Grundlagen des differenziellen Unterrichts und seine Organisationsformen

This paper focuses on adaptive teaching, which is characterised by the usage of differentiated instruction organised to fit individual differences among learners. Differentiation is therefore the basis of efficient learning and achieving common goals, as well as optimal development and self-realization. When using differentiated instruction a teacher needs to know student’s individual abilities and knowledge. As a result of differentiated approach, active learning in small groups occurs (individual work, pair work, group work, mosaics approach, and contradiction and discussion approach, group projects). In this kind of lesson organization, reciprocal learning quite often appears. Lately, Dalton-Plan (whose creator is Helen Parkhurst) is quite interesting, especially the way it has been used in Hungary (Hungaro-Dalton Association). There, differentiated organization of learning has a function of achieving good educational results. Dalton-Plan school - similar to Montessori, Freinet and Jena-plan schools – uses such procedures in class which lead to differentiation in teaching, individual growth of students, experience-based teaching, and active learning. Innovative teachers today use learner-centred methods in teaching, adapted to different learning styles. Learning styles can be guidelines in integration of students with difficulties – creating equal opportunities on the one hand, and foundations for the development of gifted students on the other.Preferencije učenja vrlo se razlikuju među učenicima, stoga je diferencijacija preduvjet učinkovita učenja, ali i postizanja zajedničkih zahtjeva, kao i optimalnoga razvoja i samoostvarenja. Primjena diferencijacije u jedinstvenoj zajedničkoj nastavi, organiziranoj uz uvažavanje individualnih karakteristika učenika, zajedničkom se terminologijom može nazvati adaptivnom nastavom. Upravo je to predmet istraživanja ove studije. Kod primjene diferenciranog rada nastavnik mora biti upoznat s individualnim sposobnostima učenika, razinom njihova predznanja te mora raspolagati individualnim razvojnim strategijama, kako bi za svakog učenika posebice mogao planirati sustave zadataka uz odgovarajuću motivacijsku razinu, kompleksnost nastavnih sadržaja, procesa i rezultata. Temelji su diferencijacije sljedeći: imati potrebna predznanja za obradu i primjenu novih znanja, imati određenu razinu operativnih sposobnosti, motivacije za učenje; postojanje preduvjeta za samostalni rad učenika; razvijenost u području suradnje, društvene karakteristike učenika itd. Prigodom primjene diferenciranoga rada pojavljuju se metode aktivnoga učenja u malim skupinama (individualni rad, rad u parovima, skupni rad, mozaik metoda, metoda proturječja i rasprave te skupni projekti). U navedenim oblicima rada često primjenjujemo metodu recipročnoga učenja. U posljednje vrijeme posebnu pozornost zaslužuje Dalton-plan (reformski pravac obilježen imenom Helen Parkhurst), odnosno njegova primjena u Hungaro-Daltonovoj udruzi (u Mađarskoj), u kojoj se diferencirano organiziranje učenja stavlja u funkciju postizanja dobrih rezultata obrazovnoga i odgojnog rada. Dalton-plan škola – slično Montessori, Freinet i Jena-plan školi – primjenjuje u nastavi takve postupke koji omogućuju diferencijaciju na nastavnom satu, individualni razvoj, nastavu utemeljenu na iskustvu i aktivnom učenju. Istodobno, možemo pozdraviti kao zanimljiv eksperiment novi nastavno-tehnički program, koji je izrađen pod vođenjem i koordiniranjem radne skupine „Novi