Nizomiy nomidagi toshkent davlat pedagogika universiteti fizika matematika fakulteti
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akademik litseylarda axborot texnologiyalari fanining kompyuter tarmoqlari va ularda ishlash asoslari bolimini oqitish metodikasi
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Tajriba sinov ishlari quyidagi bosqichlarda amalga oshirildi. 1-bosqich. Tashkiliy bosqich. Bu bosqichda S.H.Sirojiddinov nomli akademik litseyda
o‘qitilayotgan axborot texnologiyalari fanining o‘qitish jarayonida tutgan o‘rnini va darslarni tashkil etish maqsadida Axborot texnologiyalari fanining «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limini mazmuniga mos ravishda dasturlar, qo‘llanmalar va darsliklarning taxlili va ulardan foydalanishdagi muammolarni aniqlashdan iborat. Ushbu maqsadni amalga oshirish Axborot texnologiyalari fanining «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limini o‘qitish mazmuni asosida S.H.Sirojiddinov nomli akademik litseyda o‘qitish jarayoniga tadbiq qilish bo‘yicha tashkiliy ishlar olib borildi. Ushbu maqsadni amalga oshirish Axborot texnologiyalari fanining «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limini o‘qitish mazmuni asosida o‘quvchilarning o‘zlashtirish darajasini aniqlash maqsadida o‘quv muassasasi S.H.Sirojiddinov nomli akademik litsey tanlab olindi. Ularning «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limi tushunchalarini qanchalik bilishi xaqida anketa savollari o‘tkazildi. Anketa savollarinining natijalariga ko‘ra bu o‘quv muassasasida Axborot texnologiyalari fanining «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limi bo‘yicha
boshlangich bilimlari yetarli emasligi va ularni bilim darajasi deyarli bir xil ekanligi aniqlandi. Bu boskichda Akademik liseylarda Axborot texnologiyalari fanining «Kompyuter tarmoqlari va ularda ishlash asoslari» bo‘limini
o‘qitishni tashkil etish, yaratilgan metodik ishlanmalarni o‘quvchilarga samarali yetkazib berish kerakligi maqsad qilib qo‘yildi. Bu maqsadga erishish yo‘lida ―Internetda ma‘lum qiduruv serverlari biln ishlash‖, ―
Internet xizmatlari. Elektron pochta‖, ―Elektron pochta bilan ishlash mavzusini o‘qitish metodikasi‖ mavzulari bo‘yicha dars ishlanmalari ishlab chiqildi. Shundan so‘ng tajriba sinov ishlarini o‘tkazish 64
maqsadida akademik litsey guruhlaridan 2 ta gurux tanlab olindi. Ularning biri tajriba guruhi, ikkinchisi nazorat guruhi sifatida qarab chiqildi. 2 bosqich. Tajriba sinov ishlarini o‘tkazish bosqichi Unda tanlab olingan guruxlardan tajriba guruhida ―Internetda ma‘lum qiduruv serverlari bilan ishlash‖, ―
Internet xizmatlari. Elektron pochta‖, ―Elektron pochta bilan ishlash mavzusini o‘qitish metodikasi‖ mavzulari asosida yaratilgan dars ishlanmalari va metodik tavsiyalar asosida o‘qitish ishlari olib borildi. Nazorat guruhida esa akademik litsey o‘qituvchilarining tajribasi asosida ana‘naviy dars mashg‘ulotlar olib borildi. Tajriba sinov ishlarini o‘tkazish bosqichidan ko‘zlangan maqsad – dars ishlanmalari va metodik tavsiyalar asosida o‘qitishni tashkil etish va bilimlar berishdan iborat. Yaratilgan dars ishlanmalari asosida o‘quvchilarning kompyuter texnologiyalari yordamida amaliy ko‘nikma, bilim darajalarini oshirishga ta‘sirini tajriba va nazorat guruhlarida o‘tkazilgan mashg‘ulotlar, reyting ballariga mos baholar nazorat uchun o‘tkazilgan mashg‘ulotlar natijalariga ko‘ra belgilandi. Taklif etilayotgan metodik tizimning samaradorligini aniqlash uchun talabalardan olingan nazorat
