241 10 3494 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 819 Title A name given to the resource Şiir ve Düşünce İlişkisi Author Author Aslan, Adnan Abstract A summary of the resource. Düşüncede berraklık ve açıklık arayışının önemli kriter olduğu günümüz felsefesinde şiir irrasyonelliğe kaynaklık eden esin ve ilhamın membaı, müphemliğin ve bulanıklığın ifade alanı olarak görülmektedir. Alman filozofu Martin Heidegger ise aksini düşünmekte. Felsefe özellikle Rene Descartes sonrası Modern Felsefe Varlığı tayinde insan algısını merkeze yerleştirmiştir. Bu felsefeye göre düşünme insanın Varlık hakkındaki tespit ve hükümlerini ortaya konulup, tartışılmasıdır. Heidegger Modern Felsefe’de paradigma haline gelmiş bu yönelişe şiddetle karşı çıkar. Düşünmenin Varlığın sesine kulak verme olduğunu söyler. İnsan nasıl varlığın sesine kulak verecektir. Şiirle. Şairler Varlığı terennüm ederler. Bundan dolayı, Heidegger’e göre şairler filozoflardan daha önemlidir. Bu tebliğde daha ziyade Martin Heidegger’in felsefesine dayanarak şiirin düşünceyi nasıl ifşa ettiği meselesini ele almaya çalışacağım. Düşüncenin sesi neden şiirsel olmak zorundadır ve neden şiir Varlığın ifşası ve hakikatin ifadesi olarak görülmelidir. Şairle düşünür arasında köklü bir ayırım yapmak mümkün müdür? Şiir dil ilişkisi nasıl kurulmalı ve neden dil dile geldiği zaman şiirsel olma durumundadır? Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/62c5b6e5fa3cc51d428a5d35dcdf3a25.docx abeb96dc8ad610fe3d993ab5907af16c https://omeka.ibu.edu.ba/files/original/408ec4f4e0de4bea6bc803ec2c83cfe1.pdf 4dc9668564d2d578300d4edf13b1c23e PDF Text Text SİNAN YAĞMUR`UN "AŞKIN GÖZYAŞLARI 1.TEBRİZLİ ŞEMS" ve POULA COELHO` NUN "ELİF" İSİMLİ ROMANLARINDA METAFİZİK ANLATIM Sezai COŞKUN / Elçin KARLI International Burch University, Türk Dili ve Edebiyatı Öğretmenliği Bölümü, Saraybosna / Bosna Hersek Anahtar Kelimeler: Sinan Yağmur, Paulo Cohelho, Metafizik Anlatım, “Aşkın Gözyaşları 1.Tebrizli Şems”, “Elif”. ÖZET Bu çalışmada, dünyada eserleri en çok dile çevrilen Paulo Cohelho`nun "Elif" ve Türkiye`nin en çok okunan yazarları arasında bulunan Sinan Yağmur`un "Aşkın Gözyaşları 1.Tebrizli Şems", isimli biyografik romanları, metafizik anlatımın unsurları bakımından incelenecektir."Elif" romanın başkahramanı olan Coelho, hayatın monotonluğundan kurtulmak ve gerçek mutluluğa ulaşmak düşüncesiyle, ustası J nin de tavsiyesine uyarak, uzun zamandır hayalini kurduğu yolculuk için Rusya ya gider. Roman, yazarın manevi bir arayışa dönüşen 9200 kilometrelik tren yolculuğunu, keman virtüözü Hilal ve Rus Yayıncıs ve Tao ustası ile birlikte tamamlamasını anlatır. Sinan Yağmur`un konusu tasavvuf olan, "Aşkın Gözyaşları 1.Tebrizli Şems" ,romanı ise Mevlana’yı Mevlana yapan hocası Tebrizli Şems`in içindeki aşkı ömür boyu süren bir yolculuk sonunda Konya`da bulmasını anlatır. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2232 Title A name given to the resource SİNAN YAĞMUR`UN "AŞKIN GÖZYAŞLARI 1.TEBRİZLİ ŞEMS" ve POULA COELHO` NUN "ELİF" İSİMLİ ROMANLARINDA METAFİZİK ANLATIM Author Author COŞKUN , Sezai KARLI, Elçin Abstract A summary of the resource. Anahtar Kelimeler: Sinan Yağmur, Paulo Cohelho, Metafizik Anlatım, “Aşkın Gözyaşları 1.Tebrizli Şems”, “Elif”. ÖZET Bu çalışmada, dünyada eserleri en çok dile çevrilen Paulo Cohelho`nun "Elif" ve Türkiye`nin en çok okunan yazarları arasında bulunan Sinan Yağmur`un "Aşkın Gözyaşları 1.Tebrizli Şems", isimli biyografik romanları, metafizik anlatımın unsurları bakımından incelenecektir."Elif" romanın başkahramanı olan Coelho, hayatın monotonluğundan kurtulmak ve gerçek mutluluğa ulaşmak düşüncesiyle, ustası J nin de tavsiyesine uyarak, uzun zamandır hayalini kurduğu yolculuk için Rusya ya gider. Roman, yazarın manevi bir arayışa dönüşen 9200 kilometrelik tren yolculuğunu, keman virtüözü Hilal ve Rus Yayıncıs ve Tao ustası ile birlikte tamamlamasını anlatır. Sinan Yağmur`un konusu tasavvuf olan, "Aşkın Gözyaşları 1.Tebrizli Şems" ,romanı ise Mevlana’yı Mevlana yapan hocası Tebrizli Şems`in içindeki aşkı ömür boyu süren bir yolculuk sonunda Konya`da bulmasını anlatır Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/b9f77d58ab050b42150b4027de6826f0.pdf 8de9740f7d1eaeb297e885af263300cc PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 auditory background. His poem bears an organized conscious and concentrated care. His poem carries a mental concentration on it. He describes his poem as the one that can be written with words and needs craftsmanship. In our poem, “Hilmi Yavuz Poem” is an encoded one with its semantic and style, unusual harmonisation, images following Asaf Halet Çelebi. The poem which requires readers to have a certain cultural equipment is a strong one and shows the importance given to “word” by Hilmi Yavuz. 7. SINIF TÜRKÇE DERS VE ÇALIŞMA KİTAPLARINDA YER ALAN MİLLİ DEĞERLER Nahide İrem AZİZOĞLU Sakarya Üniversitesi, Sakarya / Türkiye Anahtar Kelimeler: milli değerler, Türkçe ders kitapları, Türkçe çalışma kitapları. ÖZET Türkçe dersinin amaçlarından biri bireylere milli ve evrensel değerleri kazandırmaktır. Bu nedenle Türkçe dersinde en çok yararlanılan kaynaklar olan ders kitaplarında milli ve evrensel değerlere yeterince yer verilmelidir. Ulusal değerler millet, devlet, vatan, ordu, cumhuriyet, ulusal simgeler( ulusal marş, ulusal anıtlar, ulusal bayram, bayrak), kahramanlık, dil, gelenek ve görenekler olarak belirlenmiştir. Bu çalışmanın amacı 7. Sınıf Türkçe ders ve çalışma kitaplarında milli değerlere nasıl ve ne ölçüde yer verildiğini belirlemektir. Araştırmada betimsel yöntem kullanılmıştır. Araştırmanın evrenini 2013-2014 öğretim yılında okutulmakta olan MEB ve özel yayınevleri tarafından basılan 7. Sınıf Türkçe ders ve çalışma kitapları oluşturmaktadır. Doküman analizi yaklaşımıyla Türkçe ders ve çalışma kitaplarındaki metinler ve etkinlikler, milli değerleri taşıma bakımından değerlendirilmiştir. Araştırma sonuçları ilgili literatür ışığında tartışılmış ve öneriler dile getirilmiştir. 38 �BİLDİRİ ÖZETLERİ - UTEK 2014 EXAMINATION OF NATIONAL VALUES IN TURKISH TEXT AND WORKBOOKS OF 7TH GRADE Key words: national values, Turkish textbooks, Turkish workbooks. ABSTRACT One of the aims of Turkish lessons for individuals is to gain national and universal values. Therefore, the mostly utilized source in Turkish lessons in textbooks should be given sufficient importance to national and universal values. National values are defined as nation, government, territory, army, republic, national symbols (natioanl anthem, national monuments, national holidays, flag), heroism, language, traditions. The aim of this study is to determine how and to what extent the national values are given place in the7th grade textbooks and workbooks. Descriptive method is used in the study. The 7th grade Turkish text and workbooks published by MEB and private publishers and being taught in 2013-2014 academic year, are the universe of this study. Texts and activities in Turkish textbooks and workbooks are evaluated in terms of existence of national values with the approach of document analysis. Research results have been discussed in the light of literature and recommendations has been expressed. TÜRKÇE'DEN ÇEVİRİLERDE ÖZEL İSİMLERİN CİNSİYET SORUNSALI Alena ĆATOVİĆ University of Sarajevo / Bosna Hersek Edina NURİKİĆ University of Sarajevo / Bosna Hersek Anahtar Kelimeler: özel isimler, toplumsal cinsiyet, çeviri ÖZET Türk kültürüne yabancı olanların Türk özel isimleri ile ilk karşılaştıklarında cinsiyetlerin ayırımı konusunda zorluk çektikleri gözlemlenmektedir. Bu 39 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2707 Title A name given to the resource SINIF TÜRKÇE DERS VE ÇALIŞMA KİTAPLARINDA YER ALAN MİLLİ DEĞERLER Author Author AZİZOĞLU, Nahide İrem Abstract A summary of the resource. Türkçe dersinin amaçlarından biri bireylere milli ve evrensel değerleri kazandırmaktır. Bu nedenle Türkçe dersinde en çok yararlanılan kaynaklar olan ders kitaplarında milli ve evrensel değerlere yeterince yer verilmelidir. Ulusal değerler millet, devlet, vatan, ordu, cumhuriyet, ulusal simgeler( ulusal marş, ulusal anıtlar, ulusal bayram, bayrak), kahramanlık, dil, gelenek ve görenekler olarak belirlenmiştir. Bu çalışmanın amacı 7. Sınıf Türkçe ders ve çalışma kitaplarında milli değerlere nasıl ve ne ölçüde yer verildiğini belirlemektir. Araştırmada betimsel yöntem kullanılmıştır. Araştırmanın evrenini 2013-2014 öğretim yılında okutulmakta olan MEB ve özel yayınevleri tarafından basılan 7. Sınıf Türkçe ders ve çalışma kitapları oluşturmaktadır. Doküman analizi yaklaşımıyla Türkçe ders ve çalışma kitaplarındaki metinler ve etkinlikler, milli değerleri taşıma bakımından değerlendirilmiştir. Araştırma sonuçları ilgili literatür ışığında tartışılmış ve öneriler dile getirilmiştir. EXAMINATION OF NATIONAL VALUES IN TURKISH TEXT AND WORKBOOKS OF 7TH GRADE Key words: national values, Turkish textbooks, Turkish workbooks. ABSTRACT One of the aims of Turkish lessons for individuals is to gain national and universal values. Therefore, the mostly utilized source in Turkish lessons in textbooks should be given sufficient importance to national and universal values. National values are defined as nation, government, territory, army, republic, national symbols (natioanl anthem, national monuments, national holidays, flag), heroism, language, traditions. The aim of this study is to determine how and to what extent the national values are given place in the7th grade textbooks and workbooks. Descriptive method is used in the study. The 7th grade Turkish text and workbooks published by MEB and private publishers and being taught in 2013-2014 academic year, are the universe of this study. Texts and activities in Turkish textbooks and workbooks are evaluated in terms of existence of national values with the approach of document analysis. Research results have been discussed in the light of literature and recommendations has been expressed. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-23 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-582X P Philology. Linguistics,PA Classical philology,PI Oriental languages and literatures,PN Literature (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1047 Title A name given to the resource Sir Vidiadhar Surajprasad Naipaul: A Writer’s People: Ways of Looking and Feeling Author Author Arslan, Zeynep Karakuzu, Melih Abstract A summary of the resource. Sir Vidiadhar Surajprasad ‘V.S. Naipaul’ is one of the most popular postcolonial authors of the contemporary world. V.S Naipaul is an Indo-Trinidadian British Writer that focuses on the idea of British Empire’s Colonialism. He mentions about colonial and postcolonial life in his studies. He has won many awards such as Nobel Prize for Literature (2001), David Cohen Prize (1993), The Booker Prize (1971), etc. V.S Naipaul has published many books of fiction, non-fiction studies. V.S Naipaul’s fiction and non-fiction studies have been emphasized by a committing to truth that illustrating the brightness and intelligence. V.S. Naipaul points out an extensive experience that we think, see, feel and look. That’s why Naipaul provides readers ‘to look and to look, to re-look and re-think.’ V.S Naipaul’s fiction and non-fiction studies pretend as an argument and a critique towards the other writers. A Writer’s People: Ways of Looking and Feeling is a non-fiction book written by V.S Naipaul. In this book, Naipaul discusses with the writers such as Derek Walcott, Gustave Flaubert, Mahatma Gandhi, Anthony Powell, Polybius, Virgil, Trinidadian Writer Sam Selvon and Naipaul’s father, Seepersad. This book includes the title such as The Worm in the Bud, An English Way of Looking, Looking and Not Seeing: The Indian Way, about Mahatma Gandhi and related with these writers. In this essay, we will mention why V.S Naipaul’s writings and essays generate controversy between writers and are criticized so much by other writers. Additionally, we will focus on his philosophy and his view as a postcolonial writer from former British colony with western culture and his own style and explain why V.S Naipaul is differentiated by other writers. It will deal with social, cultural and political issues by considering A Writer’s People: Ways of Looking and Feeling. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/477c8c76b527987c0b396eeaa7a654f3.docx fae67fa2884a5c273cff1bd29c778e9e https://omeka.ibu.edu.ba/files/original/cab1a62e9b2ccaf2454cef7ba399bf4b.pdf 285cc18cc1cd691ed2ebe7945f29034d PDF Text Text Izvorni naučni rad dr. sc. Suzana Bubić, redovni profesor Pravni fakultet Univerziteta „Dţemal Bijedić“ u Mostaru SIROMAŠTVO DJECE – UZROCI I SREDSTVA ZA NJEGOVO SMANJENJE Autorica u radu, nakon analize pojmova apsolutnog i relativnog siromaštva, socijalne isključenosti i rizika od siromaštva, razmatra problem siromaštva djece i njegove uzroke u Bosni i Hecegovini i u evropskim zemljama. Uzroci su isti, ali su u Bosni i Hercegovini, zbog recesije, ekonomske nerazvijenosti, tranzicije te velikog broja nezaposlenih, prisutniji i izraţeniji. Zbog toga je teţe i otkloniti ih, odnosno pronaći i primijeniti sredstva za smanjenje siromaštva. Autorica kao ova sredstva navodi izmjene u okviru sistema socijalne zaštite, rješavanje problema iz perspektive prava djeteta, pruţanje pomoći porodicama radi zadovoljavanja potreba njihovih članova, uklanjanje propusta u ureĎenju postojećih porodičnopravnih ustanova i u radu nadleţnih organa, uvoĎenje sistema akontativnog plaćanja izdrţavanja te uvoĎenje ustanove porodičnog doma, odnosno posebnog reţima koji bi vaţio za porodični dom i predmete domaćinstva. Ključne riječi: siromaštvo i rizik od siromaštva, socijalna zaštita, prava djeteta, porodični dom, pravo stanovanja 1. Pojam siromaštva Prema prvoj evropskoj definiciji siromaštva, prihvaćenoj od Evropskog vijeća 1975. godine: „Za ljude se kaţe da ţive u siromaštvu ako su njihovi prihodi i resursi toliko neodgovarajući da ih sprečavaju da imaju ţivotni standard koji se smatra prihvatljivim u društvu u kojem ţive. Zbog siromaštva mogu doţivjeti brojne nepovoljnosti kroz nezaposlenost, niska primanja, loše stanovanje, neodgovarajuću brigu o zdravlju i prepreke cjeloţivotnom učenju, kulturi, sportu i rekreaciji. Često su isključeni i marginalizirani od učešća u aktivnostima (ekonomskim, socijalnim i kulturnim) koje su dostupne drugim ljudima i njihov pristup osnovnim pravima moţe biti ograničen.“1 OdreĎenje 1 Navedeno prema: The measurement of poverty and social inclusion in the EU: achievements and further improvements, Prepared by Eurostat, str.2, dostupno na: http://www.unece.org/fileadmin/DAM/stats/documents/ece/ces/ge.15/2013/WP_25_Eurostat_D_E n.pdf, pristup 9. 2. 2015) Radna definicija siromaštva Vijeća Evrope iz 1984. godine glasi: „Siromašne su osobe, porodice i grupe osoba čiji su resursi (materijalni, kulturni i društveni) ograničeni u tolikoj mjeri da ih isključuju iz onog minimuma koji se traţi za ţivot u zemlji članici u kojoj ţive.“(navedeno prema: Anketa o potrošnji domaćinstava u Bosni i Hercegovini 2011, Sarajevo 2013 /dalje: Anketa 2011/, str. 63, dostupno na: 11 �siromaštva na ovaj način očigledno je rezultat prihvatanja ideje o multidimenzionalnoj prirodi siromaštva i drugim oblicima isključenosti (socijalne isključenosti) do kojih ono dovodi. U teoriji i praksi, zbog različitog shvatanja njegove prirode, siromaštvo se različito definiše. Tako se definicije u sociologiji razlikuju od onih u oblasti ekonomije.2 Ekonomisti odranije siromaštvo odreĎuju dvojako - kao apsolutno i relativno. Apsolutno mjeri siromaštvo u odnosu na količinu novca potrebnog za zadovoljenje osnovnih potreba (hrana, odjeća i smještaj), tako da se ono ne odnosi na širi kvalitet ţivota ili ukupan nivo nejednakosti u društvu i ne priznaje postojanje i potrebu zadovoljavanja vaţnih društvenih i kulturnih potreba. Relativno siromaštvo odreĎuje se kao siromaštvo u odnosu na ekonomski status drugih članova društva, pa se ljudi smatraju siromašnim ako im je standard ispod prevladavajućeg standarda ţivota u tom društvenom kontekstu. Treći pojam, kasnije uveden u odnosu na navedene, jeste socijalna isključenost, koja se odreĎuje kao sistematsko stavljanje odreĎenih grupa u podreĎen i nepovoljan poloţaj zbog diskriminacije po različitim osnovama. 3 Pored ovih, u upotrebi je i pojam ugroţenost, odnosno rizik od siromaštva, koji se, u skladu s preporukama Svjetske banke, definiše kao procent domaćinstava čiji nivo izdataka za potrošnju je veoma blizu liniji siromaštva4 Za razliku od ekonomista, sociolozi ne pokazuju interes za mjerenje siromaštva, već za njegove razloge, meĎu kojima su uloga kulture, vlasti, društvene strukture i drugih faktora koji su uglavnom izvan kontrole pojedinca. U skladu s tim, pretpostavka za stvaranje efikasnijih programa za ublaţavanje siromaštva je razumijevanje multidimenzionalne prirode siromaštva, posebno http://www.google.ba/url?url=http://www.fzs.ba/Anketa/BHAS_HBS_BH_dv52.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=4fPmVK7dNoO9UeSgogH&ved=0CBkQFjAB&usg=AFQjCNGB9mav54wZzcqwg46d58SyujHuiw, pristup 21. 12. 2014 ) 2 O pojmovima siromaštva više v. na: http://www.unesco.org/new/en/social-and-humansciences/thems/international-migration/glossary/poverty/, pristup 15.10. 2014. 3 Strategija socijalnog uključivanja Bosne i Hercegovine, usvojena 2010. godine /dalje: Strategija socijalnog uključivanja BiH/. (tekst Nacrta Strategije dostupan na: http://www.dep.gov.ba/razvojni_dokumenti/socijalne_ukljucenosti/Archive.aspx?langTag=bsBA&template_id=140&pageIndex=1, pristup 15.10. 2014) U Izvještaju o razvoju BiH navedena je sljedeća definicija socijalne isključenosti: „To je proces kojim se odreĎeni pojedinci ili grupe potiskuju na rub društva, sprečava ih se u njihovim nastojanjima da ţive pristojnim ţivotom uz puno sudjelovanje u društvu zbog njihovog etničkog porijekla, vjerske pripadnosti, staleţa u društvu, dobnih ili spolnih razlika, invalidnosti, finansijskih problema, nedostatka formalnog zaposlenja i obrazovanja, zaraţenosti HIV virusom, migracionog statusa i mjesta prebivališta.“ (Izvještaj o razvoju BiH, Godišnji izvještaj 2013, Sarajevo, juni/lipanj 2014 /dalje: Izvještaj o razvoju BiH/, str. 53, dostupan na: http://www.google.ba/url?url=http://www.dep.gov.ba/razvojni_dokumenti/izvjestaji/%3Fid%3D16 26&rct=j&frm=1&q=&esrc=s&sa=U&ei=JsLlVLfFAYmBU5nmgKgC&ved=0CBYQFjAC&usg =AFQjCNECsLdt9X2v0mpcqcflmEFjWHx1pw, pristup 15. 10. 2014) 4 Izvještaj o razvoju BiH, supra note 3, str. 65. Linija siromaštva se uobičajeno postavlja „na 60% od medijane mjesečnih izjednačenih izdataka za potrošnju i predstavlja prag vrijednosti koji dijeli stanovništvo na siromašno i nesiromašno“ (supra note 1, str. 67). 12 �socijalnih aspekata, naprimjer lošeg stanovanja, lošeg zdravlja ili lošeg vremena.5 Pri odreĎenju pojma siromaštva, pored ekonomske, očito je da treba da se uvaţava i njegova društvena, politička i kulturna komponenta.6 U definiciji navedenoj u Strategiji razvoja Federacije BiH 2010 - 2020, došli su do izraţaja upravo svi ovi elementi: siromaštvo je „višedimenzionalni fenomen koji, pored nedovoljnih prihoda za zadovoljenje ţivotnih potreba, podrazumijeva i nemogućnost zapošljavanja, neodgovarajuće stambene uslove i neadekvatan pristup socijalnoj zaštiti, zdravstvenim, obrazovnim i komunalnim uslugama. 7 Problem siromaštva i njegovog smanjenja je globalni problem koji se nastoji riješiti na meĎunarodnom, evropskom i drţavnom nivou, s postignutim različitim uspjehom i rezultatima. Na značaj ovog problema ukazuju dokumenti usvojeni od organa Evropske unije i Ujedinjenih nacija, odnosno uloga koja je u njima priznata borbi protiv siromaštva. Tako je borbu protiv siromaštva Evropska komisija predloţila kao jedan od pet ciljeva u Strategiji Evropa 2020 (Evropska strategija za pametan, odrţiv i uključiv rast), za koje je sugerisano da se pretvore u nacionalne ciljeve.8 Broj onih koji ţive ispod nacionalnih granica siromaštva potrebno je smanjiti za 25% i tako od siromaštva spasiti više od 20 miliona ljudi. Ovaj cilj je tijesno vezan sa obrazovanjem i zapošljavanjem: obrazovanje omogućava zapošljavanje, a ono pomaţe smanjenju siromaštva.9 Od sedam inicijativa predstavljenih u Strategiji, jedna je „Evropska platforma protiv siromaštva.“ U njoj su odreĎene obaveze Komisije na nivou EU i obaveze drţava na nacionalnom nivou. Kao obaveze drţava navedene su: unapreĎivanje zajedničke kolektivne i individualne odgovornosti u borbi protiv siromaštva i socijalne isključenosti; definisanje i provoĎenje mjera usmjerenih na specifične okolnosti grupa u posebnom riziku (izmeĎu ostalih, jednoroditeljske porodice); potpuno razvijanje sistema socijalne sigurnosti i penzionih sistema radi osiguranja odgovarajuće dohodovne podrške i pristupa zdravstvenoj zaštiti.10 5 Supra note 2. RebeccaO'Neill ističe da se siromaštvo generalno definiše visinom prihoda domaćinstva. MeĎutim, u njega se obično ne uključuju samo niski prihodi, već i brojni drugi faktori koji se zajedno pojavljuju, „poput lošeg zdravstvenog stanja, visoke stope nezaposlenosti, visoke stope kriminala, nesigurnih četvrti, niske kvalitete škola i drugih resursa u zajednici te niskih očekivanja.