90 10 3494 https://omeka.ibu.edu.ba/files/original/f57bc41e89bb9207672a5c11cc83bdc2.docx ce8b2bb5dba475b6fe11b900326e6b3f https://omeka.ibu.edu.ba/files/original/59bf9cd88a62d88cf396de98647fd7f9.pdf 382fc1c1f7432355038f5e4d97b6d635 PDF Text Text EDEBİYATTAN SİNEMAYA ESAT MAHMUT KARAKURT UYARLAMALARI VE MELODRAM SİNEMASINA ETKİLERİ Serdar KARAKAYA Muğla Sıtkı Koçman Üniversitesi, Muğla / Türkiye Anahtar Kelimeler: Yazınsal, uyarlama, tema, sinema-yazın, melodram, içerik, çözümleme. ÖZET Türk Sineması tüm tarihsel dönemlerinde hazır edebi kaynaklara yönelmiş ve yararlanmıştır. Bu kaynaklar; şiir, roman, öykü, basılmış anomin halk hikâyeleri, teatral metinler, biyografilerdir. Cumhuriyet Dönemi romancılarından Esat Mahmut Karakurt yapıtları en çok sinemaya uyarlanmış yazarlardan biridir. Bu yanıyla, Türk Sinemasında popüler melodram türünü derinden etkilemiş bir kaynaktır. Bu çalışmada Esat Mahmut Karakurt’un sinemaya uyarlanmış tüm yapıtları anlatısal ve görsel yapı olarak incelenmiş, karşılaştırılmış ve Türk Sineması popüler melodramlarında oluşturduğu etkiler, izler ve yerleştirdiği kalıplar ortaya çıkarılmıştır. Yöntem olarak; tek tek izlenen bu filmlerin içerik çözümlemesi yapılmış, (öykü kalıpları, ana ve yan karakterler, mekân ve zaman kullanımı) yazarın/yönetmenin kurduğu dünya ve yaklaşımı ortaya çıkarılmış, yazınsal metinle filmsel süreç arasındaki uylaşım karşılaştırılarak tüm bu film uyarlama/üretim sürecinin kolektif kabule dönüşümü, Türk Sinemasında popüler melodram türüne etkileri ve izleri belirlenmiştir. � https://omeka.ibu.edu.ba/files/original/93070f679b478e8eb2b238fa1f15ffec.doc 677207fec7ae1fce01dad793e39a275e https://omeka.ibu.edu.ba/files/original/744503c96625a0a8d7b874e3be728a48.pdf 6a405c3ec9b9c412ac1a99c3e39b849d PDF Text Text EDEBĠYATTAN SĠNEMAYA ESAT MAHMUT KARAKURT UYARLAMALARI VE MELODRAM SĠNEMASINA ETKĠLERĠ Yrd.Doç.Dr. Serdar KARAKAYA* ÖZET Türk Sineması tüm tarihsel dönemlerinde hazır edebi kaynaklara yönelmiĢ ve yararlanmıĢtır. Bu kaynaklar; Ģiir, roman, öykü, basılmıĢ anomin halk hikâyeleri, teatral metinler, biyografilerdir. Cumhuriyet Dönemi romancılarından Esat Mahmut Karakurt yapıtları en çok sinemaya uyarlanmıĢ yazarlardan biridir. Bu yanıyla, Türk Sinemasında popüler melodram türünü derinden etkilemiĢ bir kaynaktır. Bu çalıĢmada Esat Mahmut Karakurt’un sinemaya uyarlanmıĢ tüm yapıtları anlatısal ve görsel yapı olarak incelenecek, karĢılaĢtırılacak ve Türk Sineması popüler melodramlarında oluĢturduğu etkiler, izler ve yerleĢtirdiği kalıplar ortaya çıkarılacaktır. Yöntem olarak; tek tek izlenen bu filmlerin içerik çözümlemesi yapılmıĢ, (öykü kalıpları, ana ve yan karakterler, mekân ve zaman kullanımı) yazarın/yönetmenin kurduğu dünya ve yaklaĢımı ortaya çıkarılmıĢ, yazınsal metinle filmsel süreç arasındaki uylaĢım karĢılaĢtırılarak tüm bu film uyarlama/üretim sürecinin kolektif kabule dönüĢümü, Türk Sinemasında popüler melodram türüne etkileri ve izleri belirlenmiĢtir. Anahtar Kelimeler: Yazınsal, uyarlama, tema, sinema-yazın, melodram, içerik, çözümleme ESAT MAHMUT KARAKURT'S NOVELS ADAPTATIONS FROM LITERATURE TO THE CINEMA AND THE EFFECTS TO MELODRAMA ABSTRACT Turkish Cinema has inclined towards complete literary sources that are already available in all its historical periods and made use of them. These sources are poems, novels, short stories, published anonymous folk tales, theatreal texts and bibliographies. Esat Mahmut Karakurt, one of the Republic Era novelists, is a writer whose works are one of the sources that have deeply affected popular melodram style in Turkish Cinema. In this work, all of Esat Mahmut Bozkurt’s books that have been adapted to cinema will be examined in terms of narrative and visual structure and their effects, impressions and the terms they settled in popular melodrama in Turkish Cinema are revealed. As a method, the contents of these movies are analyzed one by one, forms of short stories, major and miner characters, use of place and time are examined, the approach and fictitious world of novelist and the director is identified, the match between the literary text and process of the film is compared and the transformation of the whole adaptation and production process to a collective acceptance and its effects and impressions on the popular melodrama in Turkish cinema are determined. * Ph.D, Muğla Sıtkı Koçman Üniversitesi, Muğla M.Y.O Öğretim Üyesi 1 �Key words: Literary, adaptation, theme, cinema-literature, melodrama, content, and analysis GĠRĠġ Türk Sineması var oluşundan bugüne, ağırlıklı olarak öykünmeci ve hazır kaynaklardan yararlanan bir yaklaşımı benimsemiştir. Sinema sanatına göre daha köklü bir geçmişe ve birikime sahip olan, kuralları, türleri belirginleşip oturmuş olan edebiyat alanının, sinemacılar için cazip olması doğaldır. Bu yüzden, özgün ve yaratıcı çalışmalara sıklıkla rastlanmaz. İlk yıllarda, teknik ve içerik olarak doğrudan batı sinemasının yaklaşımların benimseyen Türk Sineması, öykülü film sürecinin başlamasıyla yine batı etkisindeki edebiyatına yönelmiştir. İlk konulu film olan PENÇE (1917) Mehmet Rauf‟un bir metninden Sedat Simavi yönetmenliğinde filme çekilmiştir. Uzun süren Tiyatrocular Döneminde (1923/1939) teatral metinlerin sezon içinde oynanan biçimiyle, oyuncu kadrosuyla filme aktarılmasından öte ürün verememiştir. (Özön, 1985:341) Türk Sineması ile edebiyat arasındaki ilişki (Batı edebiyatı dâhil) kimi zaman bire bir uyarlama, kimi zaman esinlenme, kimi zaman da izinsiz, onaysız intihal (çalma) biçimlerinde günümüze kadar gelmiştir. Ancak, en yoğun ilişkinin yaşandığı dönem 1939–1960 arası dönemdir. Bu dönemde, Hüseyin Rahmi Gürpınar, Halide Edip Adıvar, Aka Gündüz, Sermet Muhtar Alus, Refik Halit Karay, Reşat Nuri Güntekin, Faruk Nafiz Çamlıbel gibi Cumhuriyet Döneminin „belirleyici‟ yazarlarının yapıtları sinemamızın büyük oranda beslendiği kaynak olmuştur. Bu yönelişin iki ana nedeni vardır. Sinema tarihçisi Nijat Özön‟e göre; Tiyatrocular Döneminin tek adamı Muhsin Ertuğrul 17 yıl boyunca yalnızca teatral metinleri ve sezon içi oyunları sinemaya aktarmış, edebiyat alanına veya özgün senaryolara ilgi göstermemiş, 1939 yılından sonra Ertuğrul‟un sinema alanından çekilmesiyle birlikte edebiyat alanı önem kazanmıştır.(Özön, 1995,99) Bir diğer neden, bu yazarların belirli bir okur kitlesine, buna bağlı olarak hazır seyirciye sahip olması ve anlatılan hikâyelere seyircinin kendini yakın hissetmesidir. Yapıtları sinemaya aktarılan yazarların büyük çoğunluğu o dönemin toplumsal yapısına uygun, inandırıcılık sorunu olmayan, edebi değeri düşük hikâyelerdir. Aynı dönemde, 2 �sinemacıları etkileyen ve besleyen diğer bir kaynak ülkemize yeni yeni giren Hollywood yapımlarıdır. Türk Sinemacıları, bu etkilenmeyle, seyircinin yoğun ilgisini çeken vurdulu kırdılı, kaçıp kovalamacalı, ganster filmlerinin benzerlerini üretmekte gecikmez. Örneğin; Osman F.Seden 1955 yılında Kanlarıyla Ödediler, bir yıl sonra Ġntikam Alevi, 1958 yapımı Beraber Ölelim adlı filmlerinde Amerikan filmlerini taklide yönelmiştir. (Güçhan,1992,79) Esat Mahmut Karakurt ise, edebi değerinden öte piyasa işi tabir edilen çizginin çok satan ve kitleselleşmiş yazarlarındandır. Karakurt‟un yanı sıra Kerime Nadir ve Muazzez Tahsin Berkant gibi yazarlar da aynı çizgide ürün vermiş ve Karakurt kadar sinemacılara kaynak oluşturmuş türdeş yazarlardır. Özellikle Kerime Nadir, bu çalışmanın konusuna çok yakın bir yazar olarak üzerinde durulması, sinemaya uyarlanan yapıtları incelenmesi gereken, Türk Sinemasında popüler melodram türünde Karakurt kadar etkili izler bırakmış yazarlardandır. Cumhuriyetin ilk yıllarında yazmaya başlayan, bu nedenle Cumhuriyet Dönemi yazarlar arasında yer alan Esat Mahmut Karakurt, yüzyıl başında 1903 yılında İstanbul‟da doğmuştur. Kadıköy Lisesini bitirdikten sonra Diş Hekimliği ve Hukuk Fakültesinden mezun olmuştur. Bir süre avukatlık yapan Karakurt gazetecilik, Galatasaray Lisesinde öğretmenlik de yapmıştır. Yazı evrenine önce gazetecilik yaparak giren Karakurt bir süre öyküyle ilgilenmiş sonraki döneminde romana yönelmiştir. Bir dönem politikayla ilgilenen yazar 1957–1960 arasında Urfa milletvekili, 1961–1966 arasında ise Urfa Senatörü olarak görev yapmıştır. Yazın alanına Son yıllarında dinlenceye çekilen yazar 15 Temmuz 1977 yılında ölmüştür. (Önertoy, 1984:32) Karakurt, romanlarında ağırlıklı olarak milli duygulara, bu uğurda verilen savaşımlara, arada yaşanan tutkulu aşklara yer vermiştir. Aşk ve erotizm kimi zaman ana öykünün yanında leit-motiv olarak, kimi zaman temel çıkış noktası olarak yer alır. Derinlemesine psikolojik çözümlemeler ve kişilik betimlemeleri yoktur. Karakterler ve yan karakterler kalıplar üzerine kuruludur. Temalar, kahramanlık, özveri, aile, vatan sevgisi, ağırlıklıdır. Hikâyeler Balkanlardan (Makedonya, Romanya, Bulgaristan) İstanbul‟a, Anadolu‟ya, Uzakdoğu‟ya ve Ortadoğu‟ya kadar uzanan geniş bir coğrafyada geçer. İlk romanı olan “Vahşi Bir Kız Sevdim” de, Makedonya‟daki komitacıların başkanının kızıyla bir Türk subayı arasındaki aşk anlatılır. Diğer romanlarının çoğunda anlatı olarak, buna 3 �benzer „zıtlar arasındaki aşk, çatışma‟ kalıbı egemendir.Romanları ve romanlarından uyarlanmış filmlerin çözümlemelerinde anlatısal yapı tüm öğeleriyle ortaya çıkmıştır. ESAT MAHMUT KARAKURT ROMANLARININ VE BU ROMANLARDAN UYARLANAN FĠLMLERĠN ÇÖZÜMLENMESĠ Roman ve filmlerin çözümlemeleri yapılırken; romanlar kütüphaneler ve sahaflardan edinilip düz ve analitik okuma yapılmıştır. Hikâyeyi oluşturan yapısal öğelerden baskın olan, temel kullanımda yer alan karakterler, yan karakterler, hikâyenin geçtiği sürem, kullanılan ve anlatısal yapıya katkısı olan temel nesne, kavram ve uzamlar tek tek çıkarılmıştır. Ulaşılabilen altı film; Mimarsinan Üniversitesi Sinema-TV merkezi Arşivi ve Uğur Film (İstanbul-yapımcı firma) arşivinden edinilip düz izleme, analitik sahne çözümleme yöntemi izlenmiştir. Romandaki gibi belli başlıklarda dökümler çıkarılmış, son aşamada roman/film karşılaştırılmasına gidilmiştir. Çözümleme başlıklarında, konu/tematik yapı, ana ve yan karakterler, iç ve dış uzamlar, nesneler, kavram ve olgular gibi ortak başlıklar saptanmıştır. Yalnızca romanlar için “SÖYLEM”, filmler için “SĠNEMATOGRAFĠ” başlıklarında bir ayrım söz konusudur. İzlenen ve değerlendirilen filmlerin künyeleri de çözümlemelerin başına eklenmiştir. Uyarlamaların sayısal dökümü aşağıdaki tablolarda yer almaktadır. YAYINLANMIġ ESAT MAHMUT KARAKURT ROMANLARI Vahşi Bir Kız Sevdim 1926 Çölde Bir İstanbul Kızı 1926 Dağları Bekleyen Kız 1936 Allahaısmarladık 1936 Ölünceye Kadar 1937 Son Gece 1938 Kadın Severse 1939 İlk ve Son 1940 Kocamı Aldatacağım 1940 Sokaktan Gelen Kadın 1945 Ankara Ekspresi 1946 4 �Bir Kadın Kayboldu 1948 Ömrümün Son Gecesi 1950 Erikler Çiçek Açtı 1952 Son Tren 1954 Kadın İsterse 1960 Bu romanların dışında, yayınlanmamış Esat Mahmut Karakurt romanı Kamalı Zeybek, 1964 yılında sinemaya uyarlanmıştır. BĠR KEZ UYARLANAN ROMANLAR (TOPLAM 8 YAPIT) ÇÖLDE BĠR ĠSTANBUL KIZI 1957-FARUK KENÇ SON TREN 1964-NEJAT SAYDAM KAMALI ZEYBEK 1964-NURĠ AKINCI KADIN ĠSTERSE 1965-NEJAT SAYDAM ERĠKLER ÇĠÇEK AÇTI 1968-NURĠ O.ERGĠN ÖLÜNCEYE KADAR 1970-SAFA ÖNAL BĠR KADIN KAYBOLDU 1971-SAFA ÖNAL ALDATACAĞIM 1991-ORHAN ELMAS Tablo-I BĠRDEN ÇOK UYARLANAN ROMANLAR (TOPLAM 9 YAPIT) Yapıt Ġlk Uyarlama Ġkinci Uyarlama ALLAHAISMARLADIK 1951 SAMĠ AYANOĞLU 1966 NEJAT SAYDAM SONGECE 1952 SAMĠ AYANOĞLU 1967 MEMDUH ÜN ANKARA EKSPRESĠ 1952 AYDIN ARAKON 1970 MUZAFFERASLAN VAHġĠ BĠR KIZ SEVDĠM 1954 LÜTFĠ AKAD 1972 NEJAT SAYDAM DAĞLARI BEKLEYEN KIZ 1955 ATIF YILMAZ 1968 SÜREYYA DURU ĠLK VE SON 1955 ATIF YILMAZ 1968 MEMDUH ÜN KADIN SEVERSE 1955 ATIF YILMAZ 1968 ÜLKÜ ERAKALIN SOKAKTAN GELEN KADIN 1961 A. ALYANAK 1984 ORHAN AKSOY ÖMRÜMÜN TEK GECESĠ 1959 1968 NURĠ O.ERGĠN 1984 (3. uyarlama) ARġAVĠR ALYANAK OSMAN F.SEDEN Tablo-II 5 �ĠLK VE SON Konu/Tematik Yapı: Şımarık ve zengin bir kadın olan Necla, Orhan adlı arkadaşıyla araba gezisine çıktığı bir gün arkadaşının birlikte olma önerisini reddeder. Sinirlenen Orhan tecavüze yeltenir. Bir çiftlikte idarecilik yapan Mecdi kadını kurtarıp yardım eder. Ancak Necla‟yı sertçe eleştirir. İkilinin bu tanışmasından sonra Necla‟nın aslında Mecdi‟nin çalıştığı çiftliğin sahibi olduğu ortaya çıkar. Aralarında bir iktidar savaşı yaşanır. Zamanla bu gerginlik aşka dönüşür. İş için vapurla İzmir‟e gidip gelirler bu yolculuk sırasında ilişkileri ilerler. Ancak döndükten sonra felaketler birbirini kovalar. Mecdi çiftlik yolunda kimliği belirsiz bir kadın tarafından vurulur. Yaralanmanın etkisiyle görme yeteneğini kaybeder. Yapılan tüm müdahalelere rağmen yaşam boyu kör kalması kaçınılmaz hale gelir. Necla ne olursa olsun umudunu yitirmemesi gerektiğini telkin eder. Israrla evlenmeyi önerir. Mecdi kabul eder. Ama yaşamdan umudunu tamamen kesmiştir. Bu arada onu vuranın, kendisine tutkuyla bağlanan çiftlik çalışanı Ayşe olduğu ortaya çıkar. Bir ay sonra nikâh masasına otururlar, buruk bir mutluluk yaşamaktadırlar. Mecdi ruhsal olarak çökmüş durumdadır. Karamsarlığı had safhadadır. Zifafın ertesi günü çiftliğe gitmek ister. Çiftlikte eski odasına kapanır. Yanında taşıdığı bıçakla bileklerini keserek intihar eder. ĠLK VE SON/ROMAN ÇÖZÜMLEME Ana Karakterler: Necla, Mecdi Yan Karakterler: Orhan, Ayşe, Mecdi‟nin annesi, kâhya İsmail, avukat Eşref, hizmetçi Nazlı, şoför Recep, bahçıvanlar, köylüler, İsviçreli uşak, göz doktoru, doktorun yardımcıları, Nuri bey, Kazım efendi, karakol amiri, Komiser Cahit. Ġç Uzamlar: Çiftliğin içi, bahçesi, Mecdi‟nin odası, annesinin odası, muayenehane, İzmir vapuru içi, Necla‟nın evi, muayenehane, karakol, otel odası, hastane odası, Kadıköy Evlendirme Dairesi salonu. DıĢ Uzamlar: Alemdar yolu, çiftlik, açık araziler, Necla‟nın köşkü, bahçesi, Adalar, Marmara Denizi, Beyoğlu, Galata rıhtımı, İzmir Kordon boyu, fuar alanı, gazino ve plaj tesisleri, Haydarpaşa Numune Hastanesi bahçesi, Kadıköy, Küçük çamlıca tepesi. Sürem: Hikâye birkaç aylık sürede geçer. Atlamalar günlük ve haftalıktır. Nesneler: Kırmızı spor araba, iş makineleri, diğer araç gereçler, mektuplar, tıbbi gereçler, çakı. Kavram ve olgular: Gurur. İhtiras, hükmetmek, aşk, özveri, yitirilen sağlık (kör olma). Söylem: Yazar, ağdalı ve tumturaklı 6 �bir kurguyla inandırıcılıktan uzak, yapay kahramanlarla kurulu bir hikâye anlatır. İç seslere ve hesaplaşmalara yer verilmiştir. Olay örgüsü tipik melodramatik öğelerle bezelidir. Derinlemesine kişilik analizleri yoktur. Ana ve yan kişiler yaşamda tam olarak karşılığı olmayan kişilerdir. Dil, ağırlıklı olarak eski Türkçe‟nin egemenliğindedir. Ağız, şive kullanılmamıştır. Yazar kurduğu dünyayı onaylamakta, aşk için her türlü özverinin gerekliliğini savunmaktadır. ĠLK VE SON/FĠLM ÇÖZÜMLEME Filmin Künyesi: Yapım yılı 1955, Sonku Film, Yapımcı; Cahide Sonku, Yönetmen; Atıf Yılmaz, Senaryo; Sadık Şendil/Atıf Yılmaz, Oyuncular; Cahide Sonku, Nuri Altınok, Nurhan Nur, İ.Galip Arcan Ana Karakterler: Necla, Vecdi Yan Karakterler: Orhan, Reneta, Ayşe, küçük çocuk, Selahi baba, komiser Cavit, doktorlar, avukat Eşref. Ġç Uzamlar: Çiftlik içi, köşk içi, vapur kamara, otel odası, ameliyathane, hasta odası, yolcu salonu. DıĢ Uzamlar: Alemdar yolu, Ağlayankaya mevkii, çiftlik arazisi, köşk önü ve bahçesi, Adalar, Marmara Denizi, İzmir caddeleri, fuar alanı, Kadifekale, hastane bahçesi. Sürem: Romanda olduğu gibi birkaç aylık sürede hikâye tamamlanır. Atlamalar günlük, birkaç günlüktür. Nesneler: Tablolar, çiftlik donanımı, arabalar, gösterişli giysi ve takılar. Kavram ve Olgular: Güç ve servet gösterisi, ihtiras, marazi aşk, gurur, intihar. Sinematografi: Siyah-beyaz filmde anlama katkısı olan kamera açıları (alt açı-üst açı) bolca kullanılmıştır. Kent görüntülerinde genel ve uzak çekimler ağırlıktadır.(İzmir, Kadifekale, fuardan görüntüler, Adalar, Marmara Denizi vd.)Gündüz iç/dış çekimler ağırlıktadır. Dublaj acemice yapılmış ve karakterlerle sesler uyumsuzdur. İç ve dış uzamların çokluğu görsel yapıda çeşitlilik ve zenginlik duygusu vermektedir. Yönetmen, romandaki malzemeyi iyi kullanmış, ticari sinemanın ve melodram türünün bütün trüklerine başvurmuştur. Filmin ikinci çevrimi 1968 yılında Memdun Ün yönetmenliğinde, Cüneyt Arkın, Funda Postacı oyunculuğuyla gerçekleştirilmiştir. KarĢılaĢtırma: Roman ve film arasında kimi yan karakterlerin çıkarılması, eklenmesi ve final dışında fark yoktur. Romanda Mecdi (filmde Vecdi) intihar edip ölür (trajik son), filmde intihar aşamasında Necla tarafından ikna edilerek vazgeçirilir (mutlu son).Romanda daha çok dış uzam varken filmde bunlardan bazıları çıkarılmıştır. (Sahilyolu, Galata Rıhtımı, İzmir‟de 7 �bazı sahneler). Diğer Esat Mahmut Karakurt uyarlamaları içinde görsel ve uzamsal malzemenin kullanımı konusunda en ileri düzeyde filmlerden biridir. ÖMRÜMÜN TEK GECESĠ Konu/Tematik Yapı: Evli bir kadın olan Cemile Ekrem‟le ilişkisi vardır. Cemile, silik kişilikli, pısırık kocasında bulamadığını Ekrem‟de aramaktadır. Ancak bu ilişki de problemlidir. Sık sık yaşadıkları bir tartışma sırasında Ekrem‟in arabası bisikletiyle dolaşan bir genç kıza çarpar. Hafif yaralanan kızla ilgilenirler ve bu kaza Ekrem‟le genç kız arasında bir ilişkinin başlamasına neden olur. O günün akşamı genç kızla Ekrem beraber olurlar. Gecenin sonunda Cemile‟ye yatakta yakalanırlar. Cemile çantasında taşıdığı tabancayı çıkarıp önce kızı sonra kendini öldürür. Uzun süren soruşturma ve mahkeme sonunda Ekrem aklanır ve Gediz‟e gidip yeni bir hayata başlar. Burada genç ve çekici bir kız olan Gülseren‟le tanışır. Gülseren nişanlı olmasına rağmen Ekrem‟e tutulur. Bir dizi kötü olay ve kavgadan sonra İstanbul‟a dönmeye karar veren Ekrem çiftlikten ayrılır. Gülseren‟e kırgındır. Köyden çıkmasına yakın atla kendisine yetişen Gülseren olan biteni anlatıp af diler. Barışırlar ve geleceği birlikte kurmaya karar verirler. ÖMRÜMÜN TEK GECESĠ/ROMAN ÇÖZÜMLEME Ana Karakterler: Ekrem, Gülseren, Gülderen, ağabey, Rıza Bey, Cemile, Gülgonca Yan Karakterler: Cemile‟nin kocası Şerif Tunç, savcı, şoför İhsan, Ekrem‟in özel şoförü, Cemil, Ali, Kerim çavuş, Ahmet efendi, Emine hanım, tecavüzcü iki hapishane kaçkını, doktor, hizmetçi Ayşe. Ġç Uzamlar: Ekrem‟in arabası, kır kahvesi, gazino, adliye koridorları, savcının odası, tren kompartımanı, köy evinin içi, Rıza beyin evi, Ekrem‟in Cihangir‟deki evi. DıĢ Uzamlar: Kır gazinosunun önü, İstinye koyu, Maslak yolu, Şişli-Osmanbey yolu, eczane önü, Cihangir sokakları, İstanbul Adliyesi önü, tren istasyonu, köy dışı kırsal alan, köyün girişi, köy evinin önü, patika yol, Gediz ve Gediz sokakları, köşk bahçesi, havuz ve çevresi. Sürem: Hikâye toplam dört ay içinde yaşanmaktadır. Bir günlük, haftalık ve iki haftalık zaman atlamaları vardır. Gerçek zaman kullanımı filmsel zaman kullanımından fazladır. Nesneler: Arabalar, jip, tabanca, pansuman gereçleri, bisiklet, tren, kazma-kürek, kırbaç, at koşumları 8 �Kavram ve Olgular: Yasak ilişki, erotizm, aile, namus, erdemlilik, intikam, pişmanlık, umutsuzluk-umut, ihtiras. Söylem: Ağdalı bir anlatım egemendir. Eski dildeki kimi deyim ve sözcükler sıkça kullanılmıştır. (mamafih, filhakika, muazzam vb.) Şive ve ağız yalnızca tecavüzcülerin konuşmalarında kullanılmıştır. Yazar, kahramanlarının aşk uğruna katlandıklarını, her şeye karşın birlikte olma kararlılıklarını onaylamakta, kurduğu dünyaya kendini yakın gördüğünü hissettirmektedir. ÖMRÜMÜN TEK GECESĠ/FĠLM ÇÖZÜMLEME Filmin Künyesi: Yapım yılı; 1959/Melek Film, Yapımcı; Şahan Haki Yönetmen, Senarist; Arşevir Alyanak, Kamera; Turgut Ören, Oyuncular; Belgin Doruk, Kenan Pars, Fatma Girik, Reha Yurdakul, Ahmet Tarık Tekçe, Saltuk Kaplangı, Özel Batu, Mualla Kavur. Ana Karakterler: Ekrem, Gülseren Yan Karakterler: Gülderen, Rıza, Ekrem‟in patronu, köy halkı, çiftlik çalışanları, avukat Reşit, tecavüzcüler, nikâh memuru, nikâh davetlileri, kamyonet şoförü, komiser, gardiyanlar, maden işçileri. Ġç Uzamlar: Butik, işyeri, bar, uyuşturucu alemi yapılan yer, komiserin odası, Ekrem‟in evi, köydeki çiftlik evi, Gülseren‟in çiftlik evi, tren kompartımanı, depo, sağlık ocağı, Gülseren‟in İstanbul‟daki evi, nikâh salonu, sorgu odası, cezaevi koğuşu, akıl hastanesi. DıĢ Uzamlar: İstanbul cadde ve sokakları, maden sahası, ormanlık ve kırsal alanlar, şelale, köy meydanı, patika yol, deniz kenarı, İstanbul karayolu, akıl hastanesi. Sürem: Film, toplam birkaç aylık sürede tamamlanmaktadır. Geçmişe ilişkin anımsamalar, flash-back tekniği ile verilmektedir. Nesneler: Uyuşturucu madde, araba, kırbaç, mektup, sözleşme metni, madencilikte kullanılan malzeme, mahkemeye sunulan belge Kavram ve Olgular: Zorlama ilişki, mutsuzluk, para üzerine kurulu egemenlik, ihanet, erotizm, ölüm, cinayet, tecavüz, esaret, akıl hastalığı, trajik son. Sinematografi: Filmde ticari sinemanın tüm kalıpları vardır. Sinemasal anlatınım zenginleştirilmesine dönük bir çaba yoktur. Sahne ve planlar klasik kurallara bağlı, kamera hareketleri, çekim ölçekleri standartlarla sınırlıdır. Dış uzamlarda doğal ışık kullanımı ağırlıklıdır. İç uzamlarda düz yapay ışık tercih edilirken, dekor ve kostüm kullanımı ile makyaj uygulamaları dengelidir. Fonda dönemin popüler müzikleri kullanılmıştır. Özgün bir sinematografik yaratı, estetik düzenleme ve arayıştan söz edilemez. Türk melodram filmlerine yönelik etkilemede ilk akla gelebilecek Esat 9 �Mahmut Karakurt uyarlamalarından biridir. Bu film, ikinci kez 1968 yılında Nuri O.Ergün tarafından sinemaya uyarlanmış, başrollerini Filiz Akın ve Ediz Hun paylaşmıştır.1984 yılında Uğur Film şirketince, Memduh Ün tarafından üçüncü kez sinemaya aktarılmıştır. Başrolleri, Hülya Avşar, Kenan Kalav paylaşmıştır. Bu versiyonunda ilkine göre daha ticari bir yaklaşım egemendir. Daha çok, Hülya Avşar erotizmi üzerine kurulmuş bir üçüncü çevrimdir. KarĢılaĢtırma: Film ve roman arasında ticari kaygılara dayanan farklar vardır. Romanda dozunda kullanılan erotizm, filmde iyice abartılmıştır. Seyirciye yönelik yoğun erotik sahneler, anlamsızca uzayan sevişmeler yer almaktadır. Uzam kullanımında ortaklıklar olduğu kadar farklılıklar da söz konusudur. Romanda kısmen yer alan karakter betimlemeleri filmde hiç yoktur. Kadınlar ve erkekler bilinen, derinliksiz, yapmacıklı kalıplarla sunulmaktadır. En önemli fark, finaldir. Romanda, Ekrem ve Gülseren mutlu sona ulaşıp kavuşurken, filmde konu son derece trajik biçimde biter. Eski nişanlı önce Ekrem‟i ve Gülseren‟i sonra da kendini vurarak öldürür. SOKAKTAN GELEN KADIN Konu/Tematik Yapı: Semra, Cemil adlı bir adama metreslik yaparak hayatını kazanan bir kadındır. Bir gün yüklü bir meblağ karşılığında bir iş teklifi alır. Zengin bir adamın, bir bar kadınıyla ilişki kuran oğlunu bu sevdadan vazgeçirmek istemektedir. Bu nedenle Selim‟in başka biriyle tanışıp kadından uzaklaşmasını planlamaktadır. Semra işi kabul eder. Bir düzenleme yapılarak Uludağ‟da bir otelde karşılaşmaları sağlanacaktır. Ancak işler umulduğu gibi gitmez. Selim‟le aralarında gerçek bir aşk başlar. Başta Selim‟in babası olmak üzere herkes bu ilişkiye karşıdır. Babası onları ayırmak için elinden geleni yapar. Semra‟nın eski sevgilisi Cemil intikam peşindedir. Bir dizi tatsızlıktan sonra olaylar iyice karmaşık hale gelir ve trajik bir sonla biter. SOKAKTAN GELEN KADIN/ROMAN ÇÖZÜMLEME Ana Karakterler: Semra, Selim Yan Karakterler: Cemil, Marika, İhsan Bey, avukat, otel personeli, ihtiyar balıkçı, şoför. Ġç Uzamlar: Uludağ‟daki otel odası, lobi, İhsan Beyin evi, Cemil‟in evi, vapurun içi. DıĢ Uzamlar: Uludağ, otel ve çevresi (otele giden yol, kayak pisti, tesisler), İstanbul Fenerbahçe semti, Nişantaşı caddeleri, Kadıköy çevresi, Sürem: Hikâye birkaç aylık atlamalarla toplam bir yıl içinde yaşanır. Nesneler: Lüks arabalar, mektup, telefon, 10 �vapur. Kavram ve Olgular: Yasak aşk, şiddet, entrika, tuzağa düşürmek, tutkulu aşk, küçük düşürme, tehdit. Söylem: Yazar, tumturaklı bir dil kullanmıştır, şive, ağız yoktur. Eski dilde sözcükler kısmen kullanılmıştır. Cümleler uzun oluşu nedeniyle dil hataları taşımaktadır. Yazar kurduğu dünyayı onaylamakta, yer yer roman karakterlerini kendi ağzından eleştirmektedir. SOKAKTAN GELEN KADIN/FĠLM ÇÖZÜMLEME Filmin Künyesi: Yapım yılı; 1961/Erman Film, Yapımcı Hürrem Erman, Yönetmen ve Senarist; Arşevir Alyanak, Kamera; Gani Turanlı-Mike Rafaelyan, Oyuncular; Ahmet Mekin, Sevim Çağlayan, Avni Dilligil, Handan Adalı, İbrahim Delideniz Ana Karakterler: Semra (Sevim Çağlayan), Selim (Ahmet Mekin) Yan Karakterler: Selim‟in yerine geçen arkadaşı, İhsan Bey, Cemil, Şinasi, Semra‟nın yardımcısı, Semra‟nın arkadaşı, otel personeli, motel personeli (Şile), Cemil‟in adamları, Belçikalı kadın, otel balosundaki davetliler, garsonlar, Uludağ tatilcileri. Ġç Uzamlar: Semra‟nın evi, baro, resepsiyon, bar, restoran, otel odası, Şile‟deki motel odası, Semra‟nın evdeki odası, balo salonu. DıĢ Uzamlar: Semra‟nın evinin havuz kenarı, bahçesi, İstanbul cadde ve sokaklar, Uludağ (pist ve ormanlık alan), Uludağ yolu, Şile yolu, Şile sahili. Sürem: Film, Semra‟nın Selimle yediği bir akşam yemeği ile başlar. Uzun zaman atlamaları yoktur. Toplam süre birkaç haftadır. Nesneler: Semra‟nın frapan giysi, takı ve aksesuarları (çanta, ağızlık, şal, iri küpeler, tuhaf şapkalar vs.), lüks arabalar, kayak takımları, av silahları. Kavram ve Olgular: Tutkulu aşk, erotizm, lüks yaşam, özveri, mücadele, intikam Sinematografi: Filmde kullanılan dil popüler sinemanın ve melodram sinemasının ortak özelliklerini taşır. Kamera açıları, çekim ölçekleri ve kamera hareketleri klasik yapıdadır. Ticari sinema kalıplarına uygun, basit plan-sekanslarla geçiştirilmiştir. Sevişme sahnelerine sözde estetik katmak için loş ışık, prizmatik filtre, erotik temalı müzik kullanılmıştır. Ancak bu kullanımla estetik değildir. Kadın bedeninin sömürüsüne dayalı fetiş özneye (Banu Alkan) yönelik sahnelerdir. Semra‟nın son sahnedeki intiharı görece iyi çekilmiş ve inandırıcıdır. Gerçek bir arabanın uçuruma düşüşü inandırıcılığı desteklemektedir. Bütün olarak bakıldığında sanatsal değeri düşük bir yapımdır.1984 yılında Orhan Aksoy ikinci kez filme çekmiş, Banu Alkan ve Mahmut Cevher oynamıştır. 11 �KarĢılaĢtırma: Esat Mahmut Karakurt romanları içinde sinemaya uyarlanırken en çok deforme olmuş yapıt bu romandır. Film, uyarlamanın ötesinde adeta esinlenme gibi durmaktadır. Cemil, romanda sadece kötü bir yan karakterken filmde adeta bir mafya lideri gibi sunulmaktadır. En belirgin fark finalde görülmektedir. Romanda Semra eski yaşamına trajik bir dönüş yaparken, filmde intiharı seçer. Romanda betimlenen ve olayın geçtiği uzamlar zaman zaman hikâyenin önüne geçmektedir. (Uludağ‟daki otel, tatilcilerin sunumu, Şile manzaraları) Genel olarak değerlendirildiğinde ticari sinema kalıpları içinde, sinemasal ve estetik değeri düşük basit bir esinlenme-uyarlamadır. SON GECE Konu/Tematik Yapı: Olaylar 1917 yılında I.Dünya Savaşı yıllarında geçmektedir. Türk Ordusuna ait bir bölük asker Tuna nehri kenarındaki İvesti kasabasını işgal eder. İşgal başlangıcında birliğin komutanı Yüzbaşı Faruk evini işgal ettiği emekli Rumen generali direndiği için vurarak öldürür. Kendisi de yaralanmıştır. Generalin kızı Maria Faruk‟a karşı başlangıçta derin bir nefret duyar. İşgalin ilerleyen günlerinde kasaba halkı ile Türk birliği askerleri arasında kısmen yakınlaşma kurulur. Ancak, Maria‟nın savaş pilotu ağabeyi Polivar durumu içine sindirememektedir. Polivar, iki bombardıman uçağı ile kasabaya bir saldırı düzenler. Amacı Türk birliğini yıldırıp işgali bitirmek ve babasının öcünü almaktır. Saldırıda iki Türk askeri yaralanır. Yüzbaşı Faruk, Polivar‟ın ikinci hava saldırısında açtığı ateş sonucu ayağından yaralanır. Bu arada Maria ile yakınlıkları aşka dönüşür birbirlerine açılırlar. Ama Maria‟nın yakınları bu ilişkiye karşıdır. Birliğin kasabayı terk edeceği gece Polivar ve adamları sabotaj düzenler. Faruk ve Maria tutuklanır. Bir süre sonra askerlerin elinden kurtulan Faruk Türkiye‟ye geri döner. Maria‟nın izini kaybetmiştir. Faruk Anadolu‟ya geçerek yeni başlayan Milli Mücadelede etmek için görev alır. Anadolu‟ya geçmeden önce bir fırsatını bulup iki günlüğüne Romanya‟ya gider. Amacı Maria‟yı bulmaktır. Ancak, Maria vatana ihanet suçundan idam edilmiştir. Polivar yaptıklarından büyük pişmanlık duyarak intihar etmiştir. Faruk olan biteni öğrendikten sonra yıkılır. Maria‟nın mezarı başında hıçkırıklarla ağlar. SON GECE/ROMAN ÇÖZÜMLEME 12 �Ana Karakterler: Yüzbaşı Faruk, Maria Yan Karakterler: Madam, emekli Rumen General, Polivar, kasaba halkı, Türk askerleri, Türk generali, Türk subaylar, Nina, İvesti Papazı, hemşireler, doktorlar, Faruk‟un annesi Ġç Uzamlar: Generalin evi, madamın evi, belediye sarayı, hastane, kolordu karargâhı, Faruk‟un annesinin evi. DıĢ Uzamlar: Kasaba meydanı ve sokaklar, Romanya açık araziler, yollar, karargâh binası önü, mezarlık, madamın evinin önü, cephe ve cephe gerişi, İstanbul Boğazı. Sürem: Hikâye 1917 yılında geçer. Toplam beş-altı aylık bir süreyi kapsar. Zaman atlamaları günlük ve haftalıktır. En uzun atlama üç aylıktır. Nesneler: Silahlar, hayvan koşumları, savaş gereçleri, bombardıman uçakları, dinsel materyal, arazi araçları, korsan bayrağı, dinsel nesneler. Kavram ve Olgular: Milli duygular, savaş, zafer, kahramanlık, yenilgi, aşk ve bağlılık, toprak ve hane işgali, ayrılık, ölüm. Söylem: Yazar, milli duyguları körükleyen terim ve kavramlara sıkça yer vermiştir. Düz bir anlatım vardır. Şive ve ağız kullanılmamıştır. Cümleler orta uzunluktadır. Yazar kurduğu dünyayı ve ana kahramanlarını onaylamakta, yüceltmektedir. Kahramanların, savunduğu ve uğruna savaşım verdiği değer ve kavramlar yazarın dünya görüşünü yansıtmaktadır. SON GECE/FĠLM ÇÖZÜMLEME Filmin Künyesi: Yapım yılı;1967/Uğur Film, Yönetmen ve Senarist; Memduh Ün, Kamera; Mustafa Yılmaz, Oyuncular; Fatma Girik, Kartal Tibet, Aliye Rona (Bu filmiyle 1968 5.Antalya Film Festivalinde „En İyi Yardımcı Kadın Oyuncu‟ ödülünü almıştır). Ana Karakterler: Yüzbaşı Faruk (Kartal Tibet), Maria (Fatma Girik) Yan Karakterler: Türk askerleri, Mülazım Ahmet, General baba, Madam, belediye başkanı ve yardımcısı, Türk generali ve subaylar, kasaba halkı, Polivar, Nina, papaz, doktorlar, hemşireler, Faruk‟un annesi. Ġç Uzamlar: Generalin evi, şehir klubü, hastane içi, ameliyathane, kolordu karargâhı, İvesta belediye binası (geçici Türk karargâhı), Faruk‟un İstanbul‟daki evi. DıĢ Uzamlar: Romanya toprakları, kasaba civarı, mezarlık, karargâh binasının önü ve bahçesi, nehir kıyısı, kasaba sokakları, meydan, Madamın evinin önü, İstanbul Boğazı, İstanbul genel, cephe ve siperler. Sürem: Film 1917 yılının ortalarında başlar. I.Dünya Savaşı sürmektedir. İlk birkaç haftada olayın ana örgüsü işlenir. Üç aylık uzun atlamadan sonra gelişme bölümü tamamlanır. Birkaç aylık aralı atlamalarla finale ulaşılır. Toplam süre yaklaşık bir yıldır. Anlatıcı (dış ses) kullanıldığı için 13 �zamansal atlama ve değişimler için anlatıcının sözlerine başvurulmuştur. Nesneler: Tabanca, dinsel nesneler, korsan bayrağı, (Polivar‟ın uçağının gövdesinde) Kavram ve Olgular: Milli duygular, işgal altındaki insan ve esaret duygusu, mutsuz aşk, savaş ve zafer, yiğitlik, askerlik, çaresizlik, vatan özlemi Sinematografi: Yönetmen, dış sahnelerde doğal ışık ve uzam kullanmıştır. İç çekimlerde dekor ve yapay ışık kullanımı vardır. Kamera hareketleri ve çekim ölçekleri klasik sinema kuralları çerçevesindedir. Kamera açıları genel olarak göz hizası biçimindedir. Faruk‟un tutuklandığı sahnelerde Polivar‟ı alt açıdan birkaç planda görürüz(baskın kişi vurgusu).Kimi sahne ve planlar belge filmlerden ve başka yapımlardan alınarak kurgulanmıştır. Örnek sahne: Uçağın kasabayı bombaladığı sahne ve cephede birliklerin taarruzu sahneleri. Karakterlerin çok kısa sürede çökmeleri ve fiziki yıpranışı abartılı ve inandırıcılıktan uzak saç ve yüz makyajı ile verilmeye çalışılmıştır. Diyaloglarda şive ve ağız kullanılmamıştır. Bir sahnede Rumence bir replik kullanılmıştır. Bu filmin ilk çevrimi 1952 yılında Gül Gülgün, Cahit Artemel, Atıf Kaptan‟ın oyunculuğu ile Sami Ayanoğlu‟nun yönetmenliğinde gerçekleştirilmiştir. İzleme yapılamadığından ikinci çevrimi ele alınmıştır. KarĢılaĢtırma: Filme, bir bütün olarak bakıldığında sinematografik bir yenilik, anlatım zenginliği ve arayış yoktur. Roman düz bir anlatımla filme çekilmiştir. Görsel yaratıcılıktan uzaktır. Hikâye üzerinde fazla bir değişikliğe gidilmemiş, yapım maliyetlerini gözeterek kimi sahneler birleştirilerek anlatılmış, kimi sahneler anlatıcının sözleriyle geçiştirilmiştir. Final, filmde de romanda da ağır ve ağdalı, duygu sömürüsüne açık, trajiktir. Yazınsal olanla görsel olan arasında anlatısal açıdan bir değer farklılığı yoktur. Dönemin ticari anlayışına uygun bir iş filmidir. SON TREN Konu/Tematik Yapı: Rıdvan, yurt dışındaki öğrenimini yarıda bırakıp Türkiye‟ye döner. Yaşadığı kötü bir aşk ilişkisi yüzünden hayatı karmakarışıktır. Kendini kontrol edebilmesi için kısa süreli olarak bir yerde zorunlu kalması gereklidir. Önemsiz bir suç işleyip beş altı aylığına hapse girmek Rıdvan‟a göre en iyi çözümdür. İzzet adlı bir avukatla tanışır. Ancak İzzet avukat değil bir sahtekârdır. Karısı olarak tanıştırdığı Nevzat‟la bir olup İzzet‟i büyük bir tuzağa düşürürler. Önce zengin bir tüccar olan Haşim Bey‟in kızı Pelin‟le Rıdvan‟ı 14 �evliliğe zorlayıp sonrasında Haşim Bey‟i öldürürler. Amaç büyük serveti mirası ele geçirmektir. İzzet, kendisine hesap soran Rıdvan‟ı tehdit ederek Pelin‟i de öldüreceğini söyler. Rıdvan karısını ve kendisini tehlikeden uzak tutmak için Avrupa‟ya gitmeyi ve uzun süre ortada görünmemeyi kararlaştırır. Yola çıkma planları yaparken Nevzat ve uşak Rıdvan‟ın evini basar. Pelin ve Rıdvan‟ı öldürmeye gelmişlerdir. Rıdvan Pelin‟e dokunmamasını, kendisini feda edeceğini söyler, bu arada baskını haber alan polisler evi kuşatmıştır. Nevzat, kaçamayacaklarını anlayınca uşağa önce kendisini vurmasını sonra da intihar etmesini söyler. Çünkü yaptıkları kötülükler, işledikleri cinayetler yüzünden hayatları kararmış durumdadır. Uşak kısa bir kararsızlıktan sonra önce Nevzat‟ı vurup öldürür, sonra da intihar eder. Rıdvan ve Pelin tüm bu kötü olaylardan sonra umutla hayata sarılırlar. SON TREN/ROMAN ÇÖZÜMLEME Ana Karakterler: Rıdvan, Pelin, Nevzat. Yan Karakterler: İzzet, Haşim Bey, evin uşağı, polisler. Ġç Uzamlar: Avukat yazıhanesi, Rıdvan‟ın evi, Nevzat‟ın köşkü. DıĢ Uzamlar: Suadiye civarı, köşkün bahçesi, Sirkeci