Verbalno nasilje među srednjoškolcima

Vršnjačko nasilje problem je koji privlači pažnju mnogih stručnjaka. Sve je prisutnije u školama i poprima razne oblike. Iako postoje brojna istraživanja koja se bave tom tematikom, u Republici Hrvatskoj vrlo je malo onih koja se odnose na srednjoškolsku populaciju i obuhvaćaju samo jednu vrstu nasilja. Ovaj rad bavi se verbalnim nasiljem među srednjoškolcima. Ono obuhvaća postupke kao što su vrijeđanje, zadirkivanje, ismijavanje, ogovaranje, širenje lažnih glasina i sl. Njime se najbrže može poniziti ili osramotiti žrtvu. Takvu vrstu nasilja teže je uočiti jer ne ostavlja tjelesno vidljive posljedice. Sustavnim previđanjem verbalnog nasilja ono postaje sastavnim dijelom odrastanja, što može biti izuzetno štetno za žrtvu. Rad obuhvaća teorijske spoznaje o adolescenciji, vršnjačkom nasilju i njegovim sudionicima. Donosi pregled ranijih istraživanja, prikaz preventivnih programa provedenih u svijetu i kod nas. Sadrži i prikaz teorije Bronfenbrennerovog ekološkog modela i hipotezu homofilije koja objašnjava utjecaj vršnjačkih grupa na pojavu vršnjačkog nasilja. U sklopu rada provodeno je istraživanje u srednjim školama grada Vinkovaca. Cilj je bio ispitati prevalenciju verbalnog vršnjačkog nasilja te postoji li razlika s obzirom na spol u doživljavanju, počinjenju i uočavanju istoga. U istraživanju su korišteni anketni upitnici te provedeni intervjui s učenicima i nastavnicima/stručnim suradnicima. Rezultati pokazuju da ne postoji razlika s obzirom na spol u počinjenju, doživljavanju ili uočavanju verbalnog nasilja i da se ono ne prijavljuje odraslim osobama u školi. Također, utvrđeno je da se u školama ne provode nikakvi konkretni programi prevencije. Problem je što nastavnici više pažnje pridaju školskom uspjehu, a većina učenika takve postupke ne smatra nasiljem

Terorizam kao oblik socijalnog poduzetništva

Terorističke se organizacije sve češće povezuju s nekim oblikom socijalnog poduzetništva. Naime, kako bi osigurali opstanak svoje organizacije teroristi moraju steći poduzetničke vještine i preuzeti neke strategije poslovanja. No, za razliku od tradicionalnih poduzetnika, vođe terorističkih organizacija nisu usmjereni na povećavanje profita, nego javnog dobra zajednice koju zastupaju. Iako im nije cilj povećanje profita, moraju poslovati s raznim akterima, vladom, vojskom, nevladinim organizacijama pa i drugim kriminalnim skupinama, jer samo prikupljenim financijskim sredstvima mogu pomoći zajednici za koju se bore, te pridobiti i na kraju zadržati njihovu podršku. Također, inovativnost je ono što se zahtjeva od njih kako bi odgovorili na promjenjive uvjete u kojima djeluju. Studije slučaja Hamas, Irska Republikanka Armija i Oslobodilački tigrovi tamilske domovine prikazuju na koje se načine te terorističke organizacije ponašaju kao socijalni poduzetnici, s kim posluju kako bi si osigurali financijska sredstva. Kao vrsni menadžeri koriste propagandu kojom privlače ljudski i financijski kapital. Budući da su uspješni u adresiranju problema koje vlade ne mogu riješiti, nameću se kao alternativa koja može osigurati javna dobra u područjima u kojima je vlada zakazala. Prikupljena sredstva koriste i za financiranje svojih akcija koje predstavljaju kao akcije za ostvarivanje javnog dobra zajednica koje zastupaju.Terrorist organizations are increasingly associated with some form of social entrepreneurship. In order to ensure the survival of their organization, terrorists must acquire entrepreneurial skills and take over some business strategies. However, unlike traditional businesses, leaders of terrorist organizations are not focused on increasing profits but the public good of the community they represent. Even though profit increase is not their main goal, they have to operate with different stakeholders, the government, the army, non-governmental organisations, and even other criminal groups, because only through funding can they gain and maintain the support of the community for which they fight. Innovation is another requirement in order to sustain the ever changing conditions in which they operate. Case studies Hamas, the Irish Republican Army and the Liberation Tigers of Tamil Eelam show in what ways these terrorist organizations act as social entrepreneurs and whom they work with in order to provide funds. Using their management skills, they use propaganda to attract human and financial capital. Being successful at addressing problems governments cannot solve, they impose as an alternative which can provide public good in fields where the government has failed to do so. The collected funds are used to finance its actions that represent actions for the public good to the communities they represent

