UTICAJ NPK ĐUBRIVA NA RAZVOJ SAPROFITNIH GLJIVA U ALUVIJUMU

The influence of different NPK fertilizer rates on the developement of the saprophytic fungi of the alluvial soil planted with plum culture has been studied over the three-year period (2003 – 2005). The trial was set up in the experimental plum orchard established by Fruit Research Institute Čačak (Serbia) and at the laboratory of Department of Microbiology, Faculty of Agronomy Čačak (Serbia). The soil was treated with 8:16:24 + 3% of MgO mineral fertilizer in the following treatment variants: variant N1 – 400 kgha-1; variant N2 – 600 kgha-1; variant N3 – 800 kgha-1 and variant N4 –1000 kgha-1, all treatment variants being applied in three replications. Unfertilized soil served as the control. The size of the trial plot was 68 m2. The effect of the studied mineral fertilizer rates was determined three times over the growing season. It was checked by identification of the number of saprophytic fungi by the indirect rarefaction method on Czapek nutritive medium. The results of the study suggested that the number of the saprophytic fungi varied by different fertilizer rates, periods of sampling and years of study. The application of fertilizers brought about increase in the number of the saprophytic fungi. Of all studied treatment variants, the one with highest nitrogen rate (variant N4) exhibited the strongest effect. The influence of the applied fertilizer was highest over the third sampling period. Furthermore, the effect thereof was highest in 2003. The application of 600 kgha-1 of mineral fertilizer resulted in the highest plum yield.Tokom trogodišnjih proučavanja (2003-2005) praćen je uticaj različitih doza NPK na razvoj saprofitnih gljiva u aluvijumu pod zasadom šljive. Ogled je izveden u eksperimentalnom zasadu šljiva, Instituta za voćarstvo i u Odeljenju za Mikrobiologiju Agronomskog fakulteta u Čačku. Zemljište je tretirano mineralnim đubrivom formulacije 8:16:24 + 3 % MgO i to: varijanta N1 – 400 kgha-1; varijanta N2 – 600 kgha-1; varijanta N3 – 800 kgha-1 i varijanta N4 –1000 kgha- 1. Kao kontrola korišćeno je zemljište koje nije đubreno. Svaka od navedenih varijanti đubrenja bila je zastupljena u tri ponavljanja. Veličina osnovne ogledne parcele iznosila je 68 m2. Efekat primenjenih đubriva određivan je tri puta tokom vegetacije, a praćen je putem utvrđivanja brojnosti saprofitnih gljiva indirektnom metodom razređenja na Čapekovoj hranljivoj podlozi. Rezultati istraživanja su pokazali da su na brojnost saprofitnih gljiva uticale primenjene varijante đubrenja, periodi uzimanja uzoraka i godine istraživanja. Primena mineralnih đubriva je izazvala povećanje brojnosti gljiva. Od svih ispitivanih varijanti đubriva najizraženiji uticaj pokazala je N4 varijanta (varijanta sa najvišom dozom azota). Uticaj primenjenih đubriva je bio najizraženiji u trećem periodu uzimanja uzoraka. Takođe, može se primetiti najizraženije dejstvo tokom 2003. godine. Najznačajnije povećanje prinosa šljive ostvareno je primenom mineralnog đubriva u količini od 600 kgha-1

