Beruflich Dokumente
Kultur Dokumente
41``11/17``
811.163.1
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1
Nikola Rodi} - Gordana Jovanovi}, Miroslavqevo jevan|eqe, Srpska akademija nauka i
umetnosti, Institut za srpskohrvatski jezik, Zbornik za istoriju, jezik i kwi`evnost srpskog
naroda, I odeqewe - kw.XXXIII, Beograd 1986, str. 1- 344.
2
Josip Vrana, Vukanovo jevan|eqe, Srpska akademija nauka i umetnosti, Posebna izdawa
CDIV, Odeqewe literature i jezika, kw.18, Beograd 1967, str. 1-498.
3
Nevenka Go{i}, Kriti~ko izdawe Poveqe bosanskog bana Kulina, Osamsto godina
Poveqe bosanskog bana Kulina 1189-1989, Akademija nauka i umjetnosti Bosne i
Hercegovine, Sarajevo 1989, str. 13-19.
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Pavle Ivi}, O jeziku u spisima Svetoga Save, Sava Nemawi} / Sveti Sava, istorija i
predawe, Me|unarodni nau~ni skup, SANU, nau~ni skupovi 7, Beograd 1979, str. 168.
5
Pavle Ivi}, nav. delo, str. 168.
6
Da bi ~itaocima bio jasniji tekst, primeri }e biti pisani onako kako su se u to vreme
izgovarali.
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7
Qub. Stojanovi}, Kraq Stefan Uro{ (Milutin), Poveqa da se trgovcima koji samo
prolaze kroz Brskovo ni{ta ne napla}uje (posle 1282), Stare srpske poveqe i pisma kw.
1, Beograd / Sr. Karlovci, 1929, str. 35.
8 U [umadiji bi se reklo: Zabavio se kod stoke, pa nije stigo ni{ta drugo da uradi kod
ku}e.
9
Q. Kova~evi}, Svetostefanska hrisovuqa, Spomenik SKA, u Beogradu 1890.
10
Milica Grkovi}, Prva hrisovuqa manastira De~ani, Beograd 2004, str. 1-178.
11
Sini{a Mi{i}-Tatjana Subotin-Golubovi}, Svetoarhan|elovska hrisovuqa, Istorijski
institut, Izvori za srpsku istoriju kw. 3, Beograd 2003, str. 1-242.
12
Qub,Stojanovi}, Gospo|a Jelena, Wen testament, nav.delo, str. 395.
13
Ivan Bo`i}, Branko Pavi}evi}, Ilija Sindik, Pa{trovske isprave XVI-XVIII vijeka,
Cetiwe 1959.
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Radmila Marinkovi}, Srpska Aleksandrida, Beograd 1969.
15
Reqa Kati}, Medicina kod Srba u sredwem veku, Posebna izdawa SANU, kw. CLCX,
Beograd 1958.
16
Aleksandar Mladenovi}, Osobine grafije i jezika putopisa patrijarha Arsenija
Crnojevi}a III iz 168. godine, Zbornik za filologiju i lingvistiku VIII, Novi Sad 1965,
str. 133-146.
11
.17
1699. 1804.
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Mita Kosti}, Srpski jezik kao diplomatski jezik jugoisto~ne Evrope od XV-XVIII v,
Skopqe 1924.
18
Pavle Ivi} i Aleksandar Mladenovi}, O jeziku kod Srba u razdobqu od 1699. do 1804,
Istorija Srba, kw. 4, drugo izdawe, Beograd 1994, str. 69.
19
Gavril Stefanovi} Venclovi}, Crni bivo u srcu, predgovor i redakcija Milorada Pavi}a,
Beograd 1966.
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Tihomir Ostoji}, Stihoslov od god. 1717, Ju`noslovenski filolog II/1-2, Beograd 1921,
str. 126-129
21
G. Gezeman, Erlangenski rukopis starih srpskohrvatskih narodnih pesama, Sremski
Karlovci 1925.
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1804.
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Aleksandar Mladenovi}, O narodnom jeziku Jovana Raji}a, Novi Sad 1964.
23
M. Su~evi}, Jezik u delima Dositeja Obradovi}a, Izve{taj Srpske prav. velike
gimnazije sr. karlova~ke 62 za {kolsku 1913/14, U Srem. Karlovcima 1914, str. 5-60.
14
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Milica Grkovi
The belief which is very spread is that the folk language in Serbian
literacy was used after the victory of Vuk Karadis ideas, and
15
that before this reform the only language in use was not
understood by many people.
However, the truth is that from the very beginning of the Serbian literacy,
id est from the twelfth century the folk language was used parallelly with
the Serbo-Slavic literyary language.The best testimony for this are the
Gospels written in Serbo-Slavic, medieval literary language, as well as
charters, testaments, letters and other documents written in folk language.
The Serbo-Slavic language as literary language was in use from the twelfth
to the eighteenth century, and parallelly to it in Serbian literacy the folk
language existed. In the eighteenth century, Serbian church accepts Russo-
Slavic as the language of the church ceremonies and as a literary language
of the Serbs, but there were numerous Serbian intellectuals who believed
that the folk language was the only solution. The importing of certain
characteristics from the folk language in the Russo-Slavic formed a new
type of language Slavic-Serbian, but that mixture could not become the
language of culture and literature. The idea of the introduction of the folk
language in Serbian culture was regarde widely as the only possibility for
the cultural development.
16
Ratko Dunerovi UDK 005.334
Filozofski fakultet 316.624.2
Pale
Saradnja
18
Konflikti i strategije ponaanja menadmenta fakulteta
19
Ratko Dunerovi
20
Konflikti i strategije ponaanja menadmenta fakulteta
21
Ratko Dunerovi
22
Konflikti i strategije ponaanja menadmenta fakulteta
23
Ratko Dunerovi
24
Konflikti i strategije ponaanja menadmenta fakulteta
25
Ratko Dunerovi
26
Konflikti i strategije ponaanja menadmenta fakulteta
27
Ratko Dunerovi
28
Konflikti i strategije ponaanja menadmenta fakulteta
29
Ratko Dunerovi
Menader koji ima vee ambicije u pravcu ostvarivanja linih interesa dri
kontrolu nad svim stvarima i pojavama koje su za fakultet (kolektiv) bitne,
dok drugima delegira manje vane stvari. Drei glavno za sebe, on ne
samo da ima korist ve i stvara utisak da organizacija ne bi mogla bez
njega, da on sve to je vano uradi sam. Preko ljudi koji su iz raznih
razloga uz njega stvara utisak da je veoma zasluan za razvoj fakulteta.
Sistematski stvara klimu u kojoj retko ko moe glasno da razmilja
suprotno: ta bi bilo da je neke stvari prepustio drugima, npr. koliko bi to
bilo korisnije za fakultet. Takvi pojedinci poslove i projekte koji trae vei
kreativni potencijal delegiraju slabijim kadrovima. Motiv je opte poznat:
da ne bi pruili priliku sposobnim da ih zasene, da naprave rezultat vredan
panje kolektiva, to bi pojedince ili grupu moglo navesti da razmiljaju o
nekom drugom kao boljem za prvog oveka u timu odnosno organizaciji.
Preko kontrole prirode i obima informacija koje u odreenim
situacijama mogu postati dostupne uticajnim pojedincima i grupama u
kolektivu menader sebi obezbeuje veliku prednost i mogunost da mirno
radi po svome. Prevedeno na konkretno, on se moe odnositi veoma
selektivno u pogledu informacija koje e uiniti javnim. Lako moe
30
Konflikti i strategije ponaanja menadmenta fakulteta
31
Ratko Dunerovi
32
Konflikti i strategije ponaanja menadmenta fakulteta
33
Ratko Dunerovi
34
Konflikti i strategije ponaanja menadmenta fakulteta
35
Ratko Dunerovi
36
Konflikti i strategije ponaanja menadmenta fakulteta
37
Ratko Dunerovi
38
Konflikti i strategije ponaanja menadmenta fakulteta
39
Ratko Dunerovi
40
Konflikti i strategije ponaanja menadmenta fakulteta
zajednice koje imaju veliku, nego drutvene zajednice koje imaju malu
mo na irem regionalnom ili svetskom planu.
