281
10
3494
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846
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The Effects of Using Visual Aids in Teaching Writing on Learners’ L2 Writing Proficiency
Author
Author
Gulumser, Efeoglu
Abstract
A summary of the resource.
The current study aims to find out whether the use of visual aids in writing classes facilitates the path that learners go though while acquiring writing skills in L2. Although strategy training in writing has been proved to be effective in L2 writing development by many studies, the role of visual aids has not been obscured yet (Kobayashi and Rinnert, 2008; Ong and Zahan, 2010; Shi; 1998; among many others). Thus, this study focuses on four particular writing tasks which have been designed by particular visual aids. Ten freshman students studying in Foreign Language Education Department at Yıldız Technical University were recruited as an experimental group as they scored less than 20 out of 40 in the writing component of FCE. On the other hand, the control group consisted of ten randomly selected freshman students from the same department and the institution. Both qualitative and quantitative data have been gathered by the questionnaire with open ended questions asking for students’ reflections on the usefulness of the training and by the pre and post-tests evaluated by two different raters. In the end, it has been found out that there is no significant difference among groups in terms of their writing scores; which may be interpreted as this particular training has not helped learners to enhance their writing skills in L2.
Date
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2012-05
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
P Philology. Linguistics
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851
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The Effects of Various Teaching Methods on Learning New L2 Vocabulary
Author
Author
Gulay, Bedir
Sevgi Bektas, Bedir
Abstract
A summary of the resource.
The aim of this research is to define the effects of various teaching methods (classic teaching, using realia , picture-drawing ) on learning, short and long-term recall of new L2 vocabulary. This experimental model research is used in this study. Participants are 24 students from 10th grade of Zile Trade Vocational High School during 2011-2012 academic year. The research data was collected with the measurement tool (achievement test) developed by the researchers. The achievement test consists of three main and ten sub- sections and one open ended-question to see participants’ attitude against methods used in this research. Participants studied 12 new words in L2 each through three methods (classic teaching, using realia, picture drawing). Experts’ opinions were taken for validity assessment. Reliability was determined by test-retest method. The data analyzed by using package program SPSS 15:00. After learning sessions, participants took posttests immediately, after 1 week, and after 1 month. Results show that using realia has significant advantages over others. It is the most effective method among the others. Classic method is the second and picture drawing is the third one to teach new L2 vocabulary. Participants’ attitudes also emerged that the using realia is the most effective method to learn new L2 vocabulary. Key words: learning, foreign language, vocabulary teaching, teaching methods and techniques
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/1fc6af53a00c59b48584cd496c8f766b.pdf
981d3671d41901522624a5169d74e7f2
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Text
IZVORNI NAUČNI RAD
The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Efekti procesuiranja ratnih zločina pred domaćim sudovima
na procese pomirenja u Bosni i Hercegovini
Dževad Mahmutović
Assistant professor, Faculty of Law, University of Tuzla, Bosnia and Herzegovina.
Email: dzevad.mahmutovic@untz.ba
Vedad Gurda
Assistant professor, Faculty of Law, University of Tuzla, Bosnia and Herzegovina.
Email: vedad.gurda@untz.ba
Abstract: During the war in Bosnia and Herzegovina
(1992-1995), severe war crimes were committed,
including even genocide. The war crimes, committed
during the war in Bosnia and Herzegovina (BiH), have
been processed at several different levels (from international
to local). The paper focuses on the processing of war crimes
committed in BiH before domestic, Bosnian courts and the
contribution of these processes to the reconciliation process
in BiH. We made an empirical research and collected data
on the attitude of victims and, for the first time, of
perpetrators of war crimes about three research domains:
purpose and expectations from war crime processing,
subjects’ perception of the judicial system in BiH that
processes war crimes, and perception of the past results of
war crime processing in BiH.
Keywords: war crimes,
processing of war crimes,
reconciliation
JEL Classification: K14
Article History
Submitted: 18.09.2013.
Resubmitted: 26.11.2013.
Accepted: 26.12.2013.
The following conclusions were made: the subjects express
their negative opinion about the proceedings; most subjects
expect processing to reveal the truth and contribute to their
prevention in the future; all the subjects have a negative
opinion about judicial institutions that process war crimes
in BiH; subjects believe that the punishments for the crimes
do not achieve the purpose of punishing; processing
contributed to easing victims’ suffering but also helped
convicts reject their psychological burden.
Centar za društvena istraživanja | Godina 1 | Broj1
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�Dževad Mahmutović, Vedad Gurda
Sažetak: Tokom rata u BiH (1992-1995), počinjeni su teški
zločini, pa čak i genocid.
Njihovo procesuiranje odvija se na više različitih nivoa. U
ovom se radu analizira procesuiranje ratnih zločina pred
domaćim, bosanskohercegovačkim sudovima i doprinos ovih
suđenja pomirenju u BiH.
Provedeno je empirijsko istraživanje i prikupljeni su podaci o
stavovima žrtava i, po prvi put, osuđenika za ratne zločine o
tri grupe pitanja: svrha i očekivanja od procesuiranja ratnih
zločina, percepcija ispitanika o pravosudnom sistemu u Bosni i
Hercegovini koji sudi za ratne zločine i percepcija dosadašnjih
rezultata rada na procesuiranju ratnih zločina u Bosni i
Hercegovini.
Ključne riječi: ratni zločini,
procesuiranje ratnih zločina,
pomirenje
Historija članka
Dostavljen: 18.09.2013.
Revidiran: 26.11.2013.
Prihvaćen: 26.12.2013.
Zaključeno je sljedeće: ispitanici izražavaju svoje negativno
mišljenje o procesuiranju; većina ispitanika očekuje da će
procesuiranje otkriti istinu, i doprinijeti njihovoj prevenciji u
budućnosti; svi ispitanici imaju negativno mišljenje o
pravosudnim institucijama koje procesuiraju ratne zločine u
BiH; ispitanici smatraju da se kaznama za zločine ne postiže
svrha kažnjavanja; procesuiranje doprinosi ublažavanju
patnji žrtava, ali, također, pomaže osuđenicima da se oslobode
psihološkog tereta.
10
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
INTRODUCTION
In the 1990s, in the former Yugoslavia, armed conflicts happened which
were marked by the eruptions of violence, crimes, and violations of international
norms related to human rights, including even genocide. The war crimes which were
committed in Bosnia and Herzegovina (BiH) were especially severe. 1
We noticed that there is not an equivalent agreement of the research results
in terms of the killed, exiled, wounded and raped persons, destroyed property etc.
On the basis of a rough estimate, we can conclude that, during the war in
Bosnia and Herzegovina, one to two hundred thousand persons were killed and 1.5
to 2 million people was exiled. The territories were ethnically cleansed, the material
damage is incalculable. 2 The facts about incidents which happened during the war
can be established in several ways. One of them is the processing of war crimes. 3
However, besides establishing the truth, that is the formal (process) truth about the
nature and character of same war invents, by processing war crimes we also intend to
realise (classic) criminal law goals related to the prevention of new crimes by means
A specific confirmation of this claim is the fact that some crimes which happened in BiH
were legally qualified as the genocide by various court forums and valid court decisions.
Genocide is often marked as "crime over crimes". Compare: Verdict of International court of
Justice in case BiH against Serbia and Montenegro on February 26, 2007 (Verdict of
International court of Justice in case BiH against Serbia and Montenegro, Institute for Research
of Crimes against Humanity and International Law, Sarajevo, 2008); Verdict of International
Criminal Tribunal for the Former Yugoslavia against Radoslav Krstic in 2004 (Case No. IT–
98-33), and Verdicts of Court of BiH against Petar Mitrovic in 2009 (Case No. X-KRŽ05/24-1), against Milenko Trifunovic, Branko Dzinic, Aleksandar Radovanovic, Slobodan
Jakovljevic and Branislav Medan in 2009 (Case No. X-KR-05/24), against Milorad Trbic in
2011 (Case No. X-KR-07/386), and against Radomir Vukovic in 2012 (Case No. X-KRZ06/180-2).
2
Dz. Mahmutovic, "War Crimes in BiH – Punishment and Reparation", L.L.D. thesis on
file at the Faculty of Law, University of Tuzla, 2012, 13 – 20.
3
The term "war crimes" shall be used in this paper to denote all criminal acts committed
during the war in BiH (1992-1995) defined in Chapter XVII of the Criminal Law of BiH,
named "Criminal Acts against Humanity and Values Protected by International Law". See
more in: Državna strategija za rad na predmetima ratnih zločina,
http://www.mpr.gov.ba/web_dokumenti/Drzavna%20strategije%20za%20rad%20na%20pred
metima%20RZ.pdf, 05 July, 2013.
1
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�Dževad Mahmutović, Vedad Gurda
of punishing committers, promotion the rule of law, providing satisfaction for
victims and encouraging reconciliation between committers and victims. Processing
supports separations of individual from collective responsibility, which is also very
important to reconciliation process on the territory where crimes were committed. In
terms of the importance of war crime processing in building confidence between
people and preventing new conflicts, it is evident that criminal processing subjects,
working in war crime processing, bear burden of responsibility. 4
The definition of the effects of court procedures, meaning processing war
crimes which happened in BiH on the processes of reconciliation between
committers and victims will be analysed in this paper. However, it needs to be
pointed out that this research did not include all court procedures lead so far but
only those started and completed before domestic (BiH) judicature. This is
important since a certain number of these crimes has been processed before the
International Criminal Tribunal for the Former Yugoslavia (hereinafter called
ICTY), but also before the courts of other countries in accordance to the principle of
universal jurisdiction. 5
O. N. T. Thoms, J. Ron, R. Paris, "State-Level Effects of Transitional Justice",
International Journal of Transitional Justice, 2010, 329–354.
5
Here we primarily think of the processes which have been led before the Council for War
Crimes of District Court in Belgrade. However, based on the principal of universal
jurisdiction, a certain number of cases was processed before German courts (Cases: Jorgic,
Sokolovic, Kuslic and Dzajic), Austrian courts (Cvjetkovic case), and Dutch courts (Saric
Case). On these cases see more in: Dz. Mahmutović, M. Muharemović, "Prva presuda za
genocid u Evropi poslije Drugog svjetskog rata", In: Đozić, A. (ed.): Monumenta Srebrenica:
Knjiga 2. - Srebrenica kroz minula stoljeća, JU Zavod za zaštitu i korištenje kulturnohistorijskog i prirodnog naslijeđa Tuzlanskog kantona, Tuzla-Srebrenica, 2013, 129; B.
Pavišić, T. Bubalović, Međunarodno kazneno pravo, Pravni fakultet Sveučilišta u Rijeci,
Rijeka, 2013, 78; Š. Haračić, “Tretman kulturnog genocida u međunarodnom krivičnom
pravu”, Anali Pravnog fakulteta u Zenici, 6, 2010, 132.
4
12
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
When it comes to the processing of war crimes before domestic courts, it can be
observed in two phases:
Phase 1 This phase covers the period from the moment when war crimes
were committed until the moment when the Court of Bosnia and Herzegovina
started working. During this period war crimes were processed at entity level courts
in the Federation of Bosnia and Herzegovina and in the Republic of Srpska.
Phase 2 This phase started in 2003 when the Court of Bosnia and
Herzegovina was established, meaning its Section I for War Crimes. This section has
jurisdiction over war crime cases received after March 1, 2003, when it regards that
such cases, due to their delicacy, should be processed at the state level. If these cases
are not delicate, they will be processed at Entity levels. This Court also has
jurisdiction over the processing of cases received from the prosecutor’s office of the
ICTY, in which charges are still not brought. It also has jurisdiction over the cases
received from the ICTY, pursuant to rule 11bis of the Rules of Procedure and
Evidence, with charges brought before this Court. 6
M. Škorić, "Mješoviti međunarodni kazneni sudovi", Zbornik Pravnog fakulteta sveučilišta
u Rijeci, 2005, 933-970.
6
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�Dževad Mahmutović, Vedad Gurda
The results of domestic courts and cases of war crimes are summarised and presented
in the following tables and charts:
Table 1 – Decisions of courts in BiH related to war crimes
Local Courts in BiH 19922006 7
Court of BiH 8
11bis
cases
Normal
cases
Total
Convictions
38
7
46
91
Stopped
proceedings
1
0
1
2
Acquittals
12
0
1
13
TOTAL
51
7
48
106
The table brings the summarized results of the work of local courts by the types of judicial
decisions for the period 1992 – 2006. They are based on the data presented in the
monograph Ratni zločini u BiH – pravomoćno završeni kazneni postupci u Bosni i
Hercegovini 1992-2006, ABA/CEELI, Sarajevo, 2006, 19 – 471. In the period 2007-2010,
the local courts in Bosnia and Herzegovina pronounced additional 85 legally valid sentences
(28 – 2007, 31 – 2008, 20 – 2009 and 6 – 2010). See more in: Postizanje pravde u Bosni i
Hercegovini: procesuiranje ratnih zločina od 2005. do 2010. godine, OSCE Misija u Bosni i
Hercegovini, Sarajevo, 2011, 98 – 102. However, the data is not included in the given tables
due to the fact that the information were not available regarding the types of court decisions
and phenomenology of processed war crimes in the given period (2007 – 2010).