civarı, vapur iskelesi. Sürem: Hikaye toplam birkaç aylık sürede tamamlanır. Zaman atlamaları ağırlıklı olarak günlük, birkaç günlüktür.Nesneler: Telefon, silah, lüks arabalar. Kavram ve Olgular: Tutkulu aşk, suça eğimlilik, çete kurmak, planlı cinayet, intihar. Söylem: Yazar, karmaşık aşk ve entrika üzerine kurduğu romanında Batı yazınında köklü bir yeri olan polisiye türünü denemiştir. Yer yer inandırıcılık sorunu olan metinde karakter betimlemeleri yüzeyseldir. Nevzat ve İzzet karakterlerinde kriminalist kişilik analizi yoktur, bu yan karakterler sıradan suçlular gibi sunulmaktadır. Oysa eylem olarak incelikli ve planlı suçlar işledikleri görülmektedir. Finalde mutlu son belirgin biçimde zorlamadır. Olasılıkla, okuyucunun tercihleri gözetilmiştir. Şive, ağız kullanılmamıştır. Yazar kurduğu dünyayı ve olumlu karakterleri onaylamaktadır. SON TREN/FĠLM ÇÖZÜMLEME Filmin Künyesi: Yapım yılı;1964, Acar Film, Yapımcı; Murat Köseoğlu, Yönetmen ve Senarist; Nejat Saydam, Kamera; Melih Sertesen, Oyuncular; Hülya Koçyiğit, Tamer Yiğit, Neriman Köksal, Ulvi Uraz, Hüseyin Baradan .Ana Karakterler: Rıdvan, Pelin, Nevzat, İzzet 15 �Yan Karakterler: İzzet, Haşim Bey, polisler, evin uşağı, sekreter, suç çetesini oluşturan karanlık tipli adamlar, Komiser Nazım, polisler, ayakkabı boyacısı kılığındaki sivil polis, Fatma (çetenin kadın üyesi), şişman balıkçı. Ġç Uzamlar: Avukat yazıhanesi, Rıdvan‟ın evi, Nevzat‟ın köşkü, mahzen, otel odası, dans salonu, nikâh salonu, gelin arabası içi, komiserin odası. DıĢ Uzamlar: Suadiye, köşkün bahçesi, Sirkeci, Çamlıca yolu, deniz kenarı, köşkün önü, bahçesi, Sürem: Film, birkaç haftalık süre içinde geçer. En uzun zaman atlaması on beş gündür. Gece ve gündüz çekimleri yarı yarıyadır. Nesneler: Tabanca, bıçak, kaçak mallar. Kavram ve Olgular: Tuzağa düşürme, şantaj, zoraki evlilikten doğan aşk, cinsel taciz, planlı cinayet, suç işleme. Sinematografi: Filmde, polisiye türün gereği loş ışık kullanımı, karanlık ve huzursuz edici uzamlar kullanılmıştır. Müzik gerilim temalıdır. Birkaç alt açı7üst açı denemesiyle yakın plan/hızlı kurgu denemesi vardır. KarĢılaĢtırma: Film ve roman arasında anlatım zenginliği açısından farlılık yoktur. Romandaki dramatik yapı ve olay örgüsü filmle büyük oranda paralellik gösterir. Kullanılan uzamlarda, film romana göre daha zengindir. İstanbul‟un dış görüntülerine çokça yer verilmiştir. Bu tercih filmin görsel zenginliğini arttırmaktadır. Romanda fazla yer verilmeyen takip/kovalamaca sahneleri seyirciyi etkilemek için filmde yer almaktadır. Romandaki zamanla filmdeki zaman kullanımı aynıdır. Finalde, Nevzat ve uşağın ölüm biçimleri farklılık gösterir. Romanda uşak önce Nevzat‟ı sonra kendini öldürür, filmde boğuşma sonucu kaza kurşunu Nevzat‟ı öldürür, uşak pencereden boşluğa uçarak ölür. KADIN SEVERSE Konu/Tematik Yapı: Ferit adlı genç bir doktor Uludağ tatili sırasında tipi yüzünden bir kulübeye sığınır. Birkaç saat sonra yine tipiye yakalanıp yolunu kaybetmiş olan Nevin adlı genç kız da kulübeye ulaşıp sığınır. Burada tanışan çiftin arasında bir yakınlık doğar ve ortamın da etkisiyle geceyi kulübede birlikte geçirirler. Sabah ayrılırlar ve beş yıl boyunca bir daha görüşmezler. Ferit bu arada kim olduğunu bilmeden Nevin‟in annesi Leyla ile tanışmış ve aralarında bir ilişki başlamıştır. Leyla evliliğinde bulamadığı mutluluğu bu yasak ilişkide aramaktadır. Ancak kocası Kemal Bey bir yakınından bu ilişkiyi öğrenmiştir. Evde Leyla‟ya şiddet uygular. Leyla her şeyi itiraf eder. Nevin babasının haklı bulmakta, annesinin ihanetinin 16 �açıklanabilir ve kabul edilebilir bir yanı oylamayacağını söylemektedir. Ertesi gün Dr. Ferit‟le konuşmak üzere muayenehanesine gider. Ferit‟le karşılaştıklarında beş yıl önce bir gecelik ilişki yaşadığı ve hala unutamadığı adam olduğunu görür. Büyük şaşkınlık içindedir. Ferit onu hatırlamamıştır. Oturup olan biteni ayrıntılarıyla konuşurlar. Ferit, Leyla‟dan vazgeçmeyeceğini evlenmeyi düşündüğünü söyler. On ay sonra Kemal Bey‟den ayrılan Leyla Ferimle evlenme hazırlığı içindedir. Nevin daha fazla dayanamaz ve Ferit‟e beş yıl öncesini hatırlatır. Ferit büyük bir açmaza girer. Leyla kızıyla Ferit arasında yaşananları tesadüfen öğrenir ve ortadan kaybolur. Bir süre sonra cesedi bulunur. Olan bitene tahammül edemeyip intihar etmiştir. Nevin alt üst olan yaşamını düzeltmek için yurtdışına gitmeye karar verir. Ancak son anda ortaya çıkan Ferit Nevin‟i sevdiğini, her şeye rağmen yeni bir hayata birlikte başlayabilecekleri konusunda ikna eder. Tekrar bir araya gelirler. KADIN SEVERSE/ROMAN ÇÖZÜMLEME Ana Karakterler: Ferit, Leyla, Nevin Yan Karakterler: Ferhat, Kemal Bey, Ferit‟in hemşiresi, hizmetçi Ayşe, Reinhard, avukatlar, mübaşirler, ikinci şube müdürü, kır kahvesi sahibi. Ġç Uzamlar: Dağdaki kulübe, Ferit‟in muayenehanesi, Ferit‟in evi, adadaki otelin balo salonu, duruşma salonu, kır kahvesi, polis müdürlüğü, vapur kamarası, Kemal Bey‟in Maçka‟daki evi. DıĢ Uzamlar: Bursa-Uludağ, Büyükdere Caddesi, Beyoğlu Caddesi, Büyükada, İsplandid Oteli, Sedef Adası, Marmara Denizi, Sirkeci Garı, Galata rıhtımı, yolcu vapuru güvertesi. Sürem: Hikâye kış mevsiminde başlar. Bir gecelik ilişkinin ardından beş yıllık bir atlama vardır. Hemen ardından üç aylık bir atlama vardır. Sırasıyla, bir aylık, üç aylık atlamalar yaşanır. Kısa geçişlerden sonra on ay ve üç aylık uzun atlamalarla toplam altı buçuk yıllık bir süremde hikâye tamamlanır. Nesneler: Freud‟un kitabı, kayak takımları, sandal, tren, mektuplar. Kavram ve Olgular: Çetin doğa koşulları, bir gecelik aşk, libido, ruhbilim, aile şerefi, yasak aşk, ihanet, hasta-doktor ilişkisi. Söylem: Hikâye, ağırlıklı olarak yazarın (anlatıcının) ağzından anlatılır. Şive, ağız yoktur. Yazıldığı dönemin etkisiyle eski dildeki deyim ve sözcükler yer alır. Yazar, hikâye kahramanları aracılığı ile tutkulu aşkı savunur. Aşkın, her değerin önüne geçebileceğini öne sürer. Tüm yerleşik değerlerin aşk olgusu karşısında anlamını yitirebileceğini savlamaktadır. 17 �KADIN SEVERSE/FĠLM ÇÖZÜMLEME Filmin künyesi: Yapım yılı 1968, Akün Film, Yönetmen; Ülkü Erakalın, Senaryo; Safa Önal, Kamera: Orhan Kapkı, Oyuncular; Türkan Şoray, Ekrem Bora, Mine Mutlu, Mine Soley, Meral Sayın. Ana karakterler: Leyla, Nevin, Ferit. Yan Karakterler: Ferit‟in asistanı, dadı, Ferit‟in hastaları, Uludağ‟daki otel personeli, Sedat, Ferit‟in nişanlısı ve onun annesi, babası, Parisien personeli, Ġç Uzamlar: Uludağ‟daki kulübe, Ferit‟in muayenehanesi, Uludağ‟daki otelin iç bölümleri, Yeşil Türbe, Parisien gazinosu, Leyla‟nın evi, Nevin‟in odası. DıĢ Uzamlar: Uludağ ve ormanlık bölge, karayolu, İstanbul cadde ve sokakları, havaalanı, teleferik, Leyla‟nın evinin önü. Sürem: Film, bir gecelik ilişkinin anlatımıyla başlar. Dört yıllık zaman atlamasından sonra birkaç aylık zaman diliminde olaylar gelişir ve hikâye tamamlanır. Nesneler: Mektup, fotoğraf, teleferik, lüks arabalar, frapan takı ve giysiler. Kavram ve Olgular: Bir gecelik aşk, ihanet, üçlü ilişki, pişmanlık, bağlılık, cinsel tutku. Sinematografi: Filmde melodram sinemasının tüm kalıpları vardır. Özgün ve yenilikçi bir sinemasal anlatıma yer verilmemiştir. Ticari sinemaya özgü basit ve sıradan, popüler oyuncular üzerine kurulu bir yapımdır. Kamera açıları, çekim ölçekleri ve kamera hareketleri klasiktir. Yönetmen, romandan uyarlama bu filme hiçbir özgün yaklaşım getirmemiş, dolayısıyla kişisel bir söylem veya onaylama/eleştirme, yorumlama getirememiştir. İlk çevrimi 1955 yılında Muzaffer Tema ve Gülistan Deniz‟in oyunculuğunda Atıf Yılmaz Tarafından gerçekleştirilmiştir. KarĢılaĢtırma: Bu uyarlamada, romanın temel örgüsüne büyük oranda bağlılık vardır. Ancak, Nevin karakteri romanda silik ve kontrolsüz bir tablo sergilerken, filmde daha kişilikli, özgüveni yüksek, kararlı ve sağduyulu olarak işlenmiştir. Leyla karakterine de romana göre daha marazi ve saldırgan özellikler yüklenmiştir. Sonunda intiharı seçmesi de kişiliğindeki bozukluğunun bir göstergesidir. Ayrıca Leyla romanda evli bir kadın olarak sunulurken filmde yalnız yaşayan bir kadın olarak gösterilir. Romanın geçtiği tarihsel dönem filmin çekildiği tarihsel dönemle paralellik göstermediği için buna dayalı değişiklikler yapılmıştır. Örneğin uzamlarda, giyim kuşamda çekildiği döneme uygun farklılıklara rastlanmaktadır. 18 �SONUÇ Çalışmanın başında verilen tabloda da görüldüğü gibi, Cumhuriyet Dönemi romancıları içinde döneminin popüler yazarları arasında yer alan Esat Mahmut Karakurt‟un toplam 17 romanı sinemaya uyarlanmıştır. Bu yapıtlardan sekizi bir kez, sekizi iki kez, biri de üç kez sinemaya uyarlanmıştır. İlk filmin sinemaya aktarıldığı 1951 yılından 1965 yılına kadar 13 uyarlama yapılmıştır. Bu çalışmada çözümlenen altı film bu dönemde çekilen filmlerdir.1965 yılından sonra bu filmlerin ikinci kez uyarlamaları dönemi başlamıştır.1968–1971 arası üç yapıt ilk ve tek defa sinemaya uyarlanır. Son uyarlanan Karakurt yapıtı, Orhan Elmas‟ın 1991 tarihli „Aldatacağım’ adlı filmidir. Popüler melodramların yapımcı ve yönetmenlerini Karakurt‟un yapıtlarına bir ve birden çok yönelten etkilerden en önemlisi, sinemanın popülerleştiği 1950–1970 arası dönemde sinema seyircisinin beklenti ve beğenileri doğrultusunda, Karakurt‟un yapıtlardaki anlatısal özellikler ve temalardır. Bu anlatısal ve tematik yapı, melodram sinemasının genel yapısıyla büyük oranda örtüşür. Bu örtüşme ile birleşen arz-talep dengesi yıllık film üretimini büyük oranda arttırmıştır. Özön‟ün saptamasıyla 1950 yılı film üretimi yalnızca 23 iken, 1955 yılında 57 film, 1960 yılında 95 film olarak gerçekleşir. 1962 yılında ilk kez yüzün üzerine çıkmıştır. (Özön,1968: 252) Nicelikteki bu artış niteliğe yansımamış, yapım-üretim-dağıtım düzeni ve estetik-sanatsal düzeyi bakımından sinema ilkelliği aşamamıştır. Karakurt‟un popüler roman anlayışı bu uyarlamalarla birebir örtüşmektedir. Karakurt romanlarından uyarlanan filmler döneminde ve sonraki dönemlerde çekilen birçok popüler melodram filmini etkisi altına almış, gerek bu filmlerin ikinci çevrimleri yapılmış, gerekse tematik yapı ve anlatısal özellikleri bakımından diğer yönetmenler tarafından başka filmlerde taklit edilmişlerdir. Sinemada melodram türü filmler, tiyatroda olduğu gibi geniş halk yığınları tarafından en çok aranan ve izlenen türlerden biridir. (Onaran,1994:189) Oğuz Adanır‟a göre; Türk melodram sineması örneklerinde, güzel kadınlar, aşk acısı çektirmek, ağlatmak, pişmanlık, nefret ve ihtiras, gibi duygular sözle beslenerek seyircinin düşünsel değil, fiziksel anlamdaki verilerle boşalmasını sağlar.(Adanır, 1994:138) İşte bu verilerin tümü, Esat Mahmut Karakurt romanlarında ve bu romanlardan uyarlanan filmlerde vardır. Üstelik bu verilerin referans alındığı, günümüz televizyon dizilerin 19 �ana çatısında hikâye örgüsü ve karakterizasyon hemen hemen aynı şablon üzerine oturur. Hasan Bülent Kahraman‟ın saptamasıyla; “.Bu romanlar, her şeyden önce, Batıda da örnekleri görülen, 'pembe dizi', 'Barbara Cartland romanı' diye tanımlanan, popüler, çok satan roman geleneğinin gündelik gazete 'tefrika kültürünün‟, 'arkası yarın' geleneğinin bize özgü damarlarıdır. Bu birikim, bugün arabesk dediğimiz ve geniş halk kitlelerine özgü saydığımız ama vazgeçilmezliğini de görüp, devlet eliyle 'bari acısızını yapalım' çabasına girdiğimiz olgunun 'seçkinci' örnekleridir. Bugün yeniden yayımlanan seçkinci melodramatik yapının ürünü olan romanlar, bu nedenle daima sınıf çatışmasına, iyi kötü ayrışmasına, keskin kadın erkek farklılaşmasına dönük kurguları içerir...”(Kahraman,2002,17) Bu değerlendirmenin içeriğinde Karakurt‟un çağdaşları; Muazzez Tahsin Berkant, Kerime Nadir, Peride Celal gibi yazarlar da vardır. Bu isimlerin de yapıtlarının birçoğu popüler melodram sineması örneği olarak sinema ya aktarılmıştır. Sonuç olarak, tüm bu çözümleme ve karşılaştırmalar ışığında, Esat Mahmut Karakurt romanlarından sinemaya yapılan uyarlamalar Türk Sinemasında popüler melodram filmlerini; a) İçerik bağlamında (tematik yapı ve konu) b) Üslup bağlamında (öykü ve karakterlerin kalıplaşması) c) Üretim ilişkileri bağlamında (Senaryo, yapım-yönetim, dağıtımgösterim) derinden ve kalıcı biçimde etkilemiştir. KAYNAKÇA ADANIR, Oğuz. (1994). Sinemada Anlam ve Anlatım, Kitle Yayınları, Ankara. GÜÇHAN, Gülseren. (1992). Toplumsal Değişme ve Türk Sineması, İmge Kitapevi, Ankara KAHRAMAN, Hasan Bülent. (2002). “Doya Doya Ağlamak İçin”, Radikal Gazetesi/Kültür Sanat Sayfası, 10 Ocak 2002: 17 ONARAN, Alim Şerif. (1994). Türk Sineması I, Kitle Yayınları, Ankara ÖZÖN, Nijat. (1995). Karagözden Sinemaya Türk Sineması ve Sorunları, Kitle Yayınları, Ankara. ÖZÖN, Nijat. (1968). Türk Sineması Kronolojisi-(1895-1966), Bilgi Yayınevi, Ankara. 20 �ÖZÖN, Nijat. (1985). Sinema: Uygulayımı-Sanatı-Tarihi, Hil Yayın, İstanbul. 21 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2288 Title A name given to the resource EDEBİYATTAN SİNEMAYA ESAT MAHMUT KARAKURT UYARLAMALARI VE MELODRAM SİNEMASINA ETKİLERİ Author Author KARAKAYA, Serdar Abstract A summary of the resource. Anahtar Kelimeler: Yazınsal, uyarlama, tema, sinema-yazın, melodram, içerik, çözümleme. ÖZET Türk Sineması tüm tarihsel dönemlerinde hazır edebi kaynaklara yönelmiş ve yararlanmıştır. Bu kaynaklar; şiir, roman, öykü, basılmış anomin halk hikâyeleri, teatral metinler, biyografilerdir. Cumhuriyet Dönemi romancılarından Esat Mahmut Karakurt yapıtları en çok sinemaya uyarlanmış yazarlardan biridir. Bu yanıyla, Türk Sinemasında popüler melodram türünü derinden etkilemiş bir kaynaktır. Bu çalışmada Esat Mahmut Karakurt’un sinemaya uyarlanmış tüm yapıtları anlatısal ve görsel yapı olarak incelenmiş, karşılaştırılmış ve Türk Sineması popüler melodramlarında oluşturduğu etkiler, izler ve yerleştirdiği kalıplar ortaya çıkarılmıştır. Yöntem olarak; tek tek izlenen bu filmlerin içerik çözümlemesi yapılmış, (öykü kalıpları, ana ve yan karakterler, mekân ve zaman kullanımı) yazarın/yönetmenin kurduğu dünya ve yaklaşımı ortaya çıkarılmış, yazınsal metinle filmsel süreç arasındaki uylaşım karşılaştırılarak tüm bu film uyarlama/üretim sürecinin kolektif kabule dönüşümü, Türk Sinemasında popüler melodram türüne etkileri ve izleri belirlenmiştir. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2743 Title A name given to the resource EDITORIAL Author Author Nejdet , DOGRU Abstract A summary of the resource. Welcome to the second issue of the Journal of Science and Technology. The beginning of 2014 comes with enthusiasm and great motivation for initiating an academic, peer-reviewed journal dedicated to publishing scholarly work in information technology and related scientific areas. In this journal, we plan to publish conceptual and empirical papers that take an interdisciplinary perspective in the areas of agricultural , biomedical, chemical, civil, computer, electrical, genetic, industrial, mechanical, naval, nuclear, software engineering. As scientific inquiry advances, researchers in different scientific areas benefit from theories and concepts in other areas, which can bring a broader perspective to their explanations. As such, our journal will attempt to bring academics from various backgrounds to advance theories and offer solutions for society's problems. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2741 Title A name given to the resource EDITORIAL BOARD Author Author IBU, JST Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1049 Title A name given to the resource EDUCATION OF THE WOMAN IN 19TH CENTURY OTTOMAN SOCIETY IN FATMA ALİYE HANIM’S WORKS Author Author Bildirici, Zubeyde Gulendam, Ramazan Abstract A summary of the resource. Daughter of Ahmet Cevdet Pasha, who is a leading figure during Tanzimat era, Fatma Aliye Hanim is regarded as one of the pioneers of Ottoman Woman Movement. As an intellectual Ottoman woman, she constantly wrote about the problems of women in her articles, books, and novels on women issues. Having an Islamic and conservative mind set Fatma Aliye Hanim mainly focused on issues directly related with feminity such as education of women, how they get married, polygamy, divorce, the visibility of women in social life, working women, and the place of women in Islam. The primary purpose of this paper is to analyze how Fatma Aliye deals with the Female and Female education, one of the most contradictory issues in Ottoman period, and to share her attitudes toward the education of female. In the core of the study, the works such as her novels, articles, and researches, of the author will be analyzed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/3a3f90de49c2801e9141aefd369ea931.pdf 4950911ed0715c3ec001830f5b46edda PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Educational Partnerships and Intercultural Education in Primary School Marta Santos martasantos@ua.pt Department of Education University of Aveiro, Portugal Maria Helena de Araújo e Sá helenasa@ua.pt Department of Education University of Aveiro, Portugal Ana Raquel Simões anaraquel@ua.pt Department of Education University of Aveiro, Portugal Abstract: Within the framework of a research study developed at the University of Aveiro, a group of educational partners representing local institutions was gathered. The aim was to conceptualize, implement and evaluate a collaborative research project on intercultural education. Each of the participants was interviewed (semi-structured interview), in order to know their perceptions in practices on intercultural and collaborative work and the reasons that lead to this collaborative participation and their expectations concerning the work that is still to be done. Their answers revealed that the intercultural issue is familiar to all participants and that they feel the need to learn more about this topic motivated them to participate in this collaborative project. Further more, all of them reported previous experience on collaborative work, acknowledging its assets in comparison to the work carried out individually. These data will allow us to guide the work that will be developed by the network of partners and also to analyze the evolution of their representations of intercultural education and work in partnership, through the application of a final interview. Key words: Intercultural Education, Educational Partnerships. Introduction This paper emerges from a research study being developed at the university of Aveiro, Portugal, named ―Intercultural education in primary school: partnerships involving the school and the community‖. Within the framework of this study a group of educational partners, who represent the different institutions of the local community was gathered, aiming at conceiving, implementing and assessing a project on intercultural education. The project began in September 2010 and will be carried out till the end of the present school year (June 2011). During this time, the partners will have the opportunity to develop a set of activities to be implemented to their target audience and to get training on intercultural education. The group is made of six primary school teachers, two music teachers (extra-curriculum activities), a representative of an association for Ukrainian immigrants, a representative of a cultural association, a representative of a cooperative for social work (which deals with people with disabilities), a representative of the local library and government and a team of researchers from the Open Laboratory for the Learning of Foreign Languages (LALE) from de University of Aveiro. In the following pages we intend to present and discuss the results of an interview carried out to the group of partners in order to know their attitudes towards intercultural education and collaborative work, as well as the motivation for accepting the invitation of being part of this working group. 827 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Theoretical Framework Cultural diversity is an undeniable characteristic of today‘s societies. Managing cultural and ethical conflicts stands out as one of the most delicate and complex tasks of modern societies and their governmental institutions (Guerra, 2008). Therefore, there is an urgent call for mutual understanding and respect, where one can find the acknowledgement of the value of diversity and the promotion of critical participation of all the citizens in the democratic life (UNESCO, 2006). Cultural, social, economic and political diversity which characterises each society has its reflection on schools. In this context, school plays a crucial role, given that it is expected to provide pupils a high level of education, adapted to its characteristics, needs and interests (Soeiro & Pinto, 2006). In this sense, Breeze (2003) states that intercultural education does not represent as an option but a necessity and a moral prerogative, since there is a mandatory demand for education to answer to the context of diversity, by opening a path to dialogue among people from different cultures. Intercultural education stands out as an educational approach that aims at developing citizens‘ cultural enrichment by appealing to the acknowledgement and respect for diversity through exchange and dialogue, active and critical participation in order to enhance a democratic society underpinned by equality, tolerance and solidarity/ unity (Miranda, 2004). Intercultural education can be defined as: «an educational approach based on respect for and recognition of cultural diversity, aimed at every member of the society as a whole. It posits a formal and informal intervention model, holistic, integral and encompassing all dimensions of the educational process in order to achieve a real equality of opportunities/results, to promote intercultural communication and competency, and to overcome racism in all its expressions.» (Aguado & Malik, 2006:448) However, this concept is often used ambiguously or even inappropriately, referring to practices that have nothing to do with intercultural education. To Portera (2008) the concept of interculturalism is often confused with multiculturalism. The author explains that while the multicultural perspective refers to images and stereotypes of cultures and cultural differences, the intercultural perspective is related to the dynamics of cultures in contact, intercultural relations and intercultural competence. Dervin (2010) adds that intercultural education often comes to be seen as a mere cultural formation. Pretceille-Abdallah (2006) defines ―cultural formation‖ as the cultural knowledge of the Other, based on a discourse of categorization that is based on a factual and descriptive knowledge. In other words, Dervin (2010) explains that the mere knowledge and facts about other cultures do not necessarily contribute to an intercultural education. Gimenéz (2003) adds that the emphasis on intercultural education is the interaction between culturally distinct entities or individuals. Thus, intercultural education places its emphasis on mutual learning, cooperation and exchange, focusing on the coexistence of different, trying to build unity in diversity. By promoting intercultural education, schools look for the development of their pupils‘ knowledge, skills and attitudes needed to the construction of a fair and democratic world (UNESCO, 2006). It must be intended to all students and be able to embrace all participants in pupils‘ education process, so that all the community represents a place where diversity is valued (Vieira, 2006). This task cannot be an exclusive concern of schools. Recent studies from Aguado & Malik (2006) refer that it is essential that the work on intercultural education is developed based on partnerships that comprises not only school but also the whole community. In this sense, the implementation of an intercultural approach on education must consider working communities that integrate different educational actors- not only the school community (teachers, pupils, school assistants and families) but the whole community (Aguado & Malik, 2006; Rey-Von Allmen, 2004). These collaborative networks allow the dialogue, and the exchange of ideias, values, experiences and critical reflection, leading to the enrichment of professional development (Damiani, 2008; Veiga Simão, Flores, Morgado; Wenger, McDermott, & Snyder, 2002). Thus, the actions of the partners, regarding cultural diversity can be easily enhanced (Angelides, Stylianou & Leigh, 2007; Leite, 2005). Other authors argue that educational partnerships are considered crucial in terms of educational development, since the collaboration between schools and other institutions may lead to new and adapted answers to the actual educational problems (ACIDI, 2007; Aguado, Jaurena & Benito, 2005, Canário, 2007; Epstein & Sheldon, 2006; Martins, 2009; Ornelas & Moniz, 2007). Educational partnerships are considered a crucial aspect of any policy for sustainable and sustained development and therefore should be part of every interventional program concerning education (Campus, 2004). Interaction and collaboration among all participants should also be at the forefront of this type of projects. Roldão (2007) identifies three main goals of collaborative work: firstly there is a demand for a more successful achievement of a goal, secondly, the skills of each participants are expected to be activated by insuring 828 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo everyone´s enrolment, and finally the enlargement of knowledge build upon each one‘s contribution and interaction is expected. Hernández (2007) admits that the collaborative work may take different forms, according to the heterogeneity of the group and the objectives of the work to develop. If in some cases the work is limited to an occasional meeting to plan an activity, in other cases may involve the sharing of opinions, the seeking for help to resolve conflicts or constraints and the search for new ideas for improving the practices of all elements of the group. However, some studies also show some constrains related to this kind of work, such as problems with personal interaction, lack of training and professional development opportunities, along side with other aspects of organizational and contextual nature (Veiga Simão et al, 2009). Method of the study Within the network of partnerships established in this project, a semi-structured interview was developed with the following aims: i) to get to know the representations of the participants in relation to intercultural education; ii) to identify and characterize intercultural practices dynamised in the partner institution; iii) to get to know the views of partners on the importance of carrying out activities related to intercultural education; iv) to get to know the needs of the participant in terms of knowledge on intercultural education; v) to identify and characterize partners‘ practices concerning partnership work; vi) to get to know the partners‘ representations about working in partnership (gains, constraints,...) and vii) to get to know their motivations for participation in a partnership project on intercultural education. The participants were interviewed individually before the development of the partnership project on intercultural education. The average duration of the interviews was thirty minutes. Their answers were audio taped, transcribed and analyzed. To ensure their anonymity, each respondent was identified with the symbol P (partner) followed by a number between 1 and 12. The data collected allowed us to make an initial characterization of the partners involved in this project with respect, not only to their representations on intercultural education and work in partnership, but also in relation to the type of work undertaken by each one in these areas. It also allowed us to know their motivations and expectations regarding the participation in this project. These previous experiences reported by them will guide us through the development of a partnership project on intercultural education. In addition, we intend to replicate this interview at the end of the project in order to analyze the evolution of partners‘ representations on these issues. Findings and Discussion Intercultural concepts and practices of network partners First, we questioned the participants about their conceptions of intercultural education. The answers indicate two distinct groups: one refers to a multicultural perspective and the other to an intercultural perspective. Half of the participants related the theme of interculturalism with the mere existence of different countries and cultures, stressing that such different cultures should be respected and known. According to these responses, we can assume that the "other peoples and cultures‖ are understood in a multicultural perspective, as explained in Portera (2008). The second group states that the word "intercultural" necessarily refers to interaction, considering, therefore, that interculturalism is related not only with the knowledge of other cultures, but also with the relationship that may exist between them. The responses of this group refer to a dynamic view of the cultures in contact, which, according to Portera (2008), corresponds to an intercultural perspective. Then we asked participants to share with us some of their previous experiences regarding the implementation of activities on intercultural education. Only one said he had never developed work on this topic. All the others had already done at least at the professional level, activities related to intercultural education. Four of them said they had also developed such activities outside the institution where they work. Nine of the respondents said that their aim to carrying out this type of activity was the awareness of different peoples and cultures. Seven of them added the integration / inclusion of minorities, four indicated sharing knowledge and experiences between people of different nationalities and cultures and two cited the respect for citizens with disabilities. Only one of them indicated the respect for other cultures and the development of personal and social skills. When asked about the importance of conducting activities on intercultural education, all respondents are unanimous in stating that such activities are indeed very important. On the one hand, and for personal reasons, two of the participants consider it essential to carry out these activities because they are immigrants and have already experienced situations of discrimination and integration problems caused by this condition. Let's illustrate with the declaration of P1: ―Personally because I'm different (laughs) in another sense / of course (...).You are trying very 829 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo hard and then someone makes fun of you because you have a different accent (…).Not because you said something wrong. It‘s (…) just because you have a different accent. Those things hurt a little/ you know?‖ 281 And P11: "Now/ for example/ there is a very boring tendency in politics! Because there are many politicians who say they do not need immigrants. (...)We didn't come here to take everything away from Portuguese. We came here/ of course/ to live our lives the best we can but we made a/ huge effort to have something here. " Moreover, for professional reasons, the remaining respondents consider it very important that the public for those who develop their work have the opportunity to know and respect different realities, not only in cultural terms, but also for differences physical, mental, social, religious and economic changes that distinguish us from each other. Let‘s take the example of P12: ―because interculturalism isn‘t just/ ahm/ and sometimes we forget the people who can not read/ that are a considerable part of the Portuguese population/ and that device we have is wonderful because it changes the writing/ ahm/ in voice (…) And besides an amblyopic or blind can read an illiterate person can also read/ and we're doing intercultural education because culture and cultural parameters of this person are different from mine/ because there is a big difference, which is access to information, so/ and ahm// the reactions are great!‖ Besides, they also point out that this type of activity is essential when working with culturally heterogeneous public, since they promote the inclusion of minority groups, valuing differences and the development of values of solidarity, tolerance and nondiscrimination. In the words of P7: ―(…) currently, values are falling. It is a fact that more children discriminate against others. For being different! I do not say that it is always because of the culture/ but increasingly, we have more people from different cultures in our schools. Many more! And then we must begin to value and begin to show children that they are normal people and we have to… Of course they have different cultures/ have different principles/ they do different things in the community but we have to value it! Being different does not mean being bad!‖ Finally, with regard to their needs for training on intercultural education, all respondents agree they would like to receive training in this area, either to recall previously constructed knowledge, whether to stay updated on the evolution of societies from the perspective of permanent training. Practices and conceptions on working in partnership We questioned the participants in order to assess whether working in partnership with other partners or with other community institutions was, or was not, a usual routine for them. According to the answers provided, all the participants state having already worked with other partners, namely with educative purposes. The eight teachers revealed that it is usual for them to work in partnership with other community institutions (governmental or cultural institutions), either in activities of lesson planning, development of projects or management of the school where they develop their professional activity. Four of them also mention partnerships with their students‘ parents. The remaining respondents affirm that the partnerships they establish usually involve the participation of other community institutions, including schools. By analysing the respondents‘ speech, it becomes clear that there are some discrepancies as far as their understanding of the concept of ‗partnerships‘ is concerned. In four situations, this concept is described as merely occasional contacts where one of the partners accepts an invitation or a request, presented by the other partner, to develop a previously defined activity, without any sharing of ideas or opinions between them. P1 gives us an example: "In the schools/ when they ask us to do something/ usually leave the job to our responsibility. Understand? They want us to do a certain thing/ (...)