Jacques Tati and Modern Times

Tokom prve polovine dvadesetog veka teme povezane sa neizbežnom modernizacijom života bile su prisutne u filmovima Zapada. Bar od de Montaignea, jedno od osnovnih pitanja za mislioce bilo ja da li je modernost vredna uznemirenja i problema koje je donela u ljudski život. Jacques Tati radi u dugoj tradiciji francuskih režisera koji su istraživali ova pitanja, ali je jedinstven u načinu na koji ih je postavljao i pokušao da na njih odgovori praktično u svim svojim delima. Ovaj rad prikazuje kako je to uradio, posebno u filmu Playtime, gde je ispitivao šta je „kultura stakla“ donela u život globalizujućeg sveta. Tati koristi refleksivnost medija minuciozno pokazujući gledaocima kako oni i likovi u njegovim filmovima formiraju u svojoj svesti mreže objekata iz okruženja i učestvuju u svetu u kom dominira moderna tehnologija, dok sentimentalno stoji uz vrednosti starog načina života koji ubrzano nestaje.During the first half of the 20th century questions about relentless modernization of life were present in cinema of the West. At least since de Montaigne one of the basic questions for thinkers was whether the Modernity was worth the disruption and troubles it caused in people’s lives. Jacques Tati stands in a long line of tradition in French cinema, which probed these questions, but he is unique in a way in which he proposed and tried to provide an answer to it in literally all of his films. This paper explores how he did it, particularly in Playtime, where he probed what “culture of glass” brought to the life of globalized world. While sentimentally sticking to the values of the old, quickly disappearing way of life, Tati uses reflexivity of the medium with fascinating precision to make the viewers understand how they, and his characters, form in their consciousnesses networks of objects from their environment, and participate in the world dominated by modern technology

THE DEVELOPMENT OF A CREATIVE CURRICULUM

Kreativni kurikulum teorijski je utemeljen na pedagoško-psihološkim viđenjima Maslowa, Eriksona, Piageta, Vygotskog, Gardnera i Smilansky. Program Kreativni kurikulum razvijen je u Sjedinjenim Američkim Državama, a namijenjen je radu s djecom predškolskog i ranog osnovnoškolskog uzrasta. Program tretira ključne elemente odgojnoobrazovnog procesa kao što su specifičnosti dječjeg razvoja i procesa učenja, individualizirano podučavanje, kontinuirano i sveobuhvatno praćenje i procjenjivanje dječjeg napretka, te ulogu odgajatelja i obitelji u dječjem razvoju. Kreativni kurikulum polazi od činjenice da je proces učenja u predškolskoj i ranoj osnovnoškolskoj dobi pun kontradiktornosti, s jedne strane on je dinamičan i vrlo predvidiv, no s druge strane on je i pun iznenađenja, a i pored sve svoje dinamičnosti i akcije, ponekad se događa da taj proces bude vrlo tih i reflektivan. Ove kontradiktornosti zahtjevaju cijeli spektar strategija podučavanja, kako djecu uvesti u proces učenja, kako učenje proširiti i produbiti, te kako uspostaviti vezu između srodnih situacija učenja i pomoći djeci da kreiraju sustav znanja.The creative curriculum is theoretically based on the pedagogic and psychological views of Maslow, Erikson, Piaget, Vygotsky, Gardner and Smilansky. The creative curriculum programme was developed in the USA, and is intended for work with preschoolers and junior primary schoolers. The programme tackles the key elements of the educational process, such as the specificity of a child’s development and process of learning, individualised teaching, continued and comprehensive monitoring and evaluation of children’s progress, and the role of both teacher and family in children’s development. The creative curriculum sets forth from the fact that the process of learning during kindergarten and the junior years of primary school abounds with contradictions – dynamic, active, rather unpredictable and full of surprises on the one hand, yet sometimes very quiet and reflective on the other. These contradictions require a wide range of teaching strategies – how to introduce children into the learning process, how to expand and increase learning, and how to establish a relationship between similar learning situations and thus help children to create a system of knowledge

