The role of school pedagogue in inclusive education: How students of education see it

Poslednjih godina u našoj zemlji se sve intenzivnije poklanja pažnja potrebi i mogućnostima ostvarivanja inkluzivnog modela obrazovanja, koji podrazumeva obezbeđivanje jednakih prava i mogućnosti obrazovanja za sve učenike (bez obzira na individualne razlike), kao i fleksibilniji pristup u zadovoljavanju specifičnih obrazovnih i širih društvenih potreba sve dece. U promovisanju i razvijanju inkluzivnog pristupa obrazovanju stručni saradnici u školama zauzimaju značajno mesto. Istraživanjem koje smo sproveli želeli smo da utvrdimo mišljenje studenata pedagogije o ulozi školskog pedagoga u primeni inkluzivnog obrazovanja. Kao istraživačku tehniku koristili smo anketiranje, odnosno konstruisali smo upitnik s pitanjima otvorenog i zatvorenog tipa. Istraživanjem je obuhvaćeno 87 studenata treće i četvrte godine studija pedagogije na Filozofskom fakultetu u Beogradu. Nalazi ukazuju da ispitani studenti uviđaju značaj problema obrazovanja učenika s posebnim potrebama, kao i složenost i zahtevnost uloge pedagoga u primeni inkluzivnog obrazovanja. Većina ispitanih studenata smatra da nije adekvatno osposobljena za rad s učenicima sa posebnim potrebama i konkretno navodi znanja i veštine koje su im u tom pogledu potrebne. U radu se ističe neophodnost vršenja izmena u programskim dokumentima za rad stručnih saradnika u školi, ali i u programima studija pedagogije, kako bi se stvorili uslovi za uspešno delovanje školskog pedagoga u inkluzivnom obrazovanju.In recent years the need and possibilities of implementing the inclusive model of education which implies provision of equal rights and opportunities for education for all students (regardless personal differences) and a more flexible approach to satisfying specific educational and wider social needs of all children has attracted increasing attention in our country. School pedagogues play an important role in promoting and developing the inclusive approach to education. By the research we con­ducted we wanted to determine the views of students of education on the role of the school pedagogue in the application of inclusive education. Regarding the research technique, we opted for polling, i.e. we construed a questionnaire with both open and closed questions. The research comprised 87 third and fourth year students of education in the Faculty of Philosophy in Belgrade. The results indicate that the examined students do understand the gravity of the problem of students-with-special-needs education. Most of them think that they are not receiving adequate training for work with students with special needs and they singled out the types of knowledge and skills they think would be required in this respect. The paper offers some suggestions for altering the programme documents which define the work of school pedagogues, as well as for curricular changes in Education studies in order to provide better conditions for efficient work of school pedagogues in inclusive education

Composite materials in automotive industry: A review

Kompozitni materijali se primenjuju u mnogim granama industrije, uključujući i automobilsku. Vozila treba da budu laka, imaju nizak nivo izduvne emisije i potrošnje energije u cilju zaštite životne sredine, dok posedovanjem velike čvrstoće i jačine unapređuje bezbednost putnika. Ove zahteve moguće je ispuniti korišćenjem kompozitnih materijala. Premda se kompoziti koriste u industriji decenijama, u automobilskoj je njihova upotreba prilično nova, što zahteva razvoj drugačijeg procesa projektovanja i proizvodnje, ispitivanja i reciklaže. Ovaj rad navodi detalje po kojima se primena kompozita u auto industriji razlikuje od primene u drugim granama industrije. Deo koji se odnosi na reciklažu opisuje osnovne metode reciklaže, povezane zakone i primenu produkata reciklaže. Takođe, radom se ističe specifična primena kompozita koja pokazuje visok nivo inovativnosti - hibridni i prirodni kompoziti, strukturne baterije i vozila visokih performansi.Composite materials have found extensive use among many industries including automotive. Vehicles are supposed to be lightweight, have low emission and energy consumption to provide some environmental protection while having appropriate stiffness and strength to assure occupant protection. These requirements can be met with the use of composite materials. Although composites have been present in the industry for decades, their use in the automotive sector is moderately new, which requires development in design and manufacturing processes, testing, and recycling - this paper indicates the details by which the automotive industry differs from others. Principal recycling methods, related legislation, and where recycling products are used are described. Specific uses of composite materials that show a high level of innovativeness are indicated - hybrid and natural composites, structural batteries, and high-performance vehicles

