Supramolecular Engineering of Hybrid Materials in Photovoltaics and Beyond

Solar-to-electric energy conversion has provided one of the most powerful renewable energy technologies. In particular, hybrid organic-inorganic halide perovskites have recently emerged as leading thin-film semiconductors for new generation photovoltaics. However, their instability under operating conditions remains an obstacle to their application. To address this, we relied on supramolecular engineering in the development of organic systems that can interact with the surface of hybrid perovskites through different noncovalent interactions and enhance their operational stabilities. Moreover, we have utilized the uniquely soft yet crystalline structure of hybrid perovskites and their mixed ionic-electronic conductivity to provide a platform for advancing their functionality beyond photovoltaics. This account reviews our recent progress in supramolecular engineering of hybrid perovskites in photovoltaics and discusses their perspectives in the development of smart technologies

Implementierung des Konzepts der Kinderrechte im montenegrinischen Bildungssytem

Rad tematizira koncept participacije učenika u školi, sa stanovišta njihove slobode mišljenja, u kontekstu crnogorske kulture. S obzirom na deficitarni model djetinjstva koji je prisutan u kulturama naroda našeg podneblja, djeca su slabo poticana na aktivno djelovanje u vlastitom životu. U domeni njihovog školovanja, naročito je prisutan odnos prema djetetu/učeniku kao onom koji „još uvijek nije” ono što bi trebao biti, uvjetujući tako ograničavanje njihove participacije u mnogim aspektima školskog života, najkonkretnije, u nastavi. Pojmu participacije prišli smo iz pozicije dječjih prava, problematizirajući ga ponajprije sa stanovišta odnosa učenik-učitelj, shvaćajući ga kao odnosan fenomen. Istraživanje je pokazalo kako značajan dio uzorka učenika u svim opserviranim indikatorima umjereno ili u potpunosti negira da su njihova participirajuća prava zadovoljena. Oko petine ispitanih učenika izjasnilo se da nemaju slobodu iznošenja mišljenja na satu, oko trećine, da su nepovjerljivi prema iskazivanju svog mišljenja posredstvom kutija Đačkog parlamenta i isto toliko ih smatra da nastavnici ne uvažavaju njihovo mišljenje. Statistički značajno manje učenika nego nastavnika smatra da nastavnici ohrabruju diskusiju, njeguju pluralistički kognitivni stil kod učenika, zainteresirani su za njihovo mišljenje i traže ga, odobravaju korištenje različitih izvora informacija u učenju, otvoreni su za razgovor s učenicima o temama koje su izvan sadržaja nastavnog gradiva. Diskrepancija se u odnosu prema nastavničkim odgovorima čini posebno indikativnom.The paper thematizes the concept of student participation in school, from the standpoint of their freedom of thought, in the context of Montenegrin culture. Having in mind the deficient model of childhood present in the cultures of peoples of our region, children are, generally, poorly encouraged to actively participate in their own lives. In the domain of their education, the attitude towards the child/student as one who „is still not” what he or her should be, necessarily restricting by this their participation in many aspects of school life, especially the classroom one. The very concept of participation we analyse from the child’s rights point of view, in a childdult relation, interpreting it as a relational fenomenon. Research has shown that a significant part of the sample of students in all the observed indicators moderately or completely deny that their participatory rights are served. Around one fifth of interviewed students responded that they have no freedom of expressing an opinion in class, with around a third of them stated that have no trust in expressing an idea via boxes of Students parliament, and a third of them actually think that teachers don’t appreciate their opinion; statistically significant less students think that teachers encourages discussion, nurture a pluralistic cognitive style, are interested in students opinions and ask for it, encourage the use of different sources of information in learning, and are open for discussion with students on issues that are beyond actual course that they teach. Once again we find confirmation of the school ethos based on the (unequal) power relations, for the „benefit” of teachers. „Deficit” model of childhood is apparently still present in the Montenegrin culture, resulting in having unenviable level of collaboration, participation, sharing responsibilities, and general participation in schools.Die Arbeit thematisiert das Konzept der Schülerpartizipation in der Schule im Kontext der montegrinischen Kultur vom Standpunkt ihrer Meinungsfreiheit aus. Im Hinblick auf das defizitäre Kindheitsmodell, das in den Volkskulturen unserer Region vorherrscht, werden die Kinder eher schwach in ihren Bemühungen unterstützt, ihr eigenes Leben aktiv mitzugestalten. In der Domäne ihrer Schulung dominiert häufig die Behandlung von Kindern bzw. Jugendlichen als jener, die „noch immer„ nicht das sind, was sie werden sollten. Auf diese Weise wird ihre Partizipation in vielen Aspekten des Schullebens, am auffälligsten im Unterricht begrenzt. Der Begriff der Partizipation wird dabei unter dem Gesichtspunkt der Kinderrechte behandelt und als ein Beziehungsproblem verstanden, indem vor allem die Beziehung Schüler – Lehrer problematisiert wird. Die Untersuchung zeigte auf, dass ein bedeutender Anteil der befragten Schüler bei allen beobachteten Indizes teilweise oder vollständig negiert, dass ihre Partizipationsrechte wahrgenommen werden. Etwa ein Fünftel der befragten Schüler behauptet, dass ihnen nicht erlaubt wird, in der Stunde ihre Meinung frei zu äußern, etwa ein Drittel, dass sie sich nicht trauen, ihre Meinung mittels Boxen des Schülerparlaments zu äußern, und genauso viele glauben, dass die Lehrer ihre Meinung nicht beachten. Statistisch bedeutend weniger Schüler als Lehrer glauben, dass die Lehrer Diskussionen ermutigen, einen pluralistischen kognitiven Stil bei den Schülern pflegen, sich für ihre Meinung interessieren und danach fragen, die Benutzung verschiedener Informationsquellen beim Lernen erlauben und offen sind, mit den Schülern über Themen zu sprechen, die außerhalb der vorgesehenen Lehrinhalte liegen. Besonders indikativ scheint die Diskrepanz zu den Lehrerantworten zu sein