USE OF BISPECTRAL INDEX (BIS) FOR MONITORING OF SEDATION AND TOTAL INTRAVENOUS ANESTHESIA (TIVA) IN PEDIATRIC PATIENTS UNDERGOING COLONOSCOPY

The objectives of this study were to determine whether there was a correlation between bispectral index (BIS) and Ramsey Sedation Scale (RSS) in regard to the type of sedation and total intravenous anesthesia (TIVA) during colonoscopy procedures in children, and to assess the utility of ketamine and propofol combination (ketofol) for this kind of procedures at children’s age. In our prospective study, 40 ASA I-II patients, 3 to 17 years of age, were randomly divided into two groups of 20 patients each.   After premedication with atropine and midazolam, sedation was induced with propofol and fentanyl in Group PF, whereas in Group PK propofol and ketamine were used for induction. Both groups were further divided into two subgroups depending on whether anesthesia was maintained with intermittent doses or continuous infusion of propofol. Ketamine and/or fentanyl were administered as bolus doses. Heart rate (HR), peripheral oxygen saturation (SpO2), RSS and BIS values of all patients were recorded every 5 minutes throughout the colonoscopy procedures.  The strongest degree of correlation between RSS and BIS existed when sedation or TIVA was maintained by the boluses of propofol and fentanyl. The use of ketamine significantly reduced the doses of propofol and fentanyl. BIS can be monitored in all pediatric patients in whom sedation and TIVA are administered during colonoscopy, but the effect of different anesthetics on the EEG signal should be considered in order to adequately assess the depth of sedation and anesthesia.Key words: awareness, monitoring, child, anesthetics, endoscop

Moebiusov sindrom: izazov za zbrinjavanje dišnoga puta

Moebius syndrome is a rare nonprogressive congenital neurological disorder with a wide range of severity and variability of symptoms. This diversity is a consequence of dysfunction of different cranial nerves (most often facial and abducens nerves), accompanying orofacial abnormalities, musculoskeletal malformations, congenital cardiac diseases, as well as specific associations of Moebius and other syndromes. The authors present anesthesia and airway management during the multiple tooth extraction surgery in a 10-year-old girl with Moebius syndrome associated with Poland and trigeminal trophic syndromes.Moebiusov sindrom je rijedak kongenitalni neprogresivni neurološki poremećaj obilježen širokim rasponom težine i varijabilnosti simptoma. Ova raznolikost je posljedica disfunkcije različitih kranijskih živaca (najčešće facijalnog i abducentnog živca), pratećih orofacijalnih abnormalnosti, muskuloskeletnih malformacija, prirođenih srčanih mana, kao i specifičnih asocijacija Moebiusovog i drugih sindroma. Autori opisuju anesteziološke postupke i zbrinjavanje dišnoga puta tijekom višestruke ekstrakcije zuba kod desetogodišnje djevojčice s Moebiusovim sindromom udruženim s Polandovim i trigeminalnim trofičkim sindromom

INITIAL EXPERIENCES IN TREATMENT OF GASTROINTESTINAL FOREIGN BODIES IN CHILDREN

We performed a retrospective analysis of all records of children with ingested foreign bodies presented to Clinical Center of Niš Pediatric Clinic and Pediatric Surgery and Orthopedics Clinic in the period from January 2014 to June 2017. The most commonly detected foreign bodies were: metal coins (7) followed by hairclips (2), metal key (1), trichobezoar (1) magnets (1) button battery (1) and zipper puller (1). Regarding anatomical location, foreign bodies were most frequently found in stomach (in 11 patients) followed by esophagus (in 2 patients) and jejunum (in 1 patient). In the majority of our patients (7) foreign bodies passed out of gastrointestinal tract spontaneously. Endoscopic foreign body removal was performed in 5 cases while surgery as a sole therapeutic action was done in 1 patient. In one child multiple magnets were removed from the stomach performing both endoscopic and surgical interventions. Teamwork of a gastroenterologist and a surgeon is crucial for optimizing therapeutic options for each individual patient. Public awareness of this problem and education of parents should be increased to a higher level in order to prevent cases of foreign bodies ingestion in children

