343 10 3494 https://omeka.ibu.edu.ba/files/original/f4d3f4b10ed9f117c0b1d684710db7f6.pdf 5bb9c8af184702531bb464b35bab8668 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3273 Title A name given to the resource Slovene as the second/foreign language in Slovene pre-school institutions Author Author Skubic, Darija Jerman, Janez Abstract A summary of the resource. Slovenia has long been a place for immigration; with the accession into the European Union it has become even more interesting for different groups of immigrants from European and non-European countries. According to the Statistical Office of the Republic of Slovenia, 106.486 foreigners (5.16% of overall population in Slovenia) were living in Slovenia at the end of 2015. It is expected that this migration trend in the light of world events continues or even increases. One of the key factors for the successful integration of young generations of migrants in society is education. The survey Index of the policy of integration of migrants (MIPEX, 2015), implemented by the British Council and Migration Policy Group, shows that few education systems in Europe are adapting to the realities of immigration. Sweden, Australia, New Zealand, Norway, Canada, Portugal are the most engaged countries, whereas Slovenia is among the least committed (it ranks 28 among 38 selected countries). Language has a major role in supporting children’s process of identity formation and in helping them understand where they fit in the new environment they are entering. Language is, of course, not the only factor that promotes integration and enables successful education, but the fact remains that immigrant pupils are better achievers in those countries that pay greater attention to second/foreign language learning starting in preschool institutions. In the present paper we discuss the Slovene pre-school teachers’ and pre-school teacher assistants' attitudes towards learning Slovene as the second/foreign language in Slovene pre-school institutions. The research was conducted on a sample of 143 pre-school teachers and pre-school teacher assistants. The results imply that Slovene pre-school teachers and pre-school teacher assistants hold positive attitudes towards learning Slovene as a second/foreign language, they see their role as the promoters of learning Slovene as a second/foreign language to non-Slovene children, but they strongly express the lack of training in language learning strategies of Slovene as a second/foreign language. Keywords: Slovene, second/foreign language, preschool institutions, pre-school teacher and pre-school teacher assistant Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-12 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/0e85ce500dcb22a4ca7f79715e7844ab.pdf e5f5e4524a760b633b6880a1774b673b PDF Text Text Writing the Proper Story: The Importance of Personal Experience and Inadequacy of Fiction in Alice Munro’s Story “The Ottawa Valley” Demir Alihodžić University of Tuzla Bosnia and Herzegovina Abstract The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story.” This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. Key words: Alice Munro, Postcolonial literature, personal experience, fiction, short story 1. Introduction The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. In an essay entitled “The Colonel’s Hash Resettled,” Munro (1972) states that she writes stories that come from inside and outside (p. 183). However, when she begins to analyze this comment, she determines that it is far from being that simple. She says: “When I get something from outside…I have to see it in my own terms, at once, or it isn’t going to be a story” (p. 183). However, Munro is quick to warn others about viewing her stories as autobiography. She concedes that she does use “bits of what is real” (Munro, 1982, p. 223), but this is done in order to strengthen the truth of the experience that she is attempting to convey. Whether Munro is writing about a real or imagined event, it is her personal experience which shapes the final product. It is impossible for Munro to step outside her life as woman, writer, mother, wife, and daughter and write about something which has little immediate meaning for her. �Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story” (p. 246). This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. 2. Turning inward: Features of Alice Munro’s aesthetic and writing style Beverly Rasporich (1990) believes personal experience and, more specifically, her experiences as a woman, to be integral to Munro’s work (p. 14). In an interview cited by Rasporich, Munro discusses the idea of using personal experience, which first came to her when writing “The Peace of Utrecht.” She claims that if she had not arrived at that point when she knew that she needed to call on her own experiences for material for her fiction, she “would not have had enough power to work as a writer” (Rasporich, 1990, p. 14). This practice of using personal experience as material for stories has caused much dissension among critics of Munro’s work. There are those who would argue that Munro’s use of real events and experiences is a negative aspect of her work (Blodgett, 1988, p. 6). These critics seem to feel that making too much of the autobiographical links in her work reduces it to the level of the documentary (Blodgett, 1988, p. 1). Blodgett prefers not to view Munro as a realist, because he finds her “photographic or documentary realism” to be the “negative aspect of art, that