123903 research outputs found
Sort by
Vpliv izobraževanja na madžarski odnos do priseljevanja
No full textIn recent years, immigration has become a focal point in political science, prompting a substantial body of literature. This study seeks to contribute to the discourse by investigating the impact of education (X) – an influential socio-demographic factor – on attitudes towards immigration (Y) in Hungary. To qualify the results, the influence of political alignment and key socio-demographic factors – including gender, age and religiosity –, are analysed as control variables. The study also considers how political alignment, and age may interact with education to shape these attitudes. Results from multiple linear regression models indicate that higher educational level correlates with more positive attitudes toward immigrationhowever, the association is conditional by political alignment and age. The study employs data from the European Social Survey (ESS), with a particular focus on Hungary during 2020-2022 (ESS-Round 10), to contribute to the understanding of the relationship between educational levels and attitudes towards immigration.V zadnjih letih je priseljevanje postalo osrednja tema raziskovanja v politični znanosti, kar je spodbudilo obsežno in raznoliko znanstveno produkcijo. Namen prispevka je obogatiti obstoječi diskurz z analizo vpliva izobrazbe (X) – enega ključnih socialno-demografskih dejavnikov – na odnos do priseljevanja (Y) na Madžarskem. Za natančnejšo interpretacijo rezultatov so kot kontrolne spremenljivke vključeni politična usmerjenost ter izbrani socialno-demografski dejavniki, med katerimi so spol, starost in veroizpoved. Študija dodatno preučuje, v kolikšni meri politična usmerjenost in starost vplivata na raven izobrazbe. Rezultati več linearnih regresijskih modelov kažejo, da je višja raven izobrazbe statistično povezana s pozitivnejšim odnosom do priseljevanja, pri čemer pa se ta povezava pomembno razlikuje glede na politično opredeljenost in starost anketirancev. Analiza temelji na podatkih iz Evropske socialne raziskave (ESS), s posebnim poudarkom na Madžarski v obdobju 2020–2022 (deseti krog ESS), in si prizadeva prispevati k boljšemu razumevanju povezave med stopnjo izobrazbe in odnosom do priseljevanja
Slovenians between divisions and unity
No full textThe article aims to present the adaptations of the Slovenian political elite caught in the whirlwind of geopolitical restructuring in Europe after World War I and to contextualize their responses within the theory of strategic positioning of small nations in international relations. Despite being a numerically small nation, Slovenians developed diverse political strategies during the period between the establishment of the Kingdom of SCS in December 1918 and the Constituent Assembly elections in November 1920. Within the conservative stream, a schism emerged between critics of the Greater Serbian policy and opportunists attempting to lay the groundwork for a post-election coalition with the Serbian People’s Radical Party. Driven by their ambition to preserve their status as the most influential Slovenian political entity and the potential for coalition involvement in the government, conservatives managed to maintain their organizational unity. Slovenian liberals, in contrast, fractured into multiple parties due to the anticipation that integration into the South Slavic state would create greater maneuvering opportunities for Yugoslav unitarist political forces. Consequently, some liberals sought to appeal to peripheral segments of the electorate previously aligned with conservatives. The most significant increase in power was realized by the social-democratic camp, which also experienced internal divisions. While the reformists directly aimed their criticisms at Slovenian political rivals, the communist faction adopted a more radical approach toward Serbia. Implicitly, they integrated certain parts of conservative pre-war programs, thus gaining entry into its electoral support base
Soil mesofauna diversity in agricultural systems of Slovenia using the QBS index and its modifications