FAULT DETECTION USING FRA IN ORDER TO IMPROVE THE AGING MODEL OF POWER TRANSFORMER

Power transformers are constantly exposed to mechanical, thermal and electrical stresses during operation. In this paper, the authors propose an improved aging model of power transformers by adding the impact of mechanical deteriorations. In the current practice, the mechanical deformation and dislocation of the windings and core are not sufficiently distinguished as components that influence the aging of the transformer. Hence, the current aging model was expanded with a functional block that contains several typical failures in order to emphasize their impact on the lifetime of transformers and their aging as well.  The authors used the Frequency Response Analysis (FRA) method for the fault detection and location of the mechanical deformations of its active parts. The correlation function is used to determine the level of the detected failure. All presented test results are obtained in real exploitation conditions

EuReCa_Serbia: How far we have progressed?

Aim: The aim of this paper was to compare the collected data's during EuReCa project and to appoint the influence of it to the quality management of the cardiac arrest in participating areas. Methodology: The project EuReCa is a part of a metacentric, observational, prospective study of an observational trail of the European Resuscitation Council registered Clinical Trial NCT02236819 and approved by the US healthcare authorities. The data's from the Serbian cardiac arrest registry has been analyzed in period of 1st of October 2014 until 1st of August 2017 from www.eureca.rs application. Results: In the observed period, 4172 EuReCa events have been registered. Cardiopulmonary resuscitation (CPR) is performed in 1618/4172 or 37,78% of all cases. CPR in 2014 apply in 465/1490 cases (31,2%) , during 2015 in 469/1366 (34,3%), in 2016 at 473/952 (49,7%) and for 2017. in 211/365 (58%) cases. The initial shockable rhythm (pulseless ventricular tachycardia pVT /ventricular fibrillation VF) during 2014 was present at 80 patients out of 465 ongoing CPR's (17,20%), in 2015. 88/469 (18,76%), during 2016 111/473 (23,47%) and in 2017 the figures are 60/211 (28,44%). Return of spontaneous circulation (ROSC) was achieved in 2014 at 75/465 (16,12 %) and during 2017 in 50/211 (23,70%) patients. The hospital discharge in observed period was 63/1618 (3,89%), where 15/465 (3,23%) goes for 2014, 18/469 (3,84) for 2015, 20/473 (4,23) for 2016 and 10/211 (4,74%) in 2017. The 30-days survival rate was 7/465 (1,15%) in 2014 and 7/211(3,32%) patients in 2017. Conclusion: The results unambiguously indicate significant increase in survival rate in patients with out-of-hospital cardiac arrest registered in EuReCa database. In the forthcoming period, the focus will be directed into the contributing factors that lead to the improvement in end-results of outs-of hospital cardiac arrest management and healthcare centers'

