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    Musical practices in the Balkans : Ethnomusicological perspectives

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    Ова књига садрТи ΡΡ‚ΡƒΠ΄ΠΈΡ˜Π΅ насталС Π½Π° основу излагања Π½Π° ΠΌΠ΅Ρ’ΡƒΠ½Π°Ρ€ΠΎΠ΄Π½ΠΎΠΌ скупу ΠœΡƒΠ·ΠΈΡ‡ΠΊΠ΅ праксС Π‘Π°Π»ΠΊΠ°Π½Π°: Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠ΅ пСрспСктивС, ΠΎΠ΄Ρ€ΠΆΠ°Π½ΠΎΠΌ Π½ΠΎΠ²Π΅ΠΌΠ±Ρ€Π° 2011. Π³ΠΎΠ΄ΠΈΠ½Π΅ Ρƒ Π‘Π΅ΠΎΠ³Ρ€Π°Π΄Ρƒ. ΠžΡ€Π³Π°Π½ΠΈΠ·ΠΎΠ²Π°ΡšΠ΅ΠΌ скупа ΠΆΠ΅Π»Π΅Π»ΠΈ смо, ΠΏΡ€Π΅ свСга, Π΄Π° ΠΊΠ°ΠΎ Π΄ΠΎΠΌΠ°Ρ›ΠΈΠ½ΠΈ ΠΌΠ΅Ρ’ΡƒΠ½Π°Ρ€ΠΎΠ΄Π½ΠΎΠ³ скупа допринСсСмо ΡƒΡ‡Π²Ρ€ΡˆΡ›ΠΈΠ²Π°ΡšΡƒ ΠΏΠΎΡΡ‚ΠΎΡ˜Π΅Ρ›ΠΈΡ… ΠΊΠΎΠ½Ρ‚Π°ΠΊΠ°Ρ‚Π° ΠΌΠ΅Ρ’Ρƒ истраТивачима који сС Π±Π°Π²Π΅ ΠΌΡƒΠ·ΠΈΠΊΠ°ΠΌΠ° Π‘Π°Π»ΠΊΠ°Π½Π°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° ΠΏΡ€ΡƒΠΆΠΈΠΌΠΎ могућност Π·Π° Π½ΠΎΠ²Π° профСсионална познанства. Π£ проблСмском смислу, Π½Π°ΠΌΠ΅Ρ€Π° Π½Π°ΠΌ јС Π±ΠΈΠ»Π° Π΄Π° створимо ΠΏΡ€ΠΈΠ»ΠΈΠΊΡƒ Π·Π° ΠΏΡ€Π΅ΠΈΡΠΏΠΈΡ‚ΠΈΠ²Π°ΡšΠ΅ ΠΈ ΡƒΠ½Π°ΠΏΡ€Π΅Ρ’ΠΈΠ²Π°ΡšΠ΅ сопствСних ΡƒΡ‡Π΅ΡˆΡ›Π° Ρƒ Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡ˜ΠΈ, Π΄Π° Π΄ΠΈΡΠΊΡƒΡ‚ΠΎΠ²Π°ΡšΠ΅ΠΌ ΠΎ Ρ€Π°Π·Π»ΠΈΡ‡ΠΈΡ‚ΠΈΠΌ истраТивачким ΡΡ‚Ρ€Π°Ρ‚Π΅Π³ΠΈΡ˜Π°ΠΌΠ° ΠΏΡ€ΠΈΠΌΠ΅ΡšΠΈΠ²Π°Π½ΠΈΠΌ Π½Π° балканскС ΠΌΡƒΠ·ΠΈΡ‡ΠΊΠ΅ праксС Ρƒ новијС Π²Ρ€Π΅ΠΌΠ΅ допринСсСмо ΡƒΠ½Π°ΠΏΡ€Π΅Ρ’Π΅ΡšΡƒ ΡšΠΈΡ…ΠΎΠ²ΠΈΡ… ΠΈΡΡ‚Ρ€Π°ΠΆΠΈΠ²Π°ΡšΠ°, ΠΊΠ°ΠΎ ΠΈ Π΄Π° ΡΠΊΡ€Π΅Ρ‚Π°ΡšΠ΅ΠΌ паТњС Π½Π° спСцифичнС ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΠ΅, Π°Π»ΠΈ ΠΈ врСдности Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡ˜Π΅, односно β€žΠ½Π°Ρ†ΠΈΠΎΠ½Π°Π»Π½ΠΈΡ… Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡ˜Π°β€œ Π½Π° Π‘Π°Π»ΠΊΠ°Π½Ρƒ ΡƒΡ‡Π΅ΡΡ‚Π²ΡƒΡ˜Π΅ΠΌΠΎ Ρƒ Π΅Ρ„ΠΈΠΊΠ°ΡΠ½ΠΈΡ˜Π΅ΠΌ ΡƒΠΊΡ™ΡƒΡ‡ΠΈΠ²Π°ΡšΡƒ β€žΠΌΠ°Π»ΠΈΡ…β€œ дисциплинарних Π·Π°Ρ˜Π΅Π΄Π½ΠΈΡ†Π° Ρƒ свСтско Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠΎ Π΄Ρ€ΡƒΡˆΡ‚Π²ΠΎ. ОваквС, Ρƒ извСсном смислу ΠΎΠΏΡˆΡ‚Π΅ ΠΏΠΎΡ‚Ρ€Π΅Π±Π΅, ΠΏΠΎΡ‚Π΅Π½Ρ†ΠΈΡ€Π°Π½Π΅ су околностима Ρ€Π°Π·Π²ΠΎΡ˜Π° Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³ΠΈΡ˜Π΅ Ρƒ Π‘Ρ€Π±ΠΈΡ˜ΠΈ, посСбно ΠΏΠΎΡΠ»Π΅Π΄ΡšΠΈΡ… Π΄Π΅Ρ†Π΅Π½ΠΈΡ˜Π°. Π˜Π½Ρ‚Π΅Ρ€Π΅ΡΠΎΠ²Π°ΡšΠ° Π·Π° Ρ‚Ρ€Π°Π΄ΠΈΡ†ΠΈΠΎΠ½Π°Π»Π½Ρƒ Π½Π°Ρ€ΠΎΠ΄Π½Ρƒ ΠΌΡƒΠ·ΠΈΠΊΡƒ ΠΈΠ·Ρ€Π°ΠΆΠ΅Π½Π° ΠΊΡ€ΠΎΠ· записС ΠΎ њој, њСно Π½ΠΎΡ‚ΠΈΡ€Π°ΡšΠ΅ ΠΈ снимањС, Π° ΠΏΠΎΡ‚ΠΎΠΌ ΠΈ ΠΏΡ€Π²Π΅ ΡΡ‚ΡƒΠ΄ΠΈΡ˜Π΅ ΠΎΠ±Ρ€Π°Π·ΠΎΠ²Π°Π½ΠΈΡ… ΠΌΡƒΠ·ΠΈΡ‡Π°Ρ€Π°, ΠΌΠ°Ρ…ΠΎΠΌ ΠΊΠΎΠΌΠΏΠΎΠ·ΠΈΡ‚ΠΎΡ€Π°, Ρƒ Π‘Ρ€Π±ΠΈΡ˜ΠΈ су (Ρ‚Π΅ΠΊ) 1948. Π΄ΠΎΠ±ΠΈΠ»ΠΈ институционално ΠΎΠΊΡ€ΠΈΡ™Π΅ оснивањСм ΠœΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠΎΠ³ института БрпскС акадСмијС Π½Π°ΡƒΠΊΠ° (данас БрпскС акадСмијС Π½Π°ΡƒΠΊΠ° ΠΈ умСтности – БАНУ). Од оснивања Π΄ΠΎ данас Ρ‚ΠΎ јС