<p>U okviru disertacije se ispituje način integracije Interneta stvari<br />(IS) u univerzitetske kampuse. Analizirani su postojeći dostupni<br />modeli za ocenu spremnosti organizacija za IS. Prikazani su aktuelni<br />stavovi o mogućnostima primene IS-a u kampusima. Nakon toga je<br />prikazan razvijeni model za ocenu spremnosti kampusa za primenu IS-<br />a, koji sadrži i segment za ocenu spremnosti stanara studenstkog<br />kampusa za IS. Radi testiranja modela, razvijeni su upitnici i<br />softverski alat za podršku primene modela. Razvijeni model je<br />testiran u Studentskom centru Novi Sad sa zaposlenima i stanarima<br />kampusa, nakon čega su rezultati dobijeni modelom evaluirani.</p> / <p>This dissertation discusses possibilities of Internet of Things (IoT) integration<br />in university campuses. Available existing models for assessing an<br />organization readiness for IoT are analyzed. Actual viewpoints concerning<br />possibilities of IoT application in campuses are shown. Further, developed<br />model for assessing university campus readiness assessment for IoT, which<br />also include part for campus clients IoT readiness assessment, is presented.<br />With the purpose of model testing, supporting questionnaires and software<br />tool are developed. The model is tested in Student Center Novi Sad, with<br />both employees and campus habitants, and evaluation of results was done.</p>

<div>This dissertation includes two studies. The first study investigated longitudinal associations between the home and classroom environments at age 3 and academic and social outcomes at age 9 as well as the mediating role of attention regulation and language in these associations. Study 2 examined the continuity and change in the level of the quality of the home environment across ages 3 to 5 and its association with school readiness outcomes at age 5. Data for both studies came from four waves (baseline, age 3, 5 and 9) from the Fragile Families and Child Wellbeing study, which includes 4898 children (52.4% male) and primary caregivers. Twenty one percent of the mothers for the total sample were White, 47% were Black, 27% were Hispanic, and 4% identified as other. Sixty five percent of mothers had an education level of high school or less, 24% completed some college, 11% had a college degree or higher. Results for study 1 indicated that better quality home and classroom environments at age 3 were related to stronger language skills at age 5, and the quality of the classroom environment was significantly related to better attention regulation at age 5. Further, mediation analyses indicated that children’s language skills at age 5 mediated the associations between both early contexts and later academic skills, and attention regulation at age 5 mediated associations between the classroom environment and later academic skills. Results for study 2 indicated that there was not stability in the quality of the home environment between the ages of 3 to 5. In addition, higher quality home environments at age 3 and change in the quality of the home environment predicted greater gains in children’s attention regulation, language, and social emotional competence. Taken together, findings from these studies inform our understanding of the importance of early environments for children’s school readiness and later skills and have potential implications for future research, policy, and interventions designed to promote healthy development in early and middle childhood. <br></div>

Bakgrund : Studier visar att en av tre kvinnor världen över har blivit utsatta för våld. Undersökningen Slagen dam visar att cirka hälften av Sveriges kvinnor har blivit utsatta för sexuella-och fysiska hot någon gång efter de fyllt 15 år. Våld mot kvinnor finns i alla samhällsklasser och är ett av världshälsoproblemen. Kvinnor som har blivit utsatta för våld söker sig ofta till vården. Därför har hälso-sjukvården en nyckelroll till att upptäcka och stödja våldsutsatta kvinnor. Syfte: Syftet med litteraturöversikten var att sammanställa kunskap om vilken beredskap som finns för sjuksköterskor att bemöta våldsutsatta kvinnor. Metod : Designen är en litteraturöversikt. Datainsamlingen har skett i databaserna Cinahl, Pubmed och Web OF Science. Resultat : Resultatet är baserat på 15 vetenskapliga artiklar och visar tre huvudområden: Vikten av utbildning, Sjuksköterskans beredskap i mötet med den våldsutsatta kvinnan och organisatoriska faktorer. Resultatet visade att vårdpersonal har brist på utbildning och beredskap för att kunna möta kvinnor som har blivit utsatta för våld. Förutom att det finns brist på beredskap finns det också tidsbrist samt kommunikationsbrist mellan myndigheterna något som ytterligare motverkade chansen till att stödja våldsutsatta kvinnor. Slutsats : Utifrån föreliggande litteraturöversikt kan slutsatsen dras att tydliga riktlinjer, utbildning, övning, beredskap behövs och program/ rutiner för att kunna stödja den våldsutsatta kvinnan. Det är vidare avgörande att få stöd från organisatorisk ledare för att kunna uppnå förändring. / Background: Studies show that one of three women worldwide is expose to partner violence. The study slagen dam shows that almost half of the women in Sweden have been exposed to sexual and physical threats sometime after they reach the age of 15. Violence upon women is major public health problem that you can find in every social group in society. Women who are expose to partner violence are more likely to seek hospital help. Purpose: The aim of the literature review was to collocate knowledge and preparedness of nurses when they are encountering women who are exposed to violence. Method: The method is a literature review. Data collection has taken place in databases Cinahl and PubMed and Web of science. Results: The finding is based on 15 scientific articles and 3 key areas: The importance of education, nurse’s preparation for meetings regarding abused women, and organization elements. The result articles illustrate that health-care professional has limited knowledge and preparedness to help and counting women who were victims of abuse. Lack of time and lack of communication between different authorities created a barrier to identify women who were exposed to violence. Conclusions: From this study, the clue can drown that guidelines, knowledge, and training are need, in order to help women who are living with partner violence.

