A study of deformation behavior of LZ50 axle steel has great significance to the railway industry. Hot-deformation tests were performed using a Gleeble-3800 thermal mechanical simulator at ...temperatures of (900, 1000 and 1100) °C with strain rates of (0.1, 1.0 and 10.0) s–1 under different deformation degrees of 0.2, 0.6 and 1.0. True stress-strain curves were discussed to obtain hot-processing maps. Then hot-processing maps of LZ50 steel at different deformation parameters were discussed including safe zones and unsafe zones. Finally, thermal deformation constitutive equations and dynamic recrystallization models were established based on the experimental data. The results show that at a strain rate of 10.0 s–1, the peak value of the flow stress increases by approximately 40 MPa with a decrease in the temperature from 1000 °C 900 °C, which is larger than the value of 18 MPa obtained at a decrease from 1100 °C to 1000 °C. At deformation temperatures of 900–1000 °C, the peak value of the flow stress increases by approximately 37 MPa with the strain rate increasing from 0.1 s–1 to 1.0 s–1, while from 1.0 s–1 to 10.0 s–1, the increase is approximately 21 MPa. With an increase in the strain from 0.2 to 1.0, the instability area under the low deformation temperature expands due to a higher strain rate. The activation energy of dynamic recrystallization is 334.537 kJ/mol.
The aim of this study was the isolation, identification, phylogenetic analysis and antifungal susceptibility of Candida spp. from milk samples
of healthy and mastitic cows in Kayseri/Turkey. Milk ...samples from 300 cows were found to be negative/positive for mastitis with the California
Mastitis Test. Candida spp. was isolated by using the Brillance Candida
Agar Base. Phenotypic tests, Matrix Assisted Laser Desorption Ionization - Time of Flight (MALDI-TOF), and VITEK-2 analyses were applied to confirm the obtained isolates. Resistance to flucytosine, fluconazole and caspofungin antifungals of the isolates were determined by Etest and VITEK-2. The genetic homologies of Candida spp. isolates were determined by Repetitive Extragenic Palindromic-PCR (RepPCR). In this study 62 (from 53 healthy, 9 mastitic) yeast isolates were obtained
and 37 (59.6 %) were identified as non-albicans Candida (NAC) species. Phenotypic tests revealed that out of 62 isolates, 29 (46.7 %), 4 (6.5 %), 3 (4.8 %), 1 (1.6 %) and, 24 (38.7 %) were identified as Candida lusitaniae, Candida catenulate, Candida tropicalis, Candida silvicola and other yeast species, respectively. Only one sample (1.6 %) was identified as Candida albicans by MALDI-TOF however, according to VITEK-2, the agent was not confirmed as C. albicans. According to antifungal susceptibility testing by VITEK-2, one (2.7 %) of the isolates was resistant to fluconazole, one (2.7 %) was resistant to caspofungin, and 4 (10.8 %) were resistant to flucytosine. However, using E test, 10 isolates (27 %) were resistant to flucytosine. Using Rep-PCR, eight genotypic clones were observed. Genotype F (13.8 %) and G
(13.8 %; 2 subtypes) were common clones in this study. In conclusion, NAC species were detected in healthy and mastitic cow milk samples. Epidemiological studies need to be conducted to track effectively the main source and to understand the diversity and distribution of the agent. It is necessary to consider the potential risks of yeast contamination in milk for public health. It is essential to focus on adequate sanitation procedures and storage conditions of milk.