Π΄Ρ€ΠΆΠ°Π²Π½Π° установа, Ρ‚Π΅ јС Π½Π°Ρ‡ΠΈΠ½ Ρ€Π°Π΄Π° условљСн Π΄Ρ€ΠΆΠ°Π²Π½ΠΈΠΌ ΠΊΡƒΠ»Ρ‚ΡƒΡ€Π½ΠΈΠΌ ΠΈ Π½Π°ΡƒΡ‡Π½ΠΈΠΌ ΠΏΠΎΠ»ΠΈΡ‚ΠΈΠΊΠ°ΠΌΠ°, Π° ΠΎΠ±ΠΈΠΌ Π½Π°ΡƒΡ‡Π½Π΅ ΠΏΡ€ΠΎΠ΄ΡƒΠΊΡ†ΠΈΡ˜Π΅ ΠΊΡ™ΡƒΡ‡Π½ΠΎ јС ΠΎΠ΄Ρ€Π΅Ρ’ΠΈΠ²Π°ΠΎ ΡƒΠ²Π΅ΠΊ ΠΌΠ°Π»ΠΈ Π±Ρ€ΠΎΡ˜ истраТивача. ΠŸΠΎΠ²Π΅Ρ›Π°ΡšΠ΅ Π±Ρ€ΠΎΡ˜Π° Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° запослСних Ρƒ Π˜Π½ΡΡ‚ΠΈΡ‚ΡƒΡ‚Ρƒ Ρ€Π΅Π·ΡƒΠ»Ρ‚ΠΈΡ€Π°Π»ΠΎ јС ΠΈΠ½ΠΈΡ†ΠΈΡ˜Π°Ρ‚ΠΈΠ²ΠΎΠΌ Π΄Π° сС Ρƒ ΠΎΠΊΠ²ΠΈΡ€Ρƒ обСлСТавања 170 Π³ΠΎΠ΄ΠΈΠ½Π° ΠΏΠΎΡΡ‚ΠΎΡ˜Π°ΡšΠ° БАНУ, Π½Π°ΠΊΠΎΠ½ Π²Π΅Ρ›Π΅Π³ Π±Ρ€ΠΎΡ˜Π° скупова којС су ΠΎΡ€Π³Π°Π½ΠΈΠ·ΠΎΠ²Π°Π»ΠΈ ΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ·ΠΈ ΠΈΠ· Π˜Π½ΡΡ‚ΠΈΡ‚ΡƒΡ‚Π°, ΠΏΡ€ΠΈΡ€Π΅Π΄ΠΈ ΠΌΠ΅Ρ’ΡƒΠ½Π°Ρ€ΠΎΠ΄Π½ΠΈ Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠΈ скуп. Π’ΠΎ јС, ΡƒΡ˜Π΅Π΄Π½ΠΎ, Π±ΠΈΠΎ ΠΈ ΠΏΡ€Π²ΠΈ ΡΠΏΠ΅Ρ†ΠΈΡ˜Π°Π»ΠΈΠ·ΠΎΠ²Π°Π½ΠΈ Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠΈ ΡΠΈΠΌΠΏΠΎΠ·ΠΈΡ˜ΡƒΠΌ Ρƒ Π‘Ρ€Π±ΠΈΡ˜ΠΈ, Π° сходно Ρ‚ΠΎΠΌΠ΅, ΠΎΠ²ΠΎ јС ΠΏΡ€Π²ΠΈ Π·Π±ΠΎΡ€Π½ΠΈΠΊ Ρ‚Π°ΠΊΠ²ΠΎΠ³ ΠΏΡ€ΠΎΡ„ΠΈΠ»Π° ΠΎΠ±Ρ˜Π°Π²Ρ™Π΅Π½ Ρƒ нашој Π·Π΅ΠΌΡ™ΠΈ. КомплСксна ΠΏΠΎΠ΄Ρ€ΡˆΠΊΠ° ΠΊΠΎΡ˜Ρƒ смо Π΄ΠΎΠ±ΠΈΠ»ΠΈ ΠΎΠ΄ БАНУ – ΠžΠ΄Π΅Ρ™Π΅ΡšΠ° Π»ΠΈΠΊΠΎΠ²Π½Π΅ ΠΈ ΠΌΡƒΠ·ΠΈΡ‡ΠΊΠ΅ умСтности, ΠΊΠ°ΠΎ ΠΈ ΠΏΡ€ΠΈΠ·Π½Π°Π²Π°ΡšΠ΅ ваТности ΠΎΠ²Π°ΠΊΠ²ΠΎΠ³ скупа ΠΎΠ΄ странС ΠœΠΈΠ½ΠΈΡΡ‚Π°Ρ€ΡΡ‚Π²Π° просвСтС ΠΈ Π½Π°ΡƒΠΊΠ΅ Π Π΅ΠΏΡƒΠ±Π»ΠΈΠΊΠ΅ Π‘Ρ€Π±ΠΈΡ˜Π΅, ΡˆΡ‚ΠΎ јС ΠΏΠΎΠ΄Ρ€Π°Π·ΡƒΠΌΠ΅Π²Π°Π»ΠΎ Ρ„ΠΈΠ½Π°Π½ΡΠΈΡ˜ΡΠΊΡƒ ΠΏΠΎΠΌΠΎΡ› ΠΎΡ€Π³Π°Π½ΠΈΠ·Π°Ρ†ΠΈΡ˜ΠΈ, Π±ΠΈΠ»ΠΈ су Π½Π΅ΠΎΠΏΡ…ΠΎΠ΄Π½ΠΈ прСдуслови ΠΈ Π·Π° саму Ρ€Π΅Π°Π»ΠΈΠ·Π°Ρ†ΠΈΡ˜Ρƒ скупа, ΠΈ Π·Π° ΠΎΠ±Ρ˜Π°Π²Ρ™ΠΈΠ²Π°ΡšΠ΅ ΠΎΠ²ΠΎΠ³ Π·Π±ΠΎΡ€Π½ΠΈΠΊΠ°. Као ΠΈ ΡƒΠ²Π΅ΠΊ, ΠΎΠ±ΠΈΠΌ ΠΏΠΎΠΌΠΎΡ›ΠΈ, Π° посСбно Ρ€ΠΎΠΊΠΎΠ²ΠΈ, Π±ΠΈΠ»ΠΈ су Π»ΠΈΠΌΠΈΡ‚ΠΈΡ€Π°Ρ˜ΡƒΡ›ΠΈ Ρ„Π°ΠΊΡ‚ΠΎΡ€ΠΈ нашим идСјама ΠΈ профСсионалним ΠΆΠ΅Ρ™Π°ΠΌΠ°. Π˜Π·Ρ€Π°ΠΆΠ°Π²Π°ΠΌΠΎ Π½Π°Ρ€ΠΎΡ‡ΠΈΡ‚Ρƒ захвалност ΡƒΠ²Π°ΠΆΠ΅Π½ΠΈΠΌ ΠΊΠΎΠ»Π΅Π³Π°ΠΌΠ° који су Π±ΠΈΠ»ΠΈ Ρƒ саставу ΠŸΡ€ΠΎΠ³Ρ€Π°ΠΌΡΠΊΠΎΠ³ ΠΎΠ΄Π±ΠΎΡ€Π° скупа: Π˜Π·Π°Ρ™ΠΈΡ˜Ρƒ ЗСмцовском, Џиму Бамсону, ΠœΠ°Ρ€Ρ‚ΠΈΠ½Ρƒ Бтоуксу, Π›ΠΎΠ·Π°Π½ΠΊΠΈ ΠŸΠ΅Ρ˜Ρ‡Π΅Π²ΠΎΡ˜ ΠΈ ΠŸΠ°Π»Ρƒ Π ΠΈΡ…Ρ‚Π΅Ρ€Ρƒ. НСпосрСднС Π·Π°Π΄Π°Ρ‚ΠΊΠ΅ ΠΈΠ· Π΄ΠΎΠΌΠ΅Π½Π° ΠΎΡ€Π³Π°Π½ΠΈΠ·Π°Ρ†ΠΈΡ˜Π΅ скупа Π΄Π΅Π»ΠΈΠ»ΠΈ смо првСнствСно са ΠΊΠΎΠ»Π΅Π³Π°ΠΌΠ°-Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ·ΠΈΠΌΠ° ΠΈΠ· Π˜Π½ΡΡ‚ΠΈΡ‚ΡƒΡ‚Π°, Растком ΠˆΠ°ΠΊΠΎΠ²Ρ™Π΅Π²ΠΈΡ›Π΅ΠΌ ΠΈ ΠœΠ°Ρ€ΠΈΡ˜ΠΎΠΌ Π”ΡƒΠΌΠ½ΠΈΡ›. Π’Π΅Π»ΠΈΠΊΠΎ Π½Π°ΠΌ јС задовољство ΡˆΡ‚ΠΎ смо ΠΈΠΌΠ°Π»ΠΈ ΠΏΡ€ΠΈΠ»ΠΈΠΊΡƒ Π΄Π° ΠΎΠΊΡƒΠΏΠΈΠΌΠΎ 26 Π΅Ρ‚Π½ΠΎΠΌΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΠ³Π° ΠΈΠ· 11 Π·Π΅ΠΌΠ°Ρ™Π°: БугарскС, Π’Π΅Π»ΠΈΠΊΠ΅ Π‘Ρ€ΠΈΡ‚Π°Π½ΠΈΡ˜Π΅, Π“Ρ€Ρ‡ΠΊΠ΅, Π›ΠΈΡ‚Π²Π°Π½ΠΈΡ˜Π΅, ΠœΠ°Ρ’Π°Ρ€ΡΠΊΠ΅, МакСдонијС, Π ΡƒΡΠΈΡ˜Π΅, БловСнијС, ВурскС, ΠΡƒΡΡ‚Ρ€Π°Π»ΠΈΡ˜Π΅ ΠΈ Π‘Ρ€Π±ΠΈΡ˜Π΅. Π–Π°ΠΎ Π½Π°ΠΌ јС ΡˆΡ‚ΠΎ, Π·Π±ΠΎΠ³ ΠΎΠ±Ρ˜Π΅ΠΊΡ‚ΠΈΠ²Π½ΠΈΡ… околности, Π½Π° скупу нису ΠΌΠΎΠ³Π»ΠΈ Π΄Π° ΡƒΠ·ΠΌΡƒ ΡƒΡ‡Π΅ΡˆΡ›Π° Π½Π΅ΠΊΠΈ ΠΎΠ΄ истраТивача ΠΌΡƒΠ·ΠΈΠΊΠ° Π‘Π°Π»ΠΊΠ°Π½Π° са Π΄Ρ€ΡƒΠ³ΠΈΡ… ΠΏΠΎΠ΄Ρ€ΡƒΡ‡Ρ˜Π°, Ρ‡ΠΈΡ˜Π° Π±ΠΈ искуства Π½Π΅ΡΡƒΠΌΡšΠΈΠ²ΠΎ Π΄ΠΎΠΏΡ€ΠΈΠ½Π΅Π»Π° ΠΊΠ²Π°Π»ΠΈΡ‚Π΅Ρ‚Ρƒ ΡΠΈΠΌΠΏΠΎΠ·ΠΈΡ˜ΡƒΠΌΠ° ΠΈ Π·Π±ΠΎΡ€Π½ΠΈΠΊΠ°. Π’Π΅Π»ΠΈΠΊΠ° Π²Π΅Ρ›ΠΈΠ½Π° учСсника скупа јС ΠΏΡ€ΠΈΡ€Π΅Π΄ΠΈΠ»Π° своја излагања Π·Π° ΠΏΡƒΠ±Π»ΠΈΠΊΠΎΠ²Π°ΡšΠ΅. Π‘Π°Π΄Π° сС ΠΏΡ€Π΅Π΄ Ρ‡ΠΈΡ‚Π°ΠΎΡ†ΠΈΠΌΠ° Π½Π°Π»Π°Π·ΠΈ двадСсСт јСдна ΡΡ‚ΡƒΠ΄ΠΈΡ˜Π° која Π½Π° Ρ€Π°Π·Π»ΠΈΡ‡ΠΈΡ‚Π΅ Π½Π°Ρ‡ΠΈΠ½Π΅ освСтљава ΠΌΡƒΠ·ΠΈΡ‡ΠΊΠ΅ праксС Π‘Π°Π»ΠΊΠ°Π½Π°, свСдочСћи ΠΎ ΡˆΠΈΡ€ΠΈΠ½ΠΈ Π°ΠΊΡ‚ΡƒΠ΅Π»Π½ΠΈΡ… истраТивачких ΠΈΠ½Ρ‚Π΅Ρ€Π΅ΡΠΎΠ²Π°ΡšΠ° ΠΈ ΠΌΠ΅Ρ‚ΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ˜Π°. ИздањС ΡƒΠΊΡ™ΡƒΡ‡ΡƒΡ˜Π΅ ΠΈ Π²Ρ€Π΅Π΄Π½Π΅ Π°ΡƒΠ΄ΠΈΠΎ ΠΈ Π²ΠΈΠ΄Π΅ΠΎ ΠΏΡ€ΠΈΠΌΠ΅Ρ€Π΅ Π½Π° ΠΏΡ€ΠΈΠ»ΠΎΠΆΠ΅Π½ΠΎΠΌ диску, Ρ‡ΠΈΠΌΠ΅ Ρ‡ΠΈΡ‚Π°ΠΎΡ†ΠΈΠΌΠ° ΠΎΠΌΠΎΠ³ΡƒΡ›Π°Π²Π°ΠΌΠΎ ΠΏΠΎΡ‚ΠΏΡƒΠ½ΠΈΡ˜ΠΈ ΡƒΠ²ΠΈΠ΄ Ρƒ истраТивану ΠΌΡƒΠ·ΠΈΠΊΡƒ ΠΈ Π½Π°ΡƒΡ‡Π½Π΅ приступС. ΠžΠ±Ρ€Π°Ρ›Π°Ρ˜ΡƒΡ›ΠΈ сС ΡˆΠΈΡ€Π΅ΠΌ ΠΊΡ€ΡƒΠ³Ρƒ Ρ‡ΠΈΡ‚Π°Π»Π°Ρ†Π°, Π·Π±ΠΎΡ€Π½ΠΈΠΊ јС ΠΏΡƒΠ±Π»ΠΈΠΊΠΎΠ²Π°Π½ Π½Π° СнглСском Ρ˜Π΅Π·ΠΈΠΊΡƒ, Π°Π»ΠΈ јС Π°ΡƒΡ‚ΠΎΡ€ΠΈΠΌΠ° остављСна могућност Π΄Π° својС Ρ€Π°Π΄ΠΎΠ²Π΅ ΠΏΡ€ΠΈΠ»ΠΎΠΆΠ΅ ΠΈ Π½Π° ΠΌΠ°Ρ‚Π΅Ρ€ΡšΠΈΠΌ Ρ˜Π΅Π·ΠΈΡ†ΠΈΠΌΠ°, ΠΏΠ° су ΠΎΠ²Π΅ Π²Π΅Ρ€Π·ΠΈΡ˜Π΅ Ρ‚Π°ΠΊΠΎΡ’Π΅ ΠΏΡ€ΠΈΠ»ΠΎΠΆΠ΅Π½Π΅ Π½Π° диску. Π£Ρ€Π΅Ρ’ΠΈΠ²Π°ΡšΠ΅ ΠΎΠ²ΠΎΠ³ ΠΎΠ±ΠΈΠΌΠ½ΠΎΠ³ ΠΈ комплСксног Π·Π±ΠΎΡ€Π½ΠΈΠΊΠ° јС Π±ΠΈΠ»ΠΎ посСбно искуство. Π—Π°Ρ…Π²Π°Ρ™ΡƒΡ˜Π΅ΠΌΠΎ сС свим Π°ΡƒΡ‚ΠΎΡ€ΠΈΠΌΠ° Π·Π° ΠΏΡ€ΠΈΠ»ΠΎΠ³Π΅ ΠΈ ΡΠ°Ρ€Π°Π΄ΡšΡƒ. ΠŸΠΎΡΠ΅Π±Π½Ρƒ захвалност Π΄ΡƒΠ³ΡƒΡ˜Π΅ΠΌΠΎ Ρ€Π΅Ρ†Π΅Π½Π·Π΅Π½Ρ‚ΠΈΠΌΠ° ΡΡ‚ΡƒΠ΄ΠΈΡ˜Π°. Π£ ΠΎΠ²ΠΎΠΌ ΠΎΠ±ΠΈΠΌΠ½ΠΎΠΌ послу ΠΏΠΎΠ΄Ρ€ΡˆΠΊΡƒ смо ΠΈΠΌΠ°Π»ΠΈ ΠΎΠ΄ Ρ‡ΠΈΡ‚Π°Π²ΠΎΠ³ ΠΊΠΎΠ»Π΅ΠΊΡ‚ΠΈΠ²Π° ΠœΡƒΠ·ΠΈΠΊΠΎΠ»ΠΎΡˆΠΊΠΎΠ³ института, Π° Π½Π°Ρ€ΠΎΡ‡ΠΈΡ‚ΠΎ ΠΎΠ΄ ΠΊΠΎΠ»Π΅Π³ΠΈΠ½ΠΈΡ†Π΅ Π΄Ρ€ ΠœΠ΅Π»ΠΈΡ‚Π΅ Милин, која јС ΠΈΠΌΠ°Π»Π° ΠΌΠ½ΠΎΡˆΡ‚Π²ΠΎ Π΄Ρ€Π°Π³ΠΎΡ†Π΅Π½ΠΈΡ… ΡΡƒΠ³Π΅ΡΡ‚ΠΈΡ˜Π°. АнгаТовањС Π΄Ρ€ ЈСлСнС Π‘ΠΈΠΌΠΎΠ½ΠΎΠ²ΠΈΡ›-Schiff (Π”Ρ€ΠΆΠ°Π²Π½ΠΈ ΡƒΠ½ΠΈΠ²Π΅Ρ€Π·ΠΈΡ‚Π΅Ρ‚ ΠŸΠΎΡ€Ρ‚Π»Π°Π½Π΄Π°, БАД) ΠΎΠΊΠΎ Π»Π΅ΠΊΡ‚ΠΎΡ€ΠΈΡΠ°ΡšΠ° тСкстова Π½Π° СнглСском Ρ˜Π΅Π·ΠΈΠΊΡƒ, Π—ΠΎΡ€Π°Π½Π° ΠˆΠ΅Ρ€ΠΊΠΎΠ²ΠΈΡ›Π° Ρƒ ΠΏΡ€ΠΈΠΏΡ€Π΅ΠΌΠΈ Π·Π²ΡƒΡ‡Π½ΠΈΡ… ΠΏΡ€ΠΈΠΌΠ΅Ρ€Π°, Милоша Π Π°ΡˆΠΈΡ›Π° Ρƒ ΠΎΠ±Ρ€Π°Π΄ΠΈ Π²ΠΈΠ΄Π΅ΠΎ- ΠΏΡ€ΠΈΠΌΠ΅Ρ€Π° ΠΈ Π“ΠΎΡ€Π°Π½Π° ΠˆΠ°ΡšΠΈΡ›Π° Π½Π° Ρ‚Π΅Ρ…Π½ΠΈΡ‡ΠΊΠΎΡ˜ ΠΏΡ€ΠΈΠΏΡ€Π΅ΠΌΠΈ издања, Π΄Π°Π»Π΅ΠΊΠΎ јС ΠΏΡ€Π΅Π²Π°Π·ΠΈΡˆΠ»ΠΎ Π±Π°Π·ΠΈΡ‡Π½Π΅ Π·Π°Π΄Π°Ρ‚ΠΊΠ΅, Π·Π±ΠΎΠ³ Ρ‡Π΅Π³Π° смо ΠΈΠΌ Π²Π΅Π»ΠΈΠΊΠΈ Π΄ΡƒΠΆΠ½ΠΈΡ†ΠΈ.This book is comprised of studies presented at the international symposium Musical practices in the Balkans: ethnomusicological perspectives, held in November 2011 in Belgrade, Serbia. By