! Now it‘s up to us!‖ The other eight participants refer that there are situations when the work relationship is more occasional (as previously described) and situations when there is the development of a sustained work in which the participation of all the people involved is valued and encouraged. These last situations illustrate, in the participants‘ point of view, an effective collaboration. This collaboration is indicated in the words of P6: "We try to give everyone/ an active participation in meetings. Ahm / is important to know everyone's opinion and therefore everyone can collaborate.‖ 281 Our translation 830 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo P7 also supports this idea: "With the Parish Council (...) is teamwork. We are there to shape activities and to see if they want to participate/ (...) there is a continuous work, there is a beginning, middle and end." The data collected in these interviews indicate us, therefore, that the respondents seem to hold different representations of the concepts of ―working in partnership‖ and ―collaborative work‖ (Hernández, 2007). This fact may be the result of a certain difficulty in defining these concepts, associated with the lack of an explicit reflection about them (Veiga Simão et al, 2009). Following from that, we asked the participants to point out some advantages that they associate with their understanding of ‗work developed in partnership‘. The majority of the respondents (seven) indicated the enrichment of the work, as a result of the contribution of different partners, as one of the main advantages. For P8 "work is always much more positive" and to P9 "(...) there is also the possibility of developing other types of activities." The ―spirit of mutual help‖ was mentioned by five of the respondents and ‗sharing‘ by four. Two respondents pointed out the optimization of human and financial resources and other two indicated the deepening of knowledge. P1 e P11, the two partners who find themselves in a situation of immigration, pointed out the personal satisfaction of working with other people, as well as the difficulty of working alone. In addition, P6 referred that working in partnership gives greater visibility to the institution where he/she works: "(...) the institution may ahm/ work in the community/ the institution can be seen in the community (...) there are people who know the institution/ the work that is done there/ (...) and we try to break down barriers through these partnerships." On the other hand, when questioned about the constraints of working collaboratively with other partners, the answers were, once again, diversified. Four of the participants did not point out any constraint as far as this type of work is concerned. Other four mentioned the existence of some personal difficulties in building a relationship with partners, an idea which is well illustrated in the words of P7: "The difficulty of certain people to work in partnership‖ and P10: "(...) In the place where I used to work things were not going well. There were no partnerships with other institutions. (...) they were unwilling to participate/ not interested in participating. (...) There are very complicated cases, people are very suspicious. (...) there is a rivalry and I want to do better than you / I have to do better than you. " Two participants indicated that the main constraints are the fear of exposure and public speaking. P4 tells us: "And I think when we come to this kind of work/ many are willing to say something. But/ what will he think of me? Or/ I'll speak in public/ I get all flushed when I speak in public. And I think that is the biggest problem.‖ Other respondents indicated, as a constraint, an unbalanced distribution of roles (P12: "when / the protagonists ahm / / eventually take / gain prominence in relation to what really matters here in the partnership"), difficulties in conciliating different work schedules (P2, "we work with several/ with many people/ and sometimes the timings are difficult to conciliate...") and loss of individuality resulting from the participation of other partners. The respondents demonstrate, once again, differences in relation to their representations on the merits and constraints of the work developed in collaboration with other partners as well as to the different roles that participants in such work may take. Some respondents identified some constraints in partnership working, especially personal constraints. However, all agree that this type of work has more benefits than disadvantages. Among the benefits, the respondents point to the "job enrichment" as a result of sharing and mutual help. Consequently, they all affirm to be available for participation in future projects involving this type of work. Motivations and expectations for participation in a partnership project on intercultural education In a final moment, participants were asked about the reasons that led to the participation in the project proposed to them. Regarding the motivation for participating in the project, all participants indicated that they consider the issue of intercultural education very interesting. Nine of them added that they would like to acquire more knowledge in this area, and they saw the participation in this project as an opportunity for personal and professional development. Moreover, the fact that they already knew the other participants and the work they developed was one factor that led five of the respondents to be part of the project. Three interviewees focused on the professional interest in developing partnership working and two of them mention the personal pleasure of working with other people. Finally, regarding the expectations for participation in this network of partnerships, it was noted that a common factor is the concern for their attendance at meetings and the time it will be available for the development of possible activities. Besides, once they are willing to give their best, even if the circumstances are not the most favorable, they expect the other participants do the same, as is demonstrated by the response of P4: ―When I enjoy doing something it doesn‘t mean I will do an excellent job, but I'll do my best to do it. If I had more time maybe I could do a better job but it‘s the best I can do according to the time I have available. And I‘m sure I'll do my best! What we can under the conditions we have.‖ 831 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The same is verified in the words of Q2: ―Overall, I hope that from the moment that the partners become partners they actually fulfill the conditions of this partnership. And if those conditions imply the participation in meetings, sharing ideas, I expect them to do so. When they know they are not going to make it, it‘s better to say that it is difficult and not delay the group because then you have to go looking for other partners. " Thus, there is a major concern for partners to honor the commitment they are taking by agreeing to participate in this network, so that the group can achieve their aims. Conclusions The realization of an interview, in an early stage of this study, contributed to two essential objectives. On the one hand, we have to consider the work that is expected to be developed by the network of educational partners in the next phase of this study, i.e., the design, implementation and evaluation of a project on intercultural education. From this standpoint, the interview enabled us to gather data that allow us to envision how networking can take place, taking into account previous experiences and representations of the various partners with regard to this type of work. The fact that all partners have affirmed the previous participation in other studies involving partnerships show that they are aware of the responsibilities and constraints that such work entails, but also all the gains it may bring to their personal and professional development. However, it should be taken into account that the respondents' prior representations regarding the work developed in partnership differ, which indicates some uncertainty in the meaning of this concept and a possible need for further and explicit reflection on the subject. We also believe that prior knowledge of other partners with whom they will work and the recognition of the value of the work performed by them has led the participants to accept the invitation to join this network of partnerships. We believe that this factor may be what gives them the motivation and confidence to try to "give their best" and expect the other partners to correspond those expectations According to this, we expect that this journey may be a place for shared reflection, full of discoveries and achievements and an improvement in performance and personal and professional satisfaction of all participants (Damiani, 2008; Roldão, 2007). Moreover, it is our intention to include in the final phase of this study a new moment of survey to the participants in the network of partnerships. We intend, therefore, to know their views on the conduct of the work that has been done and assess the evolution of their representations not only about working in partnership but also on the theme of intercultural education. On this matter, we have already concluded that all respondents seem to be aware to the issues of interculturalism although this concept may still be confused with multiculturalism or even a mere cultural training (Abdallah-Pretceille, 2006; Dervin, 2010; Portera, 2008). However, they all claim they feel the need to acquire more knowledge on this subject. This seems to be another motivation that led them to accept the invitation to form the network of educational partners. In this sense, we think it will be important to include moments of training on intercultural education in the course of the project, enabling participants the co-construction of a collective definition of this concept. Such definition will be an essential guidance for the design of the activities to implement with their students and all the community. Thus, we believe that the development of this project can lead to rethink and improve intercultural practices of all partners of the network in order to provide students, parents and the community the necessary growth to become the best citizens in this intercultural world. References Abdallah-Pretceille, M. (2006). Interculturalism as a paradigm for thinking about diversity. Intercultural Education 17(5), 475-483. ACIDI. (2007). O que quero dizer quando penso em Educação Intercultural? Retrieved 4 de Março, 2009, from http://www.entreculturas.pt/DiarioDeBordo.aspx?to=214 Aguado, T., Jaurena, I. G., & Benito, P. M. (2005). Educaciñn intercultural: una propuesta para la transformaciñn de la escuela Madrid: Catarata. Aguado, T., & Malik, B. (2006). Intercultural education: teacher training and school practice. Intercultural Education, 17(5), 447-456. 832 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Angelides, P., Stylianou, T., & Leigh, J. (2007). The efficacy of collaborative networks in preparing teachers. European Journal of Teacher Education, 30(2), 135-149. Breeze, R. (2003). Dimensions of intercultural education in the twenty-first century. Estudios Sobre Educaciñn(4), 123-129. Campos, J. (2004). Escolas e Museus ―Parceiros na Educação‖. Lisboa: EDP. Canário, R. (2007). Escola/Famìlia/Comunidade para Uma Sociedade Educativa. Paper presented at the Seminário ―Escola/Famìlia/Comunidade‖, Auditñrio do Conselho Nacional de Educação, Lisboa. Damiani, M. F. (2008). Entendendo o trabalho colaborativo em educação e revelando seus benefìcios. Educar, 31, 213-230. Dervin, F. (2010). Assessing intercultural competence in Language Learning and Teaching: a critical review of current efforts. In F. Dervin & E. Suomela-Salmi (Eds.), New approaches to assessment in higher education. Bern: Peter Lang. Epstein, J. L., & Sheldon, S. B. (2006). Moving Forward: Ideas for Research on School, Family, and Community Partnerships In C. F. Conrad & R. Serlin (Eds.), SAGE Handbook for research in education: Engaging ideas and enriching inquiry. Thousand Oaks, CA: Sage Publications. Giménez, C. (2003). Pluralismo, multiculturalismo e interculturalidad. Educaciñn y Futuro, 8, 9-26. Guerra, I. (2008). A cidade multicultural e multiétnica. In Portugal, percursos de interculturalidade - Contextos e dinâmicas (Vol. II, pp. 97-118). Lisboa: ACIDI. Hernández, A. (2007). El trabajo en equipo del profesorado: 14 ideias clave. Barcelona: Grañ. Leite, C. (2005). O currìculo escolar e o exercìcio docente perante a multiculturalidade - implicações para a formação de professores. Paper presented at the V Colñquio Internacional Paulo Freire. Martins, E. C. (2009). Rompendo fronteiras: a escola aberta às parcerias e à territorialização educativa. Educação Unisinos, 13(1), 63-75. Miranda, F. (2004). Educação intercultural e formação de professores. Porto: Porto Editora. Ornelas, J. H., & Moniz, M. J. V. (2007). Parcerias comunitárias e intervenção preventiva. Análise Psicolñgica, 1(XXV), 153-158. Permisán, G. (2008). Es la formaciñn del profesorado la clave de la educaciñn intercultural? Revista Espaðola de Pedagogia, LXVI(239), 119-136. Rey-von Allmen, M. (2004). Towards an Intercultural Education. In Perspectives of Multiculturalism: Western and Transitional Countries. Zagreb: Faculty of Philosopy, Croatian Comission for UNESCO. Roldão, M. (2007). Colaborar é preciso: questões de qualidade e eficácia no trabalho dos professores. Noesis, 71, 2429. Soeiro, A., & Pinto, M. (2006). O projecto INTER e a educação intercultural. In Como abordar... a escola e a diversidade cultural. Porto: Areal Editores. UNESCO. (2006). Guidelines on Intercultural Education. Paris: UNESCO. Veiga Simão, A., Flores, M., Morgado, J., Fote, A., & Almeida, T. (2009). Formação de professores e contextos colaborativos. Um projecto de investigação em curso. Sìsifo, 8, 61-74. Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press. 833 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 121 Title A name given to the resource Educational Partnerships and Intercultural Education in Primary School Author Author Santos, Marta de Araujo e Sa, Maria Helena Simoes, Ana Raquel Abstract A summary of the resource. Within the framework of a research study developed at the University of Aveiro, a group of educational partners representing local institutions was gathered. The aim was to conceptualize, implement and evaluate a collaborative research project on intercultural education. Each of the participants was interviewed (semi-structured interview), in order to know their perceptions in practices on intercultural and collaborative work and the reasons that lead to this collaborative participation and their expectations concerning the work that is still to be done. Their answers revealed that the intercultural issue is familiar to all participants and that they feel the need to learn more about this topic motivated them to participate in this collaborative project. Further more, all of them reported previous experience on collaborative work, acknowledging its assets in comparison to the work carried out individually. These data will allow us to guide the work that will be developed by the network of partners and also to analyze the evolution of their representations of intercultural education and work in partnership, through the application of a final interview. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/fd93db7de5db22dee2959d79122addc8.pdf c10e230f70b2e5ac0e6b09e4aeb04beb PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Educational Values in Rodop Folk Tales Dr. Erol OGUR Uludağ University Faculty of Education Bursa ogur@uludag.edu.tr Abstract: Tales have an important place and value in transferring and adopting national and universal values. Tales as a genre in folk literature are very rich in terms of language features and values. Tales deal with humans’ common feelings and thoughts before nature and life. Individuals of a society and particularly children find and acquire an important part of experiences preparing them for future in fabulous tales. This feature of theirs makes them a very important resource for children and children’s literature in addition to the education of society and transferring values. Tales have a very important role in developing children’s imagination, their ability to perceive abstract concepts and language skills. The child finds an environment similar to which he/she lives in the literary work created for him/her. S/he catches the opportunity to make connections and comparisons between the written or the told and the lived. Tales not only perform all these educational functions and duties but also entertain. Tales through symbolic elements they bear open the doors of a very different world to their readers and listeners. When symbolic and imaginary elements are taken out of tales making this environment entertaining with a style specific to them, real life comes out. In the present study, the tales published with the title “Rodop Turkish Folk Tales” compiled by Emil Boev and Hayriye Memova from the Turks living in Bulgaria will be examined in terms of values they include. Key Words: Tale, Rodop folk tales, education, educational values Introduction The tale, a literary text type, is one of the richest folk narrative types. From past to present various definitions have been made about the tale. The definition of Boratav is: “Tale is a short narrative which is told in prose, independent from divine and supremacy beliefs and customs, completely fabulous, irrelevant to reality, and does not allege to make people believe in what it tells” (Boratav, 1992; 75). Elçin’s definition of tale is a bit more comprehensive: “Tale, according to its prevailing characteristics, can be defined as the adventure or story of events pertaining to unknown persons or entities in an unknown place. In due course, adherent to rooted tradition, possessing collective character, “fictional-real”, “abstract-concrete”, or “earthly-spiritual,” tales are told and written using a special style about some topics, adventures, events, problems, themes and elements in prose language starting from the thought of spending time, educating people while entertaining” (Elçin, 1981; 369). Human being have been in continuous development to show his language force and developed various means of expression. Kunos explains about the value of the tale, one of the folk narrative types, in terms of language and culture like this: “….One of the first and most important of the artistic expression means brought by language is the tale. Tales as an oral literature type with which dreams and aspirations of humans are expressed in the course of time shed light on the past today like a diary. Tales tell about both the religions of old times and their natures and the literary judgements of those living in old times more than their written histories. The thing that we call tale is the period mirror of every nation. If we look at that mirror, we see both the worships of old people and the morality of our old times” (Kunos, 1978, s.113). Tales grew out of the effort that human being has spent to reach his desires and dreams (Güney, 1971; 87). Observed in the social life of the old times and ordinary people’s becoming a padishah or vizier by performing a task, in one sense, carries a meaning of ironizing the code that “royalty is closed to persons from the public.” This new status of the tale hero is sometimes a result of his being fortunate or sometimes a result of his saving the country from the unrighteous and incompetent ruler. This case should be considered as the fact that the tale is a reflection of the call-for-right desire and dream of the human coming from the collective unconscious (Boratav, 1983; 277-278). Tales have two important functions, namely amusing and educating. Tales treat the attitudes, intuitions and thoughts of the human toward life and nature. The extraordinary elements of the period when the human 331 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo started to struggle with the nature created tales. For this reason, we frequently come across motifs pertaining to the old cultures, religions and customs in tales. A tale told in any part of a country is told in other parts of that country with little variations. It is even observed that a tale belonging to a country is told in other countries with some motif and element variations. In this case, tales facilitate the transfer of national and universal values to young generations, enable educationalists to work easily and usefully during practice, and determine the reason for and the method of using them in educational environments (Karatay, 2007; 469). Besides the entertaining and instructive functions, tales, as mentioned above, are observed to have another function like being a source of history. The most important element which is included in its structure and used while classifying tales is “type”. Depending on their types, tales take different forms. Boratav classifies tales as “animal tales”, “actual tales”, “extraordinary tales”, “realistic tales”, “humorous stories”, “epigrammatic anecdotes”, “contradictions”, “chained tales” (Boratav, 1992). Starting from types, Alptekin (Alptekin, 2002; 53) classifies tales as “Animal Tales”, “Actual Folk Tales”, “Anecdotes”, “Chained Tales”, “Tales not Included in These Groups”. Among tales, the most encountered in terms of type is “Actual Folk Tales” and “Animal Tales”. “Actual Folk Tales” have such characteristics as the inclusion of rhymes in the introduction part, being very rich in terms of motifs and event patterns, selection of main heroes from humans and supportive heroes from extraordinary creatures such as animals, genies and fairies. Padishahs, viziers, beys and merchants are the mostly encountered heroes in Keloğlan tales. The main hero shows sometimes positive and sometimes negative personal characteristics. Different from the tales of other countries in the world, padishahs and other heroes in the Turkish tales are strongly criticized due to their not using the material and spiritual power in their hands fairly, not executing laws honestly and not hitting the right road. Moreover, in “Animal Tales”, creatures other than animals are not regarded as heroes (Alptekin, 2002; 35). In tales, the “motif”, the smallest indivisible part of the story, is, too, a very important element. In place of the word “motif”, Propp uses the concept “function” and Vesselovski uses the concept “tem”. In Turkey, the works of motif on tales starts with Pertev Naili Boratav. Boratav in accompany with Wolfrom Eberhard determined 378 tale types in the work entitled Typen Türkischer Volksmarchen, which they prepared together, and provided the motif order in these tales (Alptekin, 2002; 116). Included in the tales, such features as “a donkey’s bringing out gold”, “a snake’s giving advice”, “an animal’s marrying a human”, “animals’ speaking like a human”, “animal’s giving help”, “different events related to magic”, “extraordinary creatures” etc. are of mostly observed motif examples. In the book entitled Rodop Turkish Folk Tales (Boev-Memova, 1963), the source of our present study, fifty-nine tales are included.∗ The tales in the book were gathered under two categories, namely “animal tales” and “actual folk tales”, and these tales were examined in terms of the educational values they include. It is appropriate to evaluate fifty-five of the totally fifty-nine tales included in the book under the title of “Actual Folk Tales” in terms of type characteristics. In the book, there are four tales with the titles of “Sheep without a Shepherd” (p.5), “Learned from the Wolf” (p. 6), “The Cunningness of the Fox” (p.33), “The Wolf and the Cat” (p. 35). Educational Values in Tales The use of literary works in education brings along many opportunities. The language, esthetical and moral-ethical values in the literary wok realize an education to those reading it within the frame of these characteristics. The reader-audience seeing the life and many different life experiences in the literary works get benefited largely from this in knowing themselves and shaping their behaviors. Moreover, tales as literary texts will contribute a lot to the development and enrichment of individuals and especially children in terms of language, esthetics and ethics. Tales, the rich treasures of nations, include the characters and ideals of nations. The character of a nation shaped since the past, the targets and ideals, which started to form since the old times, almost permeated in tales. It is partly possible to remove the old traces of civilizations from tales (Tezel, 1968; 455). These narratives have a very important place in mass education, formal education ad especially in the education of children. Tales, very much liked especially by small children, are the sources from which they learn about the basic values such as “heroism”, “sacrifice”, and “importance of family” at the same time. The presence of very rich hero types and a dream world in tales is of the most distinctive characteristics of this type. In the tale, one of the basic elements educating a society, some relationships can be set up between problems that tale heroes encounter and realities of life. On the other hand, in tales, it is possible to reach information and principles regarding how a society perceives life (Yavuz, 1999). Human being has told from his own perspective about the realities of life, solution proposals and expectations by attributing them to tale events 332 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo and heroes, and hence tried to warn and educate next generations and equip them with skills against difficulties of life. The struggle of heroes in tales generally appears within the frame of such opposite concepts as “goodbad”, “right-wrong”, “fair-unfair”, “virtue-virtueless”, “justice-cruelty”, and “modesty-arrogance”. “The struggles of the good and the bad, the beautiful and the ugly, the rich and the poor, in other words, the positive and the negative are told. Apart from some exceptions, tales end with happy endings; the winning of the good, the beautiful, the intelligent. In tales, mishaps and hitches, different form the real life, appear at a time or interdependently. After these are resolved, no new problems appear, and the crown and marriage symbolizing the power, success and happiness never get harmed” (Günay, 1992; 326). Besides these values, such features as the willpower to reach goals, the testing of the power of hero are treated. Furthermore, the characteristics of the language used in tales actualize various educational acquisitions. It is tales that teaches the child how to use his or her mother tongue, and shows the skills, neatness and richness of this language for the first time. Especially the ease and amusement in saying have a strong effect on the language development of the child. On the other hand, tale rhymes make the language teaching enjoyable and undertake an important role in the improvement of listening skills of children as well. Tales, in terms of educational characteristics, carry values mostly for children. When it becomes a matter of using tales in education, firstly comes to mind the education of children. The characteristics expressing the importance and necessity of using tales in the education of children are these: 1. Fantastic elements they include, 2. Their realization of the education of emotions and thoughts due to their powerful esthetical aspect, 3. Elements of Humor, 4. The use of language differently and with their characteristics showing richness. The evaluation of the tales included in the book entitled Rodop Turkish Folk Tales within the frame of their thematic characteristics will reveal the educational features included in these in concrete manner. It is possible to gather the tales that we examined under the themes expressed below. Other than these, there are also tales treating such themes as “love”, “laziness”, “dullness”, and “agedness”. The actual aim in these is to reveal some values pertaining to social life through events. Besides this, in these tales, humor is a powerful element. The tales that we examined within the scope of the present study were evaluated within the frame of the themes specified below: 1. Struggle between goodness and badness 2. Courage and heroism 3. Using mind-practical intelligence 4. Patience and perseverance Struggle between goodness and badness The matters mostly treated in tales are under this title. Struggle between goodness and badness takes place both among animals and among people with different social structures. This struggle in tales is shown to audience by using imaginary and fantastic elements. These tales include powerful educational messages by embodying such value judgements as good-bad, right-wrong. Struggle between goodness and badness is included in tales, the heroes of which are animals, as well. In the tale entitled “Sheep without a Shepherd” (p. 5), the number of the sheep firing the shepherd in charge gradually decreases because of their being killed by dogs and wolves. At last they decide to find a shepherd again. The tales tells about that societies with no person to govern and protect themselves will easily be disintegrated and even destroyed by their enemies. In the tale entitled “The Wolf and the Cat” (p. 35), the wolf represents cruel and merciless people and the cat represents people under tyranny. The fact that badness will not go unnoticed, the bad will definitely pay for what they have done, and it’s no use crying over spilt milk is emphasized. In the tales entitled “Greedy Obsession” and “Goat the Liar”, where the heroes are a goat, a similar subject is treated. The goat in the tale entitled “Greedy Obsession” (p. 36) is decided to be punished by cutting when its lies expose. It cannot be thrown out from the rabbit hole where it takes refuge by such animals as wolf and bear. A very small insect entering its ear throws this goat out the hole. In the tale, people considering themselves as intelligent and violating others’ rights and looking down on them are criticized. In the tale entitled “Goat the Liar” (p. 186), the goat, as a result of its telling lies, causes the girl shepherding it and itself to be kicked from the house. At the end of the tale, the goat comes to senses. The goat and the girl go to the house of the homeowner. The owner of the goat is delighted with their returning, too, and they live happily after. In the tale entitled “The Vengeful Rooster” (p. 180), the theme of taking revenge from the bad is treated. The rooster takes revenge from the woman stealing the bells hanged by its owner on its neck by getting 333 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo help from the fountain together with such animals as fox, wolf and bee. Moreover, in the tale of “The Snake Fairy” (p. 29), at the end of the struggle between goodness and badness, goodness wins. The snake fairy marrying the daughter of a bey by taking shape of a human confines the girl to the cave it lives and oppresses her. Seven sons of an old woman with seven children save the daughter of Bey by killing the snake fairy. Bey gives her daughter to the eldest of these children. In the tale, that the struggle made against the tyranny with perseverance, determination and courage is always won is emphasized. The tale of “The Finger Child” (p. 71) includes the struggle between the weak and the strong, between the poor and the rich. In the tale of “An Orhan Girl” (p. 45), an orphan girl’s adventure is told. The step mother and her daughter are the figures who do evils and are the source of evils. The orphan girl living with her step mother and sister is sent by the step mother to a grain mill where demons come over to be killed. Listening to the demons, the girl takes the gold hidden by the demons in the grain mill and returns home. With the hope of becoming rich, the step mother takes her daughter and goes to the grain mill. Unable to find the gold, the demons find the step mother and her daughter and kill them on the grounds that they stole the gold. Thus, both the orphan girl gets rid of the evil deeds of the step mother and the bad get their deserts. “The Step Daughter” (p. 112), as understood from the title of the tale, the events lived by a step daughter are treated. The bad behaviors exhibited by the malignant step mother and her children toward the step daughter of the home are the mostly-treated themes in tales. The step daughter banished from home to get lost or die manages to survive with the help of good fortune and her true-heartedness. Through the event taking place in the tale, the thought of the presence of divine justice to watch and protect the step children against injustice in a society is observed. In the tale of “The Squash Girl” (p. 61), attention is attracted to the fact that malignant people will suffer a pang of conscience in the world in reply to their bad behaviors. In these tales, such messages as “the necessity of helping people suffering wrong”, “every struggle made with patience, perseverance and courage against the bad is won” are given. In “The Lame Goose” (p. 38), the lame goose gives the miller, a poor and old man, magic table and tells him not to tell anybody about the secret of the table. When the old man tells about the secret of the table to those coming to the grain mill, thieves steal the table. A magic mace that the lame goose has given the old man and his wife compassionately hits first the old people then the thieves on their heads. At the end, the oldsters feel happy to get the table back. The tale includes such thoughts as “a helpful hand is always available to give the poor” and “bad behaviors are certainly punished”. In the tale of “The Rich and the Poor” (p. 120), the symbol of badness is the elder one of the two brothers. He does not give his younger brother a share from the inheritance left by their father. The younger brother becomes rich when he finds the cave of the giants and their treasures. And when his elder brother goes to the cave with the hope of becoming rich, he is killed by the giants. In the tale, the badness of greediness and ambition to become rich is shown. In the tale of “The Vizier and the Padishah’s Daughter” (p. 110), the girl runs away from the palace as a result of the vizier’s drawing a bead on the padishah’s daughter and marries the son of a villager. The girl meets with her father again at the end of the tale. And the Padishah learning about the inside story has the vizier killed. The villager and his family in the tale become rich through this marriage at the end of the tale. The conflict element in the tale entitled “The Outstanding Beauty” (p. 144) is the Padishah’s daughter’s being jealous of the vizier’s daughter’s beauty and her desire to get revenge on her. The vizier, who is kind-hearted and loves her daughter very much, under strong influence of the feeling of fatherhood, puts her in a chest and sells in the bazaar to save his daughter. A young man saying that the Vizier’s daughter is more beautiful than the Padishah’s daughter buys the Vizier’s daughter. These two youngsters get married and live a happy life. From the tale, the following message is derived “Although the strong seems to beat the weak, the weak gets rid of this tyranny and gets happy thanks to the divine justice and kind-hearted people.” In the tale entitled “Sister Elçınar” (p. 173), the source of badness is the black-hearted and clumsy sisters and the witch accompanying them. Three sisters marry the son of the Padishah and dig in the palace. When the eldest and the middle sisters turn out to be clumsy, the youngest sister, as promised, gives birth to two babies, a girl and a boy, with a moon on the forehead of the one and a star on the forehead of the other, for the son of the Padishah. Being jealous of this, two sisters start to do evils to their youngest sister through the witch and cause her family to break up. In the tale, there are two entities helping the kind-hearted and honest people: Sister Elçınar and Deus Ex Machina (Hizir). Sister Elçınar is a half-fairy and half-human entity having heavenly powers. Provided they obey the rules, she helps the good. And she punishes the bad and the rule-less by gorgonising them. Deus Ex Machina (Hizir) is a guiding heavenly entity giving useful information to solve problems. At the end of the tale, Sister Elçınar tells the son of the Padishah about what has happened to the children makes him learn about the truth. The son of the Padishah takes his children and wife and comes to the palace. He punishes those who have done evils to himself and he and his family live a happy life. In the tale, the main idea that the kind-hearted and the right will definitely be watched and protected by an extraordinary power is treated. 