Cilj ovog istraživanja bila je izolacija, identifikacija, filogenetska analiza i analiza antifungalne podložnosti vrste Candida spp. iz uzoraka mlijeka zdravih i mastitičnih krava muzara s područja Kayseri u Turskoj. Uzorci mlijeka izuzeti od 300 krava analizirani su pomoću California Mastitis Test-a na prisutnost mastitisa. Candida spp. izolirana je pomoću selektivne podloge Brillance Candida Agar Base. Za potvrđivanje dobivenih izolata korišteni su fenotipski testovi, MALDI-TOF masena spektrometrija i VITEK-2 analize. Rezistencija izolata na fungicide fluktozin, flukonazol i kaspofungin testirana je primjenom Etesta i VITEK-2. Genetski homolozi izolata vrste Candida spp. određeni su primjenom RepPCR metode. U ovom istraživanju ispitivana su 62 izolata (53 od zdravih, 9 od mastitičnih krava) kvasca, a 37 (59,6 %) ih je identificirano da ne pripadaju vrsti Candida albicans (NAC). Fenotipski testovi pokazali su da od 62 izolata, njih 29 (46,7 %), 4 (6,5 %), 3 (4,8 %), 1 (1,6 %) i 24 (38,7 %) identificirani su kao sojevi Candida lusitaniae, Candida catenulate, Candida tropicalis, Candida silvicola te neke druge vrste kvasaca. Samo je jedan uzorak (1,6 %) identificiran kao Candida albicans pomoću metode MALDI-TOF, no nije potvrđen i metodom VITEK-2. Prema testiranju antifungalne osjetljivosti metodom VITEK-2, jedan (2,7 %) od izolata je bio rezistentan na flukonazol, jedan (2,7 %) na kaspofungin, i 4 (10,8 %) bili su rezistentni na flucitozin. Međutim, primjenom E testa, 10 izolata (27 %) bilo je rezistentno na flucitozin. Primjenom Rep-PCR metode utvrđeno je osam genotipskih klonova. Najčešći klonovi određeni u ovom istraživanju bili su genotipi F (13,8 %) i G (13,8 %; 2 podtipa). Zaključno, prisutnost NAC vrsta utvrđena je u uzorcima mlijeka i zdravih i mastitičnih krava. Potrebno je provesti epidemiološke studije kako bi se efikasno utvrdio glavni izvor istih te kako bi se razumjela raznolikost i distribucija klonova. Nužno je uzeti u obzir potencijalne rizike kontaminacije mlijeka kvascima s aspekta zaštite javnog zdravlja. Stoga je prijeko potrebno fokusirati se na odgovarajuće procedure sanitacije i osiguravanje adekvatnih uvjeta skladištenja mlijeka.
Prispevek predstavlja gradivo, zbrano s terenskimi raziskavami, in ponuja sinhroni pregled naglasnih paradigem samostalniških ajevskih osnov v govorih občine Slivno na Hrvaškem (Slivno Ravno, Mihalj, ...Blace in Podgradina). Ti govori spadajo v vzhodnohercegovsko mejno narečje in v podnarečje, kot se govori na področju Slivna in Zažablja. Tako bodo ugotovljena omahovanja v posamezni paradigmi in nihanja med več paradigmami.
While English text readability has been studied for a long time, investigating text readability in Vietnamese, a low-resourced language with poorresearch technologies and data sets questionable of ...international importance, is at its beginnings. In readability research, it is generally the “word” that has been carefully investigated. Based on the comparison of elements affecting readability of the “word” unit in English, we determine the parts of speech (POS) in Vietnamese that were found to influence Vietnamese text readability. In this study, prose texts in Vietnamese textbooks at different difficulty level were taken as the data to find out the POS frequencies and their correlations. In terms of frequency, our findings can initially assist users when editing documents, reforming textbooks, and question banks for native Vietnamese in general and foreigners in particular. Even more important, with these findings we can identify those linguistic elements that are considered the “potential” POS affecting Vietnamese text readability, and make grounds for further studies.
Iako se sintaksa najintenzivnije razvija između treće i pete godine, sintaktički se razvoj, doduše mnogo sporije, nastavlja i tijekom školovanja. Cilj je ovoga rada utvrditi glavne vrste rečenica ...koje su djeca usvojila u 2. i u 4. razredu kada se vrste rečenica još ne uče prema nastavnom planu i programu. Nadalje, želi se utvrditi postoje li individualne razlike među djecom, kao i upotrebljavaju li djeca starije dobne skupine složenije rečenične strukture od mlađe dobne skupine. Uz navedeno, naglasak u radu jest i na uporabi odnosnih rečenica jer je uporaba rečenica s umetnutim strukturama najveće dostignuće jezičnoga razvoja i njima se intenzivno ovladava tek u školskoj dobi (Balija, Hržica, Kuvač Kraljević, 2012.).
U istraživanju je sudjelovalo 20 djece mlađe školske dobi – osmogodišnjaci i desetogodišnjaci. Njihova ovladanost vrstama rečenica ispitana je slikovnicom ‘Frog, where are you?’ (Mayer 1969).
Rezultati su pokazali da djeca mlađe školske dobi proizvode različite rečenične strukture. Proizvode više složenih nego jednostavnih
rečenica, a unutar složenih rečenica najzastupljenije su višestrukosložene rečenice. Od nezavisnosloženih rečenica djeca proizvode sastavne i suprotne rečenice te rečenični niz. Unutar jednostavnih najviše je proširenih rečenica. Pojavljuje se i mali broj neproširenih te svega jedna neoglagoljena rečenica.
