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Physical activity and microbiota: An overlooked link to health
No full textPhysical activity refers to any bodily movement produced by skeletal muscles that demands
energy expenditure. Microbiota signifies the diverse collection of microorganisms that occupy a
particular environment, most frequently a specific area of a multicellular organism's body. The
connection between physical activity and microbiota has emerged as a crucial area of study in recent
years. Evidences suggest that exercise is beneficial not only for cardiovascular, metabolic, and
mental health, but also significantly influences the composition of microbial communities. Regular
physical exercise increases the prevalence of beneficial species of microbiota community. Several
plausible mechanisms through which exercise influences the gut microbiome have been identified.
Emerging set of evidences confirms that changes in the microbiome induced by exercise may lead to
inflammatory, immune, and oxidative responses that could play a role in enhancing health. The gut
microbiome produces microbial metabolites that can positively influence health by modulating
neurotransmitter synthesis, which is essential to the gut-brain axis. Physical activity levels have an
impact on the gastrointestinal microbiota in humans demonstrating best results at moderate regular
level. This paper discusses intriguing interaction between physical activity and microbiota that
regulates health and wellbeing
PHYSIOTHERAPY TODAY – TRENDS AND CHALLENGES
No full textPhysiotherapy is a healthcare profession focused on the rehabilitation of impairments and
disabilities, on one hand, and the promotion of motor and functional abilities, as well as
overall quality of life, on the other. The aim of this article was a theoretical consideration
of the current situation in the field of physiotherapy with a tendency to indicate the trends
of its development in the world and the most significant challenges that physiotherapy, as
a profession and as a scientific discipline, faces in a global framework. Theoretical
consideration of the state, trends and challenges in the field of physiotherapy was carried
out on the basis of a review of available professional and scientific literature and analysis
of acts of representative international professional associations and other institutions of
importance for the development of physiotherapy. In addition, the author's direct practical
experiences acquired during many years of work in higher education in the field of
physiotherapy and project activities in the same framework are also grounded in the
analysis. The results of the analysis indicate that contemporary physiotherapy practice is
grounded in an active approach within the framework of functional rehabilitation, aimed at
maximizing functional potential, optimizing participation in daily life, and improving
overall quality of life. Additionally, modern physiotherapists are expected to critically
analyze research literature and base their practice on evidence-based methods proven to be
effective. Based on current trends and developments in physiotherapy, it can be concluded
that physiotherapy practice worldwide is predominantly based on the principles of
biopsychosocial rehabilitation and a holistic approach to patient care
Inclusive school and students with disabilities
No full textПредмет истраживања је утврђивање спремности, односно, кадровске и техничке опремљености основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији. Ошти циљ емпиријског истраживања је био испитати показатеље спремности основних школа за инклузивно образовање ученика са сметњама у развоју и инвалидитетом у Републици Србији кроз процену односа и комепетенција наставника према инклузивном образовању ученика са сметњама у развоју и инвалидитетом, испитивање потреба и могућности за идентификацију, процену образовних потреба и пружање потребне подршке ученицима са сметњама у развоју и инвалидитетом, и утврђивање нивоа инклузивне културе, политике и праксе у основним школама. Истраживањем је обухваћено 234 наставника и стручна сарадника из основних школа са територије Републике Србије. Испитаници су попунили електронски упитник који је обједињавао сва четири инструмента примењена у истраживању: Упитник о основним подацима, Скалу за процену односа наставника према инклузивном образовању, Упитник за наставнике о идентификацији, процени и подршци ученицима у основној школи, и Скалу за процену инклузивних показатеља школе. Прикупљени подаци су сређени, анализирани и изведени су закључци. На инклузивност школе значајно утичу: искуства запослених у раду са ученицима са сметњама у развоју и инвалидитетом, додатно стручно усавршавање и однос наставника према инклузивном образовању. Већина испитних наставника и стручних сарадника вреднује сопствену компетентност за рад са децом са сметњама у развоју и инвалидитетом најнижим оценама, што је у складу са ниским обимом знања потребних за рад са децом са сметњама у развоју и инвалидитетом која су испитаници стекли током студија. Постоји несклад између потреба и могућности за идентрификацијом и проценом образовних потреба ученика са сметњама у развоју и инвалидитетом у основној школи. Већина наставника и стручних сарадника има негативне ставове према учешћу ученика са тежим или комплекснијим сметњама у развоју и инвалидитетом у редовном образовању. Недостатна је подршка ученицима и запосленима.The subject of the research is determining the readiness, i.e., the personnel and technical equipment of primary schools for inclusive education of students with disabilities in the Republic of Serbia. The general objective of the empirical