against which her writing has struggled in the three and a half decades of her engagement with her craft” (p. 6). In contrast to this position, critics such as Beverly Rasporich (1990) and Michelle Gadpaille (1998) believe that it is her very personal closeness to her work that makes it strong. It is interesting to note a possible gender split in these assessments of Munro’s work. The dichotomy which appears to exist between female and male critics with regard to Munro’s autobiographical tendencies may be at least partially explained by recent trends in feminist criticism toward viewing a woman’s body as the origin of her art, with the result being an intense closeness between the woman and her writing (Gubar, 1981, p. 248). In light of these theories, feminist critics may find accepting autobiography as a positive aspect of writing fiction to be easier than their male counterparts. The setting of Munro’s stories is another important element of her craft, as it provides a connection to her “real life.” The majority of the stories are set in small-town southwestern Ontario. These towns bear a striking resemblance to the Huron County area where Munro was raised and currently resides. This rather ordinary setting provides the backdrop for Munro to explore deeper levels of a seemingly simple existence. She “uses ‘normal’ surroundings-farms, middle-class living rooms, kitchen tables--as the flat paper on which her sensitive pen registers sudden alarms and shuddering shocks to the social bedrock” (Ross, 1994, p. C1). The world of her experience is food for the world created by her imagination. �Another matter which is present consistently in Munro’s work is the tension between fiction and reality. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story” (p. 246). The final ingredient in an Alice Munro story is the women. Overwhelmingly, her stories are populated by females; children, adolescents, young wives and mothers, middleaged women, and spinsters dominate these stories. While men are present in the stories, they are usually in the background as someone’s father, brother, lover, or husband. Speaking in reference to her story “A Wilderness Station” (Open Secrets, 1994), Munro explains that the plot centers around two brothers, yet she found herself needing to include a woman. She admits that she “can’t make a story without a woman” (Ross, 1994, p. C1). The reasons for Munro’s inability to write stories without women are not completely clear; however, her habit of drawing on her experiences may be a possible explanation. In addition, Munro’s well-documented preference for the role of observer may also offer insight into this matter, for the world with which we are presented in the stories is seen through women’s eyes. The fact that Munro’s protagonists are mainly female does not mean that the stories appeal strictly to women. The relationships explored in the stories, the themes of love, power, and truth versus reality have universal appeal. Munro’s characters are sincere and believable because they are closely linked to their creator. 3. Elements of personal experience and inadequacy of fiction in “The Ottawa Valley” “The Ottawa Valley,” the last story in the collection Something I’ve Been Meaning To Tell You (1974), marks a turning point in Munro’s career. After writing this piece, she agonized over the possibility of ceasing to write fiction. Her dissatisfaction with the limitations of art made her feel “tormented by the inadequacy and impossibility and feel that maybe this is quite a mistaken way in which to spend one’s life” (Struthers, 1983, p. 28). Not only did she begin to question her ability to represent personal material and real lives, but she also began to doubt her “right to represent them at all” (Struthers, 1983, p. 28). This self-doubt, which is evident from the beginning of her published career with such stories as “The Office” and “The Peace of Utrecht,” becomes increasingly important in Munro’s third volume of stories. In “Material” and “Winter Wind” Munro explores the issue of using personal material for artistic purposes. It is in “The Ottawa Valley,” the story which concludes the collection, that she finally admits her failure to represent real lives accurately. From the outset of the story, it is clear that the narrator is obsessed with her late mother. The recollections of her mother which form the framework of the story occur when the narrator is in her early forties, approximately the same age at which her mother developed Parkinson’s Disease. This connection is important, for the narrator’s identity is closely tied to that of her mother. In the opening paragraph, she states that she frequently thinks of her mother when she looks in the mirror (p. 227). The plot centers around the narrator’s memories of a trip which she took with her sister and mother to the Ottawa Valley during wartime. Returning to her birthplace, it seems as if the mother is attempting to reclaim her past in an effort to form some semblance of identity. Similarly, the narrator’s remembered version of this journey represents her attempt to “mark off” her mother, to “describe, to illuminate, to celebrate, to get rid of her” (p. 246). �By her own admission, “The Ottawa Valley” is the most autobiographical of Munro’s stories (Hancock, 1983, p. 104). It is impossible to ignore the fact that Munro’s own mother suffered from Parkinson’s Disease, and that her illness had a tremendous impact on Munro (Hancock, 1983, p. 104). Magdalene Redekop (1992) even goes so far as to say that the story “could be said to be about referentiality” (p. 106), for there is no doubt that the “I” in “The “Ottawa Valley” is Alice Munro (p. 106). The whole object of the narrator’s journey, according to Blodgett (1988), is to come to terms with the mother in the story and with Munro’s real-life mother (p. 72). The parallels between the narrator’s experiments in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. The narrator’s attempt to reconcile her feelings about her mother is presented through what Blodgett refers to as a series of snapshots (p. 78). Attempting to freeze the memory of her mother in time, the narrator relates bits and pieces of the trip to the Ottawa Valley. The difficulty with these snapshots is that they do not represent the entire picture; they are merely fragments of reality which have been distorted by the trickery inherent in memories. The unreliability of memory is particularly evident in the scene in which Aunt Dodie tells the story of the practical joke which she and the narrator’s mother had played on Allen Durrand, the hired man, many years earlier. Both ladies agree on the details of what had happened up to a certain point. After sewing up the fly on Durrand’s pants, they mixed up two pails full of lemonade, one of which Durrand thirstily consumed. Later, when the lemonade took effect and he needed to relieve himself, he was unable to open his zipper. Aunt Dodie and the narrator’s mother disagree on just what they saw when Durrand finally ripped down his overalls in desperation. According to Dodie, they “had the full view;” however, the narrator’s mother insisted that he had his back to them (p. 236). This amusing anecdote illustrates the subjectivity involved in telling stories of remembered people and events. In her search for identities for both her mother and herself, the narrator wrestles with the inadequacy of fiction. By attempting to mark off her mother through a series of remembered incidents, the narrator succeeds in doing little more than assembling a collage of memories. Realizing that such snapshots are subject to personal interpretation and are often colored by time, she eventually understands the futility of her task. The facts of these remembered incidents are much easier to gather than the emotions associated with them. Without the feelings, the facts have little significance and then their authenticity is called into question. Viewing these images of the past in hindsight, Munro’s pain and possibly even regret blur the line between fantasy and reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. This self-conscious analysis of the method used by the narrator in trying to define her mother seems almost an apology. The narrator feels a need to explain why she has been unable to write a “proper story” (p. 246). The intensely personal nature of her quest for her mother has rendered her unable, and even perhaps unwilling, to end the story without a final attempt to reach her mother. Blodgett (1988) considers the narrator’s inability to tell the proper story to be an abandonment of method for the sake of truth (p. 9). The ultimate truth is that she cannot adequately represent her mother because she [the mother] “…is so much a part of the narrating ‘I’” (p. 9). What the narrator means by the phrase “proper story” is problematic. Is she referring to the accurate version of the story, or is she hoping to provide herself with a suitable story in which her mother fits neatly into place? The latter of these explanations seems the most plausible in view of the narrator’s final comments about needing to “mark her off, to describe, to illumine, to celebrate, to get rid of her” (p. 246). The narrator will never be able to detach herself sufficiently from her mother to write the “proper story” because their identities have become intertwined. The proper story would ostensibly be comprised of an introduction, the �body of the story, a climax, and some form of resolution. The lack of resolution is what troubles both the narrator and Munro. If resolution is impossible, what is the point of writing at all? This admission of failure to write the proper story is extremely significant. Redekop (1992) sees this story as a “courageous confrontation with failure” (p. 114). She feels that “The Ottawa Valley” has special power because “a community of readers is formed by this process and the mutual vulnerability, the risk of exposing subjectivity is crucial to that experience” (Redekop, 1992, p. 104). The pain which Munro clearly feels in attempting to depict her mother and their relationship truthfully, and her inability to do so properly, creates a feeling of empathy for the writer. That the narrator, and by extension Munro, is only human is a gratifying realization which serves to increase the closeness between the reader and the story. In spite of her inability to reach the truth about her mother, Munro continues to use personal material in her stories. She does concede, however, that she will not likely write any more stories about her mother and her childhood (Hancock, 1983, p. 104). The distance which Munro requires to write a “proper story” about her mother is impossible to achieve. 