3,479 research outputs found

    Quality in forestry - an attempt at integrated forestry

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    Zdrs koles pri vlačenju lesa s prilagojenim kmetijskim traktorjem AGT 835 T

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    The paper presents a wheelslip measurement method for small farm tractors (AGT835 T) adapted for skidding, with mechanical and hydrostatic mechanical transmissions. The research focused on uphill skidding, as slip values measured in uphill skidding are higher than in downhill skidding. A comparisonwas made of the performance of tractors carrying equal load but equipped with mechanical and hydrostatic transmission systems. The hydrostaticdrive causes higher negative load values in downhill skidding, and slightly higher slippage. As for hydrostatic tractors, wheelslip is higher in uphill skidding than in downhill skidding. The increase in the sloping of the terrain causes wheelslip to rise progressively. When a tractor travels uphill,slip is linked to a loss of energy. Wheelslip measurements are therefore important for determining the optimum conditions for individual tractor types.Predstavljena je metoda merjenja zdrsa na majhnih prilagojenih kmetijskih traktorjih - AGT 835 T - za spravilo lesa z mehansko in hidrostatsko-mehansko transmisijo. Poudarek je na spravilu lesa navzgor, kjer je bil ugotovljen tudivečji zdrs kot pri vožnji navzdol. Narejena je primerjava med mehansko in hidrostatsko transmisijo traktorja pri enaki obremenitvi. Hidrostatski pogon povzroča večje negativne obremenitve pri spravilu navzdol, in tudi nekaj večjizdrs. Pri spravilu navzgor je zdrs pri hidrostatski izvedbi znatno manjši. Naklon terena z večanjem progresivno vpliva na večanje zdrsa. Zdrs privožnji traktorjev navzgor pomeni izgubo energije, zato je meritev zdrsa pomembna za določanje optimalnih razmer posameznih tipov traktorjev

    “Zoopoetic Dwelling”: The Ecology of the Connectedness of Animal and Human Homes and Dwelling Through Folklore and Literary Representations

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    The act of dwelling and physical dwellings is not an exclusively human domain: all spaces, environments and homes of various animals are included. The question of whether an animal merely exists or also lives and dwells forms the basis of the article. We examine the types of environment in which nonhuman animals live either together with people or independently and those where they build their dwellings. We look at the difference between dwelling and building. We will present three viewpoint models that consider animals, their dwelling and physical dwellings on the basis of folkloristic, anthropological, philosophical, eco-critical, and critical-animalistic findings. They are the anthropocentric, anthropomorphic, and zoo-centric models as they appear in the works of Fran Erjavec (Domače in tuje živali v podobah, 1868-1873), Richard Adams (Watership Down, 1972) and Iztok Geister (Narava, kot jo vidi narava, 2010). The way these works present animals and their dwellings, more or less closely reflecting reality, will aid in determining whether these dwellings are part of nature or culture. We will be asking, for example, whether the beaver’s dwelling is an architectural masterpiece or merely a result of instinctive behaviour. Our starting point is based on the understanding that animals are persons and, as such, are capable of dwelling and intentionally producing their physical dwellings

    Narava znanosti v grških srednješolskih bioloških učbeniki

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    The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers’ books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the ‘meaning unit’ was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers’ responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science. (DIPF/Orig.

    Karel Dežman is not forgotten

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    Naš Triglav

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    Human Rights from Within

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    Prava čovjeka obično sebi predstavljamo kao kršenje osnovnih sloboda. Kršitelje u pravilu predstavljaju represivne vlasti. No prava čovjeka obuhvaćaju mnogo više od samog kršitelja i nemoćne žrtve. Ma kako okrutno zvučalo kršenje prava čovjeka od strane represivnih vlasti predstavljaju refleksnu sliku kršenja prava i sloboda za koje je odgovoran svaki pojedinac. Zalaganja za ostvarivanjem prava čovjeka stoga, paralelno sa garantiranjem osiguranja prava čovjeka od kršenja od strane društva i države, zahtijevaju i poticanje aktivnog ostvarivanja prava svakog pojedinca. U tekstu koji slijedi bavim se prvenstveno aktivnim pristupom pravima čovjeka koji priznaje holističku prirodu ljudskog bića, njegovu slobodnu volju i osobnu odgovornost da upoznaje i ostvaruje svoja prava, da za početak upozna i smjesti (individualizira) samoga sebe, da se izliječi od vlastitih nesloboda i kao slobodan i autonoman pojedinac nastupa spram ostalih bića. Tekst je zamišljen kao poticaj da postanemo svjesni svojih prava i da ih bezuvjetno i nesebično ostvarujemo.Usually we visualize human rights as the infringement of fundamental freedoms. The violators are, as a rule, the repressive authorities. But, human rights include much more than the mere violators and the helpless victims. No matter how cruel it sounds, the infringement of human rights performed by the repressive authorities represents the reflection of rights \u27and freedoms’ violations for which each individual is responsible. Therefore, pleading for the realization of human rights, and simultaneously guaranteeing the implentation of human rights violated by the society and state, also requires the enhancement of the active realization of the rights of each individual. In the text that follows, I am first of all dealing with the active approach to human rights, which acknowledges the wholistic character of human nature, its free will and personal responsibility to get acquainted with and to realize its rights, to initially learn more about oneself and to place (individualize) oneself, to be cured of one’s own non-freedoms and to freely and independently advance towards other beings. The text is conceived as an incentive for becoming conscious of our rights and for unreservedly and unselfishly realizing them
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