334 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The heroes and heroines of the tale entitled “Pearl-toothed and Dagger-toothed” (p. 146) are humans and animals. Some of the animals have exceptional powers. The hero of the tale is a shepherd living with his mother, poor but kind-hearted and merciful. Because of his these qualities, he is helped by the animals with extraordinary powers. When the shepherd feeds and raises the baby snake that he finds it wounded and saves, the Padishah of the snakes’ gives the shepherd a magic ring. When the shepherd kisses the ring one time, the appearing Arab realizes all his wishes. With this help, he marries the daughter of the Padishah. A man hearing about the ring cheats the shepherd’s wife and replaces this ring with normal rings. Using the power of the ring, he takes the shepherd’s palace and family to a far-away place. The shepherd, with the help of his dog, Daggertoothed, and his cat, Pearl-toothed, continuously accompanying him, gets hold of the ring again. From the tale appear such messages as “The bad and those doing evils in a society pay sooner or later for what they have done. The good should be rewarded and the bad should not be let get away with his badness”. In the tale of “Atoğlu” (p. 126), there is a padishah with three sons and a daughter. Before his death, the Padishah tells his sons his will that they will let their sister marry whom she likes. After the Padishah dies, a giant asks for the girl’s hand. On her rejection, the giant kidnaps the girl. Atoğlu, saving his elder brother and sister from the giants’ hands, is a person with heavenly qualities. For his mother did not give birth to him by falling pregnant from a father. He has such power, courage and knowledge to beat the giants easily. The message from the tale is: “Disasters that human and societies experience are not permanent, and a kind of power will definitely help people to cope with these.” Courage and heroism In the tales, courage and heroism, appearing depending on this, is a frequently observed and treated theme. The understanding and character of a society on this matter reveal themselves through heroes’ extraordinary powers and adventures they live with heroes in the tales. The theme of courage and heroism in the tale is seen in the struggles between heroes selected from among animals and people from different social classes and people and animals or between supernatural powers. Tale audience is given ethics training through heroes’ adventures, and it is aimed to introduce people with understandings and behaviors that they are supposed to possess in life and made to adopt. Courage and heroism appear around the type of “Keloğlan”, which is frequently seen in Turkish folk tales, as it is in the tales entitled “Keloğlan and Kemer Tay” and “Bald Mehmet”. In the tale of “Keloğlan and Kemer Tay” (p. 11), Kemer Tay is a horse with extraordinary powers and intuitions. Keloğlan is a son of a bey; however, he leaves home as a result of his mother’s doing evils to him. Thanks to Kemer Tay, he beats every difficulty and finds remedies for cureless diseases. He gets the right to be bey as a result of heroisms he shows. In this tale finishing with a happy ending, the punishment of the bad is not seen. In the tale, the following message is given: “The people not leaving the true path and using their mind and willpower will never be beaten and become happy at the end even if they face difficulties.” In the tale of Bald Mehmet” (p. 8), humor is the actual element, but courage and heroism appear depending on coincidences. The coincidences-dependent heroism of the clumsy and feckless Bald Mehmet causes him to have a lucky break. The Padishah asks him to watch for his property, and if he achieves this, he will give him his daughter. Depending on a coincidence and a funny event, Bald Mehmet kills the enemy giant and becomes the sultan of the country. The thought that “it is necessary to resist injustice and tyranny” is treated as a theme in the tale of “Avcuoğlu Kara Mehmet” (p. 105). The tale hero is tested through various events. In the tale where such values as rebelling against the tyranny and removing tyranny are treated, the source of tyranny is the people and the Padishah pretending to be friends but continuously thinking of doing evils. For this reason, on returning the country, Kara Mehmet and his friends dethrone the Padishah and kill him. Kara Mehmet accesses to the throne and marries the Padishah’s daughter he brings with him and they live happily after. In the tale, various events and behaviors which are likely to be encountered in social life and the behaviors to exhibit against these are shown. In life around very successful and brave people there will absolutely be malignant people desiring to do evils secretly. No matter how big their responsibilities are and how difficult their works are, the brave, capable and honest people certainly accomplish these. If people want to be successful and happy in life, they should show attention to the fact that there should be informed, capable and faithful people around them. If tyranny exists in a place and no matter wherever it comes, it is unlikely to continue forever. And to get rid of tyranny, intelligent and brave people should certainly take the plunge and call off tyranny. In the tale of “Three Brothers and the Golden Apple” (p. 112), “disloyalty and punishment of disloyalty” is treated as a theme. The hero of the tale is the youngest of the Padishah’s three sons and superior to the others in terms of intelligence, honesty and courage. At the end of the tale, the youngest brother gets rid of the place where his elder brothers leaves him and comes to the land of his father. He kills his father and brothers and then marries the girl he loves and they live a happy life. In this tale, the source of badness is the padishah 335 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo and his sons. In the tale, such qualities as intelligence, courage and loyalty are glorified. In addition to this, such behaviors as disloyalty, promise-breaking, doing evil in return for goodness and discriminating between children are punished as well. The male treats the main idea that “Even the people near and dear to us may sometimes go through most unlikely evils for their own interest, but those doing these should keep in their minds that the evils they do may cause them to die.” Using Mind-Practical Intelligence This theme is most frequently treated in animal tales. Especially in animal tales that children like most, educational-instructive features with such aims as reinforcing a certain thought, providing an example, giving a warning lesson outweigh. Since children live the age of tales in terms of personality development, it is known that animal tales are necessary and amusing for them. A child never believes that a crow or fox can really speak. The child needs such extraordinariness in tales where motion element, diversion and extraordinariness are very intensive (Oğuzkan, 2001; 25). If children are not told tales, they will show the attitude of creating events and heroes similar to those in tales in their own world. In animal tales, it is known that animals represent some behavior patterns. Fox represents “cunningness and practical intelligence”, wolf represents “courage and heroism”, and lion represents “authoritative power and law.” In the tales entitled “Learned from the Wolf” (p. 6) and “Cunningness of the Fox” (p. 33), using its mind and producing practical solutions, the fox gets rid of the bad condition or danger it falls in. Seeing the death of the wolf with the lion-claw, the fox in the first tale saves its life by exhibiting obedient but practical solutionproducing personality before the lion. Moreover, the fox in the second tale gives harm to the animals, not having accepted it among them, in the forest and tarnishes their interest. Thus, though forcefully, it gets itself through the society where it lives. Both tales include such ethical values as “using mind”, “producing different solutions to problems”, “using the ways of producing solutions in place of fighting”, and “believing in the fact that people with different understandings and ideas can live together in the society by showing respect to one another’s differences.” In some tales, too, the theme of getting rid of poverty and becoming rich by using mind is treated. In the tale of “The Miller and The Fox” (p. 135), the fox first shows an evil-doing character. However, just while it is being killed due to its this offense, it starts to play the role of a character deciding to become a kind-hearted one both to get rid of death and to make its offense forgiven. And the miller suffering from the fox at the beginning of the tale, while he is a poor person at the beginning of the tale, both marries a girl and owns a palace through the help of the fox at the end of the tale. In the tale showing the importance of social justice and fair sharing, the fox with its cunningness and ability to persuade people and wittiness represents justice. In the tales entitled “Köse (Beardless)”, “Cunning Gipsy”, and “Lame Ismail”, there is a similar plot. The heroes in these tales go into fight against the giants, and thanks to their wise behaviors, they both beat the giants and get rich and happy. The giant in these tales represents big events and disasters that people may face and become unable to overcome in real life. In the tale of “Köse” (p. 67), Köse, thanks to his being wise and vigilance, both knows to protect him from the giants’ evils and becomes rich with the help of the giants. Köse represents witty, cautious people knowing how to overcome fears and knowing to use difficult-but-useful possibilities. In the tale of “Cunning Gipsy” (p. 79), when the dragon comes to eat the last villager in the village, a gipsy saves the villager from the dragon by acting wisely and intelligently. Making the dragon believe that both she and her children are very strong, she makes the dragon flee and gets the fortune left by the dragon. In the tale, since the villagers do not fight against the enemy dragon killing them and wait for others to fight in place of them, this results in their disaster. In the tale of “Lame Ismail” (p. 96), it is shown that the people seeming to be thin and weak can achieve such big works that they are not expected to do with their courage and by acting wisely. Lame Ismail looks weaker compared to his friends. However, by acting wisely and cautiously, he jerks the giant around and saves his friends from death. This behavior tells us that it is wrong to judge about people just by looking at their appearance. In the tale of “The Giant and the Padishah’s Daughter” (p.17), a giant falls in love with the Padishah’s daughter and they escape from the palace at night and play together in the giant’s palace. Keleş, a wise and vigilant person, gets the magic power in the hands of the demons by acting wisely and intelligently and, with the help of this power, learns about the inside story of the giant’s adventure. At the end of the tale, Keleş gets the right to marry the Bey’s daughter and half of the regality. In the tale, the following main idea is treated: “No matter how big difficulties you face in life, you can overcome everything with using your intelligence and perseverance.” In the tale of “Blind Şaban” (p. 72), Blind Şaban, a person without father and brought up by his uncle and in fact very intelligent, cautious and fearless, at first commits thefts. This tale aims to make its audience believe that Blind Şaban has the intelligence and cunningness to do the heroic works which he will achieve in the 336 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo future. Although the thefts committed by the hero of the tale are regarded as unfavorable in terms of individual and social education, the actual message is hidden in the style of performing these behaviors. Blind Şaban can make a very cunning plan and weather the storm in order to manage to perform a task on which he sets eyes or to steal. In the tale, Blind Şaban is the symbol of the intelligence, courage and power that can even hold the enemy Padishah captive. The tale conveys educationally rich messages. Raising children and the attitudes of parents in the education to be given to them are very important. Blind Şaban’s becoming a thief is due to his uncle’s encouraging him to become a thief. In the tale, to punish the theft and the thief, not Blind Şaban but his uncle is selected. For parents are responsible for the education of children and their behaviors. The second message in the tale appears with the event in which Blind Şaban takes the enemy Padishah captive to save his country from enemies. With this behavior, patriotism and heroism for the sake of a country are glorified. The attitude of the Padishah reveals the third message in the tale. The Padishah forgives Blind Şaban although he robs him and survives the traps he sets up to catch him. His forgiving him is not in return for nothing but in return for the heroism he will do for his country. The Padishah discovers the intelligence and ingenuity of Blind Şaban that he cannot capture in any way. With this behavior, a positive and successful administrator model selecting successful people to serve their country in a positive direction and using them in the administration of the country is exhibited. In the tales of “The Padishah and His Vizier” (p. 82), “A Codger Boy” (p. 91), “The Youngest Daughter” (s. 89), “Gotten His Teacher into Trouble” (p. 94), there are heroes and heroines coming to the fore thanks to their intelligence despite their young ages. In these tales, the importance of knowledge and the fact that intelligence and knowledge are present not only in adults but also in children are told. The heroes and heroines behave wisely when tested and successfully solve their problems by acting wisely and intelligently before the events they encounter. Moreover, from time to time, the heroes and the heroines having these qualities are observed to possess extraordinary powers as well. In these tales, such understandings as “it is necessary to pay regard to children even if they are young and pay attention and show respect to their ideas; it is important that government executives should appoint intelligent and cautious people having the ability to produce practical solutions instead of those with different qualities, and the overindulgence with money brings badness” are emphasized. In some tales, the intelligence appears in the form of a person‘s possessing the information that he or she is supposed to know about. In the tale entitled “The Padishah and His Two Viziers” (p. 84), the Padishah having the power, information and intuition and the viziers being unaware of these kinds of information are criticized. In the tale, persons holding offices in the government but weak in terms of information and understanding are criticized. Moreover, in the tale of “The Stupid Thieves” (p. 99), the message that those thinking that they are intelligent but others are stupid will be mistaken and fall on their swords is emphasized. Patience and Perseverance In tale plots, the struggle between one another occupies an important place. It is observed that, from time to time, extraordinary powers interfere in these struggles. In order for heroes or heroines to win the struggles they get into, they need to become patient and bear difficulties. A dimension of struggle appears in the form of heroes and heroines’ earning their lives by working. The heroes and heroines showing patience against the events they live and not losing their perseverance become happy and rich at the end of tales. In the tale entitled “Mustafa Çelebi” (s. 43), Mustafa Çelebi was given a cat, an animal not known in the world up to that time, in return for his work. Not liking this, the hero, when he arrives at a village, exchanges the cat for a sack of gold to hunt the mice and becomes a rich man. In the tale, the necessity of showing patience despite the unimportance of the things a person works and earns is emphasized. Mustafa Çelebi, who shows patience, becomes rich thanks to the cat. In the tale of “Misadventures” (p. 138), it is told that a family gets united and becomes happy as a result of showing patience to various troubles. The tale includes a message that “It is not possible to escape evils and troubles. Despite this, one should never give up fighting. Gracious and honest people will eventually win.” In the tale entitled “The Poor Girl and the Poor Bird” (p. 25), the young girl, the heroine of the tale, goes through the test of patience by waiting by a deceased young man for forty days. The young man awakening on the fortieth day makes a pilgrimage and marries the young girl and they become happy. The heroes of the tale entitled “A Rooster Tale” (p. 40) are a rooster and humans. The owner of the rooster tells the idle rooster to work and serve a purpose, or else, that he will cut it. The importance of being patient and in a struggle is treated. In the tale of “Padishah’s Daughter” (p. 49), the heroes are humans and fairies. Padishah’s son falls in love with a padishah’s daughter, but the son is kidnapped by the fairies and transformed into a pigeon. Padishah’s daughter waits patiently for her lover to come back. “Bald Boy” tells padishah’s daughter about the place of padishah’s son falling into the hands of the fairies. He figures out the events that nobody can solve and 337 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo brings the two youngsters together. In the tale, such values as “Being patient, not losing hope no matter how big difficulties are” are treated. A similar event is present in the tale entitled “The Youngest Brother” (p. 142) as well. Thanks to his patience and perseverance, the hero, who is poor at the beginning of the tale, becomes happy and rich at the end of the tale with the help of non-human entities and fortune. In the tale entitled “Iskender Padishah” (p. 23), the Padishah, the servant and the shepherd’s pipe constitute the central figures. The servant accidentally learning that the Padishah has horns cannot show the patience of keeping this secret. When the girl lies on the ground in the country and heaves a sigh, her secret passes to a bulrush sprouting on the ground. And when a shepherd’s pipe is made from this bulrush and blown, it tells that the Padishah has horns on his forehead. From the tale, the following message appears: “No secrets remain hidden in the world, and a secret known by person is no longer a secret.” Conclusion Knowledge, patterns of behavior and cultural values transferred from one generation to another and respected by everyone in a society are expressed by the concept of tradition. The tales having a part in the traditions of the Turkish society have been expressed by using not only the rich and fluent expressional characteristics of the language just with an understanding of giving advice, but also with a fantastic fiction. For centuries nations have accumulated the lessons they have extracted from their experiences, their philosophies of life, and their expectations about the future, their characters and senses of humor in tales. Thus, tales have become a type that not only a certain part of a society but all individuals like both to read and listen. This has made tales a source feeding informal educational activities in the society. Besides holding the values coming from the past and transferring these to upcoming generations, tales are a source preparing individuals for the future at the same time. In the struggle between the good and the bad, the good’s winning at the end and reaching the happy end, at the same time, realizes a social educational activity drawing away individuals from badness and guiding them to goodness, fidelity and graciousness. Since tales benefit from humor intensively while transferring and teaching these values and give place to a fantastic fiction in terms of the selection of heroes and the organization of events, they have been adopted and learned not only by children but also all the individuals of a society. While fulfilling the duty of transferring the values that a society itself has produced through reshaping them and educating the society around these values, they have done an important service in creating a “national consciousness” in individuals. References Some of the tales included in this book have also been compiled by other source persons and examined comparatively with different variants of these tales in Anatolia. This study shows that there are great similarities between the tales living among the Bulgarian Turks and those told in Anatolia. (For further information on this issue, see Dr. Ahmet Öcal, “Bulgaristan Türk Masalları ile Yozgat (Karakuyu) Masallarının Karşılaştırılması”, Erciyes University Social Sciences Institute Journal, Volume : 13 Year : 2002, pp. 113-123.) Alptekin, Ali Berat, (2002) Taşeli Masalları, Akçağ Yayınları, Ankara. Boev, Emil-Memova, Hayriye, (1963) Rodop Türk Halk Masalları, Sofya. Boratav, Pertev Naili, (1983) Folklor ve Edebiyat (1982) II, Adam Yayınları, Đstanbul. Boratav, Pertev Naili, (1992), 100 Soruda Türk Halk Edebiyatı, Gerçek Yayınevi, Đstanbul. Çevirme, Hülya, (2004) “Masal ve Efsanelerde Halk Eğitimi”, Đnönü Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 548. Elçin, Şükrü, (1986) Halk Edebiyatına Giriş, Kültür Bakanlığı Yayınları, Ankara. Günay, Umay, (1992) Masal, Türk Dünyası El Kitabı 3, Türk Kültürünü Araştırma Enstitüsü Yayınları, Ankara. 338 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Güney, Eflatun Cem, (1971) Folklor ve Halk Edebiyatı, Millî Eğitim Basımevi, Đstanbul. Kantarcıoğlu, Selçuk, (1991) Eğitimde Masalın Yeri, MEB Yayınevi, Đstanbul. Karatay, Halit, (2007), “Dil Edinimi ve Değer Öğretimi Sürecinde Masalın Önemi ve Đşlevi”, Türk Egitim Bilimleri Dergisi, Yaz, 5(3). Kunos, Ignacz, (1978) Türk Halk Edebiyatı, Tercüman 1001 Temel Eser Serisi, Tercüman Yayınları, Đstanbul. Oğuzkan, Ferhan, (2001) Çocuk Edebiyatı, Anı Yayınları, Ankara. Tezel, Naki, (1968) “Türk Edebiyatında Masal”, Türk Dili, C. XIX, S: 207. Yavuz, Muhsine Helimoğlu, (1999) Masallar ve Eğitimsel Đşlevleri, Ürün Yayınları, Ankara. 339 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 715 Title A name given to the resource Educational Values in Rodop Folk Tales Author Author OGUR, Erol Abstract A summary of the resource. Tales have an important place and value in transferring and adopting national and universal values. Tales as a genre in folk literature are very rich in terms of language features and values. Tales deal with humans’ common feelings and thoughts before nature and life. Individuals of a society and particularly children find and acquire an important part of experiences preparing them for future in fabulous tales. This feature of theirs makes them a very important resource for children and children’s literature in addition to the education of society and transferring values. Tales have a very important role in developing children’s imagination, their ability to perceive abstract concepts and language skills. The child finds an environment similar to which he/she lives in the literary work created for him/her. S/he catches the opportunity to make connections and comparisons between the written or the told and the lived. Tales not only perform all these educational functions and duties but also entertain. Tales through symbolic elements they bear open the doors of a very different world to their readers and listeners. When symbolic and imaginary elements are taken out of tales making this environment entertaining with a style specific to them, real life comes out. In the present study, the tales published with the title “Rodop Turkish Folk Tales” compiled by Emil Boev and Hayriye Memova from the Turks living in Bulgaria will be examined in terms of values they include. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/977c4c4fd57b1d9b5ecb98a2332c7448.pdf 19fb337da3833269ea9c387faf356e51 PDF Text Text Edward Bond’s Play for Children: Education for Sustainable Development and the Need for Theatre in Education Mehmet TAKKAÇ Ataturk University, Erzurum,/Turkey takkac@atauni.edu.tr Ahmet Gökhan BİÇER Kafkas University, Kars, Turkey gokhanbicer@hotmail.com Abstract: Education for sustainable development is a process that gives much importance to create a better, safer and a just world. It emphasizes the need for a new vision of education system. Learning for sustainable development, critical thinking, and problem solving should be the main concepts of this process and also the main principles of Theatre in Education movement. Edward Bond, one of the most innovative voices of modern British drama and a leading dramatist who writes for Theatre in Education movement, believes that theatre has a social, political and moral purpose. For this reason he writes plays for educational contexts. His greatest aim to write plays for young people is to enable children to understand themselves, the political society around them and to create a just society. His play The Children (2001) shows a bleak vision of future for children in an unjust society. This paper examines young people’s isolation in a technologised society and shows Bond’s concepts of Theatre in Education movement for a sustainable development. The importance of drama is that it may directly confront radical innocence and the need for humanness…Real events (in war, sickness, triumph) may also confront the relationship between imagination and reason, but reality tends to be subordinated to ideology…Drama is…created to circumvent this.1 The work of Edward Bond is a crystallization of the major concerns of British theatre during the past forty five years. From his plays in the sixties, to his most recent works, dialectics of violence, politics, revolution, justice, imagination, and children have been continually present on his stage. His early plays echo the ideas of the post-war British left, and his most recent plays, especially after the collapse of socialism, address the fate of children and the world of education. During the past four decades Bond has developed his own form of theatre which he has termed the ‘Rational Theatre’. In his essay ‘The Rational Theatre’ Bond argues the function of literature and art in society. For him art must include these two features below: Firstly, rational objectivity, the expression of the need for interpretation, meaning, order…That is for a justice that isn’t fulfilled in the existing social order. Doing this it tends to humanize society, make society truly self-conscious instead of self-identified. This is a truly moral function. But, secondly, it also includes a misinterpretation of experience, and this misinterpretation has a historical class origin. It distorts the first function, because it is dictated by the needs of the ruling class and its problems in running the structure it imposes on society.2 In a Bondian sense, art must deal with the conflict between ideal justice and a wrong interpretation of this justice by ruling class. Bond maintains that it is artist’s duty to illustrate the need for justice in the world and artist cannot be inactive about this conflict. Regarding art as a political instrument which must develop a human consciousness, Edward Bond believes that art has also a vital moral function. The playwright claims that: 1 Edward Bond, The Hidden Plot: notes on theatre and the state, Methuen, London, 2000, p. 181. 2 Edward Bond, Plays: Two, London, Eyre Methuen, 1978, p. xiii. 167 �Art is…not only evidence of the moral autonomy of individuals but also the fact that they can achieve moral sovereignty only under a good government or in struggling to create such a government. Art, it hardly needs saying, can’t create a good society on its own, but it is a necessary part of its creation. It produces its interpretations of experience as technological and scientific development makes them possible; this development is the foundation of human consciousness.1 For creating this human consciousness Bond has taken a particular interest in dramatizing the hopes and anxieties of children and their isolation from the corrupting culture of adults. There are playwrights-a- plenty who can create powerful images of corrupt and dangerous modernity, inimical to humanity and justice. What Bond presents in addition is a built-in set of tools with which to do more than be shocked or confirmed in our anger and suffering. These are the tools of education and they are present in the plays because the writer has always been fired by the processes by which children learn and fail to learn.2 To overcome this negative process, which he thinks is a barrier for change, he offers Theatre in Education as an effective tool. Bond regards Theatre in Education fundamental to young people’s development and education for a sustainable development. For him, “Theatre in education is the most valuable cultural institution the country has”3 and “TIE∗ lets children come to know themselves and their world and their relation to it. That is the only way that they can know who they are and accept responsibility for themselves. TIE is carrying out the injunction of the Greeks, who founded the basis of democracy and theatre: as they said ‘know yourself- otherwise you are a mere consumer of time, space, air and fodder’ to humans.4 Having the responsibility of the artist to his society, Edward Bond doesn’t close his eyes, ears and hearts to the social and political events of the world that effect young people. His childhood experience of the Second World War and the weak post-war peace have been transformed into the intense imagery to write brilliant plays for children to defeat injustices which shape the modern societies. For this reason he has constructed a bridge between art and education. With the disappointment of conventional theatres in Britain he only writes for school children, students, and works with Big Brum Theatre in Education Company in Birmingham. His aim with the collaboration of this company is to use theatre as a tool for learning. In Theatre in Education learning is not instrumental but conceptual, using the power of theatre to resonate with our own lives in order to reach new social understandings about the world we inhabit, to explore the human condition and behavior so that it can be integrated into young people’s minds and make them morally more human, as Bond says, allowing them to know themselves.5 Like Bond, believing in the indispensability of Theatre in Education as a factor of supreme significance in the social lives and education of children, Gillham thinks: And, because such things concern the processes of social and human interactions, the domain particularly of drama and theatre in education, real understanding is a process of coming to understand: we cannot ‘give’ someone our understanding. Real understanding is felt. Only if the understanding is felt can it be integrated into children’s minds, or anyone’s. Resonance is the starting point of the integration process. The resonance of something engages us powerfully; that is, affectively. But, significantly, it also engages us indirectly with that which it resonates. Resonance is not authoritarian; yet it’s an offer you cannot refuse.6 1 A.g.e., p. xiv. 2 Tony Coult, “Building the Common Future”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA, 2005, p. 11. 