Implementierung des Konzepts der Kinderrechte im montenegrinischen Bildungssytem

Rad tematizira koncept participacije učenika u školi, sa stanovišta njihove slobode mišljenja, u kontekstu crnogorske kulture. S obzirom na deficitarni model djetinjstva koji je prisutan u kulturama naroda našeg podneblja, djeca su slabo poticana na aktivno djelovanje u vlastitom životu. U domeni njihovog školovanja, naročito je prisutan odnos prema djetetu/učeniku kao onom koji „još uvijek nije” ono što bi trebao biti, uvjetujući tako ograničavanje njihove participacije u mnogim aspektima školskog života, najkonkretnije, u nastavi. Pojmu participacije prišli smo iz pozicije dječjih prava, problematizirajući ga ponajprije sa stanovišta odnosa učenik-učitelj, shvaćajući ga kao odnosan fenomen. Istraživanje je pokazalo kako značajan dio uzorka učenika u svim opserviranim indikatorima umjereno ili u potpunosti negira da su njihova participirajuća prava zadovoljena. Oko petine ispitanih učenika izjasnilo se da nemaju slobodu iznošenja mišljenja na satu, oko trećine, da su nepovjerljivi prema iskazivanju svog mišljenja posredstvom kutija Đačkog parlamenta i isto toliko ih smatra da nastavnici ne uvažavaju njihovo mišljenje. Statistički značajno manje učenika nego nastavnika smatra da nastavnici ohrabruju diskusiju, njeguju pluralistički kognitivni stil kod učenika, zainteresirani su za njihovo mišljenje i traže ga, odobravaju korištenje različitih izvora informacija u učenju, otvoreni su za razgovor s učenicima o temama koje su izvan sadržaja nastavnog gradiva. Diskrepancija se u odnosu prema nastavničkim odgovorima čini posebno indikativnom.The paper thematizes the concept of student participation in school, from the standpoint of their freedom of thought, in the context of Montenegrin culture. Having in mind the deficient model of childhood present in the cultures of peoples of our region, children are, generally, poorly encouraged to actively participate in their own lives. In the domain of their education, the attitude towards the child/student as one who „is still not” what he or her should be, necessarily restricting by this their participation in many aspects of school life, especially the classroom one. The very concept of participation we analyse from the child’s rights point of view, in a childdult relation, interpreting it as a relational fenomenon. Research has shown that a significant part of the sample of students in all the observed indicators moderately or completely deny that their participatory rights are served. Around one fifth of interviewed students responded that they have no freedom of expressing an opinion in class, with around a third of them stated that have no trust in expressing an idea via boxes of Students parliament, and a third of them actually think that teachers don’t appreciate their opinion; statistically significant less students think that teachers encourages discussion, nurture a pluralistic cognitive style, are interested in students opinions and ask for it, encourage the use of different sources of information in learning, and are open for discussion with students on issues that are beyond actual course that they teach. Once again we find confirmation of the school ethos based on the (unequal) power relations, for the „benefit” of teachers. „Deficit” model of childhood is apparently still present in the Montenegrin culture, resulting in having unenviable level of collaboration, participation, sharing responsibilities, and general participation in schools.Die Arbeit thematisiert das Konzept der Schülerpartizipation in der Schule im Kontext der montegrinischen Kultur vom Standpunkt ihrer Meinungsfreiheit aus. Im Hinblick auf das defizitäre Kindheitsmodell, das in den Volkskulturen unserer Region vorherrscht, werden die Kinder eher schwach in ihren Bemühungen unterstützt, ihr eigenes Leben aktiv mitzugestalten. In der Domäne ihrer Schulung dominiert häufig die Behandlung von Kindern bzw. Jugendlichen als jener, die „noch immer„ nicht das sind, was sie werden sollten. Auf diese Weise wird ihre Partizipation in vielen Aspekten des Schullebens, am auffälligsten im Unterricht begrenzt. Der Begriff der Partizipation wird dabei unter dem Gesichtspunkt der Kinderrechte behandelt und als ein Beziehungsproblem verstanden, indem vor allem die Beziehung Schüler – Lehrer problematisiert wird. Die Untersuchung zeigte auf, dass ein bedeutender Anteil der befragten Schüler bei allen beobachteten Indizes teilweise oder vollständig negiert, dass ihre Partizipationsrechte wahrgenommen werden. Etwa ein Fünftel der befragten Schüler behauptet, dass ihnen nicht erlaubt wird, in der Stunde ihre Meinung frei zu äußern, etwa ein Drittel, dass sie sich nicht trauen, ihre Meinung mittels Boxen des Schülerparlaments zu äußern, und genauso viele glauben, dass die Lehrer ihre Meinung nicht beachten. Statistisch bedeutend weniger Schüler als Lehrer glauben, dass die Lehrer Diskussionen ermutigen, einen pluralistischen kognitiven Stil bei den Schülern pflegen, sich für ihre Meinung interessieren und danach fragen, die Benutzung verschiedener Informationsquellen beim Lernen erlauben und offen sind, mit den Schülern über Themen zu sprechen, die außerhalb der vorgesehenen Lehrinhalte liegen. Besonders indikativ scheint die Diskrepanz zu den Lehrerantworten zu sein