laboratorij” (New Laboratory for Teaching and Learning – NLTL), a koji je nazvan „Dalton Technology Plan (DTP)”. Oba naziva upućuju na prirodnu i razvojnu vezu između škole tradicionalnoga programa i filozofije, a i nastavnoga okruženja utemeljenoga na novim tehnikama i tehnologijama. Inovativni se nastavnici danas služe metodama prilagođenima stilovima učenja učenika. Naime, stilovi učenja mogu biti niti vodilje i kod integracije učenika s poteškoćama – stvarajući time jednakost mogućnosti – ali istodobno omogućuju u velikoj mjeri i razvoj sposobnosti darovitih učenika.Die Lernpräferenz variiert stark unter den Schülern, deshalb ist die Differenzierung eine Voraussetzung für effizientes Lernen, aber auch um gemeinsame Anforderungen zu erreichen, sowie für die optimale Entwicklung und Selbstverwirklichung. Die Anwendung der Differenzierung in einem einheitlichen gemeinsamen Unterricht, der hinsichtlich der individuellen Eigenschaften der Schüler organisiert wird, kann mit Hilfe der einheitlichen Terminologie als adaptiver Unterricht bezeichnet werden. Dies ist genau der Gegenstand der vorliegenden Studie. Bei der Anwendung der differenzierten Tätigkeit muss der Lehrer mit den individuellen Fähigkeiten der Schüler und dem Niveau ihrer Vorkenntnisse vertraut sein, sowie über individuelle Entwicklungsstrategien verfügen, um für jeden einzelnen Schüler Aufgabensysteme mit entsprechenden Motivationsniveau, der Komplexität der Unterrichtsinhalte, Prozesse und Ergebnisse planen zu können. Die Grundlagen der Differenzierung sind folgende: die erforderlichen Vorkenntnisse für die Bearbeitung und Anwendung von neuem Wissen besitzen, ein gewisses Maß an operativen Fähigkeiten, Lernmotivation haben; das Vorliegen der Voraussetzungen für die selbstständige Schülerarbeit, entwickelter Bereich der Zusammenarbeit, die sozialen Merkmale der Schüler, etc. Bei der Anwendung von differenzierter Tätigkeit treten Methoden des aktiven Lernens in kleinen Gruppen auf (Einzelarbeit, Partnerarbeit, Gruppenarbeit, Mosaik-Methode, Methode der Kontroverse und Diskussion und gemeinsame Projekte). Bei diesen Arbeitsformen wird oft die Methode des reziproken Lernens angewendet. In letzter Zeit gebührt besondere Beachtung dem Daltonplan (Reformkurs, bekannt durch Helen Parkhurst), bzw. seine Anwendung im Hungaro-Dalton Verein (in Ungarn), wo die differenzierte Lernorganisation dazu dient, gute Bildungs- und Erziehungsergebnisse zu erzielen. Die Daltonplan-Schule – ähnlich wie Montessori, Freinet und Jenaplan-Schule – wendet im Unterricht solche Verfahren an, die eine Differenzierung in der Unterrichtsstunde, individuelle Entwicklung, erfahrungsorientierter Unterricht und aktives Lernen ermöglichen. Gleichzeitig können wir als ein interessantes Experiment das neue unterrichts-technische Programm begrüßen, das unter der Leitung und Koordination der Arbeitsgruppe „Neues Laboratorium“ (New Laboratory for Teaching and Learning – NLTL) ausgearbeitet wurde und „Dalton Technology Plan (DTP)” genannt wird. Die beiden Bezeichnungen weisen auf die natürliche Beziehung und Entwicklung zwischen der Schule mit traditionellem Programm und der Philosophie, sowie der Lehrumgebung, die auf neuen Techniken und Technologien basiert. Innovative Lehrer verwenden heute Methoden, die an die Lernstile der Schüler angepasst sind. Die Lernstile können nämlich auch das Leitmotiv bei der Integration von Kindern mit Schwierigkeiten sein - wodurch eine Chancengleichheit entsteht - aber sie ermöglichen gleichzeitig auch weitgehend die Entwicklungsmöglichkeiten von begabten Kindern

