Global interests in bioethics have increased drastically since the end of 20th century. The reason for this should be ascribed to a broad application of molecular-genetic methods introduced in human bio-medicine. This has, in turn, produced an involvement and development of numerous inter-disciplines, which have started to apply bioethics as a part of their own subject of interest. This article presents more than a decade of experience of teaching bioethics in our country, particularly under the auspices of the National Com?mittee (...) for Bioethics of UNESCO-commission of Serbia. Globalni interes za bioetiku drasticno se povecao krajem dvadesetog stoleca, sto treba pripisati sirokoj primeni molekularno-genetickih metoda uvedenih u oblasti humane biomedicine. Ovo je dovelo do prikljucenja i razvitka brojnih interdisciplinarnih oblasti koje su bioetiku prihvatile kao deo svog opsega interesa. U ovom se clanku iznosi iskustvo dugo preko deset godina o primeni edukacije bioetike u nasoj zemlji, posebno u organizaciji i pod okriljem Nacionalnog komiteta za bioetiku UNESCO-ve komisije R. Srbije. (shrink)

In 1377, Dubrovnik (Ragusa) was the first city to implement a quarantine during an epidemic, imposing a month-long isolation on all travelers arriving from infected regions. In the following three centuries, the Ragusan anti-plague system came both to reflect and to introduce trends in dealing with disease while at the same time working to preserve commercial trade. Many solutions to contain epidemics were drawn by the Ragusan government, consisting mainly of controlling mobility and imposing spatial confinement. This paper focuses on (...) a series of lazaretto complexes built in the Ragusan territory starting in 1429, when the first design for a confinement building was implemented. Derived from written, visual, and material sources, the examples presented here are subjected to a dual analysis: topographical and typological. Analysis of these complexes’ locations and architectural forms cross-examined against information about their use, has enabled reconstruction of a dynamic system of prevention/care for foreigners/citizens in periods of and between epidemics. Contrary to the previous, more linear chronological interpretation, this approach underlines the parallel use of Ragusan lazaretto complexes according to different functional categories and exigencies. (shrink)

Study in the period of coronavirus disease 2019 lockdown and the effect of different exercise training programs on the quality of life dimension are limited. This randomized control study as a part of which the impact of an 8-week neuromuscular training program on the 90 healthy young individuals’ QoL after COVID-19 lockdown was assessed using a short form of the WHOQOL-BREF questionnaire comprising of four domains. The intervention group took part in a neuromuscular training program consisting of dynamic neuromuscular stabilization (...) and whole-body vibration training. In contrast, the control group did not participate in any programmed physical activity. From pre- to post-intervention test, the NT group significantly and substantially improved [mean change ] all the QoL domains, physical for 12.78 scores, psychological for 13.12 scores, social relationships for 20.57 scores, and environmental for 24.40 scores. These results suggest that the NT program could enhance QoL in young and healthy participants following COVID-19 lockdown. (shrink)

Marinković’s book is as inspiring for teachers as it is for readers from two perspectives. They can be reminded of their fundamental dilemmas which are similar, or the same, throughout history. These can be general issues of pedagogy or relationships to authorities. The author tries to find the theoretical ground for a solution to this problem in the concept of the pedagogical act. This is also a link to the second, for us more interesting, perspective, which is focused on teaching (...) philosophy and, therefore, on its teaching methodology. This book discussion explores the scopes and limits of this category from both perspectives. The attitude of the author is challenging enough to invite us to a critical analysis of recent issues such as the implementation of Bologna reform in a transitional context wherewe need to go beyond this limiting ground and use an appropriate approach. In the case of teaching philosophy, we must admit the historical relevance and creativity of the author’s opposition to dogmatic prescriptive insistence of adherence to the form and his offer of the dramaturgy of teaching as an alternative which has its emphasis on the content. The contributions in this field, however, invite us to go beyond the form and the content towards the process. (shrink)