Mjesto i uloga dječjih interesa u suvremenom odgojno-obrazovnom procesu

The aim of this study was to determine the place and role of children\u27s interests in the contemporary educational process. The paper is a synthesis of theoretical knowledge and the analysis of the results that we obtained in a research study. The study was conducted on a sample of 167 students, 165 teachers and 164 parents, adding up to a total of 496 respondents. In the study we used the descriptive method, interview as a research technique and questionnaire as a research instrument. The results showed that we inadequately incorporate the development of children\u27s interests into the teaching process and do not encourage it.Cilj ovog rada jest utvrditi mjesto i ulogu koju dječji interesi imaju u suvremenom odgojno-obrazovnom procesu. Rad predstavlja sintezu teorijskih spoznaja i analize rezultata do kojih smo došli provodeći istraživanje. Istraživanje je provedeno na uzorku od 167 učenika, 165 nastavnika i 164 roditelja, što ukupno čini 496 ispitanika. U istraživanju smo se koristili deskriptivnom metodom, anketiranjem kao istraživačkom tehnikom, odnosno anketnim upitnikom kao instrumentom istraživanja. Rezultati istraživanja su pokazali da se još uvijek u nedovoljnoj mjeri u nastavnom procesu ne inkorporira i ne potiče razvoj dječjih interesa

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Real situations are based on multiple attributes or criteria. If the assessment problem has multiple dimensions of value, then intuitive judgments can be very difficult. In many situations, the ultimate assessment seems very difficult, especially when the decision maker chooses one of a set of possible options in an unfamiliar environment. This paper analyzes indifference value measurement methods. Indifference value measurement methods rely on studies of indifference (indifference assessments) or comparison of strength of preferences. The values that the decision maker gives to the attributes reflect his preferences, ie. utilities. Utility is only a way to describe preferences. The process of determining (functions) values is only one form of sequential determination of utility.?????? ????????? ???????? ?? ?? ??????????? ?????????? ??? ?????????????. ??? ??????? ???????? ??? ?????????? ????????? ???????????, ???? ?????????? ??????????? ???? ???? ????? ?????. ? ?????? ??????????? ?????? ???????? ??????? ????? ?????, ???????? ???? ????????? ?????? ???? ????? ????? ?? ????? ??????? ?????? ? ?? ? ???????? ?????????? ????????. ? ???? ???? ??????????? ?? ?????? ??????????????? ?? ??????? ???????????. ?????? ??????????????? ?? ??????? ??????????? ???????? ?? ?? ??????????? ??????????????? (????????????? ????????) ??? ???????? ?????? ????????????. ??????????? ???? ????????? ?????? ???? ?????????? ?????????? ?????? ????????????, ??. ??????????. ????????? ?? ?????? ???? ??????? ?? ????????? ????????????. ???????? ?????????? (????????) ??????????? ?? ???? ????? ??? ?????????????? ?????????? ??????????

Habermas i Freire u dijalogu: Pedagoško čitanje Habermasa

Jürgen Habermas\u27s dense philosophical and sociological language proved to be complex, therefore reluctantly “translatable“ into pedagogical language, which means that in the rather modest literature which deals with pedagogical valence of his theory each ”pedagogical reading” (something presented by this paper) can be regarded as useful. The purpose of this writing lies precisely in the explanation of educational relevance of his theoretical concepts via a methodology based on comparative analysis of Habermas’s and Freire’s theory. Identification of unambiguous similarity of theoretical preoccupations of these two authors (”colonized” (Habermas) and ”oppressive” (Freire) contemporary social order as well as the language as ”praxis” (Freire), i.e. “communicative action” (Habermas) as the basic way of changing that reality), should help us align pedagogy based on Habermas’s philosophical-sociological constructs with those of critically oriented, discursive, epistemologically personal and deliberative traditions. To Habermas’s concept of communicative action, we attribute complete educational relevance, negating the necessity for creating some stronger pedagogical construct that we see in some analytics of Habermas’s theory. Communicative action as such can be regarded as authentic practice of critical education in the deliberative pedagogical context, based on epistemological enlightening and legitimizing the students’ own authorities. It is here that we discern the Habermasian calling that must not be neglected by contemporary pedagogy.Zgusnuti filozofski i sociološki jezik Jürgena Habermasa pokazao se kao složen i nerado „prevodiv“ na pedagoški jezik, pa se u vrlo oskudnoj literaturi koja problematizira pedagošku valentnost njegove teorije svako „pedagoško čitanje“ (što ovaj rad i predstavlja) može smatrati korisnim. Svrha ovog rada upravo je u objašnjenju odgojno-obrazovne relevantnosti njegovih teorijskih koncepata i to putem metodologije utemeljene na komparativnoj analizi Habermasove i Freireove teorije. Identificiranje nedvosmislene sličnosti teorijskih preokupacija te dvojice autora („kolonizirani“ (Habermas) i „opresivni“ (Freire) društveni poredak suvremenosti, i jezik kao „praksis“ (Freire), odnosno „komunikacijska akcija“ (Habermas) kao osnovni način izmjene te iste stvarnosti), pomoći će nam da pedagogiju zasnovanu na Habermasovim filozofsko-sociološkim konstruktima, svrstamo u red kritički orijentiranih, diskurzivnih, epistemološki personalnih i deliberativnih tradicija. Habermasovu konceptu komunikacijske akcije pripisujemo potpunu odgojno-obrazovnu relevantnost, niječući potrebu za stvaranjem nekog više pedagoškog konstrukta koja se sreće kod nekih analitičara Habermasove teorije. Komunikacijska akcija kao takva može se smatrati autentičnom praksom kritičkog obrazovanja u deliberativnom pedagoškom kontekstu, zasnovanom na epistemološkom osvještavanju i legitimiranju vlastitih autoriteta samih učenika. Upravo u tome vidimo habermasovski poziv o koji se suvremena pedagogija ne smije oglušiti