UTICAJ NPK ĐUBRIVA NA RAZVOJ SAPROFITNIH GLJIVA U ALUVIJUMU

The influence of different NPK fertilizer rates on the developement of the saprophytic fungi of the alluvial soil planted with plum culture has been studied over the three-year period (2003 – 2005). The trial was set up in the experimental plum orchard established by Fruit Research Institute Čačak (Serbia) and at the laboratory of Department of Microbiology, Faculty of Agronomy Čačak (Serbia). The soil was treated with 8:16:24 + 3% of MgO mineral fertilizer in the following treatment variants: variant N1 – 400 kgha-1; variant N2 – 600 kgha-1; variant N3 – 800 kgha-1 and variant N4 –1000 kgha-1, all treatment variants being applied in three replications. Unfertilized soil served as the control. The size of the trial plot was 68 m2. The effect of the studied mineral fertilizer rates was determined three times over the growing season. It was checked by identification of the number of saprophytic fungi by the indirect rarefaction method on Czapek nutritive medium. The results of the study suggested that the number of the saprophytic fungi varied by different fertilizer rates, periods of sampling and years of study. The application of fertilizers brought about increase in the number of the saprophytic fungi. Of all studied treatment variants, the one with highest nitrogen rate (variant N4) exhibited the strongest effect. The influence of the applied fertilizer was highest over the third sampling period. Furthermore, the effect thereof was highest in 2003. The application of 600 kgha-1 of mineral fertilizer resulted in the highest plum yield.Tokom trogodišnjih proučavanja (2003-2005) praćen je uticaj različitih doza NPK na razvoj saprofitnih gljiva u aluvijumu pod zasadom šljive. Ogled je izveden u eksperimentalnom zasadu šljiva, Instituta za voćarstvo i u Odeljenju za Mikrobiologiju Agronomskog fakulteta u Čačku. Zemljište je tretirano mineralnim đubrivom formulacije 8:16:24 + 3 % MgO i to: varijanta N1 – 400 kgha-1; varijanta N2 – 600 kgha-1; varijanta N3 – 800 kgha-1 i varijanta N4 –1000 kgha- 1. Kao kontrola korišćeno je zemljište koje nije đubreno. Svaka od navedenih varijanti đubrenja bila je zastupljena u tri ponavljanja. Veličina osnovne ogledne parcele iznosila je 68 m2. Efekat primenjenih đubriva određivan je tri puta tokom vegetacije, a praćen je putem utvrđivanja brojnosti saprofitnih gljiva indirektnom metodom razređenja na Čapekovoj hranljivoj podlozi. Rezultati istraživanja su pokazali da su na brojnost saprofitnih gljiva uticale primenjene varijante đubrenja, periodi uzimanja uzoraka i godine istraživanja. Primena mineralnih đubriva je izazvala povećanje brojnosti gljiva. Od svih ispitivanih varijanti đubriva najizraženiji uticaj pokazala je N4 varijanta (varijanta sa najvišom dozom azota). Uticaj primenjenih đubriva je bio najizraženiji u trećem periodu uzimanja uzoraka. Takođe, može se primetiti najizraženije dejstvo tokom 2003. godine. Najznačajnije povećanje prinosa šljive ostvareno je primenom mineralnog đubriva u količini od 600 kgha-1

Evaluation of innovative and environmentally safe growing practice suitable for sustainable management of plum orchards

Intensive agricultural development based on the long-term and excessive use of chemical nitrogen fertilizers significantly contributes to a series of undesirable effects and results in environmental pollution. In line with the above, there is a pressing need for major changes in agricultural production management. Bearing in mind that fertilization strategy, among other practices, plays an important role in improving the growing technology of different fruit crops, we considered that the above mentioned problems could be overcome by introducing an environmentally safe and innovative practice inplum growing technology as well. Accordingly, a comparative study was conducted to evaluate the effects of biofertilizer (a combination of nitrogen-fixing and phosphorus-mineralizing bacteria including Azotobacter chroococcum, Bacillus megatherium and Bacillus subtilis) and chemical fertilizer (a water-soluble chemical fertilizer supplemented with the microelements B, Cu, Fe, Mn and Zn)on ʻČačanska Lepotica' and 'Stanley' plum cultivars. Morphometric characteristics (fruit weight, length and width), internal quality traits (soluble solids content and firmness) and chemical properties (total phenolic content and total antioxidant activity) of the fruit of the tested plum cultivars were assessed. The obtained results indicate that the substitution of chemical fertilization with biofertilization in 'Čačanska Lepotica' and 'Stanley' is a justified practice. Furthermore, this approach seems to havepotential as an appropriate technique in commercial plum production, which may improve yield-attributing characteristics and the phytochemical content of plum fruits.Publishe

Sanitary assessment of soil in the municipality of Čačak based on the presence of Escherichia coli and Salmonella sp