4. Conclusion Clearly, the quest undertaken by the narrator of “The Ottawa Valley” has been about more than defining her mother, it has also been a search for a balance between real life and fiction. W. R. Martin (1987) believes that this balance is indeed achieved. He says of Munro: [W]hat she shows is simply that an artist can fail--through lack of skill or application, or perhaps because she is a daughter and too close to her subject, her mother--but also that the artist sometimes succeeds. If art were always a betrayal, what point would there be in devoting one’s life to writing short stories? (Martin, 1987, p. 91) Fascinated by ordinary life, Munro is certain that she will never run out of material for fiction (Hancock, 1983, p. 82). She finds that “even totally commonplace things like a shopping centre and a supermarket and things like that are just sort of endlessly interesting in their physical reality” (Hancock, 1983, p. 101). Because of the accuracy with which she depicts everyday life, and the fact that she so often draws upon her own experience of growing up in a rural area of Southwestern Ontario, Munro is frequently dubbed a realist. This label is most unfortunate, for it seems to imply a somewhat limited range of imagination, which is certainly not the case with Alice Munro. Instead, Munro’s abilities of keen observation and detailed description should be viewed as skills which are essential to any writer. The result of putting these skills to use is a body of fiction which encourages us to identify with characters, places, and events. References 1. Blodgett, E. D. (1988). Alice Munro. Boston: G.K. Hall and Company. 2. Gadpaille, Michelle. (1998). The Canadian Short Story. Toronto: Oxford University Press. 3. Gubar, Susan. (1981). ‘The Blank Page’ and the Issues of Female Creativity. Critical Inquiry, 8, 243-64. �4. Hancock. Geoff. (1983). An Interview With Alice Munro. Canadian Fiction Magazine, 43, 74-114. 5. Martin, W. R. (1987) Alice Munro: Paradox and Parallel. Edmonton: University of Alberta Press. 6. Munro, Alice. (1972). The Colonel’s Hash Resettled. In John Metcalf (ed.), The Narrative Voice (pp. 181-183), Toronto: McGraw-Hill Ryerson Limited. 7. Munro, Alice. (1982). What is Real?. In John Metcalf (ed.), Making It New (pp. 223-226), Toronto: Methuen. 8. Munro, Alice. (1990). Something I’ve Been Meaning to Tell You. Toronto: Penguin Books. 9. Rasporich, Beverly. (1990). Dance of the Sexes: Art and Gender in the Fiction of Alice Munro. Edmonton, University of Alberta Press. 10. Redekop, Magdalene. (1992). Mothers and Other Clowns: The Stories of Alice Munro. London: Routledge. 11. Ross, Val. (1994, October 1). A Writer Called Alice. The Globe and Mail, p. C1. 12. Struthers, J.R. (1983). The Real Material: An Interview with Alice Munro. In L.K. MacKendrick (ed.), Probable Fictions: Alice Munro’s Narrative Acts. (pp. 5-36), Toronto: ECW. � 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. 3274 Title A name given to the resource Writing the Proper Story: The Importance of Personal Experience and Inadequacy of Fiction in Alice Munro’s Story “The Ottawa Valley” Author Author Alihodžić, Demir Abstract A summary of the resource. The tendency among contemporary women writers to look inside themselves for material for fiction is particularly evident in the work of Alice Munro. Munro’s practice of utilizing personal experience in her stories is central to her work, and is therefore identified as an essential element of her fictional aesthetic. In “The Ottawa Valley,” the parallels between Munro’s experiences with her own terminally-ill mother and those of the narrator whose mother has Parkinson’s Disease, are immediately recognizable. Other stories also contain bits and pieces gathered from Munro’s memories; however, she is adamant that her stories should not be seen as strictly autobiographical. Her refusal to allow her work to be described as autobiographical serves as a protective shell into which the author may retreat, and as a reminder that Munro’s stories operate on many levels of reality. In the postscript added to the story, Munro, in the guise of the narrator, deals with the inadequacy of fiction. In several stories the reader is left wondering whether certain events actually occurred or if they were imagined by the teller. This ambiguity between fiction and reality is evident in stories where Munro and/or the characters seem to be second-guessing themselves. For example, the narrator in “The Ottawa Valley” wonders at the end if she has really told a “proper story.” This paper examines the importance of personal experience and inadequacy of fiction in writing by Alice Munro in general, and particularly in reference to her short story “The Ottawa Valley.” The parallels between the narrator’s experiences in “The Ottawa Valley” and Munro’s own experiences with her mother demonstrate that Munro frequently utilizes material from her own life in her stories. Key words: Alice Munro, Postcolonial literature, personal experience, fiction, short story Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-12 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/cdd51e4e9ebf528c7f21fe5877f2bedc.pdf 0ca6b752fea27aba5fcbf2ccaa58e7be PDF Text Text Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Duygu Gok & Hilal Bozoglan Suleyman Demirel University, Turkey Abstract: A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, groupbased problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education 1. Introduction Although ‘’flipped teaching’’ is an almost new term in education, it is not completely a new teaching method (Berrett, 2012; Kong, 2014; Roach, 2014). Different terms have been used to entitle the same concept in literature: ‘‘just in time teaching’’ (Novak, 2011), ‘‘interactive learning’’ (Crouch, Watkins, Fagen, & Mazur, 2007), ‘‘inverted classroom’’ (Lage, Platt & Treglia, 2000), ‘‘inverted learning’’ (Davis, 2013), ‘‘The Inverted Classroom’’ (Baker, 2011), ‘‘Flipped Classroom’’ (Bergman &Sams, 2012), ‘‘Flipped learning’’ (Flipped Learning Network, 2013). What is flipped classroom? Bishop and Verleger (2013) define flipped classroom as ‘‘a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom.’’ (p.1). However, literatüre on flipped classroom model reveals that actually there is not a certain definition of flipped classroom model. (Ash, 2012; Wang, 2014). In simplest terms, flipped �classroom model includes shifting place of lecture with homework via technological tools andputting students to the core of the learning process with interactive and collaborative teaching techniques (Bergman & Sams, 2012; Hamdan, McKnight, McKnight, & Arfstrom, 2013). A growing body of literature on flipped classroom presents that flipped classroom model has gained acceptance and popularity in the world in nearly every field of science. However, there is limited number of research on the use of flipped classrom model in foreign/second language classrooms. Moreover, there is relatively little research focusing specifically on English as a Foreign Language (EFL) context. For this reason; to shed light on the place of flipped classroom model within EFL context, in this study we aimed to investigate the reflection of preservice English language teachers on flipped classroom model. In this regard, we investigated the following research questions within the context of 12 weeks flipped classroom application. • What are the perceptions of prospective English Language Teachers towards Flipped Classroom Model? • Do preservice English language teachers consider flipped classroom as a beneficial model? • What are preservice English language teachers’ ideas about the flipped classrom model before and after the application? • What are the pros and cons of flipped classroom model according to preservice teachers? 2. Method 2.1 Participants The sample of the study was purposefully selected from freshmen of English Language Teaching (ELT) Department within the context of Advanced Reading course. 30 prospective English language teachers (16 female and 14 male) studying at a state university in Turkey took part in this study. The participants had an average age of 18, and they did not take an online course before. 2.2 Procedure Within the context of Advanced Reading course, a website was specifically designed in parallel with the course book. The framework of the website was developed by an expert on Computer Technologies and an expert on Foreign Language Instruction. The name of website was determined as ‘‘online flipped reading’’. The videos and slides of lecture were mainly selected from Youtube, TeacherTube, Study.com and other educational online platforms related to reading strategies of the week. In the first week of intervention, in order to ensure �students’ adjustment to flipped classroom model, an orientation training was given to the students to clarify implementation and running of the model. Figure 1: The overview of procedure Before the course During the course After the course The teacher assigns the skills and strategies to online platform for each week Students are expected to watch all videos and ppts and read the assigned reading passage Students are expected to omplete the tasks with group work Students are expected to write a short paragraph related to each week’s topic. Students checking their answers The teacher evaluates students' performance on the website and preparedness for the course. 2.3 Data collection process & data analyses The data involved interviews with the students. All students were asked to participate in focused-group interview. 30 students voluntarily accepted to participate in the semistructured interviews. Accordingly, the questions of semi-structured interview were prepared to identify students’ reflections ‘‘flipped classroom model’’. At the beginning of the interviews, the consent letter of participants were taken to record their speech. In this regard, 30 participants voluntarily participated in the interviews. During the interviews, students were asked semi-structured questions in small-size groups, and they were expected to share their ideas related to flipped classroom model. In order to analyze the semi-structured interview, the records of students were transcribed and organized using thematic analysis. In this context, some recurring themes were defined and examined. The students’ responses were analyzed and revisited until the point of saturation. In parallel with Creswell’s (2012) suggestion, “Saturation is the point where you have �identified the major themes and no new information can add to your lists of themes or to the detail for existing themes” (p. 257). In this regard, the researcher firstly coded the transcriptions. While coding, recurring themes were examined and coded based upon literature review. The coded text was reviewed to determine the emerging themes. An expert on this field checked and controlled the themes in terms of reliability and validity. 