Uloga regionalne anestezije u postoperativnoj analgeziji pedijatrijskih bolesnika

Introduction/Objective Pain is a disturbing experience associated with existing or potential tissue damage, with a sensory, emotional, cognitive, and social component. The aim of this study was to show the efficiency of regional anesthetic techniques in postoperative pain in children. Methods The retrospective cohort study was conducted on a group of 564 pediatric patients during the period from 2013 to 2016. Types of regional anesthesia were classified into the following six groups: caudal, epidural, spinal block, upper limb blocks, lower limb blocks, and truncal nerve block. From statistical methods, we used descriptive statistical methods of absolute and relative numbers, measurements of variability, central tendencies for numerical features, and methods of inferential statistics. We used the ch2 test for the attributive features of observations. Results In relation to the postoperative time when an analgesic was required, a statistically significant difference was observed in the age of children (p = 0.000), disease diagnosis (p = 0.000), type of block (p = 0.000), type of local anesthetic (p = 0.000), and type of anesthesia or sedation preoperatively (p = 0.005). Conclusion Postoperative analgesia was most needed by older children and children who were awake during surgery. Children with injuries and tumors need postoperative analgesia the earliest. The longest postoperative analgesia was recorded in patients who received caudal block. The longest postoperative analgesia can be seen in patients who received levobupivacaine, bupivacaine or levobupivacaine combined with lidocaine to perform the block.Uvod/Cilj Bol predstavlja uznemirujuće iskustvo koje je povezano sa postojećim ili mogućim oštećenjem tkiva, sa senzornom, emocionalnom, kognitivnom i socijalnom komponentom. Cilj ove studije je prikaz efikasnosti tehnika regionalne anestezije na postoperativni bol kod dece. Metode Retrospektivna kohortna studija je sprovedena na grupi od 564 pedijatrijskih bolesnika u periodu od 2013. do 2016. godine. Vrste regionalne anestezije su klasifikovane u šest grupa: kaudalna, epiduralna, spinalna, blokovi gornjih ekstremiteta, donjih ekstremiteta i blok trupa. Od statističkih metoda koristili smo deskriptivne statističke metode apsolutnih i relativnih brojeva za atributivna obeležja posmatranja, mere varijabiliteta, centralne tendencije za numerička obeležja i metode inferencijalne statistike. Izbor testova za numerička obeležja posmatranja zavisiće od raspodele podataka. Za atributivna obeležja posmatranja koristili smo ch2 test. Rezultati U odnosu na postoperativno vreme kada je bio potreban analgetik, statistički značajna razlika uočena je u uzrastu dece (p = 0,000), dijagnozi bolesti (p = 0,000), vrsti bloka (p = 0,000), vrsti korišćenog lokalnog anestetika (p = 0,000), kao i vrsti perioperativne anestezije ili sedacije (p = 0,005). Zaključak Postoperativna analgezija je najpotrebnija starijoj deci i deci koja su bila budna tokom hirurške intervencije. Najranija postoperativna analgezija je potrebna deci sa povredama i tumorima. Najduža postoperativna analgezija je zabeležena kod bolesnika koji su dobili kaudalni blok, kao i bolesnika koji su primili levobupivakain, bupivakain ili levobupivakain u kombinaciji sa bupivakainom za izvođenje bloka

