IMPLEMENTACIJA CIKLUSA MATERIJE U ZNASTVENO OBRAZOVANJE PUTEM PROJEKTNOG UČENJA

Several attempts to establish the new teaching methods using school experiment as a tool developing pupil\u27s personality are known from history of science education. The goal of the reform of education system in Slovakia is to transform the traditional encyclopedic teaching for the creative and value education, which emphasis is on activity and personal freedom, the power to create its progressive, creative way of being to live in the new millennium. This could be reached by gradually introducing of the innovative elements of project teaching to the science education what should finally lead to the pupil\u27s visions of the nature as a whole. It is important that the student is able to orient himself in the topic, to gather information, process it and sort and be well on its own original solutions and design. Our article refers to the possibility of using the project teaching in topic “the cycle of substances in nature”.Iz povijesti znanosti obrazovanja poznato je nekoliko pokušaja izrade novih nastavnih metoda pomoću školskih eksperimenata kao alata u razvoju učenikove osobnosti. Cilj reforme obrazovnog sustava u Slovačkoj je transformirati tradicionalnu enciklopedijsku nastavu u smjeru kreativnog i vrijednog obrazovanja, koje naglasak stavlja na aktivnost i osobne slobode. To bi se moglo postići postupnim uvođenjem inovativnih elemenata projektne nastave za znanost obrazovanja, što bi konačno trebalo dovesti do toga da učenika doživljava prirodu kao cjelinu. Važno je da se učenik može orijentirati na temu, prikupiti podatke, obraditi ih i sortirati i dati vlastita originalna rješenja i dizajn. Naš rad se odnosi na mogućnost korištenja projektne nastave na temu "ciklus tvari u prirodi"

PROSTOR ZA EKOLOŠKO OBRAZOVANJE U SREDNJOŠKOLSKOM OBRAZOVNOM SUSTAVU SLOVAČKE

Present relationship between a man and a biosphere results from the level of progress of human civilization. The idea of permanently sustainable development is based on condition of positive qualitative attitudes, behavior and actions of people in the various spheres of society. Education and training is the main tool of creating positive attitudes towards the environment and permanently sustainable development. At present, developing contextual thinking in pupils seems to be in the forefront of the educational process. The need for direct contact with the environment and direct participation in the monitoring and problem solving activities prevails over the need of obtaining individual knowledge. We can “brand“ this understanding of education as an environmental education. According to the progressive changes in the lifestyle of population, it is necessary to implement environmental education in all the social and educational levels of education. It cannot be understood as an isolated matter, but it must be an integral part of education as well as professional training for life. It must not be applied forcibly and should focus specifically on the environmental conditions of men.Trenutni odnos između čovjeka i biosfere rezultat je napretka ljudske civilizacije. Ideja trajno održivog razvoja temelji se na pozitivnim kvalitativnim stavovima, ponašanju i djelovanju ljudi u raznim sferama društva. Obrazovanje i osposobljavanje je glavni alat za stvaranje pozitivnih stavova prema okolišu i trajno održivi razvoj. Trenutačno, razvoj kontekstualnog razmišljanja kod učenika je u prvom planu u odgojno-obrazovnom procesu. Potreba za izravanim kontaktom s okolinom i izravnim sudjelovanjem u praćenju i rješavanju problema prevladava nad potrebom dobivanja pojedinačnog znanja. Možemo "brandirati" takvo obrazovanja kao obrazovanje za okoliš. Prema progresivnim promjenama u načinu života stanovništva, neophodno je provesti obrazovanje za okoliš na svim društvenim razinama obrazovanja. To ne može biti shvaćeno kao izolirana materija, ali mora biti sastavni dio odgoja i obrazovanja, kao i stručno osposobljavanje za život. Ne smije se primjenjivati na silu, a treba se posebno usredotočiti na ekološkim uvjete u kojima ljudi žive

Multidifferential study of identified charged hadron distributions in ZZ-tagged jets in proton-proton collisions at s=\sqrt{s}=13 TeV

Jet fragmentation functions are measured for the first time in proton-proton collisions for charged pions, kaons, and protons within jets recoiling against a $Z$ boson. The charged-hadron distributions are studied longitudinally and transversely to the jet direction for jets with transverse momentum 20 $< p_{\textrm{T}} < 100$ GeV and in the pseudorapidity range $2.5 < \eta < 4$. The data sample was collected with the LHCb experiment at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 1.64 fb$^{-1}$. Triple differential distributions as a function of the hadron longitudinal momentum fraction, hadron transverse momentum, and jet transverse momentum are also measured for the first time. This helps constrain transverse-momentum-dependent fragmentation functions. Differences in the shapes and magnitudes of the measured distributions for the different hadron species provide insights into the hadronization process for jets predominantly initiated by light quarks.Comment: All figures and tables, along with machine-readable versions and any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-013.html (LHCb public pages

Study of the B−→Λc+Λˉc−K−B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-} decay