Modernization, ideology and transformation of educational science: Former Yugoslavia case (1918-1990)

Razvoj pedagoške nauke u bivšoj Jugoslaviji obeležava oštar diskontinuitet uslovljen promenom političko-ideološkog poretka, a time i socijalno prihvatljivog pedagoškog mišljenja, ali i prikriveni kontinuitet između 'građanske' i 'socijalističke' pedagogije. Naša analiza dela jugoslovenskih pedagoga ukazuje na prisustvo strategije koju nazivamo 'nacionalizacija pedagoškog znanja'. U osnovi, ona predstavlja pokušaj da se zadobije društvena, ali i akademska legitimizacija pedagoške nauke. Nacionalizaciju pedagoškog znanja nalazimo kod predstavnika svih dominantnih pedagoških pravaca: eksperimentalne pedagogije, duhovno-naučne pedagogije, kao i u reformskim pedagoškim pokretima. Na prvi pogled paradoksalno, nacionalizacija pedagoškog znanja predstavlja i osnovno obeležje jugoslovenske marksističke pedagogije u periodu nakon Drugog svetskog rata. Ova strategija bila je uspešna u transformaciji vodećih teorijskih usmerenja ('promene paradigmi'): herbartijanizma u eksperimentalnu pedagogiju, eksperimentalne u duhovno-naučnu pedagogiju i, na kraju, duhovno-naučne u marksističku pedagogiju, ali je njen uspeh u razvoju institucija za pedagoška istraživanja bio bitno limitiran nivoom modernizacije sistema obrazovanja i ideološkog nadzora nad njim.Development of educational science in Former Yugoslavia was marked both by huge discontinuity due to changes in political and ideological regimes that had effects on 'mainstream' pedagogy, and hidden continuity between civil and socialist pedagogy. Our analysis of the writings of Yugoslav pedagogues shows the presence of strategy known as 'nationalization of pedagogical knowledge'. This strategy presents the attempt of gaining social, as well as academic legitimacy of educational science. Nationalization of pedagogical knowledge was present in all dominant pedagogical schools: experimental pedagogy, spiritual-scientific pedagogy (Geisteswissenschaftliche Pädagogik), as well as in New school movements. Paradoxically, nationalization of pedagogical knowledge presented the main feature of Yugoslav Marxist pedagogy in the period after the World War II. This strategy was successful in transformation of the leading theoretical schools ('paradigm change'): herbartianismus into experimental pedagogy, experimental pedagogy into spiritual-scientific pedagogy and at the end spiritual-scientific pedagogy into Marxist pedagogy, but the success of this strategy was significantly limited by the level of modernization of educational system and the ideological control over this system

The importance of extended structure of school activities

U radu se razmatra pitanje potrebe i značaja organizovanja i realizovanja brojnih i raznovrsnih školskih aktivnosti ko je pored nastavnih aktivnosti treba da čine sastavni deo školskog programa, odnosno celinu strukture aktivnosti škole. Dat je pregled i objašnjenje većeg broja školskih aktivnosti koje su svrstane u sledeće kategorije: (a) školske aktivnosti namenjene učenicima (nastavne aktivnosti i druge vaspitno-obrazovne aktivnosti koje se realizuju u školi i van nje); (b) kulturno-obrazovne aktivnosti namenjene različitim kategorijama potencijalnih korisnika; (c) aktivnosti indirektno povezane sa nastavnim, vaspitno-obrazovnim radom i kulturnim delovanjem škole kojima se obezbeđuju pretpostavke uspešnog školskog rada. Posebna pažnja posvećena je sagledavanju mogućih efekata vaspitno-obrazovnih vannastavnih aktivnosti i to sa aspekta doprinosa koji one mogu imati na rad i razvoj učenika, profesionalne delovanje i ponašanje nastavnika i razvoj škole kao institucije. Ističe se da razgranata struktura školskih aktivnosti doprinosi uspešnijem ostvarivanju predviđenih ciljeva i ishoda vaspitno-obrazovnog rada, profesionalnom razvoju nastavnika i ostalih zaposlenih u školi, kao i profilisanju programske specifičnosti škole.The article elaborates the issue of the need and importance of organizing Abstract and realizing various school activities which, beside teaching/learning activities, should be a part of a school programme, i.e. the totality of the school activities structure. A review and explanation of a number of school activities are presented. The activities are listed in the following categories: (a) school activities for students (educational activities performed in and out of school); (b) cultural-educational activities for different categories of potential users; (c) activities indirectly related to educational and cultural roles of school as presuppositions of successful school work. Special attention is paid to possible effects educational outdoor activities may have on students' engage­ment and development, professional activities and behaviour of teachers and the development of the school as institution. The outstretched structure of school activities contributes successful completion of the planned educational goals and outcomes, stimulates further professional teacher development and other employees, and aids establishing a specific educational profile of the school