study was to examine indicators of the readiness of elementary schools for inclusive education of students with disabilities in the Republic of Serbia through the assessment of the relationship and competence of teachers towards the inclusive education of students with disabilities, examination of needs and opportunities for identification, assessment of educational the need and provision of the necessary support for students with disabilities and determining the level of inclusive culture, policy, and practice in primary schools. The research included 234 teachers and professional associates from elementary schools in the territory of the Republic of Serbia. Respondents filled out an electronic questionnaire that combined all four instruments used in the research: a Questionnaire on Fundamental Data, a Teacher Attitudes Towards Inclusive Education Scale, a Questionnaire on Identification, Assessment, and Support for Students in a Primary School, and Index for Inclusion Questionnaire. The collected data were arranged and analyzed, and conclusions were drawn. The school's inclusivity is significantly influenced by the experiences of employees in working with students with disabilities, additional professional training, and the attitude of teachers towards inclusive education. Most examining teachers and professional associates evaluate their competence in working with children with developmental disabilities with the lowest marks, which aligns with the low volume of knowledge required for working with children with developmental disabilities that the respondents acquired during their studies. There is a discrepancy between the needs and opportunities for identifying and assessing the educational needs of students with developmental disabilities in elementary school. The majority of teachers and professional associates have negative attitudes toward the participation of students with severe or complex developmental disabilities in regular education. There is insufficient support for students and employee
Eksperimentalna istraživanja na pojedinačnom slučaju
No full textEksperimentalna istraživanja na pojedinačnom slučaju predstavljaju specifičnu
istraživačku metodologiju koja omogućava nepristrasnu procenu efikasnosti
tretmana i intervencija na uzorcima toliko malim da mogu brojati i samo jednog
ispitanika.
Takav pristup može delovati iznenađujuće istraživačkom duhu naviknutom na
zlatni standard klasičnih eksperimentalnih studija u kojima se efekti tretmana
ispituju poređenjem promena u eksperimentalnoj i kontrolnoj grupi. Očigledno,
kada u eksperimentu imamo samo jednog ispitanika, nije moguće formirati više
grupa – tada isti ispitanik prolazi i kroz kontrolne i kroz eksperimentalne uslove,
te na taj način sam sebi predstavlja kontrolu. Ovaj pristup nije bez svojih izazova,
a upravo oni i načini njihovog prevladavanja predstavljaju centralnu temu ovog
udžbenika.
Uprkos sve češćoj upotrebi i nesumnjivom saznajnom potencijalu, metodologija
eksperimentalnih istraživanja na pojedinačnom slučaju se retko izučava na
akademskim studijama, i to nije slučaj samo na univerzitetima kod nas, već i
u inostranstvu. Stoga i ne čudi što veliki broj istraživača u oblasti društvenih
nauka ima samo grubu predstavu o tome šta ona podrazumeva, a ovaj udžbenik
nastaje iz potrebe da se taj jaz premosti.
Udžbenik je namenjen studentima svih nivoa studija, kao i praktičarima iz oblasti
specijalne edukacije i rehabilitacije i srodnih disciplina poput kliničke psihologije,
neurologije i psihijatrije. Zbog specifičnosti i relativne malobrojnosti populacija
klijenata sa kojima rade, ovi stručnjaci u svom istraživačkom radu često bivaju
suočeni sa izborom između dve metodološki nepovoljne opcije – grupnih istraživanja
niske
statističke
snage
i
idiografskih
istraživanja
ograničene
epistemičke
vrednosti.
Upravo
eksperimentalna
istraživanja
na
pojedinačnom
slučaju
predstavljaju
treći put pružajući metodološki okvir koji kombinuje prednosti pristupa
usmerenog na pojedinca sa zahtevima visoke naučne rigoroznosti
The effect of gestures on the communication and educational process
No full textA gesture is a mode of establishing communication. In order for a movement to be a gesture, it has to convey a message or a piece of information. Different designations of a gesture are linked to both verbal and nonverbal communication. A gesture conveys information either on its own or together with speech. The main goal of the study is to point to the characteristics of gestures, the acquisition of gestures, as well as to the effect of gestures on the communication and educational process through the overview of the available literature. The methods of the analysis and the evaluation of the available literature were applied. Data on the specific features in the development of gestures, the classification and the role of gestures in the communication process and the process of education was gathered. A gesture represents an initial communicative symbol, which is used at an early age so that a need or a meaning is expressed. The decoding of nonverbal signals or transferring of a part of communicative intention to the modality of a gesture can compensate for the unfamiliarity with vocabulary or an inability to produce speech. When complex notions are presented in concrete terms or when the significance of any topic is emphasised, gestures and body language play a key part in the educational process. Gestures have a significant effect on the process of learning new terms as well as on the process of communication, thinking, learning and education
The importance of pride when learning math: The influence of academic emotions and motivation on mathematics achievement.