3 Edward Bond, Selections from the Notebooks of Edward Bond, Volume One, Ed. Ian Stuart, Methuen, London, 2000, p. 58. ∗ Theatre in Education 4 Edward Bond, “The Importance of Belgrade TIE”,in, SCYPT Journal, 27,1994, pp. 36–38. 5 Chris Cooper, “Edward Bond and the Big Brum Plays”, in, Edward Bond and the Dramatic Child, p.50. 6 Geoff Gillham, “The Value of Theatre in Education”, in, SCYPT Journal, 27, 1994, p.5. 168 �Gillham’s viewpoint that resonance is not strict but ‘an offer you cannot refuse’ connects openly with how the plays of Edward Bond work with their spectators. Bond believes that theatre has a strong communal, political and an ethical function, and he is interested in drama which encourages young people to question the world around them and invites to imagine how it might be different. He explains his understanding of this issue as follows: TIE does not cure or punish. It does the only moral-and practically useful- thing that can be done to bewilderment and violence. It turns it to creativity. It does not stop at helping the disaffected to understand themselves and others, vital though that is. I t gives them the only reward creativity can give-the ability to change. That is something that cure and punishment could never do.1 A fundamental figure in much of Bond’s work has been the child, and the correlation between past and present. The Children, written for Manor Community College and performed by the students of this college deals with children’s feelings of social isolation through a central dramatic question: What would Medea’s children say if they were allowed to speak? By using the familiar Bondian tool of exploring contemporary social questions through mythic stories; The Children broke the silence of children whose only words were cries for help as they were sent to their deaths. This powerful dramatic symbol presents insights into the politics of childhood, making the division between the worlds of children and adults painfully noticeable to a contemporary audience. In addition to interrogating the ethical seriousness of its content, the act of performing the play would also offer this particular group of young people a very public voice in a city where they felt ignored and undermined.2 In The Children Joe, who “marks the difference between self-discovery and self-creativity, and carries with him the experiences and attitudes of his friends into the adult world”3 in the course of the play, is terrorized by his mother to destroy a house by fire. A young boy dies in the fire, and with his friends, Joe and his friends decide to escape. They carry with them an outsider, a hurt man, who is the father of the boy who passed away in the fire. He kills them separately; until lastly, only Joe is left, to face the future lonely saying “I’ve got everything. I’m the last person in the world. I must find someone”.4 Dealing with specifically a children’s journey which starts from any modern city, and bringing play’s central character Joe’s journey into a “post-apocalyptic world”5, The Children is an essential play. It summarizes Bond’s views about children, and how adults are behaving them, and not making a warm address for them in the world. The division between self discovery and self-creativity is a vital issue to understand the message of The Children. By the closing stages of the play Joe is the only one alive and he leaves the stage purposefully, as if to begin a new phase of his journey. The young people’s journey, for Bond, is “like the map of ancient rite of passagethe very ancient journey that all humans have had to go on since we first wanted to understand ourselves and take responsibility for our world.”6 In this sense: The play does not describe the journey in an abstract way, but creates the experience of the journey through the intense concentration, which is the secret of drama…The young people who go on the journey in The Children, are the only ones who can save themselves-helped perhaps by adults who have also made journey and learnt to replace revenge with justice, anger with care.7 1 Edward Bond, in, Ian Stuart, Edward Bond .Letters 4, Amsteldijk, Harwodd Academic Publishers, 1998, p. 118. 2 Helen Nicholson, “Acting, Creativity and Social Justice: Edward Bond’s The Children, Research in Drama Education, Vol.8, No.1, 2003, p. 11. 3 A.g.e., p.17. 4 Edward Bond, The Children, Methuen, London, 2000, p. 52. 5 David Allen, “The Children”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, p. 149. 6 Edward Bond, “Words about The Children”, In. Programme for the Classworks Theatre production, 2000. 7 A.g.y.. 169 �The extreme situations in which the children are placed in the play lead them to ask fundamental questions about who they are and what they would like to become. Although the situations are inherited from the adult world, the young people have to find ways of living without losing the sense of justice, their radical innocence, which they had taken for granted in their own world.1 Living among the grim realities of the world such as violence, social isolation and abuse, children would learn and experience this process by playing themselves, acting their stories, and understanding of themselves in relation to the world. This crucial point is what Bond wants to do with Theatre in Education, as he points out as such, “Education should enable children to search for meaning so that they may bear witness to life. The psyche is a dramatizing structure and cultures are in a wide sense theatres.”2 In this sense, by exploring the imaginative world of the children, and drawing attention to the moral corruption and their search for meaning through the Theatre in Education movement, the play reflects a profound discussion to educators: How to live morally in an amoral world? How to be human? How can we create a humane society? To consume or not to consume! In the light of these vital questions it is possible to find reasonable and rational answers from Edward Bond’s Big Brum 25th birthday-speech and message: Drama is self creativity. It teaches nothing. Instead it confronts human creativity with its own needs. It does not prepare children to enter society; it prepares them to enter more fully into their humanness. It is not interested in citizenship but in the Promethean self, in the rightful discontent of being human. It is not involved in self-expression, which is a flabby cliché, but in the creation of shared humanness. How else can young people survive even the memory of what many of their elders did in the last century? Or leave a world more innocent than the one they entered? Perhaps those elders learnt to accept injustices and contradictions. Drama confronts young people with situations in which that injustice has seeped down into their own lives, or which they can easily foresee in the future. At that age such things are unacceptable. And if at that age drama ignites the self’s creativity by respecting it and trusting its strength, then society will be less able to destroy it later. We will have given it for ever the indomitable power of youth. In time it may make civilization young again.3 In Bond's evaluation of contemporary world, everyone must be aware of where and in which circumstances he is living and what possible facilities he gains. Not only adults but also children are included in this critical process. Children have a right to know the world they're in, and who they are. The writer points out that handling the case of children must be the first and primary step towards achieving this essential purpose. The most significant deduction one could possibly make out from The Children is that, there is always a positive hope for creating a good future and the search for justice because each human infant starts life with radical innocence. References Allen, David. (2005). “The Children”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Bond, Edward. (1978). Plays: Two, London, Eyre Methuen. Bond, Edward. (1994).“The Importance of Belgrade TIE”,in, SCYPT Journal, 27, pp. 36–38. Bond, Edward. (1997). Eleven Vests and Tuesday, London:Methuen. Bond, Edward. (1998). in, Ian Stuart, Edward Bond .Letters 4, Amsteldijk, Harwodd Academic Publishers. Bond, Edward. (2000). The Children, London:Methuen. 1 Nicholson, “Acting, Creativity and Social Justice: Edward Bond’s The Children, p. 20. 2 Edward Bond, Eleven Vests and Tuesday, Methuen, London, 1997, p. 91. 3 Edward Bond, “Young Civilization”, http://www.bigbrum.org.uk/, May 2007. 170 �Bond, Edward. (2000). Selections from the Notebooks of Edward Bond, Volume One, Ed. Ian Stuart, Methuen, London. Bond, Edward. (2000). The Hidden Plot: notes on theatre and the state, London:Methuen. Bond, Edward. (2000). “Words about The Children”, In. Programme for the Classworks Theatre production. Cooper, Chris. (2005). “Edward Bond and the Big Brum Plays”, in, Edward Bond and the Dramatic Child Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Coult, Tony. (2005). “Building the Common Future”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Davis, David. (2005). Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, Trentham Books, UK and Sterling, USA. Gillham, Geoff . (1994).“The Value of Theatre in Education”, in, SCYPT Journal, 27. Nicholson, Helen. (2003). “Acting, Creativity and Social Justice: Edward Bond’s The Children, Research in Drama Education, Vol.8, No.1. 171 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 382 Title A name given to the resource Edward Bond’s Play for Children: Education for Sustainable Development and the Need for Theatre in Education Author Author TAKKAÇ, Mehmet BİÇER, Ahmet Gökhan Abstract A summary of the resource. Education for sustainable development is a process that gives much importance to create a better, safer and a just world. It emphasizes the need for a new vision of education system. Learning for sustainable development, critical thinking, and problem solving should be the main concepts of this process and also the main principles of Theatre in Education movement. Edward Bond, one of the most innovative voices of modern British drama and a leading dramatist who writes for Theatre in Education movement, believes that theatre has a social, political and moral purpose. For this reason he writes plays for educational contexts. His greatest aim to write plays for young people is to enable children to understand themselves, the political society around them and to create a just society. His play The Children (2001) shows a bleak vision of future for children in an unjust society. This paper examines young people’s isolation in a technologised society and shows Bond’s concepts of Theatre in Education movement for a sustainable development. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/6a1a08dacbb4d77d34deefcf098f7846.pdf 7e03030d32bf88f0be7212cf45a48985 PDF Text Text Edward Bond’s Play for Children: Education for Sustainable Development and the Need for Theatre in Education Mehmet TAKKAÇ Ataturk University, Erzurum, Turkey takkac@atauni.edu.tr Ahmet Gökhan BİÇER Kafkas University, Kars, Turkey gokhanbicer@hotmail.com Abstract: Education for sustainable development is a process that gives much importance to create a better, safer and a just world. It emphasizes the need for a new vision of education system. Learning for sustainable development, critical thinking, and problem solving should be the main concepts of this process and also the main principles of Theatre in Education movement. Edward Bond, one of the most innovative voices of modern British drama and a leading dramatist who writes for Theatre in Education movement, believes that theatre has a social, political and moral purpose. For this reason he writes plays for educational contexts. His greatest aim to write plays for young people is to enable children to understand themselves, the political society around them and to create a just society. His play The Children (2001) shows a bleak vision of future for children in an unjust society. This paper examines young people’s isolation in a technologised society and shows Bond’s concepts of Theatre in Education movement for a sustainable development. The importance of drama is that it may directly confront radical innocence and the need for humanness…Real events (in war, sickness, triumph) may also confront the relationship between imagination and reason, but reality tends to be subordinated to ideology…Drama is…created to circumvent this.1 The work of Edward Bond is a crystallization of the major concerns of British theatre during the past forty five years. From his plays in the sixties, to his most recent works, dialectics of violence, politics, revolution, justice, imagination, and children have been continually present on his stage. His early plays echo the ideas of the post-war British society and general aspects of universal issues, and his most recent plays, especially after the collapse of socialism, he addresses the fate of children and the world of education. During the past four decades Bond has developed his own form of theatre which he has termed the ‘Rational Theatre’. In his essay ‘The Rational Theatre’ Bond argues the function of literature and art in society. For him art must include these two features below: Firstly, rational objectivity, the expression of the need for interpretation, meaning, order…That is for a justice that isn’t fulfilled in the existing social order. Doing this it tends to humanize society, make society truly self-conscious instead of selfidentified. This is a truly moral function. But, secondly, it also includes a misinterpretation of experience, and this misinterpretation has a historical class 1 Edward Bond, The Hidden Plot: notes on theatre and the state, Methuen, London, 2000, p. 181. 113 �origin. It distorts the first function, because it is dictated by the needs of the ruling class and its problems in running the structure it imposes on society.2 In a Bondian sense, art must deal with the conflict between ideal justice and a wrong interpretation of this justice by ruling class. He maintains that it is artist’s duty to illustrate the need for justice in the world and artist cannot be inactive about this conflict. Regarding art as a political instrument which must develop a human consciousness, Bond believes that art has also a vital moral function: Art is…not only evidence of the moral autonomy of individuals but also the fact that they can achieve moral sovereignty only under a good government or in struggling to create such a government. Art, it hardly needs saying, can’t create a good society on its own, but it is a necessary part of its creation. It produces its interpretations of experience as technological and scientific development makes them possible; this development is the foundation of human consciousness.3 For creating this human consciousness Bond has taken a particular interest in dramatizing the hopes and anxieties of children and their isolation from the corrupting culture of adults. Of course there are playwrights-aplenty who can create powerful images of corrupt and dangerous modernity, inimical to humanity and justice. What Bond presents in addition is a built-in set of tools with which to do more than be shocked or confirmed in our anger and suffering. These are the tools of education and they are present in the plays because the writer has always been fired by the processes by which children learn and fail to learn.4 To overcome this negative process, which he thinks is a barrier for change, he offers Theatre in Education as an effective tool. Bond regards Theatre in Education as fundamental to young people’s development and education for a sustainable development. For him, “Theatre in education is the most valuable cultural institution the country has”5 and “TIE∗ lets children come to know themselves and their world and their relation to it. That is the only way that they can know who they are and accept responsibility for themselves. TIE is carrying out the injunction of the Greeks, who founded the basis of democracy and theatre: as they said ‘know yourself- otherwise you are a mere consumer of time, space, air and fodder’ to humans.6 2 Edward Bond, Plays: Two, London, Eyre Methuen, 1978, p. xiii. 3 A.g.e., p. xiv. 4 Tony Coult, “Building the Common Future”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA, 2005, p. 11. 5 Edward Bond, Selections from the Notebooks of Edward Bond, Volume One, Ed. Ian Stuart, Methuen, London, 2000, p. 58. ∗ Theatre in Education 6 Edward Bond, “The Importance of Belgrade TIE”,in, SCYPT Journal, 27,1994, pp. 36–38. 114 �Being aware of his responsibility as an artist to his society, Edward Bond doesn’t close his eyes, ears and hearts to the social and political events of the world that effect young people. His childhood experience of the Second World War and the weak post-war peace have been transformed into the intense imagery to write brilliant plays for children to defeat injustices which shape the modern societies. For this reason he has constructed a bridge between art and education. Affected by the disappointment of conventional theatres in Britain, he only writes for school children, students, and works with Big Brum Theatre in Education Company in Birmingham. His aim with the collaboration of this company is to use theatre as a tool for learning. In Theatre in Education learning is not instrumental but conceptual, because it uses the power of theatre to resonate with our own lives in order to reach new social understandings about the world we inhabit, to explore the human condition and behavior so that it can be integrated into young people’s minds and make them morally more human, as Bond says, allowing them to know themselves.7 Like Bond, believing in the indispensability of Theatre in Education as a factor of supreme significance in the social lives and education of children, Gillham thinks: And, because such things concern the processes of social and human interactions, the domain particularly of drama and theatre in education, real understanding is a process of coming to understand: we cannot ‘give’ someone our understanding. Real understanding is felt. Only if the understanding is felt can it be integrated into children’s minds, or anyone’s. Resonance is the starting point of the integration process. The resonance of something engages us powerfully; that is, affectively. But, significantly, it also engages us indirectly with that which it resonates. Resonance is not authoritarian; yet it’s an offer you cannot refuse.8 Bond believes that theatre has a strong communal, political and an ethical function, and he is interested in drama which encourages young people to question the world around them and invites to imagine how it might be different. He explains his understanding of this issue as follows: TIE does not cure or punish. It does the only moral-and practically useful- thing that can be done to bewilderment and violence. It turns it to creativity. It does not stop at helping the disaffected to understand themselves and others, vital though that is. I t gives them the only reward creativity can give-the ability to change. That is something that cure and punishment could never do.9 A fundamental figure in much of Bond’s work has been the child as an element revealing the correlation between past and present. The Children, written for Manor Community College and performed by the students of this college deals with children’s feelings of social isolation through a central dramatic question: What would 7 Chris Cooper, “Edward Bond and the Big Brum Plays”, in, Edward Bond and the Dramatic Child, p.50. 8 Geoff Gillham, “The Value of Theatre in Education”, in, SCYPT Journal, 27, 1994, p.5. 9 Edward Bond, in, Ian Stuart, Edward Bond .Letters 4, Amsteldijk, Harwodd Academic Publishers, 1998, p. 118. 115 �Medea’s children say if they were allowed to speak? Using the familiar Bondian tool of exploring contemporary social questions through mythic stories, The Children broke the silence of children whose only words were cries for help as they were sent to their deaths. This powerful dramatic symbol presents insights into the politics of childhood, making the division between the worlds of children and adults painfully noticeable to a contemporary audience. In addition to interrogating the ethical seriousness of its content, the act of performing the play would also offer this particular group of people a very public voice in a city where they felt ignored and undermined.10 In The Children Joe, who “marks the difference between self-discovery and self-creativity, and carries with him the experiences and attitudes of his friends into the adult world”11, is terrorized by his mother to destroy a house by fire. A young boy dies in the fire, and Joe and his friends decide to escape. They carry with them an outsider, a hurt man, who is the father of the boy killed in the fire. The outsider kills them separately; until only Joe is left, to face the future lonely saying “I’ve got everything. I’m the last person in the world. I must find someone”.12 Dealing with specifically a children’s journey which starts from any modern city, and bringing play’s central character Joe’s journey into a “post-apocalyptic world”13, The Children is an essential play. It summarizes Bond’s views about children, and how adults are behaving them, and not making a warm address for them in the world. The division between self discovery and self-creativity is a vital issue to understand the message of The Children. At the end of the play Joe is the only one alive and he leaves the stage purposefully, as if to begin a new phase of his journey. The young people’s journey, for Bond, is “like the map of ancient rite of passage- the very ancient journey that all humans have had to go on since we first wanted to understand ourselves and take responsibility for our world.”14 In this sense: The play does not describe the journey in an abstract way, but creates the experience of the journey through the intense concentration, which is the secret of drama…The young people who go on the journey in The Children, are the only ones who can save themselves-helped perhaps by adults who have also made journey and learnt to replace revenge with justice, anger with care.15 The extreme situations in which the children are placed in the play lead them to ask fundamental questions about who they are and what they would like to become. Although the situations are inherited from the 10 Helen Nicholson, “Acting, Creativity and Social Justice: Edward Bond’s The Children, Research in Drama Education, Vol.8, No.1, 2003, p. 11. 11 A.g.e., p.17. 12 Edward Bond, The Children, Methuen, London, 2000, p. 52. 13 David Allen, “The Children”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, p. 149. 14 Edward Bond, “Words about The Children”, In. Programme for the Classworks Theatre production, 2000. 15 A.g.y.. 116 �adult world, the young people have to find ways of living without losing the sense of justice, their radical innocence, which they have taken for granted in their own world.16 Living among the grim realities of the world such as violence, social isolation and abuse, children would learn and experience this process by playing themselves, acting their stories, and understanding of themselves in relation to the world. This crucial point is what Bond wants to do with Theatre in Education, as he points out: “Education should enable children to search for meaning so that they may bear witness to life. The psyche is a dramatizing structure and cultures are in a wide sense theatres.”17 In this sense, by exploring the imaginative world of the children, and drawing attention to the moral corruption and their search for meaning through the Theatre in Education movement, the play reflects a profound discussion to educators: How to live morally in an amoral world? How to be human? How can we create a humane society? To consume or not to consume! In the light of these vital questions it is possible to find reasonable and rational answers from Edward Bond’s Big Brum 25th birthday-speech and message: Drama is self creativity. It teaches nothing. Instead it confronts human creativity with its own needs. It does not prepare children to enter society; it prepares them to enter more fully into their humanness. It is not interested in citizenship but in the Promethean self, in the rightful discontent of being human. It is not involved in selfexpression, which is a flabby cliché, but in the creation of shared humanness. How else can young people survive even the memory of what many of their elders did in the last century? Or leave a world more innocent than the one they entered? Perhaps those elders learnt to accept injustices and contradictions. Drama confronts young people with situations in which that injustice has seeped down into their own lives, or which they can easily foresee in the future. At that age such things are unacceptable. And if at that age drama ignites the self’s creativity by respecting it and trusting its strength, then society will be less able to destroy it later. We will have given it for ever the indomitable power of youth. In time it may make civilization young again.18 In Bond's evaluation of contemporary world, everyone must be aware of where and in which circumstances he is living and what possible facilities he gains. Not only adults but also children are included in this critical process. Children have a right to know the world they're in, and who they are. The writer points out that handling the case of children must be the first and primary step towards achieving this essential purpose. The most significant deduction one could possibly make out from The Children is that, there is always a hope for creating a good future and the search for justice because each human infant starts life with radical innocence. 16 Nicholson, “Acting, Creativity and Social Justice: Edward Bond’s The Children, p. 20. 17 Edward Bond, Eleven Vests and Tuesday, Methuen, London, 1997, p. 91. 18 Edward Bond, “Young Civilization”, http://www.bigbrum.org.uk/, May 2007. 117 �References Allen, David. (2005). “The Children”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Bond, Edward. (1978). Plays: Two, London, Eyre Methuen. Bond, Edward. (1994).“The Importance of Belgrade TIE”,in, SCYPT Journal, 27, pp. 36–38. Bond, Edward. (1997). Eleven Vests and Tuesday, London:Methuen. Bond, Edward. (1998). in, Ian Stuart, Edward Bond .Letters 4, Amsteldijk, Harwodd Academic Publishers. Bond, Edward. (2000). The Children, London:Methuen. Bond, Edward. (2000). Selections from the Notebooks of Edward Bond, Volume One, Ed. Ian Stuart, Methuen, London. Bond, Edward. (2000). The Hidden Plot: notes on theatre and the state, London:Methuen. Bond, Edward. (2000). “Words about The Children”, In. Programme for the Classworks Theatre production. Cooper, Chris. (2005). “Edward Bond and the Big Brum Plays”, in, Edward Bond and the Dramatic Child Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Coult, Tony. (2005). “Building the Common Future”, in, Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, edited by David Davis, Trentham Books, UK and Sterling, USA. Davis, David. (2005). Edward Bond and the Dramatic Child, Edward Bond’s plays for young people, Trentham Books, UK and Sterling, USA. Gillham, Geoff . (1994).“The Value of Theatre in Education”, in, SCYPT Journal, 27. Nicholson, Helen. (2003). “Acting, Creativity and Social Justice: Edward Bond’s The Children, Research in Drama Education, Vol.8, No.1. 118 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 660 Title A name given to the resource Edward Bond’s Play for Children: Education for Sustainable Development and the Need for Theatre in Education Author Author TAKKAÇ, Mehmet BİÇER, Ahmet Gökhan Abstract A summary of the resource. Education for sustainable development is a process that gives much importance to create a better, safer and a just world. It emphasizes the need for a new vision of education system. Learning for sustainable development, critical thinking, and problem solving should be the main concepts of this process and also the main principles of Theatre in Education movement. Edward Bond, one of the most innovative voices of modern British drama and a leading dramatist who writes for Theatre in Education movement, believes that theatre has a social, political and moral purpose. For this reason he writes plays for educational contexts. His greatest aim to write plays for young people is to enable children to understand themselves, the political society around them and to create a just society. His play The Children (2001) shows a bleak vision of future for children in an unjust society. This paper examines young people’s isolation in a technologised society and shows Bond’s concepts of Theatre in Education movement for a sustainable development. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/afde471bee07face4c76681600e2696a.docx 448024d1193a064ac6dc4eb49455f821 https://omeka.ibu.edu.ba/files/original/4dd780547c869924fea1d7cc072f0403.pdf 015aef289efa7de93f1697820f23e1d0 PDF Text Text Autor: Mr. sc. Amila Mujčinović, advokat, doktorant Pravnog fakulteta Univerziteta u Sarajevu Institucija: Advokatski ured Amila Mujčinović E-mail: amila.mujcinovic@gmail.com EFEKTIVNA ZAŠTITA BIH GRAĐANA OD NESIGURNIH PROIZVODA KROZ HARMONIZACIJU TEHNIČKIH PROPISA BOSNE I HERCEGOVINE SA DIREKTIVAMA EVROPSKE UNIJE Sažetak Bosna i Hercegovina se danas nalazi u vrlo nezavidnoj poziciji, jer pored toga što nema uspostavljen sistem sigurnosti proizvoda baziranog na evropskim standardima, sporadično se primjenjuju čak i propisi bivše Jugoslavije. To znači da građani BiH nisu ni na kakav način zaštićeni od nesigurnih proizvoda jer ne postoji nikakav adekvatan sistem koji bi ih zaštitio i osigurao kontrolu kvaliteta i provjere proizvoda koji se uvoze po evropskim standardima. Neposredni cilj ovog rada je da prikaže i približi značaj razumijevanja novog pristupa harmonizaciji tehničkih propisa u Evropskoj uniji (EU), koji je, kroz direktive novog pristupa rezultirao usklađivanju tehničkog zakonodavstva i ubrzano stvaranje evropskog tržišta koji primjer Bosna i Hercegovina (BiH) treba slijediti. Sa druge strane, naše kompanije ne mogu izvoziti ni jedan proizvod na druga tržišta zbog toga jer u BiH ne postoji sistem ocjenjivanja usklađenosti proizvoda sa zahtjevima o sigurnosti. Prema tome, BiH je industrijski prilično izolovana, sa nerazvijenim sistemom zaštite građana od nesigurnih proizvoda što bi u budućnosti moglo dovesti do pitanja opstanka BiH tržišta u cjelini. Na svom putu ka evropskim integracijama BiH mora preuzeti evropsko zakonodavstvo, od kojeg su direktive novog pristupa nezaobilazni segment. Preuzimanjem direktiva novog pristupa u BiH pravni sistem, izgradnja jedistvenog unutrašnjeg tržišta BiH će biti olakšana, kao i konkurentnost i otvorenost prema izvozu na evropsko i druga regionalana tržišta. Radi postizanja navedenih ciljeva ovog članka, pravne, komparativne i sociološke metode metode će se koristiti. Ključne riječi: direktive novog pristupa EU, usklađivanje, tehničko zakonodavstvo, žaštiita građana �1. Uvod Osnovu uspjeha Evropske unije,i kao integracije, čini zajedničko tržište, koje predstavlja veliko dostignuće u cilju privrednog jačanja EU. Funkcionisanje zajedničkog tržišta zasniva se na četiri osnovne slobode i to: slobodi kretanja osoba, kapitala, roba i usluga,ii a osnovni pokretač razvoja unutrašnjeg tržišta EU je liberalizacija i aktivnosti na slobodi protoka roba. Jedan veoma važan zahtjev koji je EU pred sebe postavila je osiguranje slobodnog protoka roba, ka izgradnji zajedničkog tržišta, čemu su najveću prepreku predstavljali neusklađeni tehnički zahtjevi kojima proizvodi moraju udovoljiti kako bi se slobodno mogli staviti u promet na tržištu EU. Postojanje tih različitosti u tehničkim zahtjevima za proizvode u zemljama članicama i u zemljma izvan EU predstavljale su barijere koje su nazvane ¨tehničkim barijerama trgovini¨. U Zajednici je u tom periodu slobodan protok roba bio ozbiljno ugrožen jer je svaka zemlja članica imala svoje propise o sigurnosti tehničkih industrijskih proizvoda i svoje metode ocjenjivanja usklađenosti proizvoda sa tim propisima. Sve to je dovodilo do prepreka u slobodnom protoku roba na teritoriji Zajednice jer je bilo potrebno vršiti posebno ocjenjivanje usklađenosti proizvoda u svakoj zemlji u kojoj se taj proizvod želio izvoziti. Sve navedeno je bilo i razlog zašto je donijeta Rezulucija Evropskog vijeća o industrijskoj politici od 17.12.1973 godine čija je osnovna svrha bila ukidanje tehničkih barijera trgovini među zemljama članicama za tehničko industrijske i prehrambene proizvode.iii Nedugo nakon toga uvodi se novi pristup tehničkoj harmonizaciji i standardizaciji čija je osnovna svrha hamonizacija tehničkog zakonodavstva država članica preko direktiva novog pristupa u kojima su sadržani samo temeljni zahtjevi za sigurnost proizvoda, dok su tehnički detalji dati u harmoniziranim standardima. Dakle, u Zajednici su, radi pervazilaženja tehničkih barijera između zemalja članica Zajednice, razvijeni novi mehanizmi koji su trebali poslužiti bržoj koherentnosti zajedničkog tržišta i liberalizirati slobodan protok roba. Među tim mehanizmima značajno mjesto zauzima, upravo, novi pristup za tehničku harmonizaciju i standardizaciju, kao i globalni pristup za ocjenjivanje usklađenosti proizvoda sa zahtjevima utvrđenim u propisima Zajednice. Krajem 80-tih godina postepeno nastaju i direktive EU, usvojene na osnovu novog i globalnog pristupa, kao najefikasniji instrumenti harmonizacije tehničkih propisa na nivou EU. Takvih direktiva danas ima 31iv i one obuhvataju značajan dio proizvoda široke potrošnje (industrijske, medicinske, kućne aparate i sl.). Bosna i Hercegovinav je danas suočena sa sličnim problemima sa kojima je bila suočena Zajednica 1973 godine u pogledu tehničkih barijera, jer neusklađeno tehničko zakonodavstvo sa evropskim onemogućava izvoz tehničko industrijskih proizvoda iz BiH na regionalna tržišta, kao i tržište EU. Harmonizacija pravnog sistema BiH sa pravom EU jedan je od najvažnijih uslova za pristup, ne samo ovoj, već i drugim ekonomskim integracijama. Harmonizirano tehničko zakodavstvo BiH sa evropskim će otvoriti mogućnost ravnopravnog privrednog djelovanja na tržištu EU, te će omogućiti sprečavnaje ulaska nekvalitetne robe i nesigurnih proizvoda na tržište BiH. Kako bi se tehničko zakonodavstvo i tehničke norme mogle uskladiti sa zakonodavstvom EU u ovoj oblasti potrebno je prevashodno upoznati ovaj kompleksan sistem na koji način bi se našao adekvatan put za njegovo prenošenje u pravni sistem BiH. Evropska unije je sljednica Evropske zajednice, a proglašena je Mastrihtskim ugovorom od 7.2 1992 godine koji je stupio na snagu 1.11.1993 godine. Evropska unija i Evropska zajednica će se u ovom radu koristiti kao sinonimi za pojam današnje Evropske unije. U daljem tekstu će se koristiti skraćenica: EU ii O četiri osnovne slobode vidjeti šire u: Vukadinović, R., (2001) Pravo Evropske unije. treće izmenjeno i dopunjeno izdanje, Beograd: Magatrend, i Misita, N., (2001), Pravo Evropske unije. Sarajevo: Magistrat. iii Vidjeti: Council Resolution of 17 December 1973 on industrial policy, OJ C 117, 31/12/1973. iv Preuzeto sa http/ www.newapproach.org v U daljem tekstu će se koristiti skraćenica: BiH. i �Neposredni cilj ovog rada je da ukaže na veoma nepovoljnu situacija u Bosni i Hercegovini u pogledu zaštite života i zdravlja građana od nesigurnih proizvoda i odklanjanje barijera prometu roba iz BiH izvozu u EU i druga tržišta, a koja stvara i neophodnu potrebu da BiH preuzme tehničke propise EUe bazirane na novom pristupu pravne harmoniziacije u EU. Bosna i Herecegovina se danas nalazi u veoma nezavidnoj situaciji, jer pored toga što nema sistema ocjenjivanja usklađenosti proizvoda, uspostavljenom na evropskim standardima, ne primjenjuje ni stare jugoslovenske propise. To sve znači da su građani Bosne i Herecegovina potpuno nezaštićeni od nesigurnih proizvoda jer nema adekvatnog sistema koji bih ih štitio i provjeravao uvezene proizvode. S druge strane, naše kompanije ne mogu izvesti ni jedan proizvod na druga tržišta jer u BiH nema sistema ocjene usklađenosti proizvoda sa sigurnosnim zahtjevima, a isto ocjenjivanje je u inostranstvu preskupo. Tako da je BiH prilično privredno izolovana, sa nerazvijenim sistemom zaštite građana od nesigurnih proizvoda što u budućnosti može dovesti do upitnog opstanka BiH tržišta. Kako bi se postigli navedeni ciljevi rada i pokušala potvrditi postavljena hipoteza bit će korištene sljedeće metode: pravni metod, a prije svega normativni i komparativni, sociološki, tj. metod analize sadržaja, deskriptivna kvantitativna analiza, fenomenološki i indukativni metod, tj. analiza pojedinih fenomena, stanja i davanje zaključaka. 