The aim of this study was to assess the sanitary status of soils in the Municipality of Čačak, based on the presence of Escherichia coli and Salmonella sp. The examination involved testing soils previously exposed to different forms of degradation, including soils near industrial zones and landfills, soils close to congested roads, soils exposed to floods, and soils exposed to the uncontrolled use of agrochemicals and agricultural machinery. The data obtained indicate that the examined soils are mostly unpolluted or slightly to moderately polluted and that therefore they will not have a negative effect on plant production and the health of humans and animals.Publishe

EFFECT OF NPK FERTILIZER ON THE GROWTH OF SAPROPHYTIC FUNGI IN ALLUVIAL SOIL

The influence of different NPK fertilizer rates on the developement of the saprophytic fungi of the alluvial soil planted with plum culture has been studied over the three-year period (2003 – 2005). The trial was set up in the experimental plum orchard established by Fruit Research Institute Čačak (Serbia) and at the laboratory of Department of Microbiology, Faculty of Agronomy Čačak (Serbia). The soil was treated with 8:16:24 + 3% of MgO mineral fertilizer in the following treatment variants: variant N1 – 400 kgha-1; variant N2 – 600 kgha-1; variant N3 – 800 kgha-1 and variant N4 –1000 kgha-1, all treatment variants being applied in three replications. Unfertilized soil served as the control. The size of the trial plot was 68 m2. The effect of the studied mineral fertilizer rates was determined three times over the growing season. It was checked by identification of the number of saprophytic fungi by the indirect rarefaction method on Czapek nutritive medium. The results of the study suggested that the number of the saprophytic fungi varied by different fertilizer rates, periods of sampling and years of study. The application of fertilizers brought about increase in the number of the saprophytic fungi. Of all studied treatment variants, the one with highest nitrogen rate (variant N4) exhibited the strongest effect. The influence of the applied fertilizer was highest over the third sampling period. Furthermore, the effect thereof was highest in 2003. The application of 600 kgha-1 of mineral fertilizer resulted in the highest plum yield

ANTHROPOMETRIC CHARACTERISTICS AND PHYSICAL FITNESS OF FEMALE STUDENTS

Namen raziskave je bil ugotoviti, ali obstaja povezanost telesnih razsežnosti in sestave telesa študentk na njihove gibalne sposobnosti. Raziskava je zajemala 184 študentk 2. in 3. letnika razrednega pouka Pedagoške fakultete v Mariboru, starih od 19 do 20 let. Telesne razsežnosti študentk so bile izmerjene z uporabo standardiziranega antropometričnega instrumentarija. Za merjenje deleža mase brez maščevja, maščevja, mišičja in vode v telesu je bil uporabljen analizator sestave telesa Maltron BF-907. Podatki o gibalnih sposobnosti so bili pridobljeni z uporabo Eurofit testne baterije. Za ugotavljanje vpliva telesnih razsežnosti in sestave telesa na gibalne sposobnosti študentk je bila uporabljena regresijska analiza. Statistična značilnost je bila ugotovljena na ravni tveganja p≤0,05. Rezultati so pokazali na statistično značilno povezavo med spremenljivkami telesnih razsežnosti (z izjemo telesne višine) in deležem maščevja v telesu študentk s testi, ki merijo moč, ravnotežje, hitrost teka in vzdržljivost. Rezultati niso pokazali statistično značilnega vpliva telesnih razsežnosti in sestave telesa študentk na njihovo gibalno učinkovitost. Prav tako je bilo zelo malo statistično značilnih vplivov spremenljivk telesnih razsežnosti in sestave telesa študentk na rezultate testov gibalnih sposobnosti, kar je seveda dobro, saj so tako nekateri testi merili izključno le dano gibalno sposobnost ne glede na telesne razsežnosti in sestavo telesa študentk.The purpose of this study was to determine whether there is a connection of anthropometric characteristics and body composition of female students on their physical fitness. The survey covered 184 students of second and third year of Primary education at Faculty of Education in Maribor, aged 19 to 20 years. Anthropometric characteristics of female students were measured by using standard anthropometric instruments. To measure the proportion of fat-free mass, fat, muscle and water in the body, the body composition analyzer Maltron BF-907th has been used. Data on physical fitness were obtained by using Eurofit test battery. In order to determine the influence of anthropometric characteristics and body composition on physical fitness and physical efficiency of female students, regression analysis has also been used. Statistical significance was determined at the level of risk p ≤ 0.05. The results showed a statistically significant association between the variables of physical dimensions (except height) and the percentage of body fat of students using tests measuring strength, balance, running speed and endurance. On the other hand, the results showed no statistically significant effect of body size and body composition of female students in their physical performance. Furthermore, there were very few statistically significant effects of the variables of body size and body composition of female students on the results of tests of motor abilities, which is good, because some of the tests measure solely given physical ability regardless of body size and body composition of students