No full textThe academic emotions (AE), grounded in control-value theory (Pekrun, 2006), is a wellknown construct whose importance for students’ motivation, learning strategies, and performance has been confirmed in numerous studies. Not all AE received equal attention, with negative emotions, especially anxiety, being the main focus of the mathematics achievement research. Findings about the intertwined influence of AE and related constructs such as motivation on academic outcomes have yet to be fully elucidated. The aims of the study were to examine the impact of academic emotions on mathematics academic achievement, after
taking into account demographic variables (age, gender, type of school); determine whether the predictive power of academic emotions changes when the motivation for learning mathematics (intrinsic motivation, perceived utility, and perceived competence) is included; examine which tested emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, boredom) will have the greatest significance for math achievement. The convenience sample of 457 students (70% female; Mage = 16.35), from grammar and vocational schools, completed the AEQ-M (Pekrun et al., 2011) and EVS (Wigfield & Eccles, 2000) instrument in the school
or online format. Hierarchical regression analysis was conducted, with demographic variables entered in the first step of the model, positive emotions (enjoyment and pride) entered in the second step, negative emotions (shame, anger, anxiety, boredom, helplessness) entered in the third step, and motivation (utility, intrinsic and perceived competence) entered in the fourth
step of the model. Results revealed that positive emotions significantly predicted achievement, even after accounting for demographic variables, and remained significant across all models (Model 2: R² = .377, p < .001). Their influence slightly diminished as additional variables were introduced. Negative emotions contributed minimally in Model 3 (ΔR² = .023, p < .001) but
became nonsignificant in later models. Motivation, driven primarily by perceived competence, added to the predictive power in Model 4 (ΔR² = .027, p < .001). The final model explained 42.7% of the variance in math grades (F (2, 626) = 61.723, p < .001), with pride emerging as the most influential positive emotion. These findings indicate the importance of nurturing positive activating emotions in the classroom but also call for more research studies on positive emotions in everyday school context
The translation, reliability, and construct validity of the social role participation questionnaire for people with rheumatoid arthritis
No full textThe social participation of people with rheumatoid arthritis is assessed using the Social
Role Participation Questionnaire. The aim of this study was to translate the Social Role
Participation Questionnaire into the Serbian language, and to investigate its reliability and
validity for Serbian people with rheumatoid arthritis. Questionnaires were satisfactorily
completed by 126 participants with rheumatoid arthritis, during 2021. Test-retest reliability, internal consistency reliability, and construct validity of the Serbian version of the Social Role Participation Questionnaire were evaluated using the intraclass correlation coefficient, Cronbach’s alpha, and Spearman’s correlation coefficient, respectively. Some single item scores showed floor and/or ceiling effects. This was particularly evident in the physical difficulty items, which showed a floor effect in 20-80% of participants. The high intraclass correlation coefficient score (0.913–0.959) suggested a very high test-retest reliability. The Cronbach’s alpha coefficient, ranging from 0.706 to 0.926, was reliable for the majority of internal consistency. With the exception of the Social Role Participation Questionnaire subscale role importance at the first measurement, the construct validity of this instrument was confirmed. In assessing the social participation of Serbian people with rheumatoid arthritis, the Serbian translation of the Social Role Participation Questionnaire
is a trustworthy and valid instrument
Awareness of speech and language therapists from Montenegro about assistive technology for children with verbal communication disorders
No full textUvod: Asistivna tehnologija obuhvata sredstva i uređaje koji mogu da se koriste u
izvornom, modifikovanom ili prilagođenom obliku. Primena asistivne tehnologije
kod dece sa poremećajima verbalne komunikacije omogućava efikasno uspostavljanje
socijalne interakcije, izražavanje potreba i želja, kao i povećanje nezavisnosti,
samopoštovanja i produktivnosti. Cilj: Cilj ovog istraživanja je bio da se proceni nivo
informisanosti logopeda koji su zaposleni na teritoriji republike Crne Gore o asistivnoj
tehnologiji za decu sa poremećajima verbalne komunikacije. Takođe, da se utvrdi koje
sociodemografske varijable utiču na procenjeni nivo informisanosti ispitanika. Metode:
U istraživanju je učestvovalo 48 logopeda koji su zaposleni na teritoriji republike Crne
Gore. U istraživanju je korišćen online upitnik koji je posebno konstruisan za potrebe
ovog istraživanja. Rezultati: Dobijeni rezultati pokazuju da ispitanici smatraju da su
informisani o asistivnoj tehnologiji za decu sa poremećajima verbalne komunikacije (M
= 4.03, SD = 0.46). Analiza rezultata je pokazala da stepen obrazovanja, kao i dužina
radnog staža, nisu statistički značajno povezani sa procenjenim nivoom informisanosti.