The Role of Educator in Relation to Children Suffering from Chronic Diseases

procesu inkluzije i odgoja djece s kroničnim oboljenjima odgojitelji imaju jednu od ključnih uloga, a upravo je ta uloga predmet ovoga rada. Cilj rada bio je istražiti teorijski okvir problematike kronično oboljele djece te potom istražiti u praksi ulogu i informiranost odgojitelja koji rade s djecom oboljelom od kroničnih bolesti. Na temelju istraživanja koje je provedeno u područnim dječjim vrtićima grada Splita u razdoblju od svibnja do lipnja 2017. godine u kojem je sudjelovalo 50 odgojiteljica utvrđeno je da odgojiteljice u područnim dječjim vrtićima grada Splita trebaju pristupiti dodatnoj edukaciji o preventivnim mjerama ili sigurnosti pri radu s djecom oboljelom od kroničnih bolesti kako bi bile u potpunosti upoznate s potencijalnim opasnostima i ostalim specifičnostima koje te bolesti uza sebe vežu.The educators have one of the key roles in the process of inclusion and upbringing of the children with chronic illnesses and that particular role is the subject of the present thesis. The aim of the present thesis was to explore the theoretical framework of the problem of children suffering from chronic conditions and furthermore to investigate in practice the role and knowledge of educators working with them. Based on research conducted in the regional kindergartens of the city of Split in the period from May to June 2017, involving 50 educators, it was established that the kindergarten educators in mentioned kindergartens should have access to additional education on preventive or safety measures while working with children suffering from chronic conditions so that they could be fully acquainted with the potential dangers and other specifics that these conditions bind to themselve

The Role of Educator in Relation to Children Suffering from Chronic Diseases

procesu inkluzije i odgoja djece s kroničnim oboljenjima odgojitelji imaju jednu od ključnih uloga, a upravo je ta uloga predmet ovoga rada. Cilj rada bio je istražiti teorijski okvir problematike kronično oboljele djece te potom istražiti u praksi ulogu i informiranost odgojitelja koji rade s djecom oboljelom od kroničnih bolesti. Na temelju istraživanja koje je provedeno u područnim dječjim vrtićima grada Splita u razdoblju od svibnja do lipnja 2017. godine u kojem je sudjelovalo 50 odgojiteljica utvrđeno je da odgojiteljice u područnim dječjim vrtićima grada Splita trebaju pristupiti dodatnoj edukaciji o preventivnim mjerama ili sigurnosti pri radu s djecom oboljelom od kroničnih bolesti kako bi bile u potpunosti upoznate s potencijalnim opasnostima i ostalim specifičnostima koje te bolesti uza sebe vežu.The educators have one of the key roles in the process of inclusion and upbringing of the children with chronic illnesses and that particular role is the subject of the present thesis. The aim of the present thesis was to explore the theoretical framework of the problem of children suffering from chronic conditions and furthermore to investigate in practice the role and knowledge of educators working with them. Based on research conducted in the regional kindergartens of the city of Split in the period from May to June 2017, involving 50 educators, it was established that the kindergarten educators in mentioned kindergartens should have access to additional education on preventive or safety measures while working with children suffering from chronic conditions so that they could be fully acquainted with the potential dangers and other specifics that these conditions bind to themselve

Students' attitudes about the knowledge assessment in school

U Republici Hrvatskoj uspjeh učenika prati se i ocjenjuje tijekom nastave iz svakoga nastavnog predmeta i iz vladanja. Ocjene iz nastavnih predmeta utvrđuju se brojčano, a ocjene iz vladanja opisno, a na kraju nastavne godine utvrđuje se opći uspjeh učenika. U rujnu 2020. godine provedeno je istraživanje s ciljem utvrđivanja učeničkih stavova o školskom ocjenjivanju znanja u odnosu na propisane načine, postupke te elemente vrednovanja postignuća učenika, emocionalni i socijalni aspekt razvoja učenika te subjektivne pogreške učitelja u ocjenjivanju. Istraživanje je pokazalo kako je školsko ocjenjivanje, iz perspektive učenika, povezano s njihovim emocionalnim i socijalnim razvojem, sa subjektivnim pogreškama učitelja te sa učiteljskom primjenom propisa o ocjenjivanju. Školsko ocjenjivanje neizostavna je komponenta u vrednovanju učenikovih sposobnosti s čime se slažu i sami učenici koji su svjesni važnosti koje ocjenjivanje ima na njihov daljnji razvoj i akademski napredak. S obzirom na neodvojivost ocjenjivanja i emocionalnog i socijalnog razvoja učenika, učitelji su dužni pratiti rad i napredovanje učenika u njegovom cjelokupnom razvoju. To se postiže poduzimanjem mjera za stvaranje optimalnih uvjeta kako bi učenici postigli najbolje rezultate, učestalim povratnim informacijama učenicima od strane učitelja i aktivnim uključivanjem učenika u odgojno-obrazovni rad. Ovo istraživanje može služiti kao podloga za daljnja istraživanja o školskom ocjenjivanju i kao povratna informacija stručnim suradnicima i učiteljima iz škola u kojima je provedeno kako bi unaprijedili odgojno-obrazovni proces ili pojedine komponente istraživanja.In the Republic of Croatia, student achievement is monitored and assessed during classes in each subject and in behavior. Grades for subjects are determined numerically, and grades for behavior are descriptive, and at the end of the school year, the general success of students is determined. In September 2020, a survey was conducted to determine students' attitudes about school assessment in relation to: prescribed methods, procedures and elements of evaluating student achievement, emotional and social aspects of student development and subjective mistakes of teachers in assessment. The research showed that school assessment, from the perspective of students, is related to their emotional and social development and is also related to the subjective mistakes of teachers, but the teacher's application of assessment regulations is not disputed. School assessment is an indispensable component in the evaluation of students' abilities, with which students themselves agree and they are aware of the importance that assessment has on their further development and academic progress. Given the inseparability of assessment and the emotional and social development of students, teachers are required to monitor the work and progress of students in its overall development. This is achieved by taking measures to create the most favorable conditions and helping each student to achieve the best results and giving frequent feedback to students and the active involvement of students in educational work.This research can serve as an idea for further research on school assessment and as feedback to professional associates and teachers from schools in which it was conducted in order to improve the educational process or deepen certain components of the research

