The research was conducted in order to determine the differences in situational-motor abilities in the defense of men's junior national teams at the 2013 World Handball Championship. Situational - motor abilities in the defense of the national team of Bosnia and Herzegovina in relation to the national teams of Croatia, France, Sweden and Spain were analyzed. The following variables were used to determine differences in defense: SKODEKUK / PR - total - average number of jumps in defense of the whole team, SKODUK / PR1 - total - average number of jumps in defense first player of defense, SKODUK / PR2 - total - average number of jumps in defense second defensive player, SKODUK / PR3 - total - average number of defensive jumps third defensive player, SKODUK / PR4 - total - average number of defensive jumps fourth defensive player, SKODUK / PR5 - total - average number of defensive jumps fifth defensive player and SKODUK / PR6 - total - average number of jumps in the sixth defense player. To determine the partial quantitative differences of variables, which measure the total and average number of attempts to perform an element in the area of situational - motor abilities in defense, we used the mean difference of mean (hereinafter MD), which calculated the average values of selected variables. The average values of variables for the assessment of situational - motor abilities in defense were also calculated. The variable SKODUK / PR4 - total - average number of jumps in the defense of the fourth player shows a statistically significant negative difference in the jumps in the defense of the fourth player between the fourth player in the defense of Bosnia and Herzegovina and the fourth player in the defense of Croatia and Sweden. In the variable SKODUK / PR6 - total - average number of jumps in the defense of the sixth defense player, a statistically significant negative difference can be seen between the sixth player in the defense of the national team of Bosnia and Herzegovina and the sixth player in the defense of Sweden. Key words: handball, juniors, World Championship, defense, situational - motor abilities

The media raises our children and form an important part of their daily lives. It is impossible to imagine life without the presence of the media. They are the main source of information, content, and topics on upbringing, education, culture, politics, and entertainment. The media are socializing agent which impact on society, children and youth is significant. Accordingly, there should be a greater social intention for media education and training. The role of media education in our schools is still underused, often marginalized and sometimes misunderstood by both teachers, preschool teachers, children and young people. The number of media, internet users and profiles and social networks is growing every day, as evidenced by numerous studies, but there is not enough education for the media nor education for critical thinking. Therefore, in this paper we tried to explore the media habits of children and youth in the local community, with special reference to the time that they spent on the Internet, mostly on social networks, and whether the time spent affected their daily interactions with the environment, friends, family and, at the end of the day, their succes in school. We where interested in how much they used social network, at what age they created their profiles, and how free they felt in providing information about themselves and others through the media. According to the results, children create their profiles on social networks at a very early stage, even when they are not ready or educated for it. In addition, children are very open to the virtual world of communication with the people they do not know in real life, even to meet strangers without being aware of possible manipulation, false profiles, violence and the like. There is a clear awareness among most respondents about the need for media education, regardless of the difference in the amount of time that they spend on social networks, as well as a clearly articulated stand on the need to introduce media education as part of compulsory education in schools.

Fifteen Brassica oleracea L. var. acephala DC accessions were collected and evaluated for their genetic diversity and molecular characteristics using 10 previously developed and used codominant SSR markers. The SSR loci used revealed a total of 51 alleles. The domestic kale varieties were collected locally and the hybrids kales were found in markets. The averages of total heterozygosity (H) and polymorphic information content (PIC) was 0.6774 and 0.6201, respectively. The average number of alleles was 4.2 per locus, where 8 of 10 markers showed high polymorphic information content (PIC), being more than 0.5. The genetic relationships among the populations revealed by Unweighted Pair Group Method with Arithmetic mean (UPGMA), showed a clear clustering into three distinct groups. As expected, all local varieties were separated within two separated clusters, whereas only two domestic varieties shared one cluster with the group of hybrids, indicating similar genetic background shared by domestic and hybrid varieties. These results indicate and confirm the regional and physiological differences between the kale varieties and confirm the SSR marker efficiency for genetic characterization assays.

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.