“ Po njoj, u studije koje mjere i kontrolišu siromaštvo treba da se uključe i drugi vaţni faktori, kao što su kvaliteta roditeljstva ili nivo sukoba u kući. (O'Neill, R, Experiments in Living: The Fatherless Family /September 2002/, http://www.civitas.org.uk/pubs/experiments.php, pristup 5. 1. 2014) 7 Strategija razvoja Federacije BiH 2010 – 2020 (usvojena 2010. godine), str. 62, dostupna na: http://www.fmks.gov.ba/kultura/legislativa/strategije/StrategijarazvojaFBiH2010-2020.pdf, pristup 15. 10. 2014) 8 Tekst Strategije dostupan na: http://www.mobilnost.hr/prilozi/05_1300804774_Europa_2020.pdf Ostali ciljevi tiču se zapošljavanja, istraţivanja i inovacija, klimatskh promjena i energetike te obrazovanja. 9 Ibidem, str. 13. 10 Ibidem, str. 23. 6 13 �2. Siromaštvo djece i njegovi uzroci Prema podacima iz Izvještaja UNICEF-a iz 2014. godine,11 u 41 drţavi EU i/ili OECD u 2012. godini u siromaštvu ţivi oko 76,5 miliona djece. U 22 drţave stopa siromaštva je veća od 20, što znači da u siromaštvu ţivi jedno od petero djece. O broju djece u svijetu koja ţive u siromaštvu govori podatak da se u Ujedinjenom Kraljevstvu, koje je jedna od bogatijih drţava u svijetu, broj ovakve djece stalno povećava: na kraju prve dekade ovog vijeka očekivao se porast za cijeli milion, u odnosu na 1999. godinu, kada ih je bilo 3,8 miliona.12Na ovako visoku stopa siromaštva uticala je u značajnom mjeri recesija. MeĎutim, negativne posljedice recesije izostale su u drţavama koje su uspjele pronaći i primijeniti odgovarajuće mjere, u kojim su uspješno preduzimane aktivnosti javnih institucija i programi zaštite djece. Efikasne javne intervencije, brojne pravne i ekonomske mjere vezane za dječije siromaštvo i zaštitu osnovnih prava djece, od reformi poreza do zaštite porodica od iseljenja, preduzimane od vlada zemalja blago izloţenih recesiji, dovele su do ograničenja ili čak do smanjenja siromaštva i sačuvale od siromaštva 4 miliona djece.13 Siromaštvo velikog dijela stanovništva u Bosni i Hercegovini posljedica je ekonomske nerazvijenosti, procesa tranzicije, recesije i stalnog rasta broja nezaposlenih. Ispod ustanovljenog praga siromaštva ţivi 17,8% populacije,14 dok trećina preostalog stanovništva ţivi blizu te granice; skoro polovina ljudi koji ţive u bijedi (a njih je, po procjeni, 680.000) prima socijalnu pomoć; porodice s troje i više djece ţive ispod praga siromaštva u zemlji.15 U 2011. godini siromaštvom je bilo pogoĎeno 23,4% djece, što je za 5% više u odnosu na 2009. godinu.16 17O siromaštvu djece govori i podatak da meĎu korisnicima 11 Children of the Recession, The impact of the economic crisis on child well-being in rich countries, Innocenti Report Card 12, Children in the Developed World, September 2014 /dalje: Children of the Recesion/, str. 8, dostupno na: http://www.unicef-irc.org/publications/pdf/rc12eng-web.pdf Izvještaj obuhvata period od 2008 – 2012. godine. Najveća stopa siromaštva 2012. godine bila je u Grčkoj (40,5), Latviji (38,2) i Španiji (36,3), a nešto manja u Litvaniji, Rumuniji, Italiji i Turskoj (oko 30). Do porasta siromaštva u ovom periodu došlo je u 23 drţave, a najveći porast je zabiljeţen u Islandu, Grčkoj, Latviji, Hrvatskoj i Irskoj. U Poljskoj, Slovačkoj, Švajcarskoj, Norveškoj i Finskoj zabiljeţeno je naveće smanjenje siromaštva. U Sloveniji stopa siromaštva je 13,4, a u Hrvatskoj 27,6. (Tabela 1, str. 8. Izvještaja) 12 12 Više v.:Sharm, N, It doesn't happen hier, The reality of Child Poverty in UK, Barnardo’s 2007, Essex 13 Supra note 11, str. 8. i 41. 14 2.223,15 KM godišnje po glavi stanovnika, odnosno 1.497,68 USD. (navedeno prema Strateškom planu za unapreĎenje ranog rasta i razvoja djece u Federaciji Bosne i Hercegovine, 2013 – 2017, str. 32, dostupan na: http://www.unicef.org/bih/ba/early_childhood_development_bh.pdf: ) 15 Ibidem 16 Apsolutno siromaštvo, mjereno po metodologiji Svjetske banke, u odnosu na 2007. godinu poraslo je za 5%. Na nivou drţave stopa je 23,4, Federacije BiH 22,7, a Republike Srpske 25,3 (pri izračunavanju stope nisu uključeni troškovi za zdravstvo; prema: Siromaštvo u BiH 2011 – Trendovi i dostignuća i Indikatori adekvatnosti ciljanja budţetskih transfera za socijalnu zaštitu u BiH 2011, Sarajevo, jun 2013 /dalje: Siromaštvo u BiH 2011/, str. 14, dostupno na: 14 �socijalne zaštite raste broj maloljetnika i da su oni u 2012. godini činili 26,11% ukupnog broja ovih korisnika. Tome je najvećim dijelom doprinio broj osoba ugroţenih porodičnom situacijom, meĎu kojim je najviše djece čiji roditelji nemaju dovoljno prihoda (u odnosu na 2007. godinu njihov broj uvećan je za 38,6%).18 Sloţenost fenomena siromaštva oteţava i usloţnjava utvrĎenje uzroka koji ga izazivaju. Brojni i raznovrsni su uzroci, odnosno faktori koji dovode porodicu i njene članove u stanje u kojem ne mogu zadovoljavati svoje osnovne potrebe,. Često više njih postoji paralelno, pa se ne mogu posmatrati pojedinačno, odvojeno jedan od drugog, već u njihovoj ukupnosti i kroz njihov meĎusobni odnos. Od svih njih ovdje će se naglasiti oni koji djecu dovode u većoj mjeri u stanje siromaštva ili pojačavaju njihovo siromaštvo. Njihovo utvrĎenje je pretpostavka za iznalaţenje sredstava za smanjenje, odnosno uklanjanje siromaštva. Najčešći uzroci siromaštva su nedovoljnost i/ili nestabilnost prihoda, gubitak ili nemogućnost zaposlenja, neobrazovanost, odnosno nizak nivo obrazovanja, porast ţivotnih troškova, a u posljednje vrijeme siromaštvu je u značajnoj mjeri doprinosila i doprinosi i ekonomska kriza koja je pogodila sve zemlje u svijetu. Siromaštvu djeteta na strani čijih roditelja nastanu ove okolnosti, ali i mimo njih, doprinosi i izmijenjena struktura porodice – raspad potpune i stvaranje jednoroditeljske porodice te povećanje broja djece u porodici.19 http://www.ibhi.ba/Documents/Publikacije/2013/IBHI_Siromastvo_u_BIH_2011_Trendovi_i_dost ignuca.pdf, pristup 15. 10. 2014) U Bosni i Hercegovini u 2007. godini bilo je 18,6% siromašnih i 22,9% ugroţenih rizikom od siromaštva, odnosno onih koji su veoma blizu liniji siromaštva (ukupno 41,5%). (Anketa o potrošnji domaćinstava u BiH 2007, Agencija za statistiku BiH, dostupna na: http://www.fzs.ba/Anketa/Publikacija%20hbs07_bos.pdf, pristup 15. 10. 2014). U 2011. godini je 17,9% populacije je siromašno (Anketa 2011, supra note 1, str.63). 17 U svim anketama radi analiziranja i dokumentovanja ţivotnog standarda i siromaštva, kao tip mjerenja do 2011. godine primjenjivala se potrošnja domaćinstva (prosječna godišnja potrošnja prehrambenih i neprehrambenih proizvoda po glavi stanovnika i domaćinstvu i prosječna vrijednost ovih proizvoda i usluga) sadrţana u modulu 10. U ovom modulu se mjeri samo potrošnja, a ne prihod domaćinstva, što se obrazlaţe time „da domaćinstva ne ostvaruju svakodnevan prihod, te da prihod u toku godine nije ravnomjerno rasporeĎen“ (Anketa o mjerenju ţivotnog standarda u BiH 2007, Federalni zavod za statistiku, dostupna na: http://www.fzs.ba/lsmspdfb.htm). Proširenoj anketi o potrošnji domaćinstva u 2011. godini dodata su dva ad hoc modula o socijalnoj koheziji (Modul 1: Socijalna uključenost, migracije i doznake i Modul 2: Zdravstveno stanje i usluge) (prema: Siromaštvo u BiH 2011, supra note 16, str. 6) 18 Ukupna stopa siromašnih i onih koji su blizu siromaštva je oko 41,5%, ili 18,6% siromašnih i 22,9% onih koji su veoma blizu siromaštvu, tj. ugroţeni rizikom od siromaštva (Izvještaj o razvoju BiH, supra note 3, str. 65). 19 Uzroci siromaštva djece i porodice u Ujedinjenom Kraljevstvu, čije se uklanjanje nastoji postići, su: nizak nivo obrazovanja, profesionalna neaktivnost, zavisnost od socijalne pomoći, kao i zaduţenost i raspad porodice (Royaume-Uni: améliorer les possibilités d’emploi pour lutter contre la pauvreté des enfants et des familles, http://europa.eu/epic/countries/uk/index_fr.htm, pristup 13. 1. 2015. 15 �2. 1. Struktura porodice Za dijete koje ţivi s jednim roditeljem, bilo od roĎenja, bilo nakon prestanka zajednice roditelja razvodom ili faktičkim prekidom bračne ili vanbračne zajednice, postoji veći rizik od siromaštva.20U dvoroditeljskoj porodici nezaposlenost jednog roditelja ne mora dovesti do siromaštva ukoliko drugi roditelj radi i prima platu, dok će za jednoroditeljsku porodici gubitak posla značiti gubitak jedine plate, odnosno siguran put ka siromaštvu. Šansa jednoroditeljske porodice da bude siromašna veća je onda kada je na njenom čelu samohrana majka zbog toga što ţena u pravilu ima manju radnu sposobnost, u odnosu na muškarca češće je nazaposlena, uz velike teškoće naplaćuje izdrţavanje za dijete od oca ili ga ne uspijeva ni naplatiti. U razorenim i nestabilnim porodicama ugroţeni su najbolji interes i dobrobit djeteta, jer su zbog manjih prihoda manje i mogućnosti zadovoljavanja potreba djeteta. Porodica u kojoj su uspješno zadovoljavane sve potrebe, raspadom nerijetko dolazi u stanje nesigurnosti. Istraţivanja vršena u evropskim drţavama potvrdila su da dijete koje ţivi u jednoroditeljskoj porodici ima veće šanse da bude siromašno od djeteta koje ţivi s oba roditelja i da to siromaštvo uzrokuje brojne druge probleme. Tako prema podacima dobijenim istraţivanjima i prema statističkim podacima, u Velikoj Britaniji samohrane majke imaju dva puta veće šanse od dvoroditeljskih porodica da ţive u siromaštvu; samohrani roditelji imaju dva puta veći rizik od parova s djecom da će imati stalne niske prihode, više šansi da neće moći štedjeti, osam puta veće šanse da ţive u domaćinstvu nezaposlenih, preko dvanaest puta veće šanse da dobijaju pomoć u primanjima. Djeca koja ţive bez biološkog oca imaju dva puta veće šanse da ţive u siromaštvu i lišenosti, veće šanse od djece iz potpunih porodica da imaju emocionalne (dva i po puta veće šanse da nekada ili često budu nesretna) i mentalne probleme (dva puta veće šanse) i da bjeţe od kuće (dva puta veće šanse), imaju više problema u školi, skloni su imati probleme u odnosima s drugim, 50% veći rizik od zdravstvenih problema, veći rizik da pate od fizičkog, emocionalnog i seksualnog zlostavljanja. Tinejdţeri koji ţive bez biološkog roditelja imaju veće šanse da imaju probleme sa seksualnim zdravljem, da postanu roditelji, da čine prekršaje, puše, piju alkohol, uzimaju droge, ne izvršavaju školske obaveze, da budu isključeni iz škole, da napuste školu.21 Rezultati istraţivanja provedenog u Švajcarskoj takoĎer ukazuju na vezu izmeĎu porodične strukture i siromaštva. Za dijete koje ţivi u jednoroditeljskoj porodici utvrĎeno je da ima izmeĎu dva i pet puta veće šanse da bude siromašno od djeteta koje ţivi s oba roditelja, a da je pri tome rizik od siromaštva jednoroditeljskih porodica na čijem čelu su ţene („ţenske“ porodice) veći nego za jednoroditeljske „muške“ porodice. I nakon laganog smanjenja stope siromaštva za ţene na čelu jednoroditeljskih porodica (2004. godine), rizik od 20 Od ukupnog broja domaćinstava u BiH 7,5% čine samohrani roditelji sa djecom, a 38% bračni parovi sa djecom (Anketa 2011, supra note 1, str. 66) 21 O'Neil, R, op.cit. 16 �siromaštva ostao je više od 3 puta veći, dok je stopa siromaštva jednoroditeljske „muške“ porodice slična prosječnoj. U teoriji se, meĎutim, postavlja pitanje šta utiče na siromaštvo ovih ţena - da li ono zaista dolazi iz njihove porodične situacije ili i iz drugih varijabli, kao što su nivo obrazovanja, drţavljanstvo, religija?22 Povezanost strukture porodice i siromaštva uočljiva je i u Bosni i Hercegovini. Veličina siromaštva jednoroditeljskih porodica, odnosno domaćinstava samohranih roditelja je 17%, a za porodice sa samohranim majkama je veća nego za one sa samohranim očevima.23 24 2. 2. Stanovanje Usko vezani za strukturu porodice su i problemi stanovanja. U većini drţava članica Evropske unije uočeno je da je stanovanje jedna od oblasti u kojoj je sve veći broj porodica posljednjih godina suočen s teškoćama koje se negativno odraţavaju na zdravlje, dobrobit i razvoj djece, naročito one najranjivije. Mnogo djece ţivi u neadekvatnom, privremenom smještaju ili čak u nezdravim stanovima.25 Problem stanovanja je naročito izraţen po prestanku braka ili zajednice ţivota, kada jedan od bračnih ili vanbračnih partnera s djetetom o kojem se stara treba da napusti dom u kojem su do tada ţivjeli i osigura novi dom. U stuaciji kakva je danas u Bosni i Hercegovini, to će često značiti da će dijete ostati bez sigurnog utočišta, bez mogućnosti da ţivi u domu koji će odgovarati njegovim potrebama. Nerijetko će neadekvatni uslovi stanovanja ugroziti i njegovo zdravlje i dovesti u pitanje osiguranje njegovog najboljeg interesa. To će doprinijeti i povećanju rizika od siromaštva, odnosno siromaštva, čiji jedan od elemenata jeste upravo nepostojanje sigurnog doma. 22 Falter, J. M, Le divorce, facteur du pouvreté féminine, u: Transition dans les parcours de vie et construction des inégalité, sous la direction de Michel Oris et al, Presses polytechnique et universitaires romandes, Lausanne, 2009, str. 299. i 302, https://books.google.ba/books?id=3v42Koogdg0C&pg=PA297&lpg=PA297&dq=Divorce,+facteu r+du+pauvrete&source=bl&ots=GcxwWdfUfm&sig=AT1qIQ7NOggtbz1Q3YjX2f_GPMI&hl=bs &sa=X&ei=Yo3XVKyMFomWatzdgaAF&ved=0CBoQ6AEwAg#v=onepage&q=Divorce%2C% 20facteur%20du%20pauvrete&f=false, pristup 5. 11. 2014. 23 Od samohranih domaćinstava u 2011. godini (kojih je 7,5%), domaćinstva sa samohranom majkom čine 84,4%. Veličina siromaštva domaćinstava samohranih roditelja je 17%; u porodicama sa samohranim majkama je 20,3%, dok je u onim sa samohranim očevima 16,2% (Anketa 2011, supra note 1, str. 66). 24 Ista tendencija je uočena i u 2007. godini. Domaćinstva sa samohranim roditeljima predstavljala su 7,1% ukupnih domaćinstava, od kojih je 81% domaćinstava sa samohranom majkom na čelu. Veličina siromaštva domaćinstava samohranih roditelja bila je 17,9%; u domaćinstvima na čijem čelu je ţena bila je 22,4%, a u onim s muškarcem na čelu 17,3%, (Anketa o potrošnji domaćinstava u BiH 2007, supra note 16, str.15. i 54). 25 Joint Report on Social Protection and Social Inclusion 2008 Social inclusion, pensions, healthcare and long-term care, European Commission, 2008, str. 27, dostupan na: http://www.google.ba/url?url=http://ec.europa.eu/social/BlobServlet%3FdocId%3D2386%26langI d%3Den&rct=j&frm=1&q=&esrc=s&sa=U&ei=od_1VIqiBImqUdzLgsAH&ved=0CBIQFjAA&u sg=AFQjCNFU5xKVn0typuhE_MnuQ5UuH16DqQ, pristup 29. 12. 2014. 17 �2. 3. Radni status roditelja Jedan od faktora koji utiče na siromaštvo djece jeste i radni status njihovih roditelja. Procjena mjere njihove povezanosti bila je predmet istraţivanja u OECD drţavama.26 Izvršena analiza stanja pokazala je da je u skoro svim ovim drţavama stopa siromaštva djece znatno veća u porodicama bez posla nego u onim u kojim bar jedan roditelj radi, u porodicama s jednim zaposlenim nego u onim s dva zaposlena, u jednoroditeljskim nego u dvoroditeljskim porodicama. Povezanost siromaštva sa statusom u zaposlenju nosioca domaćinstva je predmet analize i kod nas, sa zabiljeţenim istim trendom.27 2. 4. Obrazovanje roditelja Najznačajniji poedinačni faktor koji povećava rizik od siromaštva i socijalne isključenosti je obrazovanje, tj. njegov nivo i kvalitet. Siromaštvo je izraţenije meĎu osobama s niţim nivoom obrazovanja, najveća stopa siromaštva kod nas je kod domaćinstava čiji nosilac nema nikakvu školsku spremu.28 Kvalitetno obrazovanje dostupno svima osigurava ekonomski razvoj i sprečava siromaštvo i socijalnu isključenost. Neobrazovane i osobe sa niskim nivoom obrazovanja imaju najveći rizik od siromaštva.29Na povezanost nivoa obrazovanja i siromaštva ukazuje podatak o mnogo niţoj stopi upisa djece iz siromašnih porodica u srednje škole i na fakultete u odnosu na njihove vršnjake koji nisu siromašni.30 26 Rezultate istraţivanja Peter Whiteford and Willem Adema prezentirali su u studiji What Works Best in Reducing Child Poverty: A Benefit or Work Strategy?, OECD Social, Employment and Migration Working Papers No. 51, 2006, http://www.oecd.org/social/family/38227981.pdf, pristup 30.12.2014. 27 Podaci se ne odnose direktno na djecu, ali se iz njih moţe zaključiti i o uticaju zaposlenosti roditelja na siromaštvo djece. Stopa siromaštva u domaćinstvima čiji nosilac je nezaposlen u 2007. godini bila je 26,8% (prema: Siromaštvo u BiH 2011, supra note 16, tabela 18, strana 22). U 2011. godini procent siromašnih domaćinstava je najmanji ako je nosilac domaćinstva zaposlen (12,5%). Stopa siromaštva je 27,8% ako je nosilac domaćinstva nezaposlen ili traţi prvo zaposlenje, odnosno 24,7% ako je nosilac domaćinstva domaćica. Unutar domaćinstava sa penzionisanim nosiocem ima 15,8% siromašnih, dok je najveća stopa siromaštva unutar domaćinstava čiji nosilac je nesposoban za rad i iznosi čak 38,5% (Anketa 2011, supra note 1 str. 68). 28 Stopa siromaštva kod domaćinstava čiji nosilac nema nikakvu školsku spremu je 39,8%, kod domaćinstava čiji nosilac ima završenu osnovnu školu je 26,4%, a manja je kod domaćinstava čiji nosilac ima završenu srednju školu - 11,4% i univerzitetsko obrazozanje - 4,1%. (Anketa 2011, supra note 1, str. 67). 29 „Rano napuštanje školovanja, nedostupnost obrazovanja, nejednakost/diskriminacija u obrazovanju, obrazovanje koje nije povezano sa trţištem rada i koje ne prati nove reformske trendove, kao i loša postiguća u obrazovanju imaju za posljedicu loše obrazovane osobe, nekonkurentne na trţištu rada unutar i van zemlje što vodi socijalnoj nesigurnosti, siromaštvu i socijalnoj isključenosti.“ (Izvještaj o razvoju BiH, supra note 3, str. 71) 30 U srednje škole upisano je 57,2% siromašne, a 76,4% nesiromašne djece. Visoko obrazovanje pohaĎa 9,3% siromašnih, a 27,3% nesiromašnih (ibidem, str. 74 - 75) 18 �2. 5. Nizak nivo zdravstvene zaštite Na ţivotni standard, pa onda i na siromaštvo, utiče i nivo zdravstvene zaštite. U Bosni i Hercegovini on nije zadovoljavajući, a uz to za djecu koja uţivaju zdravstvenu zaštitu nije osigurana ravnopravnost. Neosiguranjem djetetu uţivanja najvišeg mogućeg nivoa zdravlja i olakšica u pogledu ozdravljenja i oporavka vrijeĎa se pravo koje mu je priznato u Konvenciji o pravima djeteta (član 24). Nedostupnost usluga, odnosno neosiguran pristup ostvarivanju zdravstvene zaštite u Bosni i Hercegovini posebno oteţava uslove ţivota i poloţaj pripadnika romske zajednice, raseljenih osoba i povratnika. 2. 6. Broj djece u porodici Stopa siromaštva raste s povećanjem broja djece u domaćinstvu, što potvrĎuju i podaci o siromaštvu u Bosni i Hercegovini.31 3. Pravna sredstva za smanjenje siromaštva djece Negativan uticaj siromaštva na djecu i nuţnost njegovog smanjenja, odnosno iskorjenjivanja, razlozi su za usvajanje Preporuke Komisije EU „Ulaganje u djecu: prekid ciklusa nepovoljnog poloţaja“ (2013/112/EU).32 Pri njenom donošenju uzeto je u obzir više činjenica. Jedna od njih jeste postojanje u velikoj većini zemalja EU većeg rizika od siromaštva i socijalne isključenosti za djecu nego za ukupnu populaciju, a druga je postojanje razlike izmeĎu dobrostojeće i djece koja odrastaju u siromaštvu i socijalnoj isključenosti, u pogledu uspjeha u školi, uţivanja u dobrom zdravlju i ostvarenja punog potencijala kasnije u ţivotu. Pored ovoga, imalo se u vidu i sljedeće: potreba zaštite prava djeteta, borbe protiv socijalne isključenosti i diskriminacije te unapreĎenja socijalne pravde i zaštite; značaj rane intervencije i prevencije za razvoj efikasnih politika; ozbiljan uticaj u brojnim zemljama finansijske i ekonomske krize na djecu i porodice u stanju siromaštva i socijalne isključenosti; vezano za konsolidovane budţete, povećanja fiskalnih ograničenja u brojnim zemljama predstavljaju značajne izazove osiguranju da socijalne politike budu odgovarajuće i efikasne kako kratkoročno, tako i dugoročno. Drţavama članicama preporučeno je da organizuju i provode politike za uklanjanje siromaštva i socijalne isključenosti djece te za unapreĎenje dječije dobrobiti kroz multidimenzionalne strategije. Ukoliko bi drţave članice postupale u skladu s ovim preporukama, u ovoj oblasti bi se postizali dobri rezultati. Zbog njihovog značaja i zbog toga što su njima obuhvaćeni brojni 31 U 2011. godini stopa siromaštva porodica: s jednim djetetom je 12,7%; s dva djeteta 15,7%; s troje i više djece 19,7%. (Anketa 2011, supra note 1, str. 66) 32 Commission Recommendation of 20 February 2013 Investing in children: breaking the cycle of disadvantage (2013/112/EU), dostupna na: http://eur-lex.europa.eu/legalcontent/EN/ALL/?uri=CELEX:32013H0112, pristup 9. 2. 2015. 