Several bird species utilize artificial structures for communal roosting. Between 26 May and 28 Jun 2012, the selection of buoys and times of departure by Mediterranean Shags Phalacrocorax aristotelis desmarestii were studied at three communal roosts within shellfish farms in the Bays of Sv. Jernej (Debeli rtič), Strunjan and Piran (Sečovlje). A total of 3,110 buoys were counted and categorized into two groups according to their shape (horizontal and vertical) and colours. The black horizontally floating buoys were of two types (barrelshaped and oval). The Shags chose to utilize the horizontally floating buoys only, most often black and white in colour. Owing to their poorer stability and smaller standing surface, the vertically floating buoys are clearly unsuitable for them. The highest share of Shags with regard to the number of buoys of separate types was registered on black barrel-shaped buoys. As the percentage of occupied buoys was similar at all roost sites (36-39%), it was deduced that Shags distribute evenly among roosts, regardless of the number of individuals present in the Slovenian sea. At the larger roost at Debeli rtič, the percentage of adult individuals (73.5%) was greater than at Strunjan (42.5%). This could be due to the competition for better places, given that competitively stronger individuals select safer larger roosts. Between 5.42 and 9.00 hrs, 53.3% and 69.1% of Shags departed from the roost sites at Debeli rtič and Strunjan, respectively, with the majority of departures recorded between 7.50 and 8.30 hrs. They left their roosts mostly individually (48.7%) or in pairs (23.3%), at Debeli rtič predominantly in the SW (58.9%) and W (16.9%) directions, and at Strunjan in the NE (42.3%) and N (38.5%) directions.
In this work, we revise the preparation procedure and conduct an in depth characterization of optical properties for the recently proposed silicone-based tissue-mimicking optical phantoms in the spectral range from 475 to 925 nm. The optical properties are characterized in terms of refractive index and its temperature dependence, absorption and reduced scattering coefficients and scattering phase function related quantifiers. The scattering phase function and related quantifiers of the optical phantoms are first assessed within the framework of the Mie theory by using the measured refractive index of SiliGlass and size distribution of the hollow silica spherical particles that serve as scatterers. A set of purely absorbing optical phantoms in cuvettes is used to evaluate the linearity of the absorption coefficient with respect to the concentration of black pigment that serves as the absorber. Finally, the optical properties in terms of the absorption and reduced scattering coefficients and the subdiffusive scattering phase function quantifier γ are estimated for a subset of phantoms from spatially resolved reflectance using deep learning aided inverse models. To this end, an optical fiber probe with six linearly arranged optical fibers is used to collect the backscattered light at small and large distances from the source fiber. The underlying light propagation modeling is based on the stochastic Monte Carlo method that accounts for all the details of the optical fiber probe.
državljanska vzgoja v sloveniji 60 Primeri vprašanj iz preverjanja državljanskega znanja 60 Prvi primer vprašanja 61 Drugi primer vprašanja 61 Tretji primer vprašanja 61 Četrti primer vprašanja 62 Peti primer vprašanja 62 Šesti primer vprašanja 63 Sedmi primer vprašanja 63 Osmi primer vprašanja 64 Dosežki državljanske vednosti učencev 67 Porazdelitev državljanske vednosti učencev po zahtevnostnih ravneh 68 Razlike med spoloma 69 Državljanska vednost učencev in SES, migrantsko ozadje ter jezik, ki ga govorijo doma 71 Trendi dosežkov državljanske vednosti 73 Vidiki državljanskega delovanja učencev v Sloveniji 74 Osebna vključenost v politična in družbena vprašanja 76 Participacija učencev v državljanskih aktivnostih na šoli 78 Dejanska in pričakovana participacija učencev zunaj šole 83 Stališča učencev o pomembnih vprašanjih v družbi v Sloveniji 83 Stališča učencev o demokraciji in državljanstvu 86 Stališča učencev o enakih možnostih 89 Stališča učencev glede globalnih tematik, zaupanja v institucije ter stališča glede vpliva religij na družbe 93 Stališča učencev glede zaupanja v politične institucije 96 Stališča učencev o vlogi religije pri vplivu na družbo 99 Vloga šole in skupnosti pri državljanski vzgoji in izobraževanju v Sloveniji 99 Participatorni procesi in socialne interakcije v šoli 102 Razredna in šolska klima 106 Različne oblike trpinčenja v šoli 110 Sodelovanje učencev v aktivnostih v skupnosti 113 Državljanska vzgoja in izobraževanje v razredu/šoli 115 Povzetek 117 Summary 119 Literatura 127 Internetni viri 129 O avtorjih 131 Imensko in stvarno kazalo 9 29 Tabela 1.1: Delež pokritosti različnih domen v raziskavi ICCS 2016 (instrumenta za učence) Izobraževalni sistem Belgija (flamski del) 538 (5,4) 537 (4,6) 1 (5,8) Povprečje ICCS 2016 530 (0,8) 505 (0,8) 25 (0,9) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 532 (6,6) 499 (7,7) 33 (6,9) Južna Koreja 2 568 (4,8) 537 (3,4) 31 (4,6) Povprečna vednost na lestvici znanja-dekleta Povprečna vednost na lestvici znanja-fantje Razlika absolutne vrednosti Izobraževalni sistem Belgija (flamski del) 16 (1,6) 489 (7,3) 548 (3,8) 8 4 (1,6) Bolgarija 0 (0,1)^488 (5,1) 100 (0,1) Čile 2 (0,3) 463 (13,4) 489 (3,0) 9 8 (0,3) Kitajski Tajpej 1 (0,2)^583 (2,9) 9 9 (0,2) Kolumbija 1 (0,1) 395 (20,3) 485 (3,3) 9 9 (0,1) Hrvaška 9 (0,9) 526 (6,7) 533 (2,4) 9 1 (0,9) Danska † 9 (0,8) 533 (7,6) 594 (2,8) 9 1 (0,8) Dominikanska republika 3 (0,4) 365 (8,8) 388 (3,0) 9 7 (0,4) Estonija 1 9 (7 (0,2) 479 (2,2) 523 (0,7) 93 (0,2) Izobraževalna sistema, ki nista dosegla standardov vzorčenja Hong Kong LRK 32 (1,3) 523 (7,5) 514 (7,0) 6 8 (1,3) Južna Koreja 2 0 (0,1)^553 (3,6) 100 (0,1) Povprečja, ki so znatno večja (p>0.05), kot tista v primerjalni skupini, so označena s krepko pisavo. () Standardne napake so navedene v oklepajih. Ker so rezultati zaokroženi na najbližje celo število, se lahko nekatere vrednosti zdijo neskladne. 2 Izobraževalni sistem je raziskavo na ciljni populaciji izvedel v prvi polovici šolskega leta. Razlika med primerjalnima skupinam...
The article relates to SPS Operation entitled Building blocks, tools and systems for future factories-GOSTOP.
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