The policy led by a large number of developing countries, with the aim of increasing indirect taxes, has opened the issue of Value Added Tax (VAT) efficiency. Reforms of tax systems of developing countries generally involve an increase in standard rates in order to increase VAT, which is the main source of public revenues. In such a way, developing countries determine the VAT efficiency and the amount of revenue that could be collected by indirect taxation. The article sums up works of different scientists, dealing with the impact of determinants on VAT efficiency. The subject of this paper is an analysis of the factors that influence the C efficiency ratio. The main objective of the paper is to analize the impact of the change in the standard rate on the ratio. Theoretical analyses of standard rates and other factors that have reflections on the VAT collection efficiency explicitly prove that there are different ways to improve the efficiency of VAT collection, and exclude an increase in the standard rate. An increase in the standard rate provides a balance of negative effects, which can be blurred by recorded tax revenues. We focused on the countries of the European Union: Bulgaria, Czech Republic, Estonia, Greece, Croatia, Latvia, Hungary, Poland, Romania, Slovakia, Slovenia, Lithuania during the 2000-2016 period. These countries experienced significant changes in government during economic transformation, and where VAT is the main source of public revenues. The last section analize an increse in VAT rate and C efficiency ratio in Serbia and conteins conclusions. The paper indicates the imperfection of inadequately defined VAT rates on economic growth and development in analized countries. Based on analyses we can conclude that the increase in the standard rate have negative reflections on the VAT efficiency, and that it was one of the factors of the continuous decline in C-efficiency. ; Politika koju vodi veliki broj zemalјa u razvoju, u cilјu povećanja indirektnih poreza, otvorila je pitanje efikasnosti poreza na dodatu vrednost (PDV). Reforme poreskih sistema zemalјa u razvoju generalno uklјučuju povećanje standardnih stopa kako bi se povećao PDV, koji je glavni izvor javnih prihoda. Na taj način zemlјe u razvoju određuju efikasnost PDV-a i iznos prihoda koji se mogu prikupiti indirektnim oporezivanjem. Članak subsumira naučne radove koji se bave uticajem determinanti na efikasnost PDV-a. Predmet ovog rada je analiza faktora koji utiču na racio C efikasnosti. Glavni cilј rada je da analizira uticaj promene standardne stope na racio. Teorijska analiza standardnih stopa i drugih faktora koji utiču na efikasnost naplate PDV-a eksplicitno dokazuje da postoje različiti načini za pobolјšanje efikasnosti naplate PDV-a i isklјučuje povećanje standardne stope. Povećanje standardne stope obezbeđuje bilans negativnih efekata, koji se mogu zamagliti evidentiranim poreskim prihodima. Fokusirali smo se na zemlјe Evropske unije: Bugarsku, Češku, Estoniju, Grčku, Hrvatsku, Letoniju, Mađarsku, Polјsku, Rumuniju, Slovačku, Sloveniju i Litvaniju tokom perioda 2000-2016. Ove zemlјe su doživele značajne promene u vladi tokom ekonomske transformacije, i njima je PDV glavni izvor javnih prihoda. U poslednjoj sekciji analizira se porast stope PDV-a i koeficijenta C efikasnosti u Srbiji i daju se zaklјučci o tome. U radu se ukazuje na nesavršenost neadekvatno definisanih stopa PDV-a na ekonomski rast i razvoj u analiziranim zemlјama. Na osnovu analiza možemo zaklјučiti da povećanje standardne stope ima negativne refleksije na efikasnost PDV-a, te da je to bio jedan od faktora kontinuiranog pada C-efikasnosti.
Diskriminacija kao česta pojava na ovim prostorima jedan je od najozbiljnijih problema sa kojima se susreću pripadnici i pripadnice marginalizovanih grupa. Netolerantnost društva u kome živimo dodatno otežava proces borbe protiv nje. Sistemska rešenja državnih institucija po pitanju koncepta antidiskriminacije, godinama nisu postojala. Veliko zalaganje pojedinih nevladinih organizacija kao i usmerenost ka evropskim integracijama, doprineli su da tokom nekoliko poslednjih godina, pomalo stidljivo i diskretno koncept antidiskriminacije počne da se ugrađuje i u ciljeve i strategiju naše države. Inkluzivni pokret u svetu nastaje sredinom prošlog veka ključna ideja formulisana je još 1948. godine u Univerzalnoj dekleraciji o ljudskim pravima a zatim 1989 u Konvenciji o pravima deteta. Kasnije se ovaj okvir razrađuje u drugim dokumentima Ujedinjenih nacija i nizu drugih međunarodnih dokumenata, u kojima su formulisane strateske smernice i standardna pravila izjednačavanja položaja marginalizovanih i isključenih grupa, posebno u pogledu ostvarivanja prava na obrazovanje. ; Discrimination, which can frequently be seen in this region, is one of the most austere problems being faced by the members of both genders of marginalized groups. The intolerance of the society we live in additionally procrats the process of fighting against it. Systematic solutions from state institutions related to the concept of anti-discrimination have not existed for years. Great efforts from certain nongovernmental organizations as well as their focus on European integrations have contributed in the last couple of years to shy and discreet embedding of antidiscrimination concept into the goals and strategies of our country. The inclusive movement in the world originated in 1950s while the key idea was formulated as early as 1948 in the Universal Human Rights Declaration and then in 1989 in the Convention on Children's Rights. Later, this frame has been elaborated in other United Nations documents and in numerous other international documents ...
The paper points to the relations between multilateral environmental agreements (MEAs) with global characteristics and contemporary security problems. Starting from the existing architecture of MEAs, the importance of several key global security challenges (climate change, water resource management, biodiversity protection, waste management and hazardous chemicals) has been ephasised. Status of the members of the UN Security Council, Republic of Serbia (RS) and RS' neighboroughing countries (EU members) in MEAs is overviewed. The basis of the analysis is 15 MEAs open for universal membership, whose depository is the UN Secretary General. It is noted that there is no uniform membership of the states UN Security Council' members in the MEAs. Some of the UN Security Council's members are not contracting party in several MEAs. At the same time, EU member states (those who are permanent members of the UN Security Council, as well as RS neighboring EU countries) are members of majority of the MEAs. RS, in terms of the number of MEAs where is a contracting party, lags behind the neighboring states EU members.