Dobijeni podaci ukazuju na to da 27.10% ispitanika ne koristi nijedan uređaj u tretmanu
dece sa poremećajima verbalne komunikacije. Cboard aplikacija se najčešće primenjuje u
logopedskom tretmanu. Rezultati istraživanja pokazuju da logopedima nedostaje znanje
o visokoj asistivnoj tehnologiji, kao i obuka za upotrebu ove tehnologije. Zaključak:
Obuka logopeda trebalo bi da bude usmerena na oblast primene asistivne tehnologije
u tretmanu dece sa poremećajima verbalne komunikacije, na način razvoja timskog
pristupa i međunarodne saradnje, kao i na informisanje o ustanovama koje pružaju
tehnološku pomoć korisnicima.Introduction. Assistive technology includes tools and devices that can be used in their
original, modified, or adapted form. The use of assistive technology in children with
verbal communication disorders enables effective establishment of social interaction,
expression of needs and desires, as well as increasing independence, self-esteem, and
productivity. Aim. The aim of this research was to assess the level of awareness of
speech and language therapists employed in the territory of the Republic of Montenegro
about assistive technology for children with verbal communication disorders. Also, the
study aimed to determine which sociodemographic variables influence the respondents’
estimated level of information. Methods. Forty-eight speech therapists employed in
the Republic of Montenegro participated in the research. The research used an online
questionnaire that was specifically designed for the purpose of this research. Results.
The results showed that the respondents believed that they were informed about assistive
technology for children with verbal communication disorders (M = 4.03, SD = 0.46). The
analysis of the results showed that the respondents’ gender and the length of service were
not statistically significantly related to the estimated level of awareness. The obtained data indicate that 27.10% of respondents do not use any device in the treatment of children with
verbal communication disorders. The Cboard application is most often used in speech
and language treatment. The results showed that speech and language therapists lack
knowledge about high-assistive technology, as well as training in its use. Conclusion. The
training of speech and language therapists should focus on the application of assistive
technology in the treatment of children with verbal communication disorders, developing
a team approach and international cooperation, as well as providing information on
institutions that offer technological assistance to users
Disciplinary Offenses of Inmates Serving Long-term Sentences
No full textUvod: Zatvori predstavljaju visokostrukturirane ustanove u pogledu održavanja reda i
bezbednosti. Glavni cilj izvršenja zatvorske kazne je uticanje na osuđene da se uključe
u životne tokove nakon izvršenja zatvorske kazne, te da u budućnosti ne vrše krivična
dela. Kako se određen broj osuđenih u zatvorima ne pridržava pravila ponašanja i krši
disciplinu, u pogledu održavanja reda i bezbednosti i tretmanskog delovanja, pored
mnogobrojnih aktivnosti koristi se i disciplinsko kažnjavanje. Cilj: Istraživanje ima za
cilj
ispitivanje povezanosti sociodemografskih, kriminoloških i penoloških
karakteristika osuđenih na dugovremene kazne zatvora sa vršenjem disciplinskih
prestupa. Metode: Uzorkom je obuhvaćeno 131 osuđeno lice iz Kazneno-popravnog
zavoda u Beogradu. Dužina izrečene kazne je od pet do 40 godina (M = 24.18; SD =
10.40) i jedan osuđeni se nalazio na izvršenju kazne doživotnog zatvora. Godine
starosti osuđenih su od 23 do 71 (M = 42.70; SD = 9.30). U ispitivanom uzorku je bilo
64.9% ispitanika koji su ranije osuđivani, a broj ranijih osuda je od nula do 11 (M =
2.18; SD = 2.61). Podaci su prikupljeni analizom službene dokumentacije. Rezultati:
Dobijeni nalazi pokazuju da postoje razlike između osuđenih koji vrše i koji ne vrše
disciplinske prestupe u pogledu godina starosti, nivoa obrazovanja, vrste izvršenog
krivičnog dela, dužine izrečene kazne, utvrđenog rizika od recidivizma i učestvovanja
u tretmanu. Zaključak: Dobijeni rezultati mogu biti od značaja u pogledu koncipiranja
penalnog tretmana koji odgovara individualnim karakteristikama osuđenih, a sve to u cilju uticanja na smanjenje nedoličnog ponašanja tokom izvršenja kazne. Dodatno,
dobijeni nalazi ukazuju na značaj razvijanja i održavanja motivacije osuđenih da
učestvuju u tretmanskim aktivnostima tokom izvršenja kazne.Introduction: Prisons represent highly structured institutions in terms of maintaining
order and security. The primary goal of serving a prison sentence is to help convicted
individuals reintegrate into society after their release and to prevent future criminal
behavior. Since a certain number of inmates do not adhere to behavioral rules and
violate discipline, disciplinary sanctions are employed alongside various activities to
maintain order, security, and treatment efforts. Aim: The aim of the research is to
examine the relationship between the sociodemographic, criminological, and
penological characteristics of inmates serving long-term sentences and the commission
of disciplinary offenses. Methods: The sample included 131 convicted individuals
from the Correctional Facility in Belgrade. The length of the imposed sentences ranged
from five to 40 years (M = 24.18; SD = 10.40), with one inmate serving a life sentence.