The purpose of this study was to investigate the relationship between home environment and school readiness of children entering kindergarten in a rural East Tennessee county. Family and home environment variables included family income, family structure, parents' education, participation in literacy activities, availability of home learning tools, and amount of children's television viewing. A self-reported parent survey was used to gather information about the family environment; the Brigance K Screen was used to determine entering kindergartner's readiness for school. Three hundred and thirty eight children and parents participated. An initial analysis of data incorporated simple descriptive statistics in the form of frequency tables. To examine the relationships between the dependent variable (Brigance scores) and independent variables (family characteristics/environment), Kendall's tau-b and Cramer's V were used. Independent sample t-tests and analyses of variance (ANOVAs) analyzed differences in Brigance scores between groups. Finally, a hierarchical multiple regression analysis determined if kindergarten readiness could be predicted by specific variables: socioeconomic status, literary resources, and literacy activities. The analysis of relationships in this study indicated that family income was more closely related to success on the Brigance K Screen than any other variable; next in importance were the levels of fathers' education and mothers' education. Significant positive correlations also indicated the value of parents reading to their children, educational outings, availability of educational tools--specifically, a home computer, family structure, mealtime conversation, and the number of children's books in the home. A significant negative correlation was found between the duration of television viewing and Brigance scores; increased television viewing time was significantly related to lower test scores. ANOVAs and t-tests indicated significant differences in total Brigance scores of prekindergarten students from different socioeconomic status groups based on family structure, family income, and parents' education levels. Children from two-parent homes scored significantly higher than those from other family situations as did children from higher income homes. In addition, parents' education level was reflected in the Brigance scores; more educated parents had children who scored higher than children with less educated parents. The multiple regression analysis reinforced the statistical significance and magnitude of the relationship between socioeconomic factors and school readiness, but literacy resources and literacy activities also accounted for variance in the scores.

The purpose of this qualitative research study was to explore the experiences of high-ability, Black, female college freshmen when preparing for college to identify influences from various family, school, and community environments. Using a theoretical framework, which incorporates both Kimberlé Crenshaw’s intersectionality and Urie Bronfenbrenner’s ecological systems theory in an orientational manner as a guide to examine literature related to the multiple identities and experiences potentially shared by the participants and to generate the interview questions to collect data and explore their experiences as broadly as possible. To explore these experiences, the researcher conducted in-depth individual interviews of ten Black female freshmen and two focus groups of six of those ten freshmen who are high ability and from low-income households. The participants answered questions to learn more about experiences that influenced their processes preparing for college. These perspectives may help inform the development of interventions, programs, counseling practices aimed at helping students with shared identities. Findings from this qualitative research study revealed that intrinsic and extrinsic motivating experiences and relationships across multiple contexts within the participants’ lives have contributed to their process of preparing for college. Nine themes emerged from the participants’ responses: (1) navigating the “crooked room”: perceptions of self; (2) prophetic excellence: family and friends support and expectations, (3) it takes a village: community culture and resources, (4) from chaperone to mentor: exploring the depth of K-12 educational interactions and opportunities, (5) preparing for a home away from home: college exploration and preparation, (6) demystifying the process: I don’t know what I do or don’t need to know, (7) calibrating to fit and understand new environments, (8) and still I rise: acknowledgement of systemic issues, and (9) hindsight 20/20: if I knew then what I know now. Implications for practice and future research are included.