organizing this international meeting, as hosts, we above all wanted to contribute to strengthening the existing ties among researchers involved with Balkan musics and to facilitate new professional contacts. Our intent was to create an opportunity for reassessment and improvement of each of our own shares in ethnomusicology, to contribute to the advancement of research by discussing various research strategies recently applied to Balkan musical practices, and to participate in the more efficient inclusion of β€˜small’ disciplinary communities in the global ethnomusicologies by highlighting specific values and problems of β€˜national ethnomusicologies’ in the Balkans. These, so to speak, general needs, were reinforced in circumstances of the growth of the ethnomusicology in Serbia, particularly in recent decades. The interests in traditional folk music expressed through writings, notation, and recording of the same, followed by the first research studies by educated musiciansβ€”mainly composers, became institutionalized in Serbia (only) in 1948 with foundation of the Institute of musicology of Serbian academy of sciences (today Serbian academy of sciences and artsβ€”SASA). Since its beginning, SASA has been a state institution, with its work regimen determined by the government culture and science politics and the scope of research output administered by a small number of researchers. The increase in number of ethnomusicologists employed by the Institute resulted in an initiative to celebrate the SASA 170th anniversary by organizing an ethnomusicology conference, in the footsteps of a number of similar professional meetings coordinated by the Institute’s musicologists. This was at the same time the first narrowly specialized ethnomusicology symposium in Serbia, and consequently, in front of you is the first proceedings of such profile published in our country. The substantial support received from the SASA Department of fine arts and music and the acknowledgement of the significance of such a meeting by the Ministry of education and science of the Republic of Serbia, including funding the event organization, were essential and indispensable prerequisites for the Symposium realization and publication of this book. As is usually the case, the extent of financial support and particularly deadlines, imposed limits on some of our ideas and professional desires. We are deeply grateful to our esteemed colleagues, members of the Symposium Program committee: Izaly Zemtsovsky, Jim Samson, Martin Stokes, Lozanka Peycheva, and PΓ‘l Richter. The Symposium immediate logistics duties were