mashg‘ulotlari va
umumlashtiruvchi mashg‘ulotlarning natijalarini sifat va miqdor bo‘yicha tahlil qilindi. Tajriba guruhida 102-guruh 27 ta o‘quvchi, Nazorat guruhida esa
101guruh 28 ta o‘quvchi ishtirok etdi. Ushbu guruhlarda joriy nazorat va oraliq nazorat sifatida baholash ishlari olib borildi. Baholash besh ballik
tizim asosida olib borildi. Tajriba va nazorat guruxlarida ishtirok etgan litseydagi o‘quvchilar soni. 1-jadval. Tajribada ishtirok etgan litsey o‘quvchilar soni. Litsey nomi Tajriba guruxi Nazorat guruxi S.H.Sirojiddinov nomli akademik litsey 27 28
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3 bosqich Tajriba-sinov natijalarining taxlili. Tajriba va nazorat guruxlarining o‘zlashtirishlarini taqqoslash maqsadida guruhlarda o‘zlashtirish bahosining o‘rtacha qiymati N m x X j i deb olindi. Bu yerda x i – o‘zlashtirish ko‘rsatkichi (baho qiymati) bo‘lib, ular 2, 3, 4, 5; qiymatlarni qabul qiladi. m j - baxolarning takrorlanishlar soni, N - tajribada ishtirok etayotgan o‘quvchilar soni.
O‘quv jarayoni samaradorligini baxolovchi o‘rtacha qiymat tajriba va nazorat guruhlari baholarining o‘rtacha arifmetik qiymatlari nisbatidir, ya‘ni samaradorlik koeffisienti * * H T Х X
formula orqali hisoblanadi. Tajriba va nazorat guruxida qatnashgan akademik litsey o‘quvchilarining natijalar bilan tanishib chiqamiz. ―Internetda ma‘lum qiduruv serverlari bilan ishlash‖, ― Internet xizmatlari. Elektron pochta‖, ―Elektron pochta bilan ishlash mavzusini o‘qitish metodikasi‖ mavzulari
bo‘yicha joriy nazorat va oraliq nozorat o‘tkazildi uning natijalari quyidagicha Akademik litsey o‘quvchilarining joriy baxolash - amaliy mashg‘ulotlardagi natijalari Guruxlar O‘quv- chilar soni Baxolash mezonlari 5 4 3 2 Tajriba guruxi 27 12
9 5 1 Nazorat guruxi 28
8 7 10 3
Ushbu natijalariga nisbatan o‘rtacha o‘zlashtirish ko‘rsatkichini hisoblaymiz: Tajriba va nazorat guruhlaridagi o‘rtacha qiymat: 66
71 , 3 28 104 6 30 28 40 28 1 2 3 3 10 4 7 5 8 28 1 18 , 4 27 113 2 15 36 60 27 1 2 1 3 5 4 9 5 12 27 1
T X X
Samaradorlik koeffisenti 12 , 1 71 , 3 18 , 4 Demak joriy nazorat natijalariga ko‘ra tajriba gurihidagi samaradorlik 1.12 barobarga yuqori ekan. Akademik litsey o‘quvchilarining Oraliq nazorat natijalari Guruxlar O‘quv-
chilar soni Baxolash mezonlari 5 4
2 Tajriba guruxi 27 13
10 4 1 Nazorat guruxi 28
9 8 8 3
Ushbu natijalariga nisbatan o‘rtacha o‘zlashtirish ko‘rsatkichini hisoblaymiz: Tajriba va nazorat guruhlaridagi o‘rtacha qiymat:
82 , 3 28 107 6 24 32 45 28 1 2 3 3 8 4 8 5 9 28 1 40 , 4 27 119 2 12 40 65 27 1 2 1 3 4 4 10 5 13 27 1
T X X
Samaradorlik koeffisenti 15 , 1 82 , 3 40 , 4
Demak oraliq nazorat natijalariga ko‘ra tajriba guruhidagi samaradorlik 1.15 barobarga yuqori ekan. Ushbu natijalarga ko‘ra diagrammasini keltiramiz
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Demak olingan natijalar va diagramma ko‘rinishiga ko‘ra biz olib borgan o‘qitish jarayoni samarali ekan.