Ovo empirijsko istraživanje zasnovano je na analizi literature koju je sproveo Stergiou (2017). Cilj istraživanja usmeren je na merenje kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti univerzitetskih nastavnika u Grčkoj, na osnovu povratnih informacija dobijenih od njihovih diplomiranih studenata. U istraživanju je primenjen upitnik. Uzorak se sastojao od 388 diplomaca, studenata ASPETE programa iz Soluna, akademske 2017/2018. i 2018/2019. Godine. Ispitanici su, pored svojih deklarisanih demografskih karakteristika, na skali od pet tačaka davali odgovore za svaku od 27 stavki koje opisuju aspekte kvaliteta obrazovnog rada, nastavnog materijala i aktivnosti, kao i nastavnih metoda svojih univerzitetskih nastavnika (1 – nimalo; 2 – veoma malo; 3 – prilično; 4 – mnogo; 5 – veoma mnogo). Rezultati pokazuju da diplomci smatraju kako njihovi univerzitetski nastavnici dobro poznaju sadržaj kurseva, te da su dosledni tokom predavanja (praćenje rasporeda i zadovoljavajuća priprema). Studenti su dali prosečne ocene svojim nastavnicima u 20 od 27 kriterijuma kvaliteta univerzitetskog nastavnika. Nastavnici su ocenjeni ispod proseka za organizaciju aktivnosti čiji je cilj aktivno učešće studenata u radu u učionici, davanje uvoda i rekapitulacija nastave u učionici, povezivanje nastavnih metoda sa profesionalnim okruženjem (sa tržištem rada), povezivanje sadržaja izučavanih kurseva sa drugim kursevima i korišćenje radnih resursa (npr. radnih listova, pokaznog materijala) koji olakšavaju učenje. Faktorska analiza pokazala je da sva pitanja imaju visoko opterećenje na jednoj faktorskoj osi – univerzitetskoj pedagogiji (F1, Kronbah α = 0,947, 42% ukupne varijanse), dok su dve druge ose specijalizovane za konkretna polja: jedna za savetodavno-mentorsku ulogu univerzitetskog nastavnika (F2, Kronbah α = 0,879, 24% ukupne varijanse), a druga za nauku i stručnost (F3, Kronbah 0,741, 13% ukupne varijanse). Hijerarhijskom klaster analizom izdvojile su se četiri grupe diplomaca. Prva (C1) obuhvata 16,8% uzorka, druga (C2) 33%, treća (C3) 41,5% i četvrta (C4) 8,8% diplomaca. Klaster C1 sastoji se od pojedinaca koji vrednuju pedagošku kompetenciju i pedagoško obrazovanje svojih univerzitetskih nastavnika, kao i njihovu primarno naučnu orijentaciju i profesionalizam, dok u potpunosti negiraju njihovu mentorsko-savetodavnu ulogu. Grupu C2 čine diplomirani studenti koji u dovoljnoj meri uvažavaju mentorsko-savetodavnu ulogu svojih nastavnika, ali imaju negativno mišljenje o njihovim pedagoškim i didaktičkim aspektima. Diplomci koji pripadaju C3 grupi daju prosečnu ocenu kako pedagogiji nastave i pedagoškom obrazovanju svojih nastavnika, tako i njihovoj primarno naučnoj orijentaciji i profesionalizmu, dok misle da njihovi nastavnici nisu uspeli u svojoj mentorsko-savetodavnoj ulozi. Najzad, najmanji klaster C4 čine diplomci koji iako smatraju da pedagogija nastave i nastavne veštine njihovih nastavnika nisu adekvatne i ne veruju u njihove naučne veštine i profesionalizam, ipak prepoznaju njihov skroman doprinos kao savetnika i mentora koji su im pomogli da steknu predstavu o profesiji kojom bi želeli da se bave i da se tome prilagode. Rezultati istraživanja pokazuju da većina studenata daje nisku ocenu nastavnicima grčkih univerziteta u gotovo svim aspektima univerzitetske pedagogije, što ukazuje na odsustvo pedagoških i didaktičkih veština nastavnika. Ovaj rezultat je očekivan, zbog nepostojanja kvalifikovane obuke za nastavnike. To, zapravo, uopšte nije preduslov za započinjanje akademske karijere i ne postoji akademska ustanova koja bi im omogućila da steknu pedagoške i didaktičke kompetencije. Usaglašenost sa dobrom praksom drugih evropskih zemalja trebalo bi da bude strateški izbor obrazovne politike u cilju modernizacije grčkih univerziteta u ovoj oblasti i da se to čini sveobuhvatnije i efikasnije. ; This is a questionnaire based empirical research designed to measure the quality of educational work, teaching material and activities of Greek University teachers, based on their graduates' feedback. The sample consisted of 388 graduates, all students of the ASPETE programs of Thessaloniki, for the academic years 2017-2018 and 2018-2019. The subjects, in addition to their declared demographic characteristics, answered, on a five-point scale (1 – not at all, 2 − very little, 3 − quite, 4 − much, 5 − very much), the 27 items (criteria) describing the aspects of educational work quality, teaching material and activities and teaching methods of their academic teachers. Results showed that graduates perceive that their academic teachers had a good knowledge of the courses content and they were consistent during teaching courses (timetable observation and satisfactory preparation). Students gave moderate scores to their teachers in 20 out of the 27 quality criteria of an academic teacher. Teachers were rated below average in the organization of activities aiming at actively involving the students in the classroom, providing them with the introduction and recapitulation of their classroom teaching, linking their teaching methods to the professional environment (the labour market), linking the content of the studied courses with other courses and the use of labour resources (e.g. worksheets, demonstration materials) that facilitate learning. Factor analysis showed that all questions were highly loaded on one factorial axis, University Pedagogy (F1, Cronbach's α = 0.947, 42% of the total variance), while the two other axes were specialized in the fields, one in the Advisory- Mentor Role of the academic teacher (F2, Cronbach's α = 0.879, 24% of the total variance) and the other in Science and Professionalism (F3, Cronbach's 0.741, 13% of the total variance). Hierarchical Cluster Analysis highlighted four groups of graduates. The first (C1) includes 16.8% of the sample, the second (C2) 33%, the third (C3) 41.5% and the fourth (C4) 8.8% of the graduates. Cluster C1 consists of individuals who appreciated the value of pedagogical competence and teaching training of their university teachers as well as their scientific background orientation and professionalism while their mentoring-advisory role was completely deprecated. C2 consists of graduates who, while appreciating enough the mentor-advisory role of their teachers, have a negative view of their pedagogical and didactic training. C3 grades moderately both the teaching pedagogy and teaching training of their university teachers as well as their scientific background orientation and professionalism, while they think that their teachers have failed their mentor-advisory role. Finally, the smallest cluster C4, although it considers teaching pedagogy and teaching skills of their teachers inadequate, and does not believe in their science skills and professionalism, it recognizes a modest contribution as advisors and mentors who helped them get an idea of the profession they would like to follow and adapt to it. In conclusion, Greek university teachers are low-rated by the majority of students in almost all aspects of University Pedagogy, indicating the absence of their pedagogical and didactic training skills. This result was expected, due to absence of qualified teacher training. Indeed, it is not a prerequisite for entering the academic career and there is no academic institution offering them pedagogical and didactic competence. The compliance with good practices from other European countries should be a strategic educational policy choice in order to modernize Greek universities in this area and to do so more comprehensively and effectively. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