19 �pravci i mogućnosti djelovanja, navodimo smjernice u skladu s kojim je drţavama preporučeno djelovanje: 1. rukovoditi se horizontalnim principima koji se tiču borbe s dječijim siromaštvom i socijalnom isključenošću kroz integrisane strategije koje će osigurati ne samo dječiju materijalnu sigurnost, već i unaprijediti jednake mogućnosti, tako da sva djeca mogu ostvariti svoj puni potencijal; 2. razvijati integrisane strategije zasnovane na tri osnovna stuba: a) pristup odgovarajućim resursima (podrţati uključivanje roditelja na trţište rada i osigurati odgovarajući ţivotni standard kroz kombinovanje pogodnosti); b) pristup kvalitetnim sluţbama (smanjiti nejednakost u mlaĎoj dobi investiranjem u obrazovanje i brigu u ranom djetinjstvu, poboljšati uticaj sistema obrazovanja na jednake mogućnosti, poboljšati spremnost sistema zdravstva za rješavanje potreba djece u nepovoljnim situacijama, pruţiti djeci sigurno odgovarajuće stanovanje i ţivotnu sredinu, poboljšati podršku porodici i kvalitet alternativnog smještaja); c) pravo djece na učešće (podrţati učešće sve djece u igri, rekreaciji, sportu i kulturnim aktivnostima te uspostaviti mehanizme koji unapreĎuju učešće djece u donošenju odluka koje utiču na njihove ţivote); 3. dalje razvijati neophodne dogovore o upravljanju, primjeni i praćenju stanja (jačati sinergiju pojedinih sektora i poboljšati stanje upravljanja te jačati korištenje pristupa zasnovanog na činjenicama); 4. u potpunosti koristiti relevantne instrumente (rješavati dječije siromaštvo i socijalnu isključenost kao ključno pitanje u okviru Strategije Evropa 2020 i mobilisati relevantne finansijske instrumente EU). Na kraju Evropskog semestra u oblasti dječijeg siromaštva i dobrobiti, Evropsko vijeće je u junu 2014. godine drţavama članicama uputilo pojedinačne preporuke o ekonomskoj i fiskalnoj politici.33 Preporuke se meĎusobno razlikuju, ali su one koje su upućene drţavama s visokom stopom siromaštva 34 uglavnom zajedničke, odnose se na iste oblasti u kojima treba da preduzimaju aktivnosti i mjere radi ublaţavanje siromaštva: povećanje zaposlenosti (nekim zemljama je preporučeno i preduzimanje aktivnosti radi unapreĎenja zaposlenosti ţena), odnosno povećanje učešća na trţištu rada, posebno smanjenjem finansijske destimulacije rada i povećanjem pristupa trţištu rada za ugroţene grupe, jačanje sluţbi za zapošljavanje; obrazovanje mladih i sprečavanje ranog napuštanja školovanja, promjene u sistemu obrazovanja 33 Overview of 2014 country specific recommendations (CSRs) related to the Investing in Children Recommendation, dostupno na: http://www.google.ba/url?url=http://europa.eu/epic/docs/2014final-csrs-on-invchildren.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=2Uv4VLTCAcP8Us6ygbAK&ved=0CBIQFj AA&usg=AFQjCNGT3SLHNYnwGYhVO5ljoug7kQq18w, pristup 13. 2. 2015. 34 Hrvatska, Irska, Italija, Latvija, Litvanija, Rumunija i Španija (ibidem). 20 �modernizacija sistema kvalifikacija i osiguranja kvaliteta; poboljšanje dostupnosti i efikasnosti socijalnih usluga i transfera za djecu, odnosno jačanje efikasnosti i transparentnosti sistema socijalne zaštite; nesmanjivanje pogodnosti dodatnih plaćanja nakon ponovnog zapošljavanja; razmatranje sistema poreza i pogodnosti; poboljšanje šema porodične podrške i kvaliteta sluţbi koje favorizuju domaćinstva s djecom s niskim primanjima. 3. 1. Reforma sistema socijalne zaštite Potreba stvaranja i primjene socijalnih programa kao jako bitna za uklanjanje/smanjenje siromaštva naglašena je i u Izvještaju UNICEF-a, a polazeći od toga da je smanjenje siromaštva u nekim drţavama postignuto kroz socijalne transfere.35 Kao primjer zemlje u kojoj je smanjenje monetarnog siromaštva postignuto kroz socijalne i poreske transfere, odnosno kroz sistem socijalnih davanja i naplate poreza, moţe se navesti Francuska. ovo je ostvareno u 2010. godini uvoĎenjem prelevmana, porodičnih i socijalnih prestacija te stambenih pomoći. Porodične prestacije, karakteristične za porodičnu politiku, posebno su pomogle porodicama s troje ili više djece i jednoroditeljskim porodicama.36 Sredstvo za smanjenje siromaštva kod nas moţe se i mora pronaći u okviru sistema socijalne zaštite. Postojeći sistem karakterišu široka socijalna prava priznata velikom krugu korisnika, ali ne i postojanje dovoljno finansijskih sredstava u budţetima, tako da svi korisnici ne mogu dobiti novčane naknade i usluge na koje imaju pravo. Pri tome korisnici u entitetima i kantonima nemaju jednak poloţaj, ne ostvaruju na isti način i u istim iznosima pomoć. Isto vaţi i za dječiju zaštitu. Najizraţeniji nedostatak ovog sistema jeste to što korisnici kojima je pomoć najpotrebnija, oni koji su najsiromašniji, ostaju bez nje i bez mogućnosti da zadovolje stvarne potrebe. Naime, udio naknada za socijalnu zaštitu u ukupnom budţetskom konsolidovanju Bosne i Hercegovine je veliki - 38,4% u 2012. godini (u 2007. godini bio je 31,5%). Trošenjem 4% BDP-a na ove naknade, svrstavamo se meĎu zemlje s izrazito visokim nivoom potrošnje na socijalnu zaštitu.37 MeĎutim, od ukupnog iznosa budţetskih novčanih naknada najsiromašnija petina stanovništva prima samo 17,3%, što je puno manje od njihovih stvarnih potreba. Ovu tendenciju budţetskih novčanih naknada prate i transferi za ukupnu socijalnu zaštitu, tako da je najsiromašnija petina primila 15,5% naknada, dok je petina koja je najmanje siromašna primila 25,4%. Napredak je (u odnosu na 2007. godinu) zabiljeţen kod dječije zaštite i zaštite porodica sa djecom: najsiromašnija petina stanovništva primila je 25,4%, a najmanje siromašna 35 Children of the recesion, supra note 11, str. 30. Rapport du gouvernement sur la pauvreté en France, décembre 2012, str. 4. i 26, dostupno na: http://www.ladocumentationfrancaise.fr/var/storage/rapports-publics/124000654/0000.pdf, pristup: 12. 1. 2015. 37 Od zemalja iz okruţenja jedino Hrvatska ima veću potrošnju (oko 4,3% BDP-a), dok je u zemljama OECD-a prosjek 2,5% BDP-a (Strategija socijalnog uključivanja BiH, supra note 3, str. 43) 36 21 �petina 18,6%, te kod naknada socijalne zaštite: 20% najsiromašnijih prima 40,3% naknada.38 Nesmanjivanje siromaštva u BiH u posmatranom periodu najbolji je pokazatelj neefikasnosti sistema socijalne zaštite i nuţnosti njegove reforme. Ona je, istina, izvršena početkom 2009. godine uz finansijsku podršku Svjetske banke, ali novčane naknade i usluge još uvijek nisu usmjerene prema stvarnim potrebama korisnika. Postojeći nivo ukupne potrošnje na novčane naknade po osnovu različitih programa socijalne zaštite u Bosni i Hercegovini, zasnovan na doprinosima, Svjetska banka smatra fiskalno neodrţivim, posebno „ako se ima u vidu prijeteći učinak globalne finansijske i ekonomske krize na drţavne prihode.“39 U situaciji kakva je u našoj drţavi, s malim šansama za postizanjem značajnijih rezultata upotrebom sredstava koja se preporučuju i primjenjuju u bogatim, ekonomski razvijenim zemljama,, nuţno je što prije reformisati sistem dječije i socijalne zaštite, preusmjeravanjem socijalnih davanja.40 3. 2. Osiguranje prava djeteta i pravde za djecu Uspješna borba protiv siromaštva moguća je samo ako se ovaj problem posmatra i rješava iz perspektive prava djeteta, priznatih i zagarantovanih u Konvenciji o pravima djeteta te pravde za djecu. Na potrebu osiguravanja pravde za djecu, kao vaţan aspekt u borbi za smanjenje siromaštva, ukazuje se i u okviru UN.41 Siromaštvo se ne manifestvuje samo kao monetarno, kao nemanje dovoljno materijalnih sredstava. Djeca koja ţive u siromašnim domaćinstvima pogoĎena su i na brojne druge načine, upravo naglašene od UN-a: djeca su najugroţenija u kontaktu sa zakonom kao ţrtve, svjedoci i prestupnici, češće se odriču svojih prava, ugroţenija su eksploatacijom, često im je teţe traţiti i dobiti odštetu, a sve to ih povlači još dublje u siromaštvo.42 Povezanost siromaštva s vladavinom prava (u koju je uključena i pravda za djecu), na koju se ukazuje u 38 Prema: Izvještaj o razvoju BiH, supra note 3, str. 58. Strategija socijalnog uključivanja BiH, supra note 3, str. 38 - 39. 40 „Ţivot i razvoj djece u Bosni i Hercegovini ugroţeni su niskim prirodnim priraštajem, izostankom razvojne populacione politike na nivou Bosne i Hercegovine, siromaštvom velikog broja djece, nemogućnošću pristupa sve djece sistemu zdravstvene njege i zaštite, posebno djece Roma. Siromaštvo i teţak ţivot velikog broja nezaposlenih roditelja neposredno ugroţavaju ţivot djece. Kako se navodi u "Smjernicama za prepoznavanje socijalno isključenih kategorija djece u Bosni i Hercegovini”, ne postoje politike socijalne uključenosti na bilo kojem nivou vlasti u Bosni i Hercegovini i nijedno tijelo se ne bavi uzrocima siromaštva, pa su mjere prvenstveno reaktivne i bave se samo posljedicama siromaštva i socijalne isključenosti.“ (Alternativni izvještaj o stanju prava djeteta u Bosni i Hercegovini za period 2012 - 2014, str. 26. i 60, https://nwb.savethechildren.net/sites/nwb.savethechildren.net/files/library/alternativni-izvjestaj-ostanju-prava-djeteta-u-BiH.pdf) 41 Approche de la justice pour les enfants commune aux entités du système des Nations Unies Mars 2008, Approche commun de l`ONU de la justice pour les enfants Mars 08, http://www.google.ba/url?url=http://www.unrol.org/files/ApprocheJusticeEnfants_Final.doc&rct=j &frm=1&q=&esrc=s&sa=U&ei=tZm1VI67NYrraK_ZgsgE&ved=0CEMQFjAI&usg=AFQjCNG RS-HnIG5xbFDhR8H-bf-nfGtlKA, pristup 13. 1. 2015. 42 ibidem, str. 7. 39 22 �literaturi, bilateralnim i multilateralnim aktima, upućuje na zaključak da smanjenju siromaštva doprinosi pravno osnaţivanje, pristup pravdi i funkcionisanje pravosudnog sistema. Pravilno funkcionisanje i dostupnost pravosudnog sistema pretpostavke su za traţenje prava i prevazilaţenje lišenosti, socijalne isključenosti i uskraćivanja prava. Njihovim ispunjenjem osigurava se i siromašnim osobama, uključujući djecu, da budu pravno osnaţene, što povratno djeluje na sve aspekte ţivota djeteta, izmeĎu ostalog na samozaštitu i samopoštovanje, pa onda i na njegov skladan razvoj uz uţivanje svih prava. Osim toga, pravilnim funkcionisanjem pravosudnog sistema moţe se i preventivno djelovati na druge povrede i tako okončati ciklus nasilja i siromaštva. Zbog ovakve uloge pravosudnog sistema i pravnog osnaţivanja osoba u smanjenju siromaštva, agencije UN u strategije za smanjenje siromaštva integrišu pravdu za djecu.43 Ovaj aspekt, odnosno komponenta borbe protiv siromaštva ne smije se zanemariti, izmeĎu politika dječijih prava i strategija za borbu protiv siromaštva mora postojati uska veza i zajedničko dejstvo. Bez ovog sadejstva implementacija prava priznatih djetetu, odnosno pravda za djecu ne moţe se u potpunosti osigurati.44 Bez stvaranja uslova za pravilan rast i razvoj djece njihove potrebe ne mogu biti zadovoljene; bez uspješno uspostavljene saradnje sistema zdravstva, obrazovanja i socijalne zaštite te razvijenog sistema socijalnih usluga djeca ne mogu realizovati svoja prava. 3. 3. Pružanje pomoći porodicama Rješenje problema siromaštva, u smislu njegovog smanjenja ili uklanjanja, je u pruţanju pomoći porodicama radi zadovoljavanja potreba njenih članova, osiguravanjem jednakog pristupa zadovoljavanju njihovih primarnih potreba te pristupa odgovarajućim sluţbama i ustanovama već u ranom djetinjstvu, kako bi se već u tom ţivotnom dobu smanjila, odnosno uklonila nejednakost djece. Najznačajnije je pri tome djeci osigurati jednake mogućnosti i jednak pristup sistemu obrazovanja i zdravstva.45 Ovakvom pomoći porodicama, naročito jednoroditeljskim i onim s više djece, koje su najizloţenije riziku od siromaštva, svoj djeci bi se dale jednake šanse i prilike za pravilan i zdrav razvoj i odrastanje, a u isto vrijeme i povećao osjećaj dostojanstva i samopoštovanja, čija ugroţenost i ozbiljna narušenost je dalekoseţna posljedica siromaštva. Time bi se doprinijelo i prekidanju ciklusa siromaštva, izbjeglo bi se da djeca koja su 43 ibidem, str. 7-8. To da je u osiromašenom društvu u Bosni i Hercegovini smanjena mogućnost ostvarivanja prava velikog broja djece naglašeno je u Alternativnom izvještaju o stanju prava djeteta u Bosni i Hercegovini za 2014. godinu. Kao kategorije koje povećavaju rizik od socijalne isključenosti i siromaštva djece navedena su djeca iz siromašnih porodica, romska djeca i pripadnici manjina, djeca s invaliditetom i posebnim potrebama, djeca bez roditelja i roditeljskog staranja, djeca bez zdravstvene zaštite, djeca iz povratničkih porodica ili raseljenih porodica, vaspitno zanemarena djeca i djeca delinkventi. (Alternativni izvještaj o stanju prava djeteta u Bosni i Hercegovini za period 2012 - 2014. str. 61, supra note 40) 45 Na ovome se insistira i u Izvještaju UNICEF - a, Children of the recesion, supra note 11, str. 42. 44 23 �odrasla u siromaštvu ostanu u tom stanju i kao odrasle osobe. Obrazovanje, odnosno povećanje ulaganja u obrazovanje je ključno za smanjenje siromaštva i socijalne isključenosti; izmeĎu njih postoji direktna veza: viši nivo obrazovanja omogućava veću mogućnost zaposlenja i manju mogućnost da će se biti siromašan. 3. 4. Stvaranje mogućnosti zapošljavanja roditelja Vaţno sredstvo za iskorjenjivanje siromaštva je stvaranje roditeljima mogućnosti da se zaposle, da rade kod kuće, odnosno na daljinu te da imaju fleksibilnije radno vrijeme. Time bi se spriječilo da zbog zaposlenosti trpi njihov porodični ţivot, kao i da zbog materinstva, odnosno očinstva izgube posao.46 Pomoć je neophodna i roditeljima koji su zaposleni, ali čiji prihodi nisu dovoljni za pokrivanje osnovnih ţivotnih potreba. Garantovanjem osnovnih prihoda ovakvim porodicama, kroz povećana ulaganja u politike i programe socijalne zaštite, moguće je preventivno djelovati na smanjenje siromaštva.47 3. 5. Reforma porodičnopravnih ustanova Smanjenje i iskorjenjivanje siromaštva nemoguće je ako ne postoji politička volja da se to učini. Zbog njenog nepostojanja izostaje primjena sredstava koja su inače na raspolaganju, ali isto tako i uvoĎenje novih sredstava. Ako bi oni koji su siromašni učestvovali u rješavanju problema siromaštva i odlučivali, za ovaj problem bi se brţe našao pravi odgovor. Navedeno vaţi upravo za situaciju koja postoji u Bosni i Hercegovini. Kada se recesiji, postupku tranzicije, ekonomskoj nerazvijenosti, padu javnih prihoda i investicija, stalnom rastu i odrţavanju nezaposlenosti doda i ovaj faktor, ostaje jako malo toga što moţe ohrabriti. Rezultati se mogu postići u okviru postojećih porodičnopravnih ustanova, aktivnijim učešćem nadleţnih organa i korištenjem svih zakonskih ovlaštenja. Pojedina zakonska rješenja, čija primjena bi umanjila siromaštvo djece, ne primjenjuju se zbog toga što organi i tijela obavezana na donošenje podzakonskih propisa ne izvršavaju svoje obaveze. 1. Najbolja ilustracija posljedice ovakvog propuštanja i neodgovornog ponašanja je nemogućnost organa starateljstva da, u skladu s odredbom člana 237. Porodičnog zakona Federacije Bosne i Hercegovine osigura sredstva za izdrţavanje djeteta iz budţetskih sredstava Federacije, onda kada roditelji i druge osobe obavezne na izdrţavanje djeteta nisu u 46 Na značaj ovih mogućnosti vezanih za zapošljavanje roditelja ukazuje se u Promoting Empowerment of People in achieving poverty eradication, social integration and full employment integration and full employment and decent work for all, Department of Economic and Social Affairs Division for Social Policy and Development, str. 8, dostupno na: http://www.google.ba/url?url=http://www.un.org/esa/socdev/publications/FullSurveyEmpowerme nt.pdf&rct=j&frm=1&q=&esrc=s&sa=U&ei=FIrkVN2vCsGUpzagng&ved=0CB4QFjAC&usg=A FQjCNGpozAOiNH_8cD_XPDFfvhQuIkfvQ, pristup 5. 11. 2014. 47 Children of the recesion (supra note 11), str. 41. 24 �stanju podmirivati potrebe izdrţavanja djeteta. Ova nemogućnost je posljedica neosiguranja sredstava u budţetu za ovu namjenu i neodgovornog ponašanja onih koje je Vlada Federacije BiH obavezala na preduzimanje aktivnosti radi stvaranja uslova za primjenu navedene odredbe.48 2. Izmjenama i dopunama zakonskog ureĎenja izdrţavanja, ali i dosljednom i pravilnom primjenom vaţećih zakonskih rješenja moţe se smanjiti broj djece koja zbog neizvršavanja obaveze roditelja da ih izdrţavaju dolaze u stanje siromaštva. Najprihvatljivijim za osiguranje izdrţavanja ove djece čini nam se uvoĎenje sistema akontativnog plaćanja izdrţavanja, bilo njegovim plaćanjem iz posebno ustanovljenog fonda, bilo direktnom isplatom iz budţetskih sredstava.49 3. Organu starateljstva treba da se stvore pretpostavke za uspješno izvršavanje obaveza u oblasti izdrţavanja djece, normiranih Porodičnim zakonom. Ako bi on bio u mogućnosti postupati u skladu s ovim zakonom – pokrenuti u ime djeteta postupak za dosuĎenje i povećanje izdrţavanja, odnosno izvršni postupak za naplatu izdrţavanja onda kada to propušta uraditi roditelj s kojim dijete ţivi, manji broj djece bi ostajao bez izdrţavanja. U praksi treba iskoristiti zakonom predviĎenu mogućnost obezbjeĎenja izdrţavanja djeteta i na teret bliskih krvnih srodnika, onda kada roditelji nisu u stanju izdrţavati dijete niti će to biti u skoroj budućnosti. U okviru sudskog postupka za dosuĎenje izdrţavanja, sud i organ starateljstva treba da se aktivno uključe kako bi se djetetu, udovoljavajući zahtjevima načela hitnosti, osigurala sredstva za podmirenje njegovih potreba. 4. Na smanjenje siromaštva moţe se preventivno djelovati sprečavanjem raspada porodice i smanjenjem broja jednoroditeljskih porodica. U tom smislu bi više paţnje trebalo da se pokloni otklanjanju poremećenosti, odnosno uzroka koji dovode do nje i do razvoda braka, odnosno faktičkog prestanka bračne i vanbračne zajednice. To se moţe postići drugačijim normiranjem sadrţaja posredovanja/mirenja, u skladu sa zahtjevima postavljenim u evropskim dokumentima i imajući u vidu rješenja prihvaćena u uporednom pravu. U praksi naročita paţnja treba 48 U februaru 2014. godine Vlada FBiH zaduţila je Federalno ministarstvo pravde da, kao predlagač i obraĎivač Porodičnog zakona FBiH, dopuni član 237. ovog Zakona u cilju jasnijeg odreĎivanja nadleţnosti te da pristupi izradi podzakonskog akta koji će detaljnije urediti pitanje načina osiguravanja sredstava iz Budţeta FBiH namijenjenih za izdrţavanje djeteta. Uz to, zaduţeno je Federalno ministarstvo finansija da, u saradnji s Federalnim ministarstvom pravde i Federalnim ministarstvom rada i socijalne politike, razmotri mogućnosti za formiranje alimentacionog fonda i Vladi dostavi prijedlog za rješenje ovoga problema. Rezultati su, meĎutim, izostali. 49 Više o ovome: Bubić, S, Sistem akontativnog plaćanja izdržavanja za djecu – moguće rješenje za smanjenje rizika od siromaštva, Zbornik radova – XII MeĎunarodno savjetovanje "Aktualnosti graĎanskog i trgovačkog zakonodavstva i pravne prakse“, Neum, 21 - 23. 6. 2014, Pravni fakultet Sveučilišta u Mostaru, Mostar 2014. 25 �da se pokloni postizanju sporazuma roditelja o ostvarivanju roditeljskog staranja, a posebno o izdrţavanju djeteta. 3. 6. Uvođenje ustanove porodični dom U cilju smanjenja siromaštva, odnosno rizika od siromaštva, posebno onog čiji uzrok je struktura porodice i problemi stanovanja, prijedlog de lege ferenda je uvoĎenje u domaće pravo, u uporednom pravu široko prihvaćene, ustanove porodičnog doma, odnosno posebnog reţima koji bi za porodični dom i predmete domaćinstva vaţio u toku trajanja braka i zajednice ţivota, a naročito nakon njihovog prestanka. Porodični dom je stan ili kuća u kojem porodica ţivi, gdje se odvijaju svi sadrţaji porodičnog ţivota bračnih ili vanbračnih partnera i njihove djece i zadovoljavaju njihove svakodnevne potrebe. Bez obezbijeĎenog ovakvog utočišta ne moţe se ni zamisliti uspješno funkcionisanje porodice, bilo da se radi o dvo - ili jednoroditeljskoj porodici. Nepostojanje sigurnog utočišta za porodicu, odnosno loši uslovi stanovanja su jedan od elemenata definicije siromaštva. Ako dijete, po prestanku braka ili zajednice ţivota njegovih roditelja, mora s roditeljem koji će se starati o njemu napustiti dom u kojem su do tada ţivjeli, to će vrlo često, s obzirom na nedostajući stambeni prostor u Bosni i Hercegovini i visoke cijene stanova i zakupnine, značiti da će ono ţivjeti u domu koji neće odgovarati njegovim potrebama, u kojem će nerijetko biti ugroţeno njegovo zdravlje i ostvarivanje ostalih prava, odnosno njegov najbolji interes. UvoĎenje posebnog reţima zaštite porodičnog doma i predmeta u njemu drţavama je još 1981. godine preporučilo Evropsko vijeće. Polazeći, izmeĎu ostalog, od toga da u svim drţavama nisu dovoljno zaštićena prava bračnih partnera koja se tiču porodičnog doma i predmeta domaćinstva, kao i od značaja izjednačenja bračnih partnera u ovoj oblasti, u Preporuci br. R (81) 1550 Komitet ministara je preporučio vladama drţava članica da osiguraju prava bračnih partnera da stanuju u porodičnom domu i koriste namještaj i druge predmete u njemu namijenjene za potrebe porodice. To bi trebalo da urade donošenjem zakona ili njihovim izmjenama, kada su one potrebne, u skladu s principima iz dodatka ove Preporuke i uzimanjem u obzir mogućnosti prihvatanja sistema suvlasništva i ko-zakupa kao sredstava za jačanje prava stanovanja u porodičnom domu. Prema principima, svaki akt jednog bračnog partnera koji šteti pravu na stanovanje u porodičnom domu ili korištenju predmeta domaćinstva, preduzet bez saglasnosti drugog bračnog partnera, moţe se poništiti ili sankcionisati na drugi odgovarajući način. U slučaju razvoda ili rastave, ova prava se mogu dodijeliti isključivo jednom bračnom partneru, a u 50 Recommendation No. R (81) 15 of The Committee of Ministers to Member States on The Rights of Spouses relating to The Occupation of The Family Home and The Use of The Household Contents (Adopted by the Committee of Ministers on 16 October 1981 at the 338th meeting of the Ministers' Deputies), u: Council of Europe Achievements in the Field of Law, Strasbourg, August 2008, dostupno na: http://www.coe.int/t/dghl/standardsetting/family/Achievements%2008_08.pdf 26 �slučaju smrti jednog bračnog partnera drugi moţe nastaviti stanovati u porodičnom domu i koristiti sve ili dio predmeta domaćinstva. Poseban zaštitni reţim za porodični dom, kojim se šire ili uţe derogiraju atributi vlasništva i pravila bračnog reţima,51 uspostavljen je u velikom broju evropskih zemalja. U nekim zakonima on vaţi samo za vrijeme trajanja braka, 52 a u drugim i nakon prestanka braka, odnosno zajednice ţivota. Za iznalaţenje mogućeg rješenja za naše zakonodavstvo u ovoj oblasti, razmotrena su rješenja zakonodavstava koja normiraju širu zaštitu - francuskog, njemačkog, austrijskog53 i onih iz okruţenja. Zaštita se u većoj mjeri osigurava za vrijeme trajanja braka, kada se u većini zakona zabranjuje jednom bračnom partneru raspolaganje porodičnim domom bez saglasnosti drugog bračnog partnera. Dodjeljivanjem porodičnog doma i predmeta domaćinstva u slučaju odvojenog ţivota i razvoda braka ne pruţa se u uporednom pravu isti stepen zaštite djeci i bračnom partneru. U dijelu stranih zakona vrši se prenos prava vlasništva, a u dijelu se zasniva samo zakup doma. Mogućnost prenošenja porodičnog doma s jednog na drugog bračnog partnera normirana je u njemačkom GraĎanskom zakoniku ukoliko ovaj na kojeg se vrši prenos, uzimajući u obzir najbolje interese djece koja ţive s njim u domaćinstvu i okolnosti na strani bračnih partnera, zavisi od njegove upotrebe više nego drugi bračni partner, ili ako je takav prenos pravičan iz drugih razloga (§1568a stav 1). Pod istim uslovima bračni partner moţe zahtijevati da drugi bračni partner prenese i preda mu predmete domaćinstva koji su zajedničko vlasništvo (§ 1568b stavovi 1. i 3). U austrijskom pravu bračni dom,54 koji u skladu s bračnim reţimom ne bi trebalo da bude predmet podjele, dijeli se ako je to dogovoreno, ukoliko zaštita vitalnih potreba drugog bračnog partnera zavisi od daljeg korištenja bračnog doma ili ako njegovo dalje korištenje olakšava zadovoljavanje potreba zajedničkog djeteta. Isto vaţi i za predmete domaćinstva ako zaštita vitalnih potreba drugog bračnog partnera zavisi od njihovog daljeg korištenja (§ 82 stavovi 1. i 2. Zakona o braku). U francuskom pravu sud moţe na porodičnom domu koji je u vlasništvu jednog bračnog partnera odobriti zakup drugom bračnom partneru koji vrši pojedinačno ili zajednički roditeljsku vlast nad djecom koja stanuju u 51 O ovom derogiranju u francuskom pravu v. Revel, J, Fiche de niveau 4. Droit de la famille / Liberté des conventions matrimoniales / Régime primaire /2007, Le logement de la famille, http://www.france-jus.ru/upload/fiches_fr/Le%20logement%20de%20la%20famille.pdf, pristup 3 .9. 