8
The data on the decisions of the Court of Bosnia and Herzegovina are for the period from
the year 2005 (when the Court and the Prosecution Office of Bosnia and Herzegovina
started their work in full capacity) until February 2012. The data for the period 2005 – 2010
were taken from the paper A. Alić, Doba istine: presjek rada Odjela za ratne zločine pri Sudu
BiH u periodu 2005-2010, Balkanska istraživačka mreža BiH, Sarajevo, 2010., while the data
for the remaining period was obtained by searching the data base of the Court of Bosnia and
Herzegovina on validly completed cases, available at www.sudbih.gov.ba ( 14 April, 2012).
7
14
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Table 1 shows that until February 2012, a total of 106 cases for war crimes
committed in Bosnia in Herzegovina were completed in domestic courts. Out of all
cases completed, 91 cases were completed by final conviction. Processes were
stopped in two cases while 13 cases ended in acquittals.
Chart 1 shows cases completed in domestic courts.
Total Cases
Completed
15%
5%
Conviction
(91)
80%
Acquittal (13)
Chart 1 Total Cases Completed
In terms of final convictions, we have to point out that 19 of them were
completed by a settlement on confession between defendants and prosecutors, three
of which were completed in local courts and 16 in the Court of Bosnia and
Herzegovina.
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�Dževad Mahmutović, Vedad Gurda
PHENOMENOLOGY OF PROCESSED
WAR CRIMES
Brutal treatment of wounded, sick…
Unlawful killing and wounding of…
War crime against war prisoners (10)
War crime against civilians (45)
Crime against humanity (39)
Genocide (3)
0
10
20
30
40
50
Chart 2 Phenomenology of war crimes processed in BiH
The analysis of phenomenology of war crimes which have been processed
before the courts in BiH shows that the most frequent verdicts were for the crimes:
crime against humanity pursuant to Article 172 of Criminal Law BiH (39%), and
war crime against civilians pursuant to Article 173 of Criminal Law BiH (45%). The
verdicts also included the following: war crime against war prisoners pursuant to
Article 175 of Criminal Law BiH, unlawful killing and wounding of enemies pursuant
to Article 177 of Criminal Law BiH, brutal treatment of wounded, sick people and war
prisoners pursuant to Article 150 of Criminal Law of the Socialist Federal Republic of
Yugoslavia, but genocide as well pursuant to Article 171 of Criminal Law BiH, as the
most serious form of war crimes (3%).
Scope and aim of the paper
The scope and aim of this research is to establish the contribution of
processing war crimes to reconciliation between committers and victims of war
crimes in Bosnia and Herzegovina.
The following hypothesis was formulated: War crime processing before Bosnia
and Herzegovina courts supports reconciliation.
16
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Methodology
A. Subjects
This research is specific in terms of its subjects, made of victims and
committers. The sample included 233 subjects. It was divided into two parts-one
made of war crime convicts (n=72), and other made of war crime victims (n=161).
B. Measuring Instruments
The measuring instrument was made, which included n=13 variablesstatements. The subjects expressed their attitude about them by Likert Scale at five
levels (I completely agree-I completely disagree). Variables define three research
domains: purpose and expectations from war crime processing, subjects’ perception
about judicial system in Bosnia and Herzegovina which processes war crimes, and
perception about the past results of war crime processing in Bosnia and Herzegovina.
C. Conducting the Research
The research was conducted in the period December 2009-2010, in prisons of
Bosnia and Herzegovina Federation and the Republic of Srpska, with war crime
convicts and war crime victims who were questioned, with the support by the
organization of war crime victims.
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�Dževad Mahmutović, Vedad Gurda
Research results and discussion
A. First Domain: Purpose and Expectations from War Crime Processing
Table 2 ‘People will not reconcile until they find out the truth about what happened
during the war’
Variable
Convicts
Victims
f
%
f
%
I completely disagree
7
9.7
3
1.9
I mainly disagree
6
8.3
8
5.0
I cannot decide
4
5.6
8
5.0
I mainly agree
21
29.2
37
23.0
I totally agree
34
47.2
105
65.2
Total
72
100.0
161
100.0
War crime processing is the only mechanism used to establish the truth
about the war which is marked by war crimes in BiH. The research subjects believe
that establishing the truth is the foundation on which reconciliation process in BiH
should be built. Over 76.4% of convicts and 88.2% of victims agreed to the
following statement: ‘People will not reconcile until they find out the truth about what
happened during the war’.
18
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Table 3 ‘War crime processing should prevent war crimes in the future’
Variable
Convicts
Victims
f
%
f
%
I completely disagree
8
11.1
5
3.1
I mainly disagree
4
5.6
2
1.2
I cannot decide
3
4.2
9
5.6
I mainly agree
10
13.9
20
12.4
I totally agree
47
65.3
125
77.6
Total
72
100.0
161
100.0
Both subsamples consider war crime processing very important for
prevention of war crimes in the future. When we tested the statement: ‘War crime
processing should prevent war crimes in the future’, we obtained the answers which
showed that almost 80% of convicts and 90% of victims agree with it.
Table 4 ‘War crime trials will enable justice to be satisfied’
Variable
Convicts
Victims
f
%
f
%
I totally agree
16
22.2
28
17.4
I mainly agree
18
25.0
84
52.2
I cannot decide
5
6.9
15
9.3
I mainly disagree
11
15.3
27
16.8
I completely disagree
22
30.6
7
4.3
Total
72
100.0
161
100.0
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�Dževad Mahmutović, Vedad Gurda
Table 4 shows the variability of subjects’ responses to the statement: ‘War
crime trials will enable justice to be satisfied’. About 70% of victims consider this
statement to be true. Half of convicts agree while the other half disagrees with this
statement.
Table 5 ‘War crime trials shall contribute to building confidence and promoting
reconciliation in Bosnia and Herzegovina’
Variable
Convicts
Victims
f
%
f
%
I completely disagree
23
31.9
13
8.1
I mainly disagree
14
19.4
24
14.9
I cannot decide
7
9.7
16
9.9
I mainly agree
19
26.4
77
47.8
I totally agree
9
12.5
31
19.3
Total
72
100.0
161
100.0
Most victims (around 70%) believe that war crime trials are very important
for building confidence and promoting reconciliation. Convicts’ answers are
dispersed in such a way that around 50% of them agrees and around 39% disagree
with this statement.
20
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Table 6 ‘War crime trials shall enable reconciliation between peoples and diffuse ethnic tensions’
Variable
Convicts
Victims
f
%
f
%
I totally agree
17
23.6
17
10.6
I mainly agree
16
22.2
77
47.8
I cannot decide
3
4.2
22
13.7
I mainly disagree
15
20.8
30
18.6
I completely disagree
21
29.2
15
9.3
Total
72
100.0
161
100.0
Convicts again show consistent answers to the formulated statement that
war crime trials shall enable reconciliation between peoples and diffuse ethnic
tensions, meaning that half of them agree while another half disagrees with it.
Victims mainly agree with this statement, but there are certain subjects (14%) who
are indecisive when evaluating trails as the reconciliation factor.
B. Second Domain: Subjects’ Perception about the Judicial System in Bosnia and
Herzegovina that Processes War Crimes
The goals which are set to processing war crimes can be achieved only if the
judicial system that processes them is just, impartial, independent, equipped (in
terms of material and staff), and that the public has trust in it. We tested how the
direct participants in the trials see the system which processes war crimes in Bosnia
and Herzegovina through several statements, and the results are given in the
following part.
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�Dževad Mahmutović, Vedad Gurda
Table 7 ‘Courts that process war crimes in Bosnia and Herzegovina are neutral and just’
Variable
Convicts
Victims
f
%
f
%
I totally agree
6
8.3
11
6.8
I mainly agree
5
6.9
31
19.3
I cannot decide
9
12.5
44
27.3
I mainly disagree
8
11.1
46
28.6
I completely disagree
44
61.1
29
18.0
Total
72
100.0
161
100.0
The subject subsamples mainly express negative attitudes towards the
statement that the courts that process war crimes in Bosnia and Herzegovina are
neutral and just. Seventy-two percent of convicts and 45 percent of victims do not
agree with this statement. Only around 26% of victims and around 15% of convicts
think that the courts are neutral and just.
Table 8 ‘Courts in BiH that process war crimes should be trusted’
Convicts
Variable
Victims
f
%
f
%
I completely disagree
33
45.8
24
14.9
I mainly disagree
14
19.4
27
16.8
I cannot decide
6
8.3
46
28.6
I mainly agree
12
16.7
52
32.3
I totally agree
7
9.7
12
7.5
Total
72
100.0
161
100.0
22
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
Over 65% of convicts think that this judicial system does not deserve trust,
and over 30% of victims share this belief. Only 26% of convicts and somewhat less
than 40% of victims trust the courts.
Table 9 ‘Courts in BiH that process war crimes are corrupt’
Variable
Convicts
Victims
F
%
f
%
I totally agree
37
51.4
33
20.5
I mainly agree
12
16.7
48
29.8
I cannot decide
13
18.1
55
34.2
I mainly disagree
5
6.9
18
11.2
I completely disagree
5
6.9
7
4.3
Total
72
100.0
161
100.0
Both subject subsamples believe that judiciary in BiH is corrupted, whereby
68% of convicts and 50% of victims agree with this statement. There is a large
percentage of neutral responses, while a very small percentage of both convicts and
victims think that judiciary is not corrupted.
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�Dževad Mahmutović, Vedad Gurda
Table 10 ‘Judges are biased in trials to the members of their ethnic group’
Variable
Convicts
Victims
f
%
f
%
I completely disagree
10
13.9
7
4.3
I mainly disagree
11
15.3
35
21.7
I cannot decide
14
19.4
54
33.5
I mainly agree
9
12.5
45
28.0
I totally agree
28
38.9
20
12.4
Total
72
100.0
161
100.0
Over 51% of convicts and 40% of victims agree with the statement that the
judges are biased when it comes to the trials to the members of their own ethnic
group. Both subsamples offered a large number of indecisive responses, while below
one third of both subsamples disagree with this statement.
Table 11 ‘Judges are related to the authorities and they cannot or do not want to process
the main persons in the social and political life, who committed war crimes’
Convicts
Variable
Victims
f
%
f
%
I completely disagree
4
5.6
7
4.3
I mainly disagree
3
4.2
24
14.9
I cannot decide
7
9.7
43
26.7
I mainly agree
12
16.7
45
28.0
I totally agree
46
63.9
42
26.1
Total
72
100.0
161
100.0
24
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
A large majority of convicts (around 80%) and victims (around 54%) agree
with the statement that judges are related to the authorities and they cannot or do
not want to process the main persons in the social and political life, who committed
war crimes. Such attitudes show that the applied sample of subjects largely doubts
the independence of the judiciary in BiH.
C. Third Domain: Perception of the Past Results of Work on Processing War
Crimes in Bosnia and Herzegovina
It is very important for individual reconciliation, which we believe should be
the basic model of reconciliation in Bosnia and Herzegovina, to ease the individuals’
suffering which they experienced when the crimes were committed. Trials should
contribute to lowering the suffering of both victims and committers, thus
encouraging reconciliation between them.
Table 12 ‘War crime trials shall ease victims’ suffering’
Variable
Convicts
Victims
f
%
f
%
I completely disagree
21
29.2
15
9.3
I mainly disagree
11
15.3
24
14.9
I cannot decide
9
12.5
20
12.4
I mainly agree
11
15.3
78
48.4
I totally agree
20
27.8
24
14.9
Total
72
100.0
161
100.0
The attitudes towards the statement that war crime trails shall ease victims’
suffering are divided in such a way that 60% of victims expect their suffering to be
reduced, after the trial is completed. Convicts mainly do not see a trial as a factor of
easing victims’ suffering, and 45% of them agree while the same percentage disagrees
with this statement.
Centar za društvena istraživanja | Godina 1 | Broj1
25
�Dževad Mahmutović, Vedad Gurda
Table 13 ‘Since they were processed, war crime convicts felt that they were no longer
psychologically burdened’
Variable
Convicts
Victims
f
%
f
%
I totally agree
9
12.5
9
5.6
I mainly agree
13
18.1
23
14.3
I cannot decide
14
19.4
68
42.2
I mainly disagree
12
16.7
37
23.0
I completely disagree
24
33.3
24
14.9
Total
72
100.0
161
100.0
When asked about processing, in terms of psychological relief, only 30% of
convicts agreed to this statement, while around 50% disagree. Victims’ answers are
dispersed in such a way that the highest number of answers is indecisive (over 42%).
This is rather understandable as they are not the ones involved. Almost 40% of
victims disagree with this statement.
We also believe that the variable related to punishment is also important for
evaluating the contribution of war crimes to reconciliation in Bosnia and
Herzegovina. In the verdict in Lelek case, the Court of BiH emphasized: “The
punishment that completely reflects the seriousness of the crime can contribute to
reconciliation”. 9
First Instance Verdict, Lelek (X-KR-06-202), Court of Bosnia and Herzegovina, (First
Instance Panel), 23 May, 2008.