Composite materials in automotive industry: A review

Kompozitni materijali se primenjuju u mnogim granama industrije, uključujući i automobilsku. Vozila treba da budu laka, imaju nizak nivo izduvne emisije i potrošnje energije u cilju zaštite životne sredine, dok posedovanjem velike čvrstoće i jačine unapređuje bezbednost putnika. Ove zahteve moguće je ispuniti korišćenjem kompozitnih materijala. Premda se kompoziti koriste u industriji decenijama, u automobilskoj je njihova upotreba prilično nova, što zahteva razvoj drugačijeg procesa projektovanja i proizvodnje, ispitivanja i reciklaže. Ovaj rad navodi detalje po kojima se primena kompozita u auto industriji razlikuje od primene u drugim granama industrije. Deo koji se odnosi na reciklažu opisuje osnovne metode reciklaže, povezane zakone i primenu produkata reciklaže. Takođe, radom se ističe specifična primena kompozita koja pokazuje visok nivo inovativnosti - hibridni i prirodni kompoziti, strukturne baterije i vozila visokih performansi.Composite materials have found extensive use among many industries including automotive. Vehicles are supposed to be lightweight, have low emission and energy consumption to provide some environmental protection while having appropriate stiffness and strength to assure occupant protection. These requirements can be met with the use of composite materials. Although composites have been present in the industry for decades, their use in the automotive sector is moderately new, which requires development in design and manufacturing processes, testing, and recycling - this paper indicates the details by which the automotive industry differs from others. Principal recycling methods, related legislation, and where recycling products are used are described. Specific uses of composite materials that show a high level of innovativeness are indicated - hybrid and natural composites, structural batteries, and high-performance vehicles

Long distance manipulation of a levitated nanoparticle in high vacuum

Accurate delivery of small targets in high vacuum is a pivotal task in many branches of science and technology. Beyond the different strategies developed for atoms, proteins, macroscopic clusters and pellets, the manipulation of neutral particles over macroscopic distances still poses a formidable challenge. Here we report a novel approach based on a mobile optical trap operated under feedback control that enables long range 3D manipulation of a silica nanoparticle in high vacuum. We apply this technique to load a single nanoparticle into a high-finesse optical cavity through a load-lock vacuum system. We foresee our scheme to benefit the field of optomechanics with levitating nano-objects as well as ultrasensitive detection and monitoring.Comment: 12 pages 5 figure