2. Historijaski osvrt razvoja potrebe za novim pristupom harmonizaciji tehničkih propisa u EU U EU se pod harmonizacijom podrazumijeva proces usklađivanja rješenja nacionalnih prava država članica sa komunitarnim pravom, a posebno sa rješenjima sadržanim u direktivama EU. Sama harmonizacija ne teži identičnosti već ublažavanju različitosti pravnih sistema država članica čime se smanjuju značajna odstupanja u pojedinim rješenjima. Konstatovano je da je najpoznatija podjela na totalnu i minimalnu harmonizacija, a u zadnje vrijeme se pojavljuje i tehnička harmonizacija zbog specifičnosti pravne oblasti koju ujednačava. (Knežević-Predić 1996) vi 2.1. Tehnička harmonizacija i stari pristup U samim početcima kreiranja jedinstvenog tržišta EU zemlje članice su imale ovlaštenja da oblikuju tehničke specifikacije, dakle tehničke standarde za robu koja se proizvodila i prodavala na njihovoj teritoriji. Roba koja nije zadovoljavala ove tehničke standarde nije se mogla prodavati u toj državi članici. Steiner, J. & Woods, L. & Twigg-Flesner, C. (2003) su rekli da ovakva razdvajanja u tehničkim standardima su bila razlog zbog čega je Zajednica donijela specifičan program za harmonizaciju ovakvih tehničkih standarda a koja se često naziva ¨tehnička harmonizacija¨. U oblasti tehničke harmonizacije Zajednica je inicijalno usvojila pristup ¨sektor po sektor¨ kako bi se usvojile veoma detaljne tehničke specifikacije.vii Više od pola dekade Komisija je pokušavala da osmisli adekvatno rješenje za donošenje harmoniziranog programa. Od marta 1968 godine, kada je Komisija predložila Opći program pa do Direktive o međusobnoj razmijeni informacija 98/34/ECviii koriste se maksimalni kapaciteti državnih Knežević-Predić, V., Izvori prava Evropske unije u Pravo Evropske unije- Zbornik radova. Beograd: JP Službeni glasnik, 1996; Vidjeti šire: Hartley, Thomas.C, Osnovi prava Evropske zajednice-Uvod u ustavno i upravno pravo Evropske zajednice. Sarajevo: Pravni centar, Fond otvoreno društvo, 1998; Vukadinović, Radovan. D, Pravo Evropske unije. Beograd: Institut za međunarodnu politiku i privredu, 1996. vii Steiner, J. & Woods, L. & Twigg-Flesner, C. (2008), Textbook on EC Law. New York: Oxford University Press, pp. 259-275. viii Vidjeti: Directive 98/34/EC of the European Parliament and of the Council of 22 June 1998 laying down a procedure for the provision of informations in the field of technical standards and regulations. (OJ L 204, 21.07.1998) vi �službenika i eksperata za ¨proizvodnju¨ ekstremno velikog broja direktiva. Mnoge od ovih direktiva su se odnosile, upravo, na tehničke aspekte proizvoda. Tokom tih 15 god Komisija je u prosjeku preuzimala jedva preko deset tehničkih direktiva godišnje. Tehničkom harmonizacijom kroz utvrđenje individualnih zahtjeva za svaku kategoriju proizvoda institucije Zajednice su postale preopterećene tehničkim pitanjima koja su se iz dana u dan uvećavala.ix S obzirom da je broj nacionalnih tehničkih propisa bio znatno veći od EU propisa koji se odnose na samo neke proizvode, trebala je hitna intervencija u ovoj oblasti zbog sporosti samog sistema. Sistem nije bio ni adekvatan jer opći napredak u kreiranju jedinstevnog tržišta nije postignut. i to: Nedostatci starog pristupa harmonizacije tehničkih propisa bi se mogli svesti na nekoliko ključnih - dugotrajne i teške procedure; neophodna jednoglasnost za izglasavanje direktiva; neuspjeh da se razvije veza između harmonizacije tehničke regulative i evropske standardizacijex, što je vodilo nepotrebnom dupliciranju, beskorisnoj nekonzistentnosti i gubljenju vremena; usporenost evropske standardizacije i harmonizacije u odnosu na nacionalnu regulativu; problemi implementacije u državama članicama; Weatherill, S. (2003) je rekao da su se nedostatci starog pristupa tehničkoj harmonizaciji nastojali prevazići uvođenjem novog pristupa.xi 2.2. Tehnička harmonizacija i novi pristup Godine 1985, kada je postalo očigledno da će sporiji napredak otežati uspostavljanje untrašnjeg tržišta, Evropska komisija, je u svom saopštenju od 31.1.1985 godine predložila Vijeću novi pristup tehničkoj harmonizaciji i standardizaciji, koji bi ubrzao tehničku harmonizaciju i rasteretio institucije Zajednice nepotrebno dugih procedura i rasprava. U dijelu Bijele knjige, koji je posvećen uklanjanju tehničkih barijera slobodnom protoku roba, jasno se naglašava potreba za novim pristupom i novim tipom direktivaxii Vijeće je usvojilo prijedlog Komisije 7. maja 1985 godine Rezolucijom o novom pristupu tehničkoj harmonizaciji i standardizaciji.xiii Evropska Komisija je tada trebala uspostaviti tzv. temeljne sigurnosne zahtjevexiv, tj. esencijalne zahtjeve za pojedinačni sektor, ali će ostaviti evropskim standardizacionim tijelima, kao što je CEN, CENELEC I ETSI xv da izrade detaljna tehnička pravila kroz koja će se prikazati usklađenost sa zahtjevima. Usaglašenost sa evropskim standardima stvara pretpostavku da su proizvodi usklađeni sa osnovnim sigurnosnim zahtjevima i ako nije obavezno da se prate ovi standardi. Usaglašenost sa COM (2000),European Commission, Guide to the implementation of directives based on the New Approach and the Global Approach. Luksembourg: Office for Official Publications of the European Communities, pp. 7-8. ( U daljem tekstu: Blue Guide,2000). x Standardizacija je djelatnost uspostavljanja odredaba za opću i višekratnu upotrebu, koje se odnose na postojeće ili moguće probleme, radi postizanja optimalnog stepena uređenosti u datom kontekstu. Evropska standardizacija je standardizacija na nivou EU. xi Weatherill, S. (2003), EU Low- Cases and materials on. New Yourk: Oxford University Press, 6 edition,, pp. 618-620. xii COM (95) 163 final – European Commission, White Paper, Preparation of the Associated Countries of Central and Eastern Europe for Integration into the Internal Market of the Union. EC: Brussles, 3.5.1995, pp. 74. xiii Vidjeti: Council Resolution of 7 May 1985 on a new approach to technical harmonization and standards 85/C OJ C 136, 04/06/1985. xiv Temeljni sigurnosni zahtjevi, tj. esencijalni zahtjevi uspostavljaju neophodne elemente za zaštitu javnog interesa. Sastavni su i najbitniji operativni dio direktiva novog pristupa i o njima više slijedi u narednom poglavlju. xv Evropska tijela za standardizaciju su organizacije za standardizaciju koje su službeno priznate u okviru direktive 98/34/EC i to: CEN- Evropski komitet za standardizaciju, CENELEC- Evropski komitet za standardizaciju u elekrotehinici i ETSI- Evropski komitet za standarde u području telekomunikacija. ix �evropskim standardima se prikazuje putem CE označavanja na proizvodu. Proizvođači se mogu opredijeliti za usaglašenost sa drugim standardima (kao što su oni koje je napravio ISO)xvi, ili za neusaglašenost sa tehničkim standardima uopće, ali u svakom slučaju moraju zadovoljiti procedure za ocjenjivanje usklađenosti koje su u odgovarajućim direktivama koje specificiraju osnovne sigurnosne zahtijeve za svaki pojedinačni sektor konstatovali su Steiner, J. & Woods, L. & Twigg-Flesner, C. (2003)xvii Kao dodatak sektorskim specifičnim mjerama Komisija je, takođe, usvojila Direktivu o općoj sigurnosti proizvodaxviii kojom se nameću opći zahtijevi da sva roba koja se plasira na tržište mora biti sigurna.xix Kao dodatak, Direktiva 98/34/EC uspostavlja proceduru za davanje informacija u oblasti tehničkih standarda i propisa koje se primjenjuju kada država članica usvaja novi tehnički propis.xx 2.3 Principi novog pristupa Rezolucijom Vijeća o novom pristupu su uvedena, generalno, tri nova principa u tehničkoj harmonizaciji i to: direktive novog pristupa, princip pozivanja na standarde i nova politika ocjenjivanja usklađenosti.xxi 2.3.1 Direktive novog pristupa Direktive novog pristupa se pojavljuju kao prva i ključna novina Rezolucije Vijeća o novom pristupu.Uvođenjem novog tipa direktiva uvodi se potpuno sadržajno novi tip direktiva putem kojih će se ubrzati tehnička harmonizacija na nivou Zajednice. Direktive novog pristupa ne sadrže više detaljne tehničke specifikacije za proizvode, jer uspostavljaju samo temeljne zahtjeve za proizvode neophodne da se osigura zdravlje i sigurnost ljudi i okoline, a za tehničke specifikacije proizvoda upućuju na standarde. Prije uspostavljanja novog tipa direktiva, detaljne tehničke specifikacije su bile uključene u sadržaj direktive što je usporavalo donošenje jednoglasne odluke od strane Vijeća i duge i iscrpne rasprave. Tehničke specifikacije proizvoda, koje zadovoljavaju temeljne zahtjeve uspostavljene u direktivama, bit će ugrađene u ¨harmonizitrane¨ standarde.xxii Direktivama novog pristupa, kojim se uspostavljaju samo temeljni zahtijevi, riješio se problem dugih procedura za donošenje direktiva, jer je definiranje tehničkih specifikacija proizvoda povjereno evropskim tijelima za standardizaciju. ISO-International standard organization- Međunarodnna organizacija za standarde. Steiner, J. & Woods, L. & Twigg-Flesner, C. (2003), Textbook on EC Law. New York: Oxford University Press, pp. 259-275. xviii Vidjeti: Council Directive on general prodct safety 92/59/EEC of 29 june 1992 OJ L 228, 11/08/1992, , replaced with Directive of the European Parliment and of the Council of 3 December 2001 on general product safety OJ L 11/4 xix U ovom smislu vidjeti: Directive of the European Parliment and of the Council of 3 December 2001 on general product safety OJ L 11/4 . Članom 8, navedene direktive, nameće se obaveza državama članicama da moraju usvojiti neophodne zakone, propise i administartivne uredbe kako bi prinudile proizvođače i distributere, da udovolje obavezama u skladu sa direktivom, na takav način da su proizvodi plasirani na tržište sigurni. xx Vidjeti: Directive 98/34/EC of the European Parliament and of the Council of 22 June 1998 laying down a procedure for the provision of information’s in the field of technical standards and regulations. OJ L 204, 21.07.1998 xxi U ovom kontekstu je važno istaći da i pored pozitivnih uticaja uvođenje novog pristupa tehničkoj harmonizaciji na teritoriji EU u toku je i njegova revizija, tačnije prilagodba novonastalim uslovima tržišnog poslovanja. Naime, poslije dvasetogodišnjeg iskustva i prihvatanja 25 direktiva novog pristupa u EU, razvojem i širenjem EU tržišta kao i promjenama u poslovnim okruženjima razvojem tehnike i tehnologije, stvorila se potreba za prilagodbu novog pristupa novonastalim uvjetima. Ideja o reviziji novog pristupa je začeta još u novembru 2003 godine sa: Concil resolutions of 10 November 2003 on the Communication of the European Commission ¨ Enhancing the Implemntacion of the New Approach Directives¨. 2003/C OJ C 282/3 i završena je sa novim paketom mjera koji je još više poboljšao sistem akreditacije, ocjenjivanja uskalđenosti iposatalvjanja CE znaka- „new legislative framework“ 2008 godine, preuzeto sa http://ec.europa.eu/growth/single-market/goods/new-legislativeframework/index_en.htm xxii Pojam harmoniziranih standarda je obuhvaćen Direktivom EU 98/34/EC, gdje se harmonizirani standardi definišu kao tehničke specifikacije usvojene od strane Evropskih organizacija za standarde, koji služe za kontinuiranu upotrebu i čija primjena nije obavezna. U duhu novog pristupa, harmonizirani standardi su, ustvari, evropski standardi koje su usvojile Evropske organizacije za standarde i zvanično ih predstavile Komisiji. xvi xvii �Direktive novog pristupa, kojima se uspostavljaju temeljni zahtijevi koje određeni proizvod mora zadovoljiti, ne obuhvataju sva područja niti se odnose na sve proizvode kako slijedi: Iz naprijed navedenog pregleda direktiva novog pristupa očigledno je da njima nisu obuhvaćeni prehrambeni proizvodi, farmaceutski proizvodi, hemijski proizvodi i sl., što ukazuje na činjenicu da su u ovim i drugim područjima zadržani stari pristupi harmonizaciji dakle, direktive starog pristupa koje sadrže i tehničke detalje za proizvode. 2.3.2. Princip pozivanje na standarde Pozivanje na standarde je druga novina koja je uvedena u evropskoj standardizaciji, a podrazumjeva princip pozivanja na harmonizirane standarde i druge standarde, (evropske standarde i nacionalne standarde),xxiii u cilju definisanja tehničkih karakteristika proizvoda. Važno je istaći da je primjena harmoniziranih i drugih standarda ostaje dobrovoljna, te da osigurava pretpostavku o usklađenosti sa temeljnim zahtjevima utvrđenim u direktivama, s tim da proizvodi proizvedeni u skladu sa harmoniziranim standardima imaju prednost u pretpostavci usklađenosti sa odgovarajućim temeljnim zahtijevima. xxiv Princip pozivanja na standarde je riješio dilemu neadekvatne raspodjele nadležnosti između državnih organa i tijela za standardizaciju oko tehničkih karakteristika proizvoda, a koje po prirodi stvari pripadaju tijelima za standardizaciju. Uvođenjem principa pozivanja na standarde stvorili su se svi neophodni preduvjeti da se standardizacijom stvara zajedničko tehničko okruženje i unaprijedi i osigura slobodno kretanje industrijskih proizvoda na unutrašnjem tržištu Zajednice i izvan njega. 2.3.3. Nova politika ocjenjivanja usklađenosti Nova politika ocjenjivanja usklađenosti je uvedena kao posljednji i završni korak novog pristupa tehničkoj harmonizaciji. Ona podrazumjeva harmonizirane metode za ocjenjivanje usklađenosti, za označavanje proizvoda, kao i jedinstven sistem njihove implementacije. Harmonizirane metode nove politike ocjenjivanja usklađenosti će osigurati da proizvodi budu potpuno u skladu sa temeljnim zahtjevima koji su navedeni u direktivama novog pristupa , što će omogućiti i njihovu potpunu implementaciju u praksi i ubrzati uspostavljanje jedinstvenog tržišta EU.xxv Shodno ovome, direktive novog pristupa su ključna karika, jer pored toga što propisuju temeljne zahtjeve za proizvode, utvrđuju procedure ocjenjivanja usklađenosti proizvoda, upućuju i na usklađivanje sa harmoniziranim standardima i sveukupno ubrzavaju harmonizaciju tehničkih propisa na cijeloj teritoriji EU. Znači da su se kroz direktive novog pristupa uspostavila i provela i druga dva principa uvedenog novog pristupa, a što ćemo i prikazati u narednom poglavlju. 3. Ocjenjivanje usklađenosti proizvoda sa temeljnim zahtjevima direktiva prije puštanja proizvoda na tržište Obzirom na različit stepen tehničke razvijenosti pojedinih zemalja članica EU različiti sitemi usklađivanja proizvoda sa zahtjevima direktiva novog pristupa bili su jedan od najspornijih postupaka kao i velika prepreka slobodnom protoku roba. Stoga je, pored novog pristupa, bilo neophodno uvesti i jedinstvene metode za postupke ocjenjivanja usklađenosti proizvoda sa zahtjevima direktiva novog xxiiiEvropski standard je standard dostupan javnosti koji su usvojilo Evropsko tijelo za standardizaciju. Nacionalni standard je standard dostupan javnosti koje je usvojilo neko nacionalno tijelo za standarde. xxiv Usklađenost sa nacionalnim standardom koji preuzima harmonizirani standard, čiji se osnovni podaci objavljuju, daje pretpostavku o usklađenosti, sa temeljnim zahtjevima primjenjljive direktive novog pristupa koja je pokrivena takvim standardom. Naime, harmonizirani standardi nisu neka posebna kategorija među Evropskim standardima nego su samo terminološki izraz za kvalifikcije tehničkih specifikacija u direktivama novog pristupa u kojima održavaju staus dobrovoljne primjene, tj. i dobili su specijalno značenje putem direktiva novog pristupa. Blue Guide 27-30. xxv Zavod za standardizaciju, mjeriteljstvo i patente Bosne i Hercegovine, Izvodi iz knjige Novi pristup. Zakonski akti i standardi o slobodnom kretanju robe u Evropi. Sarajevo: Energoinvest-Birotehnika, str. 9-12. �pristupa na teritoriji EU. Nova politika ocjenjivanja usklađenosti proizvoda koja je naznačena u novom pristupu se uvodi i uobličava globalnim pristupom, a jedinstvene metode ocjenjivanja usklađenosti se uvode modularnim pristupom. Ocjenjivanje usklađenosti prozvoda sa temeljnim zahtjevima direktiva novog pristupa je i prvi korak za same proizvođača, jer bez dokaza usklađenosti proizvoda (npr.CE znaka), njihovi proizvodi nemaju slobodan protok na tržištu EU. Važno je i staći da u Bosni i Hercegovini još uvijek nema infrastrukture za provođenje procedura ocjenjivanja usklađenosti proizvoda što onemogućava izvoz istih, te ukazuje na potrebu upoznavanja sa evropskim sistemom ocjenjivanja usklađenosti i prihvatanja istog kroz direktive novog pristupa. 3.1. Globalni i modularni pristup Globalni pristup se pojavljuje kao neophodnost i dodatak na principe novog pristupa. Uveden je Rezolucijom Vijeća o globalnom pristupu certificiranju i ispitivanju iz 1990 godine i zamjenjen je i ažuriran Rezolucijom Vijeća iz 1993 godine.xxvi Naime, principima novog pristupa je uvedena i novu politiku ocjenjivanja usklađenosti koja je zahtjevala pouzdano ocjenjivanje usklađenosti nad cijelim procesom proizvodnje sa svrhom prilagođavanja potrebama svake operacije posebno. Stoga se javlja i potreba za globalnim pristupom koji će uspostaviti principe vodiljexxvii za politiku usklađivanja u EU. Kroz principe Globalnig pristupom se uvodi modularni pristup koji ocjenjivanje usklađenosti dijeli na određen broj operacija, tj. modula. Obje naprijed navedene Rezolucije o globalnom pristupu, ustvari, uspostavljaju opće upute i detaljne procedure za ocjenjivanje usklađenosti koje se koriste u direktivama novog pristupaxxviii Neophodnost proveđenja u praksu politike EU izražene u globanom pristupu, bila je dovoljan razlozi da Vijeće donese novu Rezoluciju 13.12.1993 godinexxix kojom promovira i odobrava modularni pristup za procedure ocjenjivanja usklađenosti.xxx Zbog ujednačavanja postupka ocjenjivanja i certificiranja proizvoda bilo je neophodno izabrati i jedinstven postupak i metodu. Vijeće je i donijelo odluku o primjeni Rezolucije od 22.7.1994 godine o primjeni modula za pojedinačne faze ocjenjivanja usklađenosti u tehnički usklađenim direktivama kao i ¨ Pravila za uvođenje i primjenu CE oznake o usklađenosti proizvoda¨. Smisao Rezolucije je da se procedure ocjenjivanja usklađenosti sistemski uobliče. Sam postupak ocjenjivanja usklađenosti, tj. certificiranja, uređen je kao sistem modula kojima su obuhvaćene sve faze postupka ocjenjivanja certificiranja od razvojne faze do realizacije proizvodnje, konstatovao je Matasević, M (2002).xxxi Osnovni princip modularnog pristupa je da postoji osam modula i osam varijanti koje se mogu kombinirati pri izboru procedura za ocjenjivanje usklađenosti. Vidjeti: Council Resolution of 21 December 1989 on a global approach to conformity assessment 90/C OJ C 10/01. xxvii Osnovni principi globalnog pristupa su: Novi pristup procedurama ocjenjivanja usklađenosti putem osmišljenih modula, odnosno razrađen je modularni pristup za različite faze procedura ocjenjivanja usklađenosti putem uspostavljanja kriterija za korištenjem ovih procedura; Korištenje evropskih standarda u vezi sa osiguranjem kvaliteta i zahtjevima koje traba da ispune tijela koja sprovode osiguranje kvaliteta; Akredaitacioni sistemi koji se promoviraju u državama članicama i na cijeloj teritoriji EU, Sporazumi o uzajamnom priznavanju, ispitivanju i certificiranju koji se promoviraju u neregulisanoj sferi; Trgovina između EU i trećih zemalja promovira se putem sporazuma o uzajamnom priznavanju, saradnji i programima tehničke pomoći. xxviii Blue Guide, 2000, pp. 8. xxix Rezolucija Vijeća od 13.12.1993 godine je izmjenjena i ažurirana 22.07.1994 godine. xxx Vidjeti: Council Decision of 13 December 1990 concerning the modules for the various phases of the conformity assessment procedures which are intended to be used in the technical harmonization Directives 90/686/EEC, OJ L 380/13. xxxi Matasović, M. (2002), Normizacija, mjeriteljstvo, ovlašćivanje i ocjena sukladnosti u Samardžija, Višnja (urednica), Prilagodbe politikama unutrašnjeg tržišta EU: očekivani učinci. Zagreb: Ministarstvo za Europske integracije, str. 206-207. xxvi �Same module daje zakonodavac s obzirom na tip proizvoda i uključene rizike, te sredstava za uspostavljanje procedura za proizvođače na osnovu kojih bi prikazali usklađenost svojih proizvoda s temeljnim zahtjevima direktiva. Iz naprijed navedenog proističe da je osnovni cilj procedura ocjenjivanja usklađenosti da omoguće vlastima siguran i adekvatan sistem koji će osigurati da proizvodi stavljeni na tržište ispunjavaju temeljne zahtjeve direktiva, a posebno s obzirom na zdravlje i sigurnost korisnika i potrošača. Shodno naprijed navedenom, svaka direktiva novog pristupa uspostavlja različite procedure ocjenjivanja usklađenosti zavisno od kategorije proizvoda, kojima može ili ostaviti proizvođaču da bira u okviru iste kategorije proceduru ocjenjivanja usklađenosti ili ostaviti prozvođača bez mogućnosti izbora u okviru iste kategorije. Nadalje je važno istaći da je prilikom uspostavljanja mogućih modula u direktivama novog pristupa glavni i vodeći princip je princip proporcionalnosti.xxxii Pomenuti princip podrazumijeva da moduli procedura usklađenosti, pored toga, što se adekvatno određuju s obzirom na vrstu proizvoda, prirodu prisutnih rizika, tipova i važnosti proizvodnje i sl., podrazumijeva i obavezu da se u direktivi ne uspostavljaju suvišni moduli, tj. procedure koje su zahtjevnije od samog cilja temeljnih zahtjeva određene direktive. Iz prezentiranog proizilazi da se globalnim i modularnim pristupom i kroz direktive novog pristupa uobličio i sistem ocjenjivanja usklađenosti proizvoda sa zahtjevima direktiva, te se uspostavio jednoobrazan i harmoniziran sistem na teritoriji EU. Na taj način su se ostvarile i sve pretpostavke za primjenu pomenute Rezolucije Vijeća za postavljanje i korištenje CE oznake kao općeg znaka i predpostavke uskalđenosti sa svim temeljnim i sigurnosnim zahtjevima i primjenjljivim odredbama direktiva EU. 4. CE označavanje kao potvrda usklađenosti proizvoda sa temeljnim zahtjevima direktiva novog pristupa U predhodnom poglavlju smo istakli da se Rezolucijom Vijeća o primjeni modula za pojedinačne faze ocjenjivanja usklađenosti, uvodi i primjena CE znaka kao jednoobraznog znaka i dokaza usklađenosti proizvoda sa zahtjevima direktiva novog pristupa. Direktive novog pristupa sadrže odredbe o CE označavanju, iz čega proizilazi, da prilikom preuzimanja direktiva novog pristupa države članice moraju preuzeti CE označavanje u svoje nacionalne propise, a koje zamjenjuje sva obavezna označavanja usklađenosti koje imaju isto značenje kao i CE označavanje. U ovom kontekstu važno je istaći da proizvodi iz Bosne i Hercegovine uopće nemaju pristup tržištu EU, jer nema infrastrukture za procedure ocjenjivanja usklađenosti u kojem slučaju proizvođači ne mogu ostvariti pravo na CE znak koji je ¨pasoš¨ za ulazak BiH proizvoda na evropsko tržište.xxxiii Stoga, su i prednosti Izvanrednih trgovinskih mjera EU iz septembra 2000 godine, po kojima BiH može skoro sve proizvode izvoziti u EU bez količinskih i tarifnih barijera, apsolutno neiskorišene. Sa aspekta ovog rada, ubrzano preuzimanje direktiva novog pristupa u BiH pravni sistem je očigledna i sa aspekta naše privrede i sa aspekta zadovoljenja uslova iz prvog poglavlja acquis - axxxiv i samog približavnja Evropskim integracijama. O principu proporcionalnosti vidjeti šire: Hartley, T..C, (1998) Osnovi prava Evropske zajednice-Uvod u ustavno i upravno pravo Evropske zajednice. Sarajevo: Pravni centar, Fond otvoreno društvo; Vukadinović, R. (1996), Pravo Evropske unije. Beograd: Institut za međunarodnu politiku i privredu; Misita, N. (2002) Osnovi prava Evropske unije. Sarajevo: Magistrat. xxxiii Industrijske proizvode sa CE oznakom iz BiH izvozi nekolicina proizvođača čiji broj nije poznat jer ne postoji evidencija niti obaveza proizvođača da obavještavaju o istom, Đugim, A., 09.09.2011 god, Izvoz proizvoda u EU samo sa CE oznakom, preuzeto sa http://www.slobodnaevropa.org/content/izvoz_bh_proizvoda_u_bih_samo_sa_ce_oznakom. xxxiv Acquis je cjelokupno pravno naslijeđe Zajednice. Inače, ne predstavlja samo pravo u užem smislu jer obuhvata : sadržaj, načela i političke ciljeve osnivačkih ugovora, zakonodavstvo usvojeno primjenom osnivačkih ugovora i presuda Evropskog suda pravde, deklaracije i rezolucije koje je usvjila EU, mjere koje se odnose na zajedničku vanjsku i sigurnosnu politiku, mjere koje se odnose na pravosuđe i unutrašnje poslove, te međunarodne ugovore koje je EU sklopila, kao i ugovore između zemalja članica u području djelovanja EU. Prvo poglavlje acquis-a se odnosi na slobodan protok roba. Detaljnije vidjeti: www.eurparl.eu.int, www.dei.gov.ba xxxii �4.1. CE označavanje CE označavanje se javlja kao logičan slijed ispunjavanja odgovarajućih procedura ocjenjivnja usklađenosti proizvoda u skladu sa novim i globalnim pristupom. Shodno navedenom, CE označavnje je pokazatelj, odnosno dokaz : - da je predmetni proizvod dizajniran i proizveden u skladu sa svim temeljnim zahtjevima i primjenjljivim odredbama direktiva EU, - da je predmetni proizvod bio predmet odgovarajućih procedura ocjenjivanja usklađenosti u skladu sa primjenjljivim direktivama EU i - da je proizvođač odgovoran za usklađenost njegovog proizvoda sa odredbama primjenjljivih direktiva EU. Sve direktive novog pristupa sadrže odredbe za postavljanje CE znaka, iz čega proizilazi da svi proizvodi pokriveni direktivama novog pristupa nose CE znak.xxxv Potrebno je istaći i to da znak CE predstavlja samo jednu administrativnu etiketu –¨pasoš¨ i da se njime samo označava usklađenost sa ključnim uslovima iz direkrtive. On ne predstavlja ni oznaku porijekla, ni simbol kvaliteta, ni etiketu koja označava kvalitet, niti oznaku nekog određenog standarda konstatovao je Koecker, G.M (2003)xxxvi Stoga , ovo označavanje se ne može koristiti u komercijalne svrhe niti je pokazatelj porijekla proizvoda. S obzirom da svi proizvodi koji su pokriveni direktivama novog pristupa moraju nositi CE oznaku, CE znak mora biti postavljen prije nego što bilo koji proizvod bude plasiran na tržište i stavljen u upotrebu. To znači da je CE označavnje obavezno. U slučajevima gdje je proizvod predmet više direktiva koje predviđaju CE označavnje, označavnje mora potvrditi usklađenost sa odredbama svih direktiva. U odredbama direktiva koje se odnosi na CE označavanje nalaze sve pojedinosti koje su vezane za samo postavljanje CE znakaxxxvii na proizvode kao dokaza usklađenosti sa svim temeljnim zahtjevima primjenjljivih direktiva. To znači da obaveza postvljanja CE znaka obuhvata sve proizvode iz područja primjene direktiva koji su usklađeni sa temeljnim zahtjevima direktiva i koji su bili predmet procedura usklađenosti iz direktiva, a koji se namjeravaju plasirati na tržište EU.xxxviii Za vrijeme prelaznog perioda u kojem je ostavljen određen rok državama članicama za prilagodbu nacionalnih propisa donešenoj direktivi, proizvođaču je ostavljena mogućnost izbora ili da zadovolji zahtjeve direktive ili relevantne nacionalne propise koji se odnose na njegov proizvod. U bilo kojoj opciji, mora biti stavljeno do znanja od strane proizvođača da je proizvod usklađen sa osnovnim zahtjevima u skladu sa propisom koji je izabrao. 