[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴관] 천장 배관 교체 공사 기간 중앙도서관 '휴관' 실시 및 방문대출 서비스 안내 ( ~ 3. 2.)
[휴관] RFID 기반 도서관리시스템 전환 작업 기간 도서관 휴관·휴실 안내 (시범운영: 2. 2. ~ 3. 2.)
Submission of thesis (Feb 2026)
2026년 2월 학위논문(원문파일/인쇄본) 제출 안내_원문파일 제출 기한 연장 : ~2.27.(금)

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'학술논문' 에서 검색결과 106건 | 목록 1~20
Moliyaviy hisobot standartlarini joriy etishni takomillashtirishda fizikaviy masalardan foydalanishning ahamiyati: STARS International University 257 Annotatsiya: Ushbu maqolada moliyaviy hisobot standartlarini joriy etishni takomillashtirishda fizikaviy masalalardan foydalanishning o‘rni xususida bildirilgan fikr – mulohazalar keltirilgan. Kalit so‘zlar: fizik masala, matnli, eksperimental (tajribali), grafik va rasmli masalalar. O‘zbekiston Respublikasida ta’lim sohasiga doimo yuqori e’tibor qaratib kelin- gan va ta’limni rivojlantirish, yuksaltirish maqsadida har yili respublikamizda bir qator chora-tadbirlar o‘tkaziladi. Fizika sohasini oladigan bo‘lsak, pedagoglarimiz “Fizika o‘qitish metodi- kasi” bo‘yicha o‘z bilim va malakalariga ega bo‘lishi lozim. Fan mavzulari haqidagi ma’ruzalar qay tartibda bayon qilinishi, masalalar qanday yechilishi va laboratoriya mashg‘ulotlarini o‘tkazishda qanday qoidalarga rioya qilish kerak ekanligi haqidagi bilimlarni bera olishlari zarur. Bundan tashqari, bo‘la-jak pedagoglarga fanning mazmun- mohiyati maqsadi haqida yetarli darajada ma’lumotlar berishlari kerak. Masalalar yechishda uning mohiyatiga ko‘ra: ijodiy masalalar va ijodiy bo‘lma- gan masalalarga bo‘lish mumkin. Ijodiy masala talabani mustaqil fikrlashga, man-tiqan o‘ylashga, masalaning mazmunini to‘la-to‘kis tushunib olishga undaydi. Bu tipdagi masalalar boshqa tipdagi masalalardan murakkablik darajasi bilan ajralib turadi. Shuningdek, ijodiy masalalar qidiruv va konstruktorlik masalalari bo‘lib, ular masala shartiga ko‘ra matnli, eksperimental (tajribali), grafik va rasmli masalalar-ga bo‘linadi hamda yechish usuliga ko‘ra sifat, hisoblash, grafik va eksperimen-tal masalalarga ajratiladi. Fizika o‘qitish amaliy metodlar ichida masalalar yechish muhim o‘rin egallaydi. Bilimlarni amaliy qo‘llashni bilish – bu onglilik mustaqil bilim-lar olish ko‘rsatkichidir. Hatto o‘quv materiallarini ongli, formal bo‘lmagan holda o‘zlashtirganda ham bilimlarni qo‘llay olish mahorati o‘z-o‘zidan paydo bo‘lmay-di. Bunga maxsus o‘quv mashg‘ulotlari kerak bo‘ladi. Bilimlarni amaliy qo‘llashga MUZAFFAROVA DILSORA HAMID QIZI BuxDU “Fizika o‘qitish metodikasi” mutaxasisligi, 4-kurs talabasi MOLIYAVIY HISOBOT STANDARTLARINI JORIY ETISHNI TAKOMILLASHTIRISHDA FIZIKAVIY MASALARDAN FOYDALANISHNING AHAMIYATI https://doi.org/10.47689/STARS.university-5-pp255-259 «Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro standartlarini joriy etishda muvaffaqiyatli xalqaro tajriba» 16 dekabr, 2022 yil. 258 o‘rgatishda fizikadan masalalar yechish muhim o‘rin egallaydi. Masalalar yechishda qo‘yiladigan asosiy maqsad, o‘quvchilar fizik qonunlarni chuqurroq tushunsinlar, ularni ajrata olsinlar va ulardagi fizik hodisalarni tahlil qila olishlari, amaliy mas-alalar yechishga qo‘llay bilishlari lozim. Talabalarni masalalar yechishga o‘rgatish-da, masala mazmunini muhokama qilish davomida rasm, chizma, sxemalarga katta e’tibor berish kerak, chunki u masalani to‘laqonli yechishga yordam beradi. Fizika masalalarini turli usullarda yechishda masalalarning mazmuni, ularga qo‘yiladigan talablar asosida o‘zgaradi. Shuning uchun masalalarni yechishni bir usulda emas, balki bir necha usullarda yechish maqsadga muvofiqdir. Fizika o‘qitishda masala yechish muhim ahamiyatga ega. Masala yechish fizika o‘qitish jarayonining ajralmas qismi bo‘lib, u fizik tushunchalarni shakllan-tirishga katta hissa qo‘shadi, fizik fikrlarni rivojlantiradi, bilimni amalda qo‘llash malakasini orttiradi. Fizika masalalarini yechish quyidagi hollarda keng qo‘llaniladi:a) yangi axborotlar berishda;b) muammoli vaziyat hosil qilish va o‘quvchilarga muammo qo‘yishda;d) amaliy malaka va ko‘nikmani shakllantirishda;e) o‘quvchilar bilimining mustahkamligi va chuqurligini sinashda;f) materialni mustahkamlash, umumlashtirish va takrorlashda;g) texnika yutuqlari bilan tanishtirishda va politexnik ta’lim berishda;x) o‘quvchilarning ijodiy qobiliyatlarini rivojlantirishda.Talabalarning ijodiy qobiliyatlarini o‘stirishda masalalarning o‘rni juda katta- dir. Masala yechish orqali o‘quvchilarning mehnatsevarligi, sinchkovligi, mustaqil mulohaza yuritishi, o‘qishga qiziqishi va xulqi, qo‘yilgan maqsadga erishishdagi qat’iyligi tarbiyalanadi. Fizikadan masala yechish o‘quvchilarning dunyoqarashlari-ni shakllantirishga ijobiy ta’sir ko‘rsatadi, ularni olimlarning ishlari, fan va texnikan-ing yutuqlari bilan tanishtirib boradi. Masala yechish ko‘p hollarda fizika darslar-ining tarkibiy qismi bo‘lib keladi. O‘qituvchi yangi mavzuni bayon qilishda va uni mustahkamlashda, o‘tilganlarni takrorlashda, o‘quvchilarning mustaqil ishlarida va bilimlarini sinab ko‘rishda masala yechishdan foydalanadi. Fizikaga qiziquvchi o‘qu-vchilar bilan sinfdan tashqari mashg‘ulotlarda ham masalalar yechiladi, ular olim-piadaga tayyorlanadi. Olimpiadaga yechilishi qiyin va yangilik elementlarini o‘z ichiga olgan masalalar tanlanadi. Masala yechish - olingan nazariy bilimni amaliyot-ga qo‘llashdir. Bu esa o‘quvchilarning fizik tafakkurini (fikrlashini) rivojlantirishda, jumladan, hodisalarni tahlil qilishda, ular haqidagi ma’lumotlarni umumlashtirishda, o‘xshash tomonlarini va farqini aniqlashda katta ahamiyatga egadir. Mantiqiy xu-losalar, matematik amallar va fizikadagi qonunlar hamda metodlarga asoslangan holda yoki eksperiment yordamida yechiladigan muammo fizik masala deyiladi. Fizik masalada qo‘yilgan muammoni hal etish, masala yechishdan iboratdir. Masala yechish orqali talabalar bilimlarini kengaytiradilar. Qonun va formulalarni chuqur-roq bilishni o‘rganadilar, ularni qo‘llanish chegaralarini ko‘rib chiqadilar. Umumiy qonuniyatlarni aniq bir vaziyatlarga qo‘llash malakasini egallaydilar. Masala yech-ish jarayonida hisoblash, adabiyotlar va ma’lumotnomalar bilan ishlash malakalari hosil bo‘ladi. Masala yechish aqliy faoliyatni, fizik hodisalarga maxsus yondashish yo‘llarini shakllantiradi. Talabalar ma’lum bir mavzuga oid masala yechishda keng hodisalar ko‘lamini bilishga jiddiy yondashishni o‘rganadilar. Masalan, kinemati-kani o‘rganishda masala yechish orqali talabalar berilgan nuqtalar sistemasi uchun STARS International University 259 harakat qonunlarini bilish orqali harakatning hamma xarakteristikalarini aniqlash mumkinligiga ishonch hosil qiladilar (tezlik, tezlanish, impuls, energiya, ...). “Nuqta dinamikasi”ni o‘rganishda o‘qituvchi Nyutonning ikkinchi qonuni kuch, massa va tezlanish orasidagi bog‘lanish bo‘lmasdan, u harakat tenglamasi ekan-iga alohida e’tibor berishi lozim. Uni differensial tenglama ekani ko‘rsatib o‘tila-di. Talabalar hali differensial tenglamalarni yechishni bilmasalar ham uni to‘g‘ri tasavvur qila oladilar. Masala yechish bo‘yicha amaliy mashg‘ulotlarda hisoblash malakasini oshirishga mashq-masalalar, u yoki bu qonunlarning qo‘llanishlarini namoyish qiluvchi masalalar, bilimni mustahkamlash va nazorat qilish masalalari va bilimni orttirishga xizmat qiladigan masalalar ko‘rib boriladi. Bilimni mustahka-mlash va nazorat qilishga oid masalalar va mashq masalalar ma’ruzadan va kitob-dan olingan tayyor