2014. 52 Takvo rješenje postoji u hrvatskom pravu i pravu Engleske i Velsa, ali je u ovom drugom sudska praksa uvela zaštitu i u slučaju razvoda braka. Najpoznatija i najuticajnija odluka o ovome, donesena u predmetu Mesher p. Meshera („Mesher“), još 1973. godine, postala je obrazac za hiljade slučajeva o kojim je odlučivano nakon toga. U posljednje vrijeme se dovodi u pitanje opravdanost ovakvog odlučivanja (Important family law cases: Mesher v Mesher by John Bolch, June 25, 2014, http://www.marilynstowe.co.uk/2014/06/25/important-family-law-cases-mesher-vmesher-by-john-bolch/, pristup 5. 3. 2015). 53 U njemačkom i austrijskom pravu koristi se termin bračni (Ehewohnung), a u francuskom pravu porodični dom (le logement de la famile). 54 U sudskoj praksi se kao bračni smatra dom u kojem bračni partneri zajedno stanuju ili su, u slučaju razvoda, donedavno stanovali, ali isto tako i dom koji nije nikada korišten, već je bio namijenjen da to bude (prema Roth, M, National report: Austria, August 2008, str. 10, dostupan na: http://ceflonline.net/wp-content/uploads/Austria-Property.pdf, pristup 3. 1. 2015) 27 �porodičnom domu, ako je to u njegovom interesu, a najduţe do punoljetstva najmlaĎeg djeteta (član 285-1 C.C.).55 U slovenačkom pravu stan koji je vlasništvo jednog bračnog partnera samog ili zajedno s trećom osobom ili na kojem on ima neko drugo stvarno pravo, sud će, u cjelini ili djelimično, dodijeliti na korištenje drugom bračnom partneru ukoliko on nema drugi odgovarajući stan i ako bi zbog drugačije odluke nastala izuzetno teška ţivotna situacija za njega i za djecu. Ovo dodjeljivanje moţe se izvršiti samo na ograničeni vremenski period – na onoliko koliko je potrebno da se bračni partner i djeca prilagode novoj situaciji i urede ţivotne odnose, a najduţe na šest mjeseci, uz mogućnost produţenja za najviše šest mjeseci. Za korištenje stana predviĎeno je plaćanje naknade, čiji iznos odreĎuje sud na zahtjev bračnog partnera vlasnika, osim ako bračni partner nema dovoljno sredstava za ţivot. U slučaju zajedničkog vlasništva na stanu, sud moţe na zahtjev jednog bračnog partnera obavezati drugog da mu prepusti na korištenje stan u kojem zajedno ţive ili su ţivjeli, ili dio tog stana, ukoliko je to korisno za dijete, a uzimajući u obzir stambene potrebe bračnih partnera i njihove legitimne interese (član 112. Porodičnog zakona iz 2011. godine). U razmatranim zakonima (osim slovenačkom) zaštićen je i bračni dom uzet u zakup. U njemačkom pravu bračni partner koji je ostao ţivjeti u bračnom domu stupa u zakup na mjesto bračnog partnera zakupoprimca doma, čija obaveza je da izvrši prenos zakupa, a ako su oba partnera zakupoprimci, on sam nastavlja zakupni odnos (§1568a stav 3. BGB). U francuskom pravu sud kojem je podnesen zahtjev za razvod ili rastavu moţe dodijeliti pravo zakupa porodičnog doma jednom bračnom partneru, vodeći računa o porodičnim i društvenim interesima, a drugom bračnom partneru moţe priznati pravo na naknadu ili odštetu (član 1751. stav 2. C.C.). U slučaju smrti bračnog partnera, preţivjeli bračni partner kozakupoprimac ima isključivo pravo zakupa porodičnog doma, osim kada ga se izričito odrekao (član 1751. stav 3. C.C.). Austrijski zakonodavac, uz odreĎena ograničenja, normira mogućnost dosuĎivanja doma na korištenje bračnom partneru koji nije zakupoprimac, uz odreĎivanje razumne naknade. Njegovo pravo stanovanja, neprenosivo na drugo lice, traje samo dok ne zaključi novi brak ili registrovano partnerstvo (član 88. stav 2. ABGB). Zaštita maloljetne djece i roditelja koji se o njima stara osigurava se, u vezi sa njihovim stanovanjem, i u zakonodavstvu zemalja u okruţenju. U odnosu na veći dio zakonodavstava, ovdje su ograničenja vlasništva uţa. Zaštita porodičnog doma u zakonodavstvu Srbije i Crne Gore osigurana je ustanovljenjem, na stanu čiji vlasnik je jedan bračni partner, prava stanovanja (habitatio) u korist djeteta i drugog bračnog partnera - roditelja koji vrši roditeljsko pravo. Uslov za njegovo dosuĎenje je da dijete i roditelj koji vrši 55 Ova pravila su sadrţana u GraĎanskom i Trgovačkom zakoniku (Code civil, Version consolidée du code au 22 décembre 2014, http://www.google.ba/url?url=http://codes.droit.org/cod/civil.pdf&rct=j&frm=1&q=&esrc=s&sa= U&ei=TPrRVOOgJYOBUd_EgYgL&ved=0CC8QFjAF&usg=AFQjCNFu7mnnpMCEUQEuwva C9XpobFUvHw, pristup 4. 2. 2015) 28 �roditeljsko pravo nemaju pravo vlasništva na useljivom stanu i da ono ne predstavlja očiglednu nepravdu za bračnog partnera – vlasnika. Pravo stanovanja je vremenski ograničeno – traje do punoljetstva djeteta (članovi 194. Porodičnog zakona Srbije i 309. Porodičnog Zakona Crne Gore).56 Hrvatski Obiteljski zakon iz 2014. godine57 štiti porodični dom samo tokom trajanja braka i samo onaj koji predstavlja bračnu stečevinu,58 u kojem stanuje jedan bračni partner i djeca nad kojom roditelji ostvaruju roditeljsko staranje.59 Pravo stanovanja u porodičnom domu sud moţe odrediti u korist samo jednog roditelja sa zajedničkom maloljetnom djecom nad kojom roditelji ostvaruju roditeljsko staranje, a najduţe do razvrgnuća suvlasništva na porodičnom domu. Ovaj roditelj se moţe obavezati na plaćanje paušalnog iznosa najamnine drugom roditelju i plaćanje reţijskih troškova porodičnog doma. Pri odlučivanju o pravu stanovanja i najamnini sud mora voditi računa o načelu srazmjernosti, štititi pravo djece na stanovanje u porodičnom domu i postupati pravedno prema onom roditelju na čiji teret će se ostvarivati pravo stanovanja. Zahtjev za stanovanje u porodičnom domu moţe se odbiti ako ukupni prihodi bračnih partnera ne bi mogli osigurati troškove odvojenog stanovanja i ţivota bračnih partnera i djece (član 46). Imajući u vidu potrebu zaštite najboljeg interesa maloljetnog djeteta, ostvarivanja njegovih prava i zaštite od siromaštva, zakonodavci u Bosni i Hercegovini bi trebalo da ovlaste sud da, u korist bračnog partnera s kojim ostaju ţivjeti maloljetna djeca nakon prestanka braka ili zajednice ţivota, ustanovi pravo stanovanja (habitatio). Kao i u uporednom pravu, i kod nas bi odluka suda trebalo da zavisi od oklonosti konkretnog slučaja: od toga da li je porodični dom, kao dio bračne stečevine suvlasništvo bračnih partnera ili je vlasništvo jednog od njih, ili ga je pak uzeo u zakup jedan ili oba bračna partnera. 56 Vrhovni kasacioni sud Srbije je, u odluci povodom revizije bračnog partnera vlasnika stana, naglasio da interesu maloljetne dece moraju biti podreĎeni svi ostali interesi. To što roditelj vlasnik stana neće moći izdavati stan na kojem se ustanovljava habitatio u korist maloljetne djece ne moţe biti od uticaja na odluku o tome „jer interes tuţenog za sticanje imovinske koristi mora biti podreĎen najboljem interesu maloletne dece za ostvarenje prava na stanovanje.“ (Presuda Vrhovnog kasacionog suda Rev. 3036/2010(2) od 14.07.2010. godine, dostupna na: http://www.overa.rs/pravo-stanovanja-deteta-je-u-interesu-roditelja-koji-vrsi-roditeljskopravo.html (pristup 1. 9. 2014) 57 Povodom ocjene saglasnosti ovog Zakona s Ustavom pokrenut je postupak i privremeno obustavljeno izvršenje svih pojedinačnih akata i radnji koje se preuzimaju na osnovu njega (Rješenje Ustavnog suda RHrvatske Broj: U-I-3101/2014, Zagreb, 12. 1. 2015, str. 45, dostupno na http://narodne-novine.nn.hr/clanci/sluzbeni/2015_01_5_96.html, pristup 3. 3. 2015). 58 Ovakvo rješenje se kritikuje kao nesveobuhvatno i diskriminatorno u odnosu na druge vlasničkopravne sisteme; ističe se da dovodi u pitanje saglasnost ove odredbe „s prvom odredbom prvog načela Priloga uz Preporuku Vijeća Europe br. (81) 15 o pravu bračnih drugova na korištenje obiteljskog doma.“ (Hrabar, D,, u: Rješenje Ustavnog suda RHrvatske Broj: U-I3101/2014, Zagreb, 12.1.2015, str. 45, supra note 57) 59 Zaštita je osigurana zabranom koja je inače sadrţana u skoro svim pravima: nemogućnošću raspolaganja porodičnim domom i otkazom ugovora o najmu porodičnog doma bez saglasnosti bračnog partnera, izjavljene na zakonom predviĎen način (član 32. stavovi 2 i 3). 29 �Prijedlog de lege ferenda jeste da se, u toku trajanja braka, zabrani bračnom partneru vlasniku porodičnog doma da ga otuĎi ili optereti, a u slučaju da porodični dom ulazi u bračnu stečevinu, da se zabrani jednom bračnom partneru da njime raspolaţe bez saglasnosti drugog bračnog partnera. Onda kada je porodični dom uzet u zakup, prijedlog je da se bračnom partneru koji je zaključio ugovor o zakupu zabrani njegovo otkazivanje bez saglasnosti drugog bračnog partnera. Njegova saglasnost mogla bi biti zamijenjena saglasnošću suda, pri čijem davanju bi trebalo da se vodi računa o zaštiti najboljeg interesa djece koja ţive s drugim bračnim partnerom u porodičnom domu i o stambenim potrebama bračnih partnera. Zaštita porodičnog doma nakon prestanka braka ili bračne zajednice treba da se osigura normiranjem mogućnosti ustanovljenja prava stanovanja u porodičnom domu u vlasništvu jednog bračnog partnera u korist djece i drugog bračnog partnera - roditelja s kojim će ţivjeti djeca. Time bi se zaštitio interes djece i ovog bračnog partnera – osiguralo bi im se da nastave stanovati u porodičnom domu nakon prestanka braka ili zajednice ţivota bračnih partnera. MeĎutim, ni interes bračnog partnera vlasnika stana ne smije ostati nezaštićen, već se mora osigurati ograničavanjem ovog prava uslovima i rokom. Uslovi koji bi se mogli normirati su: da djeca i roditelj s kojim ona ţive nemaju drugi odgovarajući stan u koji mogu useliti; da bi za njih, bez dosuĎenja ovog prava, nastala izuzetno teška ţivotna situacija; ako bi nastavljanje stanovanja u porodičnom domu olakšalo zadovoljavanje potreba djece; da dosuĎenje prava stanovanja ne predstavlja očiglednu nepravdu za bračnog partnera vlasnika stana. Pravo stanovanja bi trebalo i da se vremenski ograniči – do punoljetstva najmlaĎeg djeteta. Ovakvim rješenjem bi se u manjoj mjeri nego u dijelu uporednog prava ograničilo pravo vlasništva bračnog partnera vlasnika porodičnog doma, pa bi se izbjegli mogući prigovori na uvoĎenje ustanove porodičnog doma i na reţim njegove zaštite.60 Onda kada bračni partner koji ostaje stanovati u porodičnom domu moţe, bez rizika od siromaštva, plaćati naknadu za korištenje porodičnog doma, sudu bi trebalo ostaviti mogućnost da ga na to obaveţe. Ukoliko porodični dom čini bračnu stečevinu, prijedlog je da se sudu ostavi mogućnost da odredi, na zahtjev bračnog partnera, pravo stanovanja u njemu u korist bračnog partnera s kojim ţive maloljetna djeca, uzimajući u obzir stambene potrebe bračnih partnera i djece, a naročito korisnost takvog rješenja za djecu. 60 Vezano za uvoĎenje posebnog reţima zaštite porodičnog doma u Srbiji i Hrvatskoj, istaknut je prigovor njegove neustavnosti, s obzirom da se njime ograničava pravo vlasništva. Odgovori dati u pravnoj teoriji na ovaj prigovor su sljedeći: 1. ovo ograničenje nije jedino poznato u pravu, a postoji u brojnim stranim pravima u kojima je pravo vlasništva skoro neprikosnovena ustanova (Kovaček, Stanić, G, Dete u porodici sa jednim roditeljem: Izdržavanje i porodični dom, Zbornik radova Pravnog fakulteta, Novi Sad 2008, vol. 42, br. 1-2, str. 349 – 350). 2. pošto se ovdje htjelo zaštititi djetetovo pravo na porodični ţivot, ne bi se moralo nuţno utvrditi postojanje povrede prava vlasništva, barem ne takve koja bi bila nesrazmjerna cilju koji se htio postići - zaštita djeteta (Jakovac-Lozić, D, u: Rješenje Ustavnog suda RHrvatske Broj: U-I-3101/2014, Zagreb, 12.1.2015, str. 45, supra note 57) 30 �4. Zaključak U Bosni i Hercegovini, u sadašnjoj ekonomskoj situaciji, s malim izgledima za skori izlazak iz krize i u odsustvu političke volje, ne moţe se očekivati da će do smanjenja siromaštva doći izdvajanjem finansijskih sredstava većih od do sada ulaganih u ovu svrhu. Rezultati se ipak mogu i moraju postići; smanjenju ili bar ograničenju siromaštva moţe doprinijeti sljedeće: - kreiranje i primjena socijalnih programa, odnosno nastavljanje započete reforme sistema socijalne zaštite, kako bi se novčane naknade i usluge usmjerile korisnicima koji su najsiromašniji i kojima su one najpotrebnije; - stvaranje pretpostavki za nadleţne organe da u predmetima koji se tiču izdrţavanja aktivnije učestvuju u postupku i preduzimaju sve aktivnosti na koje su ovlašteni, odnosno obavezani radi zaštite prava i najboljeg interesa djeteta; - uvoĎenje u domaće pravo ustanove porodičnog doma i posebnog reţima za njega i predmete domaćinstva koji bi vaţio u toku trajanja braka i zajednice ţivota, a naročito nakon njihovog prestanka, kako bi se bar dijelom uklonili problemi stanovanja roditelja s kojim nakon prestanka braka ili zajednice ţivota ostaju ţivjeti djeca, problemi koji su uzroci njihovog siromaštva; - uvoĎenje sistema akontativnog plaćanja izdrţavanja, bilo njegovim plaćanjem iz posebno ustanovljenog fonda, bilo direktnom isplatom iz budţetskih sredstava; - drugačiji i efikasniji angaţman nadleţnih tijela radi sprečavanja raspada porodice, kako izmjenom zakonskog ureĎenja ustanove posredovanja, tako i stvaranjem uslova za posredovanje u svim slučajevima poremećenih porodičnih odnosa, a ne samo vezano za razvod braka. Znači, neki od uzroka siromaštva mogu se ukloniti, odnosno moţe se smanjiti njihov uticaj na siromaštvo djece. Upravo tome se mora pokloniti posebna paţnja pri preduzimanju mjera i aktivnosti od nadleţnih organa i tijela. Pri tome je najpoţeljnije stvaranje mogućnosti roditeljima da se zaposle, odnosno da rade na način koji neće ugroziti pravilno ostvarivanje roditeljskog staranja. Problem siromaštva djece moguće je uspješno riješiti samo ako mu se pristupa iz perspektive prava djeteta i osiguravanja pravde za djecu, posebno onu najranjiviju. 31 �Dr. Suzana Bubić, full professor Faculty of Law, University Dţemal Bijedić Mostar CHILD POVERTY – CAUSES AND MEANS OF ITS REDUCING Summary: In this paper the author, after analyzing the concepts of absolute and relative poverty, social exclusion and the risk of poverty, considers the problem of child poverty and its causes in Bosnia and Herzegovina and in european countries. The causes are the same, but in Bosnia and Herzegovina they appear in a more severe form, because of the recession, economic underdevelopment, transition and a large unemployment. This makes it harder to eliminate them – to find and apply the means of reducing child poverty. The author states the following means: changes in the social protection system; resolving the problems from the children's rights perspective; assisting families to meet the needs of their members; removing deficiencies in the legal regulation of family institutions and in the work of the competent authorities; the introduction of the system of advance payment of support and the introduction of the institution of the family home or special regime which would apply to the family home and household. Keywords: poverty and risk of poverty, social protection, rights of the child, the family home, the right to housing 32 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2986 Title A name given to the resource SIROMAŠTVO DJECE – UZROCI I SREDSTVA ZA NJEGOVO SMANJENJE Author Author BUBIĆ, Suzana Abstract A summary of the resource. Autorica u radu, nakon analize pojmova apsolutnog i relativnog siromaštva, socijalne isključenosti i rizika od siromaštva, razmatra problem siromaštva djece i njegove uzroke u Bosni i Hecegovini i u evropskim zemljama. Uzroci su isti, ali su u Bosni i Hercegovini, zbog recesije, ekonomske nerazvijenosti, tranzicije te velikog broja nezaposlenih, prisutniji i izraženiji. Zbog toga je teže i otkloniti ih, odnosno pronaći i primijeniti sredstva za smanjenje siromaštva. Autorica kao ova sredstva navodi izmjene u okviru sistema socijalne zaštite, rješavanje problema iz perspektive prava djeteta, pružanje pomoći porodicama radi zadovoljavanja potreba njihovih članova, uklanjanje propusta u uređenju postojećih porodičnopravnih ustanova i u radu nadležnih organa, uvođenje sistema akontativnog plaćanja izdržavanja te uvođenje ustanove porodičnog doma, odnosno posebnog režima koji bi važio za porodični dom i predmete domaćinstva. Ključne riječi: siromaštvo i rizik od siromaštva, socijalna zaštita, prava djeteta, porodični dom, pravo stanovanja Publisher An entity responsible for making the resource available Law faculty of University Džemal Bijedić Mostar Date A point or period of time associated with an event in the lifecycle of the resource 2015 Keywords Keywords. Article PeerReviewed H Social Sciences (General),K Law (General) https://omeka.ibu.edu.ba/files/original/998eec87b9ec4c1310385f628f491150.pdf 88863acfccea4aba8d51f8fe1ec5c6de PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo “From Transition to Transformation: Sustainable and Inclusive Development in Europe and Central Asia”, report, 2011 Web: http://www.mckinsey.com/Features/Resource_revolution http://www.clickgreen.org.uk/research/trends/123462-biodiversity-loss-is-as-damaging-asclimate-change-and-pollution.html http://www.levyinstitute.org/pubs/wp_598a.pdf http://www.ipcc.ch/news_and_events/docs/srex/SREX_slide_deck.pdf http://www.unece.org/fileadmin/DAM/publications/oes/RIO_20_Web_Interactif.pdf www.undp.org.me www.mek.gov.me www.energetska-efikasnost.me Situation Of The Dikili Gulf Fishes For Sustainable Fisheries Mehmet İkiz1, Hatice Koç Torcu 2, Fatih Güleç1 1- Ege Üniversitesi, Su Ürünleri Fakültesi, 35080 İzmir 2- Balikesir University, Faculty of Science and Arts, Balikesir-Turkey E-mails: mikiz@mynet.com, htorcukoc@hotmail.com, mc305@live.com Abstract Conservation fish stocks in the aquatic ecosystem is important for sustainable fish production. Continuation of the fish species generations in a habitat is affected by environmental conditions and hunting pressure. For the sustainability of the reproductive abilities of fishes, it is essential to know interactions with the the other species that live in habitat. In this way the production models, that encourage the fish to grow in its natural habitat, can be developed. In this study, the fish species that live in Dikili Bay of Izmir City and their economic features were investigated. Fish species that live in Dikili Bay were examined systematically and biologically; also identification keys of the species were formed. Morphometric and meristic characters of obtained species were identified. In the examination, 70 species belonging to 39 families were identified. 9 species of these belong to chondrichythyes and 61 to osteichtyes. 31 of these species are economically important species and are hunted. 