helpfully shared primarily with our colleagues, the Institute ethnomusicologists, Rastko JakovljeviΔ‡ and Marija DumniΔ‡. It was our satisfaction to have the opportunity to gather twenty-six ethnomusicologists from eleven countries: Bulgaria, Great Britain, Greece, Hungary, Lithuania, Macedonia, Russia, Slovenia, Turkey, Australia, and Serbia. We regret that due to objective circumstances, some of the Balkans researchers from other regions, whose experiences would unquestionably contribute to the quality of the Symposium and these proceedings, could not take part. The vast majority of the Symposium participants prepared their papers for publication. The readers are offered twenty-one studies that in different ways illuminate Balkan musical practices and testify to the breadth of current research interests and methodologies. The publication also includes a compact disc with useful audio and video examples, assembled with the idea to provide the reader with even more complete insight into the researched music and utilized approaches. In order to address a wider audience, the proceedings are published in English. Since the contributing authors could optionally submit an additional version of the paper in their native language, those versions are also provided on the compact disc. Editing of this extensive and comprehensive publication presented a unique experience. We would like to thank all of the authors for submitting their papers and for their cooperation. We also extend our sincere gratitude to our reviewers. In this voluminous undertaking, we enjoyed the support of our colleagues at the Institute, but in particular, the encouragement from Melita Milin who offered a number of valuable suggestions. We truly appreciate the cooperation of Jelena SimonoviΔ‡ Schiff (Portland State University, USA) in proof reading papers in English, Zoran JerkoviΔ‡ in mastering of audio examples, MiloΕ‘ RaΕ‘iΔ‡ in preparing of video examples, and Goran JanjiΔ‡ in technical preparation for print that exceeded standard duties and helped shape this publication.ΠžΠ±Ρ˜Π°Π²Ρ™ΠΈΠ²Π°ΡšΠ΅ ΠΎΠ²ΠΎΠ³ Π·Π±ΠΎΡ€Π½ΠΈΠΊΠ° Ρ„ΠΈΠ½Π°Π½ΡΠΈΡ˜ΡΠΊΠΈ јС ΠΏΠΎΠΌΠΎΠ³Π»ΠΎ ΠœΠΈΠ½ΠΈΡΡ‚Π°Ρ€ΡΡ‚Π²ΠΎ просвСтС, Π½Π°ΡƒΠΊΠ΅ ΠΈ Ρ‚Π΅Ρ…Π½ΠΎΠ»ΠΎΡˆΠΊΠΎΠ³ Ρ€Π°Π·Π²ΠΎΡ˜Π° Π Π΅ΠΏΡƒΠ±Π»ΠΈΠΊΠ΅ Π‘Ρ€Π±ΠΈΡ˜Π΅. / These proceedings have been financially supported by Ministry of education, science and technological development of the Republic of Serbia. Π—Π±ΠΎΡ€Π½ΠΈΠΊ Ρ€Π°Π΄ΠΎΠ²Π° са Π½Π°ΡƒΡ‡Π½ΠΎΠ³ скупа ΠΎΠ΄Ρ€ΠΆΠ°Π½ΠΎΠ³ ΠΎΠ΄ 23. Π΄ΠΎ 25. Π½ΠΎΠ²Π΅ΠΌΠ±Ρ€Π° 2011. / Proceeding of the international conference held from november 23 to 25. , 2011