bilimni qo‘llashga mo‘ljallanadi. Bu masalalar asosan xotira va diqqat mexanizmiga asoslanadi. Masalan, berilgan sharoitda (haroratda) moleku-lalarning o‘rtacha kvadratik tezligini hisoblashga oid mashq-masala yechish orqa-li talaba molekula tezligining juda kattaligiga ishonch hosil qiladi, formulalar takrorlanadi. Bularning hammasi molekular fizikani o‘rganishda foydalidir. Avval ma’lum bo‘lganlar bilan yangi no‘ma’lumlar orasida bog‘lanishlar o‘rnatuvchi ma-salalar aqliy faoliyatni qo‘zg‘atuvchi bo‘lib xizmat qiladi. Bunday masalalar bilimni orttirishga xizmat qiluvchi masalalardir. Ularni yechish orqali talabalar yangi bilim-lar oladilar. Agar talaba nazariy jihatdan bo‘sh bo‘lsa, bunday masalalarni yecha olmasligi mumkin. Shuning uchun talabalar nazariy tayyorgarligiga e’tibor qilish lozim, aks holda muvaffaqiyatga erishib bo‘lmaydi. Masalani quyidagi reja asosida yechish mumkin (ba’zi masalalarni yechishda ayrim bandlari tushib qolishi mumkin): 1) masala sharli diqqat bilan o‘qiladi;2) masaladagi hamma so‘zlarning ma’nosi tushunarlimi? Noma’lum so‘z ma’no- si kitobdan yoki o‘qituvchidan aniqlanadi; 3) masala sharti yoziladi (hammasi bir o‘lchov birliklar sistemasidaligi aniqla- nadi); 4) chizmasi chiziladi (agar u zarur bo‘lsa);5) masalani tahlil qilib, fizik ma’nosi ochiladi;6) bu masalani yechishda qanday qonuniyatlardan foydalanilishi aniqlanadi.7) fizik kattaliklarni bog‘lovchi tenglama tuziladi;8) tenglamani yechib, noma’lum kattalik topiladi va umumiy ko‘rinishda javob olinadi; 9) kattaliklarning qiymatlarini SI sistemasiga keltirib, o‘rniga qo‘yib, hisoblab, son qiymati topiladi; 10) olingan javob tahlil qilinadi, berilganlarning o‘zgarishi bilan noma’lum qan- day o‘zgarishi ko‘rib chiqiladi. Masala doim shu reja asosida yechib borilsa, talabalar ko‘nikib qoladilar. Biror bosqich qolib ketsa, masala to‘g‘ri chiqmasligi mumkin. O‘qituvchi uni ko‘rsatib borishi lozim. Fizika masalalari: 1) mazmuniga ko‘ra, 2) shartiga ko‘ra va 3) yechishuslubiga ko‘ra bir necha turga bo‘linadi.1) Mazmuniga ko‘ra masalalar mexanik, molekular fizika, elektr, optika, atom va yadro fizikasiga doir masalalarga bo‘linadi. Bundan tashqari konkret va abstrakt mazmunli masalalar ham mavjud. Abstrakt masalalarning mazmuni umumiylikka «Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro standartlarini joriy etishda muvaffaqiyatli xalqaro tajriba» 16 dekabr, 2022 yil. 260 ega bo‘lib, hodisalarning mohiyatini ochib berishga qaratilgan. Konkret mazmunli masalalar esa amaliyot va o‘quvchilarning hayotiy tajribalaribilan bog‘langanligi uchun katta ko‘rgazmalilikka ega. Konkret masalalar texnikmazmunli (politexnik ta’lim), tarixiy mazmunli (tarbiyaviy), qiziqarli mazmunli (qiziqishni uyg‘otuvchi) masalalarga bolinadi. Sodda masala yechish deganda uni yechish vaqtida bitta-ik-kita formula ishlatiladigan, bitta-ikkita xulosa chiqariladigan, formulaning maz-munini izohlashga, sodda tajribani bajarishga mo‘ljallangan masalalar tushuniladi. Murakkab masalalar - uni yechish vaqtida bir necha fizik qonuniyatlar qo‘llanadi-gan, fizikaning turli bo‘limlariga oid bilimlardan foydalaniladigan, bir necha xulosal-ar chiqariladigan, tajribani bajarishda yetarli malakaga ega bo‘lishni talab etadigan masalalardir. Bu masalalar muammoli vaziyat hosil qilishni va yangilik elementlarini o‘z ichiga olishi lozim. Ijodiy masalalar ikki xil bo‘ladi: qidiruv va konstruktorlik masalalari. 2) Masala shartiga ko‘ra matnli, eksperimental (tajribali), grafik va rasmli mas- alalarga bo‘linadi. 3) Yechish usuliga ko‘ra masalalar sifatga doir, hisoblashga doir, grafikli mas- alalar va eksperimental masalalarga ajratiladi. Sifat masalalarning mohiyati shun-daki, ular hodisalarning fizik mohiyatini ochib berishga qaratilgan bo‘ladi. Fizik qonunlarga, fizik formulalarga tayangan holda mantiqiy fikrlash orqali hal qilin-adigan masalalar sifat masalalari deyiladi. Bunday tipdagi masalalarda hisoblash-lar bajarilmaydi. Sifat masalalarning metodik afzalliklari ko‘pdir. Fizik qonunlarga asoslangan, mantiqiy xulosalar chiqarishdan iborat bo‘lgan masalalarni yechish metodi, fikrlashning ajoyib maktabi hisoblanadi. Sifat masalalari fizik hodisalar va ularning qonuniyatlarini aniq tushuntirib beradi. O‘quvchilarda hisoblash ma-salalariga nisbatan to‘g‘ri munosabatni tarbiyalaydi, ularda har qanday masalani yechishni uni fizik mazmunini tahlil qilishdan boshlashga o‘rgatadi. Darsda o‘tilgan mavzuni mustahkamlash maqsadida unga oid masalalar beriladi. Fizikaning gidro-dinamika bo‘limida asosan sifat masalalar beriladi. Hisoblashga doir masalalari bir necha matematik operatsiyalarni qo‘llash orqali yechiladi. Matematik apparatning qo‘llanilishiga qarab masalalarni yechish usullari arifmetik, algebraik va geometrik usullarga bo‘linadi. Masala yechishdagi mantiqiy uslublar - analitik va sintetik yoki analitik sintetik uslublardir. Analitik uslubda masalani noma’lum kattalikning topilishidan boshlab yechiladi. Uni bir necha sodda masalalarga bo‘lib yuboriladi. Sintetik uslubda masalada berilganlar orasidagi bog‘lanishlarni aniqlab borib, ox- iri topilishi kerak bo‘lgan bitta noma’lumga ega bo‘lgan tenglikka boriladi. O‘qituv-chi masala yechish orqali o‘quvchilarni tarbiyalaydi va masalalarni mustaqil yech-ishga o‘rgatadi. Fizika o‘qitishda amaliy metodlar ichida masalalar yechish muhim o‘rin egallaydi. O‘rta maktabda foydalanishuchun to‘plamlarda berilgan hamma masalalarni turli asoslarga ko‘ra klassifikasiyalash mumkin. Bilamizki, fizika qonunlarini bilish bu masalalarni yechishga imkon beradi. Mas- ala yechishni bilish, talabalarni mustaqil ijodiy ishlashiga, o‘rganilayotgan hodisani tahlil qilishga o‘rgatadi, ularni keltirib chiqargan sabablarini ajratib olishga imkon beradi. Xulosa qilib aytganda talabalarni masalalar yechishga o‘rgatishda, masala mazmunini muhokama qilish davomida rasm, chizma, sxemalarga katta e’tabor berish bilan birga masala mazmunidan kelib chiqib, bir usulda emas, balki bir nech- STARS International University 261 ta usullarda ham yechish mumkinligini o‘rgatib borish va ushbu masalani oson ye-chiladigan usulini oldindan ko‘ra olishga o‘rgatish maqsadga muvofiq deb o‘ylay-man. Mustaqil ravishda masala yechish talabaning fikrlash darajasini oshirishga juda foydali bo‘ldi. Fizikaviy masalalarni turli usullarda yechish metodikasini ta’lim bosqichiga qarab guruhlash o‘quvchi-talabalarning mavzuni o‘zlashtirish darajasi-ni oshiradi deb hisoblayman. FOYDALANILGAN ADABIYOTLAR: 1. O‘zbekiston Respublikasi Prezidentining 2017-yil 14-fevraldagi 2017-2021-yillarda O‘zbekiston Respublikasini rivojlantirishning beshta ustuvor yo‘nalishi bo‘yicha Harakatlar strategiyasi. 2. G‘aniyev A.G. Avliyoqulov A.K. Almardonova G.A. Fizika. Akademik listey va kasb-hunar kollejlari uchun darslik. 3 qismli.-T.: O‘qituvchi. 2003. II-qism. 3. Xudayberganov A.M. Tursunmetov K.A. Fattoxov M.A. Fizika. Ma’ruzalar matni. Akademik listeylar uchun. III-qism.-T.: O‘qituvchi. 2001. 4. Y.G‘. Mahmudov Fizikadan savol - masalalar to‘plami. T. O‘qituvchi. 1994. 224b