Spoznavanje urbanih mesta - prevođenje kroz dijagrame

The continuous theoretical development of the research area of spatial cognition is not accompanied by the practical application of the set postulates. Research challenge is recognised within the development of an appropriate way to translate the conclusions and relations of spatial cognition into a clear graphic system that enables better communication and cooperation of related disciplines. The hypothesis of the paper is that the theoretical conclusions of the analysed concept can be translated into space through visual reinterpretation – graphic processing used as a tool for review and translation. The research is conducted in two parts - the first analyses the historical development of theoretical thought about the relationship of spatial cognition and diagrams in architecture, while the second segment explores contemporary theoretical standpoints through six characteristics of schematic reasoning and validates them through relevant case study. This research aims to examine and define the process of conceptualisation of diagrams in the context of assessing cognitive variables of space. The diagram develops from a simplified graphic indication of space into an active participant in the modification of the urban environment. Research outcome is the definition of four schematisation principles, which describe concise cognitive potentials for illustrating the impact of space on the user.Kontinuirani teorijski razvoj istraživačke oblasti prostorne spoznaje nije praćen praktičnom primenom postulata. Istraživački izazov je prepoznat u razvoju odgovarajućeg načina da se zaključci i odnosi prostorne spoznaje prevedu u jasan grafički sistem koji omogućava bolju komunikaciju i saradnju srodnih disciplina. Hipoteza rada je da se teorijski zaključci analiziranog koncepta mogu prevesti u prostor vizuelnom reinterpretacijom - grafičkom obradom koja se koristi kao alat za pregled i prevođenje. Istraživanje se odvija u dva dela - prvi analizira istorijski razvoj teorijske misli o odnosu prostorne spoznaje i dijagrama u arhitekturi, dok drugi segment istražuje savremena teorijska stanovišta kroz šest karakteristika šematskog rezonovanja i validira ih kroz relevantnu studiju slučaja. Ovo istraživanje ima za cilj da ispita i definiše proces konceptualizacije dijagrama u kontekstu procene kognitivnih varijabli prostora. Dijagram se od pojednostavljene grafičke indikacije prostora razvija u aktivnog učesnika u modifikaciji urbane sredine. Ishod istraživanja je definisanje četiri principa šematizacije, koji opisuju sažete kognitivne potencijale za ilustraciju uticaja prostora na korisnika

Perception of Heritage Values: Experiential Qualitative Model for Assessing the Urban Potential

Modern-day is defined as a period of globalization, a complex construct that can pose a threat to maintaining the uniqueness of a place and creating a distinctive city identity. The hypothesis of this paper is that, while the phenomenon of globalization is researched within different disciplines, a common interdisciplinary theme stands out - the experience and perception of urban space that further builds a unique impression of the observed scene. The assumption will be investigated through the formation of a qualitative model for examining the urban potential with the aim of affirming the visual quality of the place as an important factor in the construction of local identity. The established model is examined through case studies of the 20th-century heritage. This period was chosen because it represents the subject of a contemporary global discussion about the conservation, activation and use of heritage in urban structures. The premise is that the qualitative model can be adequately applied to architecture from this period and contribute to its visibility and understanding, as well as to the examination of its role in the creation of contemporary local identity. The research is significant because it enables an interdisciplinary consideration of heritage as a key factor in building the modern city identity based on its visual impression.Савремени тренутак дефинисан је као период глобализације, сложен конструкт који може представљати опасност по неговање јединствености места и изградњу препозантљивог идентитета града. Хипотеза овог рада је да се, упркос истраживању феномена глобализације уразличитим дисциплинама, издваја заједничка интердисциплинарна тема – искуство и доживљај простора који даље гради јединствен утисак о посматраном месту. Претпоставка ће бити истражена кроз формирање квалитативног модела за испитивање урбаног потенцијала са циљем афирмисања визуелног квалитета места као значајног фактора у изградњи локалног идентитета. Постављени модел испитује се кроз студије случаја наслеђа 20. века. Овај период је изабран јер представља предмет опште дискусије на глобалном нивоу о начину конзервације, активирања и коришћења наслеђа у урбаним структурама. Претпоставка је да се квалитативни модел може адекватно применити на артефакте из овог периода и допринети њиховој видљивости и разумевању, као и испитивању њихове улоге у креирању савременог локалног идентитета. Истраживање је важно јер омогућава интердисциплинарно разматрање наслеђа као важног фактора изградње савременог идентитета места утемељеног на визуелном утиску простора

''Typical teacher'' image: How students and teachers from different countries view them