U ovom smislu se javlja pitanje, zato kod nas poslednjih godina pa
i decenija nije ni priblino dovoljno negovana orijentacija da sukobe
reavamo i dobijanjem i gubljenjem, tj. zato je vie egzistirala orijentacija
samo na dobijanje, to je u mnogo emu rezultiralo znatno vie
gubljenjem. Koliko je to neto to je istorijski i tradicionalno
karakteristino naem narodu, a koliko neto to je vie posledica logike
pobednika u II svetskom ratu i samouprvne logike da nas nita ne moe
spreiti da sve stvorimo, te u kom smislu je na takvu vrstu kompromisa
gledano kao na pitanje morala, to je ono to bi vredelo longitudinalno i
kompleksnije prouavati.
Ovakav sled stvari na irem drutvenom planu, kao neka opta
kultura reavanja sukoba, ima neposredan uticaj na logiku reavanja
konflikata kako u kolektivu tako i u profesionalnim grupama na fakultetu.
Moemo samo pretpostaviti, koliko bi konfliktnih situacija na naim
fakultetima mogli lako reti kad bi kod ljudi formirali vrednosnu
orijentaciju (stav), da u nekim stvarima moraju znati popustiti da bi u
drugim mogli neto dobiti, te shodno tome, da moramo razumeti poziciju
druge strane da bi mogli nai pravo reenje. Skoro je izvesno, da se danas
retko ko sistematski bavi (ili se uopte ne bavi) kompleksnim naunim
sagledavanjem brojnih negativnih posledica sukoba kod nas, kako onih na
irem drutvenom planu tako i onih u konkretnim organizacijama odnosno
fakultetima. Dovoljno je zapitati se, koliko egzistirajui sukobi, kad smo
svi protiv svih, troe radne potencijale ljudi i koliko su inilac njihovog
nekvalitetnog ivota?
Kada rasprave i pregovori zapadnu u orsokak, kada se ne moe
doi do kompromisa, tada se posee za i n t e r v e n c i j o m t r e e
s t r a n e. Najee se radi o p o s r e d o v a nju nekoga ko je izvan
sukoba. Poto nema propisanu mo i ne moe nametnuti reenje konflikta,
pregovara pribegava koritenju raznih taktika (razjanjava uzroke
problema oko kojih se vodi spor, svakoj strani ukazuje ta gubi a ta
dobija, radi na poboljanju komunikacije izmeu rivale, nudi preporuke
reenja...) kako bi naveo aktere da dou do sporazuma. est oblik
intervencije tree strane je a r b i t r a a. Za razliku od pregovaraa,
arbitar ima veu mo da nametne odredbe sporazuma meu sukobljenim
stranama, pogotovo kad su obe strane saglasne da on to moe uraditi.
Prednost intervencije tree strane je u tome to posrednik/arbitar, kao neko
41
Ratko Dunerovi
42
Konflikti i strategije ponaanja menadmenta fakulteta
43
Ratko Dunerovi
Literatura:
44
Konflikti i strategije ponaanja menadmenta fakulteta
Ratko Dunerovi
Summary
45
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63
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10, . 22-23.
89
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90
-
Goran Maksimovi
Summary
91
371.3 : : 51
( )
: () -
:
Fc ,Fa , Fb , ,
,
Fc = Fa +
Fb
,
.
,
.
: , , , ,
, , , ,
, .
( 580 - 500. ),
; , ( )
" " ,
.
;
;
.
, , -
; ,
(
); .
, ,
ABC:
( c 2 = a 2 + b 2 ).
,
( 3,4,5;
6,8,10, .)
( ): b -
:
b2 = a c .
, b ,
:
:b=b:c
.
.
.
( ): :
a)
;
b) -
.
:
ABC C.
a) ( 1.) ,
= , D
:
ADC DBC
:
94
p : h = h : q .
h 2 = pq
(1)
p+q=c
1.
b) = ; C D
ABC ADC
:
c:b=b:q
b 2 = cq (2)
ABC ADC
c:=:p
a 2 = cp (3)
.
95
: ,
.
: , (2) (3)
:
a 2 = cp
+
b 2 = cq
a 2 + b 2 = cp + cq = c ( p + q)
p + q = c
c2 = a 2 + b2 .
, .
,
: , -
, , , ,
.
.
:
,
.
96
C
B
c
A a
C A
b
2.
C - c ABC
B - b ABC
- ABC
C = c c = c2
B = b b = b2
A = a a = a2
C=+B
c2 = a 2 + b2
97
: -
,
.
: :
B
C
A c
a
C A
b
98
c2 3
C= - .
4
b2 3
B= - .
4
a2 3
A= - .
4
C = + B .
c2 3 a2 3 b2 3
= +
4 4 4
4
3 2
(c ) =
4
(
3 2
)
a + b2 c 2 = a 2 + b2
:
; -
.
99
c
A a
C A
b
4.
100
3c 2 3
C= - c.
2
3b 2 3
B= - b.
2
3a 2 3
A= - .
2
C = + B .
3c 2 3 3a 2 3 3b 2 3
= +
2 2 2
3 3 2 3 3 2
2
(c ) =
2
( )
a + b2 c 2 = a 2 + b2
: -
,
.
B C
c
Aa
C b A
B
5
101
c 2
C= -
4
b 2
B= -
4
a 2
A= - .
4
C = + B .
4
c2 =
4
(a 2
)
+ b2 c2 = a 2 + b2
: -
,
.
B
C
c
Aa
C b A
B
6
c 2
C= -
8
102
b 2
B= -
8
a 2
A= - .
8
C = + B .
c 2 b 2 a 2
8
=
8
+
8 8 8
( )
c2 = a 2 + b2 c 2 = a 2 + b2
:
,
.
: x = (t-sin t)
y = (1 - cos t)
:
7.
0 2
P = 3a 2
a = 2 a a
b = 2ab
c = 2 a c
: c 2 = a 2 + b 2
103
4
(*) :
3
3ac2 = 3a a2 + 3ab2 .
: , -
-
.
: :
nar
P= ,
2
r - ;
n - ;
- .
a
: r = ,
180 0
2 sin
n
na 2
: P = .
180 0
4 sin
n
n
: a 2 + b 2 = c 2 ,
180 0
4 sin
n
:
na 2 nb 2 nc 2
+ = = Pa + Pb = Pc .
180 0 180 0 180 0
4 sin 4 sin 4 sin
n n n
104
()
: -
c b ,
Fc , Fa , Fb . ,
, (),
, , .
Fc = Fa + Fb
.
,
.
C
Fa
Fb
A B
Fc
8.
Fc=F+Fb,
F, Fb Fc .
105
106
Radoslav Miloevi
GENERALIZATION OF PYTHAGORA'S THEOREM
Summary
107
811.163.41`367.3
STRUKTURNO-SEMANTI^KE OSOBENOSTI
EKSKLAMATIVNIH ISKAZA SA
ZAMJENI^KO-PRILO[KIM FORMANTOM
Apstrakt: Predmet posmatrawa u ovom radu jesu
eksklamativne konstrukcije tipi~ne po tome {to u svom
sastavu imaju upitno-odnosnu zamjenicu ili zamjeni~ki upitno-
odnosni ili deikti~ki prilog u funkciji eksklamativnog
markera, ali istovremeno i re~eni~nog ~lana. Opisuju se
sintagmatske relacije u koje ozna~ene jedinice stupaju, kao i
re~eni~ne i iskazne strukture koje se oko wih obrazuju, ne
samo u sintaksi~kim nego i u semanti~ko-pragmati~kim
relacijama.
