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Penegakan Hukum Tanah
Full text linkLand has an important role to human livelihood and the economic
need for land that is inversely proportional to the availability of the
amount of land (tendrung is static) to be one factor triggering the
spike in the number of disputes, conflicts and land affairs that
occurred in Indonesia. Land use change can be a cause of disputes
followed by the development of plantation development that
continues to increase causing increased demand for land. Communal
rights to customary community land should be given legal
protection. These communal rights shall be regulated in the
Regulation of the Minister of Agrarian Affairs / Spatial Planning
and Head of BPN Number 10 of 2016, and in particular the
provisions of Article 16 paragraph 1 h jo Section 53 of the BAL, In
case of land rights disputes granted to legal subjects with communal
rights of customary law community then the law must be enforced
in its settlement to be resolved through the Court (litigation) of the
institution having the authority to resolve the dispute and settlement
of a non litigation dispute or alternative disputes resolution.
Alternative dispute resolution in the form of win-win solusen that
can provide mutual benefit
Men\u27s basketball player Jerome Hamler
No full textA black and white image of basketball player Jerome Hamler, number 13, dribbling a basketball in a gym. He is wearing a team uniform with his number on the front, with the basketball in his right hand. On the back of the photograph is the stamp of the photographer, as well as a yearbook stamp and his name.https://stars.library.ucf.edu/cfm-images/2281/thumbnail.jp
Men\u27s basketball player Jerome Hamler
No full textA black and white image of basketball player Jerome Hamler, number 13, dribbling a basketball in a gym. He is wearing a team uniform with his number on the front, with the basketball in his right hand. On the back of the photograph is the stamp of the photographer, as well as a yearbook stamp and his name.https://stars.library.ucf.edu/cfm-images/2280/thumbnail.jp
DEALING OF DIFFERENT LANGUAGE GENRES IN INARTISTIC TEXT IN TEACHING OF SLOVENE IN THE THIRD TRIENNIUM OF PRIMARY SCHOOL
Full text linkV diplomskem delu Obravnavanje različnih zvrsti jezika v neumetnostnih besedilih v tretjem triletju osnovne šole (poudarek na narečju in interesnih govoricah) so v uvodu predstavljene zvrsti in snopi zvrsti, kjer smo izpostavili socialne zvrsti jezika. Le-te delimo na knjižni in neknjižni jezik. Knjižni jezik se deli še na zborni in na splošno- ali knjižnopogovorni jezik, neknjižni jezik pa na pokrajinsko pogovorni in na zemljepisna narečja. Poleg vseh socialnih zvrsti smo predstavili še modifikacije osnovnih socialnih zvrsti, t. i. interesne govorice, kot so sleng, žargon in latovščina (argo). Več pozornosti smo namenili slengu, govorici mladih, saj tudi učbeniški kompleti v večji meri pri interesnih govoricah obravnavajo samo sleng.
V nadaljevanju diplomskega dela sledi analiza Pouk slovenščine v osnovni šoli, ki je zelo povezan in odvisen od devetletnega osnovnega šolanja (devetletke), njenih ciljev ter organizacijskih in vsebinskih sprememb. Pouk slovenščine se tako v osnovni šoli deli na tri triletja. V I. triletje spadajo 1., 2. in 3. razred, v II. triletje 4., 5. in 6. razred, v III. triletje pa 7., 8. in 9. razred. Posvetili se bomo pouku slovenščine v tretjem triletju (torej v 7., 8. in 9. razredu) osnovne šole, torej tudi obravnavi splošnih, funkcionalnih in izobraževalnih ciljev pri obravnavi neumetnostnih besedil tega triletja. Pri pouku slovenščine je potrebno upoštevati tudi naloge in cilje sodobnega jezika, ki temeljijo na sporazumevalni zmožnosti učencev, zato nas zanima, v kolikšni meri so zmožni tvoriti in sprejemati različna besedila glede na različne okoliščine, namen in vsebino. Pri pouku slovenščine prav tako ne smemo pozabiti na didaktična načela kot osnovne smernice, ki vplivajo na izbiro celotnega učnega procesa in nas opozarjajo na bistvene značilnosti uspešnega pouka ter nas svarijo pred različnimi pomanjkljivostmi v poučevanju.
