Employers often have prejudices and negative stereotypical attitudes regarding the employment of persons with disabilities (PwD). This is a part of the conclusion of D1.1 Report-Identify and analyze the needs of employers within School-to-Work Transition for Higher education students with disabilities in Serbia, Bosnia & Herzegovina and Montenegro (Trans2Work) project. We are interested in whether there is a difference in attitude between employers in the public and private sectors when it comes to hiring persons with disabilities. The aim of the research was to examine the attitudes of employers in the private and public sectors regarding the employment of persons with disabilities. We hypothesized that employers in the public sector had more positive attitude towards the employment of persons with disabilities in relation to employers in the private sector. The study sample consisted of companies from the private and public sectors in one of two entities in Bosnia and Herzegovina-Republic of Srpska (60 companies in the private sector and 60 companies in the public sector). In this research, we used the Questionnaire about employment of the people with disabilities, which examines the attitude of the employers about employment of the persons with disabilities. The Questionnaire consisted of 19 questions. Employers were asked questions related to the employment of persons with disabilities. The Questionnaire had good reliability and Cronbach alpha coefficient was 0,89. We used two methods in the study: the survey method and the method of theoretical analysis. We used the survey method to conduct data collecting through research instruments, data processing and analysis of the results, while the methods of theoretical analysis were necessary for collection and selection of relevant information from the former methodological and subject-related researches. Results confirmed the assumption that employers in the public sector had more positive attitude towards the employment of persons with disabilities compared with the employers in the private sector. Complete and thorough analysis would be shown in the paper. We hope that the results will contribute to the existing literature related to the employment of persons with disabilities and project Trans2Work in general.

Kratak sadržajUvod. Za svako učenje, pa i školsko, motivacija je sastavni i neophodni činilac. Od nje zavisi koliko će se učenici posvetiti učenju, odnosno kakve će rezultate postići. U ovom empirijskom radu ispitali smo koliko motivacija za učenje kod učenika zavisi od njihovog pola i uzrasta Metode. Istraživanje je obuhvatilo 611 učenika završnih razreda osnovnih škola iz Sarajevsko-romanijske regije, od toga 315 učenika muškog pola. Koristili smo metodu empirijskog neeksperimentalnog istraživanja (servej metod), tehnike skaliranja i anketiranja, i instrumente upitnik za ispitivanje socio-demografskih karakteristika (pol, uzrast), i skalu za mjerenje motivacije za učenje konstruisanu za potrebe ovog istraživanja.Rezultati. Analiza rezultata je pokazala da ne postoji statistički značajna razlika u motivaciji za učenje u zavisnosti od pola učenika: aritmetička sredina skorova učenika ženskog pola iznosila je 14,07, a muškog 14,46 (p=0,071). Postoji statistički značajna razlika u motivaciji za učenje između učenika sedmog razreda i učenika devetog razreda (p= 0,005), a ne postoji razlika između učenika sedmog i osmog razreda (p=0,354), i učenika osmog i devetog razreda (p=0,065). To pokazuje da motivacija za učenje zavisi od uzrasta učenika: učenici nižih razreda osnovne škole pokazuju veću motivaciju za učenje od učenika viših razreda osnovne škole.Zaključak. Na osnovu dobijenih rezultata zaključili smo da motivacija za učenje učenika osnovne škole ne zavisi od pola ali zavisi od uzrasta učenika.Ključne riječi: motivacija za učenje, učenici, pol, uzrast UvodVeć je odavno poznato da je motivacija glavna pokretačka snaga u radu, nastavi i učenju. Od motivacije zavisi koliko će učenici učestvovati i koliko će se angažo-vati ne samo na času, nego kolika će im biti želja da nešto nauče, prošire svoja znanja i razviju svoje sposobnosti. Motivacija zavisi od mnogih faktora: od ličnosti samog učenika, socijalne sredine, porodičnog okruženja, potrebe za uspjehom, školom, pola učenika, uzrasta i slično. Među najvažnije

Introduction. A specific characteristic of the elderly is brittleness or fragility, and due to its prevalence, fragility needs to be understood as a public health priority. The aim of the study was to examine the association of functional and anthropometric parameters with fragility in persons over 65 years of age. Method. The study was designed as a cross-sectional study and included 446 elderly people. As research instruments, a general questionnaire was used to assess the functional status of the Tinetti test and, of anthropometric parameters, the circumference of the upper arm and the circumference of the middle part of the lower leg. We used the ch2 test and Pearson's correlation analysis as statistical tests. Results. Females had poorer functional status, walking, and balance compared to males (ch2 = 4.125; p <0.127). It was observed males subjects had higher values of upper arm circumference (26.96 ± 3.44) compared to females, while females had higher values of the middle circumference of the lower leg (32.66 ± 6.29). Analyzing the correlation of anthropometric measurements with the total score of the Tinetti test and in relation to subjects' gender, it was noticed there is a correlation analysis between the parameters. Conclusion. A high percentage of people over the age of 65 have poor functional status, as well as lower values of anthropometric markers, suggesting that they may be potential risk factors for the fragility in the elderly.

Osim podataka o objektivnim pokazateljima kreativnosti, dosta informacija o kreativnosti ljudi mogu dati i podaci o tome kako oni sami vide i procjenjuju svoje kreativne potencijale. U ovom istraživanju smo na uzorku od 305 studenata Kaufmanovom K-DOCS skalom mjerili samoprocjene kreativnosti u pet različitih oblasti njenog ispoljavanja, pa dobijene mjere povezali sa podacima o polu i akademskom uspjehu studenata. Veza sa polom registrovana je u lično-svakodnevnoj i umjetničkoj oblasti (bolje rezltate su postigle žene), te u tehničko-naučnoj oblasti (bolje rezultate su postigli muškarci). Kad je riječ o akademskom uspjehu, veze su registrovane sa akademskom i umjetničkom oblašću ispoljavanja kreativnosti (u oba slučaja bolje skorove su ostvarili studenti sa boljim uspjehom). Interakcija između pola i akademskog uspjeha registrovana je samo kod lično-svakodnevne oblasti. Dok se žene sa različitim akademskim uspjehom nisu razlikovala na planu rezultata u lično-svakodnevnoj oblasti, kod muškaraca su razlike registrovane (muški studenti sa boljim akademskim uspjehom ostvarili su više skorove).

Social competence is the ability to achieve personal goals while maintaining positive relationships with others. In people with visual impairments, social competence is important for developing a positive self-concept, higher self-esteem, more assertive behaviour and acceptance of one’s own impairment. The aim of this research was to examine social competence, anti-social behaviour and their relationship in blind students (N=30) and sighted students (N=30), as well as relationships of these factors with student gender and age. Students were 12-17 years old. The assessment of social competence and anti-social behaviour was carried out using a scale for the assessment of social behaviour at school, namely the School Social Behaviour Scales (Merrell, 2002). The results showed greater social competence among sighted students, while expression of anti-social behaviour was similar in the two groups. In both groups of students, girls showed greater social competence and exhibited less anti-social behaviour than boys, but there were no differences in terms of age. A significant negative correlation between social competence and anti-social behaviour was observed in both groups. The results indicate the need for early identification and monitoring of possible difficulties, as well as the need to create and implement appropriate measures and interventions to prevent and improve such difficulties.