The topic of the artistic framework of digital works through the lens of Arthur Danto’s theory provides a unique perspective on how art is formed and valued in the contemporary digital age, especially in the context of art created with the help of artificial intelligence (AI). Danto emphasized that art becomes art not because of the inherent properties of the work itself, but through the institutional framework in which the work is placed and recognized. This paper explores the application of Danto’s concept of the „artistic frame” to digital art, using the group Obvious and their work Portrait of Edmond de Belamy, the most expensive artwork created with AI, as an example. Through the analysis of this piece, it examines how, in the contemporary context, the valuation of art shifts from traditional physical objects to digital, generative processes where AI plays a key role. The Portrait of Edmond de Belamy, which became a symbol of a new artistic direction and commercial success, illustrates how institutional frameworks (such as auction houses, galleries and online platforms) enable the recognition of digital works as art. Through Danto’s framework, it is discussed how digital art, although created by technology, is recognized as art through the acceptance of cultural and market norms that define its artistic status. This paper concludes that the artistic framework of digital works lies not only in the technology that creates them but in the process of their acceptance within contemporary artistic institutions and markets.
Peace and security education plays a crucial role in fostering a culture of peace by promoting non violence, tolerance, and social cohesion. Through formal and informal learning,individuals develop critical thinking skills, conflict resolution strategies, and a deep understanding of human rights and global citizenship. Integrating peace education into curricula at all educational levels helps prevent conflicts and build sustainable peace. Moreover, cultural and educational initiatives encourage dialogue, mutual respect, and cooperation among diverse communities. The role of educators, policymakers, and international organizations is essential in creating inclusive and participatory learning environments that nurture peace oriented values. By addressing the root causes of violence and fostering a mindset of empathy and understanding, peace education contributes to long-term social stability and security. Emphasizing the importance of cultural heritage and intercultural dialogue further strengthens peaceful co xistence. A comprehensive approach to peace education, involving governments, civil society, and educational institutions, is vital for achieving sustainable development and global harmony.
Contemporary international relations are increasingly shaped within the space between the preservation of state sovereignty and the need for more developed forms of multilateral cooperation. The traditional understanding of the international order, based on the primacy of sovereign states and their formal equality, is increasingly confronted with challenges that transcend national borders and the capacities of individual states. Global security threats, migration flows, climate change, economic crises, pandemics, and technological transformations indicate that the contemporary international system can no longer be understood solely through the prism of classical interstate politics. It is precisely in this context that the concept of global governance acquires increasing theoretical and practical importance. Global governance does not imply the existence of a world government, but rather a complex system of institutions, rules, norms, procedures, and actors involved in the regulation of global processes. As early as the beginning of the 1990s, attention was drawn to the possibility of “governance without government,” emphasizing that order in international relations can be maintained through networks of formal and informal mechanisms of coordination, and not exclusively through centralized authority.2 Similarly, the report of the Commission on Global Governance defines global governance as the sum of the many ways in which individuals and institutions, both public and private actors, manage their common affairs at the global level.3 Such an understanding points to the expansion of the classical concept of international politics, since, in decision-making processes, alongside states, an increasingly significant role is played by international organizations, regional integrations, transnational corporations, non-governmental organizations, expert networks, and other non-state actors.
The use of depleted uranium during the 1999 NATO operations represents one of the most complex and controversial issues in contemporary international humanitarian and criminal law. Although no international treaty explicitly prohibits depleted uranium, extensive scientific evidence demonstrates its long-term toxic, radiological, and environmental effects, raising serious concerns for civilian health and ecological integrity. This paper examines the physical and chemical characteristics of depleted uranium, its toxicological profile, and the scope of its deployment during Operation "Allied Force", relying on findings by UNEP, WHO, and the IAEA. The legal analysis explores the applicability of key principles of international humanitarian law - including the prohibition of indiscriminate attacks, the proportionality test, environmental protection norms, and the Martens Clause - and concludes that the use of depleted uranium may satisfy the elements of a war crime against the environment, the use of prohibited means of warfare, and, in certain circumstances, a crime against humanity. Special attention is devoted to the responsibility of NATO as an international organization, the responsibility of its member states, and the potential individual criminal responsibility of commanders and planners. Although no formal treaty ban exists, the material standards of international law clearly indicate that the use of depleted uranium is incompatible with the principles of humanity and the protection of civilians. Depleted uranium thus constitutes a de facto prohibited weapon whose deployment raises significant questions of international and domestic criminal liability.
This study examines the influence of cultural factors on the formulation and implementation of marketing strategies in higher education institutions across the countries of the region. The research was conducted on a sample of 740 respondents from higher education institutions in Serbia, Croatia, Slovenia, Bosnia and Herzegovina, Montenegro, and North Macedonia. A quantitative research approach was applied, employing descriptive statistics, correlation analysis, multiple regression analysis, and cluster analysis. The results reveal a strong and statistically significant impact of cultural dimensions – particularly intercultural competencies and cultural distance – on various aspects of marketing strategies in higher education institutions. Cluster analysis identified three clearly differentiated types of institutions, which significantly differ in their cultural profiles and the intensity of marketing strategy implementation. The findings confirm the importance of the cultural context as a relevant factor in strategic marketing management in higher education and highlight the need for its more systematic integration into institutional development strategies.