Grundlagen des differenziellen Unterrichts und seine Organisationsformen

This paper focuses on adaptive teaching, which is characterised by the usage of differentiated instruction organised to fit individual differences among learners. Differentiation is therefore the basis of efficient learning and achieving common goals, as well as optimal development and self-realization. When using differentiated instruction a teacher needs to know student’s individual abilities and knowledge. As a result of differentiated approach, active learning in small groups occurs (individual work, pair work, group work, mosaics approach, and contradiction and discussion approach, group projects). In this kind of lesson organization, reciprocal learning quite often appears. Lately, Dalton-Plan (whose creator is Helen Parkhurst) is quite interesting, especially the way it has been used in Hungary (Hungaro-Dalton Association). There, differentiated organization of learning has a function of achieving good educational results. Dalton-Plan school - similar to Montessori, Freinet and Jena-plan schools – uses such procedures in class which lead to differentiation in teaching, individual growth of students, experience-based teaching, and active learning. Innovative teachers today use learner-centred methods in teaching, adapted to different learning styles. Learning styles can be guidelines in integration of students with difficulties – creating equal opportunities on the one hand, and foundations for the development of gifted students on the other.Preferencije učenja vrlo se razlikuju među učenicima, stoga je diferencijacija preduvjet učinkovita učenja, ali i postizanja zajedničkih zahtjeva, kao i optimalnoga razvoja i samoostvarenja. Primjena diferencijacije u jedinstvenoj zajedničkoj nastavi, organiziranoj uz uvažavanje individualnih karakteristika učenika, zajedničkom se terminologijom može nazvati adaptivnom nastavom. Upravo je to predmet istraživanja ove studije. Kod primjene diferenciranog rada nastavnik mora biti upoznat s individualnim sposobnostima učenika, razinom njihova predznanja te mora raspolagati individualnim razvojnim strategijama, kako bi za svakog učenika posebice mogao planirati sustave zadataka uz odgovarajuću motivacijsku razinu, kompleksnost nastavnih sadržaja, procesa i rezultata. Temelji su diferencijacije sljedeći: imati potrebna predznanja za obradu i primjenu novih znanja, imati određenu razinu operativnih sposobnosti, motivacije za učenje; postojanje preduvjeta za samostalni rad učenika; razvijenost u području suradnje, društvene karakteristike učenika itd. Prigodom primjene diferenciranoga rada pojavljuju se metode aktivnoga učenja u malim skupinama (individualni rad, rad u parovima, skupni rad, mozaik metoda, metoda proturječja i rasprave te skupni projekti). U navedenim oblicima rada često primjenjujemo metodu recipročnoga učenja. U posljednje vrijeme posebnu pozornost zaslužuje Dalton-plan (reformski pravac obilježen imenom Helen Parkhurst), odnosno njegova primjena u Hungaro-Daltonovoj udruzi (u Mađarskoj), u kojoj se diferencirano organiziranje učenja stavlja u funkciju postizanja dobrih rezultata obrazovnoga i odgojnog rada. Dalton-plan škola – slično Montessori, Freinet i Jena-plan školi – primjenjuje u nastavi takve postupke koji omogućuju diferencijaciju na nastavnom satu, individualni razvoj, nastavu utemeljenu na iskustvu i aktivnom učenju. Istodobno, možemo pozdraviti kao zanimljiv eksperiment novi nastavno-tehnički program, koji je izrađen pod vođenjem i koordiniranjem radne skupine „Novi