Students' attitudes about the knowledge assessment in school

U Republici Hrvatskoj uspjeh učenika prati se i ocjenjuje tijekom nastave iz svakoga nastavnog predmeta i iz vladanja. Ocjene iz nastavnih predmeta utvrđuju se brojčano, a ocjene iz vladanja opisno, a na kraju nastavne godine utvrđuje se opći uspjeh učenika. U rujnu 2020. godine provedeno je istraživanje s ciljem utvrđivanja učeničkih stavova o školskom ocjenjivanju znanja u odnosu na propisane načine, postupke te elemente vrednovanja postignuća učenika, emocionalni i socijalni aspekt razvoja učenika te subjektivne pogreške učitelja u ocjenjivanju. Istraživanje je pokazalo kako je školsko ocjenjivanje, iz perspektive učenika, povezano s njihovim emocionalnim i socijalnim razvojem, sa subjektivnim pogreškama učitelja te sa učiteljskom primjenom propisa o ocjenjivanju. Školsko ocjenjivanje neizostavna je komponenta u vrednovanju učenikovih sposobnosti s čime se slažu i sami učenici koji su svjesni važnosti koje ocjenjivanje ima na njihov daljnji razvoj i akademski napredak. S obzirom na neodvojivost ocjenjivanja i emocionalnog i socijalnog razvoja učenika, učitelji su dužni pratiti rad i napredovanje učenika u njegovom cjelokupnom razvoju. To se postiže poduzimanjem mjera za stvaranje optimalnih uvjeta kako bi učenici postigli najbolje rezultate, učestalim povratnim informacijama učenicima od strane učitelja i aktivnim uključivanjem učenika u odgojno-obrazovni rad. Ovo istraživanje može služiti kao podloga za daljnja istraživanja o školskom ocjenjivanju i kao povratna informacija stručnim suradnicima i učiteljima iz škola u kojima je provedeno kako bi unaprijedili odgojno-obrazovni proces ili pojedine komponente istraživanja.In the Republic of Croatia, student achievement is monitored and assessed during classes in each subject and in behavior. Grades for subjects are determined numerically, and grades for behavior are descriptive, and at the end of the school year, the general success of students is determined. In September 2020, a survey was conducted to determine students' attitudes about school assessment in relation to: prescribed methods, procedures and elements of evaluating student achievement, emotional and social aspects of student development and subjective mistakes of teachers in assessment. The research showed that school assessment, from the perspective of students, is related to their emotional and social development and is also related to the subjective mistakes of teachers, but the teacher's application of assessment regulations is not disputed. School assessment is an indispensable component in the evaluation of students' abilities, with which students themselves agree and they are aware of the importance that assessment has on their further development and academic progress. Given the inseparability of assessment and the emotional and social development of students, teachers are required to monitor the work and progress of students in its overall development. This is achieved by taking measures to create the most favorable conditions and helping each student to achieve the best results and giving frequent feedback to students and the active involvement of students in educational work.This research can serve as an idea for further research on school assessment and as feedback to professional associates and teachers from schools in which it was conducted in order to improve the educational process or deepen certain components of the research