Habermas i Freire u dijalogu: Pedagoško čitanje Habermasa

Jürgen Habermas\u27s dense philosophical and sociological language proved to be complex, therefore reluctantly “translatable“ into pedagogical language, which means that in the rather modest literature which deals with pedagogical valence of his theory each ”pedagogical reading” (something presented by this paper) can be regarded as useful. The purpose of this writing lies precisely in the explanation of educational relevance of his theoretical concepts via a methodology based on comparative analysis of Habermas’s and Freire’s theory. Identification of unambiguous similarity of theoretical preoccupations of these two authors (”colonized” (Habermas) and ”oppressive” (Freire) contemporary social order as well as the language as ”praxis” (Freire), i.e. “communicative action” (Habermas) as the basic way of changing that reality), should help us align pedagogy based on Habermas’s philosophical-sociological constructs with those of critically oriented, discursive, epistemologically personal and deliberative traditions. To Habermas’s concept of communicative action, we attribute complete educational relevance, negating the necessity for creating some stronger pedagogical construct that we see in some analytics of Habermas’s theory. Communicative action as such can be regarded as authentic practice of critical education in the deliberative pedagogical context, based on epistemological enlightening and legitimizing the students’ own authorities. It is here that we discern the Habermasian calling that must not be neglected by contemporary pedagogy.Zgusnuti filozofski i sociološki jezik Jürgena Habermasa pokazao se kao složen i nerado „prevodiv“ na pedagoški jezik, pa se u vrlo oskudnoj literaturi koja problematizira pedagošku valentnost njegove teorije svako „pedagoško čitanje“ (što ovaj rad i predstavlja) može smatrati korisnim. Svrha ovog rada upravo je u objašnjenju odgojno-obrazovne relevantnosti njegovih teorijskih koncepata i to putem metodologije utemeljene na komparativnoj analizi Habermasove i Freireove teorije. Identificiranje nedvosmislene sličnosti teorijskih preokupacija te dvojice autora („kolonizirani“ (Habermas) i „opresivni“ (Freire) društveni poredak suvremenosti, i jezik kao „praksis“ (Freire), odnosno „komunikacijska akcija“ (Habermas) kao osnovni način izmjene te iste stvarnosti), pomoći će nam da pedagogiju zasnovanu na Habermasovim filozofsko-sociološkim konstruktima, svrstamo u red kritički orijentiranih, diskurzivnih, epistemološki personalnih i deliberativnih tradicija. Habermasovu konceptu komunikacijske akcije pripisujemo potpunu odgojno-obrazovnu relevantnost, niječući potrebu za stvaranjem nekog više pedagoškog konstrukta koja se sreće kod nekih analitičara Habermasove teorije. Komunikacijska akcija kao takva može se smatrati autentičnom praksom kritičkog obrazovanja u deliberativnom pedagoškom kontekstu, zasnovanom na epistemološkom osvještavanju i legitimiranju vlastitih autoriteta samih učenika. Upravo u tome vidimo habermasovski poziv o koji se suvremena pedagogija ne smije oglušiti