laboratorij” (New Laboratory for Teaching and Learning – NLTL), a koji je nazvan „Dalton Technology Plan (DTP)”. Oba naziva upućuju na prirodnu i razvojnu vezu između škole tradicionalnoga programa i filozofije, a i nastavnoga okruženja utemeljenoga na novim tehnikama i tehnologijama. Inovativni se nastavnici danas služe metodama prilagođenima stilovima učenja učenika. Naime, stilovi učenja mogu biti niti vodilje i kod integracije učenika s poteškoćama – stvarajući time jednakost mogućnosti – ali istodobno omogućuju u velikoj mjeri i razvoj sposobnosti darovitih učenika.Die Lernpräferenz variiert stark unter den Schülern, deshalb ist die Differenzierung eine Voraussetzung für effizientes Lernen, aber auch um gemeinsame Anforderungen zu erreichen, sowie für die optimale Entwicklung und Selbstverwirklichung. Die Anwendung der Differenzierung in einem einheitlichen gemeinsamen Unterricht, der hinsichtlich der individuellen Eigenschaften der Schüler organisiert wird, kann mit Hilfe der einheitlichen Terminologie als adaptiver Unterricht bezeichnet werden. Dies ist genau der Gegenstand der vorliegenden Studie. Bei der Anwendung der differenzierten Tätigkeit muss der Lehrer mit den individuellen Fähigkeiten der Schüler und dem Niveau ihrer Vorkenntnisse vertraut sein, sowie über individuelle Entwicklungsstrategien verfügen, um für jeden einzelnen Schüler Aufgabensysteme mit entsprechenden Motivationsniveau, der Komplexität der Unterrichtsinhalte, Prozesse und Ergebnisse planen zu können. Die Grundlagen der Differenzierung sind folgende: die erforderlichen Vorkenntnisse für die Bearbeitung und Anwendung von neuem Wissen besitzen, ein gewisses Maß an operativen Fähigkeiten, Lernmotivation haben; das Vorliegen der Voraussetzungen für die selbstständige Schülerarbeit, entwickelter Bereich der Zusammenarbeit, die sozialen Merkmale der Schüler, etc. Bei der Anwendung von differenzierter Tätigkeit treten Methoden des aktiven Lernens in kleinen Gruppen auf (Einzelarbeit, Partnerarbeit, Gruppenarbeit, Mosaik-Methode, Methode der Kontroverse und Diskussion und gemeinsame Projekte). Bei diesen Arbeitsformen wird oft die Methode des reziproken Lernens angewendet. In letzter Zeit gebührt besondere Beachtung dem Daltonplan (Reformkurs, bekannt durch Helen Parkhurst), bzw. seine Anwendung im Hungaro-Dalton Verein (in Ungarn), wo die differenzierte Lernorganisation dazu dient, gute Bildungs- und Erziehungsergebnisse zu erzielen. Die Daltonplan-Schule – ähnlich wie Montessori, Freinet und Jenaplan-Schule – wendet im Unterricht solche Verfahren an, die eine Differenzierung in der Unterrichtsstunde, individuelle Entwicklung, erfahrungsorientierter Unterricht und aktives Lernen ermöglichen. Gleichzeitig können wir als ein interessantes Experiment das neue unterrichts-technische Programm begrüßen, das unter der Leitung und Koordination der Arbeitsgruppe „Neues Laboratorium“ (New Laboratory for Teaching and Learning – NLTL) ausgearbeitet wurde und „Dalton Technology Plan (DTP)” genannt wird. Die beiden Bezeichnungen weisen auf die natürliche Beziehung und Entwicklung zwischen der Schule mit traditionellem Programm und der Philosophie, sowie der Lehrumgebung, die auf neuen Techniken und Technologien basiert. Innovative Lehrer verwenden heute Methoden, die an die Lernstile der Schüler angepasst sind. Die Lernstile können nämlich auch das Leitmotiv bei der Integration von Kindern mit Schwierigkeiten sein - wodurch eine Chancengleichheit entsteht - aber sie ermöglichen gleichzeitig auch weitgehend die Entwicklungsmöglichkeiten von begabten Kindern