Jedro diplomskega dela temelji na predstavitvi vseh učbeniških kompletov za pouk slovenščine v tretjem triletju in na preučevanju ter analizi le-teh pri obravnavi različnih zvrsti jezika v neumetnostnih besedilih v tretjem triletju osnovne šole. Predstavljeni so učbeniški kompleti HURA ZA SLOVENŠČINO! (DZS), SLOVENŠČINA (Mladinska knjiga) in SLOVENŠČINA ZA VSAKDAN IN VSAK DAN (Rokus). Pregled učbeniških kompletov temelji na obravnavi različnih (socialnih) zvrsti jezika, s poudarkom na narečju in interesnih govoricah. Pri obravnavi narečja lahko iz učnega načrta razberemo dvojno vlogo le-tega: na eni strani je narečje kot izhodišče za usvajanje knjižnega jezika, na drugi pa gre za usvajanje narečja kot socialne zvrsti.
Namen diplomskega dela je predstaviti socialne zvrsti jezika in zastopanost le-teh tako v učnem načrtu kot v učbeniških kompletih za tretje triletje osnovne šole in hkrati ugotoviti, ali se določeni učbeniški kompleti dovolj posvečajo omenjeni tematiki oziroma ali se skladajo s tem, kar predvideva učni načrt. Pomembno je tudi ugotoviti, katere vrste nalog so pri preučevanju omenjene tematike predvidene (naloge zaprtega tipa, naloge polodprtega tipa ali naloge odprtega tipa) in koliko je teh nalog.
Poleg omenjene analize učbeniških kompletov bomo s pomočjo ankete poskušali ugotoviti, kaj o zastopanosti socialnih zvrsti v učbeniških kompletih in skladnosti le-teh z učnim načrtom menijo učitelji slovenščine petih različnih osnovnih šol.
Na podlagi vsebinskega pregleda in analize vseh učbeniških kompletov lahko ugotovimo, da so analizirani učbeniški kompleti skladni z učnim načrtom, torej za obravnavano tematiko uresničujejo z učnim načrtom predpisane vsebine in cilje, vezane na narečje in interesne govorice. Čeprav so učbeniški kompleti skladni z učnim načrtom, je možno opaziti razlike, ki se pojavljajo v vlogi oziroma pomenu, ki jo obravnavani tematiki pripisujejo posamezni učbeniški kompleti.Abstract
In my diploma work, Obravnavanje različnih zvrsti jezika v neumetnostnih besedilih v tretjem triletju osnovne šole (emphasis on the dialect and speak of interest) in the introduction are primarily presented genres and bundles of genre where I focused on the social genre of language. The social genres of language are divided into literary language and non-literary language, within it the literary language is divided into meager language and in general- or literary-colloquial language, non-literary language is divided into provincially-colloquial language and into geographical dialects. In addition to all social genres I have also presented a modification of the basic social genres, so called interest languages, which are slang, jargon and lingo (ARGO). I paid more attention to slang, language of young people, because also textbook sets in greater extent in interest languages treat just slang. In following of my diploma work follows Slovene lessons in primary school, which is highly integrated and dependent on the nine-year basic education (devetletke), its aims and the organizational and contextual changes. The Slovene lessons in primary school is divided into three trienniumsin Ist triennium belong 1st, 2nd and 3rd class, in IInd triennium 4th, 5th and 6th class and in IIIrd triennium 7th, 8th and 9th class. I will devote my work to the Slovene lessons in the third triennium (therefore in the 7th, 8th and 9th class) of elementary school, which in turn implies a proceeding of general, functional and educational aims in proceeding of inartistic texts in the third triennium. In the Slovene lessons tasks and aims of modern language also must be taken in consideration, which are based on the communicative abilities of students, this means that they are able to produce and accept different texts depending on various circumstances, the purpose and content. Also in Slovene lessons we must not forget the didactic principles which are the basic guidelines that affect the choice of the entire learning process and recall us on the essential features of effective teaching and warn us before the various weaknesses in teaching.
The core of diploma work is based on the presentation of textbook sets for the Slovene lessons in the third triennium and in teaching and analyzing them in dealing with different genres of language in inartistic texts in the third triennium of primary school. There are presented the textbook sets HURA ZA SLOVENŠČINO! (publishing house DZS), SLOVENŠČINA
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(publishing house Mladinska knjiga) and SLOVENŠČINA ZA VSAKDAN IN VSAK DAN (publishing house Rokus ). Review of textbook sets is based on the preceding of different genres of language (social), the emphasis is on the dialect as a starting point for the acquisition of literary language and on dialect as the social genre as well as on interest languages. The purpose of diploma work is therefore to present social genres of language and representation of them in curriculum and in textbook sets for the third triennium of primary schools and to determine whether the textbook sets sufficiently dedicate themselves to the mentioned issue or whether it complies with what provides the curriculum. It is also important to determine how many and what types of tasks are foreseen for examination of these topics (closed-type tasks, semi-open type and open type tasks).