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Insoniyatga berilgan ong uni kelajakka yetaklaydi. Shuning bilan inson rivojlana boradi. Bu rivojlanish yo‘lining juda ko‘p qiyinchiliklari mavjud. Lekin inson hamisha o‘z xohish-istakiga erishishda hamma to‘siqlarni yengib o‘tishga qodir. Odamzod yaratgan xar bir narsa o‘z ijobiy va salbiy taraflariga ega. Shunday qilib insoniyat XX asr o‘rtalarida o‘zining eng buyuk mo‘jizasini yaratdi va bu yo‘lda birinchi qadam qo‘yganligini sezdi. Bular EHMlar bo‘lib inson birinchi bor sun‘iy intelektni yaratgan edi. Vaqt o‘tib bu boradagi ishlar juda katta ahamiyatga ega bo‘ldi va EHM larni rivojlantirish yo‘lida katta ishlar olib borildi. Natijada xozirgi zamon kompyuterlari yaratildi. Bu kompyuterlar asosida yangi texnologiyalar yaratildi. Bugungi kunda xar bir inson u qayerda bo‘lmasin bu mo‘jiza bilan muloqot qila oladigan bo‘ldi. Kompyuterlar insonning ko‘pchilik masalalarini hal qilishga katta ko‘mak berib yirik imkoniyatlar yarata oldi. Kompyuter va kompyuter tarmoqlari xar bir davlat, jamiyatning iqtisodiy, ijtimoiy, madaniy jabhalarini rivojlantirish uchun zarur omildir. Tarmoqlar yaralibdiki ular muloqotning yangi turini taqdim qila oldi. Kompyuter tarmoqlari davlatlararo munosabatlar, savdo-sotiq, bilim va malaka almashinuvini masofadan turib amalga oshirish imkonini yaratdi. Shunday ekan biz kompyuter tarmoqlari haqida chuqur va teran bilimlarga ega bo‘lishimiz zarur. Ulardan foydalana olish, amalda biror bir jabxaga tadbiq qilish ma'lum ko‘rsatgichni zabd etishga olib boradigan yo‘lni qisqartiradi. Yuqorida aytilganidek xar bir ish o‘zining salbiy va ijobiy taraflariga ega. Kompyuter va kompyuter texnologiyalarining kamchiligi foydalanuvchilarni sifatli himoya qilsh bo‘lib bu borada etuk bilimlarga ega insonlar bu bilimlarni salbiy taraflarga ishlatishi mumkin. Masalan xakkerlik ishlarini amalga oshiruvchi shaxslar. Albatta hamma xakkerlar xam salbiy ishlarni amalga oshirishmasada ular orasida shundaylari ham borki zararli amallarni oshirish ularning birinchi maqsadi,
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ular ma'lumotlarni o‘g‘irlash, viruslar yaratish va ularni tarqatish, davlat axamiyatiga molik axborotlarni ko‘chirish va sotish va shunga o‘xshash ishlarini amalga oshirishadi. Bu bilan kompyuterlarning zarari katta deb bo‘lmaydi albatta xar bir narsa ideal tarzda bo‘la olmaydi. Shuning uchun bu salbiy taraflarga nazarni bermoq xato ishdir. Kompyuterlar va tarmoqlar insonga hizmat qilish uchun unga yordam berish uchun yaratilgan. Ilg‘or texnologiyalarni sanoatga jalb etish va ularni shu yo‘nalishda rivojlantirish kompyuter texnologiyalari asosida amalga oshirilmoqda. Bu sanoatda iqtisodiy o‘sishni kuchaytirish va mustaxkamlashga katta turtki bo‘lib qolmoqda. Xozirda rivojlangan davlatlar kompyuter texnologiyalarni imkoniyatlarni to‘g‘ri qo‘llab o‘z ishlab chiqarishlarini va iqtisodiy yo‘nalishdagi xar bir ishni mukammal tarzga yetishishiga olib kelishdi. Bu imkoniyatlarga qarab aytishimiz mumkinki kompyuter va kompyuter tarmoqlari yetarlicha malakali tarzda va o‘rnida qo‘llanilsa juda katta o‘zgarishlar amalga oshirish mumkin. Mamlakatimiz Prezidenti tomonidan 