Bibliographic description of manuscripts

Kulturna baština, kao skup materijalnih i nematerijalnih obilježja nekog naroda, osigurava identitet određenom narodu pomoću kojeg čovjek shvaća svoje porijeklo i prošlost i pomoću kojega gradi svoju budućnost. Važnu ulogu u očuvanju kulturne baštine imaju upravo baštinske ustanove: arhivi, knjižnice i muzeji. Pojavom informacijskih i komunikacijskih tehnologija kulturna baština pretvara se u digitalni oblik, što baštinskim ustanovama pruža različite mogućnosti komuniciranja kulturne baštine. Jedna od tih mogućnosti je upravo projekt digitalizacije čime se korisnicima omogućuje pristup zbirkama arhiva, knjižnica i muzeja u digitalnom okruženja. Kako bi ta građa bila vidljiva i pretraživa u digitalnom okruženju, toj građi je potrebno prilikom opisa pridružiti odgovarajuće metapodatke kako bi korisnik s lakoćom pronašao predmet zanimanja. Rukopisi su građa pisana rukom što ih čini posebnom vrstom građe u zbirkama baštinskih ustanova. Standardiziranih pravila za opis rukopisa nema i stoga je svrha ovog rada ponuditi smjernice za opis rukopisa temeljen na UNIMARC formatu i njemu pripadajućim smjernicama kroz mapiranje njihovih elemenata. Primjeri opisa rukopisa dio su projekta Digitalizacija, bibliografska obrada i istraživanje tekstova zadarsko-šibenskog područja iz razdoblja do kraja 19. st. pisanih glagoljicom, bosančicom i latinicom. Istaživanje rada otvara problematiku opisa rukopisa, odnosno fragmenata i vodenih znakova koji su dio rukopisa i za koje UNIMARC format ne propisuje pravila opisa.Cultural heritage, as set of material and immaterial features of a nation, provides an identity of a particular people by means of which man understands his origin and past and by which he/she builds his/her future. Heritage institution such as archives, libraries and museums have important role in the preservation of cultural heritage. With the emergence of information and communication technologies, cultural heritage is transformed into a digital form, which provides various possibilities of communicating cultural heritage to heritage institutions. One of these possibilities is the project of digitization, enabling users to access archives, libraries and museums collections in digital environment. In order for these materials to be visible and searchable in digital environment, these materials need to have right metadata so that the user can easily find the subject of interest. Manuscripts are handwritten materials which makes them a special type of materials in heritage institution’s collections. There are no standardize rules for manuscript description and therefore the purpose of this paper is to provide the guidelines for a manuscript description based on UNIMARC format and its associated guidelines through mapping of their elements. Examples of the manuscript description are part of the project Digitization, bibliographic description and research of texts written in Glagolitic, Cyrillic and Latin scripts until the end of 19th century in Zadar and Šibenik area. Research opens the issues of manuscript description; for example fragments and watermarks that are part of the manuscript and for which UNIMARC format does not prescribe rules for description

Serbian Citizens’ Opinion on the COVID-19 Epidemic

Aim: The Centre for International Public Policy has undertaken a public opinion research in which we tested the opinions of the citizens of Serbia on the coronavirus epidemic. The respondents had the opportunity to express their opinion on measures undertaken by the Serbian Government to combat the virus, to state their trust in the media, as well as the health system in general. In addition, we tested the prevalence of different conspiracy theories among citizens, whether the pandemic gave China a new image in the minds of the people and, most importantly, the level of solidarity among Serbian citizens as well as within the European / international community as a whole. Methods: In seven days, from 8-15th April 2020, we gathered a convenient sample of N=5989 respondents, which makes this the largest public opinion research project in Serbia on the topic of COVID-19 since the start of the epidemic. The electronic questionnaire consisted of 24 questions of mixed and closed type. Results: The findings of this research suggest that citizens of Serbia are not afraid of COVID-19, but are nevertheless cautious (86%). The percentage of those willing to consult a doctor when they notice any symptoms lies at 70%. Half of the respondents do not believe in alternative theories regarding the origin of the COVID-19 virus. The majority of the respondents (55%) hold government officials accountable for spreading panic through public speeches and daily public addresses. Moreover, 60% of the respondents do not trust the Serbian media outlets that are currently reporting on the COVID-19 pandemic. Furthermore, over half of the respondents are prepared to report their neighbour when he or she is coming from abroad and violates the obligation to self-isolate. However, mostly due to the significant fines, 65% of the respondents would not report the elderly when they are breaking the limited-movement restriction measures. Conclusion: As before the epidemic, opinions of the Serbian population on current topics are somewhat polarized. Although the majority of the respondents are cautious, a significant number also believes in conspiracy theories and does not fully trust the information provided by the media or the government.                                                                               &nbsp

