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Temelj učenja predstavlja učenčeva aktivnost, to pa ne velja le za učenje doma, temveč tudi za učenje med poukom. V slovenskem prostoru še vedno močno prevladuje frontalna oblika poučevanja, ki prav tako lahko spodbuja učenčevo aktivnost, in sicer s pomočjo samostojnega izdelovanja zapiskov. Spretnost izdelovanja zapiskov izboljša učenčevo razumevanje, saj vpliva na pozornost in aktivacijo kognitivnih procesov, ustvarjeni zapiski pa so v pomoč pri ponovnem priklicu informacij. Gre za kompleksno spretnost, ki številnim učencem povzroča težave, še posebej tistim z disleksijo. Učenci z disleksijo predstavljajo eno od skupin učencev s primanjkljaji na posameznih področjih učenja (PPPU). Težave imajo pri poslušanju in pisanju, preusmerjanju pozornosti med poslušanjem in pisanjem kot tudi pri vzdrževanju pozornosti, pošiljanju informacij iz dolgoročnega spomina v delovnega in posledično pri povezovanju predznanja z novim znanjem. Osrednji cilj tega raziskovalnega dela je, dobiti vpogled v razlike pri samostojnem izdelovanju zapiskov med učenci z disleksijo in učenci brez disleksije. Prav tako smo želeli raziskati, kaj je vzrok, da nekateri učitelji od učencev zahtevajo, nekateri pa ne zahtevajo samostojnega izdelovanja zapiskov. V raziskavi je sodelovalo 53 učencev z disleksijo, usmerjenih v program s prilagojenim izvajanjem in dodatno strokovno pomočjo, in 53 učencev brez disleksije, ki obiskujejo tretje triletje redne osnovne šole. V raziskavo je bilo vključenih 58 osnovnošolskih učiteljev naravoslovja in/ali biologije. Podatke, ki se navezujejo na učence, smo pridobili s pomočjo petih preizkusov oz. dejavnosti, podatke v zvezi z učitelji pa s pomočjo anketnega vprašalnika. Pri obdelavi podatkov so bile uporabljene metode za deskriptivno analizo podatkov in bivariatno sklepno statistično analizo. Ugotovili smo, da učenci z disleksijo ustvarijo manj kakovostne zapiske kot učenci brez disleksije. Učenci z disleksijo zapišejo manj pomembnih in dodatnih informacij, prav tako pri zapisovanju ne uporabljajo metod, ki so v pomoč pri izdelovanju zapiskov in pri kasnejšem učenju. To so metode uporabe krajšav in simbolov, označevanja pomembnih in manjkajočih informacij, parafriziranja vsebine in grupiranja informacij. Rezultati obeh skupin učencev so se prav tako statistično pomembno razlikovali v zapomnitvi in priklicu slišanih informacij, saj so učenci z disleksijo dosegli manj točk pri testu znanja. Iz rezultatov, ki se navezujejo na skupino osnovnošolskih učiteljev biologije in/ali naravoslovja, je razvidno, da se le-ti najpogosteje poslužujejo frontalne oblike poučevanja, vendar večina pri tem od učencev ne zahteva samostojnega izdelovanja zapiskov. Kot glavni razlog za to navajajo, da so zapiski učencev zelo pomanjkljivi. Na drugi strani pa učitelji, ki od učencev zahtevajo samostojno izdelovanje zapiskov med njihovo učno uro, poudarjajo, da so učenci tako bolj miselno aktivni in si posledično zapomnijo več informacij. Na podlagi omenjenih rezultatov smo dobili vpogled v trenutno stanje v zvezi z izdelovanjem zapiskov osnovnošolskih učencev z disleksijo in učenci brez disleksije, kar je prvi korak vsake kakovostne pomoči ne le učencem z disleksijo, temveč vsem učencem. The foundation of learning is represented by pupil's activity, not only at home, but also during lessons. The Slovenian area is still heavily dominated by frontal methods of teaching, which can promote pupils' activity by means of making notes. The skill of making notes improves pupil's understanding because it affects attention and activation of cognitive processes and the notes created are helpful in recalling information. It is a complex skill that causes problems for many pupils, especially those with dyslexia. Pupils with dyslexia constitute one of the groups of pupils with deficits in certain areas of learning. They have problems with listening and writing, diverting attention between listening and writing as well as in the maintenance of attention, the transmission of information from long-term memory in the working memory and, consequently, connecting prior knowledge with new knowledge. The main objective of this research is to gain insight into the differences in making notes among pupils with dyslexia and those without it. Also, we wanted to explore why some teachers ask pupils to make notes and some do not. The study involved 53 pupils with dyslexia who are in program with special curriculum and additional professional assistance, and 53 pupils without dyslexia who attend third triad of regular primary school. The study included 58 primary school teachers of Science and/or Biology. Data relating to the pupils was obtained with five tests or activities, and data relating to teachers was obtained by using a questionnaire. A descriptive data analysis and a bivariate final statistical analysis were used as data processing methods. We found that pupils with dyslexia produce less quality notes as those without dyslexia. Pupils with dyslexia write less of significant and additional information, also they do not use methods that are helpful in making notes and subsequent learning. These are methods of using abbreviations and symbols, marking important and missing information, paraphrasing the content and grouping of information. The results of both groups of pupils were also statistically significantly different in remembering and recalling the audio information, as pupils with dyslexia achieved fewer points in a test. From the results, which relate to a group of primary school teachers of Biology and/or Science, it is clear that they frequently use frontal method of teaching, but most of them do not require making notes from pupils. The main reason, according to them, is the fact that pupils' notes are very deficient. On the other hand, teachers who ask pupils to make notes during their lessons, emphasize that the pupils are more mentally active and, consequently, they remember more. Based on these results, we have gained an insight into the current situation in relation to the making of notes by primary school pupils with dyslexia and without it, which is the first step of every quality assistance not only to pupils with dyslexia, but for all pupils.