The ages of the inmates ranged from 23 to 71 years (M = 42.70, SD = 9.30). In the
sample, 64.9% of participants had prior convictions, with the number of prior
convictions ranging from 0 to 11 (M = 2.18, SD = 2.61). Data were collected through
the analysis of official documentation. Results: The findings indicate that there are
differences between inmates who commit disciplinary offenses and those who do not,
concerning age, education level, type of committed crime, length of sentence, assessed
risk of recidivism, and participation in treatment programs. Conclusion: The results
obtained may be significant in designing penal treatment that aligns with the individual
characteristics of inmates, with the aim of reducing inappropriate behavior during the
sentence. Additionally, the findings underscore the importance of developing and
maintaining inmates' motivation to participate in treatment activities while they are
serving their sentences
Procena ključnih aspekata kreativnosti učenika sa lakom intelektualnom ometenošću u odnosu na pol
No full textKreativnost se definiše kao sposobnost stvaranja novih ideja koje omogućavaju rešavanje
problema na inovativne načine. Dva ključna aspekta kreativnosti su originalnost, koja se odnosi
na stvaranje jedinstvenih i novih ideja, i fluentnost, koja označava sposobnost generisanja velikog
broja različitih ideja. Cilj izvedenog istraživanja bio je da se ispita uticaj pola na ispoljavanje
kreativnih sposobnosti učenika sa lakom intelektualnom ometenošću, fokusirajući se na
dimenzije originalnosti i fluentnosti. Uzorak je obuhvatio 58 ispitanika s lakom intelektualnom
ometenošću, uzrasta od devet do 12 godina (AS = 10,4, SD = 1,19), od kojih je 33 devojčica
(56,9%) i 25 dečaka (43,1%). Istraživanje je realizovano u osnovnim školama u Srbiji koje
pohađaju učenici sa teškoćama u mentalnom razvoju. Dimenzije kreativnosti procenjene su
korišćenjem Testa alternativnih upotreba, koji je razvijen kao prototip testa divergentnog
mišljenja. Kao stimulusi korišćene su ilustracije poznatih svakodnevnih predmeta (cigla,
automobilska guma, bure, olovka i cipela), prikazane na A4 papiru. Analiza distribucije rezultata
za pojedine reči ukazuje na razlike između polova u ispoljavanju kreativnih dimenzija fluentnosti
i originalnosti. Ispitanici ženskog pola su, u proseku, ostvarili više odgovora u kategoriji
fluentnosti, dok su rezultati u kategoriji originalnosti bili niži kod oba pola, uz varijacije u
zavisnosti od zadate reči. Iako devojčice beleže nešto veće prosečne vrednosti u obe dimenzije,
Mann-Whitney U test je pokazao da razlike između polova nisu statistički značajne. Primenom
Testa alternativnih upotreba moguće je identifikovati specifične karakteristike kreativnog
mišljenja kod učenika sa IO, čime se omogućava razvoj obrazovnih strategija koje podstiču
kreativnost i inovativno rešavanje problema. Dalja istraživanja ovog tipa mogu doprineti boljem
razumevanju faktora koji utiču na kreativni potencijal učenika sa intelektualnom ometenošću,
čime bi se unapredili pristupi u obrazovanju