Background: Transition readiness is a critical set of skills that youth must acquire as they prepare for managing their healthcare in adulthood, for both youth with and without special health care needs (SHCN). Currently much of the literature pertaining to transition readiness focuses youth with special health care needs (YSHCN). However, all youth, including those without special healthcare needs, should develop skills for managing their health as they transition into adult healthcare. Additionally, youth from rural areas may face additional barriers to acquiring the skills for transition, yet a paucity of information on transition readiness among this population. Objective: We examined transition readiness among youth in two rural high schools in South Central Appalachia. Specifically, we examined differences in readiness among youth with and without SHCN. Design/Methods: We used data from a 2016 school-based survey of adolescents ages 16-18 at two high schools in rural South Central Appalachia Tennessee (n = 437). Using a validated screener, we identified 23% of youth as YSHCN. Compared to healthy youth, a greater proportion of YSHCN were female (68% vs. 49%) or non-Hispanic white (96% vs. 83%). We assessed differences in transition readiness as measured by four subscales (managing medications, appointment keeping, tracking health, and talking with providers) of the the Transition Readiness Assessment Questionnaire (TRAQ). Responses were collasped into two categories, yes/no, for each item and summed to create scale scores. We conducted MANOVA models predicting transition readiness by YSHCN status and demographics as potential covariates. Results: YSHCN scored significantly higher than youth without SHCN on all four measures of transition readiness (p<.01). In multivariate analyses YSHCN (versus other youth) had significantly greater transition readiness for the four subscales: F(4, 401= 5.36, p<.001), controlling for age. Table 1 displays overall and group means, and p-value for the TRAQ subscales. Conclusion(s): Rural YSHCN scored higher on the scale, perhaps due to their increased exposure to the health care system. Readiness skills for the transition to adult health are necessary for all youth however, findings from this study suggest that many rural youth—particularly those often thought of as “healthy”—may not be fully prepared for this transition. Findings point to the need for the development of interventions to help all youth effectively make transition to adult healthcare

Background: Measuring the acquisition of self-management skills are part of evidence based health care transition practice. Youth with Spina Bifida have significant demands for self-management and high self-care burden. We developed an 11 item Spina-Bifida -TRAQ to assess self-management skills specific for Spina Bifida including urine, stool continence management, and skin and shunt maintenance. A detailed description of the SB-TRAQ, its reliability and criterion validity are presented elsewhere. Objective: To examine the predictive validity of the Spina Bifida-TRAQ among youth with Spina Bifida. Design/Methods: Participants include 90 youth with Spina Bifida who attend a clinic participating in the National Spina Bifida Patient Registry (NSBPR) (see Table1 for demographics). Youth completed the newly developed 11-item SB-TRAQ. De-identified NSBPR data from the electronic medical record (EMR) was linked with participants’ responses from the SBTRAQ. Two separate regressions were conducted using: age, sex, race, ethnicity, insurance, lesion level, lifetime # of shunt revisions, and SB-TRAQ to predict urinary incontinence (UI) episodes/month, and stool incontinence (SI) episodes/month. Results: Two separate multiple linear regressions were calculated to predict frequency (times per month) of UI and SI based on age, sex, race, ethnicity, insurance, having an IEP, spinal cord lesion level, lifetime number of shunt revisions, and SB-TRAQ. For UI, a significant regression equation was found (F(9,77) = 2.44, p<.001), with an R2 of .22. SB-TRAQ and IEP were significant predictors of UI; youths’ UI decreased 1.15 days/month for each point increase in SB-TRAQ; youth with an IEP had .83 more episodes of UI/month than did youth without an IEP. The model for SI had a significant regression equation (F(9,75) = 3.18, p<.001), with an R2 of .28. SB-TRAQ and lesion level were significant predictors of SI; youths SI decreased .58 days for each point increase in SB-TRAQ; each lower lesion levels (.13/level) had fewer SI episodes/month than did those with higher lesion levels. Conclusion(s):