5. Nadzor nad tržištem nakon puštanja proizvoda na tržište Nadzor nad tržištem ili kontrola proizvoda na tržištu se javlja kao posljednja i najvažnija faza u kreiranju jedinstvenog Evropskog tržišta i kao važan instrument za provođenje direktiva novog pristupa. Naime, da bi se u potpunosti obezbjedio slobodan protok roba unutar EU koji se zaniva na cjelokupnoj Od pomenutog pravila da svi proizvodi obuhvaćeni direktivama novog pristupa moraju biti označeni sa CE znakom postoje izuzetci. Izuzetci su, zapravo, proizvodi obuhvaćeni direktivama novog pristupa koje ne traže CE označavanje. Tih direktiva ima četiri i one zbog svog specifičnog djelokruga ili pak proizvoda koje obuhvataju ne traže CE označavanja. Vidjeti: http/www. newapproach.org xxxvi Koecker, G. M. (2003), Ocjenjivanje usklađenosti kao bitan instrument za uklanjanje tehničkih barijera u trgovini u Goretzky, W. H, (2003) Kvalitet, ocjenjivanje usklađenosti, certificiranje i akreditiranje. Sarajevo: Štampana djela ¨ Unapređenje privrede i zapošljavanje¨, op.cit, str. 40. xxxvii Blue Guide 44-50. xxxviii Obveza postavljanja CE znaka se proširuje na sve proizvode u okviru obima direktiva koje predviđaju njegovo postavljanje, i koje su namjenjene za tržište EU. Stoga, CE znak mora biti postavljen: na sve nove proizvode, bilo da su proizvedeni u EU, SAD ili u trećim zemljama; na sve korištene i proizvode uvezene iz trećih zemalja, i na bitno izmjenjene proizvode koji su predmet direktiva kao novi proizvodi xxxv �Evropskoj legislativi za proizvode, neophodno je bilo uvesti sistem konkretnog provođenja te legislative koja će osigurati građanima neophodan nivo povjerenja u konkretno provođenje legislative. Ovu veoma zahtjevnu ulogu obalja sistem nadzora nad tržištem koji je glavni pokazatelj da će neispunjenje zahtijeva za sigurnost i zdravlje i okolinu biti otkriveno i sankcionisano. Značaj sistema nadzora nad tržištem je posebno veliki u području proizvoda pokrivenih direktivama novog pristupa jer je proizvođačima ostavljena mogućnost da sami ocjenjuju usklađenost svojih proizvoda sa zahtjevima direktiva, tako da se neki proizvodi prvi put ¨sreću¨ sa nadležnim tijelima tek kada su plasirani na tržište. Ocjenjivanje usklađenosti proizvoda prije plasiranja na tržište ima za cilj da obezbjedi da proizvodi bude propisno plasirani na tržište, dok mehanizmi nadzora nad tržištem dolaze do izražaja za vrijeme i nakon faze distribucije. Nadzor nad tržištem je, stoga, temeljni instrument za provođenje direktiva novog pristupa i svih ostalih direktiva EU, a njegova osnovna svrha je da osigura da su odredbe primjenjivih direktiva usklađene širom EU. S obzirom da je nadzor nad tržištem jedan kompleksan sistem, države članice su obavezne da imenuju i uspostave nadležna tijela koja će biti odgovorna za nadzor nad tržište.To znači da nadzor nad tržištem u EU mora ostati u isključivoj nadležnosti državnih, regionalnih i lokalnih organa. Nadležnim tijelima za nadzor se moraju osigurati potrebna sredstva i ovlasti za obaljanje aktivnosti, kao i tehnička obučenost i profesionalno osoblje od strane država članica. Carinski organi, takođe, moraju biti uključeni u sistem nadzora nad tržištem s obzirom da imaju ključnu ulogu u provjeravnjau usklađenosti proizvoda iz trećih zemalja konstatovao je Koecker, M (2003).xxxix Sa aspekta ovog rada, nadzor nad tržištem je kao jedan kompleksan sistem post-tržišne kontrole proizvoda i nadzora pravilne primjene direktiva novog pristupa u cilju bolje zaštite građana od nesigurnih proizvoda, samo još jedan pokazatelj neophodnosti preuzimanja direktiva novog pristupa u BiH zakonodavstvo. Pohvalna je činjenica da je, upravo, u oblasti nadzora nad tržištem donešen i Zakon o nadzoru nad tržištem u Bosni i Hercegovini 2004 godine, a koji je pretrpio i svoje izmjene 2007 i 2009 godine ,xl koji je urađen i izmjenjen po evropskom modelu, što ukazuje na pozitivan i obećavajući pomak u legislativi proizvoda, uopće, kao i prisutnom trendu povećane brige o zaštiti zdravlja i sigurnosti građana tj potrošača BiH. 5.1. Aktivnosti nadzora nad tržištem Nadzor nad tržištem je kompleksan sistem i kontrolni mehanizam pravilne primjene direktiva novog pristupa, koji podrazumjeva dvije osnovne faze aktivnosti i to: - nadgledanje proizvoda plasiranih na tržište i - korektivne mjere 5.1.1. Nadgledanje proizvoda plasiranih na tržište. Nadglednje proizvoda plasiranih na tržište je prva faza cjelokupne aktivnosti sistema nadzora nad tržištem. Nadležna tijela za nadzor nad tržištem nadgledaju proizvode plasirane na tržište s ciljem da utvrde da li su proizvodi u skladu sa primjenjljivim odredbama direktiva. Nadgledaju se proizvodi koji se plasiraju na tržište, tj. proizvodi sa CE oznakom i samim tim i sa odgovornošću proizvođača za usklađenost Koecker, G. M., (2003) , Ocjenjivanje usklađenosti kao bitan instrument za uklanjanje tehničkih barijera u trgovini u Goretzky, W. H.,(2003) Kvalitet, ocjenjivanje usklađenosti, certificiranje i akreditiranje. Sarajevo: Štampana djela ¨ Unapređenje privrede i zapošljavanje¨, str. 40-43. xl „Službeni Glasnik BiH“, broj: 45/04, 44/07 i 102/09 xxxix �njegovog proizvoda. To znači da se nadzor nad tržištem, općenito, ne može provoditi u toku faze dizajna i proizvodnje. xli Naime, opće provjere, tj. kontrole tijela odgovornih za nadzor nad tržištem kao što su provjere koje se odnose na CE označavanje ili provjeru propratne dokumentacije i sl. su u većini slučajeva dovoljne za ispunjenje osnovne obaveze nadzora nad tržištem. Međutim, u izuzetnim slučajevima su neophodne i deteljnije provjere kada se nadzor nad tržištem usmjerava na određene aspekte zahtjeva kako bi se npr. utvrdile trajne greške koje prouzrokuju neusklađenost proizvoda. xlii Potpunijem i efikasnijem nadzoru nad tržištem i nadležnim tijelima za nadzor, svakako, mnogo doprinose inspektori rada koji provjeravaju sigurnost na radnom mjestu, te žalbe potrošača i drugih korisnika u vezi sa proizvodom ili žalbe proizvođača ili distributera o nelojalnoj konkurenciji koji na posredan način omogućavaju nadležnim tijelima da dobiju informacije o proizvodima s ciljem nadzora nad tržištem. Pored pojedinačnih žalbi sudionika i učesnika tržišta, koje omogućuju nadležnim tijelima informacije o proizvodima i direktive novog pristupa obezbjeđuju istu informiranost nadležnih tijela za nadzor preko dva različita instrumenta i to preko: EC deklaracije o uskalđenosti i tehničke dokumentacije.xliii EC deklaracija i tehnička dokumnetacija su prateći dokumneti proizvoda i dio su procedure ocjenjivanja usklađenosti obezbjeđene za to u direktivama novog pristupa. S obzirom da su proizvođač ili njegov ovlašteni predstavnik u EU obavezni i odgovorni za izradu pomenute dokumentacije, isti su i obavezni da EC deklaraciju i tehničku dokumnetaciju stave na raspolaganje nadležnim tijelima za nadzor. 5.1.2. Korektivne aktivnosti Korektivne aktivnosti nadležnih tijela za nador logično slijede poslije aktivnosti nadgledanja proizvoda plasiranih na tržište i utvrđene neusklađeniosti određenog proizvoda sa temeljnim zahtjevima direktive. Znači da se sve aktivnosti poduzete od strane nadležnih tijela za nadzor s ciljem da se ukloni, ispravi tj, koriguje utvrđena neusklađenost određenog proizvoda nazivaju korektivnim aktivnostima. Korektivne aktivnosti podrazumjevaju niz mjera koje se razlikuju zavisno od samog stepena neusklađenosti određenog proizvoda, tako da odluka o aktivnostima koje će biti poduzete se donosi od slučaja do slučaja. U praksi su se izdiferencirale i dvije vrste neusklađenosti i to : nebitna i bitna neusklađenost. Nebitnom neusklađenošću se smatraju situacije u kojima je CE znak nepravilno postavljen ili su nepravilno postavljene druge oznake obezbjeđene po direktivi, kada niije postavljen identifikacioni broj notoficiranog tijela sa CE znakom ili pak kada deklaracija o usklađenosti ne može biti obezbjeđena odmah i sl. Od pomenutog pravila postoje dva izuzetka i to: nadležno tijelo za nadzor može vršiti provjeru proizvodnih prostorija nakon što je neusklađenost predmetnog proizvoda utvrđena i nadležno tijelo za nadzor može vršiti provjeru proizvoda na trgovačkim sajmovima, izložbama i demonstarcijama, u kojem slučaju nadgleda da li predmetni proizvodi imaju vidljiv znak koji pokazuje da nisu usklađeni sa direktivama novog pristupa. xlii Detaljnije provjere su nephodne da bi se verificirali materijali vezani za usklađenost proizvoda , npr. koji se odnose na pravilnu primjenu procedura ocjenjivanja usklađenosti i sl. xliii EC deklaracija o usklađenosti bi trebala sadržavati sve relevantne informacije za identificiranje direktive u skladu sa kojom se deklaracija izdaje, kao i informacije o proizvođaču, notofikciranom tijelu, proizvodu, upućivanje na harmonizirane standarde ili druge normativne dokumente.Tehnička dokumentacija je namjenjena da obezbijedi informacije o dizajnu, proizvodnji i rukovanju sa proizvodom,a koju mora izraditi proizvođač O EC deklaraciji i tehničkoj dokumentaciji vidjeti šire u Blue Guide, 2000. xli �Bitnom neusklađenošću se smatra neusklađenost proizvoda sa temeljnim zahtjevima direktiva jer može predstavljati potencijalni rizik za zdravlje i sigurnost građana. No, bez obzira na pomenutu podjelu, na nebitnu i bitnu usklađenost, odluka o korektivnim mjerama se donosi cijeneći okolnosti i neusklađenost svakog pojedinačnog slučaja. Cilj korektivnih aktivnosti nadležnih tijela za nadzor je da se uspostavi ili provede usklađenost određenog proizvoda što se postiže obavezivanjem proizvođača ili njegovog ovlaštenog predstavnika iz EU da poduzmu zahtjevane mjere. Nadležno tijelo za nadzor u slučaju utvrđene bitne ili nebitne neusklađenosti ima na raspolaganju dvije vrste mjera i to: - prvo, obavezuje proizvođača ili osobu odgovornu za plasiranje proizvoda na tržište EU da poduzmu sve odgovarajuće aktivnosti kako bi se provela usklađenost određenog proizvoda.xliv - drugo, u slučaju da se ne postigne nikakav rezultat iz predhodne aktivnosti, nadležno tijelo mora ograničiti ili zabraniti plasiranje na tržište proizvoda ili osigurati da se proizvod povuče sa tržišta.xlv U slučajevima nebitne neusklađenosti i to kada nadležna tijela ograničavaju protok proizvoda ne moraju se pozivati na zaštitnu klauzulu konstatovao je Prešern, S. (2004) xlvi jer se odluka ne odnosi na teritoriju cijele EU. Međutim, u svim slučajevima u kojima nadležna tijela za nadzor donose odluku o ograničenju, zabrani ili povlačenju proizvoda sa tržišta, ista odluka mora biti potkrepljena pratećom dokumentacijom u kojoj su izloženi konkretni razlozi na kojima se ta odluka i zasniva. 6. Prikaz procesa preuzimanja direktiva novog pritupa u zakonodavstvo BiH Zemlje koje su preuzele direktive novog pristupa u svoj pravni sistem su svakako zemlje članice EU, zatim zemlje EFTE xlvii i mnoge druge zemlje koje za cilj imaju ukidanje tehničkih barijera u trgovini tehničkim industrijskim proizvodima. Pošto je cilj BiH integracija u jedinstveno tržište EU i prije punopravnog članstva, to je neophodnost preuzimanja temeljnih zahtjeva direktiva novog pristupa sa prilagođavanjem našem pravnom sistemu, još neophodnija i svrsishodnija. Na osnovu navedenog, ovo posljednje poglavlje je posvećeno anlizi situacije u BiH u pogledu ukidanja tehničkih barijera trgovini, sa ciljem ukazivanja na neophodnost opočinjanja procesa preuzimanja direktiva novog pristupa i otvaranje BiH ka regionalnom i evropskom tržištu. 6.1. Preuzimanje direktiva EU u zakonodavstvo BiH Bosna i Hercegovina je na putu ka Evropskim integracijama, odnosno na putu za članstvo u Evropsku uniju. Harmonizacija pravnog sisteam BiH sa pravom EU je jedan od neophodnih uslova za pristup, ne samo ovoj, nego i drugim ekonomskim integracijama. Sam proces priključivanja Evropskim integracijama je uzimajući u obzir činjenicu da je Bosna i Hercegovina zemlja u tranziciji ka sasvim novom ekonomskom, pravnom i socijalnom modelu uređenja. Iskustva su pokazala da su nove članice EU kao i zemlje kandidati najlakše prolazile kroz proces tranzicije usvajanjem cjelokupnog naslijeđa EU u domenu zakona i propisa, tj. acquis -a. Poznato je da zemlje xlivAko nije plasiran na tržište da se uskladi sa zahtjevima direktiva , a ako je već na tržištu da se spriječi kršenje zakona. U ovom slučaju, nadležno tijelo za nadzor se obično poziva na zaštitnu klauzulu iz direktive. O zaštitnoj klauzuli vidjeti Blue Guide. 2000, pp. 51-55. xlvi Prešern, S. (2004), Untrašnje tržište Evropske unije i CE oznaka.( prevodilac: Dušica Jovanović), Podgorica: Agencija za razvoj malih i srednjih preduzeća- EICC, str. 85-87. xlvii EFTA- European Free Trade Association- Evropska zona slobodne trgovine čije su članice Island, Linhenštajn, Norveška i Švicarska. xlv �kandidati moraju ispuniti uslove iz 31 pregovaračkog poglavlja, a prvi korak ka punopravnom članstvu je svakako pregovaračko poglavlje I –Slobodan protok roba preko kojeg se omogućuje integracija u unutrašnje tržište EU. Da bi se ostvario krajnji učinak proširenja unutrašnjeg tržišta EU na teritoriji zemalja kandidata, i prije punopravnog članstva, Komisija je cijelo poglavlje Bijele Knjige pod nazivom ¨Priprema pridruženih zemalja Centralne i Istočne Evrope za integraciju u unutrašnje tržište Unije¨ posvetila upravo toj temi. Naravno, da bi Bosna i Hercegovina, kao i druge zemlje, mogla uopće krenuti u ove procese neophodno je da ima jedinstveni ekonomski prostor na svojoj teritoriji, odnosno unutrašnje tržište koje mora imati: - koherentan sistem legislative, - jedinstveni administrativni prostor i - potpunu slobodu kretanja kapitala, roba, usluga i ljudi konstatovao je Marinković, R. (2003). xlviii Praksa pokazuje da preduzeća ne mogu čekati državu da preuzme zakone i propise EU, da se tek nakon toga primjenjuje u preduzećima-izvoznicima. Zbog toga u prelaznom periodu, država-kandidat i njene institucije treba da vode brigu o podršci i pomoći svojim preduzećima za nastup na tržište EU i prije punopravnog članstva. Naime, zemlje kandidati ne moraju čekati da se ispune svi zahtjevi Bijele knjige, odnosno mogu postepeno ispunjavati uslove za pojedine grupe proizvoda kroz preuzimanje odgovarajućih direktiva novog pristupa i tehničih propisa. Na taj način zemlje postepeno mogu potpisivati tzv. ACAA protokolexlix za pojedine grupe proizvoda, u kojem slučaju se tržište EU proširuje na teritoriju zemlje kandidata za te grupe proizvoda, te se uklanjaju sve tehničke barijere trgovini tim proizvodima konstatovao je Kos, L (2004).l Preuzimanje odgovarajućih tehničkih propisa i pripremanje za zaključivanje Protokola za ocjenjivanje usklađenosti i prihvatanje proizvoda sa EU bi trebao da bude prioritetni i prvi korak naše zemlje ka izgradnji unutrašnjeg tržišta i otvaranja istog prema EU. Preuzimanjem direktiva novog pristupa i tehničkih propisa EU, BiH će se približiti članstvu u Svjetsku trgovinsku organizaciju (WTO). Naime, u okviru WTO-a postoji Sporazum o tehničkim barijerama trgovini (TBT), čije poštivanje zahtjeva i potpisivanje ,u tom pogledu, zahtjevaju sve zemlje članice WTO-a. Ispunjenje zahtijeva TBT-alii približavanje članstvu u WTO BiH će najbolje postići kroz preuzimanje tehničke legislative EU. 6.2. Trenutno stanje u BiH Trenutna situacija u Bosni i Hercegovini, a s obzirom na zahtjeve direktiva novog pristupa i cjelokupne industrijske politike EU, u pogledu zaštite života i zdravlja građana, domaćih životinja, okoline i otklanjanju barijera izvozu je veoma nepovoljna. Konkretnije, BiH je jedina Evropska zemlja koja nema u redovnoj upotrebi ocjenjivanje uskalađenosti domaćih i uvezenih proizvoda sa zakonsko obvezujućim tehničkim zahtjevima, prije nego ovi proizvodi bivaju pušteni na tržište konstatovao je Marinković. R. (2003)lii Marinković, R. (2003), Jedinstveni ekonomski prostor u BiH u skaldu sa unutrašnjim tržištem Evropske unije u Goretzky, Wulf H, Kvalitet, ocjenjivanje usklađenosti, certificiranje i akreditiranje Srajevo: Štampana djela ¨ Unapređenje privrede i zapošljavanje¨, str. 22-28. xlix ACAA protokoli- Protokoli za ocjenjivanje usklađenosti i prihavtanje proizvoda sa EU su bilateralni sporazumi između zemlje kandidata za članstvo u EU koja je potpisala Evropski sporazum i Evropske zajednice. Svrha ACAA protokola je uklanjanje tehničkih barijera u trgovini industrijskim proizvodima, a osnovni princip je da se isti propisi i procedure, koji se primjenjuju za slobodan protok roba u EU primjenjuju i u PECA zemljama, u sektorima obuhvaćenim sporazumima. S obzirom da su ACAA (Agreement on Conformity Assessment and Acceptance of Industrial Product). l Kos, L., (2004) Iskustva SIQ u pripremi preduzeća iz Slovenije za poslovanje na tržište EU u časopisu Kvalitet. UDC 006.83:338.46( 497.4:4), Ljubljana, str 41-45. li Osnovni zahtjevi TBT-a su: ukidanje tehničkih barijera trgovini industrijskim proizvodima kroz harmonizaciju tehničkih propisa, uspostavljen sistem ocjenjivanja usklađenosti i korištenje dobrovoljnih harmoniziranih standarda. lii Marinković, R. (2003), Informacioni seminar za poduzetnike i menadžere kompanija kandidata za obuku za CE označavanje. Sarajevo: SES II, op.cit. str. 1. xlviii �Potrebno je naglasiti da nema ni adekvatne baze podataka o pozitivnopravnim propisima za proizvode i odgovarajućeg sistema ocjenjivanja usklađenosti sa tehničkom infrastrukturom,liii a koja je neophodno potrebna proizvođačima kao potencijalnim izvoznicima iz BiH. Ovo su dva ključna razloga zbog kojih BiH ne može očekivati ni normalana investicija privatnog kapitala u tehničku infrastrukutru dok ocjenjivanje usklađenosti proizvoda prema zakonsko obveznoj legislativi ne zaživi i ne postane obvezno kao što je slučaj u svim Evropskim zemljama. Već smo naprijed naglasili, da je prvo pregovaračko poglavlje Bijele knjige ¨Slobodan protok roba¨ regulisano mnogobrojnim uredbama, direktivama i propisima koje treba preuzeti i implementirati. To svakao zahtjeva angažman svih relevantnih državnih i neovisnih institucija.liv Kapaciteti naše zemlje su u tom kontekstu minimalni s obzirom da je u BiH jedino resorno ministarstvo Ministarstvo vanjske trgovine i ekonomskih odnosa, koje mora da u trenutnoj situaciji pokrije većinu relevantnnih područja. Naime, prvi i odlučni korak je svakako izgradnja koherentnog legislativnog sistema kao okvira za preuzimanje tehnilčke legislative Evropske unije. U tom kontekstu su 2004 godine napravljeni značajni pomaci donošenjem tri krovna ili temeljna zakona koji će svakako biti osnov za preuzimanje Evropske legislative u ovoj oblasti i to: Zakon o općoj sigurnosti proizvodalv, Zakon o nadzoru nad tržištemlvi i Zakon o tehničkim zahtijevima za proizvode i ocjenjivanje usklađenosti.lvii 7. Pozitivni učinci usvajanja tehničke legislative u BiH Usvajanjem tri, naprijed navedena Zakona, a koja su uređena po modelu EU, u BiH je stvoren i pravni okvir za slobodno kretanje roba i garancija za njihovu sigurnost. Do usvajanja ovih Zakona, kako smo naprijed i naveli, BiH je bila jedina evropska zemlja koja nije provodila propise i procedure ocjenjivanja usklađenosti domaćih i uvezenih proizvoda na njenom tržištu.lviii Sa usvajanjem, pomenutih zakona BiH osim što osigurava visok nivo zaštite svojih građana od nesigurnih proizvoda, ujedno i ispunjava jedan od 16 zadataka u pogledu obavezne zakonske regulative koje je pred BiH vlasti postavila Komisija, nakon što je BiH dobila pozitivnu ocjenu o studiji izvodljivosti.lix Zakon o tehničkim zahtijevima za proizvode i ocjenjivanje usklađenostilx nije zakon kojeg je BiH usvojila zbog usaglašavanja s nekom direktivom, nego je to zakon kojim se daje pravna osnova za prenos direktiva novog pristupa, kao i drugih podzakonskih akata u BiH pravni sistem.lxi Njime se uspostavlja okvir za preuzimanje tehničke legislative EU, za postupke ocjenjivanja usklađenosti, za određivanje tijela za ocjenjivanje usklađenosti i zahtjeva koje moraju zadovoljiti,lxii za priznavanje inostranih isprava, kao i za sprovođenje nadzora. Takođe, istovremeno se stvaraju se uslovi za izvoz tehničkih industrijskih proizvoda, Propisi koji se odnose na sigurnost proizvoda i na ocjenjivanje usklađenosti proizvoda sa tehničkom infrastrukturom su naslijeđeni iz bivše Jugoslavije. Naime, Uredbom sa zakonskom snagom o standardizaciji Republike BiH iz 1993 godine je preuzet Zakon o standardizaciji bivše Jugoslavije iz 1989 godine u kojem je bila uređena i materija ocjenjivanja usklađenosti proizvoda i osiguranja njihove sigurnosti. Sa pomenutim zakonom je preuzeto i 55 Naredbi koje pravno uređuju zahtjeve za pojedinačne tehničko industrijske proizvode. Iz nepoznatih razloga, pomenuti propisi bivše Jugoslavije se nisu primjenjivali na teritoriji BiH. liv Npr. u Sloveniji je 9 državnih ministarstava i 19 nezavisnih institucija učestvovalo u preuzimanju i implementaciji relevantnie Evropske legislative, te pravljenju relevantnih institucija i sistema. lv „Službeni Glasnik BiH“ broj: 102/09 lvi „Službeni Glasnik BiH“ BROJ: 45/04, 44/07 i 102/09 lvii Službeni Glasnik BiH, broj: 45/04 o lviii Formalno-pravno su postojali propisi koji su regulurali tehničku legislativu naslijeđeni iz bivše Jugoslavije, ali se u stvarnosti uopće nisu primjenjivali.. lix Vidjeti šire na www.dei.gov.ba lx U daljem tekstu: Zakon o tehničkim zahtjevima. lxi U većni Zemalja članica kao i potencijalnih kandidata istoimeni Zakon je bio pravana osnova za preuzimanje tehničke legislative EU ( Slovenija, Češka Republika, Grčka i sl.) lxii Tijela za ocjenjivanje usklađenosti se u Zakonu o tehničkim zahtjevima za proizvode i ocjenjivanje usklađenosti nazivaju ¨Ovlaštena tijela za ocjenjivanje usklađenosti¨. Ovaj termin u notificirana tijela će se promjeniti kada BiH postane punopravna članica EU. liii �a istovremeno se sprečava uvoz svih opasnih proizvoda koje do sada niko nije kontrolirao. S druge strane BiH kompanije i preduzeća po prvi puta imaju zakon na svom jeziku kao i prevedene harmonizirane standarde. Zakon o općoj sigurnosti proizvoda na jedan uopćen i sveobuhvatan način uređuje pitanja sigurnosti svih proizvoda u kojem slučaju će se, kao i u većini drugih zemalja, koristiti kao primarni izvor za proizvode koji nisu regulisani normativnim aktima. Zakonom o nadzoru nad tržištem u BiH se po prvi puta uvodi jedan sveobuhvatan sistem kontrole proizvoda na tržištu, tj. svega što se uvozi i izvozi iz BiH. Pored postojećih inspekcijskih entitetskih organa, pomenuti zakon, predviđa i uspostavu Državne agencije za nadzor nad tržištem koja će upravljati provođenjem propisa i njihovog tumačenja na jedinstven način u cijeloj zemlji. Važno je istaći da samo donošenje pomenutih Zakona ne doprinosi mnogo bez njihovog ¨oživljavanja¨, kroz preuzimanje podzakonskih akata, njihove implementacije, uspostavljanja odgovarajućih institucija, osposobljavanja ljudskih resursa isl. Zakon o tehničkim zahtjevima proizvoda i ocjenjivanju usklađenosti dobro je pripremljen za implementaciju. 2005. godine Komitet je predložio tri podzakonska akta zasnovana na ovom zakonu koje je Vijeće ministara usvojilo 2006. godinelxiii. Ovi akti definišu raspodelu nadležnosti između institucija BiH odgovornih za preuzimanje i implementaciju tehničkih propisa i definišu učesnike, njihove nadležnosti i odgovornosti i način rada u procesu izrade i usvajanja tehničkih propisa. Do danas je preuzeto sedam (7) direktiva novog pristupa u obliku naredbi a koje prate harminizirani standardi (liftovi, neautomastje vage, mašine, niski napon, elektromagnetna komaptibilnost, oprema pod pritiskom itd) lxiv 8. Argumenti za ubrzan proces preuzimanja direktiva novog pristupa u zakonodavstvo BiH Svi argumenti koji ukazuju na neophodnost preuzimanja direktiva novog pristupa u BiH zakonodavstvo bi se mogli sumirati u sljedeće: - - Tržište BiH će se otvoriti, kroz ukidanje tehničkih barijera, izvozu domaćih industrijeskih proizvoda sa BiH na tržište EU, zemalje članica EFTE i sve druge zemalje koje su preuzele direktive novog pristupa i koje zahtjevaju ocjenjivanje usklađenosti proizvoda i CE označavanje, čime će se i stanje BiH privrede znatno poboljšatilxv; Tržište BiH će se zaštiti od uvoza nesigurnih proizvoda, te će se na taj način zaštiti domaći proizvođači i spriječiti nelojala konkurencija, te će se povećati i nivo sigurnosti građana BiH od nesigurnih proizvoda; BiH će konačno biti u mogućnosti da koristi pogodnosti Izvarednih trgovinskih mjera EU prema BiH, a koje nije mogla ni koristiti za izvoz svojih proizvoda zbog nepostojanja sistema ocjene usklađenosti proizvoda sa relevatnim zahtjevima iz direktiva; Odluka o akcionom planu za realizaciju programa preuzimanja tehničkih propisa (Službeni glasnik BiH, br. 89/06) -Program usvajanja tehničkih propisa (Službeni glasnik BiH, br. 35/06) -Uputstvo o metodi izrade i proceduri provođenja tehničkih propisa (Službeni glasnik BiH, br. 35/06). lxiv Listu naredbi pogledati na: http://www.mvteo.gov.ba/zakoni/ostalo/Archive.aspx?langTag=bsBA&template_id=96&pageIndex=1 lxv Češka republika je prva od svih zemelja kandidata usvojila direktive novog pristupa i prva završila proces implementacije, što je rezultiralo današnjim suficitom platnog bilansa u izvozu njenih industrijskih proizvoda na tržište EU i boljom stopom GDP-a. Dnevene novine ¨ Oslobođenje¨ 8.05.2005. lxiii �- - Ispuniće zahtjeve Sporazuma o tehničkim barijerama trgovini( TBT), kao ključnog preduslova za članstvo u WTO i samim tim ubrzati ispunjenje zahtjeva za članstvo u istoj. CEFTA - Ugovori o slobodnoj trgovini koje je BiH potpisala sa Albanijom, Moldovom, Makedonijom, Crnom Gorom, Srbijom i Kosovom više neće biti ¨ mrtvo slovo na papiru¨, jer se ovim ugovorima zemlje potpisnice obavezuju na poštivanje TBT , kada su u pitanju tehnički propisi, standardi i ocjenjivanje usklađenosti. Ubrzat će se ispunjavanje zahtjeva prvog poglavlja aquia comminitaria i drugog poglavlja Bijele knjige koja se odnose na slobodan protok roba i time će se ubrzati ispunjavanje traženih zahtjeva za uspostavu koherentog tržišta u BiH i približiti Evropskim integracijama, uopće. Pored navedenih argumenata, važno je istaći da je BiH, usvajanjem Zakona o tehničkim zahtjevima za sigurnost proizvoda i ocjenu usklađenosti, uspostavila pravni okvir za preuzimanje direktiva novog pristupa, a ujedno i preuzela obavezu za implementaciju i primjenu istog. Mišljnja smo da postoje svi neophodni elementi za početak prezimanja i implementacije direktiva novog pristupa u BiH zakonodavstvo. 9. Zaključak Osnovna hipoteza rada se potvrđuje dokazanom činjenicom da je neophodno preuzimanje tehničkih propisa EU, baziranih na novom i globalnom pristupu, u zakonodavstvo BIH kako bi se otklonile tehničke barijere slobodnom protoku roba iz BiH izvozu u EU i druga tržišta. Dokazano je i potreba za ubrzanom harmonizacijom sa tehničkim zakonodavstvom EU, a koja će se najbolje postići kroz preuzimanje direktiva novog pristupa i uspostavljanja jednog novog, kompleksnog sistema koji će omogućiti otvaranje BiH tržišta, a ujedno i zaštiti građane od nesigurnih proizvoda. Evropsko tehničko zakonodavstvo zasnovano na novom i globalnom pristupu su preuzele sve zemlje članice EU, članice EFTE, a sa istim se usklađuju zemlje kandidati za članstvo u EU. Usklađeno tehničko zakonodavstvo BiH sa evropskim otvorit će mogućnost privrednog djelovanja na tržištu EU, a ujedno i spriječiti ulazak nekvalitetne robe na tržište BiH. Najbolji primjer loših uticaja na privredu tehničkih barijera je upravo privreda EU jer su do 1985 godine snažna tradicija i postojanje uhodanih tehničkih rješenja u državama članicama usporavali proces harmonizacije. Zbog navedenog prelazi se 1985 godine na novi pristup uslađivanja tehničkog zakonodavstva u kojem norma postaje neobavezna, a zajednička zakonska odrednica na nivou EU postaju temeljni zahtjevi čije ispunjenje osigurava život, zdravlje i okoliš i koji su neovisni od tehničkih rješenja. Temeljni zahtjevi za sigurnost proizvoda se uvode kroz novi tip direktiva, tj. direktive novog pristupa, preko kojih se, kao sekudnarnih izvora prava EU, omogućuje ujednačavanje pravne sigurnosti djelovanja na tržištu i uređenje zakonskih posljedica ako dođe do nezadovoljenja tehničkih zahtjeva bez obzira na različitost pravnih sistema država članica. S obzirom na navedeno, mora se imati u vidu činjenica da su novi i gobalni pristup opći pristupi stvaranja jednog komleksnog sistema. Oni već postoje i ne treba ih izmišljati, a na BiH zakonodavstvu i sistemu je da osmisli adekvatan okvir za prilagođavanje ovom sistemu. Za BiH je važno da ima sve što ima i EU i da to ostavrauje. Stanje u BIH u pogledu tehničko zakonodavstva ,de lege lata, nije na zavidnom nivou. Napravljeni su mali pomaci približavanja Evropskom zakonodavstvu kroz donošenje zakonskih i podazakonskih akata ali bez njihove adekavate impelemntacije neće biti značajnijih pomaka u ovoj oblasti. Harmoniziacijom tehničkog zakonodavstva BiH sa evropskim , de lege ferenda, poboljšat će se stanje BiH privrede, uspostavit će se koherentno i sigurno unutrašnje tržište BiH, omogućiti izvoz i nastupanje �BiH kompanija na tržištu EU i regionalnim tržištima, zaštit će se tržište, kao i građani BiH od nesigurnih proizvoda, a ujedno će se BiH približiti Evropskim i drugim ekonomskim integracijama. 10. Literatura Hartley, Thomas.C. (1998): ¨Osnovi prava Evropske zajednice-Uvod u ustavno i upravno pravo Evropske zajednice¨, Sarajevo: Pravni centar, Fond otvoreno društvo; Kos, L. (2004): ¨ Iskustva SIQ u pripremi preduzeća iz Slovenije za poslovanje na tržište EU¨ u časopisu Kvalitet. UDC 006.83:338.46( 497.4:4), Ljubljana; Koecker, G.M. (2003). ¨ Ocjenjivanje usklađenosti kao bitan instrument za uklanjanje tehničkih barijera u trgovini¨, u Goretzky, Wulf H, Kvalitet, ocjenjivanje uskalđenosti, certificiranje i akreditiranje. Sarajevo: Štampana djela ¨Unapređenje privrede i zapošljavanje¨; Knežević-Predić, V. (1996): ¨Izvori prava Evropske unije¨ u Pravo Evropske unije- Zbornik radova, Beograd: JP Službeni glasnik Marinković, R. (2003): ¨Jedinstveni ekonomski prostor u BiH u skaldu sa unutrašnjim tržištem Evropske unije¨, u Goretzky, Wulf H, Kvalitet, conformity assessment, certificiranje i akreditiranje Srajevo: Štampana djela ¨ Unapređenje privrede i zapošljavanje¨; Matasović, M. (2002): ¨Normizacija, mjeriteljstvo, ovlašćivanje i ocjena sukladnosti¨, u Samardžija, Višnja (urednica), Prilagodbe politikama unutrašnjeg tržišta EU: očekivani učinci. Zagreb: Ministarstvo za Europske integracije; Misita, N. (2002): ¨ Osnovi prava Evropske unije¨, Sarajevo: Magistrat; Prešern, S.(2004): ¨Untrašnje tržište Evropske unije i CE oznaka¨, ( prevodilac: Dušica Jovanović), Podgorica: Agencija za razvoj malih i srednjih preduzeća- EICC; Steiner, Jo. Woods, Lorna, and Twigg-Flesner, C. (2003): ¨Textbook on EC Law¨, New York: Oxford University Press; Vukadinović, R. D. (1996): ¨Pravo Evropske unije¨, Beograd: Institut za međunarodnu politiku i privredu; Zavod za standardizaciju, mjeriteljstvo i patente Bosne i Herzegovinae.(1999). ¨Izvodi iz knjige Novi approach. Zakonski akti i standardi o slobodnom kretanju robe u Evropi¨, Sarajevo: EnergoinvestBirotehnika; Weatherill, S. (2003): ¨EU Low- Cases and materials on¨, New Yourk: Oxford University Press, 6 editions; Zakoni, Direktive, Rezolucije: Council Directive on general prodct safety 92/59/EEC of 29 june 1992 OJ L 228, 11/08/1992, , replaced with Directive of the European Parliment and of the Council of 3. December 2001 on general product safety OJ L 11/4; Directive 98/34/EC of the European Parliament and of the Council of 22 June 1998 laying down a procedure for the provision of information’s in the field of technical standards and regulations, OJ L 204, 21.07.1998; Council Resolution of 7 May 1985 on a New Approach to Technical Harmonization and standards 85/C OJ C 136, 04/06/1985; �Directive 98/34/EC of the European Parliament and of the Council of 22 June 1998 laying down a procedure for the provision of informations in the field of technical standards and regulations. (OJ L 204, 21.07.1998); COM (2000), European Commission, Guide to the implementation of directives based on the New Approach and the Global Approach. Luksembourg: Office for Official Publications of the European Communities, 2000; Council Resolution of 17 December 1973 on industrial policy, OJ C 117, 31/12/1973; Council Resolution from 13.12.1993 replaced and azurite at 22.07.1994; Council Decision of 13 December 1990 concerning the modules for the various phases of the conformity assessment procedures which are intended to be used in the technical harmonization Directives 90/686/EEC, OJ L 380/13 „Službeni Glasnik BiH“, br. 45/04, 44/07, 102/09 Web stranice: http/newapproach.org http/www.mvteo.gov.ba �Author: Amila Mujčinović, LL.M., PhD student at Faculty of Law, University of Sarajevo Institution: Attorney at Law Mujčinović E-mail: amila.mujcinovic@gmail.com EFFECTIVE PROTECTION OF BIH CONSUMERS FROM UNSAFE PRODUCTS AND STREAMLINING THE EXPORT OF BIH PRODUCTS ON THE REGIONAL AND EU MARKETS Abstract The immediate objective and key problem this research aims to address is lack of current and unique policy on general product safety, particularly in the area of technical industrial products, which leads to fact that the BiH is the only European country which does not regularly apply assessment of conformity of domestic and imported products with legally binding technical requirements before these products are placed on the market. In that way BiH has big trade deficit, and protection of lives and health of BiH citizens and removal of barriers for export is at very low level. New Approach to harmonization of technical regulations in the EU and based on that to show the need for defining an adequate model for fast and complete Europeanization of technical regulations in BiH by transposing the EU New Approach Directives. Key words: harmonization, directives, consumers, technical regulations CEFTA, adoption, export, product safety � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3182 Title A name given to the resource EFEKTIVNA ZAŠTITA BIH GRAĐANA OD NESIGURNIH PROIZVODA KROZ HARMONIZACIJU TEHNIČKIH PROPISA BOSNE I HERCEGOVINE SA DIREKTIVAMA EVROPSKE UNIJE Author Author MUJČINOVIĆ, Amila Abstract A summary of the resource. Bosna i Hercegovina se danas nalazi u vrlo nezavidnoj poziciji, jer pored toga što nema uspostavljen sistem sigurnosti proizvoda baziranog na evropskim standardima, sporadično se primjenjuju čak i propisi bivše Jugoslavije. To znači da građani BiH nisu ni na kakav način zaštićeni od nesigurnih proizvoda jer ne postoji nikakav adekvatan sistem koji bi ih zaštitio i osigurao kontrolu kvaliteta i provjere proizvoda koji se uvoze po evropskim standardima. Neposredni cilj ovog rada je da prikaže i približi značaj razumijevanja novog pristupa harmonizaciji tehničkih propisa u Evropskoj uniji (EU), koji je, kroz direktive novog pristupa rezultirao usklađivanju tehničkog zakonodavstva i ubrzano stvaranje evropskog tržišta koji primjer Bosna i Hercegovina (BiH) treba slijediti. Sa druge strane, naše kompanije ne mogu izvoziti ni jedan proizvod na druga tržišta zbog toga jer u BiH ne postoji sistem ocjenjivanja usklađenosti proizvoda sa zahtjevima o sigurnosti. Prema tome, BiH je industrijski prilično izolovana, sa nerazvijenim sistemom zaštite građana od nesigurnih proizvoda što bi u budućnosti moglo dovesti do pitanja opstanka BiH tržišta u cjelini. Na svom putu ka evropskim integracijama BiH mora preuzeti evropsko zakonodavstvo, od kojeg su direktive novog pristupa nezaobilazni segment. Preuzimanjem direktiva novog pristupa u BiH pravni sistem, izgradnja jedistvenog unutrašnjeg tržišta BiH će biti olakšana, kao i konkurentnost i otvorenost prema izvozu na evropsko i druga regionalana tržišta. Radi postizanja navedenih ciljeva ovog članka, pravne, komparativne i sociološke metode metode će se koristiti. Ključne riječi: direktive novog pristupa EU, usklađivanje, tehničko zakonodavstvo, žaštiita građana Publisher An entity responsible for making the resource available Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2015-12-16 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-50-9 K Law (General) https://omeka.ibu.edu.ba/files/original/bc0f0457f8cfe13bcc8bc98445d7d5fc.pdf e89730ed992735a5dabe37f596aa473b PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Effect of Advertising Activities on Foreign visitors Purchasing Preferences: The Case of İstanbul Yasin Özaslan Yalova University, Yalova, Turkey ozaslanysn@gmail.com Ercan Tutan Pamukkale University, Denizli, Turkey tutanercan@gmail.com This study, tourism industry, aims to measure the impact of advertising in consumer preferences. Businesses in terms of sales increase, consumers in terms of product knowledge and the affordability, quality, purchase your product, which enables advertising to the issue of the timeliness of the protection and 2011, approximately one billion people travel to the tourism industry has a great importance of this study is the necessity of show. Turkey's most important tourism centers, which was held in İstanbul. In this study the universe in İstanbul, 2010 from foreign tourists. Field research based on this study, the primary data collection as a method of the survey have been used in the survey consists of three parts. The survey is the first part of the participants ' demographic characteristics of the variables to detect the questions are given. In the second chapter, the participants in the rest of the variables to detect the questions are given. The survey in the last section; participants' views on the activities of advertising, for the detection of the size of the expressions given in the bottom of the ad. In 2010, a total of 289 foreign tourists views on the data obtained from the questionnaire were analyzed through statistical software package. Of the respondents' perceptions about advertising activities, demographic and holidays differed significantly according to the characteristics of the two groups t-test for variables with more than two groups for variables that contain a single-factor analysis of variance (ANOVA test) were tested. All statistical results were analyzed based on the significance level of 0.05. Results of this research have been identified by tourists are affected by advertising activities. In addition, according to the results of the t and ANOVA tests, educational status, income status, countries, number of visits, number of days of encampment, objectives and benefit from resources such variables as the arrival of tourists has resulted in any significant difference in submissions for the ad, while the other variables between views on advertising no difference was found. Keywords: Advertising, Purchasing process, Tourism, İstanbul, Turkey. 