The decay $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ is studied in proton-proton collisions at a center-of-mass energy of $\sqrt{s}=13$ TeV using data corresponding to an integrated luminosity of 5 $\mathrm{fb}^{-1}$ collected by the LHCb experiment. In the $\Lambda_{c}^+ K^{-}$ system, the $\Xi_{c}(2930)^{0}$ state observed at the BaBar and Belle experiments is resolved into two narrower states, $\Xi_{c}(2923)^{0}$ and $\Xi_{c}(2939)^{0}$, whose masses and widths are measured to be $$m(\Xi_{c}(2923)^{0}) = 2924.5 \pm 0.4 \pm 1.1 \,\mathrm{MeV}, \\ m(\Xi_{c}(2939)^{0}) = 2938.5 \pm 0.9 \pm 2.3 \,\mathrm{MeV}, \\ \Gamma(\Xi_{c}(2923)^{0}) = \phantom{000}4.8 \pm 0.9 \pm 1.5 \,\mathrm{MeV},\\ \Gamma(\Xi_{c}(2939)^{0}) = \phantom{00}11.0 \pm 1.9 \pm 7.5 \,\mathrm{MeV},$$ where the first uncertainties are statistical and the second systematic. The results are consistent with a previous LHCb measurement using a prompt $\Lambda_{c}^{+} K^{-}$ sample. Evidence of a new $\Xi_{c}(2880)^{0}$ state is found with a local significance of $3.8\,\sigma$, whose mass and width are measured to be $2881.8 \pm 3.1 \pm 8.5\,\mathrm{MeV}$ and $12.4 \pm 5.3 \pm 5.8 \,\mathrm{MeV}$, respectively. In addition, evidence of a new decay mode $\Xi_{c}(2790)^{0} \to \Lambda_{c}^{+} K^{-}$ is found with a significance of $3.7\,\sigma$. The relative branching fraction of $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ with respect to the $B^{-} \to D^{+} D^{-} K^{-}$ decay is measured to be $2.36 \pm 0.11 \pm 0.22 \pm 0.25$, where the first uncertainty is statistical, the second systematic and the third originates from the branching fractions of charm hadron decays.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-028.html (LHCb public pages

Measurement of the ratios of branching fractions R(D∗)\mathcal{R}(D^{*}) and R(D0)\mathcal{R}(D^{0})

The ratios of branching fractions $\mathcal{R}(D^{*})\equiv\mathcal{B}(\bar{B}\to D^{*}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(\bar{B}\to D^{*}\mu^{-}\bar{\nu}_{\mu})$ and $\mathcal{R}(D^{0})\equiv\mathcal{B}(B^{-}\to D^{0}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(B^{-}\to D^{0}\mu^{-}\bar{\nu}_{\mu})$ are measured, assuming isospin symmetry, using a sample of proton-proton collision data corresponding to 3.0 fb${ }^{-1}$ of integrated luminosity recorded by the LHCb experiment during 2011 and 2012. The tau lepton is identified in the decay mode $\tau^{-}\to\mu^{-}\nu_{\tau}\bar{\nu}_{\mu}$. The measured values are $\mathcal{R}(D^{*})=0.281\pm0.018\pm0.024$ and $\mathcal{R}(D^{0})=0.441\pm0.060\pm0.066$, where the first uncertainty is statistical and the second is systematic. The correlation between these measurements is $\rho=-0.43$. Results are consistent with the current average of these quantities and are at a combined 1.9 standard deviations from the predictions based on lepton flavor universality in the Standard Model.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-039.html (LHCb public pages

Skin conductance as a marker of pain in infants of different gestational age

Aims. To assess the use of skin conductance as an objective measure of pain in infants of different gestational age. A second aim was to investigate the relationship between skin conductivity and selected physiological and behavioural variables (oxygen saturation, heart rate and behavioural state). Methods. Infants were divided according to gestational age into the following 3 groups; group A: 25+0 – 31+6 weeks (13 infants), group B: 32+0 – 35+6 weeks (25 infants), group C: 36+0 – 41+6 weeks (19 infants). The pain stimulus was blood sampling. Results. The most sensitive parameter for describing changes in skin conductance related to pain was peak per second. No other parameter correlated with the physiological variables chosen. The results showed that the inability to determine basal skin conductance is a crucial disadvantage to practical application. The lack of correlation between conductance parameters and gestational age is surprising. Conclusion. We conclude that the Peak per Second is the best parameter for evaluating skin conductance in infants and it is not influenced by gestational age. Peaks per Second correlate only with Prechtl’s Scale of behavioural state and not with the physiological parameters chosen.Czech Science Foundation [13-08944S

