1. Three case studies on migration-related detentionGregor Maučec, 2024, izvirni znanstveni članek Opis: The European Union (EU) has recently adopted a series of legal and policy instruments and actions to strengthen protections from various forms of arbitrary asylum- and return-related detention. Further measures are planned, including those with potentially binding legal effects for EU Member States. Such laws and measures—intended to protect asylum seekers and other migrants from arbitrary deprivation of their liberty—involve rather abstract and ambiguous concepts that leave broad margins for legal interpretation and, consequently, a high degree of flexibility and discretionary powers to EU Member States. Therefore, the actual meaning and impact of these provisions is difficult to grasp. This research critically examines the latest jurisprudence of the Court of Justice of the European Union (CJEU or Court) on the (alleged) incidents and practices of arbitrary detention of migrants in EU Member States. It analyses how the supreme judicial authority of the EU construes the concept of ‘arbitrariness’ of deprivation of liberty of person and related notions, such as ‘necessity’ and ‘proportionality’, within the context of EU migration governance and the functioning Common European Asylum System. This analysis can give a preview of where the EU legislator and Court may be heading in terms of their quest for a more humane, dignified, and fair treatment in restricting migrants’ liberty. It also yields some valuable insights into the ways in and extent to which the interpretations and decisions of the CJEU uphold the prohibition of arbitrary deprivation of liberty of migrants and uniform international human rights norms—including those enshrined in the EU Charter of Fundamental Rights—that EU Member States are bound by when depriving migrants of their personal liberty.
Ključne besede: right of migrants to liberty, immigration/pre-removal/pre-return detention, EU asylum and immigration acquis, Court of Justice of the European Union, EU Charter of Fundamental Rights, EU Member States
Objavljeno v DKUM: 28.11.2025; Ogledov: 0; Prenosov: 0
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2. Teachers’ opinions on kindergarten admission standards : risks to toddler well-being?Barbora Loudová Stralczynská, Milena Lipnická, Vlastimil Chytrý, 2025, izvirni znanstveni članek Opis: The aim of this paper is to present the opinions of teachers on the standards for admitting toddlers to kindergartens in the Czech Republic and Slovakia, and to discuss these standards in relation to the risks to children’s well-being. Opinions were obtained through a quantitative survey among teachers from the Czech Republic (n=574) and Slovakia (n=593) in 2023. Results showed that most teachers do not support the admission of children under three to kindergartens. They conditionally support admission based on self-care skills, hygiene habits, and socioemotional independence, which do not match typical toddler development, posing pressure on the child and family.
Ključne besede: pre-school teachers, admission standards, toddlers, kindergarten, child well-being
Objavljeno v DKUM: 25.11.2025; Ogledov: 0; Prenosov: 1
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3. The impact of the teacher education study program on the development of TPACKKarolina Dobi Barišić, Maja Brust Nemet, 2023, izvirni znanstveni članek Opis: This study compares students’ TPACK at the beginning and at the end of their college education according to their involvement and the number of computer science courses. Research was conducted at the Faculty of Education in Osijek, Croatia, with the same generation of students, in 2015 (N=71) and 2020 (N=43). The results showed a statistically significant difference for Technological, Pedagogical and Content Knowledge, for all students in the sample and for students with additional computer science courses. In the case of overall TPACK, there is no difference for the overall sample of students but for students with additional computer science courses, the difference is significant.
Ključne besede: pedagogical knowledge, pre-service teachers, teacher education, technological knowledge, TPACK
Objavljeno v DKUM: 28.07.2025; Ogledov: 0; Prenosov: 6
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4. Predisposition towards sustainable behaviour among students in the pre-school education study programmeAleksandra Šindić, Kiril Barbarev, Marko Gavriloski Tretjak, Jurka Lepičnik-Vodopivec, 2021, izvirni znanstveni članek Opis: Starting from the importance of sustainable behaviour among educators for sustainability in kindergarten, the aim of this empirical quantitative study was to investigate the prevalence of predispositions towards sustainable behaviour among students from the first cycle of the Pre-school Education study programme at three universities. The connection between predispositions, the existence of a difference between cognitive and non-cognitive predispositions, and the absence of a statistically significant difference between the predispositions of the students in relation to home faculty and place of residence were determined.