274 � https://omeka.ibu.edu.ba/files/original/88583612a066892d8ee3d3944e0a6506.docx dce87432ae32f346d6198ae51d950e52 https://omeka.ibu.edu.ba/files/original/c60e0f89f9e01bdd16ecd12755cdbb76.pdf 66759690b456813c914f108c435e5a0a PDF Text Text International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Effect of Advertising Activities on Foreign Visitors Purchasing Preferences: The Case of Istanbul YasinOzaslan Yalova University, Yalova, Turkey ozaslanysn@gmail.com ErcanTutan Pamukkale University,Denizli, Turkey tutanercan@gmail.com Abstract The purpose of this study is to measure the effect of advertising activities on consumer preferences in the tourism sector. Advertising, increasing sales for enterprises, consumers and affordability in terms of knowledge about the product, provides the opportunity to purchase quality products. The tourism sector provides large inputs to the economies of the countries and the effects of advertising on consumers, the main reasons for this study are to put forth. In this study, Turkey's most important tourism centers, one of which is in Istanbul. This study based on field research, the primary data collection as a method of the survey has been used in the survey consists of two parts. In 2010, a total of 289 foreign tourists' views on the data obtained from the questionnaire were analyzed through statistical software package. Of the respondents' perceptions about advertising activities, demographic and holidays differed significantly according to the characteristics of the two groups t-test for variables with more than two groups of variables that contain a single-factor analysis of variance (ANOVA test) were tested. Research results, tourists are affected by advertising activities have been identified. In addition, according to the results of the t and Anova tests, educational status, income status, countries, number of visits, objectives and benefit from resources such variables as the arrival of tourists has resulted in any significant difference in submissions for the ad, while the other variables between views on advertising no difference was found. Keywords: Advertising, Purchasing process, Tourism, Istanbul, Turkey Introduction Characterized by intense competition, so tourism businesses operating in today's market conditions, obtain new customers while keeping existing customers coming back by pulling destinations, they can outmaneuver competitors, which should give due consideration to their marketing communications. In addition, goods and services produced by tourism enterprises no matter how different and high quality, if consumers are not aware of these products and services, not notified, they wake a curious and product / service is not to try to convince the activities, carried out on the product (restoration, differentiation) becomes meaningless. For this reason, tourist goods and services to be noticed, to be appreciated and the purchase, and the most efficient transmission of the 1 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo shortest and the fastest way to the right people, with the advertising activities are provided. Advertising, any product, service or idea to be understood in the price paid and the amount paid by whom and other than personal sale, a method of mass communication tools to provide the consumer with a positive message (Kotler, 1978; Reilly, 1988; Oluç, 1990). In Güleç (2006) it is proposed advertising, products and services produced by businesses, is preferred by tourists and tourist demand is expressed as a factor in effective to be kept alive. However, a good ad the customer to the attention of interest, in the interest of the desire, the desire decision to orient the raise function (Mimtad, 1990: 31). Tanrıverdi and Cömert (2003), tourism enterprises advertising efforts, the physical distance between the increase in the consumer and the producer, the consumer and the increase in the number of competitors, the proliferation of intermediary organizations, consumer structure, income, education, depending on factors such as the growth refers to the change in the gaining importance due to the widespread nowadays. At the same time, advances in technology of mass communication, marketing efforts increasingly competitive environment, increase the importance of ad today (Yükselen, 2008: 375). In addition, the tourism industry is a service industry, advertising activities need more than other sectors.Because of the tourist product cannot be stock, production and consumption is synchronized. In other words, the empty rooms at night, the customer cannot find the restaurants and transport businesses cannot sell seats will be doomed to hurt businesses (Olalı, 1969: 231). In addition, advertising made by tourism businesses, compared to other promotional efforts, attracting more and more attention of consumers. Because a large number of advertising mediums to come together and exchange of information can be found in consumer and business. Used mass media advertising media, day by day, although costly, it still continues to be the most effective media. Cost though, Middleton and Clarke (2001) tourist demand created by advertising is concerned, the money paid can be met easily the highlights of the revenues from tourists (quoted in: Ozdemir, 2008: 152). In Abela and Farris (2002) it is proposed advertising products, advertising the products are not sold at higher rates than have been identified. Given this context, advertising can be said that the more advantageous than businesses that do not advertise businesses. In addition to this, many studies have emphasized the effect of advertising in choosing a holiday destination (Loda et al. 2007). Another study also measured the levels of consumers affected by the activities of the tourism sector advertising (Kim et al., 2005). As a result, the study, consumers is affected by advertising, but the advertising activities for the success of the tools used is also important emphasized. Çetinel (2001) in a study, especially in the USA, Australia, Belgium, France, Netherlands, UK, Spain, Japan, and Canada for the promotion of Turkey stressed that a high level of broadcast television advertising effects. Gulec (2007) advertising activities, is an influential factor in the preferences of tourists, especially German tourists affected by television and internet advertising reveals. Wu et al. (2008) emphasizes that an important factor in consumer preferences, internet ads. Sabra et al. (2004) state that internet advertising is an important source of information. In Woodside (1990) it is proposed that advertising activities are perceived differently by different groups of tourists. Examples of this statement; Akarsu (2001), a study carried out by Turkey during the introduction of the German, British and French tourists tried to be influenced by advertising in which advertisement tool. According to the survey, most participants in the German television, newspaper and magazine advertising, newspaper and magazine ads for the British participants, influenced by French participants appeared in the television commercials. 2 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo In Alegra and Juaneda (2006) stated that consumer products are a tourist destination in the Balearic Islands, carried out in order to determine the factors that influence their choices according to the study, the most important factor in the choice of holiday destination tourist consumers, for the region, from the quality of the ads and the positive image of the area's attractions. In Bojanic (1991), advertising activities and be maintained in the process of creating a positive image for the destination indicates that an important factor. Methodology The purpose of this study, foreign tourists coming to Istanbul determine ideas about advertising activities. Demographic characteristics of the participants and also tried to determine the properties for the holidays. The findings of a significant difference between the opinions of tourists whether it is related to advertising activities were investigated. Purpose of the study the scope of the research questions below: 1. What are your views on the advertising activities of foreign tourists coming to Istanbul? 2. What are the goals of the participants of tourists coming to Istanbul? 3. Opinions about the advertising activities of foreign tourists coming to Istanbul, Is there a difference according to demographic characteristics? 4. Opinions about the advertising activities of foreign tourists coming to Istanbul, is there a difference according to the source of information obtained? A descriptive research, this study determined the purposes for the achievement of the primary and secondary data was used. The primary data collection method the survey was used. The survey consists of two parts. The first section of the consumer’s demographic features with the rest of the features to detect questions. In the second part of the participants of the advertising activities of views for the detection of 11 included in the statement are given. The last section of the participants of the advertising activities of views for the detection of the statements by the authors has been established. As a data collection tool used in the survey in the last section for each question (statement) levels of participation on a 5-point Likert-type (strongly disagree, disagree, neither agree neither disagree, agree and strongly agree) with scale rated. Research is prepared within the context of the scale of internal consistency reliability of the analysis made and the scale the entireCronbach alpha coefficient of 0.86 be measured. Also expressions of the Cronbach's alpha coefficients in Table 4 shows. Measured Cronbach alpha coefficient of 0.70 greater than reliable measurements show that (Nunnally and Bernstein, 1994). The universe of the study 2010-2011 (December-January) in Istanbul from foreign tourists. 2010 January December period to Istanbul from the total number of foreign visitors 7.824.995 as for the same period. The study of the universe, all of the cost and the application due to shortage will not be achieved. Therefore, the sampling required to be done seen and sampling as a method of convenience sampling method was preferred (the Ural and the Sword, 2006). In Istanbul tourists as intense as the date of the half-island in the polls, the tourists shall be distributed to fill in requested. Obtained from the surveys examined the current 289 survey were included in the study. Survey of the practices of the data obtained, the statistical program of the study the purpose of the various analyses (frequency, percentage, arithmetic mean, t-test, Anova and Tukey test) made along these lines, and reviews have been introduced. 3 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Results Research 289 on tourist carried out. Demographic information of the participants is examined (Table 1); of the participants 51,2 % (n = 148) of women and of 63.3 % (n = 183) were single has been observed. The participants in the young and middle-age and the European countries, the marriage age of 30 years and over (UNECE, 2010), this result is supported. Table 1. Distributions of Demographic information on the Participants and the Participants' Views on Ad Operations Comparison of Some Variables Variables Gender Age Maritial status Country of residence Educational background Annualincomeof your family The number of visits to Istanbul Male Female 19 or less 20-29 30-39 40-49 50 or more Married Single Germany Russia England Italy France USA Other Literate Primary education Secondary education Associate degree Undergraduate Postgraduate 5000 $ or less 5001 – 10000$ 10001-20000 $ 20001 – 40000$ 40001 $ or more First time 2 or more N : Number of people, X N 141 148 19 113 91 38 28 106 183 28 52 42 55 24 21 67 6 32 60 % 48,8 51,2 6,6 39,1 31,5 13,1 9,7 36,7 63,3 9,7 18 14,5 19 8,3 7,3 23,2 2,1 11,1 20,8 X 3,23 3,26 3,53 3,21 3,22 3,32 3,21 3,28 3,23 3,15 3,38 3,33 3,17 3,21 3,37 3,20 3,56 3,28 3,43 s.d. 0,69 0,73 0,63 0,71 0,72 0,67 0,75 0,70 0,71 0,66 0,62 0,88 0,62 0,61 0,87 0,73 0,49 0,58 0,67 58 76 57 54 60 72 49 54 141 148 20,1 26,3 19,7 18,7 20,8 24,9 17 18,7 48,8 51,2 3,47 3,12 2,95 3,55 3,38 3,22 3,12 2,94 3,11 3,39 0,66 0,66 0,81 0,69 0,69 0,61 0,71 0,73 0,70 0,69 t/F 0,424 P 0,672 0,983 0,417 0,615 0,539 0,667 0,676 4,977 0,000* 6,145 0,000* 3,364 0,001* Tukey 6 5-6 4 3-4 4-5 5 1 1-2 : Mean., s.d: standard deviation, *: P<, 01 Distribution of respondents by age, 39.1% (n=113) and the 20-29 age range, creating at least, 6.6% (n=19) and is under the age of 19. Participants 7.3% (n=21), the United States, 8.3% (n=24) in France, 9.7% (n=28) Germany, 14.5% in 'I (n=42), the UK, 18% (n=52) from Russia, 19% (n=55) from Italy and 23.2% (n=67) from other countries. Participants examined education 66.1% (n = 191), as a large proportion of university (undergraduate, graduate, post-graduate) is composed of graduates. From the participants' annual income 64,4% (n=186), while an income below $ 20,000, 35.6% of the (n=103) has an income of $ 20,000 and above. 4 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo According to Table 1, the participants examined the information on holidays, 48.8% of visitors to Istanbul for the first time (n=141), while 51.2% of those who visit for the second time or more is (148). According to Table 2, in the first analysis of the purposes of the tourists coming to Istanbul sightseeing, entertainment and leisure tourism, while the second cultural tourism (cultural and artistic activities) is included. This is because; Istanbul's unique history, cultural history and modern hotels in addition to numerous attractions, exceptional eateries, nightclubs, entertainment and shopping centers, and so on attractions, such that it has. Table 2. The distribution of participants' purpose for coming to Istanbul Purposes of consumers who visit Istanbul f %* Travel , entertainment and recreation 238 82,3 Culturalandartisticactivities 229 79,2 Sports activities 52 17,9 Congress tourism 33 11,4 Shopping tourism 157 54,3 Health tourism 62 21,4 Surveyed tourists, tourist goods and services reached when asked which sources of information (Table 3), "Internet", select "Yes", who mark rate of 76.1%, while the "No" who mark 23.9% of the 'stop. "Friend-related recommendations", select "Yes", who mark rate of 52.2%, while the "No" who mark rate of 47.8% respectively. "Travel Agent", select "Yes", who mark rate of 42.6%, while the "No" who mark 57.4% of the 'species. "Brochures and catalogs", select "Yes", who mark rate of 39.1%, while the "No" who mark 60.9% of the 'stop. "Past experiences", select "Yes", who mark rate of 38.8%, while the "No" who mark rate 61.2% respectively. "Newspapers and magazines", select "Yes", who mark rate of 27.7%, while the "No" who mark 72.3% of the 'species. "Radio, television and cinema", select "Yes", who mark was 22.5%, No "who mark rate of 77.5% is. Finally, the "tourist information offices", select "Yes", who mark rate of 20.4%, while the "No" who mark rate of 79.6% is. Sources of information, products and services that benefit tourists before buying the first three places are overviewed in order by severity, internet, friends-relatives share hints and travel agencies. The findings of other research findings on sources of information (Seabra, Lages and Abrantes, 2004; Wu, Wei and Chen, 2008; Frias, Rodrigues, and Castaneda, 2008) are consistent. 5 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Table 3. Opinions on the Activities of Tourists Participating in the Study Utilized Advertising Comparison of Information Resources Sources of Information Travel Agents Web sites Brochures and catalogs Radio, television and movies Newspapers and magazines Suggestions of family, relatives or friends Past experiences Tourist information offices N : Number of people, Option Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No X n 123 166 220 69 113 176 65 224 80 209 151 138 112 177 59 230 X 3,42 3,12 3,17 3,50 3,21 3,27 3,33 3,22 3,22 3,26 3,07 3,44 3,23 3,26 3,32 3,23 s.d. 0,66 0,72 0,73 0,55 0,73 0,70 0,80 0,68 0,83 0,66 0,71 0,66 0,72 0,70 0,70 0,71 t 0,419 p 0,000* 3,497 0,000* 0,673 0,502 1,007 0,315 0,393 0,695 4,431 0,000* 0,308 0,758 0,943 0,347 : Mean., s.d: standard deviation, *: P<,01 According to Table 4, when examined the opinions of the participants on the activities of advertising; "should be advertised goods and services of interest" with the expression of the higher average is 3.69, it is observed that positive view on the activities of tourist advertising. "I'm aware of how to access the product with ads," the report participants' average responses 3.42 respectively. Participants in other words, finding alternatives to the stage of the second phase of the purchase decision-making process is an important source of information for consumers think that ad. "Ads that appeal to my emotions, product preference becomes effective" mean expression 3.37 respectively. Appeals to the feelings of the participants, influenced the preferences of tourists reached ads from them warmer. Advertisements for tourists asked to measure the credibility of "the ads for the product is a reliable tourist expression" average 3,30. "Desire to purchase the advertised product increases the expression" average is 3.26, possible to say that tourists tend to purchase the advertised products.To measure the importance of inclusion of the beloved characters or celebrities in advertisements asked "Ad films that take place in my favorite characters, my interest in the product increases the expression" average is 3.21, most participants reported a positive opinion. "Fascinated by ads for products of interest" has been identified as the testimony of the participants' views 3.20 averages. Research, advertising - to measure the quality of the relationship between "the advertised product qualities," the report comments as to the average 3.09 'stop. "I prefer advertised product," the report, the average of the views of the participants 3.08 respectively. Advertised products are higher in this context could be preferred to other products obtained. "How much of a product is advertised again, increases the interest for that product," and "the information given is true that the ads" averages 3.07 of the statements respectively. In this context, the medium level of tourists participating in these two statements and advertisements the product advertised in the interest of tourists sign of recurrence. 6 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Table 4. Opinion on the Operation of Retail Development of Tourists Participating in the Survey's Mean, Standard Deviation, and Cronbach's Alpha Values Items X S.d. α If I see the advertisement, my urge of purchase increases. 3,26 1,11 0,84 I am informed about the ways of purchasing the product thanks to advertisements. The presence of my favorite characters in the advertisement increases my interest towards that product. The more an advertisement of a product is displayed the more I become interested in that product. Advertisements that are effective on my emotions affect my choice of product. 3,42 1,02 0,85 3,21 1,15 0,85 3,07 1,11 0,85 3,37 1,11 0,85 Tourists goods and services should be advertised. 3,69 0,96 0,86 Information that is given in advertisements is true. 3,07 1,14 0,84 The product that is advertised is of good quality. 3,09 1,16 0,84 I am affected by the advertisements of touristic products. 3,21 1,04 0,84 I prefer the product that is advertised to that is not advertised. 3,08 1,13 0,84 An advertisement for a touristic product is reliable. 3,30 1,18 0,84 (1=I totally disagree, 2=I disagree, 3= Neither agree nor disagree,4=I agree, 5= I totally agree) Within the framework of the answers given to the tourists surveyed respondents in terms of demographic characteristics is a significant difference between the views on the activities of not advertising Status Independent samples t-test and one-factor analysis of variance (ANOVA) will be tested on. According to the findings in Table 1, participants' opinions about advertising activities, gender, age, marital status and nationality, different from the 0.01 level of significance. Although there is no significant difference in women than in men, between the ages of 19 and under the other tourists by tourists, married bachelors, and by the tourists from Russia as a more positive viewof other advertising activities observed by tourists. According to the findings in Table 1, participants' opinions about the advertising activities of tourists surveyed varies by education level is a 0.01 level of significance. This difference, Tukey test, according to the results of secondary school graduates and graduates of associate degree graduates with post-graduate and postgraduate degree was found to be among the graduates. Looking at the data for advertising activities, especially graduates of undergraduate and graduate level more negative feedback than others. Analyzed in terms of the income variable, the opinions of the participants on the activities of advertising income levels vary according to the 0.01 level of significance. In addition, according to Tukey's test results, the difference 5000-10000 income of $ 20,001 USD and higher income tourists have been observed among tourists. Based on the above views on the advertising activities of tourists with a status of low-income, high income status according to the views of tourists, more positive.With the number of tourists visiting Istanbul in the same way as advertising activities have been identified for the difference between the perceptions of the level of significance of 0.01. The second and more visitors compared to those who visit for the first time reported more positive advertising activities have been identified. 7 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo From the findings in Table 3; advertising affect consumer preferences, product preferences of the tourists surveyed averages for the activity of benefit to sources of information (brochures and catalogs, radio, television and film, newspapers and magazines, past experiences and the tourist information offices) 0.01 of statistically significant difference in the level of significance is detected in the advertising resources utilized for the operation averages (travel agent, the internet and friends - related recommendations) have been identified a significant difference between. Opinions about advertising activities examined, benefiting tourist travel agency reporting a positive opinion than others have been identified. Conclusion and Recommendations Opinions about the advertising activities of foreign tourists coming to Istanbul analyzed; aid in this study, and to provide information about tourist products and services are used to attract the attention of the consumer are met, and the ad was found positive in terms of the participants. The most positive views of the tourists surveyed for the ad, "tourism goods and services should be advertised" statement stated. Tourists, how to reach information about the products and services they have learned through the ads and expressed a favorable opinion on the ad is a good source of information. VesileÇakır and VedatÇakır’s (2008) study, consumers, advertising, regarding is as informative and entertaining. Tourists surveyed, the ads that appeal to their emotions, product preferences, expressed an unqualified opinion stating that effective. Research results, Uztuğ and others (2007) supports the work of the. Because Uztug and others (2007) were able to identify the emotional content of ads affect consumers more. Tourists, emotional ads they put out a positive opinion to explain why Robert Ranson'un with a quote: "If you captured the people's feelings, minds and wallets will follow your feelings." This approach clearly shows that tourism enterprises should be given attention to the feelings of the tourists. Participants, prepared advertisements for touristic products and services, stated that they were generally reliable. The accuracy of the information provided in the advertisements, have prescribed a favorable opinion. However, the views cannot be said that the entire negative. The reliability of the ads that pay close attention to the tourists, but, sometimes do not believe in the accuracy of the information given raises. Because, product preferences, attracting attention to information and the adoption of which is a function of the ads to be trusted for the consumer is very important. In a similar study; VesileÇakır and VedatÇakır’ study, the lack of television advertising is misleading, either positively or negatively affect consumers' stated preferences. Tourists participated in the study, and particularly preferred are buying the advertised products are put forward. In addition, the advertised product without the product they prefer, stating the previous expression in the supporting comments. Here it is understood that the ad only attracted the attention of consumers but also encourages consumers to buy right now, and as a factor in the failure of other products is preferred. Research results, "advertising are more preferable compared to products that are not advertising the products as" commenting Abela and Farris (2002) survey overlap. However, Bozok (2009)’ study, to influence consumers' buying decisions ad rate of 5% and 10% claim to have a small percentage. Karafakioğlu’ study (1988), the influence of celebrities in terms of where the ads are more successful than others, refers to consumers. In this study, participants increased their interest in celebrities and beloved characters, including the opinion that the ads are indicated. 8 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo As a result of this study, the tourists are affected by advertising tourist products have been introduced. Similar studies tourists are buying preferences of the ad effective element is the fact that, at the same time successful ads affected by a tourist mouth to mouth advertising more and more people also affect it has been revealed (Güleç, 2006). Güleç (2007)’ study is an influential factor in the preferences of German tourists in advertising activities, and in particular reveals that the tourists were affected, television and internet advertising. According to the survey, the level of income from tourists, the views of the ad, the higher income status according to the views of tourists, has been found to be more positive. Hysterectomy (1993) is for identifying and determining the level of income together with effective choices, low-income consumers, and the price stated in the informative ads that have found positive. Leveraging tourist travel agency, travel agencies not benefit from more favorable opinion of the tourists reported to have been identified with the advertising activities. Here are the pillars of hotel companies selling advertising activities of travel agencies that they have made, to be successful in influencing tourists regarding the judiciary be achieved. Female tourists by male tourists more sympathetic to advertising activities are obvious. Therefore, enterprises should give more attention to marketing activities, female tourists. In other words, the elements that appeals to women tourists more essential to get results for businesses. The same way as married, have been identified for reporting a positive opinion than bachelors. The reason for this caution since they will be married in economic terms than singles. Because it is usually singles, family responsibilities, such as not feeding. Therefore, to conduct marketing activities of enterprises out of married people is important in terms of customer acquisition and loyalty. Russia is Turkey's second largest tourism market, but also by the advertising activities of Russian tourists than other tourists is given a positive opinion, requires businesses to devote more attention to this market than others. Also the tourists coming through your travel agent, more positive views on advertising activities. In this context, the advertising activities of travel agencies can be said to be successful. Nearly half of the tourists come to Istanbul for the first time. Although there may be many factors that encourage them to visit Istanbul for the second time to visit the region emerges as an important factor in advertising activities. Second, and more, because those who are more positive opinions about the advertising activities. Tourists, positively affected by advertising activities, visit to Istanbul again, as well as even they recommend to their social networks, visiting there. Because, who reveals the results of the research, some of the tourists visiting Istanbul is the advice of their social networks. Because of this, you are not satisfied with how negatively affect people around a tourist, but a tourist staying happy with the way people around the positive impact (Anderson, 1998). In this context, business guests leave satisfied customers can provide a marketing staff volunteered to work as well as businesses. In this research, tourism enterprises by means of various media advertising activities for tourists to affect the destination are considered. However, future researchers can address the promotion mix as a whole and compare the attitudes of consumers. In addition, consumers in different sectors can be demonstrated by comparing the views of promotional activities. 9 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo References Anderson, E.W. (1998) “Customer Satisfaction and Word of Mouth” Journal of Service Research, 1(1): 5–17. Abela,Andrew V. and Farris, Paul W. (1999).Advertising and Competition. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.202.3968&rep=rep1&t ype=pdf (25.04.2013) Akarsu, N. E. (2001). TuristikTanıtmaAmaçlıUluslararasıDüzeydeVerilenReklamlarınTuristlerÜzerinde kiEtkisininAraştırılması. YayınlanmamışYüksekLisansTezi. HacettepeÜniversitesiSosyalBilimlerEnstitüsü. Alegra, J., Juaneda, C. (2006). 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Influential factors and relational structure of Internet banner advertising in the tourism industry. Tourism Management, 29, 211-236. Yükselen, C. (2008). Pazarlama; ilkeler-Yönetim-ÖrnekOlaylar.(7.Baskı). Ankara: DetayYayıncılık. 12 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1684 Title A name given to the resource Effect of Advertising Activities on Foreign visitors Purchasing Preferences: The Case of İstanbul Author Author OZASLAN, Yasin TUTAN, Ercan Abstract A summary of the resource. This study, tourism industry, aims to measure the impact of advertising in consumer preferences. Businesses in terms of sales increase, consumers in terms of product knowledge and the affordability, quality, purchase your product, which enables advertising to the issue of the timeliness of the protection and 2011, approximately one billion people travel to the tourism industry has a great importance of this study is the necessity of show. Turkey's most important tourism centers, which was held in İstanbul. In this study the universe in İstanbul, 2010 from foreign tourists. Field research based on this study, the primary data collection as a method of the survey have been used in the survey consists of three parts. The survey is the first part of the participants ' demographic characteristics of the variables to detect the questions are given. In the second chapter, the participants in the rest of the variables to detect the questions are given. The survey in the last section; participants' views on the activities of advertising, for the detection of the size of the expressions given in the bottom of the ad. In 2010, a total of 289 foreign tourists views on the data obtained from the questionnaire were analyzed through statistical software package. Of the respondents' perceptions about advertising activities, demographic and holidays differed significantly according to the characteristics of the two groups t-test for variables with more than two groups for variables that contain a single-factor analysis of variance (ANOVA test) were tested. All statistical results were analyzed based on the significance level of 0.05. Results of this research have been identified by tourists are affected by advertising activities. In addition, according to the results of the t and ANOVA tests, educational status, income status, countries, number of visits, number of days of encampment, objectives and benefit from resources such variables as the arrival of tourists has resulted in any significant difference in submissions for the ad, while the other variables between views on advertising no difference was found. Keywords: Advertising, Purchasing process, Tourism, İstanbul, Turkey. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3