Each scientific explanation, as per the author's view, is strived and required to have the most possible systematic character, and to enable the explained problem to be comprehended in the widest theoric-systhematic frame. Having analysed the methodological problem of comparative studies in education from the point of view of the mentioned studies, the author determined that the approaches to comparative study of education and schooling were not to be uniformed ones from the simple reason they had been grown out from different philosophic and theoric fundament. From the wider point of view, comparisons enable the comprehension of the phenomenon of education and schooling, their dialectics of manifestation, and their importance for human and society development. Methodologically taken, comparativistics of education and schooling is enriched with new techniques and methods. The comparison overcomes the meaning of one method (comparative method). Different orientations and different methodological procedures in comparative study of education and schooling were being appeared. Bearing in mind the complexity of comparative pedagogy problems, the author indicated the relevant methodological problems from which the historic dimension of comparative pedagogy progress was being visible. The author made the analysis of methodological problem of comparative research in education through several phases having considered basic characteristic of research, understanding of method system of comparative pedagogy, problems of contradiction of comparative research, its presence etc. From the point of view of the indicated problem, it is essential to state the consciousness on the methodological foundation of comparative researches of education and schooling is being broadened, which leads to the research of phenomenon of education at more qualitative level.
This paper deals with a critical discourse analysis (CDA) of pre-election TV commercials inthe last two campaigns of 2012 and of 2014 in Serbia. The aim of the research is to deconstruct thestrategy of political parties in the field of gender sensitization from a gender perspective based onthe most important activity of parliamentary democracy – the election cycle, using examples ofpaid political advertising – the pre-election TV clip, for which the parties allocated the most resourcesin the campaign of 2012 and of 2014 in Serbia. The aim is also to analyze the personalexperience of female politicians in order to provide a new and different way of analyzing practicesand strategies of the parties in relation to the visibility of female candidate in the mediaduring the election campaign.The basic method is the critical discourse analysis (CDA) complemented by the method ofcomparing the regular election campaign of 2012 and the early elections of 2014, and the methodof life stories of the candidates (oral history). The CDA puts a special emphasis on various forms of discrimination that result from the abuse of power that continues to lead to the emergence ofsocial inequality and injustice (Dijk 2008).There are three levels at which the (in)visibility of women in the political process can be observed:a) the (lack of) presence of women on the candidate lists in the election campaign, andafter the elections, the (decreased) number of women in the parliament; b) (in)visibility of womenin paid media campaigns and c) (in)visibility of women in the language.Practice: a) On the basis of the "principle of affirmative action", women become more presenton the candidate lists and in the parliament as a result of the introduction of quota into the gendersensitive legislation (all SEE countries – Southeast Europe/Western Balkans). b) Women are stillrarely seen in the pre-election TV clip which is the most effective paid advertising, because it is atraditionally male "space", while women are more active in reach-out field work. c) visibility ofwomen in language is achieved, for example, by the use of the Gender-sensitive language Code.(S. Savić).In this paper the focus is on the sub-paragraphs (a) and (b), with (c) being analyzed in a limitedmanner only as part of the pre-election TV clip slogans analysis.A TV clip is comprised of: the slogan and the body of the clip. The slogan is made of aniconic and a linguistic part. In both campaign slogans there were no gender sensitive slogans,except for one in 2014 (URS's campaign for the female Mayor of Belgrade). The body is made ofthe video format and the content. In both campaigns, in 2012 and in 2014 forms of videos werehybrid types that included: documentary footage from the field, speech of the leader speakingdirectly in camera, animation, short fiction form.The analysis confirmed the basic hypothesis: despite the fact that, according to the legal provisionsa female candidate occupied every third position of the candidate lists in both analyzedelection cycles – they are underrepresented in paid political advertising in the media (TV clip).Individual hypotheses are also confirmed.The icons and the contents of the presentation of Serbia in the election cycle in 2012 and in2014 in the election TV clips were masculinized from the standpoint of power in society that isheld by male party leaders. The basic strategy of all parties who had a paid television campaign,in a form of TV clips, in both observed election cycles was the strategy of exclusion from thepolitical space mediated by the media. So we are here talking about a media, and by that, a widersocial invisibility of women in exercising one of the fundamental rights, the right to participationin decision-making and active participation in the elections. ; Cilj rada je da dekonstruiše strategije političkih partija iz rodne perspective u odnosu natelevizijsko predizborno političko plaćeno oglašavanje u kampanjama 2012. i 2014. u Srbiji.Cilj je takođe da se analizira lično iskustvo političarki da bi se na nov i drugačiji način analizirale prakse i strategije partija u odnosu na vidljivost kandidatkinja u vreme predizborne kampanjeu medijima. Metode korišćene u istraživanju su: kritička analiza medijskog diskursa(jedinica analize je tv spot u celini, verbalna, vizuelna i zvučna komponenta), komparativnametoda i životne priče kandidatkinja. Osnovna hipoteza je da bez obzira na to što su, shodnozakonskim odredbama, na kandidatskim listama, u oba analizirana izborna ciklusa, ženezauzimale svako treće mesto – one su podzastupljene u plaćenom političkom medijskom reklamiranju(TV spotu). Osnovni rezultat je da su medijske plaćene kampanje bile maskulinizirane.U fokusu je samo partijski lider. Kandidatkinje su podzastupljene u oba posmatranaperioda. Partije nisu rodno senzibilisane kada je reč o političkom plaćenom oglašavanju uvreme predizborne kampanje.