3. Results and discussion The following themes appeared in the end of the data analysis:  The comparison of online reading texts and print texts  The perceptions of students towards online flipped reading course  The evaluation of Flipped classroom model The comparison of online and print texts Students were taught reading skills and strategies on an online platform with a speciallydesigned website. In order to define their reflections towards online reading texts, they were asked to reveal their perceptions towards online reading and compare online and print texts in terms of advantages and disadvantages. The following keywords and phrases were extracted from students’ repetitive responses. Table 1. Students’ perception towards online reading Online reading (N=30) Frequency (f) Percentage (%) Keeping up with the current technology Practicability Having extra materials Not necessary Total 6 8 10 6 30 20.00 % 26.66 % 33.33 % 20.00% 100.0% As stated in the Table 1. students indicated their attitudes towards online reading with some patterns. 20% of students suggested that online reading helped them to keep pace with the recent technology. They reported that they wanted the courses to meet the needs of the 21st century in terms of technology. ‘‘In 21st century, with the proliferation of technology we are supposed to use technology; therefore, online reading helps us use technology effectively…’’ (part. 17) ‘‘As we are so close to the technological tools, online reading is suitable for me’’ (part. 2) �Beside this, one-third of students ( 33.33 %) noted that they like the visual elements in online reading such as, graphs, pictures. They reported that they have a chance to use extra materials such as online dictionary or supportive links. The majority of the students expressed their ideas with positive adjectives such as; enjoyable, interesting, useful, attractive… ‘‘I can understand the passages with visual opponents and graphs in online reading.’’ (part. 19). The practicability of online reading was another repetitive key word among students’ responses. 8 students highlighted the practicability of online reading. They emphasized that the online reading in language learning context was easier. As seen from their quotations, they believed that online reading was practical for foreign language learning. However, 20 % of the students reported that there was no need to use online reading, and they preferred to use hardcopy books. The students explained their ideas in the following way: ‘‘ While reading online, we can see the results of reading questions immediately on the screen, when we complete the tasks. Moreover, we can see the other pages at the same time which is different from hard copy version of the book’’ (part. 30). ‘‘… whenever I want to read the passage or articles, I can download and read from even my mobile phone’’ (part. 27). ‘‘ It is not necessary to read on an online platform. Print texts are sufficient for the course’’(part. 13). Table.1.2. Online texts vs print texts Online text Adapting the current technology Ubiquitousness Accessibility Underlying the words, sentences Eye and mental fatigue Necessity of Extra materials Technological problems Taking notes on reading texts Being unable to concentrate √ √ √ X √ X √ X √ Print text X X X √ X √ X √ X After online reading treatment, students were asked to compare online texts with print texts. The recurring codes are shown in Table 1.2. Overall, students stated both advantages and disadvantages of online and print texts. While comparing the online and print texts, students were usually in favor of using online texts. After analyzing and revisiting the responses, the last point of saturation is like the following: �Table 1.3. The descriptive statistics of online and print texts Codes (N=30) Traditional reading background of students Ubiquitiousness and accessibility The features of hardcopy Eye and mental fatigue Willing to keep up with technological developments Frequency (f) 14 8 10 9 7 As indicated in Table 1.2.1, nearly half of the students (f=14) mentioned about their traditional reading background while comparing print and online texts. Due to the fact that they were used to have hardcopy of books in their reading courses or in daily life, they were in favour of using print texts. They stated their ideas in the following way: ‘‘So far, we have read print texts. So, I had difficulty in adapting to reading from screen of a computer or a mobile phone.’’(part. 1) ‘‘I think, it is easier to read print texts. I have never read online texts in a course until now.’’ ( part. 29). Moreover, underlying the unknown words or sentences, taking some notes on the page were also emphasized in their responses (f=10). However, they (f=7) supported that adapting the current technology could be ensured by online texts. Here are some quotations from students’ responses: ‘‘ Personally, I like reading hardcopies. I want to have a material in my hand to touch and feel.’’ ( part. 20) ‘‘Reading from online sources is a good alternative in this age of technology, but, I enjoy reading from book with colorful pens. I like underlying and taking some notes on the page of the book. I want to enhance my concentration with these colorful pens.’’(part. 10). ‘‘I do not like online things much. I prefer paper and pen, yet, I must get used to online materials to keep up with the innovations of technology’’ ( part. 4). The students explained that the most prominent drawback of online texts was eye and mental fatigue while reading on the screen. On the other hand, some students also reported that whenever they wanted to read, they had a chance to access the texts even from their mobile phones. Some of the responses were in the flowing way: ‘‘The only disadvantage of online reading is having pain in my eyes after reading on the screen’’(part.22) �‘‘ I prefer reading print texts, but when I could not access the hard copy of the book, I downloaded pdf version and followed from my mobile phone. However, online reading tires my eyes.’’ (part.27). ‘‘ I think the advantages of online reading can be listed summarized in the following way: we can easily access the texts, learn unknown words by means of online dictionary and search different concepts on the internet, however, the only bad side of online materials is the eye and mental fatigue.’’(part.24). 3.1 The perceptions of students towards online flipped reading course After students learned online reading strategies through flipped classroom model, they were asked to share their ideas pertaining to 10 weeks treatment. They were asked: ‘‘Do you believe that 10 weeks lectures with flipped classroom model is beneficial?”. All participants (n=30) agreed that flipped classroom model was an efficient model for teaching reading. All of the students (N=30) expressed their ideas with positive adjectives such as ‘‘enjoyable, interesting, beneficial, very good, helpful, practicability, entertaining, fruitful, extraordinary…’’They argued that flipped classroom helped to improve their reading strategies, they experienced a different model, they gained a good deal of vocabulary knowledge, and they could comprehend the reading texts and answer the questions confidently. Furthermore, the students also added that flipped classroom helped to improve their reading speed, and they enjoyed the reading their lectures at home with videos. Some sample responses are listed below: ‘‘Sure, it was beneficial for me, I improved my reading skills both by learning and by doing.’’ (part.22) ‘‘Yes, because we were taught with traditional methods before. But, with 10 weeks flipped classroom experience, we learned a lot of new vocabulary’(part. 23). ‘‘Definitely yes. Foreign language reading paragraphs were troublesome for me. I could not comprehend the paragraphs and answer the questions. But now, I am able to comprehend the whole text while I am reading at home. Now, I can apply reading strategies easily’’ (part. 1) ‘‘Yes, if we had been taught with traditional lecture based methods and with hardcopy of book, we would have got bored. As computer is an inevitable part of our life, we enjoyed the lessons. Reading strategies and activities are more permanent for me.’’(part. 12). ‘‘Throughout 12 years of my learning experience, the teacher taught the subject and we listened. Sometimes we could not ask when we did not understand. It is still the same even today…. However, during this 10 weeks interesting training process, I was able to comprehend each week’s topic and it was really fruitful and beneficial for me.’’(part. 17). �Students were also asked to compare themselves before treatment and after treatment. They reported their ideas with some similar phrases as seen in Table 2. Table 2. The students’ perceptions: Before and After treatment Before treatment Prejudice towards flipped classroom model The fear of adapting to online platform Not enough knowledge on reading skills and strategies Reading anxiety Problems with reading comprehension After treatment Getting used to flipped classroom model Being able to comprehend easily Improvement in vocabulary knowledge and reading speed. Decreased level of reading anxiety An effective use of reading strategies The majority of students indicated that they did not have enough knowledge on reading skills and strategies before the treatment. Thus, they were afraid of adapting a new model. They argued that although they were biased towards the flipped classroom model at the beginning, they got used to it after treatment. Some students were anxious about their reading skills at the beginning. After the treatment, they overcame their fears and anxiety. Within the context of flipped classroom, they could read the reading passages and answered the related questions with their peers on ‘‘forum’’ part in the website. While they were reading at home, they had chance to find the meaning of unknown words, and they could enhance their vocabulary knowledge. Some statements of students were in the flowing way: ‘‘Before this course, I could not comprehend a text easily, but at home I concentrated on it and day by day, I got used to this style. Also studying with my friends encourages me to participate in the class.’’(part. 24) ‘‘When I asses my knowledge, my vocabulary knowledge has increased and I can answer academic questions easily and immediately.’’(part. 16) ‘‘In fact, I was biased against reading before this course, and when I met flipped classroom model, I was worried about not understanding the passages. However, after this course, I really made a significant progress, and now, I am not afraid of not understanding the passages.’’(part. 2). ‘‘At the beginning of my education, I had trouble with comprehending a foreign language reading text. I was looking up the dictionary when I came across a new word which took too much time and made me feel bored. Now, I do not look up all the words, and I learned to read the passages using strategies. I have plenty of time to comprehend the passage at home.’’