Search

Astronomija je zaradi mnogih odkritij in aktualnih raziskav zelo zanimivo področje znanosti. Vsebine so dostopne preko mnogih medijev, kot so revije, knjige, internet, radio, televizija itd. Zaradi široke dostopnosti se otroci že zgodaj spoznajo z nekaterimi astronomskimi vsebinami. V vrtcu in osnovni šoli je astronomija tudi del kurikuluma in učnega načrta, vendar je večina vsebin pogosto izbirna. Pri poučevanju astronomskih vsebin je v prvem in drugem triletju poudarek predvsem na opazovanju, eksperimentiranju ter uporabi modelov. Prav na slednjih temelji zasnova za magistrsko nalogo. Po Piagetu so 2–7 let stari otroci na predoperativni, 7–11-letniki pa na konkretno-logični stopnji in se jim prostorske predstave še razvijajo oz. izboljšujejo. Zato je smiselno, da se določene vsebine obravnavajo praktično, saj so jim le-te tako bolj razumljive. V okviru pedagoške raziskave smo želeli ugotoviti, kako uporaba modelov in skupinsko eksperimentalno delo pripomoreta k izboljšanju prostorskih predstav pri učencih 4. razreda. Poleg tega smo preverili tudi trajnost znanja ter odnos učencev do astronomskih vsebin. V okviru raziskave smo uporabili deskriptivno metodo raziskovanja, kjer sta se prepletala kvalitativni in kvantitativni pristop. Način vzorčenja je bil neslučajnostni, in sicer namenski. V raziskavo je bilo vključenih 64 učencev štirih 4. razredov izbranih osnovnih šol v šolskem letu 2021/22. Pred izvedbo dejavnosti v razredu smo z naključno izbranimi učenci izpeljali polstrukturirani intervju z namenom, da zasnovane dejavnosti prilagodimo glede na pridobljene informacije o poznavanju astronomskih vsebin v izbranih oddelkih. Podatke smo zbirali s predpreizkusom znanja (predtestom), popreizkusom znanja (potestom) in poznim preizkusom znanja (poznim testom) o luninih menah ter Sončevem in Luninem mrku. Poleg tega smo z začetnim in končnim vprašalnikom preverili odnos učencev do astronomskih vsebin. Rezultati so pokazali statistično pomembne razlike glede doseženega števila točk na predtestu in potestu, kar pomeni, da je bila uporaba modelov in eksperimentalnega dela učinkovita. Na poznem preizkusu znanja smo pričakovali padec znanja, vendar so bili rezultati raznoliki. Izkazalo se je, da je bilo povprečje doseženega števila točk najnižje na predpreizkusu znanja (5,12), najvišje pa na poznem preizkusu znanja, in sicer 11 točk, kar je za 0,34 točke višje od povprečja na preizkusu znanja. Največji preskok med doseženimi točkami na poznem preizkusu znanja je znašal 7 točk več kot na preizkusu znanja. Pri 4 učencih smo opazili, da so na preizkusu znanja dosegli manj točk kot na predpreizkusu znanja med njimi je največja razlika med doseženimi točkami znašala 3 točke. Pri analizi vprašalnikov smo ugotovili, da se je po učnih urah zanimanje za astronomske vsebine povečalo, prav tako pa se je izboljšala tudi ocena lastnega znanja. Kljub temu da rezultatov zaradi majhnega vzorca ne moremo posplošiti na osnovno množico, so lahko v pomoč učiteljem pri oblikovanju vsebin iz astronomije, saj so jim podane smernice za pripravo dejavnosti, ki prispevajo k izboljšanju prostorskih predstav učencev. Želimo si, da bi zasnovane dejavnosti spodbudile učitelje, ki se čutijo premalo kompetentni za poučevanje astronomskih vsebin, da poglobijo znanje in ob zasnovanih dejavnostih premostijo prepreke. Due to several discoveries and current researches astronomy is one of the most interesting fields of science. Its contents are accessible through different media, such as magazines, books, internet, radio, television etc. Consequently, children get acquainted with astronomy in early ages. Astronomy is a part of kinder garden and primary school curriculum, but it is often non-obligatory. From 1st to 6th grade, astronomical content is based on observation, experimental work and the use of models, which is the basis of our master’s thesis. Students of this age are at preoperational and concrete operational stage, which means their spatial reasoning is still developing. That is why certain contents are taught practically, which