U sklopu internacionalizacije političke podrške porodici i roditeljstvu značajna uloga pripada međunarodnim organizacijama, kao što su Svetska banka, Organizacija za ekonomsku saradnju i razvoj i Evropska unija. Cilj ovog rada predstavlja analiza konceptualizacije roditeljstva u zvaničnim dokumentima i relevantnim publikacijama ovih organizacija u poslednje dve decenije, kao i njene pedagoške implikacije razmatrane sa stanovišta kritičke teorije. Metodom analize sadržaja u istraživanju je utvrđeno da se roditeljstvo konceptualizuje kao skup veština usmerenih na postizanje predvidivih ishoda dečjeg razvoja. Roditeljske veštine sagledavaju se kao jedna vrsta socijalne investicije. Ulaganje u učenje roditeljskih veština donosi dugoročne koristi pojedincima i društvu koje prevazilaze inicijalne troškove. Iako se teorijska orijentacija ne eksplicira u međunarodnoj političkoj agendi, jasno se može zaključiti da je zasnovana na postavkama teorije ljudskog kapitala. Na osnovu obavljenog istraživanja može se konstatovati da roditeljska uloga u pomenutoj agendi ima ključni značaj u obezbeđivanju podsticajne sredine za učenje deteta i njegov ukupni budući prosperitet, nezavisno od sistemskih ili strukturnih karakteristika društva. Ona je višedimenzionalna i može se opisati kao: (a) instrumentalna, jer predstavlja ključni faktor rešavanja društvenih problema velikih razmera; fokus nije na inherentnoj vrednosti "biti roditelj", već na funkcionalnoj vrednosti – "obavljati posao roditelja"; (b) globalno normativno određena u smislu "pozitivnog" ili "dobrog" roditeljstva i (c) suštinski vulnerabilna, što znači da je svim roditeljima potrebna određena vrsta ekspertske podrške, a ne samo targetiranim grupama. Sa stanovišta kritičke teorije, pedagoška kritika ovih postavki dovodi u pitanje tendenciju instrumentalizacije, dekontekstualizacije i "profesionalizacije roditeljstva". ; Within internationalization of political support to family and parenting, significant role belongs to international organizations such as the World Bank, the Organization for Economic Co-operation and Development and the European Union. The goal of this paper is the analysis of parenting conceptualization in official documents and relevant publications of these organizations. The parenting is conceptualized as the set of skills directed to fostering the predictable outcomes of children's development. The parenting skills are perceived as a type of social investment. The investment into learning parenting skills brings long-term benefits both to individuals and society, which surpass the initial costs. The significance of parenting competences is of a special importance in the period of early childhood and adolescence for two reasons. The first one is that there are critical periods in encouraging development of certain outcomes in children, and the second one is cumulativeness of learning process due to which the missed opportunities may decrease efficiency of future learning during life cycle. It is viewed that the parenting role is of crucial significance in providing a stimulating environment for a child's learning and his/her comprehensive future prosperity regardless of the system or structural characteristics of a society. It is multidimensional and can be described as: (a) instrumental, since it represents the key factor in resolving large-scale social problems. The focus is not on inherent value of "being a parent" but on functional value – "performing a job of a parent"; (b) normatively specified on the global level in the sense of "positive" or "good" parenting and (c) essentially vulnerable, which means that all parents need a certain type of professional support and not only the targeted groups. Pedagogical critique of these postulates questions the tendency of instrumentalisation, de-contextualization and "professionalization of parenting". ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
The relations with Russia rank among the most important and most complex issues in the US and UK foreign policy. The years after the Second World War have been marked by an exhausting arms race between the Western and Eastern bloc that ended with the fall of the Berlin Wall, the break-up of the Soviet Union and the victory of the United States and its Western allies. The purpose of this paper is to analyse the relations between the US and the United Kingdom on the one hand, and Russia, on the other, during the mandate of President Trump and after Brexit and point to possible directions that these relations may take in the aftermath of Biden's victory in the 2020 US Presidential elections. The author proceeds from a hypothesis that the efforts of President Trump, who, contrary to his predecessors, felt that the relations with Russia should be based on interests rather than ideology, have failed. He has not been successful primarily due to the huge resistance mounted by the state structures, mainstream media and anti-Russian coalition forged by the Republican and Democratic parties. The relations between the UK and Russia remain cold after Brexit as well due to the severe problems between the two countries. The first part will deal with the strained relations between the United States and Russia following the West's victory in the Cold War, the efforts of President Trump to improve these relations and his failure to do so. The second part of the paper will address the relationship between the United Kingdom and Russia, which is in many respects even more complicated than that between Russia and the US. After Brexit, the relations between the two countries continue to be plagued by the activities of the Russian agents in Great Britain, the crisis in Ukraine and different views on the war in Syria. In the third part, the concluding part of the paper, the author tried to answer the question of how the relations between the US and Russia will develop after Joseph Biden won the 2020 US Presidential elections. According to him, the new President will continue to pursue the traditional policy towards Russia agreed upon by both US parties. It can be expected that Biden will, despite the policy of sanctions pursued by his predecessors, Obama and Trump, engage more in supporting the opposition and civilian sector in Russia. Given the cold and strained relations between these two states, it may be assumed that Great Britain will readily follow a new, tougher course of action pursued by President Biden towards Russia and Putin. It is especially important for UK politics that Biden returns to the ideas of liberalism because, as we have seen on previous pages, in London, in addition to the actions of Russian agents on the UK territory, Putin is most resented precisely for his activities to overthrow the ruling liberal order. Despite the good ties between Prime Minister Johnson and the former US President who supported Brexit, Biden's victory will bring relief to the UK because of his commitment, as opposed to Trump, to bring back America to the world political stage, where London is likely to expect to find space for its new global role after leaving the EU. On the other hand, Moscow will probably continue with its past foreign policy strategy in anticipation of the moves to be taken by the new US President without high expectations regarding the future relations between the two countries. Russia has even fewer expectations when it comes to relations with the UK, given the gravity of the problems that burden the relations between the two countries.
