196,325 research outputs found
Wood formation in grapevine (Vitis vinifera) drom a drought-prone environment in the area of Naples in Italy
No full textS pomočjo orodja Trephor smo na vinorodnih območjih v bližini Neaplja v južni Italiji, v obdobju od 23. februarja do 31. avgusta 2022, odvzeli približno 200 mikroizvrtkov iz stebel vinske trte (Vitis vinifera). Vzorčili smo na treh področjih z različno tretiranimi podlagami: naravno brez posega (NAT), sejanje drugih rastlin (trav) pod trto (SEM) in
obdelano z zasipanjem trte z zemljino (LAV). Iz mikro izvrtkov smo pripravili mikroskopske preparate, ki so vsebovali floem, kambij in les. Prečne prereze tkiv vinske trte smo preučili s svetlobnim mikroskopom Zeiss Axio Imager 2 in programom za analizo sliko ZEN Pro 3.3. Spremljali smo število celic v kambiju, nastajanje lesa (postkambijalno rast, odlaganje in lignifikacijo celičnih sten in zrele celice). Pridobljene podatke smo analizirali. Upoštevajoč klimatske pogoje smo poiskali zvezo med nastajanjem lesa in kultivacijo (tretiranje tal) pri vinski trti. Kambijeva aktivnost se je na SEM in NAT pričela 3. maja 2022, na LAV pa v sredini maja. Diferenciacija celic lesa, trahej in vlaken je bila zaključena 31. avgusta 2022. Povprečna širina branik v lesu vinske trte nastalih v letu 2022 je bila 1119,24 μm (LAV), 775,79 μm (SEM) in 654,6 μm (NAT). Povprečne temperatura v letu 2022 je bila 15,12 °C, letna količina padavin pa 1191,8 mm.Using the Trephor tool, approximately 200 micro-cores were collected from grapevine (Vitis vinifera) stems in vineyards near Naples in southern Italy between February 23 and August 31, 2022. Samples were collected in three areas with different treated rootstocks: natural without intervention (NAT), sowing of other plants under the vine
(different grass species) (SEM), and treated vines with soil amendment (LAV). Microscopic slides were made from the micro-cores. They contained phloem, cambium and wood. Cross sections of the tissue were examined using a Zeiss Axio Imager 2 light microscope and the ZEN Pro 3.3 image analysis software. The number of cells in the cambium and wood formation phases (zones with cells in the stages of post-cambial growth, cell wall deposition and lignification, and maturation) were measured. The data obtained were analysed and the relationships between wood formation and cultivation (soil treatment) were assessed, taking into account climatic conditions. Cambium activity started on May 3, 2022 in SEM and NAT and in mid-May in LAV. All vessels and fibres were fully differentiated by August 31. The average width of tree rings in 2022 was 1119.24 μm (LAV), 775.79 μm (SEM), and 654.6 μm (NAT). In 2022, the average annual temperature was 15.12 °C and the total precipitation was 1191.8 mm
Ukrepi za varstvo za primer brezposelnosti, za večjo zaposljivost in ohranjanje delovnih mest med gospodarsko krizo v Republiki Sloveniji
No full textDendrochronological analysis and identification of wooden elements of Idrija Miner’s House and Idrija “Kamšt”
No full textIdrija je znana po rudniku živega srebra, ki je bil gonilo za razvoj mesta, okoliša in dvig kvalitete življenja tedanjih prebivalcev. V času delovanja rudnika je bil les izrednega pomena, tako za vzpostavitev rudniškega kompleksa, kot tudi zunanje infrastrukture in gradnjo bivališč. Po pregledu ohranjene literature in potencialnih stavb, smo se odločili, da bomo izvedli dendrokronološke raziskave na dveh objektih – na tipični idrijski rudarski hiši in na kamšti, črpalki za vodo na vodni pogon. Opravili smo terensko vzorčenje lesa, na katerem smo nato v laboratoriju izvedli identifikacije lesnih vrst in opravili meritve širin branik za dendrokronološke analize. Iz meritev smo konstruirali kronologije objektov in jih datirali s pomočjo referenčnih kronologij Katedre za tehnologijo lesa. Raziskani les je pretežno predstavljal les bele jelke (Abies alba), samo en vzorec iz rudarske hiše je bil iz lesa navadne smreke (Picea abies). Idrijsko rudarsko hišo in njeno izgradnjo, smo na podlagi datacij elementov z zadnjo braniko pod skorjo (1602 do 1699) umestili v 17. stoletje. Les kamšti na podlagi datacij konstrukcijskih elementov brez zadnje branike pod skorjo umeščamo v obdobje po letu 1923. Rezultati kažejo, da je na kamšti danes prisotno zelo malo originalnega lesa, saj je delovala kar 150 let in je bila zaradi tega nenehno izpostavljena obrabi in mehanskim poškodbam.Idrija is known for its mercury mine. The mine was a driver for the development of the city and its surroundings, and raising the quality of life of the then inhabitants. At that time, wood was extremely important, both for the establishment of the mining complex, as well as the external infrastructure and housing construction. Based on a review of the preserved literature and potential research locations, we decided to perform a dendrochronological analysis on a typical Idrija\u27s miners house and on a ˝kamšt˝, a water-powered water pump. We performed field sampling of wood, on which we then performed identifications of wood species in the laboratory and performed measurements of the growth ring widths for dendrochronological analysis. Based on the results, we constructed chronologies of buildings and dated them with the help of reference chronologies from the Chair for Wood Science. Most analysed samples were identified as silver fir wood (Abies alba), and only one sample was identified as Norway spruce (Picea abies). Based on the dating of the construction elements with waney edge (1602 do 1699) we placed the Idrija Mining House in the 17th Century. The dating results for the dated elements without waney edge place the ˝kamšt˝ in the period after 1923. We assume that there is not much left of the structure’s original wood, because it has been in operation for 150 years and has been constantly exposed to wear and damage
The Evolution and Introduction of Apprenticeships in Upper Secondary Vocational Education in Slovenia
No full textV Sloveniji smo vajeništvo pred leti že imeli. Odpravili smo ga, ker ni bilo splošnega soglasja med sodelujočimi o njihovih vlogah, odgovornostih in izvajanju. Ponovna uvedba vajeništva se je začela v šolskem letu 2017/18. Za nekatere poklice poteka izobraževanje v šolski in vajeniški obliki po istem učnem programu. Zanimalo nas je, ali izobraževalna oblika vpliva na pridobivanje poklicnih spretnosti in kompetence ter na možnosti nadaljnjega izobraževanja ali zaposlitve.