Although the development of syntax is at its peak between ages three and
five, it continues to develop during school-age, however, much slower. The aim of this paper is to find out the main types of sentences acquired by younger school-age children, more precisely in grades 2 and 4
as, according to the curriculum, sentence types are not taught at this stage yet. Furthermore, the aim is to establish possible individual differences between children, as well as to find out whether older children's use of sentence structures is more complex than that of younger children. Beside that the paper emphasises the use of relative clauses since the use of sentences with embedded structures is the greatest achievement of linguistic development which is intensively acquired not until school age (Balija, Hržica, Kuvač Kraljević, 2012.).
The research included 20 younger school-age children – eight-year-olds and ten-year-olds. Their acquisition of sentence types was tested by means of the picture book ‘Frog, where are you?’ (Mayer 1969).
The results show that younger school-age children make different sentence structures. They make more complex sentences, and among complex
sentences multiple complex ones are predominantly used. As for compound
clauses, children use linking and contrast, as well as asyndetic coordination. Among simple sentences, extended clauses are mostly used. There is also a small number of non-extended clauses and only one clause
without a verb.
Obwohl die Syntax sich am intensivsten zwischen dem dritten und dem fünften Lebensjahr entwickelt, setzt sich die Entwicklung der Syntax auch im Schulalter fort, jedoch viel langsamer. Der vorliegende Beitrag hat zum Ziel festzustellen, welche Hauptsatzarten Kinder in der 2. und 4. Klasse der Primarschule erworben haben, wenn das Curriculum das Erlernen der Satzarten noch nicht vorsieht. Der Beitrag hat weiterhin zum Ziel herauszufinden, ob zwischen den Kindern individuelle Unterschiede bestehen, sowie ob ältere Kinder komplexere Satzstrukturen gebrauchen als jüngere Kinder. Der Fokus des Beitrags ist außerdem auf der Verwendung der Relativsätze, denn der Gebrauch von Sätzen mit eingebetteten Strukturen stellt die größte Leistung der sprachlichen Entwicklung dar, und deren intensiver Erwerb erfolgt erst im Schulalter (Balija, Hržica, Kuvač Kraljević, 2012.).
An der Untersuchung nahmen 20 Kinder jüngeren Schulalters teil – Acht- und Zehnjährige. Ihre Beherrschung von Satzarten wurde mittels des Bilderbuchs ‘Frog, where are you?’ (Mayer 1969) ermittelt.
Die Ergebnisse haben gezeigt, dass Kinder jüngeren Schulalters unterschiedliche Satzstrukturen bilden. Sie bilden mehr komplexe als einfache Sätze, wobei mehrfach zusammengesetzte Sätze am häufigsten vorkommen. Es wurden auch koordinative Verbindungen festgestellt, d.h. kopulative und adversative Satzverbindungen, sowie der Gebrauch asyndetischer Konstruktionen. Unter den einfachen Sätzen sind erweiterte
Sätze am meisten vertreten. Es gibt auch eine kleine Anzahl nicht erweiterter Sätze und nur einen verblosen Satz
U novije vrijeme u društvenim znanostima, a posebno u pedagogiji, različita istraživačka iskustva podrazumijevaju različite istraživačke stilove i filozofske pristupe koje je potrebno poznavati prije ...provođenja istraživanja. U radu se daje pregled različitih istraživačkih pristupa i znanstvenih paradigmi u okviru kojih je moguće kreirati i usmjeriti osobni istraživački projekt (istraživanje). Cilj i svrha rada je istražiti i upoznati različite istraživačke pristupe i metodološke okvire koji se ogledaju u zastupljenosti stanovitih znanstvenih paradigmi, primjeni kvalitativne i kvantitativne metodologije te različitih istraživačkih tehnika kojima se u svojim istraživanjima koriste budući učitelji. Iz navedenih je razloga istraženo 159 diplomskih radova studenata Učiteljskoga studija Fakulteta za odgojne i obrazovne znanosti Sveučilišta u Osijeku koji su javno obranjeni od siječnja 2015. do prosinca 2017. godine. Uvidom u diplomske radove studenata dobiveni su sljedeći rezultati: od ukupnoga broja diplomskih radova (159), njih 132 (83 %) ima istraživanje. Nadalje, znanstveno područje koje je najzastupljenije u istraživanjima su društvene znanosti (36,47 %), a unutar njih polje pedagogije (46,55 %). Prema vrsti istraživanja dominiraju empirijska, temeljna, transverzalna i istraživanja sadašnjosti. Od svih istraženih znanstvenih paradigmi, najzastupljenija je pozitivistička (60,6 %), a potom konstruktivistička (17,43 %) i postpozitivistička (15,91 %) paradigma. Dominiraju primijenjena istraživanja (78 %), dok su razvojna istraživanja (5 %) još uvijek nedovoljno zastupljena i prihvaćeno kod studenata.