1
Pod terminom re~enica u radu se podrazumijeva
sintaksi~ka struktura sa obavezno prisutnim
li~nim glagolskim oblikom u funkciji predikata,
dok iskaz pokriva {ire zna~ewe komunikativno
funkcionalnih struktura, bilo da su gramati~ki
predikativne bilo nepredikativne.
2
Izuzev u: @. Stanoj~i}, Q. Popovi}, Gramatika
spskoga jezika, uxbenik za 1, 2, 3. i 4. razred
sredwe {kole, Zavod za uxbenike i nastavna
sredstva, Beograd, 1995, 337.
3
S. Risti}, Partikule i wihovi funkcionalni
ekvivalenti, u: S. Risti}, M. Radi}-Dugowi}, Re~.
Smisao. Saznawe (studija iz leksi~ke semantike),
Filolo{ki fakultet Beogradskog univerziteta,
Beograd, 1999, 93-118.
4
Termin u zna~ewu: pomo}na rije~ koja obiqe`ava
re~eni~nu funkciju - preuzet iz: Q. Popovi},
Raspore|ivawe konstituenata upitnih i
relativnih sintagmi: primer sintaksi~kih
110
-
-
111
112
-
-
7
M. Kova~evi}, Perifrasti~na komparacija u
srpskom kwi`evnom jeziku, Zbornik srpskog jezika,
kwi`evnosti i umjetnosti, I/1, Bawaluka, 2001, str. 31-
59.
113
114
-
-
115
4b) Koliko sam samo puta pri`eqkivao ovu istu scenu! (MK,
P, 41) > Ovu istu scenu sam pri`eqkivao nebrojeno mnogo puta.
Intenzivira se odredba za vrijeme, odnosno za frekvenciju.
4v) Tako brzo prolazi vrijeme! (MK, P, 124) > Vrijeme prebrzo
prolazi. - Intenzivira se odredba za na~in.
U su{tini, u ovakvim re~enicama uglavnom je prisutna neka
rije~ ili izraz kvalifikativne ili kvantifikativne
semantike i predstavqa bazu za gradirawe zna~ewa. To su
naj~e{}e pridjevi, prilozi i prilo{ki izrazi, te imenice
ocjewiva~kog tipa. U prethodnim primjerima uo~avaju se kao
takve: lijep (1), sve (4a), koliko puta (4b), brzo (4v) ili: tvrdo,
lako, stra{no, bla`en, nadmo}na, poni`ewe - u sqede}im
primjerima:
4g) Ja kako ga bane osedlao,/ kako li ga tvrdo opasao! (VSK, Snp,
2,171) // Kako mi je onda lako bilo! (LL, Nb, 42) // Kako sam joj
stra{no zavidela! (QH-\, Pp, 41) // Kako sam se ose}ao
bla`en! (LL, Nb, 42) // Koliko je ta priroda koja je u isto vreme
i blaga i burna... nadmo}na! (TL, Js, 49) // Kakvo sam poni`ewe
do`ivela! (TL, Js, 70)
U slu`bi intenzivirawa zna~ewa odre|ene rije~i prilog
ili zamjenica nisu samo komunikativno-semanti~ki markeri,
neukqu~eni u sintaksi~ko-funkcionalnu strukturu iskaza u
kome se nalaze, kao {to je to slu~aj sa uzvicima, partikulama i
vokativom kada se na|u u sastavu eksklamativnog iskaza. U
skladu sa svojim kategorijalnim obiqe`jima koja im obezbje|uju
dvofunkcionalnost, tj. mogu}nost da osim funktorske imaju i
konstituentsku ulogu u re~enici, zamjeni~ko-prilo{ke rije~i
stupaju sa rije~ju koju intenziviraju u subordinativnu
sintagmatsku vezu, obrazuju}i binarne grupe tipa: S<A
(poni`ewe<kakvo); A<Adv (nadmo}na<koliko; bla`en<kako);
Adv<Adv (stra{no<kako; tvrdo<kako); V<Adv (osedlao<kako) -
u kojima uvijek imaju funkciju zavisnog ~lana. Mogu}a je i
sintagmatska veza V<S, kada je funktor imeni~ka zamjenica
{ta a u re~enici postoji prelazni glagol, kao u sqede}em
primjeru, u kome zamjenica {ta dopuwava prelazni glagol
u~initi:
4d) Gospode bo`e, {ta ti je mogla u~initi! - re~e `ena. (MK,
P, 194).
116
-
-
117
8
P. Mrazovi}, Z. Vukadinovi}, Gramatika
srpskohrvatskog jezika za strance, Dobra vest,
Novi Sad, Sremski Karlovci, 1990, 405-444.; S. Risti}, M.
Radi}-Dugowi}, nav. djelo
118
-
-
119
120
-
-
121
10
Prilozi tako i toliko ne javqaju se u
kombinaciji ovog tipa.
122
-
-
123
124
-
-
125
126
-
-
127
128
-
-
129
130
-
-
131
Milanka Babi
Summary
132
-
-
133
821.163.41.09
801.6.09
: ,
.
;
.
: , , ,
1.
1. 1
.
( .
. )
.
,
,
.
:
927. ;
2276. ;
2277. ;
1
. : . ,
( ),
, ,
2004.
3905. ;
1180. ;
2306. , ;
3348. , ;
3904. ;
5281. !
2000. , ;
2238. , ;
2651. , ;
4261. , .
,
.
, , .
.
: .
: , .
, .
2.
: ,
.
.
,
.
,
, .
,
,
.
3.
:
138
,
,
.
2.
2.1.
1.
.
,
,
.
2.
2
,
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.
)
. , :
2940. , ;
2941. , ;
2943. ;
3878. ;
972. ;
2834. , ;
3310. , ;
3715. .
2
. : . , ,
, 2004. ():
(
).
139
)
. .
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.
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:
450. , ( );
451. ;
452. , ;
3455. , /
;
3473. , /
.
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:
5162. !
5163. !
5164. !
5226. !
5517. , !
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, :
59. , ;
203. , / ;
446. , ;
454. , ;
455. , ;
610.
();
2470. .
.3.
, , :
140
16. , ;
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447. ;
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3766. , , ,
;
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5018. .
)
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343. ;
615. ;
2798. .
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:
738. ,
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141
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;
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;
3681. , ;
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;
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:
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;
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3.
.
:
.
)
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:
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138. ,
;
471. ;
488. ;
142
548. , , ? . ?
;
549. , ;
661. , ....;
751. , ;
827. , ;
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:
746. ;
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1168. ;
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) ,
.
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:
310. .
143
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:
67. , ;
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444. , ;
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813. !
895. , , ;
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1895. , ;
2480. , ;
2892. ;
3467. ;
3468. ;
4127. , ;
4812. ;
5575. !
5576. !
5800. , .
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, :
225. ;
1226. ;
1595. ;
2087. ;
4090. ;
4148. ;
4569. ;
4633. , ;
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144
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, ,
:
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4393 ;
4452. ;
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) ,
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227. ,
!
429. ;
818. , ;
819. , () ;
1014. , ;
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2429.
;
3120. , ;
5069. , ;
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.
:
1188. / (
);
145
3749. ;
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;
5063. .
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:
283. , ;
284. , ;
4616. ;
5064. ;
5065. ;
5067. ;
5068. () .
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:
297. , !
) ( )
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,
:
1189. ;
1215. ;
2301. , ;
2556. , ;
2568. , ;
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5114. ;
5115. ;
5116. ;
5117. .
