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This repository contains large result and intermediate data files used to reproduce the numerical results reported in the paper “Feature-Weighted Canonical Correlation Analysis for Spatial fMRI.…

This repository contains large result and intermediate data files used to reproduce the numerical results reported in the paper “Feature-Weighted Canonical Correlation Analysis for Spatial fMRI.” The archived files complement the publicly available analysis code on GitHub and contain files that are not hosted directly in the GitHub repository because of their size. The reproducibility materials cover three analyses: (1) simulation studies, including the main simulation experiment and the sensitivity analysis of the initial labels; (2) task-based fMRI analysis using the OpenNeuro ds000171 Emotional Music dataset; and (3) resting-state fMRI analysis using the OpenNeuro ds005747 dataset. The corresponding MATLAB code, directory structure, analysis workflow, and instructions for reproducing the results are available in the GitHub repository:https://github.com/BP-Sooya/FWCCA_JCGS_CODE Files downloaded from this Zenodo record should be placed in the corresponding directories of the GitHub repository as described in the module-specific README files.

Maqolada bolalar musiqa va san’at maktablarida dutor ijrochiligini o‘qitish jarayonida qo‘llash mumkin bo‘lgan zamonaviy pedagogik yondashuvlar haqida so‘z yuritiladi. Du…

Maqolada bolalar musiqa va san’at maktablarida dutor ijrochiligini o‘qitish jarayonida qo‘llash mumkin bo‘lgan zamonaviy pedagogik yondashuvlar haqida so‘z yuritiladi. Dutor ta’limida asrlar davomida shakllangan ustoz-shogird an’analarining o‘rni alohida ta’kidlanib, ushbu tajribani zamonaviy ta’lim usullari bilan uyg‘unlashtirish masalalari ko‘rib chiqiladi. Maqolada Z. Koday, K. Orf va S. Suzuki yondashuvlarining dutor darslarida foydalanish imkoniyatlari, o‘quvchilarning individual xususiyatlarini hisobga olish, texnik ko‘nikmalarni bosqichma-bosqich shakllantirish hamda ansambl mashg‘ulotlarining ahamiyati yoritilgan. Shuningdek, raqamli vositalardan, jumladan, tuner ilovalari, audio va video yozuvlardan foydalanish, o‘qituvchi va ota-ona hamkorligini yo‘lga qo‘yish hamda o‘quvchining qiziqishiga mos repertuar tanlash masalalariga e’tibor qaratilgan. Maqolada dutor ta’limini faqat texnik ko‘nikmalarni shakllantirish bilan cheklamasdan, o‘quvchining musiqiy eshitishi, ijodiy fikrlashi, mustaqil ishlashi va sahna tajribasini rivojlantirishga yo‘naltirish zarurligi asoslab berilgan.

Mazkur maqolada interfaol ta'lim texnologiyalari asosida o'quvchilarning ijodiy va tanqidiy fikrlash kompetensiyalarini rivojlantirishning pedagogik imkoniyatlari yoritilgan. Zamonaviy ta'lim jarayoni…

Mazkur maqolada interfaol ta'lim texnologiyalari asosida o'quvchilarning ijodiy va tanqidiy fikrlash kompetensiyalarini rivojlantirishning pedagogik imkoniyatlari yoritilgan. Zamonaviy ta'lim jarayonida o'quvchilarning mustaqil fikrlashi, muammoli vaziyatlarni tahlil qilishi, turli nuqtayi nazarlarni taqqoslashi va ijodiy yechimlar ishlab chiqishi muhim kompetensiyalardan biri sifatida qaraladi. Tadqiqotda interfaol metodlarning o'quvchilarning bilish faolligi, ijodiy tafakkuri va tanqidiy fikrlash ko'nikmalarini shakllantirishdagi o'rni tahlil qilingan. Shuningdek, muammoli ta'lim, "Aqliy hujum", "Klaster", "Debat", "Keys-stadi" kabi interfaol metodlardan foydalanishning pedagogik imkoniyatlari ko'rib chiqilgan. Tadqiqot natijalari interfaol ta'lim texnologiyalaridan tizimli va maqsadli foydalanish o'quvchilarning fikrlash faolligini oshirish, mustaqil qaror qabul qilish va nostandart vaziyatlarga ijodiy yondashish qobiliyatlarini rivojlantirishga xizmat qilishini ko'rsatadi.

