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Femicide and the due diligence standard
Get PDFUbistva ţena izdvajaju se svojim osobenostima od ostalih oblika ubistava i neretko su u
bliskoj vezi sa fenomenom rodno zasnovanog nasilja, te iziskuju primenu posebnih mera prevencije i
reakcije. Ubistvo ţena u Srbiji takoĊe predstavlja izraţen i opasan društveni problem. Relevantni
meĊunarodni dokumenti istiĉu u prvi plan princip duţne paţnje koji obavezuje drţave da preduzmu
sve što je u njihovoj moći da spreĉe ubistvo ţena, odnosno da sprovedu kriviĉni postupak i kazne
uĉinioce pošto je kriviĉno delo izvršeno. S obzirom da se naĉelu duţne paţnje u opisanom kontekstu u
Srbiji do sada nije posvećivala potrebna paţnja, predmet rada jeste analiza obaveza koje drţava u
vezi sa tim naĉelom ima. Poseban akcenat stavljen je na praksu Evropskog suda za ljudska prava, koji
je već presuĊivao u korist oštećenih onda kada su se drţave oglušile o naĉelo duţne paţnje. Cilj rada
jeste da se izdvoje odreĊene preporuke koje bi mogle unaprediti praksu.Femicide is characterized by a number of specific features which set it apart from the other forms of
murder and it is closely linked to the phenomenon of gender-based violence, so that it calls for the
implementation of specific measures of prevention and reaction. The killing of women in Serbia is also
a growing and dangerous problem. The principle of due diligence obliges states to do everything in
their power to prevent femicide, and also to prosecute and punish the perpetrators of this heinous
crime. The principle of due diligence regarding femicide has not been given the due consideration in
Serbia, so the subject of this paper is the analysis of state obligations in relation to that principle.
Special emphasis is placed on the practice of the European Court of Human Rights and the
judgements in favor of the victims in cases when states have breached the principle of due diligence.
The aim of this paper is to set aside recommendations that could improve the practice in Serbi
Verbal memory od boys and girls in preschool age
Get PDFII Međunarodna naučno-stručna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitacij
Stavovi i motivacija gluvih i nagluvih učenika za učenje
Get PDFTe aim of this paper was to determine the attitudes and motivation for reading/writing and studying of deaf and hard of hearing (DHH) students and the relation of those attitudes and motivation to success at school. Te sample included 47 DHH students, of both genders, 14 to 18 years of age. Te Scale for examining interests and aspiration of students (Suzić, 2003) was used. Te Scale consists of eight subscales with 20 statements/indicators of attitudes for activities: studying, sports, music, TV, entertainment, reading/ writing, love and dating, and social work. Ten statements refer to involvement in aforementioned activities and another ten refer to possibilities provided by those activities. Attitudes to reading/writing and studying were assessed and the correlation between those attitudes and the general school success was established. Data was processed by descriptive analysis, and Spearman’s correlation coefcient was calculated. Te result was a moderate correlation between DHH students’ attitudes to reading/writing (ρ=0.61) and studying (ρ=0.55) and their general school success, and a moderately strong correlation between the perceived possibilities ofered by these activities (reading/writing – ρ=0.46 and studying – ρ=0.36) and the general school success, at a signifcance level of p<0.05. According to survey results, it has been established that DHH students who understood the signifcance of reading, writing and studying better had more positive attitudes, were more involved in these activities, and thought they provided them with better possibilities. Furthermore, their motivation for studying was higher, as confrmed by their higher academic achievementCilj rada bio je utvrditi stavove i motivaciju gluvih i nagluvih učenika za čitanje, pisanje i učenje, i njihovu povezanost sa školskim uspehom. Uzorak ispitanika činilo je 47 gluvih i nagluvih učenika, oba pola, uzrasta od 14 do 18 godina. Primenjena je Skala za ispitivanje interesa i aspiracija učenika (Suzić, 2003). Skala se sastoji od osam subskala s 20 tvrdnji/indikatora stavova za aktivnosti: učenje, sport, muzika, TV, zabava, čitanje/pisanje, ljubav-izlasci i društveno koristan rad. Deset tvrdnji se odnosi na uključenost u navedene aktivnosti, a drugih deset na mogućnosti koje pružaju te aktivnosti. Procenjivani su stavovi prema čitanju/pisanju i učenju, te utvrđena povezanost stavova sa opštim školskim uspehom. Podaci su obrađeni deskriptivnom analizom i izračunat je Spearmanov koefcijent korelacije. Dobijena je umerena povezanost stavova gluvih i nagluvih učenika prema čitanju/ pisanju (ρ=0,61) i učenju (ρ=0,55), a srednje jaka povezanost ocene mogućnosti koje pružaju ove aktivnosti (čitanje/pisanje – ρ=0,46 i učenje – ρ=0,36) s postignutim opštim školskim uspehom, na nivou statističke značajnosti p<0,05. Prema odgovorima ispitanika utvrđeno je da gluvi i nagluvi učenici koji bolje uviđaju važnost čitanja, pisanja i učenja imaju pozitivnije stavove, uključuju se u ove aktivnosti, smatraju da im one pružaju veće mogućnosti i veća je motivacija za učenje, što potvrđuju njihova bolja školska postignućpublishedVersio