No full textSoil mesofauna plays a key role in maintaining soil health by supporting the decomposition of organic matter, nutrient cycling and the maintenance of soil structure. In this study of Slovenian agricultural ecosystems, we used four modifications of the QBS index, a soil biological quality index based on soil mesofauna. We compared diversity in arable fields under different tillage intensities, a strawberry field and an orchard, managed with either organic or integrated pest management methods (IPM). The results show significant differences in the mesofaunal communities in the soil. Minimum tillage promoted higher biodiversity, especially of Collembola, compared to conventional tillage. In fruit production systems, the ratio of Collembola to Acarina differed from that of arable fields, skewing in favour of Collembola, possibly related to the use of copper-containing pesticides in organic orchards and systemic herbicides in IPM systems. The QBS index values for soil health varied considerably between systems. Only QBS modifications considering the abundances of organisms (QBS-ab and QBS-a) were able to distinguish between different system-management groups. This study provides insights into the limitations of the originally proposed QBS-ar index to discern the effects of farming intensity on the soil mesofaunal community. Results suggest that minimum tillage and organic management practices can promote healthier soil ecosystems, emphasizing the importance of sustainable soil management for the promotion of soil biodiversity. Future research should aim to incorporate a broader range of agricultural practices and assign fauna to a higher taxonomic rank to further explain the effects on soil mesofauna diversity
Enzymatic hydrolysis of starch in wheat and rice flour
No full textV okviru magistrske naloge smo preučevali encimsko hidrolizo škroba v pšenični in riževi moki, z namenom ovrednotenja vpliva dveh različnih encimov in procesnih parametrov na nastanek reducirajočih sladkorjev, ki bi lahko predstavljali alternativo dodajanju prostih sladkorjev v žitne izdelke. Hidrolizo smo izvajali pri različnih koncentracijah α-amilaze in amiloglukozidaze, pri temperaturah 60 °C, 65 °C in 70 °C, v trajanju 15 min, 30 min, 60 min in 120 min, večino pri masnem razmerju med moko in vodo 1:2. Stopnjo hidrolize smo določali spektrofotometrično na osnovi reaktivnosti s hidrolizo nastalih reducirajočih sladkorjev, kakor tudi z osmometrijo. Ugotovili smo, da v primeru pšeničnega škroba hidroliza poteka dobro tudi brez dodatka encimov, kar potrjuje vpliv endogene encimske aktivnosti pšenične moke. Dodatek alfa-amilaze (0,03 % glede na moko) je po 120 min tako pri 60 °C kot 70 °C rezultiral v cepitvi 38 % glikozidnih vezi v škrobu iz pšenične moke in 22 % glikozidnih vezi v škrobu iz riževe moke (določitev z osmometrijo). V primeru kombinacije alfa-amilaze (0,03 % glede na moko) in amiloglukozidaze (0,17 % glede na moko) je po 120 min pri 70 °C stopnja hidrolize škroba v pšenični moki dosegla 73 % in škroba v riževi moki 59 % (določitev z osmometrijo). Večanje razmerja med moko in vodo (do 1:1) je imelo negativen vpliv na hidrolizo škroba samo v riževi moki. Inkubacija testa (120 min, 70 °C) brez dodanih encimov je vplivala na veliko povečanje trdote in lepljivosti mase pri obeh mokah. Dodatek alfa-amilaze, ki ima endoglikozidazno aktivnost, je vodil do izrazitega zmanjšanja trdote in lepljivosti. Z opravljenimi eksperimenti smo potrdili, da lahko s primerno izbiro encimov in procesnih parametrov povečamo vsebnost sladkorjev v žitnih mešanicah, ne da bi sladkorje dodali.Within the framework of this masters thesis, enzymatic hydrolysis of starch in wheat and rice flour was investigated in order to evaluate the effects of two different enzymes and selected process parameters on the formation of reducing sugars, which could represent an alternative to the addition of free sugars in cereal-based products. Hydrolysis was carried out at various concentrations of α-amylase and amyloglucosidase, at temperatures of 60 °C, 65 °C and 70 °C, for reaction times of 15 min, 30 min, 60 min and 120 min, predominantly at a flour-to-water mass ratio of 1:2. The degree of reducing sugars formed during hydrolysis was determined spectrophotometrically, as well as by osmometry. The results showed that, in the case of wheat starch, hydrolysis proceeded efficiently even without the addition of exogenous enzymes, confirming the contribution of endogenous enzymatic activity present in wheat flour. The addition of α-amylase (0,03% relative to flour mass) resulted, after 120 min, in the cleavage of 38% of the glycosidic bonds in wheat flour starch and 22% of the glycosidic bonds in rice flour starch at both 60 °C and 70 °C, as determined by osmometry. When a combination of α-amylase (0,03% relative to flour mass) and amyloglucosidase (0,17% relative to flour mass) was applied, the degree of starch hydrolysis after 120 min at 70 °C reached 73% for wheat flour starch and 59% for rice flour starch (as determined by osmometry). An increase in the flour-to-water ratio up to 1:1, negatively affected starch hydrolysis just in rice flour. Incubation of dough systems (120 min at 70 °C) without added enzymes resulted in a pronounced increase in hardness and stickiness for both flours. In contrast, the addition of α-amylase, which exhibits endoglycosidase activity, led to a substantial reduction in both hardness and stickiness. The conducted experiments confirmed that, through an appropriate selection of enzymes and process parameters, it is possible to increase the sugar content of cereal-based mixtures without the addition of external sugars