2011-yilni ―Kichik biznes va hususiy tadbirkorlik yili‖ deb e‘lon qilinishi, yurtimizda amalga oshirilgan iqtisodiy islohotlarga yanada chuqurroq yondoshishga sabab bo‘lmoqda. Bu esa o‘z navbatida, yurtimiz istiqbolini yanada ravnaq topishida muhim axamiyatga egadir. Shuni ta‘kidash lozimki, so‘ngi yillarda iqtisod-siyosat, ilm –fan, texnika soxalari, ularga qaratilayotgan e‘tibor sezilarli darajada o‘sdi. O‘zbekistonda bu imkoniyatni qo‘llashni kuchaytirsh va rivojlantirish juda katta axamiyatga ega, chunki bizning ishlab chiqarishda mavjud nuqsonlarni aynan shu texnologiyalar asosida bartaraf qilish mumkin. Umuman aytganda elektron to‘lov va boshqa iqtisodiy amallarni elektronlashgan ko‘rinishi juda katta tezlikni va qulaylikni yaratdi. Bu misollarni ko‘plab keltirishimiz mumkin. Xullas kompyuterlar va kompyuter tarmoqlari kelajakda juda katta o‘zgarishlarni olib keldi. Bu o‘zgarish kelajakda yanada rivojlanishiga va bu boradagi kamchiliklar, muammolar o‘z yechimini topadi va keng o‘rin egallaydi degan umuddaman. 70
FOYDALANILGAN ADABIYOTLAR RO‘YXATI
1. Karimov I.A ―Asosiy vazifamiz-Vatanimiz taraqqiyoti va xalqimiz farvonligini yanada yuksaltirishdir‖ 2009-yilning asosiy yakunlari va 2010 yilda O‘zbekistonni iqtisodiy ijtimoiy rivojalantirishning eng muhim ustivor yo‘nalishlariga bag‘ishlangan Vazirlar Mahkamasining 2010-yil 29- yanvar majlisidagi ma‘ruzasi. Toshkent ―O‘zbekiston‖.2010 y. 2. O‘zbekiston Respublikasi Kadrlar tayyorlash milliy dasturi.Oliy ta‘lim. Meyoriy hujjatlar to‘plami. 245b 3. Karimov I.A. ―Yuksak ma‘naviyat yengilmas kuch‖. Toshkent. ―Ma‘naviyat‖ 2008-yil. 175b 4. Karimov.I.A. ―Barkamol avlod-O‘zbekiston taraqqiyotining poydevori‖ Toshkent ―O‘zbekiston‖ 1997-yil. 245b 5. Yo‘ldoshev U.,Zokirova F. ―Informatika o‘qitish metodikasi‖.Toshkent.2007 y. 6. Aripov.M.M. Xaydarov . A. "Informatika asoslari" Toshkent "O‘qituvchi" 2002 -yil 7. Axmedov.A. Taylaqov.N. "Informatika" Toshkent "O‘zbekiston" 2001-yil . 168b 8. Abduqodirov A.A. Xayitov A. G. Shodiev R. R. "Axborot texnologiyalari" Toshkent "O‘qituvchi" 2002 yil. 144b 9. Broydo V. "Tarmoqlar topologiyasi" tarjimon A. Najmiddinov.Toshkent "Mexnat" 2000-yil. 10 Sattorov.A. "Informatika va axborot texnalogiyalari" Toshkent."O‘qituvchi" 2002 –yil. 244b 11 G‘ulomov.S.S. va boshqalar "Axborot tizimlari va texnologiyalari" Toshkent.2000-yil. 592b 12. Aripov. M. M. ―Internet va elektron pochta asoslari‖ Toshkent. "Mexnat" 2003-yil 124b
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13. Sovetov B. Informasionnaya texnologiya. - M.: Visshaya shkola, 1992god - 284 s 14. Rijikov Yu. I. Informatika. Leksii i praktikum.- SPb.: Korona print,2000god - 256s. 15.
www.internet.ru\ book_marks \ versiya @ 4.0
16. www.tcp.net\ book_marks\ uchebnik protocol 4.1.0\
17. www. ziyonet.uz\kutubxona\texnika va texnologiya\informatika va at\
18. http://www.yandex.ru/clid=124990 19. www.intuit.ru\buchenie\informatika 20.
www.citforum.ru\book_marks\tutorial macromedia mx 2004\
21.Nishonboyev.T.N. ―WINDOWS WORD va Internet tizimlaridan foydalanish‖ Toshkent.2002-yil ―Akademiya‖ nashriyoti. 22.Abdullaev.A, Tayloqov.I ―Masofaviy o‘qitish‖ Toshkent.2008-yil ―Sharq ziyokori‖ nashriyoti.