Serbian Citizens’ Opinion on the COVID-19 Epidemic

Aim: The Centre for International Public Policy has undertaken a public opinion research in which we tested the opinions of the citizens of Serbia on the coronavirus epidemic. The respondents had the opportunity to express their opinion on measures undertaken by the Serbian Government to combat the virus, to state their trust in the media, as well as the health system in general. In addition, we tested the prevalence of different conspiracy theories among citizens, whether the pandemic gave China a new image in the minds of the people and, most importantly, the level of solidarity among Serbian citizens as well as within the European / international community as a whole. Methods: In seven days, from 8-15th April 2020, we gathered a convenient sample of N=5989 respondents, which makes this the largest public opinion research project in Serbia on the topic of COVID-19 since the start of the epidemic. The electronic questionnaire consisted of 24 questions of mixed and closed type. Results: The findings of this research suggest that citizens of Serbia are not afraid of COVID-19, but are nevertheless cautious (86%). The percentage of those willing to consult a doctor when they notice any symptoms lies at 70%. Half of the respondents do not believe in alternative theories regarding the origin of the COVID-19 virus. The majority of the respondents (55%) hold government officials accountable for spreading panic through public speeches and daily public addresses. Moreover, 60% of the respondents do not trust the Serbian media outlets that are currently reporting on the COVID-19 pandemic. Furthermore, over half of the respondents are prepared to report their neighbour when he or she is coming from abroad and violates the obligation to self-isolate. However, mostly due to the significant fines, 65% of the respondents would not report the elderly when they are breaking the limited-movement restriction measures. Conclusion: As before the epidemic, opinions of the Serbian population on current topics are somewhat polarized. Although the majority of the respondents are cautious, a significant number also believes in conspiracy theories and does not fully trust the information provided by the media or the government.                            &nbsp

Easily Applicable Predictive Score for Differential Diagnosis of Prefibrotic Primary Myelofibrosis from Essential Thrombocythemia

Essential thrombocythemia (ET) and prefibrotic primary myelofibrosis (prePMF) initially have a similar phenotypic presentation with thrombocytosis. The aim of our study was to determine significant clinical-laboratory parameters at presentation to differentiate prePMF from ET as well as to develop and validate a predictive diagnostic prePMF model. This retrospective study included 464 patients divided into ET (289 pts) and prePMF (175 pts) groups. The model was built using data from a development cohort (229 pts; 143 ET, 86 prePMF), which was then tested in an internal validation cohort (235 pts; 146 ET, 89 prePMF). The most important prePMF predictors in the multivariate logistic model were age ≥ 60 years (RR = 2.2), splenomegaly (RR = 13.2), and increased lactat-dehidrogenase (RR = 2.8). Risk scores were assigned according to derived relative risk (RR) for age ≥ 60 years (1 point), splenomegaly (2 points), and increased lactat-dehidrogenase (1 point). Positive predictive value (PPV) for pre-PMF diagnosis with a score of ≥points was 69.8%, while for a score of ≥3 it was 88.2%. Diagnostic performance had similar values in the validation cohort. In MPN patients with thrombocytosis at presentation, the application of the new model enables differentiation of pre-PMF from ET, which is clinically relevant considering that these diseases have different prognoses and treatments