Ključne besede: predisposition towards sustainable behaviour, Pre-school Education
Objavljeno v DKUM: 01.07.2025; Ogledov: 0; Prenosov: 3
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5. Predictors of reactive agility in early puberty: a multiple regression gender-stratified studyVladimir Pavlinović, Nikola Foretić, Šime Veršić, Damir Sekulić, Silvester Lipošek, 2022, izvirni znanstveni članek Opis: Reactive agility (RAG) is a crucial factor of success in sports, but there are practically no
studies dealing with RAG among children. The main aim of this study was to identify predictors
of RAG among early pubescent boys and girls. The participants were primary school boys (n = 73)
and girls (n = 59) aged 11–12. The criterion variable was the originally developed “Triangle” test
of reactive agility (Triangle-RAG). Predictors included anthropometric/body composition indices
(body height, seated height, body mass, and body fat percentage) and motor abilities (10 and 20 m
sprint, broad jump, squat jump, countermovement jump, drop jump, and two tests of change of
direction speed—CODS (Triangle-CODS, and 20 yards)). The results of the univariate analysis
showed that anthropometric/body composition indices were not significantly correlated to TRAG
(0–4% of the common variance), while all motor abilities were significantly associated with TRAG
(7–43% of the common variance) in both genders. Among boys, 64% of the TRAG variance was
explained by multiple regression, with TCODS as the only significant predictor. Among girls, multiple
regression explained 59% of the TRAG-variance with TCODS, countermovement jump, and drop
jump as significant predictors. Differences in multivariate results between genders can be explained
by (i) greater involvement in agility-saturated sports (i.e., basketball, tennis, soccer) in boys, and
(ii) advanced maturity status in girls. The lack of association between anthropometric/body built and
TRAG was influenced by the short duration of the TRAG (3.54 ± 0.4 s). Our findings suggest that
pre-pubescent and early pubescent children should be systematically trained on basic motor abilities
to achieve fundamentals for further developing RAG. Since in this study we observed predictors
including only athletic abilities and anthropometric/body composition, in future studies, other motor
abilities, as well as cognitive, perceptual, and decision-making parameters as potential predictors of
RAG in children should be investigated.
Ključne besede: non-planned agility, pre-planned agility, anthropometry, children
Objavljeno v DKUM: 03.10.2024; Ogledov: 0; Prenosov: 14
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6. Commit-level software change intent classification using a pre-trained transformer-based code modelTjaša Heričko, Boštjan Šumak, Sašo Karakatič, 2024, izvirni znanstveni članek Opis: Software evolution is driven by changes made during software development and maintenance. While source control systems effectively manage these changes at the commit level, the intent behind them are often inadequately documented, making understanding their rationale challenging. Existing commit intent classification approaches, largely reliant on commit messages, only partially capture the underlying intent, predominantly due to the messages’ inadequate content and neglect of the semantic nuances in code changes. This paper presents a novel method for extracting semantic features from commits based on modifications in the source code, where each commit is represented by one or more fine-grained conjoint code changes, e.g., file-level or hunk-level changes. To address the unstructured nature of code, the method leverages a pre-trained transformer-based code model, further trained through task-adaptive pre-training and fine-tuning on the downstream task of intent classification. This fine-tuned task-adapted pre-trained code model is then utilized to embed fine-grained conjoint changes in a commit, which are aggregated into a unified commit-level vector representation. The proposed method was evaluated using two BERT-based code models, i.e., CodeBERT and GraphCodeBERT, and various aggregation techniques on data from open-source Java software projects. The results show that the proposed method can be used to effectively extract commit embeddings as features for commit intent classification and outperform current state-of-the-art methods of code commit representation for intent categorization in terms of software maintenance activities undertaken by commits.