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Chet tillarni o'qitishda couching usulining samaradorligi va uslublari: 163 Если наблюдать за тем, как люди в действительности говорят, то в коротких диалогах не сразу бросаются в глаза речевые акты. Самый распространѐнный вид речи - это рассказ, нередко даже пересказ, который нисколько не является только практическим упражнением, а может иметь даже большую коммуникативную ценность. Рассказ представляет собой систематически построенное сообщение, которое требует более обширного владения грамматическими структурами, чем короткий диалог. Например, для рассказа нужно хорошо владеть системой времѐн глагола, лексикой. Ознакомление студента с рассказом через текст для чтения, который принят в наших учебниках десятилетиями, казалось бы соответствует эмоциональным потребностям обучаемого. Разумеется, что диалоги одновременно с чтением текстов и их пересказом могут дополнительно мотивировать курсантов. В заключение разрешите ещѐ одно замечание общего характера. В школе или в университете учатся не только иностранному языку. Они также учатся самому учению, то есть они должны развивать учебные стратегии для усвоения иностранного языка. Преподаватель может помочь школьнику или студенту в приобретении учебных стратегий. Рекомендуется не скрывать от школьников и студентов, что овладение иностранным языком, в конечном счѐте, дело нелѐгкое. Методика же должна устранять ненужные трудности. Однако она не может и не должна ограничивать усердие и прилежание школьника и студента, когда учащиеся, например, учит новые слова, он обычно должен упорно трудиться, и выполнение этих требований уже вопрос общего воспитания, а не вопрос специальной методики. Как воспитатели мы обязаны не развлекать учащихся на занятиях применением множества методов, а предъявлять к ним серьѐзные требования. Этим мы показываем своѐ уважение к преподаваемому предмету и к своим курсантам. ЛИТЕРАТУРА : 1. М. Э. Парецкая, «Современный учебник русского языка для Иностранцев». 2014., стр. 3-9 . 2. Лебедев О.Е. «Компетентностный подход в образовании // Школьные технологии». 2004., № 5. 3. Самсонова И.Г., «Методика проектирования учебного занятия». 2017., стр. 18-21. 4. https://www.kommersant.ru/doc/3917583 5. http://idum.uz/ru/archives/11744 CHET TILLARNI O„QITISHDA COUCHING USULINING SAMARADORLIGI VA USLUBLARI Djampulatova N.M. o‘qituvchi, O‘zbek va xorijiy tillar кafedrasi, TTA, O‘zbekiston e-mail: djampulatovanigora@gmail.com tel: +99897 1875000 Annotatsiya: Maqola chet tillarini o‗qitishning yangi eksperimental usuli haqida bo‗lib, unda yangi usul couching haqida so‘z yuritiladi. Uning o‗ziga xos xususiyatlari ko‗rib chiqiladi, asosiy tamoyillari tavsiflanadi va chet tillarini o‗qitish amaliyotida qo‗llanilishi asoslanadi va til bo‗yicha kouchingdan foydalanishga alohida e‘tibor beriladi. Muallif ushbu tushunchaga quyidagicha ta'rif beradi, uning an'anaviy o'qitish usullaridan ajralib turadigan xususiyatlarini ko'rib chiqadi, chet tilini o'qitish amaliyotida qo'llanilishini asoslaydi. Kalit so'zlar : murabbiylik, til bo'yicha kouching, samarali o'rganish strategiyalari, hamkorlik, chet tillarini o'rgatish usullari. Аннотация: В статье речь идет о новом экспериментальном методе обучения иностранным языкам, который представляет собой новый метод коучинга. Рассмотрены его специфические особенности, описаны его основные принципы и основано на применении в практике обучения иностранному языку, особое внимание уделено использованию языкового коучинга. Автор дает определение этому понятию, рассматривает его особенности, отличающие его от традиционных методов обучения, обосновывает его применение в практике обучения иностранному языку. Ключевые слова: коучинг, языковой коучинг, эффективные стратегии обучения, сотрудничество, методы обучения иностранному языку. Annotation: The article is about a new experimental method of teaching foreign languages, which is a new method of couching. Its specific features are considered, its basic principles are described and based on its application in the practice of foreign language teaching, and special attention is paid to the use of 164 language coaching. The author defines this concept, considers its features that distinguish it from traditional teaching methods, substantiates its application in the practice of teaching a foreign language. Keywords: coaching, language coaching, effective learning strategies, collaboration, foreign language teaching methods. Hozirgi kunda avtomatik yoki mashinali tarjimaning jadal rivojlanishiga (Google Translate, Yandex Translate va boshqalar kabi xizmatlardan foydalangan holda tarjima qilingan) va uning tarjima faoliyati sohasidagi ulushi ortib borayotganiga qaramay, xorijiy tillarni o'rganish asosiy vazifalardan biri bo'lib qolmoqda. Yoshlar zamon bilan xamnafas bo‘lish va martaba qurishda muvaffaqiyatga erishishga intilishmoqda va chet tilining o‘rni va ahamiyatini tobora chuqur anglashmoqda. O‘zbekiston ta'lim tizimi talabalarning chet tilini o'rganishga bo'lgan ehtiyojlarini maksimal darajada qondirishga intiladi, chunki har qanday davlatning ta'lim tizimining samaradorligi mezoni ushbu tizim ijtimoiy buyurtmani qanchalik darajada bajarishidir. An‘anaviy, shakllangan o‗qitish usullari bilan bir qatorda eksperimental metodlar ham qo‗llaniladi, bu esa zamonaviy gumanitar fanlarda fanlararo yondashuv va o‗zlashtirilgan bilimlarning pragmatik jihatiga e‘tibor qaratilishi bilan bog‗liq. Ushbu usullardan biri "til bo'yicha murabbiylik" (boshqa terminologiyada "lingvo couching"). Agar murabbiyning o'zi (inglizcha koaching - trening, konsalting) murabbiy deb ataladigan mutaxassis, talaba yoki mijozni ma'lum bir shaxsiy yoki professional maqsadga erishishda qo'llab-quvvatlaydigan va o'rgatadigan rivojlanish usuli bo'lsa [1], u holda til bo'yicha kouching erishish yo'lidir. Kouching insonning potentsialini ochish usuli sifatida mavjud bo'lib, ko‘pgina mamlakatlarda o‘z samaradorligini isbotladi. Chet tillarini o'rgatish bo'yicha mutaxassis (murabbiy-chet tili o'qituvchisi) va talaba o'rtasida, talabaning talabani o'rganishda kerakli natijaga erishgunga qadar qo'llab-quvvatlash va unga hamrohlik qilishdan iborat bo'lgan professional munosabatlarni ishlab chiqadi. Kouchingning an'anaviy shakllaridan asosiy farqi shundaki – talabaning ichki salohiyatiga e'tibor qaratiladi va bu yondashuv an'anaviy o'quv jarayonidan farqli o'laroq, o'qituvchi va talaba o'rtasidagi hamkorlikni o'z ichiga oladi. Koucning jarayonida qo‗yilgan vazifaga erishish uchun ichki resurs izlanishi bo‗lgani uchun, ochiq savollardan (nima? qanday? nima uchun?) foydalanishni nazarda tutuvchi shaxsga yo‗naltirilgan usul qo‗llaniladi. O'qituvchi-murabbiy talabaga nima qilish kerakligini aytmaydi, balki evristik savollar berish orqali o'quvchiga o'quv topshiriqlarini bajarish zaruriyatiga kelishiga imkon beradi. Bundan tashqari, bunday individual yondashuv talabaning maqsadga erishish uchun allaqachon mavjud ish strategiyalarini aniqlashga qaratilgan. Misol uchun, talaba ilgari boshqa chet tilini o'rganish uchun kartalar yordamida yangi so'zlarni yodlash texnikasidan foydalangan bo'lishi mumkin. Agar texnika rejalashtirilganidan oldin natijaga olib kelgan bo'lsa, uni yana ishlatish tavsiya etiladi. An'anaviy o'qitish usullaridan farqli o'laroq, o'qituvchi oldindan tuzilgan dars rejasiga ega va o'qituvchi dars rejaga mos kelishi uchun ortiqcha narsalarni "kesib qo'yishga" majbur bo'ladi, bu esa talabaning ijodiy qobiliyatini qat'iy dars rejasi bilan cheklaydi. Kouching yondashuv talabaning individual imkoniyatlarini ham hisobga oladi, ba'zan o'quvchida yoqimsiz his-tuyg'ularni keltirib chiqaradigan va o'quvchiga ko'proq yoqimli bo'lgan boshqalar bilan almashtiriladigan vazifalardan qochadi. Shunday qilib, faqat yakuniy