146
.2)
,
, .:
2567. , , ,
;
3831. ;
5118. ... ;
5938. ;
5939. ;
5940. , ;
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, :
3081. ;
3904. ;
4145. ;
4387. ;
5099. ;
5100. ;
5101. ;
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. ()
.
:
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; ,
,
. ()
147
,
3.
2.2.
1.
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.
2. .
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,
.
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1583. , .
1794. , ;
2523. , ;
4425. ; ?
6279. ;
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.
: (
)! , .:
117. , ; / ,
;
1541. ;
1542. , , ;
1582. ( );
1777. ;
3
.
.: . ,
, , 1984.
148
3399. ;
3400. ;
6115. ;
6124. .
)
.
.
:
1255. , ;
1911. , ;
2559. , / ;
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183
elimir Vukainovi
Compo(sition)ing of Philosophy
-Ontologico-Aesthetic Ouverture in the History of Future-
Summary
This writing highlights the ideas by which a specific polyphony of thinking has
been formed, a polyphony that has rised from the composing understanding of
Heideggers, Nietzsches, Jungs and Camus philosophizing, as much as of
Miljkovics poetical thinking. It, thus, demonstrates that philosophy cannot be
exhausted, nor reduced on some particular (exclusive) form of expression, but,
eluding from our capacity to grasp, it realizes itself as a process of
philosophizing. This writing is, therefore, a pathway on (or through) which
philosophy, beyond any consensus, by tempting its possibilities realizes its
alternatives, and so it moves from reproduction to creativity. The mentioned
move is a fundamental initiation of the act of compos(ition)ing philosophy as
(the process of) a never-completed-answering - as a mode of authentic existence
(the relation between answering and responsibility is pointed out). Therefore, by
overcoming any pretension to offer a final Answer (or any definiteness), by
affirming the incompleteness as the way of being in the Question of the eternal
Return, by overcoming the power of Knowledge toward the process of never-
completed-learning, by overcoming any and every positioning of philosophy, we
will be brought, through this pathway, to the sections concentrated around the
questions about: knowledge, language, poetry, philosophy and metaphysics,
national identity, politics, myth, history, freedom, fate, truth and good.
184
. 338.482:551.582
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Milo Kovaevi
208
Spasenija erani UDK 616-008.9-053.2
Filozofski fakultet 616.89-008.441.42-053.2
Pale
210
Poremeaj ishrane u djetinjstvu i mladosti
211
Spasenija erani
212
Poremeaj ishrane u djetinjstvu i mladosti
213
Spasenija erani
214
Poremeaj ishrane u djetinjstvu i mladosti
215
Spasenija erani
216
Poremeaj ishrane u djetinjstvu i mladosti
217
Spasenija erani
218
Poremeaj ishrane u djetinjstvu i mladosti
Literatura:
219
Spasenija erani
Spasenija erani
This paper deals with the most common nutrition disorder present in childhood
and youth. The isolated examples of this disorder and their dynamic background
are explained here. The early interaction with parents, especially with mother is
emphasized, as well as its pathological modalities, often seen in anamneses of
children and youth with nutrition disorders. Psycho-therapeutical treatment of
these disorders and importance of their prevention, especially in the early
developmental phases in which the risk of traumas of separation from mother is
present are noted, too.
220
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. Vuki, Kwiga o Zmaju Laze Kostia- weni teorijski, kritiki i kwievno-umjetniki
aspekti, Prilozi za istoriju srpske kwievne kritike, Institut za kwievnost i umetnost,
Beograd, Matica srpska, Novi Sad, 1884, str. 143.
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. Kosti, O politici, o umetnosti, novinski lanci, II, 1881-1883, Sabrana dela,
priredio, Mladen Leskovac, Matica srpska, Novi Sad, 1990, str. 68.
3
, . 68.
242
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. Vukovi, Ogledi o srpskoj kwievnosti, Nolit, Beograd, 1985, str. 8.
5
. Kosti, Laza, O Jovanu Jovanoviu Zmaju (Zmajovi)- wegovu pevawu, miqewu i
pisawu, i wegovu dobu, predgovor, , ,
, Matica srpska, Novi Sad, 1989. str. 8
6
. Kaanin, Prometej (Laza Kosti), Sudbine i qudi, Beograd, 1968, str. 88.
243
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8
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244
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Titograd, 1986, str. 253.
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Sad, 1969, str. 66.
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22
Prepiska Jovana Jovanovia Zmaja, kwiga prva (1852-1882), tekstove pripremili za
tampu, Leskovac Mladen i Jovii Ivanka, Matica srpska, Novi Sad, 1957, str. 51.
23
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Vojo Kovaevi
27
L. Kosti, Kwiga o Zmaju, str. 223.
254
The significance of Zmajs poetic work was long ago acknowledged by the
history of Serbian literature. Most confusion in reaching a valid assessment was
caused by the politically coloured poems, and a negative attitude Laza Kosti
expressed towards such poems only added to those assessments. Starting from
these facts we analysed certain Kostis arguments on the basis of which some
of his critical attitudes were made. He points out that where facts become part of
literature, they become literary facts and must be valued accordingly. This
principle, however, was obviously not closely observed in The Book on Zmaj.
Therefore such Kostis inconsistency not only allows for a different approach to
the interpretation of The Book on Zmaj, but also throws a new light on Zmajs
political poetry itself.
255
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283
Simo Nekovi
284
Summary
The discussions on gift, and its nature, origin and manifestations, and less
on its development and the factors responsible for it, are more and more
present in the Pedago-Psychological literature. The intention of this paper
is to imply the structure of gift, its recognition and identifcation, in order to
motivate teachers and other factors to provide conditions for student, from
their first school days, so they could gradually acquire more complex
knowledge as much as the are able to. This would lead teachers to their
liberation from the orientation to the average students, and also it would be
a motivation for every child to be educated as much as his/her abilities
allow.
285
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. . . .
. ., 2000. .179.
8
.. . ., 6, 1886.,. 187-
199; .. ..
- . ., 1900. .1-3; .. .
- 1863.,
. ( ). ., 1904..13-27.
. . ..
.. . ., 1897. ..190-191. 8 ..
. . ., 2001. .133-134.
8
. . . - ., 1991. - .115.
8
.. (XVIII-. .)
.1. .,1999.-.39.
8
. . ., 1917..5-6; .
. ., 1918. .1-8.
8
.. . .
., 2001. .122-124.
8
.. . .
., 2001..151.
8
. . . .
. ., 2000. .179.
8
.. . ., 6, 1886.,. 187-
199; .. ..
- . ., 1900. .1-3; .. .
- 1863.,
. ( ). ., 1904..13-27.
. . ..
.. . ., 1897. ..190-191.
367
..
60- XIX .
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() XIX XX .
.
368
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60- XIX .
.. ,
. . .
60- XIX
,
,
,
e 60-
XIX .
369
UDK 821.163.41 (091)
372
373
374
375
376
377
378
379
380
381
382
383
Vojislav Maksimovi
Summary
384
.. , 271.222(476)-86-9
272-767(476)
:
:
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, ,,,,
(
).
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.
26 1903 .
,
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,
[18, c.162; 17,
.64]. ,
,
12 1904 .:
,
[18, .162; 17, .64-65].
30 1905 .
, 30 1906 .
[37, .25].
,
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34]. - ()
1905 .
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386
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33, .121-122], 1401 .,
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[33, .123]. ,
1413 .
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,
1432, 1434, 1447 . 1563 .,
[15, .142].
-,
[27, .123].
,
[33, .169],
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[33, .170-171,176].
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. [55, .42-45; 27, .126-
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,
387
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1920 . ,
362
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.
23 1922 .
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392
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305, 310-311]. ,
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1919 .
.
497
[17, .586].
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[17,
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22 1941 .
: , , ,
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394
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.
1941 .
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.. [27, . 323-345; 20; 32, . 217-221].
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.
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. , ,
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[50].