Maqolada zamonaviy maktabgacha ta’lim tashkilotini samarali boshqarishda innovatsion yondashuvlarning o‘rni va amaliy ahamiyati yoritiladi. Maktabgacha ta’lim bolaning keyingi ta&rsq…

Maqolada zamonaviy maktabgacha ta’lim tashkilotini samarali boshqarishda innovatsion yondashuvlarning o‘rni va amaliy ahamiyati yoritiladi. Maktabgacha ta’lim bolaning keyingi ta’lim bosqichlari, ijtimoiy moslashuvi, mustaqil fikrlashi va shaxsiy qobiliyatlari shakllanishining muhim poydevori hisoblanadi. Shu sababli bog‘cha faoliyatini faqat bolalarni kun davomida parvarish qilish bilan cheklab qo‘ymasdan, sifatli ta’lim, tarbiya, rivojlantiruvchi muhit va ota-onalar bilan hamkorlikni yagona tizim sifatida tashkil etish zarur. Maqolada ayrim maktabgacha ta’lim tashkilotlarida ta’lim sifati, zamonaviy pedagogik metodlardan foydalanish, qo‘shimcha xorijiy tillarni o‘rgatish va ota-onalarga ochiq axborot berish bilan bog‘liq muammolar tahlil qilinadi. Shuningdek, rahbarning pedagogik jamoani rivojlantirish, sifatni muntazam monitoring qilish, bolalar uchun til va STEAM yo‘nalishlarini bosqichma-bosqich joriy etish, raqamli vositalardan maqsadli foydalanish hamda ota-onalar bilan ishonchli hamkorlikni yo‘lga qo‘yish bo‘yicha amaliy takliflar ilgari suriladi.

Abstract Kālāmukha Śaivism occupies an important position in the religious history of medieval Karnataka. Its historical significance is particularly visible through the development of Śaiva temples, …

Abstract Kālāmukha Śaivism occupies an important position in the religious history of medieval Karnataka. Its historical significance is particularly visible through the development of Śaiva temples, maṭhas, ācārya lineages, religious patronage and institutional networks between approximately the tenth and thirteenth centuries. Rather than treating Kālāmukha Śaivism primarily as a social or political organisation, this study examines it as a historically situated Śaiva religious tradition whose institutional forms were closely connected with temple worship, religious learning, guru–disciple relationships and royal patronage. The study focuses on the religious and institutional development of Kālāmukha Śaivism in medieval Karnataka, with particular attention to the Kalyana Chalukya period. Balligavi and the Kedareshvara–Koḍiya Maṭha complex are examined as an important case study, while Haraḷahaḷḷi, Raṭṭihaḷḷi and Cauḍadānapura provide comparative contexts. Epigraphical records, temple architecture, inscriptions, guru traditions and historical scholarship constitute the principal sources. The article examines the relationship between Kālāmukha Śaivism and the wider Lakula–Pāśupata Śaiva tradition, the role of ācāryas and Rājagurus, the religious functions of temples and maṭhas, patterns of royal and local patronage, and the transformation of Śaiva institutional life during the twelfth and thirteenth centuries. Particular attention is given to the distinction between Kālāmukha, Lakula–Pāśupata, Kāpālika and later Vīraśaiva/Liṅgāyat traditions. The study argues that Kālāmukha institutions constituted an important component of the medieval Karnataka Śaiva religious landscape. Temples and maṭhas served as centres of worship, religious instruction, guru–disciple transmission and institutional authority, while royal patronage contributed to their material and political visibility. Their transformation should therefore be understood within the broader evolution of Śaivism in medieval Karnataka rather than as a simple disappearance of one sect before the emergence of another. Keywords: Kālāmukha Śaivism; Medieval Karnataka; Lakula–Pāśupata; Śaiva Religion; Kedareshvara; Balligavi; Koḍiya Maṭha; Ācārya; Rājaguru; Śaiva Temples; Maṭha; Religious Patronage; Epigraphy; Medieval Religious History.

This article examines the pedagogical and methodological foundations of developing spiritual-educational immunity against information attacks among university students. In the context of the expanding…

This article examines the pedagogical and methodological foundations of developing spiritual-educational immunity against information attacks among university students. In the context of the expanding digital information environment, the ability of students to search for, verify, analyze, evaluate and responsibly disseminate information has become an important educational outcome. The purpose of the study is to substantiate a methodological model for improving the formation of spiritual-educational immunity against information attacks through appropriate content, methods, tools and assessment criteria. The study applies systemic, competency-based, axiological, learner-centered and activity-based approaches. Based on theoretical analysis, a methodological algorithm is proposed: “identify — verify — analyze — evaluate — respond consciously — communicate safely and responsibly.” The article also substantiates the integrated use of case studies, problem-based learning, media monitoring, discussion, reflection and fact-checking elements. The proposed approach is intended to develop students’ critical, independent and responsible attitudes toward information.