maqsad qat'iy belgilangan bo'lib qoladi va unga erishish yo'llari sezilarli darajada farq qilishi mumkin. Shuningdek, to'rtta nutqiy kompetensiya o'rtasidagi muvozanatni saqlash muhimdir: ikkita passiv - yozma nutqni tushunish va nutqni tinglash va ikkita faol - gapirish va yozish. Til o‗rgatish metodi bilan dars o‗tishda o‗qituvchi qo‗llayotgan usullar haqida iloji boricha talabaga ko‗proq ma‘lumot berish maqsadga muvofiqdir. Bu talaba tomonidan sheriklik munosabatlarining shakllanishiga yordam beradi. Nutq kompetensiyalarining to'rt turi o'rtasidagi muvozanatni saqlash muhimligini tasdiqlash uchun, shuningdek, ushbu kompetensiyalar bo'yicha malaka darajasini samarali tahlil qilish uchun siz masalan, "g'ildirak" vositasidan foydalanishingiz mumkin, unga ko'ra doira to'rtga teng qismlarga bo'linadi, ularning har biri u yoki bu nutq qobiliyatini anglatadi. Keyin o'n balli o'lchov shkalasiga taqlid qilib, aylananing bo'linish o'qlarida belgilar qo'yiladi. Talabadan ma'lum bir malakaga egalik darajasini baholash so'raladi. Segmentlarni ulashda raqam olinadi, so'ngra uning qanchalik aylanaga o'xshab ko'rinishi va "bunday g'ildirak qanday yurishi" baholanadi. Keyin tilning umumiy darajasini oshirish uchun eng "kam " kompetensiyalarni ajratib ko'rsatish va ular ustida ishlash taklif etiladi. Talabadan tez natijaga erishadigan beshta oddiy harakat ro'yxatini tuzish so'raladi va talaba bu harakatlarni bajaradigan vaqt belgilanadi. Bunday sodda va vizual usulni murabbiy, kouch Pol J.Mayer tomonidan hayot muvozanatini saqlash va ustuvorliklarni aniqlash uchun ixtiro qilingan [2]. Ushbu vosita kouchingda keng qo'llaniladi, lekin u tilni o'rganishda ham foydali bo'lishi mumkin. Shuni ta'kidlash kerakki, tilni o'rgatish bo'yicha o'qitishning aksariyat usullari va shakllari talabaning aniq maqsadi bilan belgilanadi. Gap shundaki, chet tilini o'rganishdan umidsizlik hissi, qoida 165 tariqasida, noto'g'ri belgilangan maqsad bilan bog'liq. "Chet tilini o'rganish"ning eng keng tarqalgan maqsadi juda mavhum, o'ziga xos bo'lmagan va shuning uchun taraqqiyotni o'lchash va sezish qiyin, buning natijasida talaba tezda motivatsiyani yo'qotadi. Faqat aniq nutq kompetensiyalari o'lchanadi: gapirish, yozish, o'qish, tinglash. Dastlabki bosqichda to'rtta kompetentsiyadan qaysi biri talaba uchun haqiqatan ham zarurligini aniqlash eng samarali bo'ladi, qaysi kompetentsiyani rivojlantirish unga sarflangan sa'y-harakatlardan maksimal darajada qoniqish hissini keltiradi. Baholash mezonining yo'qligi va noto'g'ri qo'yilgan maqsad talabaning grammatika ustida qattiq ishlashi va yozma mashqlarni bajarishi va chet tilida gapirishga harakat qilganda, u hech narsa aytolmasligiga olib kelishi mumkin. Bu umidsizlikka olib keladi va natijada tilni o'rganishga bo'lgan qiziqishni yo'qotishi mumkin. Shuning uchun boshlang'ich bosqichda murabbiy-o'qituvchi ochiq savollar yordamida o'quvchining maqsadini yozma ravishda aniqlaydi. Xulosa Xulosa o'rnida shuni ta'kidlash joizki, til bo'yicha kouching murabbiy (maslahatchi, trener) tomonidan interfaol muloqot shaklida individual o'qitish usuli sifatida chet tilini, ayniqsa o'rganishning dastlabki bosqichida o'qitishning ancha samarali usuli hisoblanadi. xorijiy tillarni o'rganish bo'yicha mini-guruhlarda ushbu usuldan foydalanish ham istiqbolli ko'rinadi. ADABIYOTLAR: 1. Eremina N.V., Kabanova O.V., Terexova G.V. Nolingvistik mutaxassislik talabalarini lingvokommunikativ tayyorlash tajribasi. // Orenburg davlat universiteti. - 2015. - No 2. Orenburg: Universitet nashriyoti. - S. 47-53. 2. Passmore J. Murabbiylikdagi mukammallik: Sanoat bo'yicha qo'llanma. London: Kogan sahifa nashriyoti. - 2006. - 306 b. 3. Bitner, T. Sizning g'ildirakingiz qanday ko'rinishga ega. - 2015. [Elektron resurs]. URL: https://www. icfaustin.org/Resources/Documents/Wheel%20of%20Life%20Article%20for%20Coaches%20Week.pdf (Kirish 14/09/2019) 4. Renton J. Kaoching va murabbiylik: ular nima va ulardan qanday qilib maksimal darajada foydalanish mumkin. - Nyu-York: Bloomberg Press. - 2009. - 326 b. 5. Dauni M. Samarali murabbiylik: murabbiylar murabbiyidan saboqlar: ish jarayonida xodimlarni o'qitish va rivojlantirish orqali tashkilotni rivojlantirish texnologiyalari. - M.: "Yaxshi kitob" nashriyoti, 2013. - 279 b. RELEVANCE OF THE PROBLEM OF DEVELOPING CREATIVE SKILLS OF STUDENTS IN THE ENGLISH LESSON Eskaraeva S. A. Senior teacher, KarSU named after Berdakh, Nukus, Uzbekistan Nowadays, the problem of the formation of students' creative abilities in the process of teaching English is of particular relevance. In modern conditions of the pedagogical process of the university, it is a significant scientific problem of historical, ethnic, cultural and socio-pedagogical significance. The development of students' creative abilities is impossible without generalizing the experience of using English classes in the system of education and upbringing. The study of the English language, the history of its development, folk culture and everyday life should be considered not only as an activity of students aimed at learning English, but also as one of the conditions for teaching a foreign language and developing the creative abilities of students on specific life material. A foreign language, as a general educational subject, can and should contribute to the development of students' creative abilities. Having a huge upbringing, educational and developing potential of students' creative abilities, a foreign language can realize it only in the course of implementing the practical goal of learning, that is, only if the student in the process of foreign language communicative and cognitive activity (listening, speaking, reading, writing ) will expand their general educational horizons, develop their thinking, memory, feelings and emotions; if in the process of foreign language communication the social and value qualities of the individual will be formed: worldview, moral values and beliefs, character traits. Creativity is a mental and practical activity, the result of which is the creation of original, unique values, the identification of new facts, properties, regularities, as well as methods of research and transformation of the material world or spiritual culture; if it is new only for its author, then the novelty is subjective and has no social significance [Pavlenko, 2019:191].
Academic Journal
N Djampulatov
Ренессанс в парадигме новаций образования и технологий в XXI веке. :164-166