9
26
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
We asked convicts and victims to give their opinions about punishments
pronounced for war crimes. The answers are given as follows:
Table 14 ‘Attitudes to punishments pronounced for war crimes’
Variable
Convicts
Victims
f
%
f
%
Too strict
49
68.1
4
2.5
Mild
4
5.6
48
29.8
I am not thinking
about it
11
15.3
33
20.5
Too mild
1
1.4
62
38.5
Just
7
9,7
14
8.7
Total
72
100.0
161
100.0
About 68% of convicts think that the punishment for war crimes is too
harsh. The same attitude is given by only 2.5% of victims. It is significant that below
10% of both subsamples think that the punishment is just.
Based on the results presented, we cannot accept the hypothesis that war
crime processing before Bosnia and Herzegovina courts supports reconciliation.
Centar za društvena istraživanja | Godina 1 | Broj1
27
�Dževad Mahmutović, Vedad Gurda
CONCLUSION
Through an insight into all the research results we can conclude that
subjects, by their attitudes about the contribution of domestic criminal proceedings
to reconciliation between committers and victims of war crimes in BiH, express their
negative opinion about the proceedings.
Most convicts and victims of war crimes expect processing to reveal the
truth, and contribute to their prevention in the future.
These subsamples agree less when it comes to the contribution of processing
to satisfying justice, building confidence, promoting reconciliation, reconciling
between peoples and diffusing ethnic tensions. Victims’ responses are mainly aimed
at positive contribution, while convicts’ responses are equally divided into positive,
negative and indecisive.
In addition, almost an entire sample, regardless of their belonging to a
certain category (victim-committer (convict)), have a negative opinion about judicial
institutions that process war crimes in Bosnia and Herzegovina. Especially negative
attitudes were given by convicts, who mainly think that these institutions are not
neutral and just, that they cannot be trusted, that they are corrupted, and that they
do not process the leading persons from the public and political life, believed to be
the most responsible for war crimes. Over fifty percent of victims agree with such
attitudes.
Besides this, subjects’ perception of justness of the punishment show that
the punishments for the crimes do not achieve the purpose of punishing, but that
war crime processing is necessary for their prevention in the future.
However, along with negative attitudes regarding war crime processing, we
also obtained the answers that processing significantly contributed to easing victims’
suffering, but also helped convicts reject their psychological burden.
On the basis of the research results, it is possible to reject the formulated
hypothesis that “War crime processing before Bosnia and Herzegovina courts
supports reconciliation”, which does not give enough optimism when it comes to the
contribution of domestic criminal procedures for war crimes in reconciliation
between committers and victims of war crimes in BiH.
28
Društveni ogledi - Časopis za pravnu teoriju i praksu
�The Effects of War Crime Processing before Domestic Courts
on the Reconciliation Process in Bosnia and Herzegovina
However, regarding certain objective circumstances affecting processing war
crimes in BiH, an important progress was made in its implementation. Better results
and higher contribution can be achieved through additional establishment of the
causes for such attitudes of the subjects, improvement of relations with the public,
better information given to the public regarding the results of processing, and better
treatment of the participants in the process, both committers and victims.
REFERENCES
Books:
A. Alić, Doba istine: presjek rada Odjela za ratne zločine pri Sudu BiH u periodu
2005-2010, Balkanska istraživačka mreža BiH, Sarajevo, 2010.
ABA/CEELI, Ratni zločini u BiH – pravomoćno završeni kazneni postupci u Bosni i
Hercegovini 1992-2006, Autor, Sarajevo, 2006.
B. Ivanišević, , Odjel za ratne zločine u Bosni i Hercegovini: Od hibridnog do
domaćeg suda, Međunarodni centar za tranzicijsku pravdu, 2008.
B. Pavišić, T. Bubalović, Međunarodno kazneno pravo, Pravni fakultet Sveučilišta u
Rijeci, Rijeka, 2013, 78.
Državna strategija za rad na predmetima ratnih zločina,
http://www.mpr.gov.ba/web_dokumenti/Drzavna%20strategije%20za%20rad%20n
a%20predmetima%20RZ.pdf
Dz. Mahmutović, i M. Muharemović, "Prva presuda za genocid u Evropi poslije
Drugog svjetskog rata", In: Đozić, A. (editor): Monumenta Srebrenica: Knjiga 2. Srebrenica kroz minula stoljeća, JU Zavod za zaštitu i korištenje kulturnohistorijskog i prirodnog naslijeđa Tuzlanskog kantona, Tuzla-Srebrenica, 2013, 129.
Dz. Mahmutovic,., "War Crimes in BiH – Punishment and Reparation" (L.L.D.
thesis on file at the Faculty of Law, University of Tuzla)
Centar za društvena istraživanja | Godina 1 | Broj1
29
�Dževad Mahmutović, Vedad Gurda
Papers:
M. Škorić, "Mješoviti međunarodni kazneni sudovi", Zbornik Pravnog fakulteta
sveučilišta u Rijeci, 2005, 933-970.
O.N.T. Thoms, J. Ron and R. Paris, "State-Level Effects of Transitional Justice",
International Journal of Transitional Justice, 2010, 329–354.
Postizanje pravde u Bosni i Hercegovini: procesuiranje ratnih zločina od 2005. do
2010. godine, OSCE Misija u Bosni i Hercegovini, Sarajevo, 2011, 98 – 102.
Š. Haračić, “Tretman kulturnog genocida u međunarodnom krivičnom pravu”,
Anali Pravnog fakulteta u Zenici, br. 6, godina 3, 2010, 132.
Cases:
Verdict of International Court of Justice in case BiH against Serbia and Montenegro,
Institute for Research of Crimes against Humanity and International Law, Sarajevo,
2008
Verdict of International Criminal Tribunal for the Former Yugoslavia against Radoslav
Krstic in 2004 (Case No. IT–98-33),
Verdicts of Court of BiH against Milenko Trifunovic, Branko Dzinic, Aleksandar
Radovanovic, Slobodan Jakovljevic and Branislav Medan in 2009 (Case No. X-KR05/24), www.sudbih.gov.ba
Verdicts of Court of BiH against Milorad Trbic in 2011 (Case No. X-KR-07/386),
www.sudbih.gov.ba
Verdicts of Court of BiH against Petar Mitrovic in 2009 (Case No. X-KRŽ-05/24-1),
www.sudbih.gov.ba
Verdicts of Court of BiH against Radomir Vukovic in 2012 (Case No. X-KRZ-06/1802), www.sudbih.gov.ba
Verdicts of Court of BiH against Zeljko Lelek in 2008 (Case No. X-KR-06-202),
www.sudbih.gov.ba
30
Društveni ogledi - Časopis za pravnu teoriju i praksu
�
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2363
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The Effects of War Crime Processing before Domestic Courts on the Reconciliation Process in Bosnia and Herzegovina Efekti procesuiranja ratnih zločina pred domaćim sudovima na procese pomirenja u Bosni i Hercegovini
Author
Author
MAHMUTOVIĆ, Dževad
GURDA, Vedad
Abstract
A summary of the resource.
During the war in Bosnia and Herzegovina (1992-1995), severe war crimes were committed, including even genocide. The war crimes, committed during the war in Bosnia and Herzegovina (BiH), have been processed at several different levels (from international to local). The paper focuses on the processing of war crimes committed in BiH before domestic, Bosnian courts and the contribution of these processes to the reconciliation process in BiH. We made an empirical research and collected data on the attitude of victims and, for the first time, of perpetrators of war crimes about three research domains: purpose and expectations from war crime processing, subjects’ perception of the judicial system in BiH that processes war crimes, and perception of the past results of war crime processing in BiH. The following conclusions were made: the subjects express their negative opinion about the proceedings; most subjects expect processing to reveal the truth and contribute to their prevention in the future; all the subjects have a negative opinion about judicial institutions that process war crimes in BiH; subjects believe that the punishments for the crimes do not achieve the purpose of punishing; processing contributed to easing victims’ suffering but also helped convicts reject their psychological burden. Sažetak: Tokom rata u BiH (1992-1995), počinjeni su teški zločini, pa čak i genocid. Njihovo procesuiranje odvija se na više različitih nivoa. U ovom se radu analizira procesuiranje ratnih zločina pred domaćim, bosanskohercegovačkim sudovima i doprinos ovih suđenja pomirenju u BiH. Provedeno je empirijsko istraživanje i prikupljeni su podaci o stavovima žrtava i, po prvi put, osuđenika za ratne zločine o tri grupe pitanja: svrha i očekivanja od procesuiranja ratnih zločina, percepcija ispitanika o pravosudnom sistemu u Bosni i Hercegovini koji sudi za ratne zločine i percepcija dosadašnjih rezultata rada na procesuiranju ratnih zločina u Bosni i Hercegovini. Zaključeno je sljedeće: ispitanici izražavaju svoje negativno mišljenje o procesuiranju; većina ispitanika očekuje da će procesuiranje otkriti istinu, i doprinijeti njihovoj prevenciji u budućnosti; svi ispitanici imaju negativno mišljenje o pravosudnim institucijama koje procesuiraju ratne zločine u BiH; ispitanici smatraju da se kaznama za zločine ne postiže svrha kažnjavanja; procesuiranje doprinosi ublažavanju patnji žrtava, ali, također, pomaže osuđenicima da se oslobode psihološkog tereta.
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Social Sciences Research Center of International Burch University
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2014-04
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ISSN 2303-5706
H Social Sciences (General)
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https://omeka.ibu.edu.ba/files/original/063adf16628a3d3dfa71fa6b19eb336e.pdf
b458208b3a9a65014dc478b953c18749
PDF Text
Text
3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
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The effects of work motivation in quality of work life and
A study on banking sector
Esra Zeynel
Süleyman Demirel University, Social Science Institution, Business Administration Doctoral
Programme, Isparta
Abstract
In terms of Suistainable development, in countries, the success and effectiveness of
instuitaions is quite important. One of the most important elements of providing success and
effectiveness of institutions that have the human resources is working effectively and
efficiently. In this respect, “motivation” is one of the most important factors in raising the
quality of work life in the institutions, employee productivity, the contribution of the
institution, and the sense of belonging in the institution. Motivation plays an important role in
business life. Motivation by definition means that the individual actuating motive. In the
business life, motivation, increase the concern of the employee's job, and as a result of raising
the quality of work life is an important factor that increase business efficiency. The higher
motivation increases the contribution of the institution by raising the productivity of the
employee. High rate of success of the organization by increasing employee motivation
provided by the institution will contribute to the country's economy. This aspects, in order to
take advantage of the present institutions active human sources,making efforts to enhance the
motivation of employees in achieving organizational effectiveness and efficiency and provide
the employees' job satisfaction. Happy and productive working lifes of employees in having a
sense of belonging in the institution can be used effectively in improving the motivation
factor is the result.This study measured the effect of bank employees, the care component of
motivation in raising the quality of work life survey was applied on the bank employees. In
this study, a survey was applied on bank employee in terms of assessment of the effect of
motivation in the raising the quality of work life of bank employee. Importance of motivation
arises in this sector. The higher motivation increases the productivity of employee,
278
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
institutional effectiveness and quality of working life. Motivating factors should be applied by
institutions.
1.INTRODUCTION
Motivation is a motive that the people to take to move.Motivationword for Englishthat means
of move was derived from the root of “mot” in Latin. In the pscyhology motivation is used for
as purposeful behaviors that direct towards a specific goal with innate driving forces.( Keser,
2009; 88).
Work motivation is a motive that is a person who works in an organization directed to do his/
her job. The occurance this motive is due to some factors. This factors are researched in the
studies regarding with psychology in literatür. In The results of researches, significant results
regarding with motivational means are observed. Herzberg said that, in his studies in 1959
and 1966, the intrinsic factors that the employee motive to work and hygine or external
factors that led to de-motivation and dissatisfaction in the absence of them.According to
theory, intrinsic factors are related to the nature of the work itself, achievement, recognition,
responsibility and advancement. The dissatisfaction factors are associated with the
individiual’ş relationship to the environment in which he/she does his/her work. The most
important of these is company policy and administration that promotes ineffectiveness within
the organization. The other factors are supervision, working conditions, interpersonal
relationship, salary.(Eren , 2010: 511-512, Landy and Conte, 2010: 370-371).
The work motivation is the important concept in the Industrial or organizational psychology.
For organizations to succeed, increasing the productivity of employees is very important.
Increasing the productivity of employees relates to employess’ quality of work life and
employees’ happiness in the workplace.
Quality of work life, to provide the bestworking conditionsfor employeesin a workplace.
Moreexpressly, all factors related to the workplace fromthe physicalcharacteristics ofthe
workplace to the politics ofthe organization'smanagement and all factorsrelated to the
workplaceand employeesto allow forloving his/her job, the jobcharacteristics
andintrinsicfactorsrelated
to
theprovision
ofbusiness-compliance
refers
tothe
individual.(Barutçugil, 2004; 394, 395,396).
As shown inthis conceptualexplanations, the employee's job motivationfactors that, in fact,
elementsthat make upthe quality ofwork life. Therefore,with therise ofthe working
individual’sworkmotivation, positive impact onquality of work lifewillincrease.
