Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) i stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima

Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today's conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are 'subjects of factory processing'. New teacher's roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called 'transitional poor', that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. In this paper, we investigate some aspects of the self-image of students of the Faculty for Special Education and Rehabilitation, which is part of the professional role as the outcome of their education. Applied research method is questionnaires and unstructured projective techniques - 'Who am I', 'Who I was,' 'What I want to be.' Results indicate that students form a picture of themselves through different categories of statements (roles, positive and negative traits, typical patterns of behavior, etc.). Family roles are dominant in students selfdescribing as well in the past as in the future. The development of the professional role is not sufficiently represented. This may be due to uncertain socio-economic situation in which our students live. Part of the responsibility is on the way of studying. During the studies, it is necessary to act in a planned and systematic way to cherish development of the identification with a professional role. .Samosvest, samopoštovanje i slika o sebi se u sociologiji povezuju sa celokupnim životom pojedinca zbog toga što je preovlađujući model kada su u pitanju žene tzv. dvostrukost uloga (prisustva). Zanimanja u kojima dominiraju žene nalaze se na nižim stepenicama na lestvici ugleda i društvenog položaja. Žene ne vrednuju dovoljno svoja postignuća, niti postignuća drugih žena. Žene sebi postavljaju niže ciljeve i zbog toga imaju i manje poverenja u dostignuća drugih žena. Interiorizovana svest o svojoj inferiornosti vodi samomržnji, koja povezuje psihologiju svih marginalaca. Istraživačice koje vrše akciona istraživanja u obrazovanju spadaju u vrlo usamljenu i marginalnu grupu. One stalno upozoravaju na odgovornost države i odgovornost pojedinaca i grupa pojedinaca za izvesne akcije ili ponašanja u školskom sistemu koji vode do odluka koje mogu da ostave velike negativ- ne posledice u obrazovnom sistemu. Životni standard u našoj zemlji opada uz naglo smanjenje zajedničke potrošnje i smanjenje socijalnih prestacija. Pauperizacija društva, proletarizacija nastavnika i pojava meritokratije na Univerzitetu ostaviće velike posledice po razvoj nauke i prakse u kojoj se rezultati istraživanja primenjuju. Teško da će, bez ozbiljnih materijalnih i finansijskih ulaganja, moći da se sprovedu ozbiljnije reforme u obrazovnom sistemu, bez obzira na nove zakone. Dresura dece i manipulacija decom razlikuju se od vaspitanja. Defektolozi i drugi profesionalci koji se bave vaspitnim i obrazovnim radom treba da preispitaju odnos između svog političkog i pedagoškog autoriteta. U današnjim uslovima nastavnik može da eksploatiše,maltretira i ponižava dete i da se tako ophođenje odvija u instituciji u kojima su deca 'predmet fabričke obrade'.Nove uloge nastavnika podrazumevaju i nove odnose sa decom ,partnerske, u kojima deca utiču na ponašanje odraslih prihvata i koristi ideje i mišljenja deteta, takođe i podstiče komunikaciju među decom. Očekuje se u narednim decenijama pojava sve većeg broja dece sa kojom će raditi defektolozi i specijalni edukatori. Stručnjaci upozoravaju da se povećava broj dece rođene sa anomalijama usled pada životnog standarda stanovništva,zagađenja sredine (15 godina kumuliranog efekta zračenja itd), sve kasnijeg stupanja u brak i pomeranja granice rađanja i nedovoljno precizne dijagnostike fetusa. Stručnjaci defektolozi, zaposleni u specijalnim školama upozoravaju da je utim školama sve više dece sa umerenom mentalnom zaostalošću. S druge strane, stižu informacije da se pojavljuje sve veći broj dece iz slojeva tzv. 'tranzicione sirotinje' koje socijalne nauke još uvek nisu prepoznale,klasifikovale i imenovale (deca beskućnici i deca beskućnika, koji su slojeviti: izbeglice,nezaposleni, Romi povratnici i domicilni,i drugi, čija je zajednička karakteristika da nemaju stalnu adresu boravka, za koje se pretpostavlja da ih ima oko devet stotina hiljada!!!) Ovi zabrinjavajući podaci treba da podstaknu sve profesionalce u društvenim naukama da u nastavne programe unose ,sem opštih, i vrlo specifična znanja,kako teoretska, tako i praktična. Društvene krize približavaju društvene nauke etici i jačaju potrebu za razvijanjem teorija akcije, koje podrazumevaju Istraživačice i istraživači u domenu defektologije i srodnih društvenih nauka. Konstruišu fenomen koji izučavaju,tako da je njihova istovremeno i društvena, i moralna. Veoma bitni i izazovni aspekti rada sa populacijama koje pripadaju marginalnim grupama su: obrazovanje defektologa, otklanjanje predrasuda, upoznavanje sa pravima, otklanjanje pogrešnih stereotipa i negativnih stavova, jačanje samosvesti, pozitivne slike o sebi, razvijanje samocenjenja i izgrađivanje demokratskih stavova i sistema vrednosti koji vodi emancipaciji a ne ljudskoj degradaciji