Bibliographic description of manuscripts

Kulturna baština, kao skup materijalnih i nematerijalnih obilježja nekog naroda, osigurava identitet određenom narodu pomoću kojeg čovjek shvaća svoje porijeklo i prošlost i pomoću kojega gradi svoju budućnost. Važnu ulogu u očuvanju kulturne baštine imaju upravo baštinske ustanove: arhivi, knjižnice i muzeji. Pojavom informacijskih i komunikacijskih tehnologija kulturna baština pretvara se u digitalni oblik, što baštinskim ustanovama pruža različite mogućnosti komuniciranja kulturne baštine. Jedna od tih mogućnosti je upravo projekt digitalizacije čime se korisnicima omogućuje pristup zbirkama arhiva, knjižnica i muzeja u digitalnom okruženja. Kako bi ta građa bila vidljiva i pretraživa u digitalnom okruženju, toj građi je potrebno prilikom opisa pridružiti odgovarajuće metapodatke kako bi korisnik s lakoćom pronašao predmet zanimanja. Rukopisi su građa pisana rukom što ih čini posebnom vrstom građe u zbirkama baštinskih ustanova. Standardiziranih pravila za opis rukopisa nema i stoga je svrha ovog rada ponuditi smjernice za opis rukopisa temeljen na UNIMARC formatu i njemu pripadajućim smjernicama kroz mapiranje njihovih elemenata. Primjeri opisa rukopisa dio su projekta Digitalizacija, bibliografska obrada i istraživanje tekstova zadarsko-šibenskog područja iz razdoblja do kraja 19. st. pisanih glagoljicom, bosančicom i latinicom. Istaživanje rada otvara problematiku opisa rukopisa, odnosno fragmenata i vodenih znakova koji su dio rukopisa i za koje UNIMARC format ne propisuje pravila opisa.Cultural heritage, as set of material and immaterial features of a nation, provides an identity of a particular people by means of which man understands his origin and past and by which he/she builds his/her future. Heritage institution such as archives, libraries and museums have important role in the preservation of cultural heritage. With the emergence of information and communication technologies, cultural heritage is transformed into a digital form, which provides various possibilities of communicating cultural heritage to heritage institutions. One of these possibilities is the project of digitization, enabling users to access archives, libraries and museums collections in digital environment. In order for these materials to be visible and searchable in digital environment, these materials need to have right metadata so that the user can easily find the subject of interest. Manuscripts are handwritten materials which makes them a special type of materials in heritage institution’s collections. There are no standardize rules for manuscript description and therefore the purpose of this paper is to provide the guidelines for a manuscript description based on UNIMARC format and its associated guidelines through mapping of their elements. Examples of the manuscript description are part of the project Digitization, bibliographic description and research of texts written in Glagolitic, Cyrillic and Latin scripts until the end of 19th century in Zadar and Šibenik area. Research opens the issues of manuscript description; for example fragments and watermarks that are part of the manuscript and for which UNIMARC format does not prescribe rules for description

Detection and incidence of FD and BN phytoplasmas in vineyards of different grapevine cultivars in Serbia

Presence and diffusion of grapevine yellows (GY) phytoplasmas was investigated from 2003 to 2005 in seventeen vineyards located in five of the most important viticultural regions of Serbia. From the same vineyards, symptomatic grapevine samples representing ten most important cultivars in those regions were collected (2003-2006) for molecular analyses. Both "flavescence doree" (FD) and "bois noir" (BN) phytoplasmas were confirmed to be associated with grapevine yellows in Serbia. Field inspections showed as GY epidemics have been spreading very fast in the monitored vineyards, especially in those vineyards in which only the presence of FD phytoplasma was detected. The highest incidences of FD phytoplasma were found in vineyards of Plovdina, a local variety that appeared to be extremely sensitive to FD