Implementierung des Konzepts der Kinderrechte im montenegrinischen Bildungssytem

Rad tematizira koncept participacije učenika u školi, sa stanovišta njihove slobode mišljenja, u kontekstu crnogorske kulture. S obzirom na deficitarni model djetinjstva koji je prisutan u kulturama naroda našeg podneblja, djeca su slabo poticana na aktivno djelovanje u vlastitom životu. U domeni njihovog školovanja, naročito je prisutan odnos prema djetetu/učeniku kao onom koji „još uvijek nije” ono što bi trebao biti, uvjetujući tako ograničavanje njihove participacije u mnogim aspektima školskog života, najkonkretnije, u nastavi. Pojmu participacije prišli smo iz pozicije dječjih prava, problematizirajući ga ponajprije sa stanovišta odnosa učenik-učitelj, shvaćajući ga kao odnosan fenomen. Istraživanje je pokazalo kako značajan dio uzorka učenika u svim opserviranim indikatorima umjereno ili u potpunosti negira da su njihova participirajuća prava zadovoljena. Oko petine ispitanih učenika izjasnilo se da nemaju slobodu iznošenja mišljenja na satu, oko trećine, da su nepovjerljivi prema iskazivanju svog mišljenja posredstvom kutija Đačkog parlamenta i isto toliko ih smatra da nastavnici ne uvažavaju njihovo mišljenje. Statistički značajno manje učenika nego nastavnika smatra da nastavnici ohrabruju diskusiju, njeguju pluralistički kognitivni stil kod učenika, zainteresirani su za njihovo mišljenje i traže ga, odobravaju korištenje različitih izvora informacija u učenju, otvoreni su za razgovor s učenicima o temama koje su izvan sadržaja nastavnog gradiva. Diskrepancija se u odnosu prema nastavničkim odgovorima čini posebno indikativnom.The paper thematizes the concept of student participation in school, from the standpoint of their freedom of thought, in the context of Montenegrin culture. Having in mind the deficient model of childhood present in the cultures of peoples of our region, children are, generally, poorly encouraged to actively participate in their own lives. In the domain of their education, the attitude towards the child/student as one who „is still not” what he or her should be, necessarily restricting by this their participation in many aspects of school life, especially the classroom one. The very concept of participation we analyse from the child’s rights point of view, in a childdult relation, interpreting it as a relational fenomenon. Research has shown that a significant part of the sample of students in all the observed indicators moderately or completely deny that their participatory rights are served. Around one fifth of interviewed students responded that they have no freedom of expressing an opinion in class, with around a third of them stated that have no trust in expressing an idea via boxes of Students parliament, and a third of them actually think that teachers don’t appreciate their opinion; statistically significant less students think that teachers encourages discussion, nurture a pluralistic cognitive style, are interested in students opinions and ask for it, encourage the use of different sources of information in learning, and are open for discussion with students on issues that are beyond actual course that they teach. Once again we find confirmation of the school ethos based on the (unequal) power relations, for the „benefit” of teachers. „Deficit” model of childhood is apparently still present in the Montenegrin culture, resulting in having unenviable level of collaboration, participation, sharing responsibilities, and general participation in schools.Die Arbeit thematisiert das Konzept der Schülerpartizipation in der Schule im Kontext der montegrinischen Kultur vom Standpunkt ihrer Meinungsfreiheit aus. Im Hinblick auf das defizitäre Kindheitsmodell, das in den Volkskulturen unserer Region vorherrscht, werden die Kinder eher schwach in ihren Bemühungen unterstützt, ihr eigenes Leben aktiv mitzugestalten. In der Domäne ihrer Schulung dominiert häufig die Behandlung von Kindern bzw. Jugendlichen als jener, die „noch immer„ nicht das sind, was sie werden sollten. Auf diese Weise wird ihre Partizipation in vielen Aspekten des Schullebens, am auffälligsten im Unterricht begrenzt. Der Begriff der Partizipation wird dabei unter dem Gesichtspunkt der Kinderrechte behandelt und als ein Beziehungsproblem verstanden, indem vor allem die Beziehung Schüler – Lehrer problematisiert wird. Die Untersuchung zeigte auf, dass ein bedeutender Anteil der befragten Schüler bei allen beobachteten Indizes teilweise oder vollständig negiert, dass ihre Partizipationsrechte wahrgenommen werden. Etwa ein Fünftel der befragten Schüler behauptet, dass ihnen nicht erlaubt wird, in der Stunde ihre Meinung frei zu äußern, etwa ein Drittel, dass sie sich nicht trauen, ihre Meinung mittels Boxen des Schülerparlaments zu äußern, und genauso viele glauben, dass die Lehrer ihre Meinung nicht beachten. Statistisch bedeutend weniger Schüler als Lehrer glauben, dass die Lehrer Diskussionen ermutigen, einen pluralistischen kognitiven Stil bei den Schülern pflegen, sich für ihre Meinung interessieren und danach fragen, die Benutzung verschiedener Informationsquellen beim Lernen erlauben und offen sind, mit den Schülern über Themen zu sprechen, die außerhalb der vorgesehenen Lehrinhalte liegen. Besonders indikativ scheint die Diskrepanz zu den Lehrerantworten zu sein