Implementierung des Konzepts der Kinderrechte im montenegrinischen Bildungssytem

Rad tematizira koncept participacije učenika u školi, sa stanovišta njihove slobode mišljenja, u kontekstu crnogorske kulture. S obzirom na deficitarni model djetinjstva koji je prisutan u kulturama naroda našeg podneblja, djeca su slabo poticana na aktivno djelovanje u vlastitom životu. U domeni njihovog školovanja, naročito je prisutan odnos prema djetetu/učeniku kao onom koji „još uvijek nije” ono što bi trebao biti, uvjetujući tako ograničavanje njihove participacije u mnogim aspektima školskog života, najkonkretnije, u nastavi. Pojmu participacije prišli smo iz pozicije dječjih prava, problematizirajući ga ponajprije sa stanovišta odnosa učenik-učitelj, shvaćajući ga kao odnosan fenomen. Istraživanje je pokazalo kako značajan dio uzorka učenika u svim opserviranim indikatorima umjereno ili u potpunosti negira da su njihova participirajuća prava zadovoljena. Oko petine ispitanih učenika izjasnilo se da nemaju slobodu iznošenja mišljenja na satu, oko trećine, da su nepovjerljivi prema iskazivanju svog mišljenja posredstvom kutija Đačkog parlamenta i isto toliko ih smatra da nastavnici ne uvažavaju njihovo mišljenje. Statistički značajno manje učenika nego nastavnika smatra da nastavnici ohrabruju diskusiju, njeguju pluralistički kognitivni stil kod učenika, zainteresirani su za njihovo mišljenje i traže ga, odobravaju korištenje različitih izvora informacija u učenju, otvoreni su za razgovor s učenicima o temama koje su izvan sadržaja nastavnog gradiva. Diskrepancija se u odnosu prema nastavničkim odgovorima čini posebno indikativnom.The paper thematizes the concept of student participation in school, from the standpoint of their freedom of thought, in the context of Montenegrin culture. Having in mind the deficient model of childhood present in the cultures of peoples of our region, children are, generally, poorly encouraged to actively participate in their own lives. In the domain of their education, the attitude towards the child/student as one who „is still not” what he or her should be, necessarily restricting by this their participation in many aspects of school life, especially the classroom one. The very concept of participation we analyse from the child’s rights point of view, in a childdult relation, interpreting it as a relational fenomenon. Research has shown that a significant part of the sample of students in all the observed indicators moderately or completely deny that their participatory rights are served. Around one fifth of interviewed students responded that they have no freedom of expressing an opinion in class, with around a third of them stated that have no trust in expressing an idea via boxes of Students parliament, and a third of them actually think that teachers don’t appreciate their opinion; statistically significant less students think that teachers encourages discussion, nurture a pluralistic cognitive style, are interested in students opinions and ask for it, encourage the use of different sources of information in learning, and are open for discussion with students on issues that are beyond actual course that they teach. Once again we find confirmation of the school ethos based on the (unequal) power relations, for the „benefit” of teachers. „Deficit” model of childhood is apparently still present in the Montenegrin culture, resulting in having unenviable level of collaboration, participation, sharing responsibilities, and general participation in schools.Die Arbeit thematisiert das Konzept der Schülerpartizipation in der Schule im Kontext der montegrinischen Kultur vom Standpunkt ihrer Meinungsfreiheit aus. Im Hinblick auf das defizitäre Kindheitsmodell, das in den Volkskulturen unserer Region vorherrscht, werden die Kinder eher schwach in ihren Bemühungen unterstützt, ihr eigenes Leben aktiv mitzugestalten. In der Domäne ihrer Schulung dominiert häufig die Behandlung von Kindern bzw. Jugendlichen als jener, die „noch immer„ nicht das sind, was sie werden sollten. Auf diese Weise wird ihre Partizipation in vielen Aspekten des Schullebens, am auffälligsten im Unterricht begrenzt. Der Begriff der Partizipation wird dabei unter dem Gesichtspunkt der Kinderrechte behandelt und als ein Beziehungsproblem verstanden, indem vor allem die Beziehung Schüler – Lehrer problematisiert wird. Die Untersuchung zeigte auf, dass ein bedeutender Anteil der befragten Schüler bei allen beobachteten Indizes teilweise oder vollständig negiert, dass ihre Partizipationsrechte wahrgenommen werden. Etwa ein Fünftel der befragten Schüler behauptet, dass ihnen nicht erlaubt wird, in der Stunde ihre Meinung frei zu äußern, etwa ein Drittel, dass sie sich nicht trauen, ihre Meinung mittels Boxen des Schülerparlaments zu äußern, und genauso viele glauben, dass die Lehrer ihre Meinung nicht beachten. Statistisch bedeutend weniger Schüler als Lehrer glauben, dass die Lehrer Diskussionen ermutigen, einen pluralistischen kognitiven Stil bei den Schülern pflegen, sich für ihre Meinung interessieren und danach fragen, die Benutzung verschiedener Informationsquellen beim Lernen erlauben und offen sind, mit den Schülern über Themen zu sprechen, die außerhalb der vorgesehenen Lehrinhalte liegen. Besonders indikativ scheint die Diskrepanz zu den Lehrerantworten zu sein