Na doživljaj pojavnosti nastavnika, odnosno na način na koji se opaža njegov izgled ukazala su pojedina istraživanja, ali je ova problematika retko razmatrana iz komparativne perspektive. Cilj ovog rada jeste poređenje nalaza istraživanja sprovedenog u 10 zemalja o izgledu tipičnog nastavnika. Osnovni izvor podataka na kojima se temelji komparativna ana­liza jesu pojedinačni izveštaji o istraživanju iz zemalja uključenih u zajednički projekat. Upitnikom primenjenom u originalnom istraživanju traženo je od ispitanika da opišu i/ili nacrtaju kako izgleda tipičan nastavnik, a odgovori su prikupljeni od 1.053 učenika i 408 nastavnika. Sličnosti i razlike u vizuelnoj percepciji nastavnika analizirane su u okviru izdvojenih sedam kategorija: pol; uzrast; način oblačenja; nakit, ukrasi i drugi predmeti koje nosi; izraz lica i govor tela; glas i način govora i odnos prema učenicima. Obavljena uporedna analiza ukazala je na određene sličnosti, ali i razlike među zemljama u opažanju izgleda tipičnog nastavnika. Pokazalo se da i učenici i nastavnici relativno povoljno opisuju izgled nastavnika, s tim što je ta slika nešto pozitivnija kod nastavnika. Zajedničko za većinu zemalja jeste da su ispitanici neretko opisivali idealnog, a ne tipičnog nastavnika, kao i da su, pored izgleda, pažnju obraćali i na druga svojstva, naročito odnos i ponašanje prema učenicima, koje su negativnije procenjivali nego kad je reč o izgledu. / (ruski) Na vosprijatie učitelja i na to, kak my vosprinimaem ego vnešnij vid ukazyvajut nekotorye issledovateli, no ëta problema redko obsuždalas' iz ugla sravnitel'nogo analiza. Cel'ju dannogo issledovanija javljaetsja sravnenie rezul'tatov issledovanij, provedennyh v 10 stranah, o vnešnem vide tipičnogo učitelja. Osnovnymi istočnikami dannyh dlja sravnitel'nogo analiza javljajutsja otdel'nye otčety issledovatelej iz stran, učastvujuščih v sovmestnom proekte. V anketah pervonačal'nyh obsledovanij trebovalos' opisat' i/ili narisovat', kak vygljadit' tipičnyj prepodavatel'. Otvety byli sobrany na primere 1053 učenikov i 408 prepodavatelej. Shodstva i različija v zritel'nom vosprijatii prepodavatelej byli proanalizirovany v ramkah vydelennyh semi kategorij: pol; vozrast; odežda; juvelirnye izdelija, ukrašenija i drugie predmety; vyraženie lica i jazyk tela; golos i manera reči; otnošenie k učenikam. Rezul'taty sravnitel'nogo analiza pokazali, čto suščestvujut opredelennye shodstva, no i različija meždu stranami v opredelenii vida tipičnogo učitelja. Okazalos', čto i učeniki i prepodavateli otnositel'no položitel'no opisyvajut vnešnij vid učitelja, hotja ëta kartina nemnogo položitel'nee u prepodavatelej. Obščim dlja bol'šinstva stran javljaetsja to, čto respondenty čašče nazyvali ideal'nogo, čem tipičnogo učitelja, i čto, krome vnešnosti obraščali vnimanie i na drugie svojstva, v častnosti, otnošenie i povedenie po otnošeniju k učenikam, kotorye ocenivajutsja bolee otricatel'no, čem kogda reč' idet o vnešnosti.A few researches tackled the problem of how teachers are perceived, but none from a comparative perspective. The aim of our research was to compare the research results from ten different countries about the image of a typical teacher. Individual reports of the research in the countries which were included in the project were the source of data for our comparative analysis. The questionnaire used in the original research required from the participants to describe in writing and/or draw a picture of what a typical teacher looks like, and the answers were collected from 1053 students and 408 teachers. The similarities and differences in visual perception of teachers were analyzed within seven categories: sex, age, way of dressing, jewellery and other decorative items, facial expressions, body language, voice and manner of speech, and attitude towards students. The comparative analysis revealed certain similarities, but also some differences between the countries regarding the typical teacher image perception. It turned out that both the students and the teachers had described the teacher image relatively favourably, the image coming from the teachers being somewhat more positive. Common for the majority of the countries was that frequently the respondents described the image of an ideal teacher, but also that they paid attention to other features, especially the attitude and behaviour towards students which were evaluated more negatively than visual image