2 of them (Sea bream and sea bass) are farmed in Turkey, also. As a result of inadequate protection measures and mindless hunting, it was observed 31 economically important and identified species, that live 146 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo in the Dikili bay, began to extinction day by day. Due to the sea bottom is sandy, it provides appropriate conditions to trawl fishing. By hunting with this method leads to deterioration of marine ecosystems. Unlike the other surface fishnets, the trawling disrupts the fish shelters and nests and makes them irreversible. In this context, placement of an artificial fish shelters, both will form habitat for fish and with this way trawling can be prevented partially. In addition, to protect the natural balances of the economically important fish species, stock enhancement programs, that used for terrestrial water resources, are able to apply for local marine fish species. By the stock enhancement programs, the natural fish stocks will increase and the sustainable fisheries will be provided in the natural environment. Keywords: Dikili Bay, Sustainable Fisheries, fish stocks, stock enhancement, trawling. 1.INTRODUCTION People used to use seas for two aims; fishing and trade since first ages. It is accepted by everyone that seas contain a lot of biological sources which can be effective in all kinds of lives of increasing world population. That's why the countries which have coasts to these seas and their scientists have begun working on getting to know, introducing and saving those seas which can be life savers and the biological sources in them, intensively. (Geldiay & Kocatas, 2005) Nowadays food and nutrition are the two main problems of people of the fast growing world population. All studies and technologies are centered (intensified) on producing healthy food sources and saving natural food sources. Especailly today, instead of breeding special kinds (species), saving and retaining genetic variety in natural sources have special importance besides aquacultural studies. The increase of endemic kind population which is important especially in terms of biological variety and making them profitable financially have great importance. On our unstabil earth, studies the continuity of the kinds (species) in natural stocks (reserves) which have genetic composition with high variable adaptation ability will provide a basis for the future studies. At the same time, saving biological variety will provide a basis in gaining alternative kinds of fish to the economy of our country in addition to existing cultivation. Fish pricing with a wide inference (meaning), is improving (cultivating) the existing natural source by artificial interference to the echosystem from outside. Commercially, fish pricing is described (named) as increasing stocks of all kinds of water sources (like; river, lake, fishery, dam, etc). Today escpecially in fishing, an important amount of product is gained from fish pricing as a third way besides other two which are hunting and breeding from the natural sources (Sezgin, 2006) Sea pollution and the demand for water products have caused an excessive decrease of fish stocks to meet the increase of pretein need with the growth of world population potential, and biological variety in natural stocks has also been affected negatively. In this study, the variety of fish, their place in systematic and biological features in Dikili Bay are examined (searched) and the assingment key has been formed (created). 147 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.Materials and methods Providing material (obtaining material) The research has been carried out in about 12-month period, in Dikili Bay from August 2001 to September 2002. Collecting samples involved 15-day periods or monthly periods according to the weather conditions. Material has been provided by communicating (contacting) with trawl net and haul seine boats which come to the fishing ports in the towns in Dikili, Izmir and the hunters hunting for sports. Deep trawl net has been used for fishing demersal fish. The depth of fishing places have been detected with sonar and echo-sounder devices. 28 meter long, 820-HP-motor, 22 mm aperture size and 800 mesh, deep trawl, Reis Boat, which has been registered to Trabzon Harbour and tied to Dikili was used. 2.1.Evaluating the samples Collected samples have been washed immediately and got through %70 alcohol or %4 formaldeyde solution. The ones taken out from the sea have been recorded and photographed before the process because of the colour corruption of the types (kinds) put in alcohol and formaldeyde. In the recognition of the samples in the studies morfometric and meristic characters have been used. For measuring the types' morphometric characters 0.5 mm sensitivity vernier has been used. For detecting meristic characters binocular has been used. As metric characters; total length (TL), body height (BH), Head length (HL), eye diameter (ED), in addition to those for the fish which has disc shaped body with cartilage, disc width (DW), and disc length (DL) have been measured. As disc width, the distance between the tips of pectoral fins, and as disc length, the distance between the tips of muzo and pectoral fins are measured. As meristic characters dorsal, anal, ventral and pectoral fin beams, dorsal and anal pinules, pilork cheka, gill spines, lateral line, and lateral cycle (serial) scales have been counted according to the types (kinds). Simple (spine) beams have been indicated (shown) in Roman numerals, soft (branched) beams have been indicatged (shown) in normal numerals. For the ones that have 5 or more samples body ratio is measured about %95. Determining the morphologic characters Whitehead and ark.(1984-86) have been used. In the research mostly the fish type which has been taken out with deep trawl exist. In systematic order of the types from Dikili Bay GOLANI (1996) and for naming those types Whitehead, ark.(1984-86), Fischer and ark.(1987), Wheeler (1992) have been based on. 2.2.Land Information This study has taken place in the inner part of the line which connects Adatepe Cape and Madra Stream which are between 39 10' 00'' N-30 02' 30'' N latitude and 26 46' 00'' E-26 48' 48'' E. 148 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Dikili Bay is surrounded by Candarli Bay in south, Midilli Island in west and Edremit Bay in north. It has a sandy ground. There is pebble and sand in the shallow parts and mud in the deep. There are limnetic exists undersea. The study area is under the effect of coastal and deep impure, local drifts, waves, topography of land, sea morphology and the materials that rivers carry to the sea. (Eryilmaz & Eryilmaz, 2007) According to the morpholigical features Eagean Sea is divided into three different regions; Northern part, Middle Part and Southern Part. The average depth of Northern Part is about 120-200m. (Tokac, et al. 2010) 2.3.Features of water It has been observed that the heat of the water mass in Eastern Eagean sea is 9-26 degrees and the amount of oxygen is 4-10 ml/l. (Artüz, 1970; Benli and Kucuksezgin, 1988; Ergin and others, 1933a) Bay is affected by the cold surface water coming from the Dardanelles and Marmara which belongs Black Sea originally. 6-7 degrees difference exists between Norhtern Eagean and Southern Eagean in winter. In summer there is no notable difference. The heat of the surface water is 14-15 degrees under 200 m whereas it is variable (chageable). (Culha, 1994) Saltiness is affected by Black Sea flows, it is less common than other regions of Eagean Sea. (‰ 33) (Culha, 1994) In accordance with nutritious salts it is seen that Northern Eagean is richer Black Sea and Marmara. If we study the the vertical distribution of the nutritious salts, we see that the concentration up to 200 m is low whereas in deeper parts which is more than 200 m, the values of nitrate, phosphate and silicate increase. (Frilligos, 1981) 149 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 150 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 3. Discussion and result In this study (research) the types of fish in Dikili Bay have been observed in the basis of bio variability. In our country in 2003 463.074 tons of fish from the seas and 44.698 tons fish from inland water were caught. In same year 79.943 tons of fish were bred. Breeding fish in seas and inland waters has shown an increasing tendency until 2000 whereas has shown a decreasing tendency in following years. The amount of fish bred by hunting has shown fluctuation according to the years. Turkey imports noncultivated fish and exports cultivated fish, mollusuc and shelled. The %70-80 of export ıs to EU countries like France, Germany and Belgium and Japan is the second. In recent years the export to China has been increasing. But first we should take caution to prevent environmental pollution and lessening the fish stocks to take the potential of sea and inland water into consideration. Besides these, it is necessary to introduce and encourage the methods (ways) of fish breeding in inlands and reservoirs, developing economical fish types, to adapt the non-existing economic types in a way which they won't harm fauna. (Karakas & Turkoglu, 2005) In the study in Bay the place of existing types has been appointed (signified) in systematic, they have been observed biologically and the key of significance. In the study mostly the types of fish which hunted by using deep trawl (deep troll) has been given place and totally 70 types of fish which belong to 47 class (breed) in 38 families have been assigned. 9 types of those belong to the type of fish which are chondrinus and other 61 are bony. According to the data of Dikili fishing association, the target types of fish which are assigned as economical by the fishermen in Dikili are; sardine (Sardina pilchardus), atlantic bonito (or skipjack tuna) (sarda sarda), red mullet (mullus barbatus), striped red mullet (mullus surmuletus), pickerel (spicara smaris), bogue (boops boops), horse mackerel (trachurus brachurus) and bluefish (pomatomus saltatrix) (Tokac, et al., 2010). Only atlantic bonito (or skipjack tuna) (sarda sarda) hasn't been seen in this study. Hunted types are demersal ones which pelagic and economical commonly hunted ones are mainly sardine (Sardina pilchardus) and others are; Gilt-head bream (sparus aurata), red sea bream (pagellus erythrinus), red mullet (mullus barbatus), striped red mullet (mullus surmuletus), chub (mugil spp.), pickerel (spicara smaris), bogue (boops boops), horse mackerel (trachurus brachurus) (Hossucu, et al., 2001) With the suitable ones which will be chosen in Dikili Bay natural stock can be enriched. It has been observed that the methods that applied up to now for restocking programmes are mostly for the types which immigrate locally for short terms especially commercial types related to benthic and demersal and half benthic environments successfully. It has been said that for assigning the hunting strategies immigration in the enriching stock programmes is one of the essential factors (Salvanes, 2001). In fishing projects immigration is important for the chance of hunting again by the fishermen. The Turbot (Psetta maxima) have been chosen for stock enriching programmes and experimental studies in North Atlantic coastal region, Spain and Denmark and also in Turkey Black Sea region (Bergstad and Folkvord, 1997), (Zengin vd, 2005). Other important thing in the study of fishing is the chosen material and local place. The result of taking the exotic and unfamiliar types to the natural environment afterwards and their interaction and possible problems which may arise, can give harm to the balance of ecosystem. For Turkey the most common example is the negative effect of population of zander (pike-perch) (Stizostedion luciopreca) which was stocked in Egridir Lake, on other 151 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo fish fauna and this has caused the lessening of local fish fauna in lake ecosystem for long years (Anonim, 1991) That's why for hunting in those areas should be banned during the season or should be limited until it reaches to its minimum level. In addition to that minimum hunting level should be processed in accordance with bio-economic value in hunting period. If necessary in this area artificial reef should be built. On the other hand in fishing, the fishermen who help (contribute) this project, can be given the right to fish and for the control of this a legal and administrational regulation should be planned. In this area the most improved (developed) model is Japan’s (Blankenship and Leber, 1995; Sato, 2001). Since there is no study on the subject in Dikili, in which our studies take place, the morphometric and meristic characters of the types haven't been compared. REFERENCES Çulha, M., 1994. Ege Denizinde Kültüre Alınabilecek Alternatif Balık Türleri. İzmir: Dokuz Eylül Üniversitesi Deniz Bilimleri ve Teknolojisi Deniz Bilimleri Anabilim Dalı. Eryılmaz, M. & Eryılmaz, F. Y., 2007. Dikili Kanalı-Çandarlı Körfezi-Midilli Adası Arasının (Ege Denizi) Güncel Çökel Dağılım Haritası. Ankara, 60. Türkiye Jeoloji Kurultayı. Friligos, N., 1981. Seasonal Variation of Nutrient Salts(N,P,Si), Dissolved Oxygen and Chlorophyll-a in Thermaikos Gulf. Jugoslavia: s.n. Tokaç, A. et al., 2010. Ege Denizi Balıkçılığı. 1. Baskı dü. İzmir: IMEAK Deniz Ticaret Odası İzmir Şubesi Yayınları. Geldiay, R. & Kocataş, A., 2005. Deniz Biyolojisine Giriş. İzmir: Ege Üniversitesi Basımevi. Sezgin, M., 2006. Balıklandırmanın Genel Kriterleri Ve Dünyada Ve Ülkemizdeki Stoklama Deneyimleri. Antalya, Akdeniz Su Ürünleri Araştırma Üretim ve Eğitim Enstitüsü Yayınları. Hoşsucu, H. et al., 2001. Balıkçılık Sektörünün İzmir İli İçindeki İşleyişi ve Güncel Sorunları. E.Ü. Su Ürünleri Dergisi, 18(3-4), pp. 437-444. Karakaş, H. & Türkoğlu, H., 2005. Su Ürünlerinin Dünyada ve Türkiye' deki Durumu. Harran Üniversitesi Ziraat Fakültesi Dergisi, 9(3), pp. 21-28. Tokaç, A. et al., 2010. Ege Denizi Balıkçılığı. 1. Baskı dü. İzmir: IMEAK Deniz Ticaret Odası İzmir Şubesi Yayınları. Usage Of Clove Oil In Aquarium Fish (Pangasius Pangasius Hamilton, 1822) 152 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1239 Title A name given to the resource Situation Of The Dikili Gulf Fishes For Sustainable Fisheries Author Author Mehmet, İkiz Abstract A summary of the resource. Conservation fish stocks in the aquatic ecosystem is important for sustainable fish production. Continuation of the fish species generations in a habitat is affected by environmental conditions and hunting pressure. For the sustainability of the reproductive abilities of fishes, it is essential to know interactions with the the other species that live in habitat. In this way the production models, that encourage the fish to grow in its natural habitat, can be developed. In this study, the fish species that live in Dikili Bay of Izmir City and their economic features were investigated. Fish species that live in Dikili Bay were examined systematically and biologically; also identification keys of the species were formed. Morphometric and meristic characters of obtained species were identified. In the examination, 70 species belonging to 39 families were identified. 9 species of these belong to chondrichythyes and 61 to osteichtyes. 31 of these species are economically important species and are hunted. 2 of them (Sea bream and sea bass) are farmed in Turkey, also. As a result of inadequate protection measures and mindless hunting, it was observed 31 economically important and identified species, that live in the Dikili bay, began to extinction day by day. Due to the sea bottom is sandy, it provides appropriate conditions to trawl fishing. By hunting with this method leads to deterioration of marine ecosystems. Unlike the other surface fishnets, the trawling disrupts the fish shelters and nests and makes them irreversible. In this context, placement of an artificial fish shelters, both will form habitat for fish and with this way trawling can be prevented partially. In addition, to protect the natural balances of the economically important fish species, stock enhancement programs, that used for terrestrial water resources, are able to apply for local marine fish species. By the stock enhancement programs, the natural fish stocks will increase and the sustainable fisheries will be provided in the natural environment. Keywords: Dikili Bay, Sustainable Fisheries, fish stocks, stock enhancement, trawling. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed S Agriculture (General) https://omeka.ibu.edu.ba/files/original/c7cc5cf7ae9c4d0287ecb3412fc30d78.pdf da2a99b48ee5232c23c930f85b3bd19d PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Situation Types and Implications of Teaching Single Verb Versus Multiple Verb Constructions of Tatar to Turkish speaking Students in Higher Education Fatma ġahan Güney Department of Modern Turkic Languages and Literatures, Faculty of Letters, Muğla University, Turkey fsahan@mu.edu.tr Abstract: The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to language acquisition (Andersen and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee 2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3) and to involve three types of information, namely the lexical meaning of a verb, its argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Both Tatar and Turkish are agglutinative languages having SOV word order, and belong to Turkic linguistic family. As opposed to Turkish which is mostly a language of single verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or multiple verb constructions in order to make aspectual distincitions within clauses and distinctions of situation types in verb meaning. During the instruction of Tatar courses for more than 8 yeras, based on student homeworks, term papers and exam papers, I have observed that double verb constructions with aspectual post verbs is one point in learning Tatar grammar which students make most of their mistakes. In this paper, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the preliminary findings point out to the fact that the learning of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, who do not have paralel constructions in their native language, are less successfull in comparison to the learning of single verb perdicates. Key Words: Semantics; Aspect; Situation Types; Second Language Learning; Adult Students; Post Verb; Turkish; Tatar. INTRODUCTION AND THEORETICAL BASIS OF THE STUDY The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to first language acquisition (Andersen and Shirai 1994, 1996; Li and Shirai 2000; Aksu-Koc 1978 and 1998; Gôkmen 2003, 2004; Gôkmen and Lee 2002; Olsen 1999) as to second language learning (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). As Smith (1997: xv) points out, studies on Turkish by Aksu revelas that the situation types, more specifically, the distinction between stative and non stative played role in language acquisition of children under the age 2 (1978: s.50-52). ―They distinguished between events according to whether or not they involve changes of state. Aksu‘s subjects used iyor past with atelic verbs and di past with telic and and change of state verbs; in adult language these tenses appear with non-statives generally, cf 1978: 50-52‖ (Smith 1997: xv). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3). According to Smith, ―the aspectual meaning of a sentence conveys information of two kinds: a situation is presented from a particular perspective, or viewpoint; and the situation is indirectly classified as a state or an event.‖ (Smith 1997: xiii). Based on this definition, the first type of aspectual information, i.e. the one through which a situation is presented from a particular perspective is called ―viewpoint aspect‖, and the second one, in which the situation is 1327 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo classified as event or state is called ―situation type‖. There ise a relation between the two components of the aspectual information. ―The aspectual meaning of a sentence results from interaction between (these) two independent aspectual components, situation type and viewpoint‖ (Smith 1997: xiv). ―The term situation type refers to classes of events and states. Both are realized in linguistic categories… Viewpoint is generally indicated morphologically, with affixes or other designated morphemes. Situation type is conveyed more abstractly, by the verb and its arguments, or verb constellation‖ (Smith 1998: xiv). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Aspect, is considered to involve three types of information, namely the lexical meaning of a verb, its arguments and inflectional structure (Smith 1983, 1986 and 1991). As for Tatar, axuiliary verbs/post verbs also appear to be another parameter which affect the aspectual composition/structure of a sentence. Although Turkish and Tatar belong to the same linguistic family, which is Turkic, and share many structral and lexical commonalities, these two languages differ in representing some semantic categories linguistically, one of which is the aspectual category and more specifically the situation types. In this paper, based on student translation homeworks, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the findings of this study point out to the fact that the translation of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, whose native language either lack paralel constructions or do not use them profusely, are less successfull in comparison to the translation of single verb perdicates. In what follows, we are going to introduce a brief information on Tatar since it is not very well known in the lingusitic literature. Following that, we are going to introduce some information on Tatar aspectual post verbs connecting to a main verb with either –A or –p converbial suffix in order to construct double/multiple verb predicates. In the rest of the paper, we are going to introduce our data, our findings and discuss the results of our study. Introductory Remarks on Tatar and Turkish Tatar belongs to the North-western Turkic language group, also known as the Kipchak within the Turkic family while Turkish belongs to the south-western branch, also known as Oghuz. It is a literary language spoken in TheRepublic of Tatarstan by one third of Tatar population living in Russia (Wertheim 2003: 4), and the rest in neighboring republics and in other places of Russia. There are also Tatar communities living in other countries, such as Turkey, Japan, Finland, China, USA, Australia, Uzbekstan, Kazakstan, etc. ―Tatars are the largest ethnic minority in Russian Federation and comprise 3.8% of its population (Kondrashov 2000: ix)‖ (Wertheim 2003: 4). Even though Tatar and Turkish belong to different branches of the Turkic family, after Crimean Tatar which mostly concentrate both Kipchak and Oghuz features, Tatar and Turkish seem to be the most closley related languages within their language groups, namely Kipchak and Oghuz.Though, up to day, there are no lingusitic and statistical studies to show the degree of relation, it can be said that Tatar and Turkish are mutuallly intelligable to a significant degree, due to the shared structural features and vocabulary, both of Turkic origin and loan words from Arabic and Persian. Not having any instrucion of each other‘s language before hand, Tatar and Turkish native speakers can carry out daily conversation to a significant extent, each side speaking their own variant. As for the linguistic structure, both Turkish and Tatar are left branching agglutunative languages having SOV word order. Tatar and Turkish do not seperate from each other in terms of syntax and morphology, but most significantly, in terms of phonetics. Nevertheless, unlike Turkish, which is mostly a single verb language, though it also makes use of a few number of auxiliaries in limited contexts, Tatar frequently use double ver bor auxiliary verb constructions in expression of various linguistic and pragmatic categories. Similar to other North-western Turkic, i.e. Kipchak languages, besides many other non-Oghuz Turkic languages, except Turkmen, Tatar relies heavily on double or mulltiple verbs constructed with a definite group of aspectual, adverbial and modal postverbs. Post verbs indicate not only the aspectual but also other categories, such as modality, version and adverbial expresions, such as manner, completeness, partial/whole distinction, cumulativity, etc. Tatar contrasts past-nonpast. Non past (with no specific grammatical tense marker) has grammatical imperfective aspect only, while past contrasts imperfective-perfective aspects grammatically. There is an imperfective –A/Iy marker which occurs productively both in past and non-past. (See Shirai 1995, 1999 for a similar situation in Japanese!) Non past imperfective aspect is contrasted with progressive aspect by using a 1328 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo group of auxiliary verbs, which are not very productive. A specific group of telic verbs with imperfective –A/Iy marker, in combination with -(I)p utır-, -(I)p yat- auxiliaries express resultutive (üsep utıra; ceyilip yata; etc.) Introductory Remarks on Tatar Postverbs Double or multiple verb constructions in Tatar is also called ―compound verbs‖, which basically assumes that the combination of a main and a post verb is lexical, rather than syntactic. (There are also compound verb constructions in Tatar, like atıp üter ―to shoot and kill‖, alıp kil ―to bring‖ alıp kit) Aspect in Tatar is partly expressed by auxiliary post verbs. What we call here as ―aspectual ―post verbs‖ are not purely aspectual in nature but they interact greatly with the aspectual propeties of the primary verb they couple with. Double or multiple verb constructions constructed with aspectual post verbs in Tatar are mostly translated into Turkish as single verb ones; In place of the aspectual post verbs in Tatar, a bare main verb can be sufficient or suitable adverbs may be used along with it in Turkish. The affetcs of post verbs in Tatar double or multiple verb constructions can also be inferred from the context in Turkish. There are many studies on post verbs, also known as ―auxiliary verbs‖ or ―helping verbs‖, in Tatar (Ganiyev 1963; Schônig 1984) and in other Turkic languages (Anderson 2003; Nasilov 1978) are mostly descriptive, as to explain their meaning and function. Nevertheless, only a few studies mentions the role of complex verb constructions with aspectual (or modal, in this term) postvebrs in teaching Tatar as a second language (see. Schamiloglu 1978). Aspectual post verbs examined in this paper occupy V2 position. Similar to other auxiliary verbs in Tatar, they are inflected for person, number, time/aspect/modality when in predicate position and connected to a lexical verb V1 which precedes it through one of the adverbial (converb) suffixes –A/(I)y or -(I)p verb. All the postverbs examined in this paper are also used as lexical verbs in the language, meaning they are independent lexemes besides their grammatical functions as post verbs. It is necessary to remind here that, the post verbs introduceced in thsi paper as ―aspectual‖ are npurely aspectual, but when combined with verbs from different situation types, they fulfill various adverbial functions. The aspectual post verbs in Tatar examined in this paper are as follows: 1. –A/(I)y baĢla- ―to begin‖: This post verb marks the beginning of an event. eçe poĢa baĢla- ―to get bored‖ uylıy baĢla- ―to start thinking‖ yılıy baĢla- ―to start crying‖ kaynıy baĢla- ―to start boiling‖ 2. –A/(I)y bar-―to go, walk‖: This post verb express continuation or repetition of an action, which is most likely of an event type. koyıla bar- ―to keep falling one after the other‖ tùge bar- ―to keep pouring when moving forward‖ tôrte bar- ―to keep poking at one after the other‖ açılıp kite bar- ―to open up one after the other (intr.)‖ yaxĢıra bar- ―te get better and better‖ 3. –A/(I)y bir- ―to give‖: This post verb marks durative actions. It can be translated as ―keep doing something‖. Used mostly with activity verbs with human subjects, whic are atelic. This post verb indicates that event is carried out with no interruption. eĢliy bir- ―to keep working‖ 4. –A/(I)y tor- ―to stand‖: With the help of the converbial suffix –A/(I)y, this post verb is only used with motion verbs, such as ―to go‖, ―to walk‖, ―to come back‖, ―to sit‖ etc, which are all atelic: bara tor- ―to keep going‖ kayta tor- ―to be on the way back‖ yôri tor- ―to keep wandering‖ utıra tor- ―to keep sitting‖ With verbs ambigous between stative/eventive, tor- indicates stativity; asılınıp tor- ―to be suspended‖ kùrenep tor- ―to keep being seen‖ 5. -(I)p al- ―to take‖ urap al- ―to surround, encircle‖ kırıp al- ―to scrape off‖ suwırıp al- ―to suck up‖ 6. -(I)p bet- /-(I)p beter- ―to end/ to finish‖: This post verb is a completive one which indicates that the action conveyed by the verb affects all the objects if they are plural, and entirity of the object if it is a single one. The post verb bet- is intransitive and the post verb beter- is transitive buyanıp bet- ―to be stained completely‖ 1329 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo cıyıp beter- ―to gather up‖ aĢap beter- ―to eat up‖ utın kisep beter- ―to end wood cutting‖ 7. -(I)p cibär- ―to send‖: with eventive and dynamic verbs with human subjects. Used ostly with activity verbs. It marks sudden and usually unexpected start of an action. Unlike the post ver kit-, which indicates that event occurs naturally, with no intention or no influence from outside; the post verb ciber requires an agent, mostly human, to start the action. Sometimes verbs representing activities initiated by animal subjetcs may alsobe couppled with the post verb ciber-.This postverb makes inchoative contexts when combined with certain verbs,which are mostly activity verbs: yılap cibär- ―to start crying‖ kôlep cibär- ―to start laughing‖ ulap ciber- ―to start howling‖ uynap ciber- ―to start dancing‖ tormıĢ korıp ciber- ―to start a new life‖ açıp ciber- ―to open up‖ Whe used with semelfactives, like tört- ―to poke‖, silten- ―to shake (intr.)‖, suk- ―to beat-― etc., which have a culmination point like other achievement verbs, this post verb indicates single, sudden and swift occurence of an event: tôrtep ciber―to poke once‖ siltenep ciber―to shake once; to give a jerk‖ sugıp ciber―to hit once‖ 8. -(I)p cit-―to reach‖: When used with atelic verbs, this post verb indicates telic situations. It expresses accomplishments and completion of events. It is used mostly used with activity verbs, such as: barıp cit- ―to arrive‖ kilep cit- ―to arrive‖ kaytıp cit- ―to return; to come home‖ ùsep cit- ―to grow up‖ 9. -(I)p çık- ―to go out‖: This post verb has a completive function. It indicates that the event is fulfilled thoroghly, in full. If the verb has an incremental object /if the object is cumulative, such as a wall, a book, etc. this post verb indicates that the action in relation to this object is done throghly, from beginning to end: ukıp çık- ―to read throghly, from beginning to end‖ sibep çık- ―to spread throghly‖ (bùlmelerne) karap çık- ―to look into each and every one of (the rooms)‖ saklap çık- ―to keep an eye on something for a whole period of time‖ If more than one object is involved in the event, then, this post verb indicates that the action is carried out on each and every one of these objects. kùrsätep çık- ―to show each and every one of something‖ 10. -(I)p kal- ―to stay‖: This post verb, with the help of -(I)p converbial suffix, joins to the inchoative verbs, which indicate change of state. However, what the postverb kal- points out is the state period which obtains after the event whose happening setts off the state phas. As its secondary meaning, when combined with activity verbs having human subjetcs, this post verb may also indicate unintendedness and unexpetedness in start of the state phase. karap kal- ―to keep looking, staring at‖ aptırap kal- ―to be astonished, be surprised‖ yoklap kal- ―to be asleep‖ saklap kal- ―to keep an eye on‖ kùrep kal- ―to see, keep seeing‖ kürep kalgan. belmi kal- ―to be in the state of not knowing‖ cilek cıyıp kal- ―to keep gathering berries‖ kotılıp kal- ―to escape narrowly; to be safe from‖ belep kal- ―to be in state of knowing‖ 11. -(I)p kit- ―to go‖: When used in its actual meaning, and with activity verbs having human subjetcs, this postverb indicates an action away from a reference point: çıgıp kit- ―to go out, to set on the road‖ kerep kit- ―to go in to (a room, etc.)‖ menep kit-―to go up‖ tôĢep kit- ―to go down‖ uzıp kit- ―to go past‖ 1330 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo When used methaphorically, with telic verbs, this post verb denote events occuring suddenly and unexpectedly with no involvement of an agent to start the action. The postverb kit- has a greate emphasis on the sudden, unintended and, mostly unexpected break off of the event itself, not he state phase which obtains after: ôzelep kit- ―to break off‖ oyanıp kit- ―to wake up‖ balkıp kit- ―to begin shining‖ nurlanıp kit- ―to become shiny‖ bayıp kit- ―to become rich‖ 12. -(I)p kuy- ―to put‖: This post verb is used only with telic verbs, mostly achievements, whose main verb is transitive having an object with patient role and a subject with agent role. It marks the beginning of a state sett off by a telic activity event: elep kuy- ―to hang something, suspend‖ kùmep kuy- ―to burry something‖ salıp kuy- ―to put something, place something on somewhere‖ kadap kuy- ―to stab smthing on something‖ çornap kuy- ―to coil up‖ bäyläp kuy- ―to tie up‖ Only used with telic events, since between telic and a telic versions of the verbs ―eyt-― and ―sôyle-―, both meaning ―to tell‖, only the telic one eyt- can combine with the post verb kuy-, i.e. eytep kuy- ―to tell everything at once‖ 13. -(I)p tor- ―to stand‖: Used with atelic verbs this postverb marks durative situations. It may combine both with state and activity verbs: Unlike tor- which is used only with state verbs, or activity verbs, both atelic, the post verb -(I)p tor- is also used awith inchoative verbs: aptırap tor- ―to be amazed‖ uylap tor- ―to keep thinking‖ uylanıp tor- ―to keep thinking for oneself‖ iĢetelep tor- ―to continue to be be heard‖ kurkıp tor- ―to continue to be afraid‖ biyep tor- ―to keep dancing‖ kaĢınıp tor- ―to continue to itch‖ sôyleĢep tor- ―to keep talking with smbd.‖ karap tor- ―to keep looking‖ kôtep tor- ―to keep waiting‖ torıp tor- ―to keep standing‖ 14. -(I)p utır- ―to sit‖: Mostly used with state or activity verbs, this post verb marks events as durative. When the lexical verb is activity in terms of its situation type it designates events carried out by a person in ―sitting situation‖: çäy eçep utır- ―to sit and have tea; to continue to drink tea‖ kurkıp utır- ―to be afraid‖ uylanıp utır- ―to be in thoughts‖ uynap utır- ―to keep playing‖ 15. -(I)p yat- ―to lie, to lie down‖: Used with atelic verbs this postverb also marks durative situations. Compared with the post verb -(I)p tor-, this post verb combines mostly with activity verbs with human subjects. (When the post verb yat- is used in resultative function, though, it may also combine with a limited number of verbs with non-human subjects, for instance, ceyelep yat- ―to be scattered around‖. See below for this!) karap yat- ―to keep looking‖ tıŋlap yat- ―to keep listening‖ yoklap yat- ―to be asleep‖ yäĢerenep yat- ―to be hidden‖ 16. -(I)p yôre- ―to go, walk‖: This post verb also marks situations as durative. It can combine with atelic activity and state verbs: (yul) ezläp yôre- ―to look for the way; to follow the way‖ belmi yôre- ―to be in state of not knowing‖ A specific group of telic verbs with imperfective –p adverbial marker, in combination with –p utır-, (I)p yat- auxiliaries express resultutive (üsep utıra; cäyelep yata; asılınıp tora; etc.): asılınıp tora ―to be hanging‖ ùsep utıra; ―to stand (for trees and such)‖ cäyelep yata ―to be spread out‖ çäçelep yat- ―to be scattered around‖ Auxiliary post verbs in Tatar can also involve in the expression of other linguistic categories, such as: 1331 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo a) Modality: requestive -a kürprohibitive -a kürmeabilitative -a alpossibility –p bulAttemptive –p karab) Version: Subject version: -(I)p alObject version: -(I)p bir- SAMPLING AND CORPUS OF THE DATA Data has been gathered in the course of 8 year teaching of Tatar grammar courses for one semestr and translation courses for 2 semesters each year. Similar to other Turkic language courses, such as as Uzbek, Turkmen, Kazakh, Kirghiz, Azerbaijanian, etc., which are offered in our department, Tatar also is not structured according to levels. While the ―Tatar‖ course, which is taught in 14 week term is required, the other two translation courses, which are taught in the same 14 week terms each, are elective. Translation homeworks and term papers prepared by the second level college students constitute the corpus of this study. Narrative texts in Tatar literary language translated into Turkish by the Turkish speaking students of Tatar Translation course have been gathered over an 8 year period. Total of 13 text fragments translated by 15 different students hasbeen used in order to come up with the single and double verb predicates to be tested for the puropes of this study. In order to give an idea on the length of the texts used in this study, we can pronounce the word count, which is total of 19720. What is analyzed in this study is two different sets of single vs. double/multiple verb constructions. First, we have identified all the double/multiple verb predicates in original texts. Then, for purpose of the present study, we have selected from the set of double/multiple verb constructions, the ones having auxiliary/post verbs that were distinctly associated with aspect, and situation aspect in particular. We have come up with total of 462 such predicates presumably involving various kinds of aspectual postverbs. Selection of right constructions were quite challenging because post verbs are also used as lexical verbs in Tatar and the same post verb may involve in a serial verb construction as well, in which it appears in its original /lexical meaning, and not as a post verb. In order to see if there is any meaningfull difference in the learning of single verb predicates on the one hand and double/multiple verb ones on the other, we also identified total of 87 single verb predicates translated into Turkish by each student. The number 87 that we have identified per each text fragment is not the whole number of single predicates we expect to seee in the entirety of the fragment. Nevertheless, we cut down the number of the single predicates and limited it to 87 per student or per text fragment. Total of the single predicates we came up with was 1284 which were evaluated for the aim of this study. FINDINGS As the indicator of learning degree, we have tested both single and double verb predicates we came up with by sifting throug the text fragments and by examining their translations into Turkish. We assigned either true or false value to each predicate. While deciding if a single or double verb predicate is true or false we evaluated the sentence in its entirety and looked into some elements which we considered to contribute to the aspectual composition of the sentence in Turkish. Since most of the double/multiple verb constructions in Tatar correlate to single verb predicates in Turkish and aspectual meanings of a post verb are mostly indicated by selecting correct aspectual suffixes, using suitable adverbs or just leaving it to the context, we have checked wether suitable aspectotemporal suffixes or adverbs are used in corresponding sentences in translation or whether elements in a sentence are translated correctly or whether context supports the aspectual meaning ment by the aspectual postverb. Lastly, considering that only a very limited number of post verbs, such as tor- and kalin Tatar have close counterparts in Turkish, we have labeled a double verb predicate as false which was translated into Turkish as double verb but does not correspond to an already existing double verb construction having an aspectual postverb. Among 1284 single verb predicates translated into Turkish, we have identified that 1140 of them were suitably translated into Turkish and 144 of single verb predicates were unseccessfull in terms of their translations. Overall number of the true values is % 88.78 while the overall number of false values correspons to 11.02 percent. Below, chart 1 shows distribution of the true/false values of single verb predicates over students; chart 2 illustrates the percentages of true/false values within the total number of single verb predicates: 1332 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A) SINGLE VERB PREDICATES Chart 1. True/False Values of Single Verb Predicates by Students Chart 2. Overall True/False Values of Single Verb Predicates Among 462 double/multiple verb predicates translated into Turkish, we have identified that 291 of them were suitably translated into Turkish and 171 of them were unseccessfull in terms of their translations. Overall number of true double/multiple verb predicates is % 88.78 while the overall number of false ones corresponds to 11.02 percent. Below, chart 3 shows distribution of the true/false values of double/multiple verb predicates over postverbs; chart 4 shows distribution of the true/false values of double/multiple verb predicates over students; and chart 5 illustrates the percentages of true/false values within the total number of double/multiple verb predicates. B) DOUBLE/MULTIPLE VERB PREDICATES Chart 3. Distribution of True/False Values of Double Verb Predicates over Postverbs 1333 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Chart 4. Distribution of True/False Values of Double Verb Predicates over Students Chart 5. Overall True/False Values of Double/Multiple Verb Predicates 1334 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Overall true/false values of single and double/multiple verb predicates are respresented side by side on chart 6, in order to make the difference between