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1. INFORMATIKA –INFORMATICS Informatics- oxfordamericandictionary (en-en) [treated as sing.] Computing the science of processing data for storage and retrieval; information science informatics (academic field) , a broad academic field encompassing human-computer interaction, information science, information technology, algorithms, and social science
2. INTERNET- INTERNET The Internet is a global system of interconnected computer networks that use the standard Internet Protocol Suite (TCP/IP) to serve billions of users worldwide. It is a network of networks that consists of millions of private, public, academic, business, and government networks, of local to global scope, that are linked by a broad array of electronic, wireless and optical networking technologies. The Internet carries a vast range of information resources and services, such as the inter-linked hypertext documents of the World Wide Web (WWW) and the infrastructure to support electronic mail . 3.LITSEY-LYCEUM This article is about the type of school. For aristotle's lyceum, see lyceum
(classical) . For individual schools, and other buildings and uses, see lyceum (disambiguation) .the lyceum is a category of educational institution defined within the
education system of many countries, mainly in europe. The definition varies between countries; usually it is a type of secondary school . 4.KOMPYUTER-COMPUTER A computer is a programmable machine
designed to sequentially and automatically carry out a sequence of arithmetic or logical operations. The particular sequence of operations can be changed readily, allowing the computer to solve more than one kind of problem.Conventionally a computer consists of some form of memory for
data storage, at least one element that carries out arithmetic and logic operations, and a sequencing and control element that can change the order of operations based on the information that is stored. Peripheral devices allow information to be entered from external source, and allow the results of operations to be sent out. 5.WEBSITE- WEBSITE A website (also written Web site [1] or simply site [2] ) is a collection of related web pages
containing images
, videos
or other digital assets. A website is hosted on at least one web server , accessible via a network such as the Internet or a private local area network through an Internet address also called URL
.A web page is a 73
document , typically written in plain text interspersed with formatting instructions of
Hypertext Markup Language (HTML,
XHTML ). A web page may incorporate elements from other websites with suitable markup anchors .Web pages are accessed and transported with the Hypertext Transfer Protocol (HTTP), which may optionally employ encryption ( HTTP Secure , HTTPS) to provide security and privacy for the user of the web page content. The user's application, often a web browser
, renders the page content according to its HTML markup instructions onto a display terminal .
6.MA‘LUMOT- MESSAGE Message in its most general meaning is an object
of communication . It is a vessel which provides information. Yet, it can also be this information. Therefore, its meaning is dependent upon the context in which it is used; the term may apply to both the information and its form. A communiqué is a brief report or statement released by a public agency.
7.TEXNOLOGIYA- TECHNOLOGY Technology is the making, usage and knowledge of tools
, techniques, crafts
, systems
or methods of organization in order to solve a problem or serve some purpose. The word technology comes from Greek
(technología); from τέχνη
(téchnē), meaning "art, skill, craft", and -λογία
( -logía
), meaning "study of- ". [1] The term can either be applied generally or to specific areas: examples include construction technology, medical
technology, and
information technology.Technologies significantly affect human as well as other animal species' ability to control and adapt to their natural environments. The human species' use of technology began with the conversion of natural resources into simple tools. The prehistorical discovery of the ability to control fire
increased the available sources of food and the invention of the wheel helped humans in travelling in and controlling their environment. Recent technological developments, including the printing press , the
telephone , and the Internet , have
lessened physical barriers to communication and allowed humans to interact freely on a global scale. However, not all technology has been used for peaceful purposes; the development of of ever-increasing destructive power has progressed throughout history, from clubs to
nuclear weapons .
8.MULTIMEDIA-MULTIMEDIA Multimedia is media and
content that uses a combination of different content forms
. The term can be used as a noun (a medium with multiple content forms) or as an adjective describing a medium as having multiple content forms. The term is used in contrast to media which only use traditional forms of printed or hand- produced material. Multimedia includes a combination of text ,
, still images , animation , video
, and interactivity content forms.Multimedia is usually recorded and played, displayed or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance.