Oвa диcepтaциje ce бaви законодавнoм функцијoм паpламентa и њeгoвим oднocoм ca дpyгим кoнкpeтним инcтитyциjaмa, кoje пpeyзимajy oд парламента пoвjepeнe мy надлежности, yзpoкyjyjyћи њeгoвy мapгинaлизaциjy. Oвaj пpoцec ниje нoв, aли пocтaje cвe комплeкcниjи. Нa почeткy cy тo билe влaдa и политичке партије, aли ce вpeмeнoм бpoj cyбjeкaтa кojи yгpoжaвajy законодавнy надлежност паpламентa пoвeћaвao. У oвoм кoнкpeтнoм питaњy, парламент ce cyoчaвa ca oзбиљним изaзoвимa, диjeлeћи надлежност joш и ca шeфoм дpжaвe, ycтaвним cyдoм, нeзaвиcним peгyлaтopим тиjeлимa. Нaжaлocт, тy ниje кpaj. Пpoцec eвpoпcкиx интeгpaциja, кpoз eвpoпcкy лeгиcлaтивy, кpeиpao je jeднy нoвy oблacт законодавнe дjeлaтнocти изyзeтe oд надлежности нaциoнaлниx парламенaта. Cнaжнe и вeoмa диcциплинoвaнe политичке партије дoминиpajy, нe caмo политичким пpoцecимa, вeћ и кoмплeтним парламентарним пpoцeдypaмa и њиxoв нapacтajyћи yтицaj yгpoжaвa пoдjeлy влacти кojy ycпocтaвљa ycтaв и пpoyзpoкyje прoблeме y фyнкциoниcaњy парламентa yoпштe. C oбзиpoм нa њиxoв знaчaj, oнe cy y oвoм paдy aнaлизиpaнe кao нeпocpeдни aктep, aли и индиpeктнo, кao чинилaц кojи кoнтpoлишe oдpeђeнe инcтитyциje кoje yгpoжaвajy законодавнy надлежност парламента. Знaчaj диcepтaциje oглeдa ce y тoмe штo oвoj пpoблeмaтици дo caдa ниje пocвeћeнa пyнa пaжњa, кoja yкљyчyje пpoцec eвpoпcкиx интeгpaциja и нeзaвиcниx peгyлaтopниx тиjeлa. Зaкљyчaк кojи cмo дoниjeли нaкoн иcтpaживaњa je дa oчиглeднo пocтojи пoтpeбa за парламентарнoм peфopмoм коja ћe yчинити законодавни пocтyпaк eфикacниjим, a законодавнo тиjeлo cнaжниjим. Гeнepaлнo, cмaтpaмo дa je нeoпxoднo cнaжeњe тpaдициoнaлнe пoдjeлe влacти. Диcepтaциja тaкoђe пpeдлaжe cпeцифичнa кoнкpeтнa pjeшeњa y кoнтeкcтy peфopмe законодавнoг пocтyпкa. ; Ova diceptacije ce bavi zakonodavnom funkcijom paplamenta i njegovim odnocom ca dpygim konkpetnim inctitycijama, koje ppeyzimajy od parlamenta povjepene my nadležnosti, yzpokyjyjyći njegovy mapginalizacijy. Ovaj ppocec nije nov, ali poctaje cve komplekcniji. Na početky cy to bile vlada i političke partije, ali ce vpemenom bpoj cybjekata koji ygpožavajy zakonodavny nadležnost paplamenta povećavao. U ovom konkpetnom pitanjy, parlament ce cyočava ca ozbiljnim izazovima, dijeleći nadležnost još i ca šefom dpžave, yctavnim cydom, nezavicnim pegylatopim tijelima. Nažaloct, ty nije kpaj. Ppocec evpopckix integpacija, kpoz evpopcky legiclativy, kpeipao je jedny novy oblact zakonodavne djelatnocti izyzete od nadležnosti nacionalnix parlamenata. Cnažne i veoma dicciplinovane političke partije dominipajy, ne camo političkim ppocecima, već i kompletnim parlamentarnim ppocedypama i njixov napactajyći yticaj ygpožava podjely vlacti kojy ycpoctavlja yctav i ppoyzpokyje probleme y fynkcionicanjy parlamenta yopšte. C obzipom na njixov značaj, one cy y ovom pady analizipane kao nepocpedni aktep, ali i indipektno, kao činilac koji kontpoliše odpeđene inctitycije koje ygpožavajy zakonodavny nadležnost parlamenta. Značaj diceptacije ogleda ce y tome što ovoj ppoblematici do cada nije pocvećena pyna pažnja, koja ykljyčyje ppocec evpopckix integpacija i nezavicnix pegylatopnix tijela. Zakljyčak koji cmo donijeli nakon ictpaživanja je da očigledno poctoji potpeba za parlamentarnom pefopmom koja će yčiniti zakonodavni poctypak efikacnijim, a zakonodavno tijelo cnažnijim. Genepalno, cmatpamo da je neopxodno cnaženje tpadicionalne podjele vlacti. Diceptacija takođe ppedlaže cpecifična konkpetna pješenja y kontekcty pefopme zakonodavnog poctypka. ; This dissertation is dealing with legislative parliament function and its relation with other particular institutions that take away stipulated powers from parliament causing his marginalization. This process is not new but it"s become more complex to deal with. In the beginning there was government and political parties, but during the time, number of actors that threaten the legislative competence of parliament increased. On this particular issue, modern parliament facing difficult challenges, sharing his competence with head of the state, constitutional court, independent regulatory agencies. Unfortunatelly, that is not the end. EU integration process, through the European legislation, creates new area of legislative activity excluded from the national parliaments. Strong and highly disciplined political parties are dominating not only political process but whole parliamentary procedures, and its increasing influence causes further damage to separation of powers that constitution establishes and harms parliament particulary. Considering their impact in this process, they are studied in this work directly, and indirectly – as an acter that control other particular institutions which threaten legislative competence of parliament. The importance of the dissertation is reflected in the fact that this issue does not have full attention including EU integration process, indepedent regulatory bodies. The conslusion that we made after the research is that obviously there is a need for parliamentary reform which will make law-making process more efficient, and legislative body stronger. Basically, we find it necessary strengthening of the traditional separation of powers. Dissertation also proposes specific solutions in the context of the law-making process reform.
