign linguistic elements, particularly “Konglish,” adapt to Korean phonetic and morphological structures. The findings indicate that loanwords constitute over 30% of modern terminology in key sectors, reflecting broader trends of globalization and cultural shift within South Korean society.
Keywords: Korean linguistics, Loanwords, Konglish, Sociolinguistics, Language Globalization, Oerye-eo.
Introduction
Language is a dynamic organism that constantly evolves through cross-cultural interaction. In the 21st century, the acceleration of globalization has intensified linguistic exchange, with the Korean language serving as a prominent example of rapid lexical transformation. While historically influenced by Sino-Korean characters (Hanja), contemporary Korean is experiencing a significant influx of Western terminology.
The purpose of this research is to analyze the prevalence of loanwords in South Korean daily discourse, media and technology. This study argues that these elements have transitioned from mere technical necessities to essential components of modern stylistic expression and social identity.
Literature review
The study of loanwords in the Korean language has been a focal point for many linguists over the past few decades.
Traditional Perspectives: Early researchers like Sohn (1999) categorized Korean vocabulary into three distinct layers: native Korean words, Sino-Korean words and loanwords (oerye-eo). Historically, Hanja occupied the prestigious position that English occupies today.
The “Konglish” Phenomenon: Kent (1999) and Lawrence (1912) explored the concept of “Konglish”-words derived from English but adapted with unique Korean meanings or structures (e.g., handphone for mobile phone). They argue that Konglish is not a “broken” language but a creative adaptation.
Sociolinguistic Impact: Park (2009) emphasizes in South Korea is closely linked to status symbols, where Western terms often convey modernity and global connectivity.
Research methodology
To determine the role of loanwords in modern Korean discourse, a multi-methodological approach was employed:
1. Descriptive Analysis: Theoretical literature and lexicographic sources were examined to establish the conceptual framework.
2. Quantitative Method: A corpus of 500 text samples was collected from prominent South Korean media media portals ( Naver News, Daum) and social media platforms ( Instagram, You tube).
3. Comparative Analysis: Traditional Sino-Korean borrowings were compared with modern Western influences regarding their frequency of use.
Research results
The following data represents the empirical findings from the corpus analysis:
Distribution of Loanwords across Sectors
Sector
Loanword Proportion (%)
Primary Source Language
Information Technology
72%
English
Fashion and Beauty
65%
English, French
Youth Slang & SocialMedia
50%
English
General News & Media
30%
English,Japanese
1. Source Distribution: A significant majority (85%) of these borrowings originate from English, while 15% are derived from Japanese, German, and French.
2. Morphological Integration: Data shows that 90% of English-derived verbs integrate via the Korean auxiliary verb –hada ( e.g., 드라이브하다 – drive-hada). 95% of nouns are transliterated directly into Hangul without phonetic reduction.
Discussion
The results confirm that the Korean language is undergoing an intensive process of “Anglicization”. The fact that loanwords exceed 30% in general media suggests they are no longer merely auxiliary tools.
The high concentration in IT (72%) is attributed to the lack of traditional equivalents for rapidly evolving global technologies. Furthermore, the 50% usage in youth slang confirms Park’s (2009) theory of status symbols; younger generations perceive “Konglish” as a marker of being globally connected. Unlike Sohn (1999), who observed a lower percentage of loanwords, our findings suggest that the pace of lexical borrowing has doubled in the last 25 years due to digital acceleration.
Conclusion
In conclusion, this study demonstrates that loanwords (oerye-eo) have evolved from auxiliary technical terms into essential components of modern Korean identity and stylistic expression. The quantitative analysis confirms that foreign-derived vocabulary now constitutes over 30% of contemporary media discourse, with a dominant 85% originating from English. These findings answer the primary research question by highlighting that “Konglish” acts as a marker of modernity and global connectivity, particularly among the younger generation. Practically, this linguistic shift necessitates a revision of current educational materials to reflect the reality of active Korean speech.Future research should focus on the sociolinguistic gap between generations caused by this rapid lexical transformation.
References
1. Kent, D. B. (1999). Speaking in Tongues: The Role of English in South Korean Society. Korea Journal, 39(4), 187-209.
2. Lawrence, C. B. (2012). The Korean-English Linguistic Landscape. World Englishes, 31(1), 70-92.
3. National Institute of Korean Language. (2022). Report on the Use of Foreign Loanwords in Mass Media. Seoul, South Korea.
4. Park, J. S. (2009). The Local Construction of a Global Language: Ideologies of English in South Korea. Berlin: Mouton de Gruyter.
5. Sohn, H. M. (1999). The Korean Language. Cambridge: Cambridge University Press.
6. Kiaer, J. (2018). The Routledge Course in Korean Translation. London: Routledge. (Chapter 4: Loanwords in Korean: Their History and Development).
This thesis discusses the embryonic development, morphological structure, and main functional significance of the placenta. The placenta is an important temporary organ that performs metabolic exchange, hormonal regulation, and protective functions between the mother and the fetus.
The placenta is a temporary organ formed during pregnancy that ensures the physiological connection between the mother and the fetus. Its proper development plays a crucial role in the normal growth and development of the fetus.
Main part
Development of the placenta
The placenta is formed as a result of implantation of the blastocyst into the uterine mucosa after fertilization. Trophoblast cells differentiate into cytotrophoblast and syncytiotrophoblast layers. Through these layers, metabolic exchange between the mother and the fetus is established.
Morphological structure
The placenta has a disc-like shape and consists of two main parts:
Maternal part — decidua basalis
Fetal part — chorion frondosum
The placenta contains numerous villi (chorionic villi), which are richly supplied with blood vessels. Through these structures, exchange occurs without direct mixing of maternal and fetal blood.
Functions
The placenta performs the following main functions:
Transport function – delivers oxygen, glucose, amino acids, and other nutrients to the fetus
Excretory function – removes carbon dioxide and metabolic waste
Endocrine function – produces hormones such as progesterone, estrogen, and human chorionic gonadotropin (hCG)
Protective function – acts as an immunological barrier against certain harmful agents
Clinical significance
The location and functional state of the placenta directly affect the course of pregnancy. Conditions such as placenta previa and placental insufficiency can lead to serious complications in fetal development.
Conclusion
The placenta is an essential temporary organ that ensures fetal viability. Any disturbances in its structure or function can negatively affect pregnancy. Therefore, studying the development and function of the placenta is of great importance in medicine.