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Multimedia (as an adjective) also describes electronic media devices used to store and experience multimedia content. Multimedia is distinguished from mixed media
in
fine art ; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia . Hypermedia can be considered one particular multimedia.
9.PEDAGOGIKA –PEDAGOGY Pedagogy (pronounced /ˈpɛdəɡɒdʒi/ or (peor /ˈpɛdəɡoʊdʒi/ [1][2] ) is the study of being a teacher
or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction.Pedagogy is also occasionally referred to as the correct use of instructive strategies (see instructional theory ). For example, Paulo
Freire referred to his method of teaching adult humans as " critical pedagogy ". In
correlation with those instructive strategies the instructor's own philosophical beliefs of instruction are harbored and governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought
. [4]
10.GRAFIKA-GRAPHICS Graphics (from Greek
γραφικός
graphikos) are visual
presentations on some surface, such as a wall, canvas , computer screen, paper, or stone to brand , inform, illustrate, or entertain. Examples are photographs , drawings
, Line Art , graphs
, diagrams
, typography , numbers
, symbols
, geometric designs, maps
, engineering drawings , or other images . Graphics often combine text , illustration , and color
. Graphic design may consist of the deliberate selection, creation, or arrangement of typography alone, as in a brochure, flier, poster, web site, or book without any other element. Clarity or effective communication may be the objective, association with other cultural elements may be sought, or merely, the creation of a distinctive style. 11.TASVIR- IMAGE An image (from Latin
: imago) is an artifact, for example a two-dimensional picture, that has a similar appearance to some subject —usually a physical object or a person
. 12.GIPERSSILKA-HYPERLINK In computing , a hyperlink (or link) is a reference to a document
that the reader can directly follow, or that is followed automatically. [ citation needed ] A hyperlink points to a whole document or to a specific element within a document. Hypertext is text with hyperlinks. A software system for viewing and creating hypertext is a hypertext system, and to create a hyperlink is to hyperlink (or simply to link). A user following hyperlinks is said to navigate or browse the hypertext. 75
A hyperlink has an anchor, which is the location within a document from which the hyperlink can be followed; the document containing a hyperlink is known as its source document. The target of a hyperlink is the document, or location within a document, to which the hyperlink leads. Users can activate and follow the link when its anchor is shown, usually by touching or clicking on the anchor with a pointing device . Following the link has the effect of displaying its target, often with its context. 13.GIPERMATN-HYPERTEXT Hypertext is text displayed on a computer
or other electronic device with references ( hyperlinks ) to other text that the reader can immediately access, usually by a mouse click or keypress sequence. Apart from running text, hypertext may contain tables, images and other presentational devices. Hypertext is the underlying concept defining the structure of the World Wide Web , making it an easy-to-use and flexible format to share information over the Internet . [1]
14.GIPERMEDIA-HYPERMEDIA Hypermedia is used as a logical extension of the term hypertext in which graphics, audio, video, plain text and hyperlinks intertwine to create a generally non-linear medium of information. This contrasts with the broader term multimedia , which may be used to describe non-interactive linear presentations as well as hypermedia. It is also related to the field of Electronic literature . The term was first used in a 1965 article by Ted Nelson . [1] The World Wide Web is a classic example of hypermedia, whereas a non-interactive cinema presentation is an example of standard multimedia due to the absence of hyperlinks.The first hypermedia work was, arguably, the Aspen Movie Map . Atkinson's HyperCard popularized hypermedia writing, while a variety of literary hypertext and hypertext works, fiction and nonfiction, demonstrated the promise of links. Most modern hypermedia is delivered via electronic pages from a variety of systems including Media players , web browsers , and stand-alone applications . Audio hypermedia is emerging with voice command devices and
voice browsing .