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Chet tilini intensiv o‘qitishning afzalliklari: 330 CHET TILINI INTENSIV O‘QITISHNING AFZALLIKLARI B.Qahhorov (Sam DCHTI magistranti) O‘zbekiston Respublikasi Prezidenti Sh.M.Mirziyoyev ta’kidlaganidek, “Bugungi kun yoshlarini har tomonlama mustaqil fikrlaydigan, zamonaviy bilim va kasb-hunarlarni chuqur egallaydigan, mustahkam hayotiy pozitsiyaga ega, chinakam vatanparvar insonlar sifatida tarbiyalash masalasi davlatimiz oldida turgan eng dolzarb masaladir. Shu sababli, yoshlar har soniya bilim olishdan, olgan bilimlaridan kelib chiqib tajribasini oshirishdan to‘xtamasligi lozim”[Mirziyoyev, 56]. Birinchi Prezidentimiz tomonidan qabul qilingan "CHet tillarni o‘rganish tizimini yanada takomillashtirish chora tadbirlari to‘g‘risida"gi Qarorda ham ta’lim muassasalarida xorijiy tillarni o‘qitish sifatini yanada yaxshilashda zamonaviy dunyoqarashga ega bo‘lgan avlodni tarbiyalashda dasturilamal bo‘lmoqda. Bu soxada zamonaviy lingvistik tadqiqotlarning samaradorligini oshirishni ta’minlash aloxida axamiyat kasb etadi. Shu maqsadda mamlakatimizda chet tillarini o‘qitish samaradorligini oshirish yo‘lida yangicha yondashuv tizimi joriy etildi.Shubhasiz,bu islohotlarning markazida talabani ta’lim jarayonining sub’ekti-faol ishlovchisiga aylantirish yotadi.Nemis tili darslarini intensiv o‘qitish davomida o‘quvchilar o‘zlashtirgan bilim va ko‘nikmalar yana bir karra o‘ziga bo‘lgan ishonchni mustahkamlaydi, ijodiy tafakkur va yaratuvchanlik, ya’ni har bir darsga nisbatan ijodiy yondashuvni ta’minlashiga mustahkam zamin yaratadi. Zamonaviy o‘qitish metodlarini darslarda to‘g‘ri tadbiq etish – yoshlarning zamonaviy texnika va texnologiyalarga bo‘lgan qiziqishlarini qo‘llab-quvvatlash, ularda fikriy teranlik, mantiqiy saviyaning yuqoriligi, ziyraklik, etuk mushohada layoqatini ta’minlashga xizmat qiladi. Jumladan zamonaviy an’anaviy metodga aylanib borayotgan “Aqliy hujum”, “Bumerang”, “Charxpalak” Ushbu texnologiya talaba (yoki o‘quvchi)larni dars jarayonida, darsdan tashqarida turli adabiyotlar, matnlar bilan ishlash, o‘rganilgan materialni yodida saqlab qolish, so‘zlab berish, fikrini erkin holda bayon eta olish, qisqa vaqt ichida ko‘p ma’lumotga ega bo‘lish hamda dars mobaynida o‘qituvchi tomonidan barcha talaba (yoki o‘quvchi)larni baholay olishga qaratilgan. Kartochka Ushbu mashg‘ulot talabalarni o‘tilgan yoki o‘tilishi kerak bo‘lgan mavzu bo‘yicha yakka holda fikrlash hamda o‘zlashtirilgan bilimlarni yodga tushirib, to‘plangan fikrlarni umumlashtira olish qobiliyatini aniqlaydi Xotira tex. Ushbu texnologiya talaba (yoki o‘quvchi)larni o‘tilgan mavzularni yodga olishga, mantiqan fikrlab, berilgan savollarga mustaqil ravishda to‘g‘ri javob berishga va o‘z – o‘zini baholashga o‘rgatishga hamda qisqa vaqt ichida o‘qituvchi tomonidan barcha talaba (yoki o‘quvchi)larning egallagan bilimlarini baholashga qaratilgan. Bu yangi pedagogik texnologiyalar o‘qitish sifatini oshirishni ta’minlaydi. Hozirgi kunda bir qator metodlar ham kirib kelmoqdaki, ulardan qay birini tanlab foydalanish o‘qituvchidan yuksak pedagogik mahoratni talab qiladi. Masalan “bevosita metod” orqali o‘quvchi biror chet tilini vositachi tilsiz, ya’ni ona tili yordamisiz o‘rganadi. Bunga poydevor assosiativ metoddir.Ma’lum tushuncha va tovushlar ma’lum mazmun bilan mustahkam bog‘lanadi. Til keng qamrovli hodisa bo‘lganrligi tufayli chet tili jarayonida turli didaktik o‘yinlardan foydalanishga imkoniyat katta. Ularning turlarini quyidagicha ajratamiz: o‘yin maqsadlarga ko‘ra: a) til materiallarini o‘zlashtirish va uni nutqda qo‘llash uchun ko‘nikmalarni shakllantirish: leksik o‘yinrlar, grammatik o‘yinlar va fonetik o‘yinlar; b) nutqiy malakalarni shakllantiruvchi o‘yinlar: tinglab tushunish, dialog va monolog nutq 331 malakalarini shakllantiruvchi o‘yinlar, o‘qish turlari (ovoz chiqarib o‘qish, matnning asosiy va to‘liq mazmunini tushunib o‘qish) bo‘yicha nutqiy malakalarni taqomillashtiruvchi o‘yinlar, yozuv malakalarini shakllantiruvchi o‘yinlar; s) nutqiy ko‘nikma va malakalar darajasini aniqlashga mo‘ljallangan o‘yinlar; d) o‘quvchilarning umumiy dunyoqarashini kengaytiruvchi, xususan, mamlakatshunoslikka oid bilimlarni boyitishga qaratilgan bilimlar. Bundan tashqari, grammatik o‘yin turlaridan foydalanish ham talabalarning bilim saviyasini yanada oshiradi. Masalan: -gaplarning bir zamon shaklidan boshqa zaman shakliga o‘tkazish; -berilgan nutq namunasi yoki ma’lum bir grammatik hodisani iloji bo‘richa ko‘proq qo‘llab rasm chizish; -ma’lum grammatik material asosida savol-javob shaklidagi o‘yin; -gaplarda ataylab yo‘l qo‘yilgan xatolarni aniqlash; -berilgan so‘zlardan gap tuzish; -nuqtalar o‘rniga muvofiq predloglarni qo‘yish -ma’lum grammatik materialga asoslangan “davra” o‘yini. Xulosa o‘rnida shuni ta’kidlash lozimki, chet tilini o‘rganish o‘zga dunyo bilan tanishish imkoniyatini tuhfa etar ekan, bu imkoniyatdan o‘z vaqtida oqilona foydalanishning eng samarali uslublarini qo‘llash hamda ulardan maqsadimiz yo‘lida oqilona foydalana olishning ahamiyati nihoyatda kattadir. Didaktik o‘yinlardan foydalanish: chet tili o‘qitishning amaliy tarbiyaviy vositalaridan biri sifatida xizmat qiladi. Talabalarning chet tilida muloqot qilishiga nisbatan psixologik salbiy kechinmalari, his-hayajonlarini yo‘qotishga imkon beradi va mustaqil fikrlashga, nutq faoliyatlarini tezlashtirishga undaydi. Umuman olganda chet tilini intinsiv o‘qitish tilni tezroq o‘rganishiga imkon beradi va dars samaradorligini oshirishga yordam beradi. FOYDALANILGAN ADABIYOTLAR: 1. Mirziyoyev Sh. Erkin va farovon, demokratik o‘zbekiston davlatini birgalikda barpo etamiz – Toshkent: O‘zbekiston, 2016.-B.56. 2. Abdullaeva K. Yangi pedagogik texnologiyalar.//«Boshlang‘ich. ta’lim», 1999, №4 . 3. Asadov I. Yangi pedagogik texnologiyalarning tarkibiy mohiyati haqida mushohda. «Til va adabiyot ta’ limi» jurnali, 1998, №4. 4. Волкова А.Н. Проектный подход как средство повышения эффективности обучения иностранным языкам студентов./ Актуальные вопросы современного университетского образования. СПб, 2004. 5. Ашуров, Шахобиддин Саидович. "К ПРОБЛЕМЕ ТИПОЛОГИИ СУБСТАНЦИАЛЬНЫХ СИНТАКСЕМ (НА ПРИМЕРЕ АНГЛИЙСКОГО И УЗБЕКСКОГО ЯЗЫКОВ)." Ученый XXI века 2 -5 (2016).
Academic Journal
B Qahhorov
Zamonaviy lingvistik tadqiqotlar: xorijiy tajribalar, istiqbolli izlanishlar va tillarni o‘qitishning innovatsion usullari. :330-331
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Clinical features and prognostic factors of listeriosis: the MONALISA national prospective cohort study
Academic Journal
Hausfater, Pierre; Pourriat, Jean-Louis; Casalino, Enrique; Riou, Bruno; Pateron, Dominique; Yéni, Patrick; Bricaire, François; Ville, Yves; Azria, Elie; Dommergues, Marc; Bergmann, Jean-François; Wolff, Michel; Mira, Jean-Paul; Guillevin, Loïc; Zuber, Mathieu; Abasse, Soumeth; Aberrane, Saïd; Abgueguen, Pierre; Abokasem, Ayman; Abraham, Bruno; Ache-Papillon, Chantal; Adam, Pascal; Adam, Marie-Noëlle; Adhoute, Xavier; Adoue, Daniel; Afi, Moncef; Afroukh, Nawel; Agha-Mir, Ilhem; Aissa, Nejla; Aissaoui, Liamine; Akerman, Grégory; Akkari, Ali; Al Chaar, Majed; Al Freijat, Faraj; Al-Jalaby, Bachar; Albert, Didier; Albertini, Marie-Thérèse; Albinet, Hélène; Alfonsi, Gwenaël; Ali, Youssef; Chaouche, Zahr-Eddine Ali; Allart, Anne; Alric, Laurent; Améri, Alain; Amoura, Zahir; Ampère, Alexandre; Amroun, Hakim; Ananivi, Amévi; Ancelin, Pascal; André, Thierry; Andremont, Antoine; Andreotti, Dominique; Andriamaneo, Hélinoro; Andriau, Clara; Anglaret, Hélène; Anguel, Nadia; Annaix, Véronique; Anteur, Wassila; Anuset, Delphine; Aoudia, Ourida; Arabi, Miloud; Archambaud, Muriel; Archambaud, Maryse; Ardiet, Emmanuel; Argaud, Laurent; Arista, Sophie; Arlet, Guillaume; Armengaud, Jean; Arnal, Jean-Michel; Arnault, Isabelle; Arsène, Olivier; Assaf, Ziad; Assi, Assi; Assouline, David; Astruc, Dominique; Aubard, Yves; Aubert, Claude; Aubry, Jean-Paul; Auburtin, Marc; Aucher, Philippe; Audeguy, Philippe; Audié, Jean-Pierre; Aumaitre, Hugues; Aumersier, Michel; Auroux, Jean; Autret, Fanny; Auvray, Etienne; Ayach, Badih; Aye, Paul; Ayouz, Khélifa; Bachelier, Marie-Nadège; Badia, Thomas Bachelot