Hepatic management of toxic sterols after acute deletion of Cyp51 from cholesterol synthesis
No full textLanosterol 14α-demethylase (CYP51), a key enzyme in cholesterol synthesis, is essential for normal liver function. Reduced CYP51 activity leads to metabolism-associated liver disease and ultimately hepatocellular carcinoma, yet the hepatocellular processes most affected and their crosstalk with other liver cell types remain poorly defined. Here, we present a new inducible, liver-specific Cyp51 knockout mouse model (iLKO) designed to study how acute disruption of cholesterol synthesis is managed in the adult liver. Doxycycline-inducible deletion minimizes developmental confounders of albumin-Cre models and enables isolation of viable primary hepatocytes. iLKO hepatocytes and liver tissue showed efficient CYP51 depletion with marked accumulation of lanosterol and 24,25-dihydrolanosterol, while hepatic cholesterol levels remained unchanged or only mildly reduced, indicating compensatory uptake and/or pathway rerouting. Histology and transmission electron microscopy (TEM) revealed hepatomegaly with mild portal inflammation, ductular reaction, endoplasmic reticulum (ER) dilation, mitochondrial swelling, and increased nuclear lipid droplets, consistent with adaptation to ER stress but without overt fibrosis at the studied time points. Notably, crystal-like inclusions - particularly in Kupffer cells - were observed. Although MALDI-TOF MS imaging could not determine their exact composition, their presence in the context of toxic sterol overload strongly suggests non-cholesterol sterol crystallization as a previously unrecognized trigger of inflammation. In summary, the iLKO model allows dissection of sterol toxicity independently of developmental effects and provides mechanistic insight into how disrupted cholesterol synthesis in adult hepatocytes initiates sterol-driven cellular stress and inflammation that predispose to metabolism-associated liver disease and hepatocellular carcinoma
Otroški besedili Sapramiška in Žogica Nogica z vidika izražanja čustev v literarni strukturi
No full textPrispevek predstavi izhodišča emocionalne literarne vede in jih uporabi pri analizi dveh otroških besedil: Sapramiške Svetlane Makarovič in Žogice Nogice Jana Malíka. Osredotoča se na vprašanja, kako so v besedilih izražena čustva, kdo jih izraža in s katerimi literarnimi sredstvi. Ugotavlja, da Sapramiška kot protagonistka svoja čustva in subjektivnost aktivno izraža, medtem ko Žogica Nogica po začetnem čustvenem odzivu izgubi glas, njena čustva pa opisujejo drugi liki.This article presents the foundations of emotional literary theory and applies them to the analysis of two children’s works: Sapramiška (Sapra the Little Mouse) by Svetlana Makarovič and Žogica Nogica (The Little Ball with Legs), a translation of Jan Malík’s Míček Flíček (Little Spotted Ball). It focuses on how emotions are expressed in the texts, who expresses them, and through which literary devices. The analysis shows that Sapramiška, as the protagonist, actively expresses her emotions and subjectivity, whereas Žogica Nogica loses her voice after an initial emotional response, and her feelings are described by other characters
Dejavniki, ki vplivajo na odločitev za poklic učitelja računalništva