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30 1942 .
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395
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. ,
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396
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.
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,
.
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.
1958 .
() (),
. ,
[23].
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.
. ,
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. [23; .23].
2003 . :
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397
..
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104; 25].
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[17; .431].
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[23; .21],
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.
1939 ., 1940 . ,
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1947 ., .
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-. 1979 ,
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,
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.
398
:
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.
1942 . 1948 . 1969
.
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.
.
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.
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. .
1971 . (28
) (5 ).
.
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.
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(11.09.1971 ..). 1995 .
( .), 1999
.
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399
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..
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[23; .6].
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.
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[23; .21-22].
, .
1990- .
[14]. ,
:
400
:
1.
;
2.
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.
:
;
;
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,
. . XXI . [35]
[38; 50; 34].
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1992 .
[23, .21].
402
:
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-
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,
403
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[38].
.
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. , 1995 .
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() ,
[50].
13 2001 .
,
[50].
, XVII .
[45; 38].
1995 .
,
1591 ,
( ) [50].
,
()
, 2003 .
[2].1
. . ,
,
[48].
. ,
. , 1993 .
.. 1
,
404
:
.
. 20 1996
.
1996 .
,
.
.
1996-2001 .
, .1
1996 .
.
[16].
13 1999
-
[16].
,
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[10; 16; 50]. 2002 .
35 , ,
[26; 56].
[48].
,
.
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, .
405
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, [36].
,
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12 1990 .
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409
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1.
c (
....) // 1, , 1929.
2. II -
//
http://www.newsru.com/arch/religy/08dec2004/hellas.html
3. ,
1863-1864. -
. , . I-II. 1913-1915.
4.
/ 08.10.2004 /
"" / .Ru //
http://pravbeseda.org/list/n191.htm
5.
/07.10.2004/
- / .Ru //
http://pravbeseda.org/list/n191.htm
6. . . 1863 . , 1892.
7.
/
NEWSru.com // http://pravbeseda.org/list/n191.htm
8. elarusan autothephalous orthodox church//http://www.belaoc.com
9. /
/ 02.12.2004 //
http://www.religare.ru/print12463.htm
10.
http://www.newsru.com/religy/09Nov2000/estonia.html
11. .
100-20.
3-20. . . 1-2.
, , 5 1990.
12. .
: 29 6 / -
".Ru" // http://www.religare.ru/print12580.htm
410
:
411
..
27. . ,
. ., - , 2002.
351 .
28. . 50- -
, , 1911.
29.
/ Regions.Ru 31.12.2004 //
http://www.regions.ru/newsarticle/news/id/1716143.html
30.
"" / //
http://www.religare.ru/news13379.htm
31. //
http://www.kprf.ru/374980_print_tpl
32. . .
. // (. XVIII XX .). ., 1998.
. 216-234.
33. . 2- . . 1. .: ,
1994. 527 .
34. .
. ., - -
. 1998.
35. .
" " 1921 //
http://www.otechestvo.org.ua/statyi/o_t_n_sobore.htm
36. - ,
!
/ - /
, 10 , 2005 //
http://www.otechestvo.org.ua/obrashenia/2004_10/ob_15_01.htm
37. . . .
., , 1995. 511 .
38. ,
,
950- -
// http://www.otechestvo.org.ua/statyi/statyi950.htm
39. . 1863 -
. , .. 1867.
412
:
40. /
21 (58) 2 1999 //
http://www.nvkz.kuzbass.net/p-vesti/pv58-9.htm
41. .
. //
. . 28,
, 4 1942. //
//www.belaoc.com/bel/publications/sabor1941/sabor.htm
42. - .
. //
http://www.lavra.kiev.ua/ru/slovar/slovar.php?file=kuncevitch.htm
43. - _
_ //
http://www.lavra.kiev.ua/ru/society/2004/society_blank.php?&file
=intervew_namesnik.htm&title=
44. . , , /
".com"
17:24 12/03/04
//www.versii.com/print.php?pid=6979
45. . ! ,
,
/ " " / -
Credo.Ru / 24 2004 . // http://www.portal-
credo.ru/site/?act=monitor&id=5545
46. . . XXI .
. .: ntrada, 2003. 320 .
47. . .
: . ,
, 2003. 114 .
48. . (.). :
, , //
www.pareizticiba.lv/Main_ru/Menu_files/Biblioteka/Statji/KP.html
49. .. . .1. :
. . ., . .., 2003. 176 .
50. : .
http://www.otechestvo.org.ua/staty/gran.htm
51. . . 1839 . //
(. XVIII XX .). ., 1998. . 5-20.
413
..
52. - .
. // . :
. ., - -
, 2000.
53. 1
.//
http://www.ukrstor.com/ukrstor/cernysov_avtokefalia3.htm
54. .. : -
. .: .
., , 1996. 228 .
55. . .
/ . . . .,
, 2002. 248 .
56.
/ // , 18 2003
. // http://www.religio.ru/dosje/25/212.html
414
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Saa Kneevi
Summary
424
371.212:159.953.5
371.135
:
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.
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(flow) (
1999).
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,
426
.
.
.
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.
20- 20.
.
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.
.
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. : "
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" ( 2000: 56).
.
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1. ( -
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2. ( -
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427
3. ( -
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428
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( 1999: 12).
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1 2,941 16,341 16,341
2 2,440 13,557 29,898
3 2,086 11,591 41,489
4 1,548 8,559 50,089
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p=0,000
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1 2 3 4
1 .696 .017 .093 -.086
2 .207 .122 .646 .135
3 .645 .079 .086 -.094
4 -.174 .019 .744 -.017
5 .188 .188 .677 .176
6 .024 .255 .646 .123
7 .726 -.038 -.091 .063
8 .699 .092 .003 .016
9 .083 .519 .142 -.127
10 .641 -.072 .228 .054
11 -.012 .676 .052 .105
12 .060 .737 .154 .095
13 -.013 .713 .170 -.020
14 -.011 .646 .026 .155
15 .617 .018 -.041 -.066
16 -.305 .309 -.081 .454
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432
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(: 2000).
.
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(Ibidem).
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(: 2003).
. ,
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435
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( 9.
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8. 9. 7.
: F=7,17; p=0,001). ( 9.
7. 8. : F=7,18;
p=0,001).
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,
, XXXIII, 33,
389-407,
10. , . (2000):
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11. Schank, R. (1992): Goal-based scenarios, Technical Report
#36, Evanston, IL: The Institute for the Learning Science,
Northwestern University.
12. , . (2003):
, , 2, 130-151.
13. Turner, J.C., Meyer, D.K., Anderman, E.M., Midgley, C.,
Gheen, M., Kang, Y., Patrick, H. (2002): The Classroom
Environment and Students Reports of Avoidance Strategies in
Mathematics: A Multhimethod Study, Journal of Educational
Psichology, 94 (1), 88-106.
14. , . (1999): ,
, ,
442
Zlatko Pavlovi
Summary
This paper shows the result of the questionnaire made with 639
students of the seventh, eighth and ninth grade of elementary school. The
questionnaire deals with the evaluating of teachers as well as with a
special emotional involvment that sudents have when they study known as
emotional flux. The relations between their observation of the teachers
and their emotional involvement while studying are analyzed. This was the
way to find the correct answer to the question how important is the
impression that sudents have about their teachers when they study?
The positive characteristics of the teachers (emotionally positive
reactions, cooperation with students and focusing on problem) proved the
pleasant emotional reaction at the students. The negative rections were
connected with negative impressions. All relations noted above were of the
low intensity. The emotionally positive characeristics and cooperation led
to the more pleasant emotional involvement in studying on the example of
the higher grades students.
The significance is in the importance of the teachers characteristics
are specifically related (on a minor level) of the students' studying.
