Spatial developments contribute to climate change through greenhouse gas emissions and disordered land use. At the same time, climate change impacts have spatial implications, influencing the land uses and settlements development, and damaging habitats, ecosystems, infrastructure and other assets. Considering its regulatory character and multi-sectorial approach, spatial planning is gaining an increasingly important role in climate change management. As such, it could be better utilized in increasing climate resiliency and achieving decarbonization targets in Kosovo as well. While Kosovo is prone (...) to natural hazards such as floods, landslides, droughts, and wildfires, the future climate change could further impact the economy, infrastructure, buildings, energy, health and wellbeing of its communities. Assuming that climate change considerations are not sufficiently integrated in spatial planning policies at the national level in Kosovo, this research assesses the extent that the Law on Spatial Planning and the Spatial Plan of Kosovo (also referred as the Spatial Planning Strategy) address those considerations. Upon the identified gaps, this research provides recommendations for better climate change management, risk reduction and resiliency building. Considering that the Spatial Plan of Kosovo has expired, and the Kosovo’s institutions are currently reviewing and considering the updating of the Law on Spatial Planning, the findings of this research could better inform and orient climate change mainstreaming in spatial planning at the central level. (shrink)

This paper provides various perspectives of scholars on inclusive education throughout its history and the role of an inclusive teacher in inclusive education schools with specific focus on children with disabilities that attend regular classes with their non-disabled peers. The paper is based on the literature review of various research papers and studies that were published by prominent and specialized scholars, institutions and relevant organizations in the field of inclusive education, with a focus on disabled children and their rights to (...) have equal chances for education in regular schools with their peers. The paper further reflects teachers experience and perception on the inclusive education process and the challenges they face in this regard. Finally, the paper provides various views on what is expected by an inclusive teacher and what type of support and assistance they need to get from other educators and teachers specialized in education of children with disabilities in order to meet children’s needs in the context. The paper also describes the importance of inclusive teacher’s collaboration with the school management, children’s parents and caregivers and other relevant specialists in order to understand the specific background of child’s type of disability with the aim of adapting his teaching methodology, tools and materials as per child’s specific needs for an individualized education planning if needed. (shrink)

Study of the fifth chapter of Tattvārthādhigamasūtra, work on Jaina philosophy and doctrines by Umāsvāti; includes Gujarati translation of commentary of Siddhasenagaṇi.

Commentary, with Bengali translation, of Anumānakhaṇḍa, a portion of Tattvacintamaṇi, basic work on the neo-Nyaya school in Hindu philosophy, by Gaṅgeśa, 13th century.

On Sādhanāpañcaka, work on Advaita philosophy by Śaṅkarācārya; includes text with translation and explanation.

Ovidij je nedvomno med vsemi avgustejskimi pesniki eden najbolj izrazitih oporečnikov v odnosu do avtokratskega režima cesarja Oktavijana Avgusta. Medtem ko je na primer Vergilij na Avgustov ukaz spremenil zaključni del druge knjige Georgik, tako da je izbrisal iz nje laudes Galli, ki ga je zadela damnatio memoriae, pa se Ovidij niti v svoji mladostni zbirki Amores niti v žalostinkah iz izgnanstva (Tristia) ni bal proslavljati tragično preminulega pesnika, ki velja za začetnika rimske elegije. Zato se ne smemo čuditi, da (...) je tudi Ovidija zadela nekaka damnatio memoriae, saj so morale biti vse njegove pesniške zbirke, ne le spotakljiva Ars amatoria, odstranjene iz rimskih javnih knjižnic (Tristia, 3.1.63–80). Tudi v največjo umetnino, Metamorfoze, je Ovidij zasejal nekaj domiselnih in iskrivih protiavgustovskih bodic. Tako je na primer že v eni prvih epizod, v zgodbi o preobrazbi Likaona, še izraziteje pa v zadnji epizodi, kjer katasterizmu, tj. preobrazbi Julija Cezarja v zvezdo in podobni preobrazbi, ki po smrti čaka Avgusta, dodal za sklep še zaostreno poanto, da bo njegovo ime po smrti povzdignjeno še višje, visoko nad (super!) zvezde (torej še višje kot Cezarjeva in Avgustova zvezda): super alta perennis / astra ferar (Metamorfoze, 15.875–6). (shrink)

Commentaries on Pañcalakṣaṇī of Mathurānātha Tarkavāgīśa, 1600-1675, work dealing with definition of invariable concomitance (vyāpti) with reference to Nyaya philosophy ; with supercommentary on Māthurīvyāptipañcakaśatakoṭi.

Pouk klasične kulture in književnosti je prostor, kjer dijaki poleg splošnega znanja in razgledanosti pridobivajo tudi sposobnosti ču­denja, avtorefleksije, samokritičnosti in strpnosti. Proces ni nikoli zaključen, to za raziskovanje samega sebe velja že iz antičnih časov; kot bi rekel Kavafis, je včasih pomembna zlasti pot. Dijake po gimnaziji čaka še dolgo zorenje v »umetnosti življenja«, učiteljska prizadevanja ne obrodijo vedno takojšnjih sadov, morda občasno naletimo tudi na gluha ušesa. Važno je, da ne ustvarjamo fiktivnega prepada med snovjo in življenjem; tega (...) se nenazadnje dijaki učijo celo preko ra­zvozlavanja jezikovnih ugank zapletenih latinskih ali grških stavkov. Pouk klasičnih jezikov je skozi generacije izkazal in potrdil svojo vzgojno-izobraževalno vrednost. Novi časi vsekakor zahtevajo sveže učne pristope, ne pa nujno novih vsebin, saj človek išče odgovore na ista temeljna bivanjska vprašanja, kot jih je iskal v antiki. (shrink)