MULTIMEDIJALNI ELEMENTI U OBRAZOVANJU IZ BIOLOGIJE I KEMIJE

Multimedia educational systems create new possibilities in the access to some information. They communicate with users using text, video for real experiments projection, animations for viewing some processes or sound. Moreover these attributes are connected by interactive links, and that is why this type of multimedia education system allows individual requirements. Computer can be used in any school subject and in any phase of teaching process (e. g. motivation, explanation, or in repetition of findings and conclusions). Work during the school lessons will be more interesting and attractive for students and using this kind of education, students who would probably never show their talent can excel.Multimedijalni obrazovni sustavi stvaraju nove mogućnosti za pristup određenim informacijama. Za komunikaciju s korisnicima ti sustavi koriste tekst, video za projekcije pravih eksperimenata, animacije za prikaz nekih procesa ili zvuk. Osim toga, ovi atributi su povezani interaktivnima linijama, što znači da je ovaj tip multimedijskog obrazovnog sustava prilagođen individualnim zahtjevima. Računalo može biti prisutno u svim predmetima obrazovnog procesa, kao i u svim fazama nastavnog procesa (npr. motivacija, objašnjavanje, ponavljanje pronalazaka i zaključci). Rad s računalom će tijekom školskih lekcija učenicima biti zanimljiv, privlačan i atraktivan, a osobito će se istaknuti oni koji u klasičnom obrazovanju nikada ne bi pokazali svoj talent

NOVI MODEL OBRAZOVANJA ZA INFORMACIJSKI MONITORING OKOLIŠA VODENIH TOKOVA

Water is not a commercial product, but the legacy that we must honor and protect. The global water problems led the European Parliament to adopt a coordinated water policy in the EU Member States. On December 22nd 2000 entry into force of the European Parliament and Council n.2000/60/EC establishing a framework in the field of water policy, called the Water Framework Directive. The Directive provides a legislative framework for the introduction of a single water policy in the EU. According to the requirements of the Directive member states must make the identification of anthropogenic impacts on the status of surface waters and introduce monitoring programs for surface water. Teachers and students at the Catholic University are actively involved in monitoring streams. As part of ongoing learning project where students learn the methodology used for monitoring rivers.Voda nije komercijalni proizvod, već naslijeđe koje moramo poštivati i zaštititi. Globalni problem vode doveo je do usvajanja koordinirane politike o vodi u državama članicama EU. 22. prosinca 2000. Stupila je na snagu direktiva n.2000/60/EC kojom se uspostavlja okvirna politika voda, nazvana Okvirna direktiva o vodama. Direktiva daje zakonski okvir za uvođenje jedinstvene politike voda u EU. Prema zahtjevima Direktive države članice moraju utvrditi antropogene utjecaje na stanje površinskih voda i uvesti nadzor programa za površinske vode. Nastavnici i učenici na Katoličkom sveučilištu aktivno su uključeni u praćenje tokova vode. Kao dio projekta u tijeku učenja, studenti uče metodologiju za praćenje rijeka

PROSTOR ZA EKOLOŠKO OBRAZOVANJE U SREDNJOŠKOLSKOM OBRAZOVNOM SUSTAVU SLOVAČKE

Present relationship between a man and a biosphere results from the level of progress of human civilization. The idea of permanently sustainable development is based on condition of positive qualitative attitudes, behavior and actions of people in the various spheres of society. Education and training is the main tool of creating positive attitudes towards the environment and permanently sustainable development. At present, developing contextual thinking in pupils seems to be in the forefront of the educational process. The need for direct contact with the environment and direct participation in the monitoring and problem solving activities prevails over the need of obtaining individual knowledge. We can “brand“ this understanding of education as an environmental education. According to the progressive changes in the lifestyle of population, it is necessary to implement environmental education in all the social and educational levels of education. It cannot be understood as an isolated matter, but it must be an integral part of education as well as professional training for life. It must not be applied forcibly and should focus specifically on the environmental conditions of men.Trenutni odnos između čovjeka i biosfere rezultat je napretka ljudske civilizacije. Ideja trajno održivog razvoja temelji se na pozitivnim kvalitativnim stavovima, ponašanju i djelovanju ljudi u raznim sferama društva. Obrazovanje i osposobljavanje je glavni alat za stvaranje pozitivnih stavova prema okolišu i trajno održivi razvoj. Trenutačno, razvoj kontekstualnog razmišljanja kod učenika je u prvom planu u odgojno-obrazovnom procesu. Potreba za izravanim kontaktom s okolinom i izravnim sudjelovanjem u praćenju i rješavanju problema prevladava nad potrebom dobivanja pojedinačnog znanja. Možemo "brandirati" takvo obrazovanja kao obrazovanje za okoliš. Prema progresivnim promjenama u načinu života stanovništva, neophodno je provesti obrazovanje za okoliš na svim društvenim razinama obrazovanja. To ne može biti shvaćeno kao izolirana materija, ali mora biti sastavni dio odgoja i obrazovanja, kao i stručno osposobljavanje za život. Ne smije se primjenjivati na silu, a treba se posebno usredotočiti na ekološkim uvjete u kojima ljudi žive