V eni izmed šol smo v longitudinalni raziskavi primerjali dve skupini istega učnega programa. Prva skupina (N = 25) je bila v vajeniški obliki izobraževanja (vajenci), druga (N = 19) v šolski (dijaki). Ugotovili smo, da so se učenci z boljšim povprečnim uspehom v osnovni šoli vpisali v vajeniško obliko izobraževanja, vendar razlike niso bile statistično značilne, saj je bil vpliv skupine srednji. Dijaki so imeli v prvem letniku višje povprečne ocene kot vajenci, v drugem in tretjem letniku pa vajenci. V tretjem letu so bile razlike statistično značilne. Med povprečnimi ocenami zaključnega izpita ni bilo statistično značilnih razlik. Primerjalni skupini sta bili razmeroma majhni, vendar je skupina vajencev zajela 43,4 % vseh vpisanih v šolskem letu v Sloveniji. Pri izobraževanju v šoli so dijake obeh skupin poučevali isti učitelji, pri usposabljanju pri delodajalcu pa so imeli različne mentorje. Ugotavljamo, da različne izobraževalne oblike z istim učnim načrtom nimajo pomembnega vpliva na pridobljene poklicne spretnosti in kompetence.
Vajenci so menili, da vajeniška oblika omogoča več možnosti za zaposlitev, dijaki, da šolska oblika omogoča boljše možnosti za nadaljevanje šolanja. Delodajalci v vajeniški obliki so se bolj aktivno vključili v oblikovanje odprtega kurikula in proces izobraževanja.
Vajeništvo ni samo dodatna možna pot pridobivanja znanja za poklic: ponuja enake možnosti za nadaljnje izobraževanje in hitrejši prehod iz šole v zaposlitev. Vajenci so več časa preživeli na delovnem mestu in imeli več delovnih izkušenj, kar so si delodajalci želeli in pričakovali. Vajeniška oblika zahteva več sodelovanja in dogovarjanja med sodelujočimi, zato je njeno izvajanje zahtevnejše. Obe obliki omogočata enake možnosti za nadaljnje izobraževanje. Na osnovi analize in ugotovitev so podani predlogi za izboljšanje obstoječe vajeniške oblike.Apprenticeships had long been established in Slovenia but were abolished, because there was no general consensus among the participants regarding their roles, obligations and implementation. The reintroduction of apprenticeships started in the 2017/18 school year. For some occupations, the school-based and apprenticeship style of education follow the same curriculum. We wanted to know whether the form of education impacts the acquisition of vocational skills and competences as well as the prospects for further education or employment.
A longitudinal study compared two groups of students of the same curriculum in one school. The first group (N = 25) was in the apprenticeship style of education (apprentices), and the second (N = 19) was in the school-based style of education (students). We found that students with a better average performance in primary school were enrolled in the apprenticeship style of education, but the differences were not statistically significant as the effect of the group was medium. Students had higher average grades than apprentices in the first, second, and third years. In the third year, the differences were statistically significant. There were no statistically significant differences in the average final exam grades. The comparison groups were relatively small, but the apprentice group accounted for 43.4% of the total enrolment in the school year in Slovenia. In the school-based style of education, both groups were taught by the same teachers, while in employer training, they had different mentors. We find that different styles of education with the same curriculum do not significantly impact the acquired vocational skills and competences.
Apprentices believed that the apprenticeship learning style offered more job opportunities, while students believed that the school-based learning style provided better opportunities for further education. Employers in the apprenticeship learning style were more actively involved in designing the open curriculum and the education process.
Apprenticeships are not just an additional route to gaining skills for a career: they offer the same opportunities for further education and a faster transition from school to work. Apprentices spent more time in work environments and had more work experience, which is what employers wanted and expected. The apprenticeship learning style requires more cooperation and agreement between those involved, making it more complex to implement. Both learning styles offer equal opportunities for further education. Based on the analysis and the findings, proposals are made to improve the existing apprenticeship learning style
Transforming arbitrary tables into logical form with TARTAR
No full textPivk A, Cimiano P, Sure Y, Gams M, Rajkovic V, Studer R. Transforming arbitrary tables into logical form with TARTAR. Data & Knowledge Engineering (DKE). 2007;60(3):567-595
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