More recently, in social sciences, especially in pedagogy, different research experiences imply different research styles and philosophical approaches that need to be known before conducting research. This paper gives an overview of different research approaches and scientific paradigms within which it is possible to create and direct a personal research project (or research). The aim and purpose of the paper is to explore various research approaches and methodological frameworks that are reflected in the representation of certain scientific paradigms, the presence of qualitative and quantitative methodology and various research techniques used by future teachers in their research. For this reason, 159 graduate theses of students of teacher study, which were publicly defended from January 2015 to December 2017, were explored. Insight into students’ graduate theses gives the following results: out of the total number of graduate papers (159), 132 (83%) has a research part. Furthermore, the scientific field predominantly used in the research is social science (36.47%), and within it the field of pedagogy (46.55%). According to the type of research, dominant are empirical, fundamental, transversal and research of the present. Of all the research paradigms investigated, the most prominent is the positivist (60.6%), and then the constructivist (17.43%) and post-positivist (15.91%) paradigm. Applied research dominate (78%), while development research (5%) is still insufficiently represented and recognized by students.
Integrative theoretical models, such as the social cognitive theory of career and academic choices, recognise the complexity of determinants of students’ decisions about the choice of secondary ...education. However, few studies have simultaneously examined the contribution of several determinants of this choice. This paper aims to examine the contribution of different personal and social determinants of students’ choices of grammar school or four-year vocational secondary education ─ educational programs that allow direct access to higher education. Personal determinants are gender, school achievement, academic self-efficacy, self-esteem, and factors related to the choice of secondary education, while social determinants are students' reports of their parents' work status, educational status, and secondary school aspirations for the child. The data were collected by questionnaires administered on 7th- and 8th-grade students in 23 elementary schools in Zagreb (N = 784). A binary logistic model was tested, examining the relative contribution of the determinants in explaining the choice of the type of secondary education. Among the personal determinants, gender, school achievement, and self-efficacy play a role in student choices. Four-year vocational education is more often chosen by male students and students with lower school achievement and lower self-efficacy. Significant social determinants are the mother's work status and the parents' secondary school aspirations for their child. Four-year vocational education is more often chosen by students whose mothers do not work, whose parents prefer their enrolment at four-year vocational education, and who are unfamiliar with their fathers' aspirations for them. The results confirm previous findings on the relationship between personal determinants, such as school achievement and self-efficacy, and students’ intentions related to enrolment at grammar school or four-year vocational education. Among the social determinants, parental aspirations have proven to be more important for their child’s intentions of enrolling at a certain type of secondary education than their socioeconomic status.
Die Moral ist ein Merkmal, das dem menschlichen Handeln angehört aufgrund seiner Übereinstimmung oder Nichtübereinstimmung mit Standards u Regeln, die es regulieren. Dies setzt natürlich voraus, dass ...menschliche Handlungen auf der einen Seite frei und verantwortlich sind und dass es auf der anderen Seite Standards und Regeln gibt, mit denen das menschliche Handeln übereinstimmen soll. Über das letztere, wie es bekannt ist, gibt es Unterschiede, von denen jedoch hier nicht die Rede ist. Hier im Gegenteil ist die Frage, ob die Moral ausschließlich Qualität des menschlichen Handelns ist, oder kann sie, nicht nur bei nächstgelegenen Primaten, sondern auch bei niederen Spezies gefunden werden. In diesem Zusammenhang stellt sich zwangsläufig die Frage einer möglichen evolutionären Entwicklung der menschlichen Moral. Dieser Artikel zeigt die Forschungsergebnisse bestimmten tierischen Verhaltens auf, welche auf den ersten Blick als moralisch charakterisiert werden könnten. So werden Auftreten von altruistischem Verhalten, Empathie, Gefühl der Reziprozität, Fairness und sozialer Stabilität erklärt. Solche Forschung kann sicherlich die Einzigartigkeit der menschlichen Moral zu verstehen helfen, aber vieles bleibt noch ungeantwortet und offen für die weitere Forschung
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