RAZLIKE KARAKTERISTIKA VIZUELNOG REAGOVANJA KOD KADETSKIH I JUNIORSKIH IGRAČICA RUKOMETA NACIONALNOG NIVOA

This paper aims to define differences in Simple Visual Reaction Time (SVRT) and Reaction Time Variation (RTV), related to age and player position in Serbian female cadet and junior national handball team members. The method used in this research was laboratory testing. All data sampling was performed using specially designed testing software that recorded visual reaction time with 1 ms precision. SVRT was expressed in ms, and RTV was expressed as a coefficient of variation percentage value. The overall sample consisted of 34 players - 19 cadets and 15 juniors. Mean SVRT of 194.28±16.55 and 184.73±16.68 ms was determined in the subsamples of cadet and junior players, respectively. It was found that cadets have a mean RTV of 4.74±2.41% while juniors have a mean RTV of 7.90±3.70%. Results of the Factorial ANOVA have shown that there are no general, statistically significant, differences in SVRT in relation to age, player position, and interaction of these factors (p>0.05). Statistically significant difference in RTV on a general level was found in relation to age (F=9.752, p=0.005), while differences in relation to player position or combination of these factors were not statistically significant (p>0.05). Post hoc tests have shown partial differences in relation to player position. The method of mathematical modelling was used to define the statistical model of performance in relation to the given variables. The final form of the model explained 100% of the measured variance (AdjR2 = 1.000), which implies its absolute predictive potential considering the characteristics of the sample.Cilj ovog rada je definisanje razlika u vremenu reagovanja na jednostavan vizuelni stimulus (SVRT) i varijaciji vremena reagovanja (RTV), odnosno neurovizuelnog odgovora i akutne koncentracije, vezanih za uzrast i poziciju igračica kod članova kadetske i juniorske selekcije ženskog rukometnog tima R. Srbije. U ovom istraživanju je korišćen metod laboratorijskog testiranja. Uzorkovanje podataka je izvršeno korišćenjem specijalno dizajniranog softvera koji registruje vreme vizuelne reakcije na nivou preciznosti od 1ms. SVRT je izražen u ms, dok je RTV izražen kao procentualna vrednost koeficijenta varijacije rezultata. Ukupni uzorak se sastojao od 34 igračice – 19 kadetkinja i 15 juniorki. Prosečna vrednost SVRT od 194.28±16.55 i 184.73±16.68 ms je utvrđena na uzorcima kadetkinja I juniorki, respektivno. Utvrđeno je da kadetkinje imaju prosečan RTV od 4.74±2.41% dok juniorke imaju proseečan RTV na nivou 7.90±3.70%. Rezultati Faktorske ANOVE su pokazali da ne postoje generalne statistički značajne rezlike SVRT u odnosu na uzrast, poziciju igračica, ili interakciju ovih faktora (p>0.05). Statistički značajne razlike RTV na generalnom nivou nađene su samo u odnosu na uzrast (F=9.752, p=0.005), dok razlike u odnosu na poziciju igračica i interakciju ovih faktoranisu nisu bile statistički značajne (p>0.05). Post hok testovi su pokazali postojanje parcijalnih razlika u odnosu na poziciju igračica. Metoda matematičkog modelovanja je korišćena za definisanje statističkog modela uspešnosti u funkciji zadatih varijabli. Finalna forma modela je objasnila 100% izmerene varijanse (AdjR2 = 1.000), što ukazuje na apsolutni prediktivni potencijal uzimajući u obzir karakteristike uzorka

Detection and incidence of FD and BN phytoplasmas in vineyards of different grapevine cultivars in Serbia

Presence and diffusion of grapevine yellows (GY) phytoplasmas was investigated from 2003 to 2005 in seventeen vineyards located in five of the most important viticultural regions of Serbia. From the same vineyards, symptomatic grapevine samples representing ten most important cultivars in those regions were collected (2003-2006) for molecular analyses. Both "flavescence doree" (FD) and "bois noir" (BN) phytoplasmas were confirmed to be associated with grapevine yellows in Serbia. Field inspections showed as GY epidemics have been spreading very fast in the monitored vineyards, especially in those vineyards in which only the presence of FD phytoplasma was detected. The highest incidences of FD phytoplasma were found in vineyards of Plovdina, a local variety that appeared to be extremely sensitive to FD