Spectrographic analysis of vowels in laryngectomy patients
Get PDFSpektrografska analiza govora je pouzdana metoda koja omogućava izdvajanje
kvantitativnih parametara glasa. Primenjena je u ovom radu za poređenje
različitih oblika komunikacije kod laringektomiranih bolesnika. Cilj istraživanja
je da se utvrdi povezanost između parametara spektralne analize i razumljivosti
govora kod laringektomiranih bolesnika, kao i uticaj ovih parametara
na stepen razumljivosti govora. Uzorkom je obuhvaćeno 125 laringektomiranih
pacijenata oba pola, starosti od 48 do 85 godina. Spektrografska analiza
sprovedena je primenom kompjuterizovane Laboratorije za ispitivanje
glasa i govora “Kay Elemetrics“ korporacije, model 4300. U radu je korišćen
„Balansirani tekstˮ za analizu govora i glasa. U statističkoj obradi podataka
korišćena je deskriptivna statistika. Razlike su testirane jednofaktorskom analizom
varijanse (ANOVA) i t testom za velike nezavisne uzorke, kao i t testom
za jedan uzorak. Povezanost je ispitana Pirsonovim koeficijentom korelacije.
Univarijantna linearna regresiona analiza korišćena je za utvrđivanje uticaja
prediktora na zavisnu varijablu. Utvrđena je samo jedna statistički značajna
povezanost parametra IF2 (r = -0,41, p = 0,009) sa ocenom na Testu razumljivosti
govora kod ezofagealnih pacijenata i jedna statistički značajna povezanost
parametra IF2 (r = 0,35, p = 0,025) sa ocenom na Testu razumljivosti
govora kod pacijenata koji koriste elektrolarinks. Rezultati regresione analize
su pokazali da je varijabla IF2 statistički značajni prediktor rezultata na Testu
razumljivosti kod ezofagealnih pacijenata, objašnjavajuči 14% varijanse (β =
-0,41, p = 0,009). U grupi pacijenata koji koriste elektrolarinks varijabla IF2 je
statistički značajna u predikciji rezultata na Testu razumljivosti, objašnjavajuči
10% varijanse (β = 0,35, p = 0,025Spectrographic analysis of speech is a reliable method which enables deriving
quantitative parameters of voice. In this study, it was used for comparing different forms
of communication in laryngectomy patients. The aim of the research was to determine
the connection between parameters of spectral analysis and speech understanding in
laryngectomy patients, as well as the impact of these parameters on the degree of speech
understanding. The study sample included 125 laryngectomy patients of both genders, 48 to
85 years of age. Spectrographic analysis was carried out by implementing the computerized
Laboratory for examining voice and speech of “Kay Elemetrics Corporation“, model 4300.
The “Balanced text“ for the analysis of speech and voice was used in this study. In statistical
data processing, the descriptive statistics was used. The differences were tested by the
single factor Analysis of Variance (ANOVA) and by the independent sample t test, and also
by a single sample t test. The connection was examined by Pearson correlation coefficient.
Univariate linear regression analysis was used for determining the influence of the predictor
on the dependent variable. Only one significant connection of the parameter IF2 (r = -0.41, p
= 0.009) with speech understanding test assessment was determined in esophageal patients,
and one statistically significant connection of the parameter IF2 (r = 0.35, p = 0.025) with
the speech understanding test assessment in patients who use electrolarynx. The results of
the regression analysis showed that the variable IF2 was a statistically significant predictor
of the Understanding test results in esophageal patients, explaining 14% of the variance
(Beta = -0.41, p = 0.009). In a group of patients who used electrolarynx, the variable IF2 was
statistically significant in the prediction of the Understanding test, explaining 10% of the
variance (β = 0.35, p = 0.025)
Social participation of visually impaired adults – access to leisure activities
Get PDFSocial participation is a determinant of active aging, and can produce positive
physical and mental outcomes. Those outcomes satisfy the psychological needs of
individuals and help him achieve appropriate life satisfaction. The number of activities in
which a person participates reflects her social interaction and social relations.