the values for each predicate type more visible. C) COMPARISON OF OVERALL TRUE/FALSE SINGLE vs. DOUBLE/MULTIPLE VERB PREDICATES Chart 6. SUMMARY AND DISCUSSION Duff & Li (2002; 417) points out that ―despite the growing body of second language acquisition (SLA) research in recent years on the acquisition of tense/aspect in Indo-European languages such as English, Spanish, and French (…), there has been little research on the acquisition of aspect in non-Indo-European second languages (L2‘s), such as Mandarin, Japanese, and Korean, with a few notable exceptions‖. This fact is also viable for Turkic languages other than Turkish, over which a growing number of researches have being undertaken. Despite Turkish, other Turkic languages spoken by fewer numbers of people, one of them being Tatar were almost not investigated at all in terms of second language learning. Although Turkish and Tatar are very close structurally, we have observed that Turkish speaking lerners of Tatar also present difficulties, besides the observed dificulties of non-Turkish speaking lerners of Tatar reported by Schamiloglu (1996) who also teaches Tatar in the USA. In this study, we have examined the learning difficulties of Tatar by Turkish speaking students of higher education. This study focuses on the Turkish speakers‘ translation mistakes of Tatar double/multiple verb predicates with aspectual post verbs. We have compared true/false values of single verb predicates translated into Turkish by 15 students of Tatar translation course on the one hand and double or multiple verb ones on the other. We have limited our study of double/multiple verbs to those involving aspectual post verbs only. Turkish students‘ perceived difficulty in learning double verb phrases with aspectual post verbs was based on our preliminary observations made over an 8-year period of Tatar grammar and translation courses. Findings of this study substantiated our preliminary observations to a grate extent since we have found out that there is a significant difference between the true/false values of single and double/multiple verb predicates. In that, the true values of single verb predicates are %26 grater than the true values of double verb predicates. By contrast, the false values of double or multiple verb predicates are % 26 percent grater than the false values of single verb predicates translated into Turkish by the students. The fact that Turkish does not rely on post verbs in terms of implementing aspectual, modal and other linguistic categories as much as Tatar does seems to be one of the reasons why Turkish speakers have most 1335 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo difficulty in learning Tatar double/multiple verb costruction involving post verbs. In fact, despite the fact that Turkish does have a few number of aspectual post verbs, the incidence of post verb use is limited and the existing postverbs can only be used with a small number of lexical verbs. Besides limited use of post verbs in Turkish, the fact that situation aspect is mostly a lexical property of a verb and its argument structure, though some adverbial phrases may also modify or coerce the sitiuation type of a verb or a verb phrase, can be considered another factor in Turkish students‘ translation mistakes of Tatar double/multiple verb predicates. In our examination of translation texts used for the purpose of this study, we have seen that double verb predicates have been translated into Turkish successfully by simply using single verbs carrying a suitable tense/aspect/mood suffix. In some cases, telic/atelic aspectual adverbials have also been used appropriately in Turkish translations, which were in accord with the situation type of the double/multiple verb in the original text. This study did not address the question whether there is a meaningfull relation between true and false values of double/multiple verb predicates and the type of postverb involved in their constructions. In other words, it was not in the focus of this paper if any particular type of post verb sets any particular difficulty for Turkish speaking lerners of Tatar language. Obviously, this kind of a study would require a larger body of of data having grater number of postverbs. References Aksu-Koc, A.1998. The role of input vs. universal predispositions in the emergence of tense-aspect morphology: evidence from Turkish. First Language 18, 255-80. Aksu (Koç), A. 1978. Aspect and Modality in the Child's Acquisition of the Past Tense. PhD. Thesis. Berkeley: California University. Anderson, Gregory D. S. 2004. Auxiliary verb constructions in Altai-Sayan Turkic.Wiesbaden: Harrassowitz Andersen, R. and Shirai, Y. 1994. ―Discourse motivations for some cognitive acquisition principles‖. Studies in Second Language Acquisition 16:133–156. Andersen, R. W. and Shirai, Y. 1996. The Primacy of aspect in first and second language acquisition: The pidgin/creole connection. In W. C. Ritchie & T. K. Bhatia (Eds.) Handbook of second language acquisition, San Diego, CA: Academic Press. pp. 527-570. Bardovi-Harlig, K. 2000. Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. Bardovi-Harlig, K. 1998. Narrative structure and lexical aspect: Conspiring factors in second language acquisition of tense–aspect morphology. Studies in Second Language Acquisition 20: 471–508. Bardovi-Harlig, K. 1992a. The use of adverbials and natural order in the development of temporal expression. International Review of Applied Linguistics in Language Teaching, 30: 4, 299-320. Bardovi-Harlig, K. 1992b. The relationship of form and meaning: a cross-sectional study of tense and aspect in the interlanguage of learners of English as a second language. Applied Psycholinguistics 13: 253–278. Collins 2002; The Roles of L1 Influence and Lexical Aspect in the Acquisition of Temporal Morphology. Language Learning 52:1, 43–94. Comrie, B. 1979. Aspect. Cambridge, UK: Cambridge University Press. Duff, Patricia A. and Li, D. 2002. The acquisition and use of perfective aspect in Mandarin Salaberry and Shirai (Eds.) 2002. The L2 Acquisition of Tense-Aspect Morphology. pp. 417-453. Amsterdam: John Benjamins. Ganiyev, F. A. 1963. Vidovaja Kharakteristika Glagolov Tatarskogo Iazyka. Kazan‘. Gôkmen, S. 2004.Lexical aspect of child and adult language in Turkish and Korean. In: S.O. Lee, S.H. You, J.Y. Han and M.E. Gôkmen (Eds.) Inquiries into Korean Linguistics I. Seoul: Thaehaksa Press. pp.77-99. Gôkmen, S. 2003. Çocuk dilinde hal tùrleri. Korea Journal of Islamic Culture 6, 153-232. Gôkmen and Lee 2002. Aspects of the acquisition of past tense and telic aspect in Turkish and Korean. Language Research 38, 1317-1347. Li, P. and Shirai, Y. 2000. The acquisition of Lexical and Grammatical Aspect. Berlin & New York: Mouton de Gruyter. Nasilov, D. M. 1978. Formy vyrajeniia sposobov glagol'nogo deistviia v altaiskikh iazykakh (v sviazi s problemoy glagol'nogo vida). In O. P. Sunik (ed.) Ocherki sravnitel'noi morfologii altaiskikh iazykov. pp. 88-177. Leningrad. 1336 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Olsen, Broman M.1999. Innateness and the acquisition of grammatical aspect via lexical aspect. Proceedings of the Boston University Conference on Language Development. Salaberry, R. & Shirai, Y. 2002. The L2 acquisition of tense-aspect morphology. In R. Salaberry & Y. Shirai (Eds.), The L2 acquisition of tense-aspect morphology, pp. 1-20. Amsterdam: John Benjamins. Slabakova, R. 2002. Telicity in Second Language. Philadelphia: John Benjamins Publishing Company. Salaberry & Shirai (Eds.) 2002. The L2 Acquisition of Tense-Aspect Morphology. Amsterdam: John Benjamins. Schamiloglu, U. 1996. Tùrk Dillerinde Yardımcı Fiiller Sorunu, Uluslararası Türk Dili Kongresi 1988, pp. 153-168. Ankara: Tùrk Dil Kurumu. Schônig, C.1984. Hilfsverben im Tatarischen: Untersuchungen zur Funktionsweise einiger Hilfsverbverbindungen. (Verôffentlichungen der Orientalischen Kommission, 35.). Wiesbaden: Steiner Smith, C. 1986. A speaker based view of aspect. Linguistics and Philosophy 9, 97-115. Smith, C. 1997. The Parameter of Aspect. 2nd ed. Kluwer Academic Press. Wertheim, S. 2003. Linguistic purism, language shift, and contact-induced change in Tatar. PhD. Diss. Berkeley: University of California. 1337 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 684 Title A name given to the resource Situation Types and Implications of Teaching Single Verb Versus Multiple Verb Constructions of Tatar to Turkish speaking Students in Higher Education Author Author Güney, Fatma Şahan Abstract A summary of the resource. The significance of verb semantics and aspectual distinctions of verbs within a specific language is obvious and relevant, as much to language acquisition (Andersen and Shirai 1996; Aksu-Koc 1978 and 1998; Gôkmen 2003 and 2004; Gôkmen and Lee 2002; Olsen 1999), as to second language acquisition (Bardovi-Harlig 1994a, 1994b, 1998 and 2000; Collins 2002; Salaberry & Shirai 2002; Slabakova 2002). Aspect, as opposed to time /tense is considered to be non-deictic (Comrie 1979: 1-3) and to involve three types of information, namely the lexical meaning of a verb, its argument and inflectional structure (Smith 1983, 1986 and 1997). Specifically, the situaiton types within aspect are important in foreign language teaching since, besides aspectual type of a single verb, the ways in expressing aspect, and in particular the situaiton types, also exhibit differences from one language to another. In Tatar, for instance, the situation types, besides other aspectual information, involve double or multiple verb constructions, which either identify or modify the aspectual type of a sentence. Both Tatar and Turkish are agglutinative languages having SOV word order, and belong to Turkic linguistic family. As opposed to Turkish which is mostly a language of single verb predicates, Tatar, though closely related to Turkish, heavily rely upon double or multiple verb constructions in order to make aspectual distincitions within clauses and distinctions of situation types in verb meaning. During the instruction of Tatar courses for more than 8 yeras, based on student homeworks, term papers and exam papers, I have observed that double verb constructions with aspectual post verbs is one point in learning Tatar grammar which students make most of their mistakes. In this paper, I am going to investigate if there are any meaningful differences between the levels of learning single verb constructions on one hand and double or multiple verb ones with aspectual post verbs on the other. In this regard, the preliminary findings point out to the fact that the learning of double/multiple verb constructions with aspectual post verbs by Turkish speaking students, who do not have paralel constructions in their native language, are less successfull in comparison to the learning of single verb perdicates. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/60c511c1666bed50f9dc34c36078a3e8.pdf 26b44e77f76ab0137497b8fa75bbd563 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo SLA Implications to Language Learning Strategies and Pedagogy Azamat Akbarov Faculty of Education, International Burch University Sarajevo, Bosnia and Herzegovina aakbarov@ibu.edu.ba Mustafa Arslan Faculty of Education, International Burch University Sarajevo, Bosnia and Herzegovina marslan@ibu.edu.ba Abstract: The topic of language learning has been one of the most prolific areas of research in ESL education in recent years. With the advent of the communicative approach in ESL education, greater responsibility has been placed on ESL learners for their own learning then under the previous teaching methods used in ESL classrooms. Therefore, the learners under the communicative approach often need to employ various and specific language learning strategies in order to carry out their tasks or to facilitate their language learning. The purpose of this paper is to provide ESL teachers with a broad picture for the area of language learning strategies. In addition, it aims to offer ESL teachers some applications for their own classrooms. There have been there major domains related to research on language learning strategies: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implications and applications are discussed based on the findings from the three domains. 1. Introduction Learning strategies have been defined as specific behaviours and thought processes employed by the learner to facilitate acquisition, storage, retrieval, or use of information (Chamot, 1993). In line with this definition, language learning strategies can be defined as conscious and semi-conscious thoughts and behaviours that learners use to make language learning more succesful, self-directed, and enjoyable (Cohen, 2002). After perceiving the failure of the Grammar translation Method and the Audio-Lingual Method in terms of fostering real communication skills, ESL/EFL educators have begun to search for more affective language teaching methods. This quest caused the advent of the communication approach in language teaching (Oxford, 1989). As the communicative approach has been utilized in ESL/EFL classrooms, learners have become more autonomous and taken greater responsibility for their own learning compared to those educated under the AudioLingual Method. Under this circumstance, the communicative approach encourages learners to use language learning or to carry out their language learning tasks. The area of language learning strategies has been one of the popular ones in ESL/EFL research and pedagogy since the 1970's. This paper synthesizes research conducted on language learning strategies to this date and aims to provide ESL/EFL teacher with a broad picture of language learning strategies and offer some ways to apply them to their classrooms. Existing research on language learning strategies generally falls into the following three categories: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. After examinig each area based on finding from previous work, several implications and applications will be discussed. 2. Identification and Classification of Language Learning Strategies Interest in the identification of language learning strategies emerged in the 1970s when several researchers explored “good language learning” studies (Naiman, Frchlich, &Todesco, 1975; Rubin, 1975; Stern, 1975). During this time, it was assumed that good language learners use better learning strategies than poor language learners (Oxford, 1989), and that these strategies could be detected by concentrating on what good language learners did as they learned a language. Rubin (1975) identified the good language learner's characteristics as follows: 1) being a willing and accurate guesser, 2) having a strong, persevering drive to communicate, 3) often being uninhibited and willing to make mistakes in order to learn or communicate, 4) focusing on form by 14 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo looking for patterns, 5) taking advantage of all practice opportunities, 6) monitoring his or her own speech as well as that of others, and 7) paying attention to meaning. Stern (1975) presented the following ten strategies of good language learners: 1) a personal learning style or positive learning strategies, 2) an active approach to the learning task, 3) a tolerant and outgoing approach to the target language and empathy with its speakers, 4) technical know-how about how to tackle a language, 5) strategies of experimantation and planning with the object of developing the new language learning into an ordered system, and revising this system progressively, 6) constantly searching for meaning, 7) willingness to practice, 8) willingness to use the language in real communication, 9) self-monitoring and critical sensitivity to language use, and 10) developing the target language more and more as a separate references system and learning to think in it (p. 316). Finally, Naimen et al, (1975) suggested that good language learners: 1) select language situations that allow one's preferences to be used, 2) be actively involved in language learning, 3) see language as both a rule system and a communication tool, 4) extend and revise one's understanding of the language, 5) learn to think in the language, and 6) address the affective demands of language learning. During the 1980s, a number of researchers presented various classifications of članguage learning strategies. First, Rubin (1987) classified strategies as direct and indirect strategies depending on their contribution to the language learning process. Examples of the former categories are clasification/verification, monitoring, memorization, guessing/inductive reasoning, deductive reasoning, and practice. The latter categories include learners' behaviors such as creating practice opportunities and using production tracks such as communication strategies. O'Malley and Chamot (1990) offered a comprehensive summary and evaluation of strategy research to 1990 in their volume entitled Learning Strategies in Second Language Acquisition. In this volume, they classified language learning strategies into the three categories: 1) metacognitive strategies, 2) cognitive strategies, and 3) social/affective strategies. Detailed strategies of the three strategy categories are shown in table 1. TABLE 1. Classification of Language Learning Strategies (O'Malley & Chamot, 1990) Major Strategies Metacognitive strategies Cognitive strategies Social/Affective Strategies Specific Strategies Advance organization Advance preparation Organizational planning Selective attention Self-monitoring Self-evalution Self-management Rescurcing Grouping Note taking Summarizing Deducation Imagery Auditory representation Elaboration Transfer Inferencing Questioning for clarification Cooperation Self-talk Oxford (1990) classified language learning strategies based on the synthesis of previous work on good language learning strategies in general (Naiman et al, 1975; Rubin, 1975; Stern, 1975) and in relation to each of the four language skills (Tyache & Mendelsohn, 1986). As in Rubin's classification, Oxford (1990) classified language learning strategies as direct and indirect strategies; however, Oxford's subcategories of direct and indirect strategies were quite different from Rubin's classification. Oxford classified them in terms of four language skills rather than Rubin's idea of their contribution to language learning processes. Direct strategies in Oxford's classification involve memory , cognitive, and compensation strategies, and indirect strategies include metacognitive, affective, and social strategies, Detailed descriptions of the six categories of strategies (Oxford & Crookall, 1989) are as follows: 15 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 1. Memory strategies: techniques especially tailored to help the learner store new information in memory and receive it later 2. Cognitive strategies: skills that involve manipulation and transformation of the language in same direct way (e.g., through reasoning analysis, note taking, functional practice in naturalistic settings, formal practice with structures and sounds, etc.) 3. Compensation strategies: behaviors used to compensate for missing knowledge of some kind (e.g., inferencing while listening or reading or using synonyms or circumlocution while speaking or writing) 4. Metacognitive strategies: behaviors used for centering arranging, planning, and evaluating one's learning. These “beyond-the-cognitive” strategies are used to provide “executive control” over the learning process. 5. Affective strategies: techniques like self-reinforcement and positive self-talk which help learners gain better control over their emotions, attitudes, and motivations related to language learning 6. Social strategies: behaviors involving other people in the language learning process (e.g., questioning, cooperating with peers, and developing enpathy) 3. Factors Influencing Use of Language Learning Strategies An enormous number of studies have been conducted in recent years in order to explore factors affecting the use og language learning strategies. These factors include 1) L2 proficiency level, 2) affect, 3)ethnicity, 4) age, 5) gender, and 6) learning style. a. L2 Proficiency Level A number of studies demonstrated that students use somewhat different language learning strategies as they progress to higher course levels. Chamot and Kapper (1989), using think-aloud protocols, investigated upper and lower thirds of L2 learners' strategies in their longitudinal study. According to the results of the study, more proficient learners were more purposeful in performing tasks than less proficient learners. In addition, more proficient, leatners made greated use of learning strategies such as elaboration, inferencing, selective affention, and self-monitoring than less proficient learners. Politzer (1983) found that higher-course level students employed more positive language learning strategies than did lower-course level students. In the study of Chamot et al. (1987), as the course level rose, metacognitive strategy use increased and cognitive strategy use decreased. However, the course level did not affect social/affective strategy use in that the use of social/affective strategies remained very low across all course levels. O'Mally et al. (1985b) reported that intermediate level students used proportionately more metacognitive strategies than students with beginning level proficiency. Nyikos (1987) discovered developmental trends in strategy use, with decreasing and increasing uses of various strategies as student's language learning progressed. b. Affect The affect variable L2 includes L2 learner's attitudes toward ESL/EFL learning, motivation, anxiety, etc. According to Gardner and Lambert (1972), attitudes and motivation have playes significant roles in successful language learning. Oxford (1989) also noted that the existing literature on attitudes has shown its significant role in language learning in general. It is therefore likely to be influential in strategy use. In the study of Blalystok and Frchlich (1978), learners' attitude was found to be highly influential in the choince of language learning strategies- more influential than language aptitude. Little other empirical research has been done on the influence of attitudes on strategy use. Gardner (1985) found that motivation, closely related to attitudes, was the most influential factor in second language learning. In the study by Oxford and Nyikos (1989), motivation was found to be the most powerful factor influencing use of language learning strategies out of all other variables measured. 