Ključne besede: software maintenance, code commit, mining software repositories, adaptive pre-training, fine-tuning, semantic code embedding, CodeBERT, GraphCodeBERT, classification, code intelligence
Objavljeno v DKUM: 14.08.2024; Ogledov: 87; Prenosov: 47
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7. Has the COVID-19 pandemic affected mathematics achievement? : a case study of university students in social sciencesAnja Žnidaršič, Alenka Brezavšček, Gregor Rus, Janja Jerebic, 2022, izvirni znanstveni članek Opis: This study examines the effects of COVID-19-related measures on the mathematics achievement of university students in social sciences in Slovenia. Our particular concern was to compare two student populations (pre-pandemic and pandemic) in terms of factors affecting student performance in mathematics courses. Data were collected over nine consecutive academic years (from 2013–2014 to 2020–2021) and analyzed using two-stage structural equation modelling (SEM). The analyses confirmed that the conceptual model developed before the pandemic was applicable during the pandemic period. For both populations (pre-pandemic and pandemic), mathematics confidence, perceived level of math anxiety, background knowledge from secondary school, and self-engagement in mathematics courses at university were confirmed as factors influencing mathematics achievement. Moreover, both populations perceived the effects of the factors in the same way, and the magnitude of the effects is comparable. The rather high values of determination coefficient for mathematics achievement (greater than 0.66 for both student populations) indicate that the variables “Perceived Level of Math Anxiety” and “Self-Engagement in Mathematics Course at University” together explain a significant proportion of the total variance before and during the pandemic. Consequently, the results of our case study indicated that pandemic measures did not have a significant impact on our students’ mathematics achievement. Although a more in-depth study of a broader sample of academic courses would be needed to confirm our findings, our experience indicates that mathematics courses at the tertiary level of education can be successfully delivered online.
Ključne besede: COVID-19, mathematics achievement, university students, social sciences, pre-pandemic population, pandemic population, comparison, multi-group structural equation modeling (MG-SEM)
Objavljeno v DKUM: 09.07.2024; Ogledov: 112; Prenosov: 14
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8. Exploring pre-service and in-service teachers' perceptions about early foreign language learning and dyslexiaMilena Košak Babuder, Saša Jazbec, 2019, izvirni znanstveni članek Opis: This contribution addresses Slovenian in-service and pre-service foreign language and general education teachers' awareness of dyslexia in the foreign language classroom. The authors examine and analyse the levels of familiarity with dyslexia among foreign language teachers and primary school teachers (in-service teachers) and foreign language students (pre-service teachers), their perceptiveness regarding the particularly demanding areas of language learning, and their willingness to engage in additional training to obtain the appropriate skills for teaching children with learning disabilities, particularly dyslexia. The results reveal noticeable differences in answers to individual research questions provided by the participants based on their profiles. The majority of participants stated that they were familiar with dyslexia from a theoretical point of view but also indicated that they were aware of the need to further improve their individual specialist-didactic knowledge and skills in order to give successful support to dyslexic pupils engaged in foreign language learning. The authors also predict the necessary extent of additional training measures in which foreign language teachers, primary school teachers, and foreign language students should engage.
Ključne besede: pouk tujega jezika, zgodnje učenje, disleksija, dislektični učenci, učitelji tujega jezika, razredni učitelji, empirične študije, foreign language teaching, early learning, dislexy, dislexic pupils, foreign language teachers, pre-service teachers, in-service teachers
Objavljeno v DKUM: 21.05.2024; Ogledov: 248; Prenosov: 33
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9. Thermo-kinetic analysis of pyrolysis of thermally pre-treated sewage sludge from the food industryAleksandra Petrovič, Janja Stergar, Lidija Škodič, Neža Rašl, Tjaša Cenčič, Lidija Čuček, Darko Goričanec, Danijela Urbancl, 2023, izvirni znanstveni članek Ključne besede: thermal pre-treatment, pyrolysis, industrial sewage sludge, thermogravimetric analysis, kinetic analysis, thermodynamic analysis
Objavljeno v DKUM: 10.05.2024; Ogledov: 258; Prenosov: 16
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10. In the search for the ideal mentor by applying the "Mentoring for effective teaching practice instrument"Mateja Ploj Virtič, Andre Du Plessis, Andrej Šorgo, 2023, izvirni znanstveni članek Opis: The study aims to explore and analyse the perceived experiences of Slovenian pre-service teachers with their mentors during their teaching practicum, by using the "Mentoring for effective teaching practice instrument (METPI)". Conclusions were based on 105 responses using paper and pencil, collected from Slovenian preservice teachers in their 4th year of study. The initial set of 62 items was shortened to 36 items for inclusion in the models. From two concurrent SEM models, it was concluded that students found their experiences related to Hudson's five-factor model, consisting of personal attributes of their mentor, modelling, pedagogical knowledge, system requirements and feedback, to be satisfactory, while their experience pertaining to Information and Communication Technology as a new, additional factor with reference to their mentor, was unsatisfactory. Several recommendations are made related to the dimensions, especially pertaining to Information and Communication Technology (ICT) tools.
Ključne besede: ICT, mentoring pre-service teachers, METPI, teacher professional knowledge, teaching practicum
Objavljeno v DKUM: 15.04.2024; Ogledov: 238; Prenosov: 25
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