    Archibald Reiss Days : Thematic conference proceedings of international significance : International Scientific Conference, Belgrade, 7-9 November 2017

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    In front of you is the Thematic Collection of Papers presented at the International Scientific Conference β€œArchibald Reiss Days”, which was organized by the Academy of Criminalistic and Police Studies in Belgrade, in cooperation with the Ministry of Interior and the Ministry of Education, Science and Technological Development of the Republic of Serbia, School of Criminal Justice, Michigan State University in USA, School of Criminal Justice University of Laussane in Switzerland, National Police Academy in Spain, Police Academy Szczytno in Poland, National Police University of China, Lviv State University of Internal Affairs, Volgograd Academy of the Russian Internal Affairs Ministry, Faculty of Security in Skopje, Faculty of Criminal Justice and Security in Ljubljana, Police Academy β€œAlexandru Ioan Cuzaβ€œ in Bucharest, Academy of Police Force in Bratislava, Faculty of Security Science University of Banja Luka, Faculty for Criminal Justice, Criminology and Security Studies University of Sarajevo, Faculty of Law in Montenegro, Police Academy in Montenegro and held at the Academy of Criminalistic and Police Studies, on 7, 8 and 9 November 2017.The International Scientific Conference β€œArchibald Reiss Days” is organized for the seventh time in a row, in memory of the founder and director of the first modern higher police school in Serbia, Rodolphe Archibald Reiss, after whom the Conference was named. The Thematic Collection of Papers contains 131 papers written by eminent scholars in the field of law, security, criminalistics, police studies, forensics, informatics, as well as by members of national security system participating in education of the police, army and other security services from Belarus, Bosnia and Herzegovina, Bulgaria, Bangladesh, Abu Dhabi, Greece, Hungary, Macedonia, Romania, Russian Federation, Serbia, Slovakia, Slovenia, Czech Republic, Switzerland, Turkey, Ukraine, Italy, Australia and United Kingdom. Each paper has been double-blind peer reviewed by two reviewers, international experts competent for the field to which the paper is related, and the Thematic Conference Proceedings in whole has been reviewed by five competent international reviewers.The papers published in the Thematic Collection of Papers provide us with the analysis of the criminalistic and criminal justice aspects in solving and proving of criminal offences, police organization, contemporary security studies, social, economic and political flows of crime, forensic linguistics, cybercrime, and forensic engineering. The Collection of Papers represents a significant contribution to the existing fund of scientific and expert knowledge in the field of criminalistic, security, penal and legal theory and practice. Publication of this Collection contributes to improving of mutual cooperation between educational, scientific and expert institutions at national, regional and international level