Intrinsicmotivationfactors inimproving thequality ofwork life,organizationalpoliciesto
increase theindividual'smotivation toworkby raisingthe quality of life, increasebusiness
efficiency, increase theperformance. As a result ofall these positivedevelopments,the
organizationwill showa good performanceas soon as possible and it will succeed.The presence
ofsuccessfulorganizationsin a countryand its economya positive impact onthe welfare ofthe
countrywill betaken on important roles.
279
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Motivationconcerns the conditions responsible for variations in intensity, persistence, quality,
and direction of ongoing behavior (Vinacke, 1962). The term “instinct” was gradually
replaced with terms such as “need”, “motive”, and “drive” (Viteless, 1953). Latham and his
colleagues (Latham& Budworth, 2007; Latham&Pinder, 2005) have reviewed the 100 year
history of motivation research in I-O psychology.Vroom (1964), proposed that VIE theory.
VIE consist of valence, instrumentality, expectancy. Vroom reasoned that psychological
objects in an environment also have attracting forces.
Between 1940 and 1960, the struggle for preeminence in motivation theory was between the
behaviorists and the need theorists. By 1960, the emergence of cognitive psychology resulted
in a radical shift in the battle for “motivational superiority”. New motivational theories
emerged that emphasized the thought and decision processes of the individual. Today’ş
theories of motivation are largely cognitive and emotional at their foundation. The differences
among them are more a matter of what people think about and how they think about choosing
courses of action, rather than any dispute regarding whether thought enters into motivation.
(Landy and Conte, 2010: 362).
Weiner (1991,1992) suggested that the best way to gain an understanding of the wide
variation in motivational theories, as well as of the evolution of motivational thinking, is
through the use of metaphors. A metaphor is intended to illuminate an obscure or difficult
concept by example. Weiner suggests that all motivational theories can be described by one of
two metaphors: the person as a machine, and the person as scientist. Person as machine:
Automatic response by individual, Responds to needs and drives, Responds to external stimuli
and reinforcement. Person as scientist: Voluntary response by individual: analyzes internal
and external information. Hypothesizes about the foundation for events and actions of others.
Develops goal and action plans.
Abraham Maslow (1943), suggested that the hierarchy of needs theory. Herzberg (1966),
revealed that two-factor theory. Locke (1980), motivation theory, behaviorism has addressed
a critical look at the strengths and shortcomings. Georgopoulos, Mahoney and Jones (1957),
have proposed the path-goal theory.
Adams (1965), proposed the ctheory of popular scientist. Festinger (1957), proposed the
theory of dissonance. Adams (1965), proposed by Festinger's ideas and improving the wellknown theory of "equality" has become a theory. Latham and Pinder (2005), examined, and
had proposed the theory of equality. Conner (2003), Bolino and Turnley (2008), studied the
theory of equality. Locke and Lactham (2002), researched goal-setting theory. Baldamu
(1951), Locke, Shaw, Saari, and Latham (1981), Ryan, (1970), goal-setting theory, Austin and
Vancouver (1996), goal-setting theory, Locke (1968), goal-setting theory, Locke and Latham
(1990), goal-setting theory, Locke and Latham (1996), goal-setting theory, Wiese and Freund
(2005), said that goal difficulty is a critical ingredient to both performance and satisfaction.
Mitchell, Thompson, George, Falvy, (2000), goal-setting theory, concept of commitment.
Locke and colleagues (1981), proposed that goal-setting theory, direction, effort, persistence,
strategy, feedback loop. Atkins, Wood, Rutgres, (2002), goal-setting theory, cognitive tasks.,
Youngcourt, Beaubien (2007) proposed that goal orientation prediction person’s achieve
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
work. Porath and Bateman (2006) proposed that specific self-regulatory tactics. Gollwitzer
(1990) supposed that focus on internal or external cues. Kuhl (1992) supposed that focus on
internal or external signs. Austin and Klein (1996) proposed that cognitive abilities roles.
Kanfer (1992) supposed that indivuduals need to depend on cognitive abilities (memory,
reasoning, comprehension).
2.METHOD
Questionnaire was administered to employees of the Bank. Data were analyzed using
SPSS 11 statistical package. Questionnaires were adapted by inspired from Erol Eren’s
motivational tools to encourage the scale of the survey, job satisfaction, job involvement and
an
Minnesota
job
satisfaction
Questionnaire.
All bank employees contained in Isparta city asked to be reached in the analysis, reached 140
people. 120 people were taken back. 102 form of these forms in the questionnaire that is
appropriate for analysis have been analyzed. Surveys have been done of face to face method
by the forms giving people exactly.
Analyses of demographic characteristics, frequency and percentage were analyzed.
The factor analysis has done for questions that measure work motivation and the quality .
Questions are grouped under four factors by factor analysis. By regression analysis Factor
groups between satisfaction with the quality of work life, the effects of these factors on
satisfaction with the quality of work life were measured. Difference tests were conducted for
all demographic characteristics to measure whether differences exist in terms of the quality of
work life satisfaction according to demographic characteristics And the results are described.
3.RESULTS AND DISCUSSION
Analysis were researched as shown below. Fistly, frequencies tables are observed. The
statistical analysis sources are used in the analyses. (Sipahi e.a., 2006, Albayrak, 2006).
3.1.Frequencies Tables
According the statement of gender, freguency column, 50 people of respondents are
male, and 52 people are female and to the percent column, 49 percent of respondents is male
and 51 percent is female.
Male/Female
Valid
281
Frequency
Percent
Valid
Percent
Cumulative
Percent
Male
50
49,0
49,0
49,0
Female
52
51,0
51,0
100,0
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Total
102
100,0
100,0
Likewise, according the statement of age, frequency and percent are observed.
Age
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
20-25 age
18
17,6
17,6
17,6
2,00
40
39,2
39,2
56,9
3,00
28
27,5
27,5
84,3
4,00
10
9,8
9,8
94,1
5,00
6
5,9
5,9
100,0
Total
102
100,0
100,0
And the frequency and percent results are observed in the following frequency tables
such as Level Of Education, Job Title, Marital Statu, Salary, Working Time At The Bank,
Sectoral Working Time and Bank Status.
Level Of Education
Valid
Frequency
Percent
Valid
Percent
11
10,8
10,8
10,8
7
6,9
6,9
17,6
University (BA)
72
70,6
70,6
88,2
Master of Science
11
10,8
10,8
99,0
Doctorate
1
1,0
1,0
100,0
Total
102
100,0
100,0
High School
College
degree)
282
(associate
Cumulative
Percent
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Job Tıtle
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
Booth Personnal
55
53,9
53,9
53,9
Assistant Director
17
16,7
16,7
70,6
Director
12
11,8
11,8
82,4
Chief
13
12,7
12,7
95,1
Deputy Director
3
2,9
2,9
98,0
Manager
2
2,0
2,0
100,0
Total
102
100,0
100,0
Marital Statu
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
Married
62
60,8
60,8
60,8
Single
40
39,2
39,2
100,0
Total
102
100,0
100,0
Salary
Valid
283
Frequency
Percent
Valid
Percent
Cumulative
Percent
750-1000 TL
20
19,6
19,6
19,6
1001-1250 TL
21
20,6
20,6
40,2
1251-1500 TL
16
15,7
15,7
55,9
1501-1750 TL
15
14,7
14,7
70,6
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
1751-2000 TL
11
10,8
10,8
81,4
2001 TL and up 19
18,6
18,6
100,0
Total
100,0
100,0
102
Working Time At The Bank
Valid
Frequency
Percent
Valid
Percent
Cumulative
Percent
0-1
13
12,7
12,7
12,7
1-5
39
38,2
38,2
51,0
5-10
26
25,5
25,5
76,5
10-15
14
13,7
13,7
90,2
15-20
3
2,9
2,9
93,1
20 and up
7
6,9
6,9
100,0
Total
102
100,0
100,0
Frequency
Percent
Valid
Percent
Cumulative
Percent
0-1
10
9,8
9,8
9,8
1-5
42
41,2
41,2
51,0
5-10
23
22,5
22,5
73,5
10-15
16
15,7
15,7
89,2
15-20
4
3,9
3,9
93,1
20 and up
7
6,9
6,9
100,0
Total
102
100,0
100,0
Sectoral Working Time
Valid
Bank Status
Frequency
Percent
Valid
284
Cumulative
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Valid
Percent
Percent
Public
33
32,4
32,4
32,4
PrivateTurkish
53
52,0
52,0
84,3
PrivateForeign
16
15,7
15,7
100,0
Total
102
100,0
100,0
3.2.Factor Analysis
After reliability analysis, factor analysis was conducted. By the table checked, the
factor analysis consists of just a question was removed for it will not be healthy for the
analysis , factor analysis was again done. As a result, the load factor is still close to each other
for two separate factor group analysis of the questions in the order removed, the analysis was
repeated in the order. Four questions were removed. These four questions; incentives and
awards, granting a job he/she dislike, status of equipment and in-kind donations are affecting
the success of the workplace. Removing the effect level while the questions are considered by
the study. The latest results have emerged, such as factor analysis in the the following table.
Questions of recognition and appreciation and promoted close under the loads seen that the
two factors, however, that important questions for the purpose of the study were eligible for
the disconnection of. The factor analysis of the final table were seen that is significant and
analysis is continued
Rotated Component Matrix(a)
Component
1
2
3
4
Resposnsibility
,701
,392
-,018
,228
Participation in decision
making
,679
,244
,018
,308
,674
-,005
,315
,204
,673
,136
,435
,009
Work itself
Possibility of growth
and advancement
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Achievement
,662
-,083
,489
,130
,613
,506
,064
-,118
Appriciation and
recognition
,567
,415
,203
,212
Distrubition of tasks
between employee
,038
,869
,102
,156
,236
,773
,230
,050
,248
,696
,012
,342
,267
,197
,741
-,012
-,007
-,001
,732
,334
,250
,039
,686
,265
,152
,338
,579
,169
Possibility of holiday in
workplace
,103
,214
,121
,810
Job security
,126
,075
,354
,770
Promotion
The justice of
achievement,
appriciation, reward ın
organization
Salary
Interpersonal relations
superior
Healty benefits
Interpersonal relations
peers
Working conditions
286
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,274
,143
,175
,653
Excessive working
According to this table he motivational factors are grouped under the four factors.
Looking at the quastions in the first factor, this factors are internal factors that individiual to
be succesful at work and providing motivate to work such as resposnsibility, participation in
decision making, work itself, possibility of growth and advancement, Achievement,
promotion, appriciation and recognition are seen.
The second factor group is related to task distribution between employee at the
workplace, wage levels in the workplace the justice of achievement, appriciation, reward ın
organization. This factor group brings together for the questions that affect perceptions of
justice is observed.
The third factor group is related to inter personal relations with superior or boss, inter
personel relations with peers, physical conditions at the workplace and health services
provided by the institution, indicate external factors with related to working conditions in the
workplace.
The last factor on the 4th group is related to possbility of holiday in the workplace,
job security and excessive working in the workplace, on personnel needed to feel comfortable,
job security guarantees, the right to allow use on a regular basis and the opportunity to work
within a normal period and the rest of the time will be important for personal life quality.
This group is concerned with employye rights. The sum of all factors that gives the quality of
work life.
FACTOR 1
FACTOR 2
Internal Factors
Working External Perception
Conditions Factors
Justice Factors
Resposnsibility
distrubition of tasks
between employee
participation in
decision making
the justice of
achievement,
appriciation, reward
ın organization
287
FACTOR 3
interpersonal
relations superior
FACTOR 4
Of Employee
Factors
possibility of holiday
in workplace
job security
healty benefits
Rights
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
work itself
Salary
interpersonal
relations peers
excessive working
possibility of growth
and advancement
working conditions
Achievement
Promotion
appriciation and
recognition
3.3.Regression Analysis
After the factor analysis, the regression analysis was done between the factor groups
that occured in the factor analysis and the quality of work life scale to observe whether a
significant relationship between motivational instruments and the work life quality. In the
analaysis, The factor groups are independent variables and the quality of work life satisfaciton
is dependent variable.
Model Summary(b)
Model
R
1
,781(a)
R Square
,611
Adjusted
R Square
Std. Error of
the Estimate
,594
,68856
ANOVA(b)
Sum of
Squares
Model
1
288
Regression
72,099
Df
Mean Square
4
18,025
F
38,017
Sig.
,000(a)
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Residual
Total
45,989
97
118,088
101
,474
Coefficients(a)
Unstandardized
Coefficients
Model
1
B
(Constant)
Std. Error
3,618
,068
REGR factor
score 1 for
analysis 1
,581
,069
REGR factor
score 2 for
analysis 1
,438
REGR factor
score 3 for
analysis 1
REGR factor
score 4 for
analysis 1
Standardized
Coefficients
t
Sig.
Beta
B
Std. Error
53,062
,000
,537
8,480
,000
,069
,405
6,391
,000
,154
,069
,143
2,253
,027
,401
,069
,371
5,852
,000
Because of Significant values are less than 0, 05 that the hypothesis test is meaningful.
Regression analysis shows that the relationship between the variables. Factors that increase
the motivation affects job satisfaction and improve the quality of work life.
