Suchergebnisse

What is 'modern slavery' and who is responsible for it? What is the relevance of human rights law, which primarily regulates state conduct, for practices predominantly committed by private actors? Where can victims seek justice and redress when national authorities fail to protect them? These questions are the core focus of this book.Marija Jovanovich analyses the role and responsibility of states for addressing 'modern slavery' – a diverse set of practices usually perpetrated by non-state actors – against the backdrop of international human rights law. It explores the dynamic between criminal law and human rights law and reveals the different ways these legal domains work to secure justice for victims. The book considers the 'absolute' nature of the prohibition of modern slavery in human rights law, the range of practices covered by this umbrella term and their mutual relationships, the positive obligations of states established by international human rights tribunals owed to individuals subject to modern slavery, and the standards for assessing state responsibility in these situations. By engaging with the concept of exploitation in human rights law, Jovanovich glues together diverse practices of modern slavery, including servitude, forced labour, and human trafficking, into a coherent concept. The book elucidates the theoretical foundations of this fundamental human right and explains why human trafficking has an independent place within it. In addition to providing a comprehensive critique of the existing human rights jurisprudence, this book offers a roadmap for the future development of law on this subject emphasizing the limits of human rights law as a tool for addressing modern slavery.

Encouragement of humanistic education through the lens of prosocial behavior of adolescents is a complex and extensive issue of the modern world. Prosocial behaviour can indirectly affect the achievement of pupils at school through its connection with some academically relevant forms of behaviour which lead to success at school and work. Also, this connection can be explained by the teacher's preferences of prosocial pupils, which is reflected in the teacher's expectations and behaviour towards pupils, as well as the evaluation of their work. Besides, prosocial behaviour can also directly affect pupils since the prosocial interaction of peers can have a positive effect on the intellectual exchanges between pupils, which contributes to a more successful learning process. Taking into consideration the significance and role of the school and teachers, as representatives of the educational process, in encouraging prosocial behaviour in the young at secondary schools, we face a problem: Do secondary school teachers encourage prosocial humanistic behaviour of the young, by what actions and activities are they guided in the process and how does that reflect on the behaviour of pupils? This study tried to give some answers related to this problem in the field of education.

The existing organization and direct implementation of all types and forms of teaching at the Faculty of Sport and Physical Education in Niš certainly provide an opportunity to improve their quality. When a good quality contemporary teaching is mentioned, it is presumed that students are in an active role, and that there are preconditionsmet for students to be able to participate in the teaching process actively and creatively, while according to their individual potentials they should be able to progress and develop. In order to systematically present the possible ways to have good quality teaching, this paper provided the theoretical basis and the pedagogical/didactic presentation of two contemporary teaching systems: cooperative and integrative learning. Through the explanation of the essential features of these teaching systems, their values and possibilities, articulation and challenges to implement them, this paper has provided the theoretical concept on how to ensure the quality of teaching through these modern teaching systems.

The aim of our paper is to conduct a theoretical and empirical analysis of the relevance of an encouraging environment in the development and progress of gifted students within the modern knowledge society. In order to ensure the highest level of sample representativeness, the research was carried out on a sample of 106 teachers working with specialized classes for talented students, and teachers who had worked with those students at their previous stage of schooling. The study was conducted in schools belonging to the areas of the City of Nis and Kosovska Mitrovica (Republic of Serbia)*, by using the scaling technique. Through factor analysis, the following 5 most prominent features (factors) of an environment that encourages the development of gifted students within the knowledge society were extracted: 1) differentiated curricula, 2) encouraging problem-based learning, 3) integrated approach to learning, 4) encouraging research-based approach to learning, 5) developing logical and creative thinking skills. This research also found that the level of schooling of gifted students significantly determines the differences in teachers' perceptions of the characteristics of an environment that encourages the development of gifted students, while school location was not a deciding factor.

Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education "about" sustainable development – there is a need for the education "for" sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers' perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area. ; Cilj obrazovanja za održivi razvoj, odnosno razvijanje svesti i odgovornosti prema sredini u kojoj žive, usvajanje vrednosti i načela, kao što su pravda, jednakost, mir, demokratija, te podsticanje učenika na promenu ličnog stila života i pridržavanje principa održivog razvoja u svakodnevnom ponašanju ne može se ostvariti samo kroz obrazovanje "o" održivom razvoju - neophodno je obrazovanje "za" održivi razvoj čiji su glavni nosioci nastavnici savremene škole. S obzirom na to da su nastavnici modeli ponašanja i uzori, izvori informacija i znanja, vaspitači, odnosno neko ko je u neposrednom dodiru sa učenicima, sa ...

Abstract
Intellectual capital (IC) is one of the core determinants of the value of companies, and value creation for stakeholders as well as improvement of the competitiveness of the companies. Effective management of all visible and invisible elements of the total IC is extremely important for business success, since the effective providing, creating, developing and efficient use of intellectual resources affects various business performances, such as income, market share, net profit, and profitability of the company quantified by various performance measures of Return on assets (ROA) and Return on equity (ROE). One part of the total IC is disclosed and visible in the assets side of the balance sheet (Intellectual assets and Goodwill - Iag), while the other, is undisclosed and invisible (Human capital - Hc and Structural and relational capital - SRc). Efficiency in the usage of all these elements of IC has an impact on profitability. The purpose of this research (based on 12 leading companies in the automotive industry from 2010 to 2019) is to examine the interdependence, as well as the influence, of the Efficiency in the use of Intangible assets and goodwill (Eiag) on various rations of ROA and ROE using the EIC (the Efficiency of Intellectual Capital) model for calculation of the Eiag indicator. Although there are numerous studies that use the VAIC methodology to research the interdependence and impact of the efficiency of certain elements of IC on business performance, as well as, in particular, on profitability, the originality of this paper is based on an investigation of the interdependence and influence of Eiag on profitability (ROA and ROE), which is not the case with the studies of other researchers so far, because Pulić's VAIC methodology does not separate the visible IC component i.e. Iag. The outcomes of this study confirm a positive relationship between the efficiency in the use of intangible assets and goodwill (Eiag) and profitability (ROA and ROE), as well as the growing impact of Eiag on profitability indicators (ROA and ROE). The findings imply the extreme importance of effective and efficient management of all elements of intellectual assets that are visible on the assets side of the balance sheet, taking into account the evident impact on profitability.