The aim of this research aimed was determining the barriers that adults with visual
impairment face during leisure activity of sport-recreational type, while checking whether
there are differences in the self-perception of the barriers of blind and visually impaired
people. Sample consisted of 137 persons with visual impairment.
Using the Assessment of Life Habits scale (LIFE-H), domain Recreation in a sample of
92 people with visual impairment, key barriers for leisure activities were highlighted:
inadequate public transport, low level of independence, negative attitudes and nonacceptance
in a wider environment; additionally, using the Physical Activity Barrier Scale
for persons who are blind and visually impaired on a sample of 45 persons, separated
barriers were singled out: the one from an inaccessible physical environment and barriers
of a psychological nature. Persons with low vision participated in various sports and
recreational activities significantly more frequent than blind ones, although the frequency
of barriers to exercise was not statistically different.
The inaccessibility of the physical environment is a major factor limiting the social
participation of adults with visual impairments in the field of leisure activities which, with
inadequate attitudes of the social environment, insufficient material resources and
dependence of the help of other people, limits the participation of persons with visual
impairment in many domains important for social participation.
Introduction
Activities that individuals engage in in their free time, which they choose to do freely and
enjoy it outside of school or professional obligations, are called leisure activities. Most often they
are classified into three categories: organized group activities, informal social activities and
informal individual activities (Van Naarden & Yeargin-Allsopp, 2006). Through those activities,
individual meets his own psychological needs and achieve life satisfaction. The number of
different activities in which a person participate reflects his or her social interaction and social
relationships, while restrictions on participation in social activities, leisure activities and activities related to work engagement together with difficulties in carrying out daily activities can impede
independence, autonomy and quality of life (Dijkhuizen, Hilgenkamp, Krijnen, van der Schans,
& Waninge, 2016; Kempen, Ballemans, Ranchor, van Rens, & Zijlstra,
Previously conducted research on visually impaired people has mainly been focused on
clinical and functional outcomes, while participation in society most often has been neglected. As
consequence, knowledge of the social outcomes of visual impairment was limited (Alma, 2012).
Contemporary research tendencies are aimed at determining the impact of chronic illnesses or
any impairment on an individual's social participation. Undoubtedly, the existence of biological
damage of any degree can lead to functional limitations. However, many other factors related to
the physical and social environment can represent significant barriers in social participation for
people with visual impairments (Stanimirov, 2016).
Theoretical considerations
Social participation (SP) is a determinant of active aging, and can produce positive physical
and mental outcomes. Social participation encourages physical activity (PA), and vice versa
social support and networks gained through physical activities encourage SP (Tomioka,
Kurumatani, & Hosoi, 2017). Therefore, PA is an essential component of SP. However, persons
with disabilities are most often characterized by an alarmingly low level of physical fitness,
which impedes inclusion in PA, has a negative impact on quality of life (Ward, Farnsworth,
Babkes-Stellino, & Perrett, 2011) and over time contributes to the development of chronic
diseases associated with sedentary lifestyles (heart problems, stroke, depression, obesity, etc.).
Research suggests that visually impaired people are least physically active compared to
people with other types of disabilities (Haegele, Hodge, & Kozub, 2017). This situation is a
consequence of numerous barriers that hinder the inclusion of people with visual impairments in
various PA. Barriers may be the result of objective or subjective problems, but they also may be
imposed by society (Stuart, Lieberman, & Hand, 2006; Ward, Farnsworth, Babkes-Stellino, &
Perrett, 2011). Objective problems include functions of gross motor skills, manual abilities,
cognitive abilities, communication skills, etc. (Bult, Verschuren, Jongmans, Lindeman, &
Ketelaar,
dependence on the help of others, disability itself, different physical obstacles in the environment,
and fear of injury as the most significant barrier to engaging in PA (Griffin, Phoenik, & Smith,
2016, prema Brunes, Flanders, & Augestad, 2017). Additional problems are the cost, as well as
the lack of a suitable company to exercise with (Haegele et al., 2017; Jaarsma, Dekker,
Koopmans, Dijkstra, & Geertzen, 20147th ICEVI Balkan conference: Free access, real educational inclusion and unlimited technolog
Self-determination of blind and partially sighted
No full textCelostna obravnava, vseživljenjsko učenje in socialna vključenost oseb z okvaro vid
Control and prevention of stressogenic factors in the working environment
Get PDFStres kao opšta nespecifična reakcija organizma izazvana nepovoljnim i štetnim uticajima
iz spoljašnje i unutrašnje sredine (stresogenim faktorima) može biti po svojoj prirodi fizički,
biološki, psihološki, socijalni i psiho-socijalni. Kod profesionalnog stresa fizički i psihosocijalni
faktori radne sredine se posmatraju kao faktori stresa koji mogu da dovedu do poremećaja fizičkog
i mentalnog zdravlja radnika, a njegova etiologija vezana je za uslove i zahteve posla, ali i
individualne karakteristike samog radnika. U ovom smislu stres je uzročno-posledično povezan sa
zamorom i ergonomskim rizikom.