In addition to the mentioned analysis of textbook sets I will try to figure, with the use of questioner, what the teachers of Slovene in three different schools think about representation of social genres in the textbook sets and consistency of these with the curriculum.
On the basis of the substantive review and analysis of all the textbook sets we can conclude that the analyzed textbook sets are in accordance with the curriculum, therefore addressed theme is realized with the curriculum of prescribed content and aims related with the dialect. Although the textbook sets are in accordance with the curriculum, it is possible to observe the differences that occur in the role or significance
THE INFLUANCE OF CARTOONS ON EMOTIONAL AND SOCIAL DEVELOPMENT OF PRESCHOOL CHILDREN
Full text linkRisanke so pomemben del odraščanja in vsakdo se z njimi slej ali prej sreča. Ker menimo, da imajo risanke vedno večji vpliv na mladino, smo v magistrskem delu raziskali vpliv risank na čustveni in moralni razvoj predšolskih otrok. S tem smo želeli raziskati pojav in razvoj čustev ter socialni razvoj pri predšolskih otrocih ob spremljanju risanke. Cilj naloge je bil ugotoviti, ali predšolski otroci že poznajo čustva in katera čustva poznajo, kako risanke vplivajo na otroke, kakšni so pristopi staršev in vzgojiteljev pri seznanjanju otrok s čustvi ter kako socialno okolje vpliva na moralni in čustveni razvoj pri otrocih. Pri tem smo uporabili metodo opazovanja v empiričnem delu in s pomočjo transkripcij prišli do rezultatov. Ugotovili smo, da otroci nekatera čustva že poznajo in za osnovna čustva tudi vedo, kdaj nastanejo. Prav tako smo iz pripovedi otrok ugotovili, da se z nekaterimi junaki poistovetijo oziroma jih posnemajo, vendar pa tega nismo mogli v celoti potrditi. Predvidevali smo, da deklice bolj kot dečki izražajo svoja čustva, vendar pa so rezultati pokazali, da ni nujno tako. Včasih so bolj odgovarjali dečki, včasih deklice, odvisno od velikosti skupin. Predšolski otroci prijateljstvo opisujejo v načinu igre, pomoči, sedenju skupaj pri obrokih in plesu. S tega vidika težko ugotovimo, ali socialni razvoj vpliva na večje število prijateljev. So si pa otroci enotni pri tem, da si sami izbirajo prijatelje.Cartoons are an important part of growing up and sooner or later everyone encounters them. Since we believe cartoons have a growing influence on young people, we have for this reason set the following title: The influence of cartoons on emotional and moral development of preschool children. We wanted to research the occurrence and development of emotion in preschool children through cartoon watching, and child’s social development. The objective of our thesis is to determine if preschool children already recognize emotions, and which oneshow cartoons influence childrenwhich approaches parents and preschool teachers use to familiarize children with emotionsand how social environment affects moral and emotional development in children. In the empirical part we have used the method of observation and came up with the results with the help of transcriptions. We have determined that children already recognize certain emotions and know when the basic emotions occur. From the children’s narrative we have also learnt that they identify with certain characters and imitate themhowever, we could not entirely confirm that. We have predicted that girls show more emotion than boyshowever, the results show it is not necessary so. Sometimes boys gave more answers, sometimes girls depending on group sizes. Preschool children describe friendship through the way of playing, helping, sitting together during meals, and dancing. From this point of view it is difficult to determine if social development affects a greater number of friends. All children are unanimous that they choose their own friends
COMFORMITY OF REGULATION OF SAME-SEX COMMUNITIES IN LEGISLATION OF REPUBLIC OF SLOVENIA WITH LAW OF THE EUROPEAN UNION
Full text linkIstospolne skupnosti so v Republiki Sloveniji urejene z Zakonom o registraciji istospolne partnerske skupnosti, ki istospolnim partnerjem priznava le omejene pravice, ki so v večini premoženjske narave. Nekatere socialne pravice so istospolnim partnerjem priznane tudi v področnih zakonih, na podlagi dveh ustavnih odločb pa se za režim dedovanja med istospolnima partnerjema uporablja Zakon o dedovanju v istem obsegu kot za zakonce oziroma zunajzakonske partnerje.