    On politics and social science – the subject-object problem in social science and Foucault’s engaged epistemology

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    The epistemological problem of the relationship between the subject of knowledge and the object being known has it’s form in social science as a problem of the relationship between a social scientist as a researcher and society and it’s phenomena as an object of this inquiry. As Berger and Kellner note in their book β€œSociology Reinterpreted” a social scientist is necessarily a part of the object he studies, being embedded in a position in society from which he studies it. Hence social sciences as scientific endeavors face a problem of the inseperability of their researchers from object they study. Two main solutions two this problem have arisen: positivism and interpretivism. Positivism postulates that rigorous methods for research will insure that objective knowledge will be produced while interpretivism sees society only as an aggregate of individuals whose interactions should be interpreted. A third epistemological framework has arisen in the first half of the twentieth century usually called β€œcritical theory”. Critical theory states that researchers should aim their research towards changing the object they are researching, therefore their scientific practice should have extra-scientific effects, namely political effects. This perspective violates Webers postulate of value neutrality which claims that social sciences can only study the state of affairs but can’t subscribe desirable ways of action. As we will see the main topic of our paper is the epistemological framework of the work of Michel Foucault and his contribution to the resolution of the problematic relation between a researcher and his research object in social science. We will claim that Foucault broadly falls into the critical theory paradigm but manages to solve it’s conflict with the value neutrality postulate. Foucault envisions society as an amalgam of discursive and non-discursive practices that interconnect in a way that gives them regularity and coherence through time. As Gayatri Spivak notices for Foucault discursive practices create meaning and in doing so chart a way for nondiscursive practices and therefore for action. This can be seen as an explanation for Foucault’s well known postulate of the relationship between power and knowledge, discursive practices create knowledge that makes visible certain paths for action. Both of these types of practices intertwine to create what Foucault calls β€œdispositifs” that can be seen as mechanisms that bind discursive and non-discursive practices in a coherent manner and enable their regular repetition through time. Foucault calls his methodology β€œgenealogy” and sees it as a historical research of the emergence of dipositifs. Genealogy is a historical research of the contingent ways in which practices got interconnected in the past to create dispositifs we see today. As Foucault claims genealogy begins with a β€œquestion posed in the present” about a certain dispositive and then charts historical events and processes that led to its current form. The main aim of genealogy is to show that there is no transcendental necessity for a certain dispositif to exist in it’s current form by exposing the historical contingency that led to it’s current state. Foucault claimed that his intent was to show that there is no metaphysical necessity that grounds the existences of dispositifs and hence that their current form is arbitrary. As we can see Foucault follows his postulate on the relationship between knowledge and power and formulates his scientific practice as an opening of possibilities for different forms of action. This is way he calls his books β€œexperiments” and claims that they are to be used for readers to re-examine their own links to the currently existing dispositifs and possibilities of their alternative arrangements. But as Foucault claims the genealogical method doesn’t include normative prescriptions and can be seen only as a form of an anti-metaphysical β€œunmasking” of current dispositifs. This unmasking doesn’t prescribe a desirable form to any dispositive but only shows that it can be arranged in different ways. Hence we can say that Foucault sees the relationship between a researcher and his object of study as a form of an intervention of the subject that aims at showing that the object is an arbitrary construction. In that regard Foucault falls into the critical theory paradigm. Where he differs from critical theory is his anti-normative stance that refuses to prescribe any desirable form of action unlike for example Horkheimer who in his essay on critical theory claims that β€œthe task of the theorist is to push society towards justice”. Foucault claims that his research results should be used as β€œinstruments” in political struggles but he himself doesn’t ever proclaim a desirable political goal. So we can conclude that Foucault solves the problem of the subject-object relation in social science by envisioning the research process as a practice of production of tools for social change. Therefore he connects social science to extra-scientific political goals but doesn’t violate the value neutrality postulate because his research doesn’t prescribe any concrete political goals but only shows the possibility for social change