Due to the results, there is a significant relationship between motivational tools and
quality of work life. When The work motivation is higher by using motivational tools, the
employees’ satisfaction related to the quality of work life increases. On the contrary, in the
absence of motivational instruments, the satisfaction related to the quality of work life
decreases.
So, the organizations should use motivational instruments, try to raise work motivation
of employees and thus improve quality of work life of employees.
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3.4.Nonparametric Difference Tests
Firstly, normality was researched for work life quality variable. And then, the
difference tests were done according to the demographic varables.
Tests of Normality
Kolmogorov-Smirnov(a)
Statistic
The Quality of Work-life
Satisfaction
df
,315
Shapiro-Wilk
Sig.
102
,000
Statistic
Df
,832
Sig.
102
,000
a Lilliefors Significance Correction
Ho : The Quality of Work-life Satisfaction is suitable for Normality
Because of the p value is less than 0,05, Ho P< 0.05 olduğundan Ho hypothesis is
rejected, is not suitable for normality. Therefore, demographic variables related to The
Quality of Work-life Satisfaction was analyzed with nonparametric tests.
In the Following analyses, The Ho Hypothesis is that the medians of demographic
variables are equal. And The all Ho Hypotheses are formed in the same way for all of
demographic variables.
Ranks
Male/
Female
Quality of Work-Life
Satisfaction
N
Mean Rank Sum of Ranks
50
51,10
2555,00
Female
52
51,88
2698,00
Total
102
Male
Test Statistics(a)
Quality of
Work-Life
Satisfaction
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Mann-Whitney U
1280,000
Wilcoxon W
2555,000
Z
-,145
Asymp. Sig. (2tailed)
,885
Ho: median are equal.
H1: The median is not equal.
Ho hypothesis is accepted. P value 0.885> 0.05 is considered that the median are equal.
Ranks
Egitim
Quality of Work-Life
Satisfaction
High School
39,55
7
64,43
University (BA)
72
52,94
Master of Science
11
45,09
1
59,50
Doctorate
Total
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Df
Asymp.
Sig.
291
Mean Rank
11
College (associate
degree)
Chi-Square
N
4,539
4
,338
102
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Chi-square statistic and p value are examined, because of p-value is greater than value of 0.05
the Ho hypothesis is accepted. The quality of work life satisfaction do not differ by educational
attainment.
Ranks
Salary
Quality of Work Life
Satisfaction
N
Mean Rank
750-1000 TL
20
51,33
1001-1250 TL
21
44,12
1251-1500 TL
16
47,44
1501-1750 TL
15
47,53
1751-2000 TL
11
62,64
2001 TL and up
19
59,95
Total
102
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Chi-Square
Df
5,815
5
Asymp.
Sig.
,325
Ho hypothesis is accepted because of p-value is greater than value of 0.05 and the
quality of work life do not differ by salary is considered.
Ranks
Job Title
Quality of Work Life
Satisfaction
292
N
Mean Rank
Booth Personnel
55
47,77
Assistant Director
17
47,68
Director
12
57,33
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Chief
13
53,19
Deputy Director
3
82,50
Manager
2
94,00
Total
102
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Chi-Square
Df
Asymp.
Sig.
10,597
5
,060
Ho Hypothesis is accepted, the p value is greater than 0.05. However, it must be said,
0.06 is a value close to the value of 0.05. Mean values of rank titles, deputy director and
director, the positions occupied by the lower difference which showed. Deputy director and
director of the quality of work life satisfaction varies for titles.
Ranks
Bank Status
Quality of Work Life
Satisfaction
Public
Mean Rank
33
55,67
Private-Turkish
53
51,06
Private-Foreign
15
40,53
Total
293
N
101
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Chi-Square
3,197
Df
2
Asymp.
Sig.
,202
Ho hypothesis is accepted because of p-value is greater than value of 0.05 and the
quality of work life do not differ by bank status is considered.
Ranks
Working Time
At The bank
Quality of Work Life
Satisfaction
13
52,58
1-5
39
43,64
5-10
26
50,06
10-15
14
59,50
15-20
3
71,00
20 and up
7
74,29
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Df
294
Mean Rank
0-1
Total
Chi-Square
N
10,857
5
102
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Asymp.
Sig.
,054
Ho hypothesis is accepted because of p-value is greater than value of 0.05 and the
quality of work life do not differ by working time at the bank is considered. However,
observed differences over 15 years.
Ranks
Marital
Status
Quality of Work Life
Satisfaction
N
Mean Rank Sum of Ranks
62
53,54
3319,50
Single
40
48,34
1933,50
Total
102
Married
Test Statistics(a)
Quality of
Work Life
Satisfaction
Mann-Whitney U
1113,500
Wilcoxon W
1933,500
Z
-,936
Asymp. Sig. (2tailed)
,349
Ho hypothesis is accepted because of p-value is greater than value of 0.05 and the
quality of work life do not differ by marital status is considered.
Ranks
Age
Quality of Work Life
Satisfaction
295
N
Mean Rank
20-25 age
18
56,89
2,00
40
42,64
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
3,00
28
52,43
4,00
10
59,50
5,00
6
76,75
Total
102
Test Statistics(a,b)
Quality of
Work Life
Satisfaction
Chi-Square
Df
Asymp.
Sig.
10,864
4
,028
Hypothesis Ho is rejected, because of the p value is less than the value of 0.05, the
quality of work life varies according to age element.
As a result of , there is the significant relationship between motivation and the quality
of work life is observed in this study. In terms of Suistainable development, in countries, the
success and effectiveness of instuitaions is quite important. One of the most important
elements of providing success and effectiveness of institutions that have the human resources
is working effectively and efficiently. In this respect, “motivation” is one of the most
important factors in raising the quality of work life in the “institutions, employee productivity,
the contribution of the institution, and the sense of belonging in the institution. Motivation
plays an important role in business life. The work motivation increases the concern of the
employee's job, and as a result of raising the quality of work life is an important factor that
increase organizational efficiency. The higher motivation increases the contribution of the
institution by raising the productivity of the employee. High rate of success of the
organization by increasing employee motivation provided by the institution will contribute to
the country's economy. This aspects, in order to take advantage of the present institutions
active human sources, making efforts to enhance the motivation of employees in achieving
organizational effectiveness and efficiency and provide the employees' job satisfaction.
Happy and productive working lifes of employees in having a sense of belonging in the
institution can be used effectively in improving the motivation factor is the result. The higher
motivation increases the productivity of employee, institutional effectiveness and quality of
working life. Motivating factors should be applied by institutions.
296
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
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�
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1126
Title
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The effects of work motivation in quality of work life and A study on banking sector
Author
Author
Esra, Zeynel
Abstract
A summary of the resource.
In terms of Suistainable development, in countries, the success and effectiveness of instuitaions is quite important. One of the most important elements of providing success and effectiveness of institutions that have the human resources is working effectively and efficiently. In this respect, “motivation” is one of the most important factors in raising the quality of work life in the institutions, employee productivity, the contribution of the institution, and the sense of belonging in the institution. Motivation plays an important role in business life. Motivation by definition means that the individual actuating motive. In the business life, motivation, increase the concern of the employee's job, and as a result of raising the quality of work life is an important factor that increase business efficiency. The higher motivation increases the contribution of the institution by raising the productivity of the employee. High rate of success of the organization by increasing employee motivation provided by the institution will contribute to the country's economy. This aspects, in order to take advantage of the present institutions active human sources,making efforts to enhance the motivation of employees in achieving organizational effectiveness and efficiency and provide the employees' job satisfaction. Happy and productive working lifes of employees in having a sense of belonging in the institution can be used effectively in improving the motivation factor is the result.This study measured the effect of bank employees, the care component of motivation in raising the quality of work life survey was applied on the bank employees. In this study, a survey was applied on bank employee in terms of assessment of the effect of motivation in the raising the quality of work life of bank employee. Importance of motivation arises in this sector. The higher motivation increases the productivity of employee,institutional effectiveness and quality of working life. Motivating factors should be applied by institutions.
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
H Social Sciences (General)
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f9d751befef4ce4106edb27eca86a198
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Title
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The Efficiency of Banking Sector in Bosnia and Herzegovina in Comparison to Slovenia: Comparative Analysis
Author
Author
Azra, Bičo
Mehmed, Ganić
Abstract
A summary of the resource.
This paper analyzes the banking sector's performance of the two former Yugoslavian republics, Slovenia and Bosnia and Herzegovina. This study is the first study examining the efficiency of banking sector of two countries. Countries have formed their banking systems, with their central banks as central and main monetary institutions. Performance of the banking sector of the two countries is being examined, taking into account that one country is a post war country, while other succeeds to join to European Union. It is determined using the data on return on assets (ROA) as indicator of profit, and return on equity (ROE) as an expression of rentability of banking sector, then compared to nonperforming loans (NPL) in order to foreseethe affect on future lending. Foreign direct investment is also being examined due to the large portion of it was initially made into banking sector. Financial health of the banking sector is analyzed by comparing deposits to loans figures, in several structural aspects. Based on data Slovenia’s banking sector has higher return on equity throughoutyears, therefore it is more profitable.On the other hand Bosnia and Herzegovina’s banking sector is more risk protected, since banks have higher adequate capital that offers protection against risk.
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
2012
Keywords
Keywords.
Article
PeerReviewed
H Social Sciences (General),HB Economic Theory,HG Finance
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7be3dbc5ed74f69800516a3348daec82
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Text
International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo
The Efficiency of Investment in Education and Teacher
Training and Professional Development
Melida Župljanin
International University in Novi Pazar, Novi Pazar, Serbia
meli_haki@hotmail.com
The efficiency of education funding defines the possibility for the high
achievement of desired results in education without increasing the amount
of used resources.
The process of educational activities, especially teacher training whereas
its representative content is a matter of expense that is considered as two
subsystems, such as regular expenses and general consumption. Thus, the
costs of educational activities, including the training of teachers should be
considered an investment. Professional development of teachers and
educational outcomes are directly related to the quality, in terms of
educational production, and on the other hand the educational process.
Human resource (teachers, assistants) is formed by investing in education,
which leads to strengthening of the internal economic value. Moreover, it
becomes a reason for overall economic growth, which ultimately results in
a better quality of the life of citizens. Therefore, it is important to study
education and even in terms of economic discourse because education and
the labor market through external aims of education are in immediate and
lasting correlation.
Keywords: Teacher Training, Investment in Education, a Labor Market.
199
�
https://omeka.ibu.edu.ba/files/original/5bcf103b7c33e5d74cace9422f6fe143.docx
789dab3e65afd2f0cedf2a272ad3ae65
https://omeka.ibu.edu.ba/files/original/3cbf41c65db80ef6d08a3f1133ae3876.pdf
34c549cca865bd12d20b4b53b906769a
PDF Text
Text
International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo
The Efficiency of Investment in Education and Teacher Training and
Professional Development
Melida Župljanin
International University in Novi Pazar, Serbia
meli_haki@hotmail.com
Abstract
The efficiency of education funding defines the possibility for the high
achievement of desired results in education without increasing the amount of
used resources. The process of educational activities, especially teacher
training whereas its representative content is a matter of expense is
considered as two subsystems, such as regular expenses and general
consumption. Thus, the costs of educational activities, including the training
of teachers should be considered an investment. Professional development of
teachers and educational outcomes are directly related to the quality, in terms
of educational production, and on the other hand the educational process.
Human resource (teachers, assistants) is formed by investing in education,
which leads to strengthening of the internal economic value. Moreover, it
becomes a reason for overall economic growth, which ultimately results in a
better quality of the life of citizens. Therefore, it is important to study
education and even in terms of economic discourse because education and
the labor market through external aims of education are in immediate and
lasting correlation.
Keywords: teacher training, investment in education, a labor market
Introduction
Teaching profession has its own specific characteristics in labor division concerning the
work and social position and reputation in certain society.
There are a lot of authors who were writing about a teacher, his role and significance of his
function. In fact, different opinions and valuations of this profession are given in different
periods, on different levels of development and different social systems, but all of the
opinions and valuations in different periods agree that – ‘’ the teacher takes one of the most
important places in the process of education, that his contribution in forming the young
personality can’t be replaced and it is often said that schools are alike their teachers.’’
(Group of authors, 1969:253).
The old Athens quote says that ‘’if a shoemaker makes shoes badly, it is not a big mistake,
only for one year the Athens will be poorly shod, but if a teacher makes a mistake in
education, the whole generations of the Athens will be bad-educated’’.
Even then, there was awareness of the importance of teacher profession because the
teacher is the one who has a really hard and significant task, to transfer the information and
influence on the forming, shaping, progress and future of its students. The importance and
complexity of teacher’s role require a good education, sincere commitment, great love to
his work, life-long specialization but also a talent. It is often said that the teaching is art,
not business.
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Teacher’s Position and Role in Social Context
Social expectations and requirements are very high when we talk about teacher’s
profession. It is in the nature of this job to have a lot of strict requirements for the teacher
as a man as well as an expert. Social expectations such: ‘’He is a teacher and that’s why he
has to do that’’ has its pair in imperative such as: ‘’ He is a teacher and that’s why he
mustn’t do that.’’