No full textChoosing a future profession is an important step in life, and the decision to become a teacher is widely discussed in the literature. However, pre-service computer science teachers hold a unique position, as they are highly employable in the information technology job market, and this may have an impact on the decision to choose teaching as a career. The present research aims to clarify the decision-making process of becoming a computer science teacher and the factors that influence it. The qualitative research inspired by the constructivist grounded theory involved semi-structured interviews with 18 first-year pre-service computer science teachers. Through a questionnaire developed for this sample, the findings from the qualitative research were quantitatively verified on 69 respondents. The key choice is whether to become a teacher. Pre-service teachers are motivated by external factors (length of holidays, job stability, flexibility and salary) and the desire to work with children. In contrast, they are demotivated by the negatives of being a teacher, particularly by concerns about pupils (especially their behaviour) and parents. After deciding to study teaching, pre-service teachers need to make a decision about their specialisation. This is influenced by the high school they attended, their relationship to computer science, their former teachers, strategic reasons (believing this specialisation to be an easy way of getting the degree or a job after graduation), gender stereotypes (especially among women), and their expectations about teacher education in computer science.Izbira poklica za svojo prihodnost je pomemben korak v življenju vsakega posameznika, odločitev za poklic učitelja pa je v literaturi široko obravnavana. Bodoči učitelji računalništva imajo pri tem edinstven položaj, saj so na trgu dela v informacijski tehnologiji visokozaposljivi, kar lahko vpliva na odločitev za poklic učitelja. Namen te raziskave je pojasniti proces odločanja za poklic učitelja računalništva in dejavnike, ki vplivajo nanj. Kvalitativna raziskava, ki je temeljila na konstruktivistični utemeljeni teoriji, je vključevala polstrukturirane intervjuje z 18 bodočimi učitelji računalništva v prvem letniku študija. Z vprašalnikom, razvitim za to skupino udeležencev, so bili izsledki kvalitativne raziskave kvantitativno potrjeni na 69 udeležencih. Ključna odločitev je, ali postati učitelj. Bodoče učitelje motivirajo zunanji dejavniki (dolžina počitnic, stabilnost zaposlitve, fleksibilnost in plača) in želja po delu z otroki. Nasprotno pa jih demotivirajo negativne strani učiteljskega poklica, zlasti skrbi v povezavi z učenci (predvsem njihovim vedenjem) in s starši. Ko izberejo izobraževalno smer študija, morajo sprejeti še odločitev o specializaciji, tj. predmetu, ki ga bodo poučevali. Na to vplivajo: srednja šola, ki so jo obiskovali, njihov odnos do računalništva, njihovi nekdanji učitelji, strateški razlogi (prepričanje, da je ta specializacija lahek način za pridobitev diplome ali zaposlitve po diplomi), spolni stereotipi (zlasti med ženskami) in njihova pričakovanja glede izobraževanja učiteljev računalništva
Videoigre in razvoj računalniškega mišljenja
No full textFor many, video games represent a popular form of entertainment. However, numerous research studies confirm that playing video games is a complex process with a significant educational component in addition to entertainment. Several researchers, including Papert and other authorities, have argued that we can learn a great deal about the learning process through video games, either by playing them ourselves or by observing others play and discussing the processes and thinking strategies involved. The present paper aims to explore the potential of commercial off-the-shelf video games, particularly with regard to developing computational thinking. Five games representing different genres were analysed using standard content analysis. The analysis was based partly on the researchers’ own gameplay, but primarily on observing and interviewing other participants during their gameplay. Four experienced video game players, all adults aged between 26 and 32, were invited to join the study as part of a purposefully formed sample. They were observed while playing and engaged in conversations about their practices and thought processes. The goal was to identify cognitive processes perceived as intrinsically related to computational thinking. The findings support claims made by Papert and Gee, demonstrating that video games can significantly enhance our understanding of computational thinking itself. Based on the analysis, it was concluded that video games offer rich opportunities for the development of certain components of computational thinking, particularly algorithmic thinking, decomposition and evaluation, as well as generalisation and abstraction. The findings are primarily relevant to adult learners, but ideas for school-age students are also discussed. While considering these ideas, we noted another phenomenon that intriguingly aligns with our other area ofresearch, that is, the development of structural thinking within school informatics*.