15.ELEKTRON POCHTA-ELCTRONIC MAIL Electronic mail, commonly called email or e-mail, is a method of exchanging digital messages from an author to one or more recipients. Modern email operates across the Internet
or other computer networks . Some early email systems required that the author and the recipient both be online at the same time, a la instant messaging . Today's email systems are based on a store-and-forward model. Email servers
accept, forward, deliver and store messages. Neither the users nor their computers are required to be online simultaneously; they need connect only briefly, typically to an email server , for as long as it takes to send or receive messages.An email message consists of three components, the message envelope, the message header, and the message body. The message header contains control information, including, minimally, an originator's email address and one or more 76
recipient addresses. Usually descriptive information is also added, such as a subject header field and a message submission date/time stamp.Originally a text- only (7-bit ASCII and others) communications medium, email was extended to carry multi-media content attachments, a process standardized in RFC
2045 through 2049. Collectively, these RFCs have come to be called Multipurpose Internet Mail Extensions (MIME).The history of modern, global Internet email services reaches back to the early ARPANET . Standards for encoding email messages were proposed as early as 1973 ( RFC 561
). Conversion from ARPANET to the Internet in the early 1980s produced the core of the current services.
16.ASBOBLAR- INSTRUMENTS a tool or implement, especially one for precision work a surgical instrument | instruments of torture | writing instruments
17.LOYIHA – PROJECT an individual or collaborative enterprise that is carefully planned to achieve a particular aim a research project | a project to build a new power station
18.XUJJAT-DOCUMENT Document is a work of non-fiction
writing
intended to store and communicate information, thus acting as a recording . Documents are often the focus and concern of business administration and government administration . The word is also used as a verb as "documenting" describes the process of making a document.The term document may be applied to any discrete representation of meaning, but usually it refers to something physical like one or more printed
, or to a "virtual" document in electronic (digital) format. 19.MA‘LUMOTLAR BAZASI-DATABASE Database (DB) is an organized collection of data
for one or more uses, typically in digital form. The data are typically organized to model a certain aspect of reality, an application (e.g., the manufacturing processes in the company X), in a way that the views shown by such a collection can help to follow and manage these aspects/application. The term "database" refers both to the way its users view it, and to the logical and physical materialization of its data, content, in files, computer memory , and
computer data storage . This definition is very general, and many systems' data collections rightfully comply with it. However, usually the term DB means a collection of data which is maintained by a general-purpose Database management system (DBMS). A general-purpose DBMS is typically a complex software
system that meets many usage requirement, and the DBs that it maintains are accordingly complex.A DB is different from a DBMS which is a software system that allows to store and change the DB, as well as retrieve information from it. Such information is computed (by the DBMS) from the DB's stored
data . The structure of such a DB is too complex to be handled without its 77
DBMS, and any attempt otherwise is very likely to result in the DB's corruption. A specific DB with specific data is the vehicle to manage a specific application, while its respective DBMS is the tool to use and maintain the DB. DBMSs are packaged as computer software products. 20.GRAFIK OB‘EKT- GRAPHIC OBJECTS Graphic objects are computer images used to represent resources and data in graphical displays. For example, in telephone network management, they can represent lines and nodes (e.g., junction points, phones and computer centers) and performance information, and IT commonly uses them to represent equipment (e.g., servers, clients and routers). They are often referred to as icons
21.MATNLI FAYL-TEXT FILE Text File (sometimes spelled "textfile": an old alternate name is "flatfile") is a kind of
computer file that is structured as a sequence of lines . A text file exists within a computer file system . The end of a text file is often denoted by placing one or more special characters, known as an end-of-file marker, after the last line in a text file."Text file" refers to a type of container, while plain text refers to a type of content. Text files can contain plain text, but they are not limited to such.
22.SICHQONCHA-MOUSE (COMPUTING) In computing , a mouse is a pointing device that functions by detecting two-
dimensional motion relative to its supporting surface. Physically, a mouse consists of an object held under one of the user's hands, with one or more buttons. It sometimes features other elements, such as "wheels", which allow the user to perform various system-dependent operations, or extra buttons or features that can add more control or dimensional input. The mouse's motion typically translates into the motion of a cursor
on a display
, which allows for fine control of a graphical user interface .
Format is a function in Common Lisp that can produce formatted text and is normally used in a manner analogous to printf in
C and other curly bracket programming languages . However, it provides much more functionality than printf allowing the user to output numbers in English, apply certain format specifiers only under certain conditions, iterate over data structures, and output in a tabular format.
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