Students self-perception of reasons why they are studying Fasper in the time of educational and social changes in Serbia

Pitanje razvoja profesionalne uloge i identiteta studenata FASPER-a je posebno važno u vremenima uvođenja inkluzivnog obrazovanja u praksu naše škole. Cilj ovog rada je da utvrdi razloge za studiranje na FASPER-u kako ih navode sami studenti, kao i njihovu procenu kvaliteta informisanosti o us/ovima u kojima će se realizovati njihov profesionalni život. Nalaze smo uporedili sa onim dobijenim u ispitivanju studenata Defektološkog fakulteta pre tri decenije. U radu je primenjen strukturirani upitnik. Ispitano je 152 ispitanika, a uzorak je reprezentativan u odnosu na pol, godinu i smer studija na FASPER-u. Rezultati pokazuju da visok procenat studenata (73%) navodi pozitivno vrednovanje budućeg poziva kao razlog za studiranje FASPER-a: humanost, dinamičnost, zanimljivost, kreativnost, perspektivnost, rad sa decom i ljudima i pomoć hendikepiranima. Drugi rang zauzimaju odgovori u kojima se navodi zanimljivost nastavnih sadržaja (17%). Na trećem mestuje slučajan izbor bez jasnih razloga (4%). Među socijalnim uticajima koji su mode/ovali ovaj pozitivni odnos, 25% studenata navodi da je u najbližoj porodici neko defektolog i/ili prosvetni radnik. Podršku roditelja za izbor ovih studija da/o je 62%, 14% je ravnodušno, 7% je promenilo mišljenje ka pozitivnijem, a 3% se još uvek protivi. Kvalitet informisanosti o budućem pozivu, studenti većinom procenjuju kao neodgovarajući (60%) jer nimalo ili nedovoljno poznaju uslove rada, mogućnosti napredovanja i zapošljavanja, vrste i težinu poslova. Procenjujući težinu studija, 68% studenata smatra da ona odgovara njihovim sposobnostima. Važan nalaz je da je 63% studenata promenilo mišljenje o specijalnoj edukciji posle studentske prakse, mada je približno jednak procenat promenio mišljenje u pozitivnom (48%) i negativnom pravcu (52%). Nalazi ukazuju da se studenti danas, u odnosu na studente pre trideset godina, na ranijem uzrastu odlučuju za ove studije, imaju veću podršku socijalnog okruženja i značajno više njih bira fakultet zbog budućeg poziva, a ne kao kompromis u odnosu na druge životne i studijske zahteve i želje.In the times of introducing inc/usive education practices in our schools, the development of professional roles and identities of FASPER students is an especially important issue. This study analyzes students' perception of the reasons far studying FASPER and their assessment of the quality of information they have on conditions in which they are going to realize their professional lije. Our findings were compared with those obtained in a similar research three decades ago. The study inc/uded 152 subjects, and the sample was representative with respect to gender, year and course of study at FASPER. The obtained results show that a high percentage of students (73%) reported positive aspects of future calls as reasons far studying FASPER: humanity, dynamism, curiosity, creativity, perspective, working with children and handicapped people and help. The second group of answers are those al/eging interesting educational content (17%). In third place are the answers stating no c/ear reasons (4%). No doubt that the family is surely an important source of influence that mode/s this positive attitude,for a/most 25% of students c/aim that they have a c/ose family member who is a special educator and/or a teacher. 62% of the students claim the support of parents in the selection of FASPER studies, 14% claim that parents were indifferent, 7% that their parents changed opinion to a more positive one, and 3% of FASPER students have parents who are stil/ opposed. Most students evaluated the quality of information on future cal/s as inadequate (60%), because they have no, orinsufficient, knowledge ofworking conditions, promotion opportunities, employmentcondition, etc. Students mostly assess that FASPER studies suit theirabilities (68%). A very important finding is that 63% of students changed their opinion on special education after students' practice, although, to our surprise, it is approximately an equal percentage of students who changed their opinion in a positive (48%) and negative direction (52%). The findings indicate that students today, compared to those thirty years ago, decide to study FASPER at an earlier age, have more social support far that decision and significantly more of them ch ose the faculty far the sake of their future cal/s and nat, as in previous generations, as a compromise in relation to other personal and academic preferences. Key words: professional development, professional motives, values o