Abstract The Theory of Space (TS) proposes that gravity is a pulsed, quantized flow of space toward massive bodies, rather than a smooth classical field. This paper examines that proposal against an a…

Abstract The Theory of Space (TS) proposes that gravity is a pulsed, quantized flow of space toward massive bodies, rather than a smooth classical field. This paper examines that proposal against an already independently established result in general relativity: the Painlevé–Gullstrand “river model,” in which space falls inward at the Newtonian escape velocity, reproducing the Schwarzschild geometry exactly. We show that TS's proposal reduces to this river model in the appropriate continuum limit, and go further: starting from a quantized, Planck-like construction of spatial, temporal, mass, and energy scales built from TS's own fermionic action quantum, we give an explicit, if heuristic, derivation of the classical river-model velocity itself, recovered via the standard energy-conservation argument relating a Newtonian potential to an escape velocity, and use this same velocity relation to locate the horizon and derive the corresponding quantized area. This connects TS's discrete construction to the continuous result by an explicit derivation, not merely by separate consistency with known physics. We then identify the constraint — the extraordinarily precise confirmation of the equivalence principle by the MICROSCOPE mission — that any pulsed, quantized extension of this kind must respect, and show it is satisfied if the pulsation is understood as the decohered average of an astronomical number of microscopic constituents rather than a coherent property of the source mass as a whole. We connect TS's resulting quantization of area to the independently developed Bekenstein–Mukhanov proposal for black hole horizon quantization, note that the two research programs are not in numerical agreement and that the wider literature itself lacks consensus on this point, identify a structural connection between TS's zitterbewegung radius and the Planck length, and extend the construction to rotating sources, showing that the exact Kerr irreducible-mass relation corresponds to a clean split of the quantized action budget between horizon area and rotation. We give an explicit order-of-magnitude estimate, via the Mathisson–Papapetrou–Dixon equations, of the size of any TS-specific correction to the geodetic precession measured by Gravity Probe B, and show it to be safely undetectable. We identify the quantum-gravity-induced-entanglement (QGEM) protocols as the closest existing experimental proposal to a genuine falsification test of TS's central gravitational claim, while being explicit about the regime in which TS currently makes no prediction distinct from semiclassical gravity. Finally, we outline two exploratory cosmological directions — whether a maximum-density initial condition could substitute for the inflationary epoch, and whether TS's own energy accounting bears on the long-standing question of the universe's total energy — identifying, in each case, the specific dynamical result still required and stating plainly that neither is yet established. Keywords: Theory of Space; river model; Painlevé–Gullstrand; quantized black hole; equivalence principle; black hole entropy; Bekenstein–Mukhanov; Mathisson–Papapetrou–Dixon; quantum gravity phenomenology; gravitationally induced entanglement; cosmology

The article examines the methodological foundations for developing socio-pedagogical competencies of learners with special educational needs in inclusive education settings. The proposed approach cons…

The article examines the methodological foundations for developing socio-pedagogical competencies of learners with special educational needs in inclusive education settings. The proposed approach considers communication, cooperation, participation, self-expression, social decision-making and reflection as interconnected dimensions of competence. Based on literature analysis, comparative analysis, pedagogical modelling and methodological synthesis, a four-stage model is proposed: diagnostic-adaptive, developmental, collaborative and reflective-assessment stages. The article also specifies competency components and assessment criteria that can be used by teachers to monitor individual progress without reducing inclusion to academic achievement alone.

Mazkur maqolada buyuk mutafakkir va shoir Jaloliddin Rumiyning asarlari, xususan, "Masnaviyi Ma'naviy", "Devoni Kabir" va "Fihi ma fih" kabi asarlarida ilgari surilgan komil inson g'oyasi hamda shaxsi…

Mazkur maqolada buyuk mutafakkir va shoir Jaloliddin Rumiyning asarlari, xususan, "Masnaviyi Ma'naviy", "Devoni Kabir" va "Fihi ma fih" kabi asarlarida ilgari surilgan komil inson g'oyasi hamda shaxsiy kamolot masalalari tahlil qilinadi. Tadqiqotda tasavvuf falsafasidagi komil inson konsepsiyasining Rumiy ijodidagi o'ziga xos talqini, uning bosqichma-bosqich ruhiy taraqqiyot g'oyasi, ishq, aql va nafsni tarbiyalash masalalari ochib beriladi. Maqola tavsiflovchi-tahliliy, qiyosiy-tarixiy va germenevtik metodlar asosida yozilgan bo'lib, Rumiy merosining zamonaviy shaxs tarbiyasi va o'z-o'zini kamolotga yetkazish jarayonida tutgan o'rni ilmiy asoslab beriladi. Tadqiqot natijalari Rumiy asarlaridagi komillik g'oyasining nafaqat diniy-tasavvufiy, balki umuminsoniy axloqiy-tarbiyaviy ahamiyatga ega ekanligini ko'rsatadi.

Acquisition, network-building, power-flow, validation and release code for SimPT-Power: the 60-400 kV core CORE-3787-REN with 31,492 solved 15-minute AC power-flow snapshots, medium-voltage root slice…

Acquisition, network-building, power-flow, validation and release code for SimPT-Power: the 60-400 kV core CORE-3787-REN with 31,492 solved 15-minute AC power-flow snapshots, medium-voltage root slices, secondary substations, four-wire and geographic low-voltage networks, and the frozen and public release tooling, plus example notebooks.