16 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo c. Ethnicity A number of studies have reported the significant influence of ethnicity on leaener's choice of strategies. According to these studies, Asian students tended to employ strategies involving rote memorization and language rules more than communication strategies, in addition, they responded less positively to strategy training than did Hispanic students (O'Malley). Table 2 offers comparisons among the studies that adopted Oxford's Strategy Inventory for Language Learning (SILL) (1990) in several ethnic groups. According to Table 2, metacognitive strategies were found to be the more frequently used strategies, and memory strategies were revealed to be the less frequently used strategies in most of the studies. Cognitive, social, and affective strategies were found to be diverse in terms of frequency in use across all the studies. TABLE 2. Comparisons among the Studies Using the SILL. Researchers Subjects' ethnicity Dougles (1992) American Yang (1992) Taiwanese Mullins (1992) Thailand Jung (1996) Korean More frequently used strategies Metacognitive S. Social S. Cognitive S. Compensation S. Affective S. Metacognitive S. Compensation S. Metacognitive S. Cognitive S. Metacognitive S. Affective S. Compensation S. Less frequently used strategies Compensation S. Memory S. Affective S. Social S. Cognitive S. Memory S. Social S. Affective S. Memory S. Cognitive S. Memory S. Social S. d. Age According to the results of several studies, adult language learners use more diverse and sophisticated language learning strategies then did younger learners. However, Oxford (1989) indicated that the motivational orientation of the adult learners, who were learning a language for immediate career purpose, might have been a greater factor than age in the above studies. Using a think-allowed procedure, Leaver (1989) also investigated the relationship between age and strategie choice by comparing the strategies used by two children and 15 adults learning foreign languages. According to the results of the study, there were significant differences between the two groups use of strategies. The adults used bottow-up processing strategies, whereas the children employed top-down processing strategies. Leaver, however, realized that age was not a factor affecting their differences and strategies. e. Gender The gender variable has been also explored by a number of ASL/AFL researchers. Politzer (1983) found that women used social learning strategies significantly more often than men. In the late 1980s and 1990s, Oxford and her colleagues reported the effects of gender on strategy use. According to a study by Ehrman and Oxford (1989), adult female language learners, in contrast to males, showed significantly greater use of language learning strategies in four categories: general study strategies, functional practice strategies, strategies for searching for and communicating meaning, and self-management strategies. Oxford and Nyikos (1989) also discovered that female learners, as compared to male learners, used language learning strategies significantly more often in three or five possible strategy categories: formal rule-based practice strategies, general study strategies, and converstional/input elicitation strategies. However, Oxford (1989) noted that the sex differences in the above studies above mights have been associated with women's greater social orientation, strong verbal skills, and greater conformity to norms, both linguistic and academic, as demonstrated by earlier research. 17 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo f. Learning Style Learning style can be defined as a person's “general approach to learning and problem solving” (Nam & Oxford, 1998, p. 52). By contrast, learning strategies refer to a person's “specifc methods of approaching a problem or task” (Brown. 1987, p. 79). Little research has been conducted to determine the relationship between learning style and learning strategies. Gallin (1999) found that those who were more intuitive in cognitive style preference were more likely to use inferencing strategy while reading than the less intuitive in cognitive style preference. 4. Language Learning Strategy Training The purpopse of research on EFL/ESL learning strategies was to provide unseccssful language learns with the effective learning strategies used by successful ones. A number of studies have investigated the effects of language learning strategy instruction on ESL/EFL leaeners achievements. Cohen and Aphek (1980) explored the effects of vocabulary learning training on students learning Hebrew. An experimental group was trained to use word association startegies in vocabulary learning tasks. Results indicated that the experimental group employed the association strategies in subsequent vocabulary learning tasks and showed better perfomance on vocabulary test that did the control groups. Hosenfeld (1984) investigated the effect of startegy training on reading comprehension. She trained two unsuccessful readers with the strategies of successful readers. After the tretment, she found that the two unsuccessful readers began to employ the language learning strategies used by succesful readers in subsequent reading tasks. The study by Oxford et al, (1990) expored the effects of strategy training in various international settings. Oxford and her five collegues investigaed the effects of strategy training on students learning Hebrew in Insreal (Cohen), students learning Danish in Denmark (Sutter), students learning Spanish in U.S. (Lavine), student learning Russian in the U.S. (Oxford), students learning German in the U.S. (Nyikos) and students learning English in France (Crookall). The six researchers reported that their strategy training generally yielded positive results and consluded that “strategy training – if designed carefully and sensitively with the learners needs in mind – can becom a key element in creative, self – directed langauge leraning” (p. 211). Park (1996) investigated the effects of self-regulated strategy training on the four variables in reading performance of ESL students. The experiment lasted for eight weeks and the four variables were reading comprehension, strategy use, reading attitudes, and learning styles. During the experiment, an experimental group received both cognitive and metacognitive strategies. According to the results of the study, there were significant positive effects in reading proficiency. The experiment group showed significant better performances in the posttest compared to the protest. The control group also demonstrated some improvements during the experimental period, but it failed to reach the level of significance. However, there were no significant differences in the use of strategies between the two groups after the treatment. In addition, no significant differences in the overall attitudes toward reading and learning styles were observed during the treatment period. Reflecting on the results of the above studies, the effects of strategy training on language learning seems to be inconclusive. 5. Implications and Applications So far, we have examined research in the area of language learning strategies in terms of three categories: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implication can be explored for future research directions in ESL/EFL language learning strategies. First, the language strategy indentification and classification research has aimed to identify the most effective foreign language learning strategies and to offer ways in which those effective strategies can be taught to less proficient foreign language learners. As we have observed, good ESL/EFL learners use a larger variety of language learning strategies whereas poor ESL/EFL learners have a smaller repertoire of strategies. They also use them more consciously and more frequently than do poor ESL/EFL learners. Bacon (1992) indicated that when EFL learners are aware of the variety of strategies that are available to them, thay can better choose, use, evaluate, and modify those that work best for them as individuals. Therefore, we shoul provide our students with various and numerous language learning strategies to the greatest extent possible. Especially, we should introduce the characteristics of good learners and the good learners language learning strategies to our students and try to develop their awareness and use of those strategies. Second, the findings drown from the previous research have indicated that a number of factors were interrelated with learners use of language learning strategies. Therefore, as ESL/EFL researchers, we should try to explore the relationship between each variable and the use of language learning strategies using diverse methods. While conducting various experiments, we should also carefully examine how these variables affect 18 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo our students language learning strategies and what other variables could be influential in their use of language learning strategies. Based on the results of these procedures, we could identify and classify some benrficial language learning strategies for our students and make well-designed strategy instruction plan. Third, although the effects of strategy training on language learning is not yet fully conclusive, a number of studies have confirmed the positive effects of language learning strategies. These results suggest the necessity of offering strategy training to ESL/EFL learners. However, the majority of ESL/EFL students do not perceive the usefulness of language learning strategies for facillitating their English language. We thus should develop their awareness of language learning strategies and how to employ those strategies by providing them with strategies training. Existing research indicates that enormous time and effort is needed on the part of ESL/EFL teachers to produce the positive effects of strategy learning. Therefor, we should be patient in implementing strategy learning, and the strategy training should be designed and conducted in a systematical way over the long term. Some practical applications to ESL/EFL education can be also considered. From the research in the area of learning strategies, we can consider a learning strategy instructional framework as following four steps: 1) identifying the students present strategies, 2) assessing their strategy needs, 3) offering strategy instrucion, and 4) helping students transfer strategies to new tasks. The final step would be helping students transfer strategies to new tasks. Transfering strategies that students have learned to new task might not be easy for the students to do on their own. After offering strategy instructions, we should give them opportunities to discuss the new strategies on some other similar types of language tasks and to practice using yhem on these tasks. When the students are involved in the new language tasks, we should reduce the reminders to use the strategies by degrees in order to make them utilize the strategies automatically and independently on other tasks. In summary, as ESL/EFL teachers, we sholud give some guidelines to our students on how they can learn language more easily and more effevtively. Offering them strategy training would be one effective way to meet that goal. In conducting strategy training, we should first identify what strategies our students employ in language learning tasks, and then assess the efficacy of the strategies in a systematic way, using diverse measurements. Then, instruction could be focused on those strategies that appear to be effective and beneficial, especially for those students who have poor language skills. Finally, strategy training by ESL/EFL teachers should be offered in a very explicit way. If not, it would be hard for students to realize the necessity and usefulness of certain strategies. Strategy training with a explicit manner will make students perceive those more easily and use the strategies more independently and automously in their other communication situations. References: Birdsong, D. (2006). Age and second language acquisition and processing: A selective overview. Language Learning, 56, 9-49. Cohen, A. (2002). Learning style and language strategy preferences: The role of the teacher and the learner in English language teaching. English Teaching, 57 (4), 41-55 Ehrman, M. & Oxford, R. Effects of sex differences, career choice, and psychological type on adult language strategies. Modern Language Journal, 73, 1-13 Ellis, R. (1994). The study of second language acquisition. Oxford, New York: Oxford University Press. Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297. Margolis, D. (2003). Teaching implications of Korean tertiary student use of compensation strategies. English Teaching, 58 (1), 177-199 O’Malley, J. & Chamot, A. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press. Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House. Park, Y. (2006). Self-regulated strategy training in second language reading: its effects on reading comprehension, strategy use, reading attitudes, and learning styles of university ESL students. Foreign Language Education, 2 (1), 59-80. 19 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10 (3), 209-231. Song, M. (1999). Reading strategies and second language reading ability: The magnitude of the relationship. English Teaching. 54. 73-95 Thompson, I. & Rutin, J. (1995). Can strategy instruction improve listening comprehension? Foreign Language Annuals, 29, 331-3 Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study, Foreign Language Annuals, 30, 387-409 20 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 354 Title A name given to the resource SLA Implications to Language Learning Strategies and Pedagogy Author Author Akbarov, Azamat Arslan, Mustafa Abstract A summary of the resource. The topic of language learning has been one of the most prolific areas of research in ESL education in recent years. With the advent of the communicative approach in ESL education, greater responsibility has been placed on ESL learners for their own learning then under the previous teaching methods used in ESL classrooms. Therefore, the learners under the communicative approach often need to employ various and specific language learning strategies in order to carry out their tasks or to facilitate their language learning. The purpose of this paper is to provide ESL teachers with a broad picture for the area of language learning strategies. In addition, it aims to offer ESL teachers some applications for their own classrooms. There have been there major domains related to research on language learning strategies: 1) identification and classification of language learning strategies; 2) factors influencing the use of language learning strategies; and 3) language learning strategy training. Several implications and applications are discussed based on the findings from the three domains. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 970 Title A name given to the resource Slang, Bad Language and Press Relationship in Turkish Sports Language Author Author Seyhan , Salih Krehic, Sanja Abstract A summary of the resource. Language is alive; it lives and continuously develops. If we say this it means that discussions about language will continue as long as human beings exist. Every new thing builds up its own language and terminology. However, it is difficult to say that this development is built up appropriately by the rules of the language. In this study, the affect of media in developing Turkish sports own language will be indicated with examples, especially when football reaches to a position that no one could remain uninterested. There has been many things written and said aboutthe language usedin the media. But media has to produce and sell. Thus, no matter what the rules of language, article and speech say, it will continue using the language how its customers want. It is obvious that, a commentator who insults and uses the slang words will attract more audience and listener. Actually, the language of the news should be simple and neutral. However, the usage of distant, dull and colourless language started to be abandoned all around the world. Herein, it can be said that the sports programs are pioneered. It’s identified that the sports media is more independent in the usage of language, it frequently uses the metaphors, which are taken from many other fields, and personalization are constantly applied. Of course, all these things are to attract the attention of the reader and the audience. In this study, further clarification of the issue will be aimed by giving some examples of bad language and slang used by the supporters of the football teams, the sports columnists and the titles of news in sports press. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/f4d3f4b10ed9f117c0b1d684710db7f6.pdf 5bb9c8af184702531bb464b35bab8668 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3273 Title A name given to the resource Slovene as the second/foreign language in Slovene pre-school institutions Author Author Skubic, Darija Jerman, Janez Abstract A summary of the resource. Slovenia has long been a place for immigration; with the accession into the European Union it has become even more interesting for different groups of immigrants from European and non-European countries. According to the Statistical Office of the Republic of Slovenia, 106.486 foreigners (5.16% of overall population in Slovenia) were living in Slovenia at the end of 2015. It is expected that this migration trend in the light of world events continues or even increases. One of the key factors for the successful integration of young generations of migrants in society is education. The survey Index of the policy of integration of migrants (MIPEX, 2015), implemented by the British Council and Migration Policy Group, shows that few education systems in Europe are adapting to the realities of immigration. Sweden, Australia, New Zealand, Norway, Canada, Portugal are the most engaged countries, whereas Slovenia is among the least committed (it ranks 28 among 38 selected countries). Language has a major role in supporting children’s process of identity formation and in helping them understand where they fit in the new environment they are entering. Language is, of course, not the only factor that promotes integration and enables successful education, but the fact remains that immigrant pupils are better achievers in those countries that pay greater attention to second/foreign language learning starting in preschool institutions. In the present paper we discuss the Slovene pre-school teachers’ and pre-school teacher assistants' attitudes towards learning Slovene as the second/foreign language in Slovene pre-school institutions. The research was conducted on a sample of 143 pre-school teachers and pre-school teacher assistants. The results imply that Slovene pre-school teachers and pre-school teacher assistants hold positive attitudes towards learning Slovene as a second/foreign language, they see their role as the promoters of learning Slovene as a second/foreign language to non-Slovene children, but they strongly express the lack of training in language learning strategies of Slovene as a second/foreign language. Keywords: Slovene, second/foreign language, preschool institutions, pre-school teacher and pre-school teacher assistant Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-12 Keywords Keywords. Article PeerReviewed PE English