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Authors: Svetlana Jovanovic, Olaf C. Haenssler, Milica Budimir, DuŠka Kleut, Jovana Prekodravac and Biljana Todorovic Markovic

Abstract

In order to modify both chemical and electrical properties of graphene-based nanomaterials, we conducted the chemical modification of graphene oxide (GO) and graphene quantum dots (GQDs). The reaction of the reduction with nascent hydrogen was conducted on both materials. The structure and morphology of produced chemically reduced GO and GQDs were analyzed. While the chemical composition of both GQD and GO changed significantly, GO showed also significant changes in morphology as opposite to GQDs where were morphological changes were not observed.

Open access

Abstract

This article concentrates on the transformative potential of the Millennial generation within the framework of the political landscapes of the United States, several European countries and Russia. Generational experiences frame the context for the comparative examination of the democratic order and the perspectives for democratic transition. In Western countries, the group is a potentially powerful political force, yet its members do not pursue traditional forms of civic engagement – they are sceptical about institutional forms of participation and have little trust in public authority. Embedded in a youth-marginalization discourse, the public identities of the Millennials are seen rather as a manifestation of the failures of democratic representation, rather than as forms of agency seeking new ways of political expression. The orientations of this distinct group also present a puzzle when the future of authoritarian regimes is discussed: Millennials’ openness to political change is often questioned, despite the prominent role they play in the rise of the opposition forces that gained influence during Vladimir Putin’s third term. Nevertheless, in both contexts, the ongoing generational shift has become an increasingly important area for social-scientific investigation and it is being directly related to broader arguments about the nature of political change.

Open access

Abstract

This article concentrates on the transformative potential of the Millennial generation within the framework of the political landscapes of the United States, several European countries and Russia. Generational experiences frame the context for the comparative examination of the democratic order and the perspectives for democratic transition. In Western countries, the group is a potentially powerful political force, yet its members do not pursue traditional forms of civic engagement – they are sceptical about institutional forms of participation and have little trust in public authority. Embedded in a youth-marginalization discourse, the public identities of the Millennials are seen rather as a manifestation of the failures of democratic representation, rather than as forms of agency seeking new ways of political expression. The orientations of this distinct group also present a puzzle when the future of authoritarian regimes is discussed: Millennials’ openness to political change is often questioned, despite the prominent role they play in the rise of the opposition forces that gained influence during Vladimir Putin’s third term. Nevertheless, in both contexts, the ongoing generational shift has become an increasingly important area for social-scientific investigation and it is being directly related to broader arguments about the nature of political change.

Open access

ERRATUM: MINITRAE ET NUMINI EIUS

Egy kelta istenség a vulgáris latin Aquincumban

Author: Vágási Tünde
Open access

Abstract

Quality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.

Open access

Abstract

Quality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.

Open access

Abstract

Approaching the process of normal ageing with a health psychology model was an important development in health science. In earlier healing models, questions of old age were either ignored or dealt with only in the context of various diseases. Definitions of the stages of human life have changed and pushed the limits of old age to a higher level. The expanding human life course raises important medical, psychological, and sociological issues. The definition of ageing and the characteristics of normal ageing need to be reconsidered. The cognitive representations of ageing people are a good reflection of how they think about themselves, the world, and the stage of life ahead. The contribution of health psychology as a modern approach to healthy ageing has greatly altered the attitudes of healthcare professionals. The concept of active old age helps to deal with the growing number of elderly people in a new context. In this brief overview of the health psychology approach to normal ageing, we aim to help healthcare professionals better manage the problems in their daily work. In a brief introduction, we review the physical and mental symptoms of ageing. We strive to isolate the normal variants from gerontopsychiatric and neuropsychiatric disorders. While normal ageing does not require clinical attention, psychiatric disorders do, and we briefly describe the therapeutic forms. Psychoeducation, group therapy, and supportive techniques prove to be the most effective.

Open access

Abstract

In this report we show an unusual case of a giant ascending aortic double chambers pseudoaneurysm eroding the sternum. The patient was an asymptomatic 22-year-old man who underwent CT Angiography with ECG gating and who previously underwent aortic valve replacement.

Open access