The role of ecotourism in community development: The case of the Zasavica Special Nature Reserve, Serbia

This study explores local community attitudes toward ecotourism as a form of sustainable tourism in the Zasavica Special Nature Reserve in Serbia using the Sustainable Tourism Attitude Scale (SUS-TAS). Residents of the Zasavica Special Nature Reserve acknowledge the sociocultural and economic benefits of ecotourism development while recognizing the negative impacts of development on the natural environment. Low awareness of non-charismatic species among residents contrasts with strong awareness of them among large communities of scientists and naturalists in Serbia. This study shows the importance of local community support for ecotourism and conservation development. Moreover, the study revealed that the SUS-TAS scale can be successfully applied in ecotourism research

"Pedagogy of Listening" vs. "Pedagogy of Listening to Educators": Ethnographic Research on Child Autonomy in Kindergartens in Montenegro

U radu se razmatra fenomen autonomije djeteta iz motrišta osobnih epistemologija odgojitelja i odnosa moći u relacijama odrasli : dijete u praksama institucionalnog odgoja u Crnoj Gori. Konstruktu autonomije djeteta pristupa se sa stajališta kritičko-konstruktivističke teorije i teorije o samodeterminaciji kao sociokulturnom produktu oblikovanom etnopedagogijama i osobnim epistemologijama odgojitelja. Osnovni cilj etnografske studije provedene u trima predškolskim odgojnim ustanovama u Crnoj Gori bio je istražiti epistemološke teorije odgojitelja analizom praksi institucionalnog odgoja, s obzirom na to da se "način mišljenja o djetinjstvu udružuje s institucionalnim praksama" (Prout i James, 2005, str. 22). Zaključujemo o postojanju objektivističke epistemološke teorije odgojitelja i o dominaciji normativnih odnosa moći u interakcijama odgojitelj : dijete te raspravljamo o posebnom tipu zabilježene epistemološke "nadmoći". Konstatira se srodnost s rezultatima sličnoga tipa istraživanja u regiji te upućuje na moguću objašnjavajuću vezu kolektivističke kulture te kontrolirajućega motivacijskog stila i autoritarnosti u odgoju.The paper discusses the phenomenon of child autonomy from the perspective of educators\u27 personal epistemologies and power relations in the adult-child interaction in the practices of institutional education in Montenegro. The construct of child autonomy is approached from the standpoint of critical-constructivist theory and the self- -determination theory, as a socio-cultural product shaped by ethnopedagogies and personal epistemologies of educators. The main goal of the ethnographic study conducted in three preschool educational institutions in Montenegro was to explore the epistemological theories of educators through the analysis of institutional educational practices, given that "the ways of thinking about childhood fuse with institutionalized practices" (Prout & James, 2005, p. 22). We conclude about the existence of an objectivist epistemological theory of educators and the dominance of normative power relations in educator-child interactions, and discuss a special type of epistemological "over-power". The comparability with the results of similar research in the region is stated, and it points to a possible explanatory connection between collectivist culture and the controlling motivational style and authoritarianism in education

