University of Arts in Belgrade
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Architectural shaping of Belgrade University Centre (1921-1931)
No full textThe main idea of this article is to discuss one of the most ambitious interwar architectural endeavors in the Kingdom of Serbs, Croats and Slovenians (since 1929 Kingdom of Yugoslavia) – the construction of Belgrade University Center in the third decade of the 20th century. In order to illustrate the complex nature of the visual manifestation of the University Center architecture, history and contemporary public reception of Belgrade University will be considered. Next, the University Center would be discussed in regard to interwar Belgrade urban planning. Finally, the last part of the paper will focus on four University buildings constructed during the 1920s, on the Racecourse location
Kvalitet života u inteligentnom gradu
No full textPolazeći od pojma inteligentnog grada shvaćenog kao grada koji primenjuje informaciono-komunikacione tehnologije (IKT) u cilju unapređenja kvaliteta života građana i efikasnosti pružanja gradskih (komunalnih) usluga, uz istovremeno sagledavanje potreba sadašnjih i budućih generacija u ekonomskom, socijalnom i ekološkom smislu, u radu se ispituje na koji način se u konceptu inteligentnog grada problematizuju različite dimenzije kvaliteta života. Brojni pokazatelji kvaliteta života, poput kvaliteta životne sredine, uslova stanovanja, ekonomskog statusa i zaposlenosti, dostupnosti i efikasnosti institucija, obrazovanja, zabave i rekreacije, društvene i političke aktivnosti i socijalne stabilnosti, obuhvaćeni su konceptom inteligentnog grada kao njegovi razvojni ciljevi. U radu će biti više reči o načinima na koje inteligentne inicijative unapređuju tri dimenzije kvaliteta života: 1. društvenu i političku participaciju građana, 2. efikasnost i dostupnost institucija i 3. socijalnu koheziju. S druge strane, da bi se opisala veza između koncepta inteligentnog grada i kvaliteta života, posebno napred navedene tri njegove dimenzije, potrebno je analizi podvrguti i izazove i potencijalne probleme sa kojima se gradovi suočavaju prilikom primene inteligentnih inicijativa. Na kraju rada, pažnja je usredsređena na specifične odlike savremenog srpskog društva, njegov poluperiferijski i postsocijalistički karakter. Razumevanje specifičnih odlika srpskog društva od ključne je važnosti prilikom implementacije koncepta inteligentnog grada, budući da inteligentne inicijative treba prilagoditi lokalnom kontekstu kako bi one doprinele razvoju održivog i pametnog grada, i unapredile kvalitet života ljudi
Strategies of Working with the Sonorous Body: Identifying other/new writing techniques in the field of Bodily Sound Expression
No full textThe issue of the entanglement and interdependence of corporeality and textuality in the process of creating writing attracts attention both in the field of sound and of semantic and bodily expression in sound. When the body is established in the process of semanticization (and re-semanticization), as a specific threshold o f writing, the place and role of the sonorous body forms the focus of theoretical research in that discursive space. This text explores the body's relational connection with writing, focusing on the always present transformative potential of speaking writing (again) as a consequence and condition of bodily expression in sound
Gilles Deleuze on Institution and Violence [Žil Delez o instituciji i nasilju]
No full textTh e general idea of the article is to compare Deleuze’s theory of the institution, which emerges in the
context of various infl uences of French phenomenology and philosophy of law, with Searle’s theory
and the latest Anglo-Saxon theories of the institution, and the new institutionalism. Deleuze carelessly
diff erentiates infl uences and fragments copied or taken over from Hume, Saint-Just, de Sade,
Renard, Hauriou, Durkheim, Malinowski and others and in the end completely succeeds in relegating
to oblivion his ingenious project from 1953, Instincts and Institutions (Instincts et institutions). Th e
consequences of such writing and theoretical work call into question the status of the theory of the
institution and replace it with intuition and recognition that the thematisation of the institution is an
impossible task. Th us the author of the article attempts to ‘integrate’ this impossibility to systematically
think or explain the fi gure of institution into the framework of the great and pioneering work of Saint-
Just, Hume, Deleuze, Gehlen and Searle
Покрајински избори 2016. године - Хомогенизација власти
No full textИзбори за посланике у Скупштини Аутономне покрајине Војводине, седми по реду од обнове вишестраначја, одржани су 24. априла 2016. године, истог дана када и парламентарни избори, али и гласање за већину локалних самоуправа у Србији. Изборе је 22. марта расписао председник Скупштине Војводине, Иштван Пастор – иако су они били очекивани много раније, из неколико разлога. Пре свега, политичка реалност у смислу учвршћивања власти Српске напредне странке, симултано са драстичним падом рејтинга (и удела гласова) Демократске странке на парламентарним изборима 2014. године, учинила је позицију покрајинског премијера Бојана Пајтића неодрживом. Поред тога, током 2014. године дошло је и до промене нормативног оквира у покрајини, посебно у смислу новог Статута и нарочито Одлуке о избору посланика у Скупштину АПВ, којом је изборни систем промењен из мешовитог у пропорционални. Тиме је после више од две деценије у покрајини укинут сваки вид директног гласања за личност кандидата. Аутори у раду испитују ефекте које су промене како нормативног оквира у Војводини, тако и политичке динамике у Србији у целини, имале на резултате и исход покрајинских избора
Why Still Education?
No full textWhy Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them
Zalog i izazov: angažman kao polje studija
No full textAn introduction of sorts, this text opens the thematic collection of articles on engagement. It takes up the idea that a particular group of people engage the idea of engagement in order to establish a field of study. In so doing, the text proposes to tackle the specific creation of the field and of the ‘we’ that engages with its creation. The first portion of the text deals with the multiple meanings of engagement; the second with the idea of the group (of who the ‘we’ is and what it does); while the last segment engages the idea of the political in engagement. Its main aim is to show how the we and the field, at least for a time, cannot be easily disentangled
Why Still Education: Retrospected and Inspected
No full textWhy Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them.Link: [http://www.cambridgescholars.com/download/sample/63399
