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The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

The Humanities have a problem with visibility both in the public sphere and in the academic system itself, and they have an organisational problem when compared with other sections of the academic system. They also have a funding problem, particularly in a European context, i.e., in the framework of the European research policy. The topic of this position paper is the essential role of the Humanities when dealing with the European project, the framing of Europe. In this respect, in contrast to the natural and social sciences, the Humanities need specific models of research funding, more individualised and of more interdisciplinary character. Additionally, they may need more multi-national centres for advanced studies on a European level, thus also solving their visibility and organisational problems. [ABSTRACT FROM AUTHOR]

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Abstract This paper proposes transparency and reflexivity as two principles to be incorporated in initiatives wherein data from multiple national contexts are integrated. The necessity of these principles is derived from an ongoing study tasked with identifying and describing national bibliographic databases for research output within the social sciences and humanities (SSH) in Europe. The study is carried out within the context of the COST Action "European Network for Research Evaluation in Social Sciences and Humanities" (ENRESSH). Within ENRESSH, it is emphasised that national bibliographic databases can be instrumental in enhancing the visibility of research within SSH. Hence, one of the aims of ENRESSH is to identify and describe currently existing databases and eventually design a roadmap for a European database that would include data on research output within SSH from different European countries. The study shows that there are considerable challenges in merely acquiring a basic description of the content of databases embedded in different national contexts. To make sense of the content it is necessary to acknowledge the role of context in information systems. Emphasising context, as will be shown, it is possible to elucidate the nature of the encountered challenges as well as to highlight aspects to be incorporated in designs of research information systems. [ABSTRACT FROM AUTHOR]

The application of e-Science technologies to disciplines in the arts and humanities raises major questions as to how those technologies can be most usefully exploited, what tools and infrastructures are needed for that exploitation, and what new research approaches can be generated. This paper reviews a number of activities in the UK and Europe in the last 5 years which have sought to address these questions through processes of experimentation and targeted infrastructure development. In the UK, the AHeSSC (Arts and Humanities e-Science Support Centre) has played a coordinating role for seven projects funded by the Arts and Humanities e-Science Initiative. In Europe, DARIAH (Digital Research Infrastructure for the Arts and Humanities) has sought to develop a deeper understanding of research information and communication in the arts and humanities, and to inform the development of e-infrastructures accordingly. Both sets of activity have indicated a common requirement: to construct a framework which consistently describes the methods and functions of scholarly activity which underlie digital arts and humanities research, and the relationships between them. Such a ‘methodological commons’ has been formulated in the field of the digital humanities. This paper describes the application of this approach to arts and humanities e-Science, with reference to the early work of DARIAH and AHeSSC. [ABSTRACT FROM AUTHOR]

The article offers information on several conferences including "International Conference 1990: European Romanticism and Scotland," to be held in Glasgow from March 19-22, 1990, "Royal Institute of Philosophy Conference 1990," to be held at Saint David's University College, Lampeter, in the summer of 1990, and "Royal Institute of Philosophy Conference-Explanation," to be held at the University of Glasgow from September 8-11, 1989.

The article offers the author's insights on the journal "Theoria." He states that from 2003 to 2009 the journal established itself as a global resource of philosophical papers in Europe and Spanish-speaking countries. The author says that "Theoria" has been acknowledged by the European Reference Index for the Humanities (ERIH) list of the European Science Foundation and the ISIS Arts and Humanities Citation Index. He mentions the journal's members of the board from that time on, including Fernando Broncano, Josep Corbí, and José Ferreirós, whom he considers responsible for the achievements of "Theoria." He adds that the journal is expecting submissions for its 2010 chapter.

The article focuses on the usefulness and purpose of color that reflects different personality in every part of the world. It is said that color makes the cutting edge of visual approached to vision. According to the author, color senses speculates the implications of the history and can best fit to every man's distinction. Moreover, color in the southern part of Europe is being enjoyed by children and women as it is also being used in war.

Focuses on the importance of the relation of Europe to its history of war. Criticism of the Iraq War by Europeans; Centrality of the state in Europe; Result of the Napoleonic Wars; Revitalization of the nation-state form; Influence of the nation-state and ethnic nationalism on the situation in Yugoslavia.

Over the course of its history, Europe has shown itself capable of the best and the worst. Among the best is that it was able to create the conditions for unprecedented material progress, a progress replete with possibilities and abounding in political and social values. Among the worst is the fact that it gave rise to two world wars, which actually were its own wars. However, Europe has recovered and today the "cradle of the West" is full of vitality. What is more, it is also a focal point of civilization, which other continents admire and emulate. Europe is now at crossroads, somewhat confused at the end of what Hobsbawm has called the short century. It is no idle thing that the events of 1989 that so perplexed the international community took place on continental soil. Europe is now looking for a concept of itself that must inevitably be sought, at least in part, in its historical roots.

The article critiques some aspects of the philosophy of John Dewey. It discusses how Dewey liberated American philosophy, especially American educational philosophy, from misunderstood European idealistic and semi-theological speculation. The article details how Dewey developed his philosophy of pragmatism or experimentalism. The author attempts to explain why Dewey's philosophy had little impact on European thought. It is suggested that even in the United States and Japan, Dewey's philosophy no longer plays the dominating role it played during the first decades of the 20th century. Finally, the article discusses the factors that made Dewey the main intellectual representative of the American people, and the prophet of its teachers.