Data-driven vs knowledge-driven inference of health outcomes in the ageing population: A case study

Preventive, Predictive, Personalised and Participative (P4) medicine has the potential to not only vastly improve people's quality of life, but also to significantly reduce healthcare costs and improve its efficiency. Our research focuses on age-related diseases and explores the opportunities offered by a data-driven approach to predict wellness states of ageing individuals, in contrast to the commonly adopted knowledge-driven approach that relies on easy-to-interpret metrics manually introduced by clinical experts. This is done by means of machine learning models applied on the My Smart Age with HIV (MySAwH) dataset, which is collected through a relatively new approach especially for older HIV patient cohorts. This includes Patient Related Outcomes values from mobile smartphone apps and activity traces from commercial-grade activity loggers. Our results show better predictive performance for the data-driven approach. We also show that a post hoc interpretation method applied to the predictive models can provide intelligible explanations that enable new forms of personalised and preventive medicine

Procena uspešnosti terapije jednostranom kompleksnom skeletiranom parcijalnom protezom - petogodišnja klinička studija

Introduction Removable partial denture (RPD) is common treatment option for unilateral partially edentulous patients not indicated for implant therapy. Unilateral complex partial denture (UCPD) could be an alternative approach to RPD treatment, but there is lack of evidence about UCPD treatment outcomes during the long-term clinical performance. The aim of this study was to use periodontal, prosthodontic and participant satisfaction measures to evaluate the long-term clinical performance of UCPD. Material and methods This 5 year follow-up clinical study evaluated pocket probing depth (PPD) and vertical clinical attachment loss (CAL-V) of direct abutment (DA), indirect abutment (IA) and control teeth (CT). Also complications and failures of UCPD were analysed using questionnaire of participant satisfaction with UCPD (stability, comfort and manipulation). Results Evaluation of data showed that CAL-V and PPD significantly increased over time for DA, IA and CT (p lt 0.0001), but the tooth function (DA, IA and CT) did not significantly influence changes in PPD and CAL-V. The fracture of one abutment tooth and increase of the number of artificial teeth deformations (p=0.039) were observed after 5 years. Participant satisfaction with denture after 1 year and 5 years vs. 7 days was significantly improved. Conclusion Despite limitations of this clinical study and assuming regular oral maintenance with proper indication, UCPD might be considered as good treatment option for Kennedy II rehabilitation in patients not indicated for implant therapy or who cannot tolerate extensive RPD design.Uvod Parcijalna skeletirana proteza (PSP) najčešća je terapijska opcija kod jednostrane krezubosti kada nije indikovana implantološka terapija. Jednostrana kompleksna parcijalna skeletirana proteza (JKPSP) predstavlja alternativu konvencionalnoj PSP, jedino što ne postoje evidentni podaci o uspešnosti terapije nakon duže kliničke upotrebe. Cilj ovog rada bio je da se na osnovu analize objektivnih pokazatelja, odnosno analize periodontalnih i protetskih parametara, kao i na osnovu subjektivnih ocena pacijenta, izvrši provera uspešnosti JKPSP retiniranim atečmenom tipa reze sa oprugom nakon petogodišnjeg praćenja. Materijal i metod Kod deset ispitanika oba pola izvršeno je praćenje gubitka vertikalnog pripoja gingive i dubine parodontalnih džepova, kod primarnog retencionog zuba (PRZ), sekundarnog retencionog zuba (SRZ), koji su bili u sastavu JKPSP i kontrolnog zuba (KZ) suprotne strane vilice. Takođe, analizirani su protetske komplikacije (fraktura zuba, gubitak veštačkih zuba) i zadovoljstvo pacijenata na osnovu popunjenih upitnika, gde su oni ocenjivali stabilnost, komfor i rukovanje JKPSP. Rezultati Nakon analize dobijnih podataka uočeno je da se vrednost dubine parodontalnih džepova i gubitak vertikalnog pripoja gingive kod PRZ statistički značajno razlikuju u odnosu na SRZ i KZ (p lt 0,0001). Zabeležene protetske komplikacije u vidu frakture retencionog zuba i deformacije veštačkih akrilatnih zuba nisu bile statistički značajne posle pet godina praćenja. Zadovoljstvo pacijenata JKPSP posle prve godine i posle pet godina nošenja se značajno popravilo u odnosu na prvih sedam dana posle predaje. Zaključak Nezavisno od ograničenja ove kliničke studije, uzimajući u obzir adekvatnu indikaciju i pravilno održavanje higijene, JKPSP se može smatrati dobrom opcijom za rehabilitaciju krezubosti Kenedi II klase kod pacijenata kod kojih nije indikovana terapija implantatima, odnosno koji ne prihvataju prisustvo velike spojnice. Pacijenti su bili zadovoljni protezama, njihovim komforom i lakoćom rukovanja protezama.