Self.-consciousness, self-esteem and self-concept, A significant part of the identity of future Special educators (special education teacher) And experts of helping professions (in general) In changed social circumstances

Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv- ne vrednosti: dominiraju tradicionalni stavovi prema svim različi- tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra- ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate- gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro- moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i kulture treba da se stvara već na univerzitetu,posebno kroz formira- nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008). Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va- nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma- žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta, već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje, či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga, pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč- nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz uni ver zi tet ske sre di ne.. De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad- nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni- ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no- škol ce, raz li či te te mat ske cr te že, art te ra pi jSelf-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today’s conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called “transitional poor”, that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. 2. part The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. САМОСВЕСТ

Students self-perception of reasons why they are studying Fasper in the time of educational and social changes in Serbia

Pitanje razvoja profesionalne uloge i identiteta studenata FASPER-a je posebno važno u vremenima uvođenja inkluzivnog obrazovanja u praksu naše škole. Cilj ovog rada je da utvrdi razloge za studiranje na FASPER-u kako ih navode sami studenti, kao i njihovu procenu kvaliteta informisanosti o us/ovima u kojima će se realizovati njihov profesionalni život. Nalaze smo uporedili sa onim dobijenim u ispitivanju studenata Defektološkog fakulteta pre tri decenije. U radu je primenjen strukturirani upitnik. Ispitano je 152 ispitanika, a uzorak je reprezentativan u odnosu na pol, godinu i smer studija na FASPER-u. Rezultati pokazuju da visok procenat studenata (73%) navodi pozitivno vrednovanje budućeg poziva kao razlog za studiranje FASPER-a: humanost, dinamičnost, zanimljivost, kreativnost, perspektivnost, rad sa decom i ljudima i pomoć hendikepiranima. Drugi rang zauzimaju odgovori u kojima se navodi zanimljivost nastavnih sadržaja (17%). Na trećem mestuje slučajan izbor bez jasnih razloga (4%). Među socijalnim uticajima koji su mode/ovali ovaj pozitivni odnos, 25% studenata navodi da je u najbližoj porodici neko defektolog i/ili prosvetni radnik. Podršku roditelja za izbor ovih studija da/o je 62%, 14% je ravnodušno, 7% je promenilo mišljenje ka pozitivnijem, a 3% se još uvek protivi. Kvalitet informisanosti o budućem pozivu, studenti većinom procenjuju kao neodgovarajući (60%) jer nimalo ili nedovoljno poznaju uslove rada, mogućnosti napredovanja i zapošljavanja, vrste i težinu poslova. Procenjujući težinu studija, 68% studenata smatra da ona odgovara njihovim sposobnostima. Važan nalaz je da je 63% studenata promenilo mišljenje o specijalnoj edukciji posle studentske prakse, mada je približno jednak procenat promenio mišljenje u pozitivnom (48%) i negativnom pravcu (52%). Nalazi ukazuju da se studenti danas, u odnosu na studente pre trideset godina, na ranijem uzrastu odlučuju za ove studije, imaju veću podršku socijalnog okruženja i značajno više njih bira fakultet zbog budućeg poziva, a ne kao kompromis u odnosu na druge životne i studijske zahteve i želje.In the times of introducing inc/usive education practices in our schools, the development of professional roles and identities of FASPER students is an especially important issue. This study analyzes students' perception of the reasons far studying FASPER and their assessment of the quality of information they have on conditions in which they are going to realize their professional lije. Our findings were compared with those obtained in a similar research three decades ago. The study inc/uded 152 subjects, and the sample was representative with respect to gender, year and course of study at FASPER. The obtained results show that a high percentage of students (73%) reported positive aspects of future calls as reasons far studying FASPER: humanity, dynamism, curiosity, creativity, perspective, working with children and handicapped people and help. The second group of answers are those al/eging interesting educational content (17%). In third place are the answers stating no c/ear reasons (4%). No doubt that the family is surely an important source of influence that mode/s this positive attitude,for a/most 25% of students c/aim that they have a c/ose family member who is a special educator and/or a teacher. 62% of the students claim the support of parents in the selection of FASPER studies, 14% claim that parents were indifferent, 7% that their parents changed opinion to a more positive one, and 3% of FASPER students have parents who are stil/ opposed. Most students evaluated the quality of information on future cal/s as inadequate (60%), because they have no, orinsufficient, knowledge ofworking conditions, promotion opportunities, employmentcondition, etc. Students mostly assess that FASPER studies suit theirabilities (68%). A very important finding is that 63% of students changed their opinion on special education after students' practice, although, to our surprise, it is approximately an equal percentage of students who changed their opinion in a positive (48%) and negative direction (52%). The findings indicate that students today, compared to those thirty years ago, decide to study FASPER at an earlier age, have more social support far that decision and significantly more of them ch ose the faculty far the sake of their future cal/s and nat, as in previous generations, as a compromise in relation to other personal and academic preferences. Key words: professional development, professional motives, values o