    Sticks and Stones May Break My Bones but Words Will Never Hurt Me...Until I See Them: A Qualitative Content Analysis of Trolls in Relation to the Gricean Maxims and (IM)Polite Virtual Speech Acts

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    The troll is one of the most obtrusive and disruptive bad actors on the internet. Unlike other bad actors, the troll interacts on a more personal and intimate level with other internet users. Social media platforms, online communities, comment boards, and chatroom forums provide them with this opportunity. What distinguishes these social provocateurs from other bad actors are their virtual speech acts and online behaviors. These acts aim to incite anger, shame, or frustration in others through the weaponization of words, phrases, and other rhetoric. Online trolls come in all forms and use various speech tactics to insult and demean their target audiences. The goal of this research is to investigate trolls\u27 virtual speech acts and the impact of troll-like behaviors on online communities. Using Gricean maxims and politeness theory, this study seeks to identify common vernacular, word usage, and other language behaviors that trolls use to divert the conversation, insult others, and possibly affect fellow internet users’ mental health and well-being

    Unmet goals of tracking: within-track heterogeneity of students' expectations for

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    Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

    The frequency of falls in children judo training

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    Purpose: Falling techniques are inseparable part of youth judo training. Falling techniques are related to avoiding injuries exercises (Nauta et al., 2013). There is not good evidence about the ratio of falling during the training in children. Methods: 26 children (age 8.88Β±1.88) were video recorded on ten training sessions for further indirect observation and performance analysis. Results: Research protocol consisted from recording falls and falling techniques (Reguli et al., 2015) in warming up, combat games, falling techniques, throwing techniques and free fighting (randori) part of the training session. While children were taught almost exclusively forward slapping roll, backward slapping roll and sideward direct slapping fall, in other parts of training also other types of falling, as forward fall on knees, naturally occurred. Conclusions: Judo coaches should stress also on teaching unorthodox falls adding to standard judo curriculum (Koshida et al., 2014). Various falling games to teach children safe falling in different conditions should be incorporated into judo training. Further research to gain more data from groups of different age in various combat and non-combat sports is needed

    Fear of crime and victimization among the elderly participating in the self-defence course

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    Purpose. Self-defence training could enhance seniorsΒ΄ defensive skills and fitness. There is lack of evidence about fear and concerns of seniors participating in the self-defence course. Methods. 18 elderly persons (16 female, 1 male; age 66.2, SD=5.86) participated in the self-defence course lasting 8 training units (each unit 60 minutes). Standardized tool for fear of crime and victimization analysis previously used in Euro-Justis project in the Czech Republic (2011) was used in pretest and posttest. Results. We explored the highest fear of crime by participants in their residence area after dark (mean=2,77; median=3; SD=0,80), lower fear at the night in their homes (mean=2,29; median=2; SD=0,75) and in their residence area at the daytime (mean=2,00; median=2; SD=0,77) at the beginning of the course. We noticed certain decrease of fear of crime after the intervention. Participant were less afraid of crime in their residence area after dark (mean=2,38; median=2; SD=0,77), they felt lower fear of crime at the night in their homes (mean=2,00; median=2; SD=0,48) and in their residence area at the daytime (mean=1,82; median=2; SD=0,63). Conclusions. The approach to self-defence teaching for elderly should be focused not just on the motor development, but also on their emotional state, fear of crime, perception of dangerousness of diverse situations and total wellbeing. Fear of crime analysis can contribute to create tailor made structure of the self-defence course for specific groups of citizens

    Understanding Quantum Technologies 2022

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    Understanding Quantum Technologies 2022 is a creative-commons ebook that provides a unique 360 degrees overview of quantum technologies from science and technology to geopolitical and societal issues. It covers quantum physics history, quantum physics 101, gate-based quantum computing, quantum computing engineering (including quantum error corrections and quantum computing energetics), quantum computing hardware (all qubit types, including quantum annealing and quantum simulation paradigms, history, science, research, implementation and vendors), quantum enabling technologies (cryogenics, control electronics, photonics, components fabs, raw materials), quantum computing algorithms, software development tools and use cases, unconventional computing (potential alternatives to quantum and classical computing), quantum telecommunications and cryptography, quantum sensing, quantum technologies around the world, quantum technologies societal impact and even quantum fake sciences. The main audience are computer science engineers, developers and IT specialists as well as quantum scientists and students who want to acquire a global view of how quantum technologies work, and particularly quantum computing. This version is an extensive update to the 2021 edition published in October 2021.Comment: 1132 pages, 920 figures, Letter forma
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