University Teachers’ Resilience

The paper was developed as a part of the research activities of Project Grant No. 451-03-68/2022-14/200132, Faculty of Technical Sciences in Čačak, supported by the Ministry of education, sciences and technological development of the Republic of Serbia. The main topic is initiated by the ERASMUS+ cooperation partnership project “Enhancing digital and psychological resilience through peer networking in the online environment in times of crises, DigiPsyRes”.This research focuses on resilience and perceived stress as important components of university teachers’ well-being. Resilience is generally conceptualized as a process and an outcome of successfully adapting to difficult / challenging life experiences and perceived stress as individual feelings or thoughts about the level of stress a person is experiencing at a given time period. In the context of the teaching profession and the current pandemic circumstances, we investigated university teachers’ resilience and perceived stress. The Brief Resilience Scale and Perceived Stress Scale in digital format as Google Forms surveys are used in this study. The sample consisted of 100 university teaching staff (university teachers and university teaching assistants). The results show that the resilience of the university teaching staff is at a medium-high level. Perceived stress is low. The correlation between resilience and perceived stress of university teaching staff is negative and relatively high. University teaching assistants perceive more stressful situations and stress feelings than university teachers. There are no differences in resilience and perceived stress between university teaching staff from different educational and research fields. This study introduces new research topics and considerations in the contexts of teacher education and university activities aimed at enhancing university teaching staff resilience, stress management, and well-being.Publishe

E-teacher in Inclusive e-education for Students with Specific Learning Disabilities

AbstractThe concepts of e-learning and e-teaching play important roles in educational technology applied in different educational contexts. E-learning technology can promote the inclusion of students with various disabilities in education. We considered roles of e-teacher which are useful in e-education of students with disabilities. Usefulness of assistive technology and e-learning technology are also considered (project OI179026). The examples of implementation of e-learning/e-teaching components in education of students with specific learning disabilities supported perspectives of inclusive e-education and importance of teachers’ competence of e-teaching in inclusive education

Analysis of Human Exhaled Breath in a Population of Young Volunteers

Analysis of volatile organic compounds (VOCs) in human breath can provide information about the current physiological state of an individual, such as clinical conditions and exposure to exogenous pollutants. The blood-borne VOCs present in exhaled breath offer the possibility of exploring physiological and pathological processes in a noninvasive way. However, the field of exhaled breath analysis is still in its infancy. We undertook this study in order to define inter-individual variation and common compounds in breath VOCs of 48 young human volunteers. Alveolar breath samples were analyzed by automated thermal desorption, gas chromatography with flame ionization detector (FID) and electron capture detector (ECD) using SUPELCO standards with 66 compounds. Predominant compounds in the alveolar breath of analyzed subjects are ethylbenzene, 1-ethyl-4-methylbenzene, 1,2,4-trimethylbenzene and 1,3,5-trimethylbenzene (over 50% of the subjects). Isopropyl alcohol, propylene, acetone, ethanol were found as well. We detected substituted compounds in exhaled breath

ENTREPRENEURIAL AND COMMUNICATION COMPETENCES: INTERTWINNING OF THE TWO CONSTRUCTS

In the competence framework of the EU's educational policy, entrepreneurial and communication competences have a special place in the development of modern and functional citizenship, and they overlap to a great extent. The paper approaches entrepreneurial competences as transversal competences applicable in all areas of life – a system of competences transferred to different areas of activity. Communication competence is an expected outcome at all levels of education, and the paper highlights key communication competences that are relevant for entrepreneurial behavior as well. In addition to openness, flexibility, and other traits and competences shared by both systems of competences, the paper also underlines the common aspect of communication and entrepreneurial competence – situational awareness that represents the first step in improving communication, whereas entrepreneurial awareness guides adequate decision-making in entrepreneurship. This connection between communication and entrepreneurial competence directs teachers to implement teaching procedures to develop communication competences that, at the same time, contribute to the development of entrepreneurial competence.Publishe

Entrepreneurial Orientation of the Female Students of Educational Professions

The complex professional demands placed on teachers include the demand that they should act formatively and encourage the development of entrepreneurial competencies of their students, especially the development of entrepreneurial orientation – the dynamic dimension of these competencies. The development of the entrepreneurial orientation of the pre-service and in-service teachers, visible in action, is an important model for students. In this paper, the entrepreneurial orientation scale was used to examine this orientation of female students – future preschool and primary school teachers. The sample included 237 female students from three different faculties. It was established that female students assessed their own entrepreneurial orientation as moderate, although the degree of their conscious, declarative entrepreneurial orientation is relatively high. Proactivity is more emphasized than the other components, whereas competitiveness is the least emphasized component. The internal locus of control positively correlates with willingness to take risks and proactivity, but not with other components of entrepreneurial orientation. The structure and degree of entrepreneurial orientation of the female students of different educational professions, as well as of different years of study, are similar, which indicates the homogeneity of the population of the female students of educational professions in terms of this orientation, but also that it is necessary to enrich university entrepreneurial education as a factor of strengthening determination for entrepreneurial behavior

Analysis of human exhaled breath in a population of young volunteers

Analysis of volatile organic compounds (VOCs) in human breath can provide information about the current physiological state of an individual, such as clinical conditions and exposure to exogenous pollutants. The blood-borne VOCs present in exhaled breath offer the possibility of exploring physiological and pathological processes in a noninvasive way. However, the field of exhaled breath analysis is still in its infancy. We undertook this study in order to define interindividual variation and common compounds in breath VOCs of 48 young human volunteers. Alveolar breath samples were analyzed by automated thermal desorption, gas chromatography with flame ionization detector (FID) and electron capture detector (ECD) using SUPELCO standards with 66 compounds. Predominant compounds in the alveolar breath of analyzed subjects are ethylbenzene, 1-ethyl-4-methylbenzene, 1,2,4-trimethylbenzene and 1,3,5-trimethylbenzene (over 50% of the subjects). Isopropyl alcohol, propylene, acetone, ethanol were found as well. We detected substituted compounds in exhaled breath. [Projekat Ministarstva nauke Republike Srbije, br. 172001