Visoko obrazovanje u Sjedinjenim Američkim Državama je po većini kvantita¬tivnih i kvalitativnih pokazatelja najbolje na svetu. Univerziteti u Sjedinjenim Američkim Državama, zajedno sa onima u Ujedinjenom Kraljevstvu, privlače najbolje studente ne samo iz Evrope već širom sveta uključujući najmnogoljudnije zemlje i rastuće ekonomije poput Kine, Indije, Brazila ili Indonezije. Istovremeno, priznati profesori i istraživači mahom rade u Sjedinjenim Američkim Državama, imajući u vidu sjajne uslove za rad i istraživanja. Međutim, snaga američkih univerziteta je istovremeno i njihova slabost u kontekstu COVID-19 epidemije. Većina univerziteta su privatni univerziteti koji u potpunosti zavise od tržišta, donacija, a ponajviše studentskih školarina. Epidemija je zaoštrila problem marketizacije obrazovanja u SAD imajući u vidu da većina studenata preispituje nastavak školovanja u novonastalim uslovima, ekonomske neizvesnosti koju epidemija donosi, kao i nesigurnog tržišta rada. Analizirajući studiju slučaja Nortvestern univerziteta, tekst se bavi ekonomskim i društvenim posledicama koje epidemija ima na visoko obrazovanje u Sjedinjenim Američkim Državama, kao i mogućim načinima njegovog prevladavanja. ; Higher education in the United States is the best in the world according to most quantitative and qualitative indicators. Universities in the United States, along with those in the United Kingdom, attract the best students not only from Europe but around the world, including the most populous countries and growing economies such as China, India, Brazil or Indonesia. At the same time, renowned professors and researchers mostly work in the United States, given the excellent working and research conditions. However, the strength of American universities is, at the same time, their weakness in the context of the COVID-19 epidemic. Most universities are private universities that depend entirely on the market, donations, and mostly student tuition. The epidemic has exacerbated the problem of marketing education in the United States, bearing in mind that most students are reconsidering the continuation of schooling due to economic uncertainty that the epidemic brings and uncertain labour market. Focusing on the case study of Northwestern University, the text is analyzing the economic and social consequences of the epidemic on higher education in the United States, as well as possible ways to overcome it.
Higher education in the United States is the best in the world according to most quantitative and qualitative indicators. Universities in the United States, along with those in the United Kingdom, attract the best students not only from Europe but around the world including the most populous countries and growing economies such as China, India, Brazil or Indonesia. At the same time, renowned professors and researchers mostly work in the United States, given the excellent working and research conditions. However, the strength of American universities is, at the same time, their weakness in the context of the COVID-19 epidemic. Most universities are private universities that depend entirely on the market, donations, and mostly student tuition. The epidemic has exacerbated the problem of marketing education in the United States, bearing in mind that most students are reconsidering the continuation of schooling due to economic uncertainty that the epidemic brings and uncertain labour market. Focusing on the case study of Northwestern University, the text is analyzing the economic and social consequences of the epidemic on higher education in the United States, as well as possible ways to overcome it. ; Visoko obrazovanje u Sjedinjenim Američkim Državama je po većini kvantitativnih i kvalitativnih pokazatelja najbolje na svetu. Univerziteti u Sjedinjenim Američkim Državama, zajedno sa onima u Ujedinjenom Kraljevstvu, privlače najbolje studente ne samo iz Evrope već širom sveta uključujući najmnogoljudnije zemlje i rastuće ekonomije poput Kine, Indije, Brazila ili Indonezije. Istovremeno, priznati profesori i istraživači mahom rade u Sjedinjenim Američkim Državama, imajući u vidu sjajne uslove za rad i istraživanja. Međutim, snaga američkih univerziteta je istovremeno i njihova slabost u kontekstu COVID-19 epidemije. Većina univerziteta su privatni univerziteti koji u potpunosti zavise od tržišta, donacija, a ponajviše studentskih školarina. Epidemija je zaoštrila problem marketizacije obrazovanja u SAD imajući u vidu da većina studenata preispituje nastavak školovanja u novonastalim uslovima, ekonomske neizvesnosti koju epidemija donosi kao i nesigurnog tržišta rada. Analizirajući studiju slučaja Nortvestern univerziteta, tekst se bavi ekonomskim i društvenim posledicama koje epidemija ima na visoko obrazovanje u Sjedinjenim Američkim Državama, kao i mogućim načinima njegovog prevladavanja.