Global Economy 1987-2017 – Unpredictability of Predictability

In this paper critical developments that shaped the global economy from 1987 until 2017 were analyzed. The globalization process was addressed from the perspectives of convergence or divergence paths and outcomes. The lessons learned were presented. The need for historical perspective is emphasized. Instead of “superior or inferior model” qualifications, the plurality of ideas is recognized. The arrogance of perceived, yet fragmented knowledge proved to be devastating in the number of economic episodes

Teaching crafts and technology and elective courses as a possibility for inter-subject cooperation

Medpredmetno povezovanje je danes prav gotovo ena od oblik sodobnega poučevanja. Nekateri cilji sodobne šole že sami po sebi zahtevajo usklajeno načrtovanje učiteljev različnih predmetov in področij. Velikokrat ostane to povezovanje samo na ravni učnih vsebin, ne pa tudi v načinu poučevanja. V izvedenem primeru je bil vodilni predmet tehnika in tehnologija. Ta se je povezoval s kemijo, fiziko ter izbirnim predmetom obdelava kovin. Poučevanje je potekalo timsko, kjer sva se učiteljici medsebojno dopolnjevali v znanju, sposobnostih in spretnostih. Želeli sva, da učenci s skupnimi dejavnostmi in procesi povežejo znanja o kovinah in nekovinah različnih predmetnih področij, določeno vsebino usvojijo čim bolj celostno ter pridobijo trajnejše in kakovostnejše znanje. Učenci so z eksperimentalnim delom, reševanjem problemov, iskanjem informacij in sodelovalnim učenjem spoznali lastnosti kovin, ki so jih v naslednjih urah uporabili pri izdelavi izdelka iz kovin. Pokazali so veliko zanimanje za tovrstno obliko pouka, bili so bolj motivirani, iznajdljivi, ustvarjalni in bolj samostojni kot običajno. Znanja so povezali v celoto – to je bil tudi namen medpredmetnega povezovanja. Pridobljeno znanje je tako širše in praktično uporabno. Izvedeni primer lahko ponavljamo in nadgrajujemo, prenosljiv je tudi na nove primere in druge predmete.Cross-curricular integration is certainly one of the forms of modern teaching nowadays. Some of the aims of modern schooling already demand a coordinated planning of interaction between teachers of different subjects and areas. Integration is often dealt with only on the level of teaching topics, not teaching methods. For the research we integrated the subject Crafts and Technology with Chemistry, Physics and the optional subject – Handling of Metal. The teaching was carried out in teamwork, where my colleague and me complemented each other’s knowledge, professional expertise and skills. We wanted our students to integrate their knowledge about metals and nonmetals in joined activities in different school subjects, to learn the contents in its wholeness and gain a more permanent knowledge of greater quality. The students first got to know the qualities of metals through experimental work, information seeking, problem solving and cooperative learning, which then they then used in lessons on how to manufacture a metal product. They showed great interest for this kind of lesson form and were more motivated, resourceful, creative and independent than usual. They combined their knowledge into a whole, which is the purpose of cross-curriculum integration. They also gained knowledge in a broader and more practical way. The test lesson we prepared can be repeated and enhanced or transferred and adapted to new situations and other subjects

