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    $a Application of digital competence of the teacher in innovative approach of students´ assessment by means of interactive electronic exercises $f Milan Ďuriš, Ivana Pandurović, Roman Stadtrucker
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    $a During the Late Campanian, sea-level fluctuation occurred in the form of two chert bands and the topmost conglomeratic phosphate beds (CF8a zone). A great transgression event occurred associated with the global warming (CF8b zone) trend indicated by large double-keeled foraminifera as Globotruncana aegyptiaca Nakkady of oligotrophic conditions. Through the event of CF6/CF5 zones, a gradual increase in the relative abundance of Gublerina rajagopalani Govindan and Planoheterohelix planata (Cushman) and other heterohelicids have been shown to tolerate and thrive in a wide range of environmental conditions as in high-stress environments. Sea-level fall at the CF6 zone and the overlying CF5 boundary marked a warming climate for the Middle Maastrichtian Event. In the latest CF4 records, the beginning of the decrease in planktic/benthic ratio, globotruncanids, rugoglobigerinids, and heterohelicids indicating a fall in sea level coincided with the CF4/CF3 and the development of dark grey shales in a regressive regime. The observed low abundance of planktic specimens may be due to the presence of pyrite with black shale interval suggesting low oxygen condition. The latest zones CF3, CF2, and CF1 are generally characterized by heterohelicids blooms specially Planoheterohelix globulosa (Ehrenberg), and a gradual decrease in diversity associated with the warming phase before the K/Pg boundary event, implying high biotic stress to even absent of Guembelitria cretacea species through CF3–CF1 zones. Pseudotextularia elegans (Rzehak) occurs in the zones CF4 and CF2 warming of phases 1 and 2 of Deccan Trap Volcanic. The absence of P. elegans (Rzehak) in the zone (CF3) is postulated due to a tectonic cause (maximum cooling of Deccan Trap Volcanic) whereas its absence in the zone (CF1) was due to regression of phase 2.
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    $a Comparison of ultrasound-guided and palpation-inserted peripheral venous cannula in -patients before primary hip or knee arthroplasty: study protocol for a randomized controlled trial $f Jakub Hlásny, Roman Alberty ... [et al.]
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    $a Competences of primary education teachers in working with pupils with a different mother language $f Monika Brozmanová, Beata Žitniaková Gurgová
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    $a Today, as a result of migration, more and more people from different cultures are living in the same place. Slovakia is no exception, even though it is not one of the largest multicultural countries compared to other countries in the European Union. Educating children with different mother language can pose a challenge for educators. Multicultural competences of teachers are also emphasized by foreign authors Güven et al. [1], McAllister and Irvine [2] and others. In our research, we were interested in the views of primary teachers with experience of working with pupils with different mother language and which teaching competences they consider important when working with these pupils. We used a qualitative research design. The research sample consisted of 20 teachers of primary education from twelve Slovak primary schools. The research method consisted of semi-structured interviews which, after verbatim transcription, were subjected to content analysis through open coding. The results of the framework analysis showed that the teachers' professional competencies included professional experience gained during their undergraduate training as well as several years of practice. Teachers emphasized the need for an individual approach when working with students with different mother language, a slower pace of instruction, and modification of assessment with an emphasis on verbal, formative assessment and constructive feedback. Cooperation with other teaching staff in the school (teaching assistants, special educators, school support team) was considered important. They also mentioned the importance of creating a favourable social climate in the classroom. The findings of our qualitative research present concrete recommendations that can be helpful to future teachers as well as to practicing teachers.
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