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The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

The benefits of outdoor education are well known and irreplaceable. Teachers of environmental lessons frequently ask themselves what kind of cartographic support (paper maps or mobile navigators) to offer their students doing fieldwork either navigating to selected points or being engaged in the research of a selected environment. In this article, we compare the success rates of children using either a paper map or mobile navigation with respect to independence, accuracy and speed when walking (wayfinding) through an unfamiliar environment. We collected the data by observing 122 primary school students of six different schools as they individually walked through a suburban area of Ljubljana, Slovenia. The results show that the children were more independent and made fewer mistakes when using a mobile navigator than when using a paper map. They were able to use mobile navigation successfully after having received only a short (2-minute-long) demonstration, even if they had never used such a device before.

Purpose: In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students' perspective and explore the differences among various subgroups of students. Design/methodology/approach: In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups. Findings: The empirical results reveal some differences among the subgroups of students. Students' attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups. Originality/value: This paper's insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

Objective: Aim of the study was to investigate the expression of transforming growth factor-β1 (TGF-β1), a key regulator of the extracellular matrix composition, in the uterosacral ligaments (USLs) of women with pelvic organ prolapse (POP) compared with controls. We hypothesized that the expression pattern of TGF-β1 differs between postmenopausal women with or without POP. Methods: Under ethical approval, USL samples were obtained from postmenopausal women undergoing vaginal hysterectomy for stage two or greater pelvic organ prolapse (cases, n = 70) and from postmenopausal women without pelvic organ prolapse undergoing vaginal hysterectomy for benign indications (controls, n = 30). Immunohistochemical staining was performed from paraffin embedded tissue using anti-TGF-β1 antibodies. The expression of TGF-β1 was evaluated by the pathologist, who was blinded to all clinical data. Results: The expression of TGF-ß1 was similar in patients with symptomatic POP (89 % positive) and in controls (90 % positive) without any signs of prolapse (p = 0.091). Age-adjusted analysis did not significantly alter these results. Regarding POP-Q stages, TGF-ß1 was significantly more frequently expressed in severe prolapse cases compared to moderate/mild cases (POP-Q stage IV versus POP-Q stage II and III; p = 0.001). No significant association could be detected between TGF-ß1 expression and age, BMI and parity in cases with POP (p > 0.05). As published previously, advanced patients’ age as well as early menopausal age remained independent risk factors associated with POP in multiple logistic regression analysis (p = 0.001; p = 0.02). Conclusion: Although our study detected POP-Q stage related alterations in USL composition and TGF-ß1 expression, there was no significant difference in the expression of TGF-β1 in cases with or without prolapse.

This study investigates the patterns used by economics and business students in reading comprehension (RC) of subject-specific texts in a foreign language (FL), particularly in relation to their use of background knowledge (BK). The think-aloud (TA) method was used and the data were derived from readers’ verbal protocols. The coding of protocols yielded seventeen coding categories. The results were analysed and compared between two groups: one with high and one with low knowledge as determined by a prior BK assessment. The coding data were linked to the reading comprehension test results and typical patterns were established. Readers with high BK used more correct paraphrasing, inferencing, elaboration, and evaluation. In contrast, readers with low BK took more of a local approach to reading by focusing more on individual words. They frequently used English in their Slovene think-alouds, produced wrong and approximate paraphrases, and signalled lack of understanding. The article closes by examining implications for FL reading instruction and developing disciplinary literacy.

Smart equipment can support feedback in motor learning process. Smart equipment with integrated sensors can be used as a standalone system or complemented with body-attached wearable sensors. Our work focuses on real-time biofeedback system design, particularly on the application of a specific sensor selection. The main goal of our research is to prepare the technical conditions to prove efficiency and benefits of the real-time biofeedback when used in selected motion-learning processes. The most used wireless technologies that are used or are expected to be used in real-time biofeedback systems are listed. The tests performed on two prototypes, smart golf club and smart ski, show an appropriate sensor selection and feasibility of implementation of the real-time biofeedback concept in golf and skiing practice. We are confident that the concept can be expanded for use in other sports and rehabilitation. It has been learned that at this time none of the existing wireless technologies can satisfy all possible demands of different real-time biofeedback applications in sport.