PARAMETRIC MODELLING AND NUMERICAL ANALYSIS OF TOOL FOR SHIGS PUNCHING

Naloga obravnava problematiko izsekovalnega orodja, ki je uporabljeno v podjetju Talum v delovni enoti Rondelice. Poudarek je na raziskovanju vzrokov, ki prispevajo k pojavu napak na izdelkih. V uvodnem delu naloge je predstavljen sam proces izsekovanja in obstoječi problemi. V poglavju Parametrično modeliranje orodja je obrazložen namensko izdelan model orodja, s pomočjo katerega so bile izvedene numerične analize. Po analizi rezultatov različnih variant orodja so podani odgovori na zastavljene teze, dosego ciljev in namena ter predlogi izboljšav orodja.The task of punching tools, which is used in the company Talum in a work unit Rondelice, is the object of presented work. Emphasis is placed on exploring the causes that contribute to the occurrence of defects on the products. The process of cutting and existing problems are presented in the introduction part of the thesis. The design of the tool used for numerical analysis is explained in chapter parametric modeling of tool. After numerical analysis of different tool configuration the argument of achieving the goals is given and the objectives achievement and proposals for improvements are discussed

CHECKING THE SKILLS OF STUDENTS WITH DIFFERENT METHODS OF TEACHING TECHNIQUE ON THE COMPETENCE-BASED CURRICULUM

V zadnjem času smo učitelji v slovenskih osnovnih šolah priče nenehnim spremembam na področju učnih načrtov in »drugačnim – inovativnim« načinom dela ter poučevanja. Učni načrti so bili nazadnje posodobljeni leta 2011. Pri prenovi se ohranjajo splošni cilji in opredelitev predmeta. Veliko več je rezervnih ur, saj so nekatere vsebine skrajšane ali celo ukinjene. V ospredju so projektni pristop, individualizacija in diferenciacija pouka ter medpredmetno povezovanje. Rezervni čas je namenjen predvsem utrjevanju snovi. V novem UN pa se je pričelo razmišljati tudi o kompetencah. Tako so kompetence vključene v splošne in operativne cilje ter standarde znanja. Večina avtorjev ugotavlja, da je kompetenca kompleksno zgrajena iz več razsežnosti, torej gre za kompleksen pojem. Povzamemo lahko, da so kompetence spretnosti, sposobnosti, znanje in izkušnje posameznika za opravljanje nekih nalog ter vlog in so predvsem rezultat učenja. Posameznik jih pridobi v različnih življenjskih situacijah. Kompetence so kompleksni sistemi, ki vključujejo kognitivno, čustveno in motivacijsko področje. Čustveno področje zajema pripravljenost za delovanje in odnos do aktivnosti, predvsem, kako se lotiti aktivnosti, da bomo uspešni. Zato pa je potrebna tudi motivacija, da je posameznik svoje potenciale in znanje pripravljen uporabiti. Kompetence na določenem področju vključujejo posameznikove sposobnosti reševanja problemov, analitičnega, kritičnega in divergentnega mišljenja, spretnosti odločanja ter zadostno količino znanja, ki je vezano na določeno področje. Ena izmed delitev kompetenc je delitev po ravneh – na ključne in poklicne kompetence. Poklicne se delijo se na generične, poklicno specifične in organizacijsko specifične. V disertaciji se posvečamo predvsem problemu razvijanja in preverjanja spretnosti učencev v okviru generičnih kompetenc. Te spretnosti so: zbiranje informacij, analiza in organizacija informacij, interpretacija, sinteza zaključkov, učenje in reševanje problemov, prenos teorije v prakso, uporaba matematičnih idej in tehnik, prilagajanje novim situacijam, skrb za kakovost, sposobnost samostojnega in timskega dela, organiziranje in načrtovanje dela, verbalna in pisna komunikacija, medosebna interakcija ter varnost pri delu. V prvem delu predstavimo teoretična izhodišča. Izhajamo s področja generičnih kompetenc in kompetenčno zasnovanega kurikuluma. Podrobneje proučimo temeljne sestavine kompetence, znanje, spretnosti in stališča. Poudarek je predvsem na razvijanju spretnosti v okviru štirinajstih generičnih kompetenc. Spretnosti razdelimo v tri skupine, socialne (afektivne), komunikacijske in delovne (psihomotorične). Natančno jih opredelimo in v vsako skupino razvrstimo štirinajst spretnosti, ki so v okviru generičnih kompetenc. V nadaljevanju opišemo tradicionalne in sodobne metode poučevanja. Pri slednjih je poudarek na projektnem delu, ki vključuje problemski in raziskovalni pouk, eksperiment in (tehniško) analizo. Zelo pomembno je poudariti, da so spretnosti, ki jih mora učenec obvladati, razvrščene na nižji in višji taksonomski (»kompetenčni«) ravni, kar pri pouku omogoča diferenciacijo in individualizacijo. Omogoča pa tudi lažje spremljanje in preverjanje spretnosti. Zato v nadaljevanju proučimo taksonomije na vzgojno-izobraževalnem področju. Poskušamo najti kombinacijo taksonomij na vseh treh