Suchergebnisse

Social networks are platforms that allow users of private and public profiles to have different types of interaction with other users. Given the increasing use of social networks, especially among the younger population, this paper aims to point out the impact of the use of social networks on mental health. A review of the relevant literature on the potential impact of social networks on mental health has been made. The use of social networks has advantages: establishing interpersonal relationships, personal and business relationships with others, sharing photos, expressing creativity, ideas and feelings, promoting health-related behaviour, and facilitating the interaction of shy and socially anxious individuals. However, the use of social networks is also associated with negative implications for mental health such as the development of anxiety, feelings of loneliness, low self-esteem, depression and dependence on the use of social networks. Given the recognized negative implications of the use of social networks on the mental health of users, it is important to emphasize the need for continuous information on rational use to prevent negative outcomes, as well as the inevitable consideration of this factor in treating mental health problems.

Cilj ovog rada je sagledavanje odnosa između kockanja kao već razvijene zavisnosti s jedne strane i kriminalnih ponašanja s druge strane. U radu su najpre prikazana teorijska stanovišta i shvatanja prirode odnosa kockanja i kriminaliteta kao i nekoliko modela koji pokazuju u kojoj meri i na koji način kockanje doprinosi određenom kriminalnom ponašanju. Podaci različih istraživanja potvrđuju da se kriminogeno dejstvo kockanja može izdvojiti kod pojedinih vrsta kriminaliteta. Najčešća vrsta prestupništva povezana sa kockanjem su finansijski motivisana krivična dela kao što su krađe, prevare, pronevere, zatim nasilje u porodici, maloletnička i saobraćajna delinkvencija. Sagledavanje rezultata, takođe, ukazuje na kompleksnu relaciju odnosa kockanja i kriminaliteta, te da ovom kriminogenom faktoru treba posvetiti više pažnje naročito u domaćim kriminološkim istraživanjima.

U Europskoj Uniji uvidjeli su kako je poticanje poduzetnosti, inovativnosti i kreativnosti cje¬lokupnog stanovništva ključni faktor povećanja gospodarske konkurentnosti s ostatkom svijeta. Ključni dio sveukupne strategije održivog rasta i razvoja Europske Unije nazvane "Europa 2020", sadrži akcijski plan čiji cilj je oslobađanje poduzetničkog potencijala i ukla¬njanje postojećih prepreka razvoju poduzetništva i osnaživanje poduzetničke kulture Euro¬pe. Cjeloživotno učenje podrazumijeva unapređivanje znanja i vještine unutar naše osobne, društvene i poslovne perspektive. Poduzetništvo je jedna od ključnih kompetencija cjeloži¬votnog učenja koju je potrebno sustavno razvijati i kroz osnovnoškolski odgoj i obrazovanje. S obzirom da pedagogija kao znanost podrazumijeva skup znanja o metodama, sredstvima i principima odgoja i obrazovanja, ona treba uključiti poduzetnički aspekt pedagogije i de¬finira je, po mogućnosti, kao zasebnu disciplinu koja bi se bavila primjenom odgojno-obra¬zovnih metoda usmjerene razvijanju poduzetničkog duha od najranijeg uzrasta: "Poduzet¬nička pedagogija trebala bi biti znanstvena disciplina/grana unutar područja pedagogijske znanosti koja bi se bavila istraživanjem i implementacijom didaktičko-metodičkih modela u odgojno-obrazovne procese. Nacionalna strategija obrazovnog sustava Srbije prepoznala je poduzetništvo kao jednu od ključnih kompetencija cjeloživotnog učenja. Kroz različite projektne aktivnosti koje se odnose na razvoj vještina i unapređivanja znanja učenika pre¬poznat je značaj neophodne sustavne implementacije poduzetništva u školske programe na svim obrazovnim nivoima. Sustavno uključivanje poduzetničke kompetencije učenika osnovnih škola u školske kurikulume važan je faktor njegove implementacije. U Europskom projektu: "Poduzetnička pedagogija – poduzetna djeca" istražujemo mogući pristup k rea¬lizaciji ovog izazova. ; Encouraging entrepreneurship, innovation, and creativity of the entire population have come to be seen, in the European Union, as a key factor in boosting economic competi¬tiveness with the rest of the world. The key part of the overall strategy for sustainable growth and development of the European Union called ''Europe 2020'', contains an action plan which aims to release the entrepreneurial potential and removal of existing obstac¬les to the development of the entrepreneurial culture in Europe. Lifelong learning implies improving the knowledge and skills within our personal, social, and business perspective. Entrepreneurship is one of the key competences of lifelong learning that needs to be sys¬tematically developed through primary school education. Given that pedagogy as a scien¬ce implies knowledge about methods, means, and principles of education and training, it should include the entrepreneurial aspect of pedagogy and defines it, preferably, as a separate discipline which would deal with the application of educational methods that aim to develop the entrepreneurial spirit from an early age: ''Entrepreneurial pedagogy should be a scientific discipline/branch within the field of pedagogical science which would research and implement didactic-methodical models into educational processes. National strategy of educational system in Serbia has recognized entrepreneurship as one of the key competences of lifelong learning. It has been recognized, through various project activities related to the development of skills and advancing knowledge of students, the importance of essential systematic implementation of entrepreneurship into curricula at all educatio¬nal levels. The systematic inclusion of entrepreneurial competence of elementary school students into school curricula is an essential factor of its implementation. In the European project ''Entrepreneurial pedagogy - entrepreneurial children'' a possible approach towar¬ds the realization of this challenge is being researched.