improves students’ understanding. With this pedagogical research we wanted to find out how the use of models and group experimental work affect spatial perception of 4th grade students. Besides, we studied the sustainability of their knowledge and their viewpoint about astronomical contents. For the research we used descriptive method, which includes qualitative and quantitative approach. The sample was non-random but purposive. The research included 64 4th grade students from selected primary schools in school year 2021/22. Before the lesson we had a half-structured interview with randomly chosen students in order to adjust the conceived activities if needed. The data was collected through a preliminary knowledge test, an actual knowledge test and a late knowledge test, concerning Moon shapes, Lunar and Solar eclipse. We also studied students' attitude towards astronomy by initial and final general questionnaire. The results have shown statictical significant differences between preliminary and actual knowledge test. Students have reached higher score on the actual knowledge test, which means the use of models and experimental work was efficient. We expected decrease in knowledge on the late knowledge test, but the results differed. It turned out that the average score was the lowest on preliminary knowledge test (5,12), and the highest on a late knowledge test with an average score of 11, which is 0,34 points higher than an average score on an actual knowledge test. The highest leap between the score, comparing the actual and the late knowledge test, was 7 points. We have noticed that 4 students got lower score on the actual knowledge test than the preliminary knowledge test with the highest leap of 3 points. While analysing questionnaires, we have found out that students' interest and self evaluation have improved after the lesson. Due to a small sample of students, we cannot generalize the results of this study to the basic population. However, they can be helpful to primary school teachers, as they give the necessary guidelines to plan the activities that contribute to improvement of spatial reasoning. We wish that these guidelines would encourage teachers, who do not feel competent enough to teach astronomical contents, to deepen their knowledge and overcome their barriers.

Sodoben razvoj različnih izdelkov in strojev poleg njihove funkcionalnosti vedno bolj stremi k privlačni zunanji obliki. Ob tem upošteva funkcionalnost izdelka katere zaradi oblikovanja zunanje oblike ne sme zanemariti. V zadnjem času so tudi kmetijski stroji vedno bolj sodobni in privlačnih oblik. V nalogi sem sem se ukvarjal z oblikovanjem zunanje oblike robota za krmljenje živine. Pri tem sem moral upoštevati vse funkcije katere opravlja robot in temu prilagoditi obliko. S pomočjo industrijske oblikovalke smo izdelali skice zunanje oblike stroja in jih sproti tudi popravljali in prilagajali glede na možnost izdelave 3D modelov in same tehnologije proizvodnje. Pri zunanji obliki smo upoštevali simetrijo in smernice sodobnega oblikovanja. Oblikovali smo tudi sistem varovanja ljudi in živali med delovanjem robota. Ta prekine delovanje stroja ob morebitnem stiku s človekom ali živaljo. Po umiku ovire robot samodejno ponovno deluje. In addition to their functionality, the modern development of various products and machines is increasingly striving for an attractive appearance. At the same time, it takes into account the functionality of the product, which must not be neglected due to the design of the external shape. Recently, agricultural machines are also becoming more modern and attractive in shape. In the assignment, I was involved in designing the exterior shape of a livestock feeding robot. In doing so, I had to take into account all the functions performed by the robot and adjust the shape accordingly. With the help of an industrial designer, we made sketches of the external shape of the machine and also corrected and adjusted them according to the possibility of making 3D models and the production technology itself. In the external form, we took into account the symmetry and guidelines of modern design. We also designed a system to protect humans and animals during robot operation. This interrupts the operation of the machine in the event of any contact with humans or animals. After removing the obstacle, the robot automatically works again