Philippe; Badila, Patrice; Bador, Julien; Badurescu, Viorica; Baldesi, Olivier; Bandaly, Françoise; Bandin, Olivia; Bani-Sadr, Firouzé; Bannier, Stéphanie; Baranger, Thierry; Barazer, Isabelle; Barbier, Marie-Christine; Barbier, François; Barbier, Carole; Barbieux, Marianne; Marie; Barboteau, Annick; Barbut, Patricia; Baret, Mylène; Barière, François; Baril, Jean-Yves; Barillot, Isabelle; Barjon, Geneviève; Barnaud, Guilène; Barraduc, Régine; Barraud, Francis; Barraud, Olivier; Barre, Eric; Barrelet, Audrey; Barrier, Jocelyn; Bart, Fréderic; Barthélémy, Gérard; Baty, Gaëlle; Baud, Olivier; Baudel, Jean-Luc; Bay, Jacques-Olivier; Bay, Jérôme; Bazin, Claude; Beague, Sébastien; Beal Ardisson, Dominique; Beaune, Bertrand; Beauplet-Lepage, Anne; Bébéar, Cécile; Bechade, Dominique; Becherrawy, Céline; Becker-Schneider, Michelle; Bednarek, Nathalie; Bedock, Bernard; Begon, Edouard; Bekguesmia, Zaineb; Belaisch-Amart, Joëlle; Belhadj, Karim; Belle, Evelyne; Belmonte, Olivier; Belot, Jean-Pierre; Bemrah, Abdelkader; Ben Soltana, Mouna; Benbara, Amélie; Benddif-Fin, Faiza; Bénézit, François; Benifla, Jean-Louis; Benjelloul, Amine; Benkaci, Yacine; Benkhelil, Abdelaziz; Benoit-Cattin, Thierry; Benoit-Coustou, Sophie; Bensadoun, René-Jean; Bensaid, Thierry; Jacques Bensaude, Raoul; Bérard, Henri; Bercot, Béatrice; Berdin, Bruno; Berger, Marc; Berger, Pierre; Bergheul, Smail; Bergues, Benoît; Berland, Yvon; Bernard, Claude; Bernard, Louis; Bernardaud, Bérangère; Bernardi, Franck; Bernardin, Gilles; Bernasconi, François; Bert-Marcaz, Patrick; Berteaux, Béatrice; Berth-Farges, Anne; Berthelot, Gilles; Berthet, Jean; Bertrand, Kevin; Bertrou, Anne; Besnard, Marianne; Bessede, Emilie; Bethery, Philippe; Beuscart, Claude; Beyne-Rauzy, Odile; Beytout, Jean; Bezian, Marie-Christine; Bicais, Brigitte; Bidart, Sabine; Bidault, Christian; Biessy, Hélène; Bigot, Pierre; Bildea, Adrianna; Bille, Emmanuelle; Billy, Christophe; Biron, Nathalie; Bizet, Jérôme; Blaise, Didier; Blaise, Agathe; Blaison, Gilles; Blaka, Mariam; Blanc, Pierre; Blanc, Stéphane; Blanc-Amrane, Véronique; Blanchard, Pierre; Blanchard-Marche, Geneviève; Blancs, Michèle; Blazejewski, Caroline; Bléher, Yves; Blewoussi, Koffi; Blondet, Romain; Blot, François; Blum, Georges-Fabrice; Bodson, Lucien; Boidin, Emilie; Boileau, Julien; Boileau, Pascal; Boin-Gay, Véronique; Boisseau, Martial; Boisselier, Christine; Bollaert, Pierre-Edouard; Bolot, Pascal; Bonacorsi, Stéphane; Bonfils, Marie; Bonitchi, Pascal; Bonnan, Mickael; Bonnefoy, Philippe; Bonnet, Delphine; Bonnet, Richard; Bonnin, Emmanuelle; Bor, Jacques; Borie, Marie-Françoise; Borstein, Bernard; Bossi, Philippe; Botreau, Yves; Bottero, Julie; Bouasria, Abderrezak; Bouaziz, Radia; Bouchaud, Olivier; Bouche, Flore; Bouchet, Gérard; Bouden, Vincent; Boudhane, Amar; Boudy, Carole-Anne; Boue, François; Bouet, Cédric; Claude Boufetteau, Jean; Bouffandeau, Bernard; Bouhour, Damien; Bouiller, Marc; Bouillet, Laurence; Bouissou, Antoine; Boulain, Luc; Bourgeois, Stéphane; Bourgerette, Evelyne; Bourlet, Anne; Bourlière, Marc; Bourrée, Thomas; Bourrouillou, Aude; Boussekey, Nicolas; Boussier, Remi; Boutoille, David; Bouyer, Jean-Luc; Bouyssou-Destriau, Denise; Bouziges, Nicole; Boyer, Michelle; Braem, Louis; Branger, Bernard; Branger, Catherine; Brasme, Lucien; Bray, Philippe; Brazille, Patricia; Bresson, Violaine; Bret, Laurent; Breton, Anne-Laure; Breuil, Jacques; Brevet, Françoise; Briaud, Michel; Bridoux, Delphine; Briend, Delphine; Briere, Anne-Isabelle; de la Hosseraye, Claire Briere; Brieu, Nathalie; Brieux, Jean-Philippe; Brihier, Hélène; Brisou, Patrick; Brival, Marie-Laure; Broche, David; Brochen, Joëlle; Bron, Camille; Bronet, Nathalie; Bronner, Jacques; Bronowicki, Jean-Pierre; Brosset, François; Brottier-Mancini, Elisabeth; Brovedani, Sophie; Bruley des Varannes, Stanislas; Brunel, Pascale; Brunet, Patrick; Brunet, Xavier; Brunet, Stéphanie; Brung-Lefebvre, Maud; Brunot, Vincent; Brusset, Alain; Burc-Struxiano, Laurence; Burdin, Michèle; Bureau, Thierry; Buron, Fanny; Burucoa, Christophe; Cabalion, Jean; Cabasson, Severine; Cabié, André; Cacheux, Victoria; Cadiergue, Vincent; Cadiot, Guillaume; Caille, Vincent; Cailleaux Pierre-Etienne Cailleux, Vincent; Caillon, Jocelyne; Caillot, Denis; Camara, Mohamed; Cambau, Emmanuelle; Cambonie, Gilles; Camiade, Sabine; Canis, Frederique; Canitrot, Meriem; Canu, Nathalie; Capellier, Gilles; Carbillon, Lionel; Carbonelle, Bernard; Carbonelle, Etienne; Carboni, Marion; Carbonne, Bruno; Carcenac, Francis; Cardot, Florence; Carette, Sylvie; Cariou, Sylvie; Carli, Pierre; Carmagnol, Françoise; Caroli-Bosc, François-Xavier; Caron, François; Cartron, Guillaume; Casali, Patrick; Casanovas, Olivier; Cassignard, Dominique; Castaing, Denis; Castel, Brisse; Castelin, Sandrine; Castelnau, Pierre; Cathebras, Pascal; Catineau, Jean; Catteu, Sylviane; Cattier, Blandine; Cattoen, Christian; Cattoir, Vincent; Caumes, Eric; Caussin, Jean; Cavalié, François; Ceppa, Franck; Cerf, Charles; Ceriez, Anne; Cervantes, Nathalie; Chabanon-Pouget, Bruno; Chabrol, Amélie; Chachaty, Elisabeth; Chahtour, Hanen; Chaix, Fabrice; Challier, Marion; Chalvon-Demersay, Arnaud; Chambreuil, Guy; Chaminade, Bruno; Chamouine, Abdourahim; Chandesris Joséphine Chapalain-Cagnon, Christine; Chapelle, Alain; Chaplain, Chantal; Chapuzet, Claire; Charachon, Sylvie; Charasse, Christophe; Charbonnier, Thierry; Charlier, Franck; Chassin, Olivier; Chassy, Véronique; Chatellier, Delphine; Chatron, Marlène; Chaussade, Hélène; Chavanet, Pascal; Chavel, Pascale; Chekroun, Ali; Chelle, Wladimir; Chelly, Jonathan; Cherlet, Christel; Chevailler, Alain; Chevalet, Pascal; Chevalier, Yannick; Chidiac, Christian; Chimot, Loïc; Chiouk, Nabil; Chiron, Philippe; Chirouze, Catherine; Chopin, Marie-Charlotte; Choukroun, Gabriel; Chouraqui, Martine; Chraibi, Kamilla; Chudersky, Dominique; Chuzeville, Michel; Cingotti, Michel; Cinquetti, Gael; Ciocan, Dragos; Citony, Isabelle; Claise, Catherine; Clarissou-Philippe, Juliette; Claude, Benoît; Clave, Danielle; Clément, Christophe; Climas, Marie-Thérèse; Coetmeur, Daniel; Cognet, Stéphanie; Cohen, Daniel; Coignard, Sophie; Coindre, Jean-Philippe; Coint, Raphaël; Colamarino, Renato; Colingorski, Anne-Marie; Collard, Olivier; Collet, Michel; Collignon, Anne; Collus, Marie-José; Colombani, Jean-Claude; Colombat, Philippe; Combe, Christian; Condominas, Philippe; Conroy, Marie-Chrsitine; Constans, Thierry; Constantin, Nicole; Contamin, Claudine; Corberand, Damien; Cordier, Anne-Marie; Cordonnier, Charlotte; Corneloup, Hélène; Costa, Yannick; Costa, Frédérique; Coste, Mathieu; Costes, Corinne; Cotes, Françoise; Cotteret, Rabea; Couderc, Louis-Jean; Cougoul, Pierre; Coulaud, Jean-Michel; Coulhon, Marie-Pierre; Coulon, Patrice; Courcol, René; Courillon, Florence; Courjon, Johan; Courouble, Jérémie; Courouge-Dorcier, Dominique; Courtade, Henri; Courtois, Stéphanie; Couturier, Pascal; Créange, Alain; Cremet, Lise; Cremniter, Julie; Croize, Jacques; Crombe, Valérie; Croquet, Ingrid; Cua, Eric; Cufi, Marie-Noelle; Cuvillier, Patrice; Dabysing, Marie-Françoise; Dadoun, Karim; Dagada, Corinne; Dahan, Sonia; Dahoumane, Redouane; Daleas, Jacques; Dallay, Dominique; Dalle, Benoît; Damage, Alexandre; Damaj, Lena; Damaj Gandhi, Laurent; Danalaché, Ana; Danin, Pierre-Eric; Danjean, Marie-Pierre; Danquechin Dorval, Etienne; Dao, Anne; Daoud, Patrick; Darchen, Olivier; Dargère, Sylvie; Darre, Bincy; Dassant, Damien; Dassieu, Gilles; Dattin-Dorrière, Valérie; Daupin, Cedric; Daurel, Claire; Dausset, Jean-Claude; Daval