First, he must be a man who loves working with young people and his job, then an expert
in his work which means that he has to know the progress of young as well as didactical
and methodical capacity and ability.
The teacher has to be a teacher in the classroom and out of the classroom; his title lasts for
twenty-four hours a day, seven days a week so it is a lifetime title. He always remains the
teacher even in a daily social awareness. However, there are various prejudices referring
to the teacher profession which society always highlights, and the main is the one that a
teacher must be born to be a teacher. Mischievously or not, the quote that ‘’you have to be
born for the teacher’’ we can interpret in the way that for training and educating the
teacher we don’t need so much time as for the other professions. It is rarely forgotten that
learning ‘ how to teach’ is a lifetime process; curriculum are changing, children
generations are not the same, social requirements are growing, responsibility is not only of
institutional character but also a parental character. For all types of ‘sacrificing’ during the
educational process, the teacher is getting little attention and support from society. The
teacher with his profession and social status has always been connected with the broad
masses of people. His role in society was not always equally valued and it was different
from period to period. Well-educated people highly cherished the teacher’s work and his
role as a very honorable and significant. In order to do this work well, he has to be
treasured publicly and accepted in the name of society because he is preparing future
generations which are to depend on whole future itself and the future of society and
community altogether.
If the teacher is on the sidelines of social events, if he is not satisfied with his status it’s not
fair to expect from him to be dedicated to his work as much as he should be. Jan Amos
Komenski considered teacher’s duty as honorable like no other under the sunlight while
Adolf Disterveg used to tell that the teacher in the school does the same like the sun in the
space.
‘Education as a factor of economic growth or as an investment in human capital has a few
components important for understanding his role in social progress:
It increases human knowledge, skills and ability for work performing and
improvement;
It influences work productivity growth, social products, national income;
It contributes to the human progress, his involvement in social life and performing
social roles;
It conduces work division growth, production development, application of the
scientific and technological achievements and innovations;
It contributes to the life standard improvement, humanization of social relations,
cultural progress, health protection and social environment.’’ (Ivanović, 2000:16).
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The Society Attitude towards Teacher’s Profession
The attitude of society towards education in a certain way can manifest in its attitude
towards teachers, their assortment, selection and social valuation of their work. According
to the opinions of international experts improvement and progress of education depends on
the teacher and their training. ‘’There is no more productive investment than investment in
teacher’s education and efforts towards this goal. Nation has to be aware that this depends
on them and if they economize and save money on those entrusted with the most precious
treasure – awareness of its own youth and that would be the worst thing done.
If we want to educate the people who modern society needs, it is important to increase
general standard of teaching staff in education because it can’t exist without risk and
serious disappointment and it can’t continue with the system of teaching staff recruitment
who has no qualification for teaching profession.’’ (Mitrović, 1976:272).
Teacher’s competence is a precondition for this vocation realization. Considering that it is
a lifetime vocation, it can’t have a routine character. Teacher’s professional work is
followed by three outlines:
1. Teacher’s pedagogical, psychological and didactical education.
2. The need for general progress of the teacher as a daily but also as a permanent
necessity.
The teacher is permanently refined with the achievement of human mind and act.
3. The teacher is in charge with the curriculum realization.’’
(Marković, 2002:40).
The teacher thoroughly knows the teaching element and is informed about core
questions and subjects in his field. The teacher doesn’t and shouldn’t know
everything and shouldn’t simulate ‘omniscience’ in front of the students but on the
other hand, he should always try not to tell them wrong claims. He follows
educational progress and pedagogical methods and applies them to his work. There
is no competent or incompetent teacher. There is only qualified teacher who is
working on his professional specialization from the first class till the end of his
career. Even then, at the end of his career, good teacher doesn’t end his
specialization because he has constantly to improve himself. Many studies have
confirmed that a good teacher can be formed not born so education and
professional progress of teacher is very important.
Competence of Modern Teacher
When we talk about teacher’s competence, due to lack of that competence the teacher loses
his reputation. ‘’The real ‘slippery’ where the teacher can skid is the area of professional
work. That reputation can also be lowered when the teacher is the one ‘who knows
everything’, all-knowing autocrat, but he is only a buzzing bell whose buzzing can’t be
understood… Finally, that reputation is immersed in a routine and is parrot-killing the
teacher as well as the student…’’ (Marković, 2002:40).
Qualified teacher has to specialize and improve himself and can’t stop even at the end of
his career; it is a lifelong learning and specialization. Constant professional and
pedagogical specialization of every teacher should become a primary condition for future
working in schools. The main teacher’s task is to teach students how to learn. Permanent
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�International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo
knowledge innovations and teacher’s specialization are the need in our society as an
integral part of educational system.
We deal with the problem of teacher’s education because of the influence on learning
outcomes and achievements of the students. ‘’Required teacher’s competence which has a
direct influence on the quality in school and to question if the teachers in their education
(initially and during professional specialization) able for that competence. We see teacher’s
education as an instrument for insurance of acquiring quality knowledge and student’s
achievements.’’ (Marinković, 2010:9).
Education of teachers has to satisfy two basic necessities: the need of society and
professional and personal need of the teacher. Education of economic efficiency includes
information related to the choice of vocation, adequate choice of future job, professional
capacity that enables man to create material and spiritual goods for themselves and others.
Permanent professional and pedagogical specialization of every teacher becomes a primary
qualification for successful work in future school. It is a duty of institutions to educate
those teachers. Specialization of teachers has to be permanent, well-organized, systematic
and well stimulated. It also has to be institutionalized.
Professional specialization, monitoring of narrower avocation and didactical and
methodical innovation is a constant duty of every teacher individually and school
altogether.
Beside the talent, the teacher needs to be completely dedicated to his specialization and
thus this requirement becomes more and more emphasized with the swift scientific and
technological progress that affect changes of educational needs of students and therefore
affect the process of teaching organization and the role of teacher in it. Studies show that
achievement of students depends on their ability, as well as on the teacher’s quality.
Therefore, we have the situation where the good teacher acquires and overcome certain
teaching materials for six months while the bad teacher can acquire the same teaching
lessons for two years.
Today it is almost accepted fact that the old principle where learning is inseparable from
education is being lost. Participants’ relation in the process of learning takes the form of
the relation between producer and consumer of goods, and the knowledge becomes a form
of value. Knowledge is, according to this, produced and from day to day it is going to be
comprehended as a product which is produced to be sold and considered to be valorized in
some new production. Therefore, it is produced to be exchanged and thus stops becoming
its own purpose and loses ‘usability’.
In order to answer the needs of modern decade, it is emphasized the necessity of changing
methods of education, setting new aims and defining the meaning of its function. Modern,
broader conception of education highlights acquiring of learning instruments more than
acquisition of knowledge.
Developed societies and those of XXI century build and rebuild ‘creative, highlymotivated and educated individual placed in liberalized but in competitive space.’’
(Marković, Maksimović, 1998:8).
The Role of Teacher in Modern School
Contemporary teaching requires from the teacher to be intelligent organizer and
implementer of teaching and extracurricular activities, researcher, a good expert and
watcher of his students and their intellectual leader. In other words, the teacher of present
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and future is a less of a lecturer and examiner, student’s mistakes hunter, undisputed
authority who knows and can do everything, he is a more of a researcher, teaching and
student’s activities organizer, pedagogical diagnostician and therapist and offspring
educator. It means that every teacher has to know a student he is educating, basic goals of
education and tasks of teaching and learning as well as content he is implementing. It is to
be assumed that innovations of teaching and learning include professionalism of teacher
and his ability for team work, work with small and big groups, individual and mentoring of
individual; teaching material hand-making, programmed materials, solving problems and
etc. Status of the teacher is significantly changing and now raises to the qualitative new
level in regard to the role he had in the old, traditional teaching lecturer-examiner process
where his work was exhausted and the success of his students exclusively depended on his
knowledge and quality of examination.
The role of modern teacher is to teach his student how to learn ‘’ only one who learned
how to learn can learn successfully.’’ (Prodanović, Ničković, 1978:25).
In order to provide an adequate realization of the teacher’s role in modern school, their
education and professional specialization is essential. According to world standards, it
includes a university education. It was different in the past (teacher’s schools, pedagogical
schools, high pedagogical schools, pedagogical academies), and today teaching vocation
requires university level for all of the subjects in elementary and high schools.
The advantage of this education consists of adequate selection of candidates, stronger
connection between academic expertise and teacher’s profession, improved educational
programs, greater connection between faculties and schools systems; favorable
opportunities for teacher’s specializations and easier involvement in further progress and
changes in system of education. In this way, standards of educating teachers are to be close
to general standards and duration of university education and teacher’s vocation is about to
become the most important element of university education and student’s employment.
Programs of educating teachers include three areas important for their social role:
a) General education
b) Professional education in teacher’s academic expertise
c) Professional didactical and methodical education in teacher’s vocation.
- General education represents a precondition of university, humanistic
education which is acquired during high school but also during the studies.
- Professional education requires thorough knowledge of profession, scientific
and professional areas in teaching. These knowledge as well as entire science
and educational programs are under constant changes, obsolescence and
innovation which means permanent commitment to specialization and
knowledge actualization.
- Professional didactical and methodical inclines preparation for teacher’s
vocation, educational work and teaching process. Professional education of the
teachers includes their training in the usage of new technologies, especially
information technologies. At teacher training faculties programs of information
technologies are introduced but this kind of education should also introduce
with all other teachers.
Obralić (2010) also talks on general and professional education (within the ideal types of
education): ‘’to speak in general, there are widespread ideal types of education: the type of
general education and the type of professional education, although none of them doesn’t
suit completely because these two educations necessarily perpetuate. Namely, general
education can’t be found in practice because of its universality. Even those who are the
most educated don’t know what general fund of knowledge is. Education which goal is to
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�International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo
train for specific vocation is relatively known for its name and school curriculum.)
(Obralić, 2010:137).
One of the main obligations is a permanent education of teachers during the work,
continually training and specialization of the teachers in accordance with the changes in
educational system, the changes in society and activities to perform in school and out of
the school. It is the process of teacher’s specialization which educates others but also
educate them in order to be capable to analyze pedagogical situation, to apply different
methods of education and methods of teaching, to prepare students for their education, to
be a part of a permanent education.
Professional specialization is one of the ways to form a character of the teacher who is
required to the contemporary and modern school. In such school the teacher is of broad,
professional and methodical education, focused on constant specialization with wide
viewpoints and introduced with all of the characteristics of the environment he lives in, of
the various interests and rich cultural life.
Requirements for the growth of education quality affected advanced training or longlasting teachers’ education with the following goals: increasing and deepening knowledge
in some disciplines; increasing professionalism and awareness of educational functions;
helping teachers to discover and train their fields of expertise. Finally, some changes that
are happening in the field of economy and politics impose the need to thoroughly examine
educational paradigms on which the school system is reclined including the part where it
educates the teachers. The expansion of education and constant pressure on increasing
quality of teaching and training significantly influenced on highlighting professionalism as
an extreme level of the teaching profession.
Expectation of teachers and their answer to those expectations are different. Social context
in which the role of the teacher manifests determines the relation towards profession and
professionalism. In developed countries, requirements for teacher to be a great professional
don’t only include prolongation and improvement of initial education. Different forms of
permanent education naturally continue on initial education and their goal is to equally
raise the level of theoretical knowledge and pedagogical skills tried in practice.
Not until recently teacher’s professional progress was on the principle of ‘I want-I don’t
want’ and basically the answer on calling for papers and participation on professional
seminars was negative. A few people were interested in this problem, the feeling of
marginalization that society caused. ‘’ The existence of compulsory and elective programs
of teacher’s professional training is established in our system by regulative. Compulsory
programs include the following area contents: pedagogical and psychological, didactical
and methodological and narrow specialties of knowledge. Elective programs may have
contents of broader areas but they have to be in the function of teacher’s work
specialization.’’ (Stamatović, 2006:64). The most represented for of specialization in our
system is seminar or workshop. However, we meet a large number of various forms of
realization within the professional specialization and those are: conferences and counseling
services, panel discussions, seminars, workshops, courses, professional consultations,
research works, discussions, mentoring and many other forms. It is obvious that one group
of specialization forms is more present that other and some forms are rarely applied. It’s
very important to give priority to those work forms that actively engage teachers in
improvement and acquisition of knowledge, skills and abilities…
Rapid development of science and technology in the world significantly affects the need
for expanding the level of knowledge and thus it represents some assignments related to
the acquisition of new content. With the requests of contemporary and modern scientific
and technological process application to the more developed societies, the progress of
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�International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo
science and technology is accelerated which influences on qualitative application of
knowledge and education of youth.
Today we need more systematic education of teachers of all profiles in knowledge
acquisition and skill for successful application of modern technology in teaching some
subject.
It is well-known that a process of teacher’s professional progress begins with the selection
of vocation – finishing studies, then apprenticeship, professional examination and
continues to the constant professional specialization.