Зборник "Етнологија Срба у Мађарској: стање и перспективе" садржи радове са научног скупа који је под истим називом одржан 19. и 20. новембра 2010. године у Будимпешти, у организацији Српског института из Будимпеште и суорганизацији Етнографског института САНУ и Народносне секције Мађарског етнографског друштва. Овај скуп је замишљен као први у низу скупова посвећених различитим научним областима за које се сматра да су од највећег интереса за заједницу Срба у Мађарској (етнологија, лингвистика, историја и друштвене науке – социологија, политикологија, право), које ће организовати Српски институт (основан 2009. године) да би се добио преглед стања, уочили недостаци и одредили приоритети за даље истраживачке пројекте. Циљ скупа био је, дакле, критичко сумирање укупних досадашњих резултата етнолошког и етнографског рада међу Србима у Мађарској. На њему је било 17 учесника из Мађарске и Србије. У оквиру скупа, одржан је и округли сто, чији је циљ био разговор о потребама и могућностима организације даљих истраживања. ; The volume Ethnology of Serbs in Hungary: Situation and Perspectives contains papers from the scientific conference held under the same title on November 19th and 20th, 2010 in Budapest, in organization of the Serbian Institute from Budapest and co-organization of the Institute of Ethnography SASA and the Nationalities Section of the Hungarian Ethnographic Society. The conference was envisaged as the first in a serial of conferences devoted to various academic disciplines considered as highly interesting for the Serbian community in Hungary (ethnology, linguistics, history and social sciences – sociology, political science, law), to be organized by the Serbian Institute (established in 2009) in order to obtain an overview of the situation, to detect the flaws and define the priorities for further research projects. The aim of the conference was, therefore, a critical summary of the overall results of ethnologic and ethnographic work among Serbs in Hungary. There were 17 participants from Hungary and Serbia. On the same occasion a round table was held as well, aimed at discussing the needs and possibilities for organization of further research. ; A magyarországi szerbek etnológiája: helyzetkép és távlatok c. kiadvány az azonos címmel, 2010. november 19-20-án Budapesten, a budapesti Szerb Intézet szervezésében és a Szerb Tudományos és Művészeti Akadémia Néprajzi Intézetének, valamint a Magyar Néprajzi Társaság Nemzetiségi Szakosztályának társszervezésében megtartott tudományos konferencia előadásait tartalmazza. A tanácskozás annak a konferenciasorozatnak az első tagja, amelyet a 2009-ben alapított Szerb Intézet szándékai szerint azoknak a tudományágaknak fognak szentelni, melyek a legnagyobb érdeklődésre tarthatnak számot a magyarországi szerb közösség részéről (etnológia, nyelvészet, történelem és társadalomtudományok – szociológia, politológia, jogtudomány). E konferenciasorozat megszerevzésére annak érdekében kerül sor, hogy áttekintést nyerjenek e tudományágak magyarországi szerbeket érintő kutatásainak mai helyzetéről, feltárják a hiányosságokat és meghatározzák a prioritásokat a további kutatások terén. A konferencia célja így az volt, hogy a magyarországi szerbek körében végzett etnológiai és néprajzi kutatások eddigi eredményeit kritikailag összegezze. A tanácskozáson 17 előadó szerepelt Magyarországról és Szerbiából. A konferencia keretében kerekasztal megbeszélésre is sor került, melynek célja a további kutatásokra vonatkozó igények és lehetőségek megvitatása volt. ; Зборник радова Етнографског института САНУ 29 / Collection of Papers of the Institute of Ethnography SASA 29
U radu se razmatra doprinos inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj celokupnog društva, obrazovnih institucija i pojedinaca. Ukazuje se na ključne pozitivne promene u društvu koje se opredelilo za sprovođenje inkluzivnog obrazovanja: (a) unapređivanje zakonske regulative u pravcu obezbeđivanja dostupnosti, pravednosti i jednakosti u ostvarivanju prava dece i odraslih sa teškoćama u razvoju; (b) povezivanje i saradnja različitih društvenih sistema i institucija i (v) finansijska dobrobit koja se ostvaruje korišćenjem dostupnih resursa redovnih obrazovnih institucija za obrazovanje dece sa teškoćama u razvoju. Naglašavaju se značajne promene koje se usled realizacije inkluzivnog obrazovanja dešavaju unutar obrazovnih institucija, a koje pored unapređivanja obrazovne politike i kulture škola obuhvataju i promene na nivou nastavne i vannastavne prakse. Promene na nivou obrazovnih institucija razmatraju se i iz perspektive ključnih aktera i koristi koje oni imaju od realizacije inkluzivnog obrazovanja. Naglašava se potencijal koji inkluzivno obrazovanje, kao prirodno okruženje, ima za razvoj i učenje dece sa teškoćama u razvoju i otkrivanje njihovih očuvanih sposobnosti. Ukazuje se na važnost ovakvog okruženja za podsticanje tolerancije, uvažavanja različitosti i empatičnosti kod ostale dece u odeljenju. Poseban osvrt dat je na promene koje se odnose na nastavnika i njegovu praksu, kako na nivou stavova i pedagoških uverenja, tako i u domenu novih znanja i kompеtencija. Kvalitet realizacije inkluzivnog obrazovanja i njegovi potencijalni efekti na razvoj društva, obrazovnih institucija i pojedinaca razmotreni su kroz prizmu različitih prepreka, problema i otežavajućih okolnosti. ; The paper deliberates positive effects of inclusive education and its potential influence on development of entire society, educational institutions and individuals. It indicates key positive changes in the society which opted for inclusive education: (a) improvement of legislation towards providing availability, fairness and equality for children and adults with disabilities in exercising their rights; (b) networking and cooperation between different social systems and institutions; (c) financial benefit gained by using the available resources provided by the regular educational institutions for education of children with disabilities. It stresses the important changes that occur inside the educational institutions due to inclusive education which, in addition to improving educational policy and mind-set in schools, include changes in curricular and extra-curricular practices. The changes in educational institutions are also deliberated from the standpoint of key participants and their benefits from inclusive education. It stresses the potential which the inclusive education, as natural environment, has in development and learning of children with disabilities and in revealing their preserved abilities. It points to importance of such environment in nurturing tolerance, respect for diversity and empathy in other children in the classroom. A special emphasis is put on the changes that concern teachers and their practice, both in their attitudes and pedagogical beliefs and in the domain of new skills and competences. The quality of implementation of inclusive education and its potential effects on development of society, educational institutions and individuals are deliberated through the prism of various obstacles, problems and difficulties. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa ; Book of abstracts / 24th International Scientific Conference "Educational Research and School Practice"
