Transformation of derivatives birch forests tending cuttings Belarusian Poozerie at the root of forest formations

The research features in derivative thinning birch on the territory of Begoml forestry. As a result of this species in the category of economically valuable plan tations converted 70.8 hectares. Dominated by through passage thinning. As a result of their conduct in the economically valuable plantation transferred 45% of the total transferred stands, cleaning – 28%, the minimum ar ea of derivatives birch converted into economically valuable after lightening – 7.5%. The intensity of thinning varies from mild (15%) to strong (40%). Experience the transformation thinning birch stands of Belarusian Poozerie in indigenous forest formations on the territory of five forest districts showed that carrying out lightening in birch bilberry and sorrel types of forest facilitated the transfer of these areas in covered by sp ruce forest area. After the tassel in birch polytric, sorrel and fern plantations have also been translated in a wooded area by coniferous trees

Supplementary data for article: Matijević, B. M.; Vaštag, T. T.; Apostolov, S. L.; Milčić, M. K.; Marinković, A. D.; Petrović, S. D. N-(Substituted Phenyl)-2-Chloroacetamides: LSER and LFER Study, 2015. https://doi.org/10.1016/j.arabjc.2015.09.008

Supplementary material for: [https://doi.org/10.1016/j.arabjc.2015.09.008]Related to published version: [http://cherry.chem.bg.ac.rs/handle/123456789/293

Evidence-Based Professional Development of Science Teachers in Two Countries

The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains

Supplementary data for the article: Mrđan, G. S.; Vastag, G. G.; Škorić, D. Đ.; Radanović, M. M.; Verbić, T. Ž.; Milčić, M. K.; Stojiljković, I. N.; Marković, O. S.; Matijević, B. M. Synthesis, Physicochemical Characterization, and TD–DFT Calculations of Monothiocarbohydrazone Derivatives. Structural Chemistry 2021, 32 (3), 1231–1245. https://doi.org/10.1007/s11224-020-01700-y.

Supplementary material for: [https://doi.org/10.1007/s11224-020-01700-y]Related to published version: [https://cherry.chem.bg.ac.rs/handle/123456789/4453

Supplementary data for article: Matijević, B. M.; Vaštag, T. T.; Apostolov, S. L.; Milčić, M. K.; Marinković, A. D.; Petrović, S. D. N-(Substituted Phenyl)-2-Chloroacetamides: LSER and LFER Study, 2015. https://doi.org/10.1016/j.arabjc.2015.09.008

Supplementary material for: [https://doi.org/10.1016/j.arabjc.2015.09.008]Related to published version: [http://cherry.chem.bg.ac.rs/handle/123456789/293

Structural insights into the human RyR2 N-terminal region involved in cardiac arrhythmias

Human ryanodine receptor 2 (hRyR2) mediates calcium release from the sarcoplasmic reticulum, enabling cardiomyocyte contraction. The N-terminal region of hRyR2 (amino acids 1–606) is the target of >30 arrhythmogenic mutations and contains a binding site for phosphoprotein phosphatase 1. Here, the solution and crystal structures determined under near-physiological conditions, as well as a homology model of the hRyR2 N-terminal region, are presented. The N-terminus is held together by a unique network of interactions among its three domains, A, B and C, in which the central helix (amino acids 410–437) plays a prominent stabilizing role. Importantly, the anion-binding site reported for the mouse RyR2 N-terminal region is notably absent from the human RyR2. The structure concurs with the differential stability of arrhythmogenic mutations in the central helix (R420W, I419F and I419F/R420W) which are owing to disparities in the propensity of mutated residues to form energetically favourable or unfavourable contacts. In solution, the N-terminus adopts a globular shape with a prominent tail that is likely to involve residues 545–606, which are unresolved in the crystal structure. Docking the N-terminal domains into cryo-electron microscopy maps of the closed and open RyR1 conformations reveals C atom movements of up to 8 A ° upon channel gating, and predicts the location of the leucine– isoleucine zipper segment and the interaction site for spinophilin and phosphoprotein phosphatase 1 on the RyR surface

The pedagogic beliefs of Indonesian teachers in inclusive schools

This research explores, for the first time, the pedagogical orientations of Indonesian teachers in the context of inclusive education. A mixed-method approach was used for an analysis of questionnaire data from 140 teachers and qualitative interviews from 20 teachers in four inclusive schools. The findings suggest that, in general, the implicit orientation of teachers is social constructivist. This orientation is also reflected in their reported classroom practices. Although less common, more directive pedagogical approaches appear to have an impact upon the flexibility of roles within two teacher inclusive classrooms. Whilst the number of disabled pupils within each class was a significant issue for interviewees, no pupils were deemed unteachable in their classrooms. Furthermore, what is described by the teachers as a “special pedagogy” typically entailed additional teaching time and modified assessments, and consequently could be framed as “good teaching for all”. The questionnaires also contained responses from student and special school teachers and support the view that teachers’ beliefs about inclusive pedagogy are mediated by experience and occupation

Взаємозв’язок великих кондратьєвських циклів розвитку економіки і системних світових конфліктів

Однією з найважливіших проблем, що постала перед сучасною наукою у зв’язку із стрімким розгортанням глобальної економічної кризи, загостренням світових конфліктів, є вироблення науково обґрунтованих «метричних» експрес прогнозів розвитку суспільства на ближчу і далеку перспективу

Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43135/1/10972_2004_Article_5095704.pd