Investment in Human Capital – Investment in Education
It was originally considered, says Obralic (2011), that ‘’investment in education would
bring benefits but while the process of mutual dependence was developing, we found out
that relation is very complex and required and depend on many circumstances, especially
social ones’’. Last few decades shows that investment in education (education expansion)
doesn’t necessarily lead to the economic progress and growth and it can be a wasted
investment. So, the relation investment – benefit that is to say total educational effects can
become negative ones. Those situations are when the educational production doesn’t use
rationally or when the part of educational production leaves the country (the brain drain).
Besides the aspect of economic environment, these negative educational effects depend on
political and cultural aspect of environment (political system inhibits the progress of
economy and education can’t provide larger economic growth’’ (Obralić, H., 2011:188).
The studies conducted by Obralic (2011) ‘’support the thesis that investment in human
capital education produces larger effects on educational production than investment in
other elements of education (facilities, technology). Investment and encouraging the
development and improvement of human capital (teaching staff) strengthen the motivation
of those staff which is highly important. Investment in human capital, or investment in
education as a part of human capital produces some other intangible effects such as the
possibility of easier approach to the information, possibility of participation in social life,
more responsible behavior in the society, democratic election, rule of law and etc.’’
The same author says that ‘’ investment in education or investment costs should be
considered (as well as the benefit from investment) with three levels:
1. Investment in education on the level of individual,
2. Investment in education on the level of institution,
3. Investment in education on the level of the society.
Considering the complexity of investment in education, total effects of everything invested
in additional education occurs through, on one side, the total economic progress, and on
the other on the benefit of individual (Obralic, H. 2011:49).
Through investment in education, Schultz (1971) emphasizes ‘’ it is invested in human
capital on every level, from the individual to the social community (state). At the
beginning of this chapter that is about human capital, human characteristics direct
dependence on effectiveness; human health is on the first place. It is invested in the human
capital through investment in health institutions that are supposed to maintain a good
health (longer professional life), strength, resistance, energy and vitality of every
individual’’ (Schultz, 1971. In Obralić, 2011:174).
On the first sight, investment in education perceives the comprehension of resources
investment in education and expected results which are visible in growing educational
production (number of graduates) (Obralić, H. 2011:177).
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�International Conference on Economic and Social Studies (ICESoS’13), 10-11 May, 2013, Sarajevo
Finally, says Obralić, investment in human potential investment in rapid scientific,
technological and social changes (important for national progress) why current knowledge,
skills, values, opinion and habits are increasingly becoming obsolete is now imposed as an
imperative (Obralić, H. 2011:52).
Conclusion
The importance of professional specialization process of the teacher is present in
theoretical considerations but also in the practice. Results of many studies have shown that
majority of teachers is ready for team work specialization. Since the educational process is
an open system focused on constant development and changes, school as the place of
educational realization process must also be open institution. However, the teacher is a
person for whom the society and education authorities confirm he is qualified for education
of youth, children and others. This expertise carries the burden of our future generations.
The teacher’s character does not come out of the borders of social reality and his historical
profile is cut off with that reality. Therefore Victor Igo’s idea is acceptable when he said
that ’‘teacher’s army is the only army that civilization can confess with no shame.’’
References
Grupa autora, (1969) Pedagogija I, Matica Hrvtska, Zagreb
Ivanović, S. (2000) Obrazovanje sutrašnjice, Beograd
Marinković, S. (2010) Profesionalni razoj nastavnika i postignuća učenika, Užice
Marković, Ž., (2002) Nastavnik je vaspitač, Kragujevac
Marković, M. i Maksimović, I.,(1998)Kakav vaspitač treba da bude, Zbornik radova,
Šabac
Obralić, H. (2011), Uloga menadžmenta u vrednovanju obrazovnih efekata, Sarajevo
Obralić, T. (2010), Idealni tipovi u menadžmentu obrazovanja, Sarajevo
Prodanović, T. i Ničković, R.(1978), Didaktika, Zavod za udžbenike i nastavna sredstva,
Beograd
Stamatović, J., (2006) Programi i oblici stručnog usavršavanja nastavnika, Beograd
8
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The Efficiency of Investment in Education and Teacher Training and Professional Development
Author
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ŽUPLJANIN, Melida
Abstract
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The efficiency of education funding defines the possibility for the high achievement of desired results in education without increasing the amount of used resources. The process of educational activities, especially teacher training whereas its representative content is a matter of expense that is considered as two subsystems, such as regular expenses and general consumption. Thus, the costs of educational activities, including the training of teachers should be considered an investment. Professional development of teachers and educational outcomes are directly related to the quality, in terms of educational production, and on the other hand the educational process. Human resource (teachers, assistants) is formed by investing in education, which leads to strengthening of the internal economic value. Moreover, it becomes a reason for overall economic growth, which ultimately results in a better quality of the life of citizens. Therefore, it is important to study education and even in terms of economic discourse because education and the labor market through external aims of education are in immediate and lasting correlation. Keywords: Teacher Training, Investment in Education, a Labor Market.
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International Burch University
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2013-05-10
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ISSN 978-9958-834-23-3
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THE EFFICIENCY OF PRE-EMPTIVE AND REACTIVE TYPE OF FOCUS ON FORM INSTRUCTION ON THE USE OF A TARGET STRUCTURE
Author
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Demirbüken, Buket
Abstract
A summary of the resource.
The question regarding how to teach structure has played a leading role in teaching field for years. They are on-going debates among linguists on how to teach linguistic forms. Rod Ellis (2003) suggests two questions; 1) Does form-focused instruction work (i.e. do learners learn what they have been taught? 2) What kind of form-focused instruction works best? In this paper, second question is emphasized. The study investigated two groups of pre-intermediate Turkish learners of English in English language context. They were administered with pre-emptive and reactive focus on form (henceforth FFI) instruction while learning a target structure. The data were collected and analysed to decide whether pre-emptive or reactive FFI instruction is more efficient on learning a target structure. The findings revealed that reactive FFI instruction led to superior performance than pre-emptive FFI instruction that can be interpreted as reactive instruction is more efficient. Keywords: Reactive, pre-emptive, form- focused instruction, focus on form.
Date
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2014
Keywords
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Conference or Workshop Item
PeerReviewed
PE English
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https://omeka.ibu.edu.ba/files/original/370f01ddcc67586ed52b01eaca1adca1.pdf
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THE ELEMENTS OF REALISM IN GEORGE ELLIOT’S (MARIE ANNE EVANS)
MIDDLEMARCH
Hyreme Gurra
State University of Tetova, Macedonia
Article History:
Submitted: 12.06.2015
Accepted: 26.06.2015
Abstract
This research paper is going to elaborate Middlemarch, one of the greatest works of
George Elliot (her real name was Marie Ann Evans). It is one of the major pieces of the
thesaurus of British Victorian period. The novel is subtitled as ‘A study of Provincial Life’ which
is set in the imaginary town of Middlemarch which is thought to be at the territory of today’s city
of Coventry, a little town not far from Oxford. The story takes place between the periods of
1930-1932.Elliot presents the stories of a number of denizens of a small English town on the eve
of the Representation of the People Act Bill. This Reform Bill endorsed major changes in the
parliament where the number of commoners increased. Middlemarch is her seventh novel,
started to be written in 1869.The interruption of her writing was caused by the illness of
Thornton Lewes, the son of her partner George Henry Lewes. Elliot’s resumed works; fusing
together several stories into coherent whole during 1871-1872, appeared in serial form. The
Volume I Edition was published in 1874 and attracted a large publicity. The novel is composed
of eight books; it contains also a prelude and a postscript or a finale describing the post-novel
fates of the main characters. The narrator is an omniscient third-person singular that narrates the
life of ordinary people isn’t granting the echelon of heroic princes and kings. As a realistic novel
Middlemarch contains multiple and different characteristics of realism such as; a slow-moving
plot, emphasis on morality, casualty, foreshadowing of everyday events, emphasis on
psychological optimistic tone, too much details, events are usually plausible. The research
methods that have been helpful while conducting this research paper are; narrative and
descriptive methods.
Key words: Middlemarch, echelon, religion, moral, love, intricacies, politics, etc.
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�1. Introduction
Victorian Literature was produced during the reign of Queen Victoria (1837-1901) or the
Victorian dominion. It introduces a link and transition between the writers of the Romantic
Period to the very different literature of the 20th century. (Norton Vol. 2, 1680) The 19th century
is often regarded as a high point in British literature as well as in other countries such as France,
the United States and Russia. Books, and novels in particular, become ubiquitous, and the
“Victorian novelists” created legacy of works with continuing appeal.
Novels were the most prevalent form of literature in the early Victorian Period. The
major characteristics displayed as the major features of this genre are; morality values, social
class divisions, marriage as a basic chapter of life, the character is more important than the plot,
slow-moving plot and idealism. George Elliot is one of the major figures of Victorian novel. She
did not write only Middlemarch, but she gained a special reputation for her masterpiece
Middlemarch and her other works have been highly evaluated.
There are many more characteristics that actually highlight the realistic events that the
Victorian period uses as its unique features. Middlemarch puts together very fruitful elements
that have made it a very precious work of literature even in the post-modern critic reviews
announce. Characteristics that enhance the everyday life are part of the Victorian Literature and
they mirrored the life of the 19th century.
It is also portrayed the difference of gender role and their “gifted rights”, women’s duty
to save their body and dignity for the only man in their lives and in the contrary men were not
umpired to have more than one sex partner. Women of the time were adjudicated to have less
sexual desires than men. They were considered men’s property and were responsible for them.
The author being female herself hidden after a male pen name tries to deliver a message to the
society to convince women be less dependable on men and enhances the importance of education
and emancipation in a woman’s life. (Norton Vol. 2; 1581)
Morality as a characteristic of Middlemarch - In order to understand Eliot’s moral view,
it is essential to know her understanding of religion. Eliot has been deeply influenced by a
number of philosophers such as Ludwig Andreas von Feuerbach, Auguste Comte, and Bernard
Paris whose views differ from the conventional view of Christianity. “Feuerbach argues that God
is the mirror of man because God may be understood as a projection or reflection of humanity’s
ideals. Comte wanted to lead man to altruism and did not believe in individualism because he
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�focused on the order and progress of society.”(Pawar, 2012) Although she grew up in a religious
family and attended church services in her childhood, after her mother’s death in 1836, she
began to question the concept of religion. (Kadija & Mustafai, 2014)
Eliot did not reject the essence of Christian faith and always believed in a sense of
belonging; an attachment to a kind of faith as means of coping with loneliness and frustration, of
understanding and controlling the mysterious universe. Eliot thinks that man’s moral
development depends on his relationship with his fellows, not with God. Man can achieve this as
he has the potential of “goodness” known as a Godlike quality. Therefore, she believes in the
exaltation of human beings. Eliot was deeply interested in the morality of human relationships
and her view does not differ much from traditional Christianity in terms of the choice of the
highest good.
Morality is based on religion and her points of view we may realize through this entire
novel. “As a moralist, Eliot’s aim is to strengthen the determination of human beings. This is not
inconsistent with her notion of determinism.” (Çetinkaja, 2003)
2. Society and Social class
Elliot is very sharp and straightforward to the subject of the irresponsibility of some
people that are of higher class who live better than others not by the merits of their own merited
work. This issue is much more examined with controversial issues of the rising class as accepted
and affordable of idiotic, selfish and harsh actions. The lower class has to labor for a meager
living day by day with no hope of prosperity.
This novel views the social class crisis. The society in Middlemarch is like a web of
relationships, and it’s hard to distinguish one person or a group. The author is concentrated in
showing the intricacies of upper class people. The title of the novel itself tells us that the novel is
not about a single or two major characters but a whole society in general. The Garth family feels
the supremacy over the others and mock the way the laborers on their farm talk and Mrs. Garth
an autodidact, is concerned with the education of her children because she doesn’t want them to
talk like the laborers.
The drama continues with Fred Vincy, the spoiled son of the major-clerk, who makes
Caleb Garth cosign a debt and then blows almost all the money away in his activities and gives
only a small sum of money for the debt. This charges Caleb Garth with a debt that he has to pay
3
�with their scars savings. This brings us the message that people of high class feel of their right to
do whatever they want to whoever they want. The author is concentrated in showing the
intricacies of high class people.
3. The institution of marriage as an element of realism in Middlemarch
Marriage is a theme as well as an element of realism, marriage and its pursuit are central
concerns in Middlemarch, but different from all other novels marriage is not considered the final
source of love and happiness but an order of morality values. Eliot considers the moral growth
as an act of abandoning egoistic spiritual concerns and meeting a sympathetic response to the
sufferings of the helpless. All the characters of the novel are concerned with marriage. They all
tend to fall in love with someone and then get married. The main thing in the marriages of
Middlemarch people is that they are all disappointed and disillusioned. Dorothea as the main
character suffers from disillusion too. Her expectations about her marriage with Edward
Casaubon are totally far behind the reality. The marriages of the secondary characters also tell us
stories for example the marriage of Mr. and Mrs. Bulstrode face a marital crisis. Another couple
having difficulties uniting are Fred Vincy and Mary Garth, they have loved each other from long
ago, but Mary’s different points of view from Vincy and her decision that she won’t marry him
without having a stabile profession, but never as a clerk. So they face a very great deal of
hardship. And as we may think of it none of the marriages have the fairy happy ending.