Razumevanje fenomena stresa i detekcija stresogenih faktora prvi su korak u unapredjenju radne
sredine. Drugi korak u ovom procesu predstavlja kontrola stresogenih faktora i razvoj mera
prevencije za sprečavanje pojave stresa kod zaposlenih. Krajnji efekat primene ova dva koraka biće
veća produktivnost rada, redje odsustvo sa posla i bolje opšte i psihičko zdravlje zaposlenih. U
ovom radu pokušali smo da definišemo sve stresogene faktore u radnoj sredini, uzroke njihove
pojave, kao i mere za njihovu kontrolu i prevenciju koje je neophodno preuzeti.Stress as a general non-specific reaction of an organism caused by adverse and harmful
influences from the external and internal environment (stress factors) can be physical, biological,
psychological, social and psycho-social in its nature. In occupational stress, physical and
psychosocial factors of the work environment are considered as factors of stress that can lead to
disruption of the physical and mental health of the worker, and their etiology is related to the
conditions and requirements of the job as well as to the individual characteristics of the worker. In
this sense, stress is causally linked to fatigue and ergonomic risk.
Understanding the phenomenon of stress and the detection of stress factors are the first step in
improving the working environment. The second step in this process is the control of stress factors
and the development of prevention measures. The ultimate effect of applying these two steps will be
higher productivity of work, less time off from work, and better general and mental health of
employees. In this paper we have tried to define all the stress factors in the work environment, the
cause of their occurrence, as well as the measures for their control and prevention that need to be
taken.Peti naučno-stručni skup Politehnika 201
Kvalitet prijateljstva kod dece mlađeg školskog uzrasta
Get PDFПријатељство има значајну улогу кроз цео живот, а представља један од најважнијих аспеката детињства. Квалитет пријатељства обухвата групу позитивних, али и негативних карактеристика које га дефинишу, с тим да веће присуство позитивних карактеристика означава виши квалитет пријатељства.
Пријатељство има позитиван утицај на целокупан развој детета, а бројна истраживања говоре у прилог томе да доводе до промена у понашању, осећањима, личности и вештинама. Истраживачи су утврдили велики број димензија квалитета пријатељства, а у овом раду испитиваћемо решавање конфликата, емоционалну подршку, помагање, дељење и уважавање међу најбољим пријатељима.
Циљ овог истраживања била је процена квалитета пријатељства код деце млађег школског узраста, као и утврђивање разлика у процени квалитета пријатељства између испитаника различитих социодемографских карактеристика.
Узорком је обухваћено 106 деце типичне популације млађег школског узраста који похађају основну школу „Вук Караџић“ у Сурчину. Испитаници су попуњавали Упитник о квалитету пријатељства (Friendship Quality Questionaire- FQQ, Parker & Asher, 1993).
Резултати су показали да постоје разлике у процени појединих димензија квалитета пријатељства код испитаника. Девојчице имају значајно више емоционалне подршке од најбољег пријатеља у односу на дечаке, док су старији испитаници и они који живе са већим бројем чланова породице лакше решавали конфликте са најбољим другом. Нисмо утврдили разлике у процени квалитета пријатељства између ученика у односу на школска постигнућа и у односу на број другова испитаника.Friendship plays a significant role throughout life, and is one of the most important aspects of childhood. Friendship quality includes a group of positive as well as negative characteristics that define it, with a higher presence of positive characteristics signifying a higher quality of friendship. Friendship has a positive impact on the overall development of a child, and numerous studies suggest that it leads to changes in behavior, feelings, personality, and skills. Researchers have identified a large number of dimensions of friendship quality, and in this paper we will examine conflict resolution, emotional support, aiding, sharing and appreciation among best friends.
The aim of this study was to assess the quality of friendship in young children, as well as to determine the difference in the quality of friendship between respondents of different sociodemographic characteristics.
The sample included 106 children of the typical younger school age population attending Primary School in Belgrade. Respondents completed the Friendship Quality Questionaire-FQQ, Parker & Asher, 1993.