443
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DG for Transport-Energy: The Single European Sky Implementation Programme, EU
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SESAME High Level Group Meeting, European Commission
464
Goran Mutabija
Elo Ragu
New tendencies in the European sustem of air traffic control and their
influence on the development of commercial air traffic in Bosnis
Hercegovina
Summary
465
Boica Jovi UDC 821.111.09-31
Filozofski fakultet
Pale
1
See Craig, Cairns. The Modern Scottish Novel: Narrative and the National Imagination.
Edinburgh: Edinburgh UP, 2002; 1999. P.19.
Boica Jovi
Moreover, Muir insists that the pre-reformation Scottish culture was the
nations . . . authentic culture. Pre-reformation Scotland was Catholic,
and the Catholic Church has always been supportive of visual arts, painting
and sculpture. Also, the architecture of the Catholic cathedrals is art in the
highest sense of the word. In the eyes of Muir, by renouncing the artistic
aestheticism, the Reformation destroyed the nations artistic potentiality
altogether. John Knox was known to be involved in insistent injunction
against idolatry.2 In other words, the Reformation was bent on banning
all kind of representational arts because Calvin and his followers
emphasised the supreme authority of Scripture .... From this premise,
Calvinists deduced that God, in his transcendent glory and majesty, could
only be known by revelation through his Word.3 Thus works of figurative
art, even if they were sacral, were seen as subversive in substituting the
contemplation of an aesthetic object for the truth of Word.
The parallel here between the Jewish religious tradition and the Scottish
religious tradition relies on the importance of only one truth, the revealed
truth of God in the written word of the Bible. The works of imagination
which also wanted to ascertain their truth were distrusted, because they
only replicate and imitate the already given truth about life.
2
See Craig, Cairns. Op. cit. P. 200.
3
See Macdonald, Leslie A. Orr. Women and Presbyterianism in Scotland 1830-1930.
Edinburgh: John Donald Publishers LTD, 2000. P. 10.
4
See Craig, Cairns. Op. cit. P. 200.
468
The place of Calvinism in the modern Scottish novel
5
See Craig, Cairns. Op. cit. P. 23.
6
Ibid. Pp. 23-4.
7
See Craig, Cairns. Op. cit. P. 28.
469
Boica Jovi
8
See Craig, Cairns. Op. cit. P. 202.
9
See Rankin, Ian. The Deliberate Cunning of Muriel Spark The Scottish Novel since the
Seventies. Eds. Gavin Wallace and Randall Stevenson. Edinburgh: Edinburgh UP, 1994.
Pp. 41-2.
470
The place of Calvinism in the modern Scottish novel
10
See Spark, Muriel. Symposium. London: Constable, 1990. P. 191.
11
See Craig, Cairns. Op. cit. P. 201.
471
Boica Jovi
This world left without the security of the absolute religious truth,
is depicted differently by other Scottish novelists, who also have been
influenced by Calvinism. Iain Crichton Smith in his novel Consider the
Lilies does nor revert to cynicism and irony as intellectual and creative
tools respectively, but to the lost and neglected world of redemption and
forgiveness, denied by that very religious rhetoric of condemnation and
hell. If for Muriel Spark, the modern agnosticism and relativism leaves
pure intellectualism as the only breakwater against the purposelessness of
life, for Iain Crichton Smith it is the sense of the worth of the communal
and the community which fills the vacuum of a lost faith. In this light it
can be said that the place of Calvinism in Smiths art is an ambivalent one.
Smith opposes the Calvinist desire for a world of absolute certainty.12
Smiths characters can only transcend the world of predestination and the
absoluteness of religion by an acceptance of the ordinary.13 In Smiths
art characters have to negotiate between an already predetermined life, in
terms of the eternal religious truths about the sinfulness of human nature
and inevitable punishment and the undetermined world of everyday life.
On one hand, Calvinism is rejected as a religious doctrine which tries to
control human life by imposing an already predestined pattern of life. On
the other, Calvinism, such as it is, has helped define the values of the
community and humanity. Smiths characters reintegrate through self-
knowledge into the community to which they belong. A search for self-
fulfilment which denies the communal self and the need for others only
ends in a monstrous egotism. In the following paragraph, something will
be said about the communal aspect of Calvinism and its influence on the
Scottish imagination.
12
See Craig, Cairns. Op. cit. P. 211.
13
See Craig, Cairns. Op. cit. P. 210.
472
The place of Calvinism in the modern Scottish novel
14
See Craig, Cairns. Op. cit. P. 25.
15
See Craig, Cairns. Op. cit. P. 33.
473
Boica Jovi
474
The place of Calvinism in the modern Scottish novel
Boica Jovi
Rezime
Uticaj kalvinizma na savremeni kotski roman je dvojak. S jedne
strane, pisac i kulturni kritiar Edwin Muir smatra takav uticaj kao
iskljuivo negativan jer je, istorijski gledano, negirao spontanost ljudske
mate. S druge strane, filozof i kulturni kritiar Alisdair MrIntyre odbija da
takav uticaj apriori smatra negativnim, uvodei termin dinamian kako
bi objasnio svu kompleksnost i neizbjeive suprotnosti koje su, po njemu,
temelj svake nacionalne kulture. Po njemu, kalvinizam je dio prie o
razvoju naroda (narrative) koja se neprestano razvija i mijenja
(evolving).
Cairns Craig objedinjuje ova dva gledita u svojoj knjizi o
savremenom kotskom romanu tako to za primjer uzima jednu od
najpoznatijih kotskih autora: Muriel Spark. Kalvinizam igra i pozitivnu i
negativnu ulogu u njenoj umjetnosti. Kalvinistiko nepovjerenje prema
stvaralakoj mati je u njenim romanima urodilo samoironijom i
preispitivanjem nadmonosti koju romanopisac sebi daje za pravo u
slikanju svoje istine o svijetu. Isto tako, kalvinistiko uenje o
pridestinaciji ili predodreenju, koje ovjeku ne ostavlja gotovo nikakvu
slobodu u izboru ivotnoga puta, odslikava se u autoriinoj meuigri sa
njenim likovima koji vjeruju u slobodu, ali je ne mogu nai jer su,
ironino, i sami pijuni u autoriinim rukama.
Vakuum, koji je nastao nakon to se religiozni okvir kalvinizma
povukao iz svakodnevnog ivota u dananjo kotskoj, je uticao drugaije
na Iaina C. Smitha, jo jednog savremenog kotskog pisca. On ne posee za
ironijom i cinizmom kao Muriel Spark, ve se vraa duhu zajednitva i
kolektivnoj etici naspram duhu individualizma i egocentrinosti u svom
romanu Considre the Lilies. Meutim, on u isto vrijeme odbacuje
rigoroznost i krutost religiozne doktrine kao to je pridestinacija.
Upravo je taj duh zajednitva jedna od najpozitivnijih zaostavtina
kalvinizma u kotskoj. Craig zakljuuje da, bez obzira kakav stav imali
prema kalvinistikoj doktrini, ne moemo odbaciti njenu ulogu u afirmaciji
cijele jedne nacije, pa prema tome i njene kulture i umjetnosti.
475
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% 20,70 15,70 63,60 100,00
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% 18,50 17,90 63,70 100,00
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26 11 24 61
% 42,60 18,00 39,30 100,00
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% 24,00 19,80 56,20 100,00%
2 =35,235 df = 6 p = 0,000 C = 0,278
(42,60% 18,00% 39,30%
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.
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486
1. (1998): , , , .
2. (1999): , ,
, ,
3. (2000): , ,
, , . 3-4, . 19-
33,
4. (2001): , ,
, , . 1-2, . 44-
55,
5. (1985): , ,
, ,
6. (1976): , ,
, , . 9, . 13-27,
7. (1983): , ,
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487
16. (1970): , , ,
.
17. (1988): , , , .