Speed, Change of Direction Speed, and Lower Body Power in Young Athletes and Nonathletes According to Maturity Stage

The aim of this study was to establish the role of maturation on the development of physical performance in adolescent athletes and nonathletes. The total studied sample consisted of 231 participants (131 athletes: 72 boys with an average chronological age of 13.53 ± 0.7 and 59 girls with an average chronological age of 11.97 ± 0.8; 100 nonathletes: 47 boys with an average chronological age of 13.73 ± 0.47 and 53 girls with an average chronological age of 11.93 ± 0.33), distributed according to their biological maturity stage (Pre-, Mid-, and Post-Peak Height Velocity [PHV]) and to their gender. The assessment of physical performance was performed using the following tests: Countermovement jump (CMJ), countermovement jump with arm swing (CMJA), squat jump (SJ), five-jump test (5JT), 5 m sprint (5 m), 10 m sprint (10 m), 20 m sprint (20 m), T-test, Zig Zag, and Slalom. The differences in athletes according to biological maturity were identified in all variables except for 5 m (p = 0.33) and Slalom (p = 0.07), while in nonathletes the differences were found in 5JT (p = 0.01), 5 m (p = 0.02), 10 m (p = 0.01), and 20 m (p = 0.01) tests. Additionally, a significant interaction of gender and biological maturity was detected for CMJ (p = 0.03), CMJA (p = 0.01), and Zig Zag (p = 0.05) in athletes. The findings of the current study confirm the importance of maturity status in the assessment of physical performance. As a consequence, a more rational selection of talented athletes could be provided, also enabling the timely development of physical performance in nonathletes as a “window of opportunity”

Development of a “Green” Emulsion with a Milk Protein Hydrolysate: An Evaluation of Rheology, Texture, In Vitro Bioactivity, and Safety

Bioactive peptides are promising cosmetic active ingredients that can improve skin health and appearance. They exhibit a broad spectrum of activity, including anti-aging, antioxidant, an- timicrobial, and anti-inflammatory effects. The aim of this study was to develop a safe, stable, and efficacious environmentally friendly (“green”) emulsion using a milk protein hydrolysate as a model active ingredient. Potential emulsions were formulated with biodegradable emollients, stabilized with naturally derived mixed emulsifier, and prepared by cold process. They were evaluated for rheological behavior (continuous rotation and oscillation tests), physical stability (dynamic me- chanical thermal analysis—DMTA test), and texture profiles, as well as cytotoxic, antioxidant, and antimicrobial effects. Rheological characterization revealed shear-thinning flow behavior with yield point from continuous rotation tests and predominantly elastic character from oscillation (amplitude and frequency sweep) tests, with small structural change detected in the DMTA test. These results implied satisfactory rheological properties and good stability. Texture analysis revealed acceptable spreadability and substantivity of the emulsions. The protein hydrolysate showed antioxidant activity. The developed emulsions showed low antibacterial activity against selected microorganisms, but this was due to the action of preservatives, not peptides. All potential emulsions showed a desirable safety profile. The results obtained provide the basis for the next stage of formulation development, i.e., in vivo efficacy tests

1 CLASS PS PROBLEMS BY

Definition of class PS Deterministic polynomial space bounded turing machine Non-deterministic polynomial space bounded turing machin

PARSEME corpora annotated for verbal multiword expressions (version 1.3)

This multilingual resource contains corpora in which verbal MWEs have been manually annotated. VMWEs include idioms (let the cat out of the bag), light-verb constructions (make a decision), verb-particle constructions (give up), inherently reflexive verbs (help oneself), and multi-verb constructions (make do). This is the first release of the corpora without an associated shared task. Previous version (1.2) was associated with the PARSEME Shared Task on semi-supervised Identification of Verbal MWEs (2020). The data covers 26 languages corresponding to the combination of the corpora for all previous three editions (1.0, 1.1 and 1.2) of the corpora. VMWEs were annotated according to the universal guidelines. The corpora are provided in the cupt format, inspired by the CONLL-U format. Morphological and syntactic information, ­­­­including parts of speech, lemmas, morphological features and/or syntactic dependencies, are also provided. Depending on the language, the information comes from treebanks (e.g., Universal Dependencies) or from automatic parsers trained on treebanks (e.g., UDPipe). All corpora are split into training, development and test data, following the splitting strategy adopted for the PARSEME Shared Task 1.2. The annotation guidelines are available online: https://parsemefr.lis-lab.fr/parseme-st-guidelines/1.3 The .cupt format is detailed here: https://multiword.sourceforge.net/cupt-format