The results showed that there were differences in the assessment of individual dimensions of friendship quality among the respondents. Girls have significantly more emotional support from their best friend compared to boys, while older respondents and those who live with more family members find it easier to resolve conflicts with their best friend. We did not find differences in the quality of friendship between students in terms of school achievement and in the number of friends
Karakteristike digitalnog nasilja kod učenika srednjih škola
No full textДигитално насиље се односи на све случајеве у којима неко користи електронске уређаје и интернет да би некога намерно уплашио, увредио, понизио или га на неки други начин повредио. Од дигиталног насиља не може да се побегне - оно се може вршити и дању и ноћу, 24 сата недељно и викендима и током распуста. Поруке и слике се могу ширити анонимно, веома брзо и то пред ужасно великом публиком.
У оквиру теоријског дела рада, поред појмовног одређења, објашњени су облици дигиталног насиља, врсте насилника као и врсте друштвених мрежа. Предмет рада јесу карактеристике дигиталног насиља код ученика средњих школа. У складу са овако дефинисаним предметом истраживања, основни циљ овог рада је научно објашњење најчешћих форми насиља и карактеристика ученика који су изложени дигиталном насиљу. Други циљ истраживања је практично-превентивни и односи се на давање предлога за конкретне мере у превенцији дигиталног насиља.
Истраживање је спроведено током 2019. године у Власотинцу у гимназији и техничкој школи.
Подаци су добијени помоћу Упитника отвореног и затвореног типа и скале ставова. Упитник је део истраживања које се спроводило у оквиру програма „Школа без насиља“, а реализовали су га Министарство просвете, науке и технолошког развоја и УНИЦЕФ, уз подршку Теленор фондације. Упитник под називом „Упитник за старије ученике и ученице“ припремили су Институт за психологију Филозофског факултета у Београду и УНИЦЕФ.
Резултати истраживања указују на кључне карактеристике дигиталног насиља. Једна од кључних карактеристика насиља је да су различити начини узнемиравања – порукама, снимањем, позивима, на друштвеним мрежама – међусобно повезани, односно да појединци који су изложени узнемиравању на један начин, често су изложени насиљу и на друге начине.
Резултати показују да изложеност узнемиравању порукама, снимањем, позивима и на друштвеним мрежама није повезано са учесталошћу коришћења интернета у већину сврха.
Поред тога, резултати указују и на то да ученици који су чешће испољавали ризична понашања при коришћењу интернета и друштвених мрежа, чешће су били изложени дигиталном насиљу.
Пол ученика, тип школе, школски успех и образовни ниво родитеља су варијабле које се могу сматрати безначајним за изложености дигиталном насиљу, што значи да су младићи и девојке, ученици гимназије и техничке школе, бољег и лошијег успеха, образованијих и мање образованих родитеља скоро подједнако изложени ризику од дигиталног насиља.Cyber bullying refers to all cases when someone uses electronic devices and the Internet to intentionally intimidate, offend, humiliate, or otherwise harm others. There is no escaping cyber bullying - it can be done day and night, 24 hours a week, on weekends and during holidays. Messages and images can be spread anonymously, very quickly, in front of a terribly large audience.
Within the theoretical part of the paper, besides the conceptual definition, the forms of cyber bullying, types of bullies as well as types of social networks are explained. The subject of this paper is the characteristics of cyber bullying among high school students. In line with the research subject defined in this way, the main aim of this paper is to provide a scientific explanation of the most common forms of violence and characteristics of students exposed to cyber bullying. The second aim of the research is practical-preventive and concerns the proposal for concrete measures in the prevention of digital violence.
The research was conducted during 2019 in Vlasotince in gymnasium and technical school. Data were obtained using the Open and Closed Questionnaire and Attitude Scale. The questionnaire is part of a survey conducted under the School without Violence program and was conducted by the Ministry of Education, Science and Technology Development and UNICEF, with the support of the Telenor Foundation. The questionnaire titled "Questionnaire for Senior Students" was prepared by the Institute of Psychology at the Faculty of Philosophy in Belgrade and UNICEF.
The research findings highlight the key features of cyber bullying. One of the key characteristics of cyber bullying is that the various forms of harassment - messages, taping, calls, social media - are interwined, that is, individuals exposed to harassment in one way are often exposed to it in other ways.
The results show that exposure to harassment by messages, recordings, calls and social media is not related to the frequency of the internet use for most purposes. In addition, the findings indicate that students who were more likely to exhibit risky behaviors while using the Internet and social networks were more likely to be exposed to cyber bullying. Gender, school type, school achievement and parental educational level are variables that can be considered insignificant for exposure to digital violence, which means that boys and girls, gymnasium and technical school students, stronger and weaker students and also students whose parents are more educated and students whose parents are less educated have almost the same likelyhood of being exposed to cyber bullying