18. (1991): , , -
,
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,
19. (1995): , ,
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20. Nucci (2001): Nucci Larry Education in the Moral Domain,
England: Cambridge University Press.
21. (1988): , ,
, 3, . 272,
22. (1996): , ,
, , .
23. (2001): , ,
; 3-4, . 174-194,
24. (2001): , ,
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25. (2003): , ,
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27. (2005): , , XXI , Teacher
Training Centre,
28. (1977): , , , ,
v
488
Branka Kovaevi
Summary
The author is analyzing a connection between the family situations
and students attitudes about the methods of the moral education.
Displayed results of the research done on the example of 420 students
show a connection between the family situations and students attitudes
about the methods of the moral education. The direction of the
connectivity shows that the students from the families with the worse
family situations in less percent demonstrate positve charactheristics of the
moral education methods.
489
Jelena Markovi UDK 371.3 : : 811] : 028.1
Filozofski fakultet
Pale
1. Uvod
1
Primeri koji e biti dati u radu su primeri u nastavi engleskog kao stranog jezika.
2
Na primer: letimino itanje (skimming) ili itanje na preskok u cilju nalaenja odreene
informacije (scanning).
Jelena Markovi
2. Ekstenzivno itanje
492
Ekstezivno itanje u nastavi stranih jezika
4
Kraen smatra da je usvajanje jezika razliito od uenja (v. Lightbown and Spada 1999).
On istie da je usvajanje veoma vano, jer predstavlja nesvesnu upotrebu jezika, koja
karakterie izvorne govornike. Usvajanje se postie inputom koji je i+1, pri emu je i
nivo znanja uenika.
493
Jelena Markovi
5
Dej i Bamford su tabelarno zabeleili rezultate jedanaest istraivanja o efektima
ekstenzivnog itanja (v. Day i Bamford 1998:34). Meu ispitanicima su bili zastupljeni
uenici osnovnih kola, adolescenti i odrasli. Sva istraivanja su pokazala pozitivan efekat
ekstenzivnog itanja. Najee je zabeleen napredak u vetinama itanja i pisanja,
obogaivanju renika i motivisanosti za uenje. Neka istraivanja su konstatovala
napredak u optoj jezikoj sposobnosti.
6
U oblasti napretka u itanju zabeleeno je uveavanje broja rei koje se automatski
prepoznaju (sight vocabulary) to je veoma vana komponenta efikasnog itanja.
7
Takav stav prema autentinosti teksta zastupa Vidouson (v. Widowson 1978:80). On
kae da italac daje autentinost tekstu budui da su u tekstu prisutne namere pisca koje
italac prepoznaje ili ne prepoznaje (v. Widowson 1979:165).
8
Termini na engleskom koji se mogu nai za "uproen" tekst su : simplified, graded,
abridged, adapted i pedagogical.
494
Ekstezivno itanje u nastavi stranih jezika
9
Vidouson navodi da se, kao rezultat uproavanja, mogu dobiti proste prie (simple
accounts) ili uproene verzije (simplified versions). Proste prie se dobijaju
uproavanjem sadraja i strukture teksta, a uproene verzije nastaju uproavanjem
struktura teksta uz zadravanje sadraja. Vidouson smatra da je bolje koristiti proste prie,
iako one predstavljaju ponovo pisan tekst, jer zadravaju autentinost. Uproene verzije
najee nisu autentine iako predstavljaju modifikacije originalnog teksta (v. Widowson
1978:88-89).
10
Termin na engleskom jeziku glasi graded readers.
495
Jelena Markovi
3. Zavrni komentar
496
Ekstezivno itanje u nastavi stranih jezika
Jelena Markovi
Summary
12
Nuttall, 1998, 128.: "The best way to improve your knowledge of a foreign language is
to go and live among its speakers. The next best way is to read extensively in it".
497
Maja Kujundi UDC 81`26
Filozofski fakultet
Pale
Standard language is most often seen as the only good and correct
variety of a language while all other varieties are considered to be incorrect
or bad and in most extreme cases their use is even equaled with bad and
amoral behaviour. Having this in mind it is not difficult to connect such
understanding of the standard language with essentialism and Aristotelian
two-valued or either-or orientation. Only one language variety is
accepted as the good one while all other varieties are rejected as being bad
and incorrect. In connection to this belief, much of the eighteenth and
nineteenth century linguistics was based on the study of the languages
which were considered to exist in their classical or canonical forms.
Languages such as Greek, Latin, Sanskrit and subsequently Spanish,
English, Italian, etc. were praised and widely respected for their richness,
expressiveness and sophistication, while all other languages were deemed
to be inferior to those. According to James Milroy those languages were
not seen as such because of the inherent superiority of their grammatical
structures, for their better expressiveness or for the great poetry composed
Maja Kujundi
in them but because of the fact that their speakers spread them around the
world by sword and fire and imposed them on the members of subdued
nations (Milroy 2000:16). According to him languages cannot be good or
bad since they are not moral objects and it is us who make them be
perceived in that way.
Standard languages are seen as uniform and invariable states i.e.
they do not change in the course of time they are pure and genuine and
every intrusion from outside, every attempt to change its components or to
influence it in any way is seen as corruption. The belief that standard
languages are pure, genuine and correct does not stem from the fact
that those are their inherent characteristics but from the fact that they have
undergone the process of standardisation and therefore are seen by the
majority of their speakers as such. Paradoxically, all languages, even the
standard ones, change e.g. until recently all right was accepted as the
correct spelling of this word whereas alright is even more frequently
used.
We should also bear in mind the fact that there are certain groups
of people who do not see them as belonging to a particular language
community and it is also possible that sometimes they are not even aware
of the language they speak. This means that language standardization is not
linguistically universal and that not all the languages in the world are seen
in terms of being standard or non-standard. A very good example of this
and also of how standardisation of language is closely related to the ruling
ideology of that country is precolonial Papua New Guinea. In Papua New
Guinea linguistic diversity was much greater then in Europe but
preferences for particular languages did not exist. The reason for such
linguistic climate is that the society of Papua New Guinea was not rigidly
stratified and there was no exaggerated nationalistic consciousness.
Therefore such linguistic diversity was not accompanied by any socio-
linguistic stratification of the type commonly found in western
industrialized societies today. (Romaine 1994:94)
The belief that the standard language is the only correct and good
variety of a language is very deeply entrenched into our lives and it is
accepted by both lay-people and academic linguists. How much general
public is sensitive to the language correctness is obvious from the letters
that they write almost on a daily basis to various newspapers and
magazines denouncing trivial mistakes in the language use. In Milroys
opinion it is disappointing that not only lay-people are influenced by the
500
Standardisation of Language and Ideology
standard ideology but also the professional linguists e.g. Chomsky and
Halle states that the most correct and reliable grammar of the English
Language is Kenyon Knott grammar. Another structural linguist Creider
studies double embedded relatives with presumptive pronouns such as I
went down over to that river that I dont know were it goes to and rejects
them as totally incorrect since they cannot be found in the written form in
the works of reputable writers. (Milroy 2000:25). The fact that they are
very often used in speech, not only by common people but also by
prominent public figures in their public speeches is not taken into account.
The question here is whether language is used to meet certain perscriptive
norms or to meet our communicative needs? It is more than obvious that
the former stance is supported by the widely spread standard language
ideologies.
The essentialist belief about the only one correct variety of a
language can have disastrous consequences on our everyday life.
Fortunately, the number of linguists who do not support such essentialist
stance is on increase. Those linguists are trying to venture out of the
narrow academic concerns and show how discrimination on the basis of
language is the same as discrimination on the basis of race and colour.
Namely, by accepting the belief that there is only one correct variety of a
language the speakers of all other varieties are considered to use the
language in an incorrect way which is very often equaled with bad
behaviour. Such discrimination on the basis of language has been present
in our lives for a very long time.