Cote, Mélanie; David, Gary; Davido, Benjamin; De Barbeyrac, Bertille; De Biasi, Michel; De Boysson, Hubert; De Clareuil, Edith; De Kermadec, Jean-Michel; De Martino, Sylvie; De Tayrac, Renaud; De Varax, Roland; De Witte, Sten; Debernardi, Anne; Deboutin, Jean-Luc; Debouverie, Marc; Decoene, Christophe; Decoster, Anne; Decousser, Jean-Winoc; Decré, Dominique; Defebvre, Renaud; Degand, Nicolas; Degreff, Jean-Marc; Deiber, Michel; Delaby, Hélène; Delacour, Thierry; Delahaye, Arnaud; Delarbre, Jean-Marie; Delasalle, Chantal; Delbrouck, Claire; Delecalle, Jean-Gilles; Delesalle, Sophie; Delesalle, Chantal; Delhoustal, Laurence; Deligne, Delphine; Delisle Mizon, Françoise; Delobel, Pierre; Delour, Pierre; Delpeuch, Bruno; Demachy, Marie-Claude; Demarchi, Martin; Demarcq, Marie-Joelle; Demontclos, Henri; Dengo, Jean-Christophe; Deprecq, Sophie; Dequin, Pierre-François; Dereeper, Olivier; Deroux, Alban; Derragui, Aicha; Desblache, Julien; Desbois-Nogard, Nicole; Descamps, Dominique; Descamps, Jean-Michel; Deschamps, Christophe; Deschamps, Jacques; Desemerie, Franck; Desfrere, Luc; Desliers, Joelle; Desnoulez, Laurence; Desplaces, Nicole; Després, Nicolas; Dessin, Jean-François; Destors, Marie; Detante, Olivier; Detave, Mathieu; Detourmignies, Laurence; Devaud, Edouard; Devaux, Yves; Devaux, Bruno; Devianne, François; Devidas, Alain; Devos, Philippe; Dewitte, Camille; Dewulf, Gisèle; Dhennain, Chantal; Di Meglio, Chloé; Diallo, Habiboulaye; Diamantis, Sylvain; Dib, Baihas; Didier, Jean-Marc; Dillies, Anne-Françoise; Dingremont, Claire; Djafari, Noureddine; Djeffal, Abdelmajid; Djerad, Hama; Dollon, Christophe; Doloy, Alexandra; Domart, Yves; Donay, Jean-Luc; Dopeux, Loïc; Dorr, Gaelle; Doucet Populaire, Florence; Dournon, Nathalie; Dreyfus, Michel; Dreyfuss, Didier; Du Cheyron, Damien; Dubois, Elodie; Dubois, Nicolas; Dubosc-Marchenay, Nadine; Dubourdieu, Béatrice; Dubroca, Nadine; Dubus, Jean-Christophe; Duche, Catherine; Duchene, Francis; Dudeffant, Patrick; Duez, Jean-Marie; Duhaut, Pierre; Duluc, Françoise; Dumouchel, Hélène; Dumoulard, Bruno; Dupin, Clarisse; Dupon, Michel; Dupont, Mathieu; Dupont, Damien; Dupont, Patrick; Dupre-Narlet, Emmanuelle; Dupretz, Peggy; Dupuy, Claire-Antoinette; Durand, Michel; Durand, Annie; Durliat-Ellie, Solène; Durox, Hélène; Dussopt, Christine; Dutasta, Fabien; Duval, Véronique; Dzeing, Ella; Eboue, Florence; Ede, Cyrille; Eid, Hanna; El Yamani, Abderrazak; Elbez, Annie; Eldeghedy, Mohamed; Elena-Daumas, Martine; Elhadad, Simon; Elharie-Heraux, Zoubida; Eloy, Clarence; Emeriau, Marie-Etiennette; Emond, Jean-Philippe; Equy, Véronique; Erena-Penet, Anne-Sophie; Esnault, Cecilia; Esposito, Laure; Essouri, Sandrine; Estépa, Laurence; Estève, Vincent; Etchemendy, Sabine; Ettahar, Nicolas; Eustache, Marie-Line; Evillard, Mathieu; Evreux, Françoise; Eychene, Jean-Marc; Eyer, Didier; Eymerit, Philippe; Fabre, Jean-Luc; Fabre, Claire; Faibis, Frédéric; Falchero, Lionel; Falguières, Odile; Fallouh, Hassan; Fanjaud, Nicolas; Fantin, Bruno; Farah, Ibrahim; Farto-Bensasson, Fernanda; Fauchais, Anne-Laure; Fauchart, Jean-Pierre; Faucher, Anna; Faucheux, Jean-Marc; Faudon-Gibelin, Anne; Faurie, Pierre; Fèbre, Claudine; Feddal, Toufik; Ferhat Carre, Assia; Ferreira-Maident, Nicole; Ferreyra, Milagros; Ferroni, Agnès; Ferry, Tristan; Feugier, Pierre; Feugier, Jean-Claude; Fezoui, Hacene; Fiette, Hélène; Fille, Alexandra; Filloux, Jean-Michel; Fily, Fabien; Fines, Marguerite; Fissore Magdelein, Cristel; Flahault, Mathilde; Floriot, Christian; Foguem, Clovis; Fonsale, Nathalie; Fontenel, Benoît; Forest, Anne-Marie; Forest, Anne; Forestier, Emmanuel; Fortin, Louise; Fortineau, Nicolas; Fos, Marie-Pierre; Foucart, Saskia; Fouilhoux, Alain-Charles; Fournel, Pierre; Fournier, Damien; Fourrier, François; Fraisse, Thibaut; Fredenucci, Isabelle; Fremin-Batteux, Odile; Frey, Janine; Frimat, Luc; Froidure, Marie; Fruchart, Christophe; Fruleux, Nathalie; Fuhrmann, Christine; Fuillet, Michel; Funakoshi, Nathalie; Fur, Alain; Gabez-Therou, Patricia; Gaborieau, Valerie; Gabriel-Soléan, Sylvie; Gachassin, Laurence; Gaide, Jean-François; Gaillard, Julia; Gaillard, Jean-Louis; Gaillart, Tiphaine; Gaizi, Sad; Gallo, Nicolas; Gameiro, Manuel-Luis; Garandeau, Caroline; Garbi, Aurelie; Garcera, Yves; Gardes, Ghislaine; Garesslin, Olivier; Garnier, Fabien; Garofano, Marie; Garosi, Olivier; Garre, Michel; Garrec, Hélène; Garrigues, Bernard; Gaschet, Anne; Gascon, Alexandre; Gascou, Emmanuel; Gasnault, Jacques; Gatfosse, Marc; Gattault, Jean-François; Gatti, Hélène; Gauche, Bernard; Gaudard, Philippe; Gaudelus, Joel; Gaudry, Stéphane; Gauduchon, Valérie; Gaulthier, Jean-Baptiste; Gauthier, Yvan; Gebeile, Rémi; Geffray, Loïc; Geffroy, Françoise; Geissler, Alain; Gelez, Maud; Gendrin, Vincent; Gengembre, Guy; Gentilhomme, Hervé; Gérart Pons, Sandrine; Germain, Marie-Claude; Gesquière, Julien; Ghedira, Adel; Ghevaert, Christine; Gillot, Jean-Michel; Girard, Edouard; Girard, Serge; Girard, Pierre-Marie; Girard-Buttaz, Isabelle; Giraud, Martine; Glorieux, Isabelle; Goburdhun, Chandrah; Godin, Michel; Godon, Catherine; Goehringer, François; Goffart, Sylvie; Goidin, Isabelle; Goldgran Toledano, Daniele; Golfier, François; Goll, Armand; Gontieron, Olivier; Goquelin, Anne; Got, Laurence; Goudeau, Alain; Goujard, Cécile; Goupil, François; Gouraud, François; Gourlaouen, Alain; Gournay, Jérôme; Goustille, Julien; Goux, Alain; Grandclerc, Benoît; Grange, Jean-Didier; Granger, Thierry; Granier, Françoise; Granier, Michèle; Grasset, Denis; Gravet, Alain; Grawey, Isabelle; Greder Belan, Alix; Grelaud, Jean-Jacques; Grenet, Karine; Gressier, Bernard; Grignon, Bernadette; Grimprel, Emmanuel; Grise, Geneviève; Grobost, Vincent; Gross Goupil, Marine; Grossi, Olivier; Gruffat, Brigitte; Gruson, Anne; Guénard, Yves; Guérard, Arnaud; Guérin, Bruno; Guérin, Mathilde; Guérin, Claude; Guerquin, Bernard; Guerrot, Dominique; Guéry, Benoît; Gueudet, Philippe; Gueugniaud, Pierre-Yves; Guichard, Isabelle; Guichart, François; Guiden, Ozel; Guider, Bertrand; Guillarmé Grossmann, Pascale; Guillemot, François; Guillet, Pierre; Guillet-Caruba, Christelle; Guillois, Bernard; Guilloy, Olivier; Guimard, Thomas; Guimard, Karine; Guimier, Philippe; Guinard, Jérôme; Guinet, François; Guisset, Olivier; Guitteaud, Karine; Gutmann, Laurent; Guyetand, Severine; Haccourt, Fabian; Hacot, Jean-Pierre; Hadou, Tahar; Haiat, Stéphanie; Haioun, Corinne; Hajjar, Mostapha; Hamitou, Zakaria; Hammami, Sarah; Hamon-Charles, Sophie; Hamou-Plotkine, Laurence; Hanouz, Jean-Luc; Harbi, Samia; Harlé, Jean-Robert; Haro, Sophie; Harou, Christian; Harvey, Thierry; Hatem, Ghada; Hausermann, Marie-Hélène; Hauss, Pierre-Alexandre; Hayoun, Fabrice; Hecham, Moussa; Heches, Xavier; Hedjem, Nourredine; Heidt, Anne; Heisel, Nicolas; Heluwaert, Fréderic; Helvadjian, Thierry; Henni, Tawfiq; Henry-Andrieu, Yanne; Hequet, Delphine; Herbecq, Patrick; Herbrecht, Raoul; Hernu, Romain; Herry, Catherine; Herry, Jean-Paul; Herson, Serge; Heurtaux, Marie-Noelle; Heusse, Emmanuelle; Heyraud-Blanchet, Catherine; Hichri, Yoar; Hilbert, Gilles; Hili, Marie-Thérèse; Hiret, Sandrine; Hittinger, Gilles; Hochart, Anne-Cécile; Hodee, Nathalie; Holstein, Anne; Hombrouk-Alet, Cécile; Hominal, Stéphane; Honderlick, Patrick; Honoré