Middlemarch is one of the few novels that do not portray marriage as romantic and
unproblematic relation. Middlemarch can be considered as a construction of liberalistic views
opposing the values of Catholicism once married forever married. It supports treaties in favor of
divorce.
4. The character is more important than the plot
The fact that the characters are more important than the plot can be seen through the
story.
The novel is notable for its deep psychological insight and sophisticated character
portraits. (Kadija&Mustafai, 2014) The whole novel comprises an extensive number of
characters. Plot is less important in Middlemarch than in any nineteenth century novel; the
character and the idea are at least equally balanced with the plot. The various themes the
incompatibility of Dorothea and Casaubon, of Lydgate and Rosamond, the commercial and
4
�social ambition of Bulstrode, and the romantic ambition of the unconvincing Ladislaw are
devices to create the necessary tension against which George Elliot’s ideas can be presented as
realistic.
This is what makes the plot more dramatic and more complex; in contrary the characters
are not complex they are simple that express feelings and opinions like ordinary people of real
life. There is also represented Eliot’s tendency on shifting the attention to a number plots. Elliot
enhances this by creating not only one plot but multiple plots. None of the plots are more
important than the others; every one of them has its sub plot.
Eliot’s master craft can be highlighted throughout her major concentration on managing to show
the importance not only of the major character but also the secondary characters such as Mrs.
Cadwallader and Mr. Raphles that change the course of the events.
5. Slow-moving plot as an element of realism
Slow-moving plot is a characteristic of realism enhanced in this work. We may realize
this when we first see the whole voluminous book containing seven hundred pages. The fact that
the book is divided into eight parts tells us that the plot moves very slowly and sometimes
different plots are stopped and then later continued. The reason why the plot moves slowly is that
there are too much detailed storied and descriptions made. Books are divided and each tells a
story involved in a much bigger story. The plot is layered and every sentence has meaning.
Except from having a slow-moving plot the book has also multiple plots with large cast of
characters. The progress of the plot is slow because of the complex character. Here we have to
do with a novel portraying reality whose main intention is to involve the reader in and make him
feel his ordinary everyday life in a fictive town of Middlemarch. In such literary genres writers
are obliged to include as much details as possible and the intercourse of details ensures the deed
of having slow-moving plot. Anyway complex characters don’t really let the reader think of it as
slow as soon the first book and the prelude is finished. Therefore we can understand that slowmoving plot is inevitable.
6. Idealism
It is another characteristic of Middlemarch. It is portrayed by Garth’s character as a
Victorian model (the idealized man that was perfect and made no mistakes) one that would never
5
�work if there was treachery or something like that, he believes Raphles’s words but he still is not
sure without seeing him he doesn’t promise Bulstrode not to talk but he says that he won’t.
Mary Ann Evans represented female idealism (the idealized female of Victorian society
was a woman placed at home, domesticity, motherhood and respectability were considered a
sufficient emotional fulfillment) that is actually a failed idealism by one of the major characters
such as Dorothea and followed by other secondary characters. An example of the idealism of the
young being destroyed by the old is that of Dorothea. This can be seen by her continuing desire
to "bear a larger part of the world's misery" or to learn Latin and Greek, both of which are
continually thwarted by Casaubon, though this ends after his death, with her discovery of his
selfish and suspicious nature, by way of the codicil. Dorothea, the heroine of the novel, is
another example of frustrated idealism.
Throughout the novel, there are numerous references to her desire to help the poor,
though this is more often than not frustrated by her surroundings. The first example is her
designs for the cottages; they are dismissed by her sister as being a "fad", and by her uncle as
being too expensive. It is only when Sir James Chettam attempts to woo her, and builds the
cottages in an attempt to gain favor with her, that her designs are actually carried through. Her
idealism is arguably destroyed through her association with Casaubon.
The character who has his ambitions and ideals brought most obviously low is Lydgate.
The earliest example is when he has to make the choice between Fairbrother and Tyke. Both of
these characters are rather poor examples of the clergy.
One needs only to look to Lydgate to see an example of idealism being destroyed by the
environment in which he is found. At the start of the novel, we are introduced to the "young,
poor and ambitious" and most of all idealistic Doctor Lydgate, who has great plans for the fever
hospital in Middlemarch. Throughout the novel, however, we see his plans frustrated by the
designs of others, though primarily the hypocritical desires of Nicholas Bulstrode.
Bulstrode is another example of a character that has had his idealism and destroyed,
though not by Middlemarch. He was once a great and trusted minister, but the lure of money
from the pawn shop, and the possibility of inheriting all of Ladislaw's mother's money proved
too great for him.
So as we consider finding similarities between the periods we see the influence of the
preceding Romantic Period and the upcoming period of Modernism shifting gently to each other.
6
�It is fully witnessed the way these elements and characteristics of these periods have beautifully
interrelated to create something great. So in this case beyond George Eliot a great consideration
is to be paid to the Bronte sisters who definitely use many romantic features, but alongside with
Elliot, Dickens, Carol and other author use these characteristics mentioned above in their works.
7. Conclusion
The novel Middlemarch is composed of a prelude, eight books, eighty-six chapters and a
finale. It is a very well-organized novel plotted with one hundred and fifty characters. There is a
fluent arrangement of ideas and the cast are given their part from the beginning until the end. In
the beginning of every book and also every chapter there is presented a quote that it is somehow
related to the plot.
There is a finale that represents the fate of every main character of the novel. It is to be
realized that the author wants the reader to get a quite simple message, that of being able to judge
right and not by moment’s passion and emotions. Dorothea, despite of all her rushing decision
she brings, she still keeps herself together and trying to live a happy life in her way showing that
money is not the most important key of life.
Middlemarch shows a remarkable insight into the social disturbance that resulted from
major shifts in social movements of the 19th-century society related to industrial revolutions and
economy in general. The book pursues a number of underlying themes, including the social
status of women, the nature of marriage, idealism and self interests, education and emancipation,
religion versus moral values and hypocrisy, society and political reforms.
Throughout the novel, different highly eminent author’s quotes or verses are cited. Some
of the characters of the novel are people that make mistakes driven by passion or by the desire
for knowledge but anyway they never give up love and happiness even after a great deal of
disappointment. Women are highly appreciated and evaluated due to the fact of the author being
a woman herself makes this work more remarkable. The only controversial point is her male pen
name. Generally saying, this novel mainly deals with women describing their weak and strong
points of the gender itself. Another interesting point to be marked is the importance of the man as
a key factor of the society related to their evilness, notorious ambitions and irony towards
humanity. This novel is a kind of a novel that supports and encourages woman to be full of live,
energetic, charismatic and leaders as the example of Dorothea.
7
�Middlemarch Reviews
The novel Middlemarch has been praised, evaluated from many eminent authors,
magazines and critics.
Virginia Woolf gave the book unstinting praise describing it as “the magnificent book
with all its imperfection as one of the few English novels written for grown-up people”.
Martin Amis and Julian Barnes have cited is as probably the greatest novel in the English
language. The poet Emily Dickinson referred to the novel, she wrote in a letter: "What do I think
of Middlemarch? What do I think of glory – except that in a few instances 'this mortal [George
Eliot] has already put on immortality?" ( the guardian, Feb 2014)
The Guardian magazine has estimated Middlemarch to be one of the ten greatest novels
of the history, giving it the 21 position. Also the New York Times magazine of this year has
again evaluated Middlemarch as one of the ten greatest novel of all time. It is also considered as
a pantheon of English written fiction.
References
Elliot, G, Middlemarch, Wordsworth Classics, Wordsworth Editions Limited, 8, East Street,
Ware ,Hertfordshire .
Refik Kadija & Jusuf Mustafai “English Romanticism and Victorian Age”,2014 , Luma Grafik
The Norton Anthology, English Literature, Ninth Edition- Volume 2
Web-pages:
1. AlexanderAlan,http://www.answers.com/Q/Characteristics_of_Realism_in_literatureLon
g (accessed on 07.10.2014)
2. Long, Camilla, http://en.wikipedia.org/wiki/George_Eliot24_January_2010 ( accessed
on 07.10.2014)
3. Campbell, Dona, http://www.scholastic.com/browse/article.jsp?id=3753924/( accessed
on 07.10.2014)
4. Mulder, Sabine/http:.www.Masterthesis.20Sabin.20Mulder .pdf2012 ( accessed on
07.10.2014
5. http://autocww.colorado.edu/~flc/E64ContentFiles/PeriodsAndStyles/Realism.html
8
�( accessed on 15.10.2014)
6. http://www.theguardian.com/books/2014/feb/10/100-best-novels-middlemarch-georgeeliot
Journals:
1. McCrum Robert, http://www.theguardian.com/books/2014/mar/16/road-to-middlemarchreview-rebecca-mead/ (accessed on 07.10.2014)
Tertiary Literature:
1. Göskev Ç etinkaja, An Analysis of the Moral Development of George Eliot’s Characters
in Middlemarch according to Lawrence Kohlbergs’s Theory of Moralization, 2003 (Master
thesis)
2. [Anuradha Pawar. THE IMPACT OF LUDWIG FEUERBACH AND AUGUSTE
COMTE ON GEORGE ELIOT’S MORAL VISION. Rep Opinion 2012;4(9):1-2]. (ISSN:
1553-9873). http://www.sciencepub.net/report.
9
�
Dublin Core
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2888
Title
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THE ELEMENTS OF REALISM IN GEORGE ELLIOT’S (MARIE ANNE EVANS) MIDDLEMARCH
Author
Author
Gurra, Hyreme
Abstract
A summary of the resource.
This research paper is going to elaborate Middlemarch, one of the greatest works of George Elliot (her real name was Marie Ann Evans). It is one of the major pieces of the thesaurus of British Victorian period. The novel is subtitled as ‘A study of Provincial Life’ which is set in the imaginary town of Middlemarch which is thought to be at the territory of today’s city of Coventry, a little town not far from Oxford. The story takes place between the periods of 1930-1932.Elliot presents the stories of a number of denizens of a small English town on the eve of the Representation of the People Act Bill. This Reform Bill endorsed major changes in the parliament where the number of commoners increased. Middlemarch is her seventh novel, started to be written in 1869.The interruption of her writing was caused by the illness of Thornton Lewes, the son of her partner George Henry Lewes. Elliot’s resumed works; fusing together several stories into coherent whole during 1871-1872, appeared in serial form. The Volume I Edition was published in 1874 and attracted a large publicity. The novel is composed of eight books; it contains also a prelude and a postscript or a finale describing the post-novel fates of the main characters. The narrator is an omniscient third-person singular that narrates the life of ordinary people isn’t granting the echelon of heroic princes and kings. As a realistic novel Middlemarch contains multiple and different characteristics of realism such as; a slow-moving plot, emphasis on morality, casualty, foreshadowing of everyday events, emphasis on psychological optimistic tone, too much details, events are usually plausible. The research methods that have been helpful while conducting this research paper are; narrative and descriptive methods.
Publisher
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International Burch University
Date
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2015-07
Keywords
Keywords.
Article
PeerReviewed
P Philology. Linguistics
-
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918
Title
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The English Academic needs of King Fahd Security College Officers
Author
Author
Mohammed Nasser , Alhuqban
Abstract
A summary of the resource.
English for Academic Purposes (EAP) has become an expanding discipline within universities worldwide. Abundant research has been devoted to the study of EAP in various academic settings, and yet no studies have been conducted to investigate the academic English use in military settings, thus making the undertaking of this study significant. This paper investigated the English academic needs of 42 officers working at King Fahd Security College (KFSC) in Saudi Arabia. The participants' military ranks were 20 1st lieutenants, 14 Captains, 7 Majors and 1 lieutenant colonel. A questionnaire was developed, piloted and used to collect data about the officers' self-rating of their ability to use EAP, their need for training on using EAP, their frequent use of EAP skills, and the importance of EAP skills. Overall, the results showed that KFSC officers did not receive training on how to use EAP, and the curriculum in the English courses they had completed was not consistent with their perceived academic needs. Despite this, many of the officers described their ability to use EAP as moderate. The participants showed awareness of the graduate requirements that await them; that is, they rated some academic skills such as writing proposals and theses, communicating with academic advises as the most important skills. Based on these findings, the study concluded with general guidelines for the development and implementation of an EAP program at KFSC.
Date
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2012-05
Keywords
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Conference or Workshop Item
PeerReviewed
P Philology. Linguistics
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Dublin Core
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3460
Title
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THE ENGLISH SUFFIX –ING THROUGH ENGLISH TO SERBIAN TRANSLATION EXERCISES
Author
Author
Jurišić Roljić, Jasna
Abstract
A summary of the resource.
The origin and usage of the English suffix - ING has been a captivating read for some time. Regarded as both gerund and present participle it has also posed a certain challenge for the students doing English to Serbian translation exercises. This paper briefly depicts derivational and inflectional distinguishing qualities of - ING suffixes and examines the students’ errors related to them. The errors have been divided according to the function of the word ending in - ING and statistically presented. Finally, as a possible future guidance, the paper offers some practical solutions to the problems identified. Keywords: morphology, suffix –ING, gerund, present participle, translation, error analysis
Date
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2014
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English