*In some countries, informatics is referred to as computer science or computinghowever, in Slovakia, it is called informatics and is a mandatory school subject from Year 3 to Year 11, which includes all learners aged between 8 and 17.Za veliko posameznikov so videoigre priljubljena oblika zabave, številne raziskave pa potrjujejo, da je igranje videoiger zapleten proces, ki poleg zabave vključuje tudi pomemben izobraževalni vidik. Številni raziskovalci, med njimi Papert in drugi strokovnjaki, trdijo, da se lahko prek videoiger veliko naučimo o procesu učenja, in sicer tako, da jih igramo sami ali z opazovanjem drugih pri igranju ter razpravo o procesih in miselnih strategijah, ki so vključeni v igranje. Namen tega članka je raziskati potencial komercialnih videoiger, ki so prostodostopne na trgu, zlasti v povezavi z razvojem računalniškega mišljenja. Analizirali smo pet iger različnih žanrov z uporabo standardne vsebinske analize. Ta je deloma temeljila na lastnem igranju raziskovalcev, predvsem pa na opazovanju in intervjuvanju drugih udeležencev med njihovim igranjem. Štirje izkušeni igralci videoiger, vsi odrasli, stari od 26 do 32 let, so bili povabljeni k sodelovanju v študiji kot namenski vzorec. Opazovali smo jih med igranjem ter se z njimi pogovarjali o njihovih praksah in miselnih procesih. Cilj je bil identificirati kognitivne procese, ki so videti neločljivo povezani z računalniškim mišljenjem. Ugotovitve podpirajo trditve Paperta in Geeja, saj kažejo, da lahko videoigre pomembno prispevajo k razumevanju računalniškega mišljenja. Na podlagi analize smo ugotovili, da videoigre ponujajo bogate možnosti za razvoj nekaterih komponent računalniškega mišljenja, zlasti algoritmičnega mišljenja, razčlenjevanja in vrednotenja ter posploševanja in abstrakcije. Ugotovitve so relevantne predvsem za odrasle učence, vendar v raziskavi obravnavamo tudi ideje za učence, ki še hodijo v šolo. Pri obravnavanju teh idej smo opazili še en pojav, ki se zanimivo ujema z našim drugim področjem raziskovanja, tj. razvojem strukturne miselnosti v okviru šolske informatike*.
*V nekaterih državah se za označevanje šolskega predmeta informatika uporablja izraz računalništvo ali računalniška znanost, na Slovaškem pa ga imenujemo informatika in je obvezen predmet od 3. razreda osnovne šole do 3. letnika srednje šole, kar torej vključuje vse učence, stare od približno 8 do 17 let
The impact of creativity on artificial intelligence production in viewers\u27 perception
No full textEmbodied religion in the post-pandemic digital age
No full textThis article presents and theorises key findings from research examining how the increased use of digital technologies during and after the COVID-19 pandemic has affected diverse religious communities in seven European countries. Interviews with 270 members of 27 selected communities suggest that digital technologies alone cannot sustain a thriving and vibrant religious community. Drawing on scholarship related to the corporeal and sensory turn, the authors argue that their study largely confirms conceptions of religion as not only doctrines and beliefs but also embodied participation that engages the physical senses. Because religion is always embodied in everyday life, it resists being fully transposed into the digital realm. While the acceleration of digitisation may foster new forms of religiosity and spirituality, fears that traditional religions will vanish in the new digital world seem unfounded. However, it is inevitable that they will transform in response to the widespread digital shift