Bouakline, Stéphanie; Hory, Bernard; Hourdebaigt-Larrusse, Pierre; Houssaye, Serge; Houssiaux-Maisonneuve, Nathalie; Hrichi, Abdelkader; Hubert, Didier; Huc, Benoît; Humbert, Karine; Hurel, Dominique; Husson-Wetzel, Stéphanie; Hutin, Pascal; Huttin, Bernard; Hyerle, Laura; Iacobelli, Silvia; Ilunga, Serge; Imbert, Guenièvre; Jabre-Sikias, Elias; Jacob, Jean-Louis; Jacobs, Romain; Jacomy, Dominique; Jacquier, Pascal; Jacquier, Hervé; Jaffarbandjee, Marie-Christine; Jamet, Angéline; Jan, Didier; Jang, Guyro; Jaouen, Anne-Christine; Jardel, Henry; Jarlier, Vincent; Jarrige, Luc; Jarrousse, Bernard; Jauhlac, Benoît; Jault, Véronique; Jault, Thierry; Jaunait, Eric; Javouhey, Etienne; Jean, Rodolphe; Jean, Julie; Jean-Pierre, Hélène; Jeanmaire, Eliette; Jeannot, Katy; Jeddi, Hassen; Jego, Mickael; Jennane, Selim; Join-Lambert, Olivier; Joly, Pascal; Jonquet, Olivier; Josien, Eric; Jouatte, Fabienne; Jouffret, Agnès; Jourde-Chiche, Noémie; Jourdes, Emilie; Jouvencel, Philippe; Jouzel, Charlotte; Julienne, Geneviève; Jullian, Eric; Juven, Agnès; Juvin, Philippe; Kaidomar, Michel; Kaiser, Thomas; Kalfon, Pierre; Kaltenbach, Georges; Kamar, Nassim; Kansau, Imad; Kara, Ali; Karaoui, Leila; Karirisi, Apollinaire; Karkous, Bernard; Kassis, Marie; Kayal, Samer; Keller, Marie; Kemenar, Chrystelle; Kennouche, Samir; Kerchache, Aissa; Kerleau, Jean-Marc; Kervegant, Anne-Gaelle; Khalifa-Thellier, Sandrine; Radhouane-Khanjari, Fethi; Kherouf, Hakim; Khodeir, Nordine; Kibbrecht, Eric; Kim, An; Kisterman, Jean-Paul; Kittschke, Bernard; Klapczynski, Frédéric; Kodzin, Marie-José; Konate, Bano; Kouaho, Sylvain; Koulmann, Laurence; Krechiem, Karim; Kubab, Sarah; Kubiak, Charles; Kurtz, Jean-Emmanuel; Labadie, Philippe; Labarrière, Damien; Labaune-Kiss, Andrea; Labé, Aurélie; Labourdette, Isabelle; Labrousse, Philippe; Labussière, Anne-Sophie; Lachenal, Florence; Lacroix, Jérôme; Lafeuillade, Alain; Lafforgue, Marie-Odile; Lafon, Ingrid; Lagasse, Jean-Pierre; Lagrandeur, Julien; Lalot, Jean-Marc; Lalu, Mélissa; Laluque, Simone; Lamache, Sébastien; Lamarca, Richard; Lamberet, Aurore; Lambert, Thierry; Lambiotte, Fabien; Lamia, Bouchra; Lamoine-Gimet, Ghislaine; Lamour, Armelle; Lamy, Brigitte; Lanba, Patrice; Landgraf, Nathalie; Landraud, Luc; Laporte, Jean-Patrick; Larible, Claire; Larrazet, Fabrice; Larroche, Claire; Lasbasses, Claudine; Lassel, Ludovic; Lassere, Bertrand; Laudat, Patrice; Lauque, Dominique; Laurens, Etienne; Laurent, Frédéric; Lauretta, Raphael; Laurin, Max; Lauzanne, Brigitte; Lavalard, Emmanuelle; Lavenu, Isabelle; Lavigne, Jean-Philippe; Le Baron, François; Le Berre, Rozenn; Le Berruyer, Pierre-Yves; Le Bideau, Marc; Le Boterff, Cécile; Le Chevallier, Sylvain; Le Coustumier, Alain; Le Du, Anne; Le Goff, Valérie; Le Henaff, Catherine; Le Lay, Geneviève; Le Maout, Gilles; Le Pierres, Athéna; Le Pimpec, Patricia; Le Poulain, Marguerite; Le Reste, Anne-Marie; Le Sec, Ludovic; Le Turdu, Françoise; Leautez-Nainville, Sophie; Lebas, Eddy; Leblond, Véronique; Lebreton, Marie-Annick; Lebreton, Didier; Lecaillon-Thibon, Evelyne; Lechat, Sylvie; Lechiche, Catherine; Lecis, Alain; Leclercq, Roland; Lecomte, Claire; Lécuyer, Hervé; Ledru, Sylvie; Leduc, Dominique; Leflon, Véronique; Lefort, Christine; Lefranc, Hélène; Lefrant, Jean-Yves; Legendre, Christophe; Legoff, Isabelle; Legout, Laurence; Legrand, Mathieu; Legras, Annick; Legros, Antoine; Leguen, Virginie; Leibinger, Franck; Lelièvre, Jean-Daniel; Lellouche, Franck; Lemaignen, Adrien; Lemarie, Romain; Lemble, Chantal; Lemenand, Olivier; Lemercier, Fanny; Lemery, Didier; Lemmens, Bruno; Lemyze, Malcolm; Leneveu, Michel; Léonetti, Françoise; Léonnet, Caroline; Léotard, Sophie; Lepeletier, Didier; Lepelletier, Didier; Lepeule, Raphael; Lepiller, Quentin; Lequen, Laurence; Leroux, Lionel; Leroux, Stéphane; Leroy, Hélène; Leroy, Vincent; Leroy, Olivier; Lesage, Fabrice; Lescat, Mathilde; Lesecq, Ludovic; Lessene, Aude; Lessinger, Jean-Marc; Letellier, Claire; Letellier, Nicolas; Letouzey, Vincent; Letranchant, Lorraine; Levast, Marion; Leveneur, Yann; Levent, Thierry; Levy, Marie; Levy, Marc; Leysenne, David; Libeau, Benoît; Likose, Ebutu; Lima, Suzanne; Lina, Gérard; Lioger, Bertrand; Lionnet, Benoît; Lipovac, Anne-Sophie; Loffeier, Vincent; Loison, Françoise; Lorchleac'h, Aurélien; Lorge, Fabienne; Loriferne, Jean-François; Lorléa'ch, Aurélien; Louart, Guillaume; Loury-Lariviere, Isabelle; Loustaud, Véronique; Lozniewski, Alain; Luciani, Roger-Charles; Luminitan Elena Lupean, Luca; Lureau, Pierre; Lutz-Murphy, Marie-France; Mbimba, Luwawu; M'Bey, Damien; Maakaroun, Abdallah; Macci, Valérie; Magdoud, Fatma; Mager, Guy; Magna, Théophile; Magny, Jean-François; Mahaza, Chetaou; Mahé, Isabelle; Maillard, Christine; Maillet, Jean-Jacques; Maillet, François; Maillez, Sébastien; Maillot, François; Maisonneuve, Antoine; Makdessi, Solène; Malbrunot, Claire; Malbruny, Brigitte; Malderet, Caroline; Malfuson, Jean-Valère; Malherbe, Philippe; Malherbe, Patrick; Malhiere, Sophie; Mandelbrot, Laurent; Mandin, Laurent; Mandjee, Aziza; Manéglier, Benjamin; Mansouria, Mohammed; Marcu, Elena; Mariette, Jean-Bernard; Mariette, Sylvie; Markarian, Jacques; Marmouset, Carole; Marpeau, Olivier; Marret, Olivier; Marsepoil, Thierry; Marterl-Lafay, Isabelle; Martha, Benoît; Marthelet, Patrick; Martin, Xavier; Martin, Florence; Martin, Pierre; Martin, Régine; Martin, Christian; Martin Lefèvre, Laurent; Martineau, Olivier; Martinet, Olivier; Martinez, Valérie; Martinot, Martin; Martres, Pascale; Marty, Sophie; Marty-Ane, Charles; Marzouk, Paul; Mascade, Géraldine; Masia, Florent; Masseron, Thierry; Masson, Loïc; Masson, Philippe; Matheron, Isabelle; Matica, Slavius; Matray, Olivier; Mattei, Marie-Françoise; Maubert, Bertrand; Maugein, Jeanne; Maureira, Juan-Pablo; May, Thierry; May, Adrien; Maze, Vincent; Meaudre Desgouttes, Eric; Mebazaa, Alexandre; Mechai, Frédéric; Medeau, Virginie; Megbemado, Richard; Mehri, Mona; Mein-Bottini, Myriam; Melis, Adrien; Mellier, Joelle; Ménager, Philippe; Ménard, Céline; Mendes-Martin, Lucile; Menguy, Anne-Claude; Menouar, Mohamed; Merabet, Taoufik; Mercury, Paul; Meregnani, Corinne; Mérigot, Philippe; Mermont, Sylvain; Merrouche, Yacine; Merville, Pierre-Gilles; Mesnage, Renaud; Mesnard, Louis; Messager, Aurélie; Messiaen, Thierry; Messika, Jonathan; Messner Pellenc, Patrick; Métenier, Hervé; Metton, Pierre; Meyer, Christian; Mialon, Michel; Miatello, Jordi; Michaud-herbst, Alban; Michault, Alain; Micheli, Sophie; Michon, Jocelyn; Baptiste Michot, Jean; Mielczarek, Severine; Mignart, Sophie; Mignaut, Virginie; Migraine Bouvagnet, Audrey; Mihout, Fabrice; Mille, Catherine; Millet, Olivier; Milpied, Noel; Mimoz, Olivier; Minet, Jacques; Minguet, Bertrand; Mohty, Mohamad; Moiton, Marie-Pierre; Monarchi, Richard; Monceau, Yannick; Monchi, Mehran; Monlun, Eric; Monsegu, Jacques; Montagne, Nathalie; Montcriol, Ambroise; Montmasson, Bernard; Mootien, Paramasiven; Moquet, Olivier; Morando, Virginie; Moreau, Anne-Sohie; Morel, Yves; Morelon, Emmanuel; Morin-Fatome, Armelle; Morincomme, Mathieu; Morlat, Philippe; Mosser, Laurent; Motard-Picheloup, Annie; Mottaz, Philippe; Moulinoux, Claire; Mouly, Laurence; Mourad, Georges; Mouries, Jean-Claude; Moussa, Hecham; Moustache, Audrey; Muir, Jean-François; Murbach, Valérie; N'guyen, Yohann; N'guyen, Jean-Claude; N'guyen-Khac, Florence; Nabholtz, Jean-Marc; Naceur, Tarik; Nakhleh, 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In The Lancet Infectious Diseases May 2017 17(5):510-519
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