področjih, kognitivnem, afektivnem in psihomotoričnem, in jih združiti v kompetenčne taksonomske stopnje, kar nam omogoča razvijanje in preverjanje spretnosti učencev na nižji in višji taksonomski ravni. V zaključku teoretičnega dela povzamemo ključne spremembe Učnega načrta za tehniko in tehnologijo, naredimo kratek zgodovinski pregled in se osredotočimo na uvedbo devetletne osnovne šole. Posebno pozornost namenimo preverjanju in ocenjevanju znanja učencev, kjer lahko ponovno ugotovimo, da je največji poudarek na znanju, spretnosti pa so postavljene v ozadje. V drugem, empiričnem delu, predstavljamo raRecently, teachers in Slovenian primary schools have been witnessing continual changes in curricula and " different - innovative " ways of working and teaching. Curricula were last updated in 2011. The definition of the object and general objectives are maintained in its renewal. There is much more spare time, since some of the contents have been shortened or even canceled. At the forefront there is the project approach, individualisation and differentiation of lessons and cross-curricular integration. Spare time is meant primarily for revising. In the new curriculum thinking about competencies began. Competencies are therefore included within general and operational objectives of the subject as well as the standards of knowledge. Most authors have noticed that competence is complexly built with multiple dimensions. It is therefore a complex concept. It can be concluded that competences are skills, abilities, knowledge and experience of the individual to perform some tasks and roles and are primarily the result of learning. An individual obtains them in different life situations. Competencies are complex systems that include the cognitive, emotional and motivational field. The emotional field covers operational readiness and attitude towards the activities, in particular, how to deal with the activities in order to be successful. Therefore, motivation is also necessary for an individual to be ready to use his skills to their full potential. Competences in a certain area include the individual\u27s problem-solving abilities, his analytical, critical and divergent thinking, his decision-making skills and a sufficient amount of knowledge, which is tied to the particular subject area. One of the divisions of competences is the division by levels into key and professional ones. Professional competences are divided into generic, job - specific and organization – specific ones. This thesis is mainly devoted to the problem of the development and verification of pupils\u27 skills in the context of generic competences. These skills include: information gathering, analysis and organization of information, interpretation, synthesis of findings, learning and problem solving, transference of theory into practice, the use of mathematical ideas and techniques, adapting to new situations, caring for the quality, having the ablility of independent and teamwork, organization and planning of work, verbal and written communication, interpersonal interaction and safety at work. In the first part we present the theoretical starting-points. We ensue from the field of generic competences and competence-based curricula. We examine more specifically the fundamental components of competences, knowledge, skills, and attitudes. The focus is on developing skills in the context of a 14 generic competences. Skills are divided into three groups: social (affective ), communicational and working skills ( psychomotor skills). We define them accurately and arrange the 14 skills in each group in the context of generic competences. We proceed with the description of traditional and modern teaching methods. In modern methods of teaching the emphasis is on project work, which includes research and problem-solving teaching, experimentation and ( technical ) analysis. It is important to emphasize that the skills a student must master are classified into lower and higher taxonomic \u27competence\u27 level, which allows differentiation and individualization in the classroom. It also allows easier monitoring and checking of skills. Therefore, as we proceed, we examine the taxonomies in the educational field. We try to find a combination of taxonomies in all three areas: the cognitive, affective and psychomotor one, and combine them into taxonomic levels of competence, which enables us to develop and monitor pupils\u27 skills at the lower and higher taxonomic level. In the conclusion of the theoretical part of the thesis we summarize the key changes in the Curriculum of Technics and Technology, we make a brief historical overview and focus on the introduction of the nine-yea