У овом раду сам настојала да укажем на могућност истраживања културне политике у Србији на примеру рада Опере Нaродног позоришта у Београду, као и репертоарске политике Управе опере у друштвено-политичком и културолошком оквиру у периоду од 1971. до 2011. године. Разлог да се посветим истраживању рада Опере у поменутом временском раздобљу јесте питање: шта се догађало са Опером после златног периода? Сазнање да не постоји ниједна студија у којој је прикупљена и систематизована грађа о раду Опере Народног позоришта у протеклих четрдесет година, подстакло ме је да истражим могуће разлоге за "сумрак" институције која је, током златног периода била једна од најјачих адута југословенске културне политике. ; In this paper I tried to address the possibility of researching the cultural politics in Serbia in the case of Belgrade National Th eatre Opera as well as the repertoire politics of Opera's management in the social-political and the cultural context between 1971 and 2011. I wanted to address the following question: What was happening with the Opera after the Golden period? Th is paper discusses the changes that have infl uenced the development of the given cultural institution's work. Within the institution, there were problems as evidenced by the White Book, which was published 1970 in order to inform the general public about the idea of opera's all-round reform. Th e book stated that the main reasons for the reform were: 'insuffi cient professionalism', material and fi nancial situation and the Opera's repertory. At the end of the 1960s, the National Th eatre failed to "prepare" basic conditions for reform. In 1968 Th eater Community was founded, as well as specifi c self-association and through the activities of the organization National Th eatre secured substantial funding. Th ere were several reform initiatives to improve the situation in Opera, such as the idea of establishing a chamber theater - Krug 101 and the improvement of professional work in Opera. By the beginning of the 1980s, Yugoslavia was economically falling even deeper into crisis and that refl ected in the work of Opera. Th e beginning of 1990s was marked by strong political interference in all spheres of life, which was typical for a society in transition. Preliminary concept of cultural politics of this period was to propagate the desirable national values of the new Yugoslavia. Th is was confi rmed by the fact that the repertoire of the Opera exempted all the works of the composers of the former countries of Yugoslavia and set only a part of Serbian authors. It was a time when the theater faced insuffi cient funding from the state budget. Th is situation infl uenced the quality and quantity of performance. Former Socialist Party was replaced with Democratic Party, which in the next ten years (2000–2010) strived towards 'modern' Serbia. Th is was confi rmed by the work of the Opera, which aimed to return to the European stage (travel abroad, setting the forgotten and the new opera). From the early 1970s to 2011 in the work of the Opera, we tried to fi nd possible reasons that led to the "twilight" institutions. It is necessary now to focus on the cultural life by establishing a cultural policy that will determine the goals and strategies of cultural action. Th is direction may be possible after the transition, which means "regulated society" that will have a stable cultural policy, and thus defi ned the relationship between the state and national opera, and its repertoire. ; Први национални научни скуп са међународним учешћем
radu se analiziraju vrednosne orijentacije studenata. U istraživanju u kome su učestvovali studenti (N=635) Univerziteta u Rijeci primenjena je anketa. Glavna teza teorije modernizacije jeste da se promene u socioekonomskoj sferi društva reflektiraju na njegov sistem vrednosti. Zato u savremenim društvima slabe tradicionalne a jačaju moderne i postmoderne vrednosti. Specifičnost bivših socijalističkih društava odnosi se na to da je u njima, nakon protivrečnog procesa polumodernizacije, došlo do intenzivnog procesa retradicionalizacije. Tranzicija mlade generacije u odraslo doba događa se u konkretnom društvenom kontekstu za koji je karakterističan "sukob" suprotstavljenih vrednosti. Stoga je važno ispitati koje društvene vrednosti mladi prihvataju. Najpre se to odnosi na studentsku populaciju, s obzirom na to da je to resurs iz kog će se u budućnosti regrutovati društvena elita. U radu se problematizuju sledeća pitanja: U kojoj meri suprotstavljeni procesi modernizacije i retradicionalizacije društva ostavljaju traga na vrednosne orijentacije studenata? U kojoj meri se stavovi studenata razlikuju s obzirom na socijalne karakteristike njihovih porodica? Statistička obrada je obuhvatila univarijatnu, bivarijatnu i multivarijatnu analizu. Rezultati pokazuju da većina studenata prihvata postmoderne vrednosti (multikulturnost), a vrlo malo njih prihvata tradicionalne vrednosti (klerikalizam i etnocentrizam). Utvrđena je veza između tradicionalnih vrednosnih orijentacija i konzervativnih porodičnih obrazaca. S tim u vezi je zaključak da su rezultati u saglasnosti sa hipotezom o liberalizujućem efektu obrazovanja. ; This paper analyses the students' value orientations based on the survey conducted at the University of Rijeka (N=635). The main thesis of the theory of modernization is that changes in the socioeconomic sphere of society generate changes in its predominant value system. Therefore, in the modern societies, the weakening of the traditional and the strengthening of modern and postmodern values can be observed. This was particularly noticeable in the ex-socialist societies whose social and political transitions were generally followed by the process of intensive retraditionalization. The transition of younger generation to adulthood is taking place in the specific context of the postsocialist and post-war transformation of a society, which is characterized by the "clash" of opposing social values. Therefore, it is important to explore which social values are embraced by the young people. This is particularly important in the context of student population, because many of them will become representatives of the future social elites. The paper seeks to address the following questions: To what extent the opposing processes of modernization and re-radicalization of post-socialist societies effects students' expectance of different value orientations? To what extent different family backgrounds effect students' adoption of traditional, modern or postmodern values? Data analysis was carried out through univariate, bivariate and multivariate statistical procedures. The results of our research show that students chiefly support the postmodern values (multiculturalism) and chiefly do not support the traditional values (clericalism and ethnocentrism). Furthermore, the analysis has established a link between students' orientation to traditional values and existence of conservative patterns in their family background. The findings of our research support the main hypothesis of the theory of liberalizing effect of education. ; Zbornik rezimea / 24. Međunarodna naučna konferencija "Pedagoška istraživanja i školska praksa