Two monomeric and two dimeric copper(II) benzoate and acetate coordination compounds with 2-aminopyridine were synthesized. The crystal structures of benzoate compounds were determined by X-ray diffraction analyses. The monomeric benzoate form ?$Cu(O_2CC_6H_5)_2(2apy)_2$?(2apy=2-aminopyridine) is composed of trans oriented ligands around central copper(II) atom, where benzoates acts as asymmetrical chelates (Cu-O 1.97 and 2.65 L). On the other hand, dimeric form ?$Cu_2(O_2CC_6H_5)_4(apy)_2$? reveals paddle - wheel type structure where 2-aminopyridine acts as axial ligand via pyridine nitrogen atom. All compounds were characterized by standard physico-chemical methods and tested for their fungal mycelial growth retardation activity for wood fungi Tremetes versicolor and Antrodia vaillantii. Sintetizirani sta bili dve enojedrni in dve koordinacijski spojini bakrovega bnezoata in acetata z 2-aminopiridinom. Z rentgensko difrakcijsko analizo je bila določena kristalna struktura obeh benzoatnih spojin. V enojedrni benzoatni obliki ?$Cu(O_2CC_6H_5)_2(2apy)_2(2apy)=2-aminopiridin$?) so koordinirani ligandi v trans položaju okoli osrednjega bakrovega(II) atoma, kjer so benzoati asimetrični kelati (Cu-O 1.97 in 2.65 L). Po drugi strani dvojedrno obliko ?$Cu_2(O_2CC_6H_5)_4(2apy)_2$? predstavlja strukturni tip mlinskega kolesa z 2-aminopiridinom, ki se veže aksialno preko piridinskega dušikovega atoma. Vse spojine so bile karakterizirane s standardnimi fizikalno-kemijskimi metodami in testirane za njihovo zaviralno aktivnost pri rasti micelija lesnih gliv pisane ploskocevke in bele hišne gobe.

Zdravila za parenteralno rabo se vnesejo v človeško telo z injiciranjem in infundiranjem. Zaradi različnih lastnosti učinkovin parenteralni izdelki obstajajo v različnih oblikah: v praškasti obliki ali v raztopini. Vsi farmacevtski izdelki morajo ustrezati določenim standardom kakovosti, ki jih predpisujejo zdravstvene organizacije. Parenteralni izdelki morajo izpolnjevati še zahtevo po sterilnosti, saj so po definiciji namenjeni direktnemu vnosu v človeško telo mimo prebavnega sistema. Poleg zahteve po sterilnosti morajo parenteralni izdelki zadoščati še farmakopejskim zahtevam po odsotnosti vidnih delcev. Kontrola kakovosti parenteralnih izdelkov je rigorozna: vsak vsebnik je pred pakiranjem 100 %-no vizualno pregledan. Vsebniki z delci se med 100 %-no kontrolo izločijo. Z namenom sledenja pojavnosti delcev je potrebno vidne delce v izločenih vsebnikih tudi identificirati. Večinoma gre za delce, ki so tekom proizvodnega procesa v neposrednem stiku z izdelkom: npr. primarna embalaža, čepi, polnilne igle... Identifikacija poteka na več nivojih, končna stopnja pa je identifikacija na osnovi različnih spektroskopskih tehnik, med katerimi se najpogosteje uporabljajo: Ramanska spektroskopija, FTIR spektroskopija in LIBS spektroskopija. Identifikacija najpogosteje poteka preko primerjave spektrov delcev neznanih materialov s spektri referenčnih materialov, katerih vir je poznan. Za uspešno identifikacijo delcev na osnovi primerjav spektrov z referenčnimi spektri je ključnega pomena kvalitetna spektralna knjižnica. Magistrsko delo zajema postavitev spektralne knjižnice za namene identifikacije delcev z IR spektroskopijo v programskem okolju Spectrum 10 (Perkin Elmer). Vsaka knjižnica zahteva ustrezno ogrodje znotraj specifičnega programskega paketa, ki sem ga prilagodil potrebam Laboratorija za analizo delcev v družbi Lek d.d.. Najpomembnejši del je spektralna baza, ki vključuje spektre referenčnih materialov. Referenčni materiali so bili pridobljeni iz proizvodne enote, njihove infrardeče spektre pa sem posnel z različnimi tehnikami. Najpogosteje sem uporabil način snemanja spektra v ATR načinu z diamantnim kristalom. Materiale, ki so bili tanjši in bolj transparentni, sem posnel tudi v načinu transmisije. Na tak način sem metodi medsebojno primerjal, predvsem razlike v posnetih spektrih in ustreznost metode za določen material. Ugotovil sem, da način transmisije za debelejše vzorce odpove, zato sem se večinoma osredotočil na metodo ATR. Spektre sem knjižnici dodajal in testiral ustreznost njenega delovanja. Knjižnico je možno z novimi vnosi v prihodnosti