Perioperative blood loss and diclofenac in major arthroplastic surgery

Introduction: Contemporary literature indicates precaution over the perioperative use of non-steroidal anti-inflammatory drugs, since they can potentially increase perioperative blood loss related to their mechanism of action. The aim of this study was to assess the influence of non-steroidal anti-inflammatory drugs on perioperative blood loss undergoing hip arthroplasty and its correlation with general and regional anesthesia.Methods: This prospective study included 120 patients who had undergone elective unilateral total hip arthroplasty. Patients were allocated into four groups. Groups 1 and 2 were pretreated with diclofenac and operated in general and regional anesthesia. Group 3 and 4 weren’t pretreated with any non-steroidal anti-inflammatory drug and were, as well, operated in general and regional anesthesia. Diclofenac was administered orally two times a day 75 mg (total 150 mg) and also as intramuscular injection (75 mg) preoperatively and 12 hours later on a day of surgery.Results: The perioperative blood loss in the rst 24 hours showed an increase of 29.4% in the diclofenac group operated in general anesthesia and increase of 26.8% in patients operated in regional anesthesia (P < 0.05) compared to control group. Statistical data evaluation of patients operated in general anesthesia compared to regional anesthesia, the overall blood loss in the rst 24 h after surgery, showed an increase of 6.4% in the diclofenac group and increase of 3.6% in placebo group. This was not statistically significant.Conclusion: Pretreatment with non-steroidal anti-inflammatory drugs (diclofenac) before elective unilateral total hip arthroplasty increases the perioperative blood loss signficantly. Early discontinuation of non-selective non-steroidal anti-inflammatory drugs is advised