Epr spektroskopija 5-il radikala u kristalima 2-tiotimina ozračenim gama zračenjem

Single crystals of 2-thiothymine (5-methyl-2-thiouracil) have been g-irradiated at 300 K and studied using EPR spectroscopy. The 5-thymil (5-yl) radical, formed by a net hydrogen-atom addition to the C(6) of 2-thiothymine base, has been studied in detail. The hyperfine tensors of methyl and methylene proton couplings are given together with the g-tensor. It has been shown that the calculated hyperfine proton couplings and relative orientation of the coupling tensors along the pyrimidine ring are similar to those observed earlier in 5-yl radicals in the single crystals of thymine and its derivatives. Although no large differences in the hyperfine couplings were found, calculated values of the g-tensor are appreciably larger in comparison to the other thymine-like systems, what is expected due to the presence of sulfur at C(2) in 2-thiothymine.U ozračenim kristalima 2-tiotimina, pri sobnoj se temperaturi opažaju EPR spektri 5-il i 7-il radikala, nastalih uhvatom vodikova atoma na ugljikov C(6) atom, odnosno njegovim otcjepljenjem od metilne skupine molekule 2-tiotimina. EPR spektroskopska analiza pokazala je da su vrijednosti protonskih cijepanja u 5-il radikalu, kao i orijentacija svojstvenih vrijednosti tenzora protonskih hiperfinih cijepanja vrlo slični onima opaženim u ozračenim kristalima timina i njemu sličnim sistemima. Nasuprot tomu, zbog prisutnosti sumporovog atoma u molekuli 2-tiotimina, opazili smo značajno veće vrijednosti g-tenzora u odnosu na vrijednosti u timinu i njegovim derivatima

Teaching and learning in a multilingual Europe: findings from a cross-European study

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed

Correction: Teaching and learning in a multilingual Europe: findings from a cross-European study

The original version of the article unfortunately contained an error. In author’s personal details, middle names were not included in author Hanne B. Søndergaard Knudsen’s name, and the listed articles were therefore incorrect

Narrative enquiry

It is falling increasingly to international organisations and institutions to provide a coherent and workable global value system which embraces difference internally and externally with compliance expected from every level of the organisation. International human rights conventions and statutory regulations require compliance to human rights principles putting such organisations at the forefront of cultural relations. A global values framework gives them the opportunity to shake off colonial pasts and to strive to make a good business case for adherence to such principles. As principles are more challenging to enact than to formulate, to support this values portfolio, research is needed into how principles can be enacted in every day matters of the organisation. Current literature highlights the use of storytelling as sense-making and, as such, has become a growing trend in the use of the narrative approach across disciplines and professional sectors. Its contributors are from anthropology, education, linguistics, translation studies, literature, politics, psychology and sociology, organization studies and history. This chapter surfaces the link between local and grand narratives through an ethno narrative approach contextualised within a recent study of EDI and specifically Global Diversity Management

How many truths are there? Reconciliation and agonistic dialogue in the former Yugoslavia

In this paper, we offer a possible interpretation of reconciliation in the former Yugoslav area. In a conflicting past and not-reconciled region, it is presumed that the truth should be the main pillar of reconciliation. However, according to our empirical analysis of 146 reconciliation projects implemented in the period between 2002 and 2015, there are many interpretations of truths in the region which are opposed to each other. These interpretations are the result of different national political constructions, supported by the dominant structures of the societies in question. Accordingly, instead of insisting on a single factual truth, we propose the introduction of the 'agonistic dialogue' principle, where multiple truths would coexist, thus turning former war enemies into political adversaries in the post-conflict setting

Teaching and learning in a multilingual Europe: findings from a cross-European study

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.info:eu-repo/semantics/publishedVersio