nadgrajevati in predstavlja pomemben doprinos k identifikaciji delcev v Laboratoriju za analizo delcev družbe Lek. Parenteral pharmaceutical products are delivered into the human body by injection and infusion. Due to the different properties of the active pharmaceutical ingredients, parenteral products exist in different forms: either as a powder or a solution. All pharmaceutical products must meet certain quality standards prescribed by healthcare organizations. Parenteral products must also meet the requirement for sterility, as they are by definition intended for direct application into the human body past the digestive system. In addition to the requirement for sterility, parenteral products must meet the pharmacopoeial requirements for the absence of visible particles. Quality control of parenteral products is rigorous: each container is 100% visually inspected before packaging. Containers with particles are rejected during 100% control. In order to track the incidence of particles, visible particles found in the rejected containers need to be identified. These are mostly particles that are in direct contact with the product during the production process: e.g. primary packaging, stoppers, filling needles, etc. Identification is performed on several levels, and the final stage is identification based on various spectroscopic techniques, the most commonly used of which are Raman spectroscopy, FTIR spectroscopy and LIBS spectroscopy. Identification is usually performed by comparing the spectra of particles of unknown materials with those of the reference materials whose source is known. A successful spectral library is crucial for successful identification of particles based on spectra comparisons with reference spectra. The master's thesis covers the construction of a spectral library for the purpose of particle identification by IR spectroscopy in the software environment Spectrum 10 (Perkin Elmer). Each library requires an appropriate framework within a specific software package, which I have adapted to the needs of the Laboratory for Particle Analysis in the Lek company. Reference materials were obtained from the production unit and I recorded their infrared spectra using various techniques. Most often, I used the ATR mode with diamond crystal. The materials that were thinner and more transparent were also recorded in transmission mode. In this way, I compared the methods with each other, especially the differences in the recorded spectra and the appropriateness of the method to a particular material. I found that the transmission mode fails for thicker specimens, so I mostly focused on the ATR method. I added the spectra to the library and tested its suitability. The library can be upgraded with new entries in the future and represents an important contribution to the identification of particles in the Laboratory for Particle Analysis in Lek company.

Cobalt aluminate, CoAl2O4, is an intense blue color pigment, known as Thenard blue, characterized by thermal and chemical stability, as well as stability to solar exposure and atmospheric agents. It possesses a normal spinel structure, the space group Fd-3m. The unit cell contains 32 oxygen atoms in cubic close packing, 8 tetrahedral cation sites occupied by divalent Zn2+ cations and 16 octahedral sites occupied by trivalent Al3+. However, spinels can also demonstrate some degree of inversion in the structure which is described by the inversion parameter, delta, defined as a fraction of trivalent metal cations on tetrahedral spinel sites. Elucidating a cation distribution between two cation sites is important, since it is a determining factor for controlling and forecasting the material properties. The aim of this investigation is to study the effect of annealing temperature on cation distribution in cobalt aluminte structure. Cobalt aluminate was prepared from aluminum-sec-butoxide and cobalt(II) nitrate hexahydrate by a sol-gel technique. The obtained material was grinded to fine powder and annealed in the furnace at 500, 600, 700, 800 and 900 °C for 2 h, then slowly cooled to RT. Heating to a chosen temperature was performed at the rate of 10 °C/min. The samples at T