S članstvom v Evropski uniji je Slovenija zavezana svoj pravni red uskladiti z evropsko zakonodajo. Družinsko področje, s tem pa zakonski status, je izvzeto iz pristojnosti Evropske unije, tako da ta državam članicam ne more narekovati priznanja istospolnih partnerstev oziroma izenačenja njihovih pravic z raznospolnimi, kar pa ne pomeni, da Evropska unija na področju preprečevanja diskriminacije zaradi spolne usmerjenosti ni dejavna. Takšno diskriminacijo prepoveduje na področjih v njeni pristojnosti, kot je področje dela in zaposlovanja, v pripravi je pa tudi direktiva, ki bo zaščito pred diskriminacijo zaradi spolne usmerjenosti razširila tudi na področja socialne zaščite, izobraževanja ter dostopa do blaga in storitev. Za zagotavljanje pravic istopolno usmerjenih se Evropska unija v prvi vrsti bori z nezavezujočimi akti, v katerih državam članicam narekuje popolno izenačenje pravic istospolnih posameznikov.
Kot podpisnica Konvencije o varstvu človekovih pravic in temeljnih svoboščin je Republika Slovenija zavezana spoštovati tudi pravni red, ki ga ustvarja Evropsko sodišče za človekove pravice. To se v svoji sodni praksi vedno bolj približuje k izenačenju pravic istospolnih partnerjev, vendar trenutno še ne priznava pravice do sklenitve zakonske zveze ali do posvojitve otrok.Same-sex communities are regulated in The Republic of Slovenia by The Registration of a Same-Sex Civil Partnership Act, which recognises only certain rights of same-sex partnerships, mostly concerning property. Some social rights of same-sex partners are also recognised within Sectoral law, and according to two constitutional decisions The Inheritance Act is used as an inheritance regime between same-sex partners to the same extent as for marital partners and/or extramarital partners.
As a member of European Union, the Republic of Slovenia is liable to adjust its legal order with European legislation. Family law, and the marital status within it, is excluded from European Union jurisdiction, therefore European Union cannot dictate acceptance of same-sex partnerships or equalization of their rights with heterosexual partnerships to its membershowever that does not mean the European Union is not active on the field of preventing sexual orientation discrimination. Such discrimination is prohibited within European Union jurisdiction, for instance within Labour and employment law, and a directive is also in preparation to introduce the protection from discrimination to the fields of social protection, education and access to goods and services. To ensure the rights of homosexual individuals, European Union is mostly using soft law, with which it dictates a complete equalization of homosexual rights.
As a signer of Convention for the Protection of Human Rights and Fundamental Freedoms, the Republic of Slovenia is committed to respect the legal order, established by the European Court of Human Rights. Court’s practice is increasingly approaching the equalization of homosexual rights, but currently still denies their right to marriage or adoption of children
AUTOMATION OF MACHINE FOR INSERTING A HDPE TUBE IN TO THE BOWDEN CABLE
Full text linkDiplomska naloga zajema področje prenosa potega oz. potezne sile. To področje se pojavlja na vsakem koraku v našem življenju, pogosteje pa se uporablja v avtomobilski industriji. Naloga je bila izdelati napravo, ki izdeluje polizdelek za bovden potege namenjene prav za avtomobilsko industrijo. Bovdni so različnih dolžin, notranji premer bovdna je majhen, v katerega je treba vstaviti cevko. Ta naloga je bila precej zahtevna, saj zahteva, da vse deluje natančno in brez napak ter z visoko točnostjo in hitrostjo izdelave.
Podrobneje je opisan princip delovanja stroja ter težave, ki so se pojavljale skozi izdelavo in med testiranjem. Opisan je tudi postopek načrtovanja in vse zahteve, ki so bile ključne za rešitev danega problema.This diploma paper covers the field of draw transfer or pulling force. This sphere occurs on every step of our lives, especially in the field of automobile industry. Our assignment was to manufacture a device that produces an intermediate product for bowden draws for automobile industry. Bowden cables are of different length and inner radius is small, with an inserted tube needed. This assignment was considerably complex, because it demands precise working, no errors, high accuracy and speed.
Mechanical principles are described in detail, as well as the problems that occurred while manufacturing and testing. The procedure of planning and all demands which were essential for the solvation of given problems are also described in this diploma pape
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