Although the synthesis of nanoparticles (NPs) by low-pressure plasma-based sputtering onto liquids offers many advantages as compared to classic wet-chemistry-based approaches, not much is known about the nanoparticle formation mechanism in these conditions. Here, we report about an operando absorption spectrophotometry setup which allows recording time- and space-resolved spectra of the liquid into which the sputtered metal atoms are incorporated. The measurements are carried out during the plasma treatment but also afterward while keeping the sample inside the vacuum chamber. The device capabilities therefore allow studying the evolution of unstable systems, i.e., combination of sputtered atoms and host liquids for which aggregation may appear even during the plasma treatment time. As a model system, silver atoms are deposited onto a silicone oil which may be stirred or not. Our operando analysis provides qualitative and quantitative data and highlights that the nanoparticle formation and aggregation dynamics vary according to the process conditions. [ABSTRACT FROM AUTHOR]

Lignin, a complex plant cell wall component, holds promise as a renewable aromatic carbon feedstock. p-Vanillin is a key product of lignin depolymerization and a precursor of protocatechuic acid (PCA) that has tremendous potential for biofuel production. While the GcoAB enzyme, native to Amycolatopsis sp., naturally catalyzes aryl-O-demethylation toward guaiacol, recent research introduced a single mutation, T296S, into the GcoAP450 enzyme, enabling it to catalyze aryl-O-demethylation of p-vanillin. This structural modification increases the efficiency of GcoAP450 for the natural substrate while being active for p-vanillin. This study reveals the increased flexibility of p-vanillin and its ability to adapt a favorable conformation by aligning the methoxy group in close proximity to Fe(IV) = O of Cpd I in the active site of the T296S variant. The QM/MM calculations in accordance with the experimental data validated that the rate-limiting step for the oxidation of p-vanillin is hydrogen atom abstraction and provided a detailed geometric structure of stationary and saddle points for the oxidation of p-vanillin. [ABSTRACT FROM AUTHOR]

Purpose: In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students' perception of usefulness of blended learning. The purpose of this paper is to identify the factors which influence that feeling and to look for possible differences in perception by different subgroups of students. Design/methodology/approach: Students in the survey evaluated 13 aspects of e-courses in which they were enrolled. From enrolment documents, additional demographic data were collected (gender, high-school grade, study programme, etc.). A multiple linear regression was used with perceived usefulness as the response variable and the 12 other e-course aspects as predictors. Further, the same regression analysis was performed on different subgroups of students based on demographical data. Findings: The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teachers' responsiveness had a significant influence on the students' perception of the usefulness of e-courses. Further analysis based on demographic data revealed several subgroups of students where the perception of usefulness was influenced by different aspects. The teachers' feedback and supplementing the tutorial play an important role in higher years of study, while the general impression loses its influence. Originality/value: The paper is the first to explore the importance of demographic determinants of perceived usefulness of e-learning tools in EAPAA (European Association of Public Administration Accreditation)-accredited undergraduate public administration programmes.

TiO2 nanoparticles doped with different amounts of Nd3+ (0.5, 1, and 3 wt.%) were synthetized by the sol–gel method, and evaluated as potential temperature nanoprobes using the fluorescence intensity ratio between thermal-sensitive radiative transitions of the Nd3+. XRD characterization identified the anatase phase in all the doped samples. The morphology of the nanoparticles was observed with SEM, TEM and HRTEM microscopies. The relative amount of Nd3+ in TiO2 was obtained by EDXS, and the oxidation state of titanium and neodymium was investigated via XPS and NEXAFS, respectively. Nd3+ was present in all the samples, unlike titanium, where besides Ti4+, a significantly amount of Ti3+ was observed; the relative concentration of Ti3+ increased as the amount of Nd3+ in the TiO2 nanoparticles increased. The photoluminescence of the synthetized nanoparticles was investigated, with excitation wavelengths of 350, 514 and 600 nm. The emission intensity of the broad band that was associated with the presence of defects in the TiO2, increased when the concentration of Nd3+ was increased. Using 600 nm for excitation, the 4F7/2→4I9/2, 4F5/2→4I9/2 and 4F3/2→4I9/2 transitions of Nd3+ ions, centered at 760 nm, 821 nm, and 880 nm, respectively, were observed. Finally, the effect of temperature in the photoluminescence intensity of the synthetized nanoparticles was investigated, with an excitation wavelength of 600 nm. The spectra were collected in the 288–348 K range. For increasing temperatures, the emission intensity of the 4F7/2→4I9/2 and 4F5/2→4I9/2 transitions increased significantly, in contrast to the 4F3/2→4I9/2 transition, in which the intensity emission decreased. The fluorescence intensity ratio between the transitions I821I880=F5/24I49/2F43/2I49/2 and I760I880=F47/2I49/2F43/2I49/2 were used to calculate the relative sensitivity of the sensors. The relative sensitivity was near 3% K−1 for I760I880 and near 1% K−1 for I821I880.