The main objective of this exploratory study was to identify and analyse the indicators of intellectual capital in food industry of Serbia. The study investigated managers' perceptions of their usefulness, practical application, and factors that influence them. The respondents were surveyed by means of a questionnaire. They were mainly top managers from 18 food organizations, committed to the bioeconomy paradigm. The survey items were divided into three subcategories, namely human, structural, and relational capital. The data were analysed by the SPSS 21 statistical software. The results show that all indicators were perceived as very important, relational capital indicators being the most useful of all. Of all individual items, employee motivation, market share, and employee satisfaction were perceived as the most important. This study provides a perspective on managing intellectual capital in bioeconomy.

Abstract:In order to keep pace with the ongoing changes in ICT and increasing common IT competencies requirements, informatics curricula at secondary school level and, consequently, curricula educating informatics teachers must be frequently changed to ensure necessary competencies. This paper proposes collaborative development of informatics curricula assisted by a software tool for compatibility analysis of secondary school informatics curricula and curricula by which teachers of informatics are educated. The proposed software tool relies upon semantic technologies, i.e. ontologies for representation of competence-based curricula and ontology alignment for compatibility analysis. The secondary school informatics curriculum ontology was built to comply with the ACM K12 standard, while the teachers' curriculum ontology was built based on the selected existing curricula. The paper presents a brief description of the software tool and the results of the domain (informatics) segment of teachers' curriculum offered by the selected Serbian university and the standardized ACM K12 compliant secondary school informatics curriculum.

Abstract:As men and women have different roles in society, their negotiating styles and behaviours are also different. The success of men and women in negotiations depends largely on the type of negotiation (integrative or distributive) and gender stereotypes prevailing in society. There is a general opinion that women are more cooperative, while men are more aggressive and competitive in negotiations. Our findings from the Serbian setting show a somewhat different picture: women do not use more cooperative strategies and tactics than men. Although men focus on winning, they also focus on problem solving; while women focus on conflict avoidance, and, to a certain extent, on mutual relationship. Women are also more sensitive to their counterpart's age and gender. But, they are also less sincere in negotiations and focus on their own interests, rather than taking care of their own as well as other party's interests. A major theoretical implication of this research is that the observed differences in the behaviour of female negotiators reflect the pressure to be successful in a male-dominated society where gender stereotypes are quite prominent.

Друштвени медији представљају неизоставни део модерног друштва и веома значајан облик социјалне интеракције. Друштвене мреже, као важан део дигиталних медија, одликује једноставно учешће корисника и бројност садржаја које они генеришу. Због значаја друштвених мрежа у промоцији услуга, посебно у туризму, предмет анализе у овом раду су могућности промоције српских манастира на Facebook-u као једној од најзаступљенијих глобалних друштвених мрежа. Анализирали смо Facebook странице десет манастира и утврдили да постоје значајне разлике у ажурности, структури садржаја који се постављају и активности самих корисника, односно пратилаца посматраних Facebook страница.

<p>This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Moodle platform and from the Singidunum University information system, and then analysed with SPSS statistical software. The parameters considered as potentially affecting teacher ratings are: number of teachers engaged in a particular course, total number of courses in which the teacher is engaged, teacher’s gender and age, total number of the available resources, and so forth. The results imply that scores assigned to individual teachers are consistent in both traditional and distance learning programs. The average rate was perceived to be lower when there were several teachers in a single course; such an effect was enhanced in cases where there was a significant age discrepancy among them. The other factors considered did not show a significant association with teacher ratings. Students’ main remarks about the work of the teachers have been summarised at the end of this paper. Possible explanations and implications of the results are discussed and recommendations are given.</p>