Suspenzija liposomalnega bupivakaina (Exparel, Pacira Pharmaceuticals, Inc., San Diego, CA, ZDA) je formulacija s podaljšanim sproščanjem bupivakaina, ki je odobrena za infiltracijo v mehka tkiva in interskaleni blok brahialnega pleksusa pri ljudeh, ne pa za nevraksialno uporabo. Namen te raziskave je ugotoviti nevrološke posledice in histopatološke spremembe pri naraščajočih odmerkih liposomalnega bupivakaina, apliciranega intratekalno. Petindvajsetim prašičem, težkim 36,2 ± 4,4 kg, naključno razdeljenim v pet skupin, smo intratekalno aplicirali naslednje testne učinkovine: 3 ml 0,9-% raztopine natrijevega klorida (negativna kontrola), 3 ml 0,5-% bupivakain HCl (pozitivna kontrola) ali enega od treh odmerkov 1,33-% suspenzije liposomalnega bupivakaina (1,5, 3 ali 5 ml oziroma 20, 39 ali 66 mg). Po okrevanju iz anestezije smo ocenjevali nevrološki status živali in tri tedne po aplikaciji testnih učinkovin prašiče žrtvovali. Možno nevrotoksičnost testnih učinkovin smo ocenjevali s histopatološko preiskavo hrbtenjače in hrbtenjačnih živcev ter z analizo cerebrospinalne tekočine, ki smo jo odvzeli pred aplikacijo testnih učinkovin in pred žrtvovanjem. Prašiči, ki so prejeli 0,9-% natrijev klorid, 3 ml 0,5-% bupivakain HCl ali 1,5 ml 1,33-% (20 mg) liposomalnega bupivakaina, so okrevali v 2, 5 ali 4 urah po aplikaciji. Prašiči, ki so prejeli 3 ali 5 ml 1,33-% (39 ali 66 mg) liposomalnega bupivakaina, so kazali znake nevraksialnega bloka do 32 ur po aplikaciji. Histopatološke analize niso potrdile sprememb, ki bi kazale na nevrotoksičnost, rezultati analize cerebrospinalne tekočine pa so bili nejasni. Nevraksialni blok po intratekalni aplikaciji liposomalnega bupivakaina pri prašiču je odvisen od odmerka in traja dlje kot po aplikaciji bupivakain HCl. S histopatološko preiskavo hrbtenjače in hrbtenjačnih živcev nismo opazili sprememb, ki bi kazale na nevrotoksičnost liposomalnega bupivakaina. Bupivacaine liposome injectable suspension (Exparel, Pacira Pharmaceuticals, Inc., San Diego, CA, USA) is an extended-release formulation of bupivacaine. It is approved for analgesia via tissue infiltration and interscalene brachial plexus in man, but not for use in neuraxial space. The aim of this study is to establish neurologic and histopathologic outcomes of escalating dosages of liposome bupivacaine suspension administered intrathecally. Twenty-five pigs, weighing 36.2 ± 4.4 kg, were randomly assigned to one of five groups to receive intrathecal injections of 3 ml 0.9% sodium chloride (negative control), 3 ml 0.5% bupivacaine hydrochloride (positive control), or one of three doses of 1.33% liposome injectable suspension: 1.5, 3 or 5 ml (20, 39 or 66 mg). After recovering from general anaesthesia, the pigs were assessed for neurological outcome study by blinded observers. Three weeks later, the animals were sacrificed for histopathologic evaluations of neurotoxicity. The samples of cerebrospinal fluid were analysed before the application of tested substances and three weeks later. Pigs that received 0.9% sodium chloride, bupivacaine hydrochloride 3 ml or 1.5 ml of 1.33% (20 mg) liposome bupivacaine recovered within 2, 5 and 4 hours, respectively. Pigs that received 3 and 5 ml of 1.33% (39 and 66 mg) liposome bupivacaine, respectively, exhibited signs of neuraxial block up to 32 hours after injection. No histopathologic evidence of neurotoxicity was found in any of the groups, results of the cerebrospinal fluid analysis were inconclusive. Intrathecal administration of liposome bupivacaine injectable suspension in pigs resulted in a dose-response pattern of longer duration of neuraxial block than bupivacaine hydrochloride without histopathologic evidence of neurotoxicity.