Everyone who lived in Great Britain during the 1950s can think of
patronizing comments about localized pronunciation and the class-
consciousness of such comments. In one of his essays Abercombie states
how at that time the accent bar in Great Britain was as strong as the
colour-bar and how it was widely and overtly used to prevent many
people from their professional advantage. (Abercombie1965:13). It could
be said that it was used for the sake of the powerful social networks to
maintain their traditional paths to wealth and power. It was also seen as a
symbolic sign of the right to govern e.g. in 1955 it was normal that The
British Cabinet could consist only of Old Etonians, those who attended this
prestigious public school and who obligatory spoke with the standard
accent.
Though such attitude towards language is gradually changing it can
be said that it is still very much present. Very often those who support
variation in language are seen as the enemies of the standard language and
501
Maja Kujundi
502
Standardisation of Language and Ideology
CV she is invited to interviews but, as she says, the moment she starts
speaking everything changes and she is thought of as having an outdoor
toilet and keeping pigeons. Finally, she gets a job with the theatre group
in North London but only because they could benefit from some common
touch (Milroy 2000:176).
In some cases we can also benefit from the use of the standard
language, such as in the case of teaching a foreign language. By teaching
our learners the standard language they will be able, presumably, to
communicate with the majority of the speakers of the language they are
trying to learn since the standard variety is thought to be widely accepted
and very well known. In spite of this, language standardization has more
negative than positive influences if seen in the essentialist way as
mentioned above and therefore it should be rejected as such.
503
Maja Kujundi
References:
504
Standardisation of Language and Ideology
Maja Kujundi
Rezime
505
Maja Kujundi
tih godina 20. vijeka pravo na ulazak u parlament imali su samo oni koji su
pohaali prestini koled Iton i koji su obavezno govorili standardim
akcentom.
Ovakva vrsta diskriminacije nije u mnogome razliita od
diskriminacije po vjerskoj pripadnosti ili boji koe i u mnogome je
prisutna i danas.
esti su sluajevi u Velikoj Britaniji da ak iako imate bolje
kvalifikacije od nekoga ko govori standardnim akcentom, vaa mogunost
da dobijete eljeni posao ce ipak biti manja.
Obavezna upotreba standardnog jezika u kolama moze uticati u
velikoj mjeri na uspjeh one djece ciji dijalekat nije standardni. Vrlo esto
njhova nespososobnost da se izraze na drugom dijalektu se tumai
njihovim neznanjem ili niim intelektualnim nivoom.
Ako paljivo pogledamo oko sebe, primjetiemo da je i u
svakodnevnom ivotu upotreba ne-standardnog dijaleka esto izjednaena
sa nekulturom, niim stupnjem obazovanja, ili ak posmatrana cak
prezirom i podsmjehom.
Iz svih navedenih razloga standardni jezik bi trebao biti shvaen
kao vjetaki produkt a ne kao objekat moralnih polemika, jer samo na taj
nain shvatiemo istinsku prirodu jezika i u ublaiti posljedice jezike
diskriminacije.
506
821.111.09-31 .
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[David Lodge]
1
Malcolm Bradbury: The Modernist Novel, Modernism, A Guide to European
Literature, 1890-1930, ed. Malcolm Bradbury and James McFarlane, Penguin, London,
1991.p. 393.
, ,
, , 2.
-
[Virginia Woolf,
1882-1941].
2.
2
David Lodge, The Language of Modernist Fiction: Metaphor and Metonymy,
Modernism, A Guide to European Literature, 1890-1930, p. 481.
3
, 1. 1926. , Congenial Spirits, The
Selected Letters of Virginia Woolf, ed. Jane Trautmann Banks, Pimlico, London, 2003, p.
204.
508
, . ,
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. [Yes, of course, if it is fine tomorrow, said Mrs Ramsay]4.
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poker, or any weapon that would have gashed a hole in his fathers breast
and killed him, there and then, James would have seized it]6. ,
,
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I expect it will be fine.]7.
: ,
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, 8.
4
Virginia Woolf, To the Lighthouse, Wordsworth, Herfordshire, 1994, p. 1, (
, Virdinija Vulf, Ka svetioniku, Biblioteka Vijesti, Podgorica, 2004,
str. 7).
5
Ibid. p, 1, (, . 8).
6
Ibid. p, 1, (, . 8).
7
Ibid. p, 2, (, . 8).
8
Svetozar Koljevi, U svetu ustreptalih simbola: Ka svetioniku, Trijumf inteligencije,
Prosveta, Beograd, 1963, str.140.
509
,
[who was
threatened with a tuberculous hip]9. -
[reddish-brown stocking]10
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cliff again that Minta cried out that she had lost her
grandmothers brooch, the sole ornament she possessed a
9
Virginia Woolf, To the Lighthouse, p, 2, (, . 8).
10
Ibid. p, 2, (, . 8).
11
Erih Auerbah, Smea arapa, Mimesis, u prevodu Milana Tabakovia, Nolit,
Beograd, 1978, p. 528.
510
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[Lily wanted to protest violently and outrageously her desire
to help him, envisaging how in thedawn on the beach she
would be the one to pounce on the brooch half-hidden by
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and adventurers]13.
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12
Virginia Woolf, To the Lighthouse, pp. 52-53, (, , 70).
13
Ibid, p. 71, (, , 92).
14
Ibid, p. 71, (, , 92).
511
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512
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16
Ibid, p. 22. (, . 33-34).
17
Ibid, p. 71. (, . 92).
513
,
, ,
18. [Sharon Kaehele]
[Howard German]
, .19 ,
:
,
[I meant
nothing by the lighthouse. One has to have central line down the middle of
the book to hold the design together]20.
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Lighthouse beam entered the rooms for a moment.]21.
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18
David Daiches, The Semi-transparent Envelope, Virginia Woolf, To the Lighthouse, A
Casebook, ed. Morris Beja,Macmillan, London, 1970, p. 95.
19
Sharon Kaehele, Howard German, To the Lighthouse: Symbol and Vision, Virginia
Woolf, To the Lighthouse, A Casebook, pp. 192-193.
20
Quentin Bell, Virginia Woolf, Volume II, Triad, Paladin, 1976, p. 129.
21
Virginia Woolf, To the Lighthouse, p. 100. ( . 126).
22
Ibid, p. 135. (, . 168).
514
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23
Ibid, p. 151. (, . 187).
515
Marija Leti
Summary
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525
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31
526
1. : ,
, XVIII(21), XIX (22), , 23.
2. , : , , , 21.
3. , : , , ,
1999.
4. , : , , , 1997.
5. , :
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7. , : : --: ,
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527
Stojan ljuka
528
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2001:11) ,
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Sennet 1998, Bergstrom, 2001:13) ,
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533
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534
:
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535
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. (core) ,
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536
:
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.
537
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538
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539
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540
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. 2003.
13 (The
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: "
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, . ,
,
(Wilthagen, Tros & van Lieshaut, 2003:5),
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, 1994. 1996.
. ,
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2003. , , SDP-
CDU, Rurup-Komission(SDP) Herzog- Komission (CDU)
(Spiegel, 13 October 2003:14 )
542
:
543
544
:
29. Handel, M., Gittleman, M. (2001), Is there a Wage Payoff for the
Innovative Work Practices , Bureau of Labor Statistics Washington
DC
30. Handerl, Michael (2002), Skill Mismatch in the Labor Market,
University of Wisconsin, Medison
31. Heidenreich Martin (2000), Regionen als Knotenpunkte im Netz
internationaler Wirtschaftbeziehungen (Cluserbuilding am Beispiel
der Emilia-Romagna und Baden-Wurtemberg www.uni-
bamberg.de/sowi/europastudien/vortrag.htm
32. International Labor Organisation (1999), Work Organization,
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Zlatiborka Popov
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