Фулеропиролидини са ортогонално флексибилним супституентима – синтеза и електрохемијске особине

A large series of disubstituted fulleropyrrolidines was synthesized and analyzed by cyclic voltammetry. The three main groups of target com­pounds differ by a flexible N-chain, while their further diversity was achieved by the introduction of various rigid, aryl substituents at the pyrrolidine carbon. Some dialkyl analogues were also designed for comparison, A standard [3+2]-cycloaddition of in situ generated azomethine ylides to C60 afforded a variety of disubstituted fulleropyrrolidines. Furthermore, a set of dumbbell-shaped di(fulleropyrrolidine) derivatives containing rigid fumaryl or isophthaloyl diamide platform was prepared with the aim of investigating a long-range effect of the second fulleropyrrolidine moiety on their electrochemical pro­perties. All compounds were fully characterized by comparative analysis of spectral data, while examination of electrochemical properties was performed on representative samples, distinguished by main structural subunits. All com­pounds expressed quite similar electron-accepting ability, lower than C60, but higher in comparison to structurally similar N-methylfulleropyrrolidine.Велика серија дисупституисаних фулеропиролидина је синтетисана и анализирана цикличном волтаметријом. Три главне групе циљних једињења разликују се по флекси- билном бочном низу на атому азота, а додатна диверсификација постигнута је увођењем различитих крутих, арил-супституената на пиролидинском атому угљеника. За поре- ђење су синтетисани и одређени диалкил-аналози. Сет дисупституисаних фулеропиро- лидина добијен је стандардном [3+2]-циклоадицијом ин ситу генерисаних азометинских илида на C60. Осим тога, у циљу испитивања даљинског утицаја фулеропиролидинске структуре на електрохемијске особине, синтетисани су и дифулеренски деривати код којих су терминално позициониране фулеренске подјединице премошћене фумарилном или изофталоилном крутом платформом. Сва једињења су у потпуности окарактерисана упоредном анализом спектралних података, док је сет одабраних једињења, са разли- кама у главним структурним подјединицама, искоришћен за испитивање електрохемиј- ских особина. Сва испитивана једињења показала су врло сличну способност прихватања електрона, нижу у односу на C60, а вишу од структурно сличног N-метилфулеропиро- лидина