(part.7) �3.2 The evaluation of Flipped classroom model Students were asked to evaluate flipped classroom model in terms of pros and cons. Among students’ responses (N=30) some repetitive phrases are presented in Table 3. Table 3. The pros and cons of online flipped reading course Pros Cons Teaching in flexible setting (at home) Different experience Not leading to anxiety Not reading in a limited time Gaining responsibility Lack of classroom teaching Being exposed to too much technology Technological problems As seen in Table 3, students emphasized the general features of flipped classroom model. They reported that teaching at home was an advantage of this model. Moreover, they defined the flipped classroom model as an extraordinary setting. While they presented the pros and cons of online flipped reading together, 10 out of 30 stated that flipped classroom model did not have any cons. Additionally, they described the reading passages as fluent and clear which provided motivation to read with the help of graphical elements. They also explained that they enjoyed the videos and slides. According to the participants, a prominent disadvantage of flipped classroom model was that they were used to listening to the teacher alive and they were used to traditional lecture methods. ‘‘The pros of online flipped reading course can be listed in the following way: we have a chance to get prepared beforehand, we can read the passage in a silent setting, the perception of ‘this is a lesson not homework’ makes me study hard before the course, if I do not get prepared beforehand, I can miss some points, on the other hand, the lesson carried out in online setting is the main disadvantage of this model.’’ (part. 29) ‘‘The cons of this course are the following: it is conducted with technology, so we are which exposed to computers mostly. The pros are the following: I learned to take responsibility for my own learning each week’’ (part. 21). ‘‘The most interesting advantage of this model is that students could not pretend to know the topic, because if s/he did not get prepared for the lesson at home, s/he could not participate in the class activities. On the other side, the technical problems made me nervous. (Part.25) 4. Conclusion Pre-service English teachers’ reflections revealed that they all described flipped classroom with positive adjectives and supported the efficacy of flipped classroom. On the other side, �their past experiences with traditional methods still had an effect on their attitudes towards the flipped classroom model. However, shifting place of lecture time with homework using technological tools attracted pre-service English teachers’ attention and they were in favour of flipped classroom model. Since assigning homework at home do not meet the needs of 21stcentury learners, doing homework at class time under the guidance of teacher is accepted as the most prominent feature of flipped classroom model. Though pre-service teachers in the present study encountered with the flipped classroom model for the first time, they shared positive ideas about flipped classroom model in general. With respect to the cons of this model, technological problems related to internet connection turned out to be the most encountered problem. This study, however, was limited to pre-service English language teachers studying at a state university in Turkey, and to the context of reading course. Additionally, there was no control group in the study. In future studies, these limitations can be overcome and the role of flipped classroom model in teaching other skills can be investigated. As a result of this study, it is reasonable to conclude that though flipped classroom model is a new paradigm for preservice English teachers in Turkey, they accepted the efficacy of flipped classroom. Accordingly, the results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. References: Ash, K. (2012). Educators view "flipped" model with a more critical eye. Education Week, 32(2), 6-7. Baker, J. W. (2000). The" classroom flip": Using web course management tools to become the guide by the side. Bergman, J., & Sams, A. (2012). Flip your classroom. International Society for Technology in Education, 20. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12, 1-14. Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches. Sage. Crouch, C. H., Watkins, J., Fagen, A. P., & Mazur, E. (2007). Peer instruction: Engaging students one-on-one, all at once. Research-Based Reform of University Physics, 1(1), 40-95. Davis, C. (2013). Flipped or Inverted Learning. Enhancing instruction with visual media: Utilizing video and lecture capture, 241. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). The flipped learning model: A white paper based on the literature review titled A Review of Flipped Learning. Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. �Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. Network, F. L. (2014). The four pillars of FLIP™. Retrieved from www. Flipped learning. org/ definition. Novak, G. M. (2011). Just‐in‐time teaching. New Directions for Teaching and Learning, 2011(128), 63-73. Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74-84. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation & task orientation. Learning Environments Research. 15(2), 171-193. Talbert, R. (2012). Inverted classroom. Colleagues, 9(1), 7. Wang, T. (2014). Exploring Engagement In Foreign Language (Doctoral Dissertation, Washington State University). Endnote This study is a part of a master thesis of DuyguGök. It was supported financially with BAP (Scientific Research Project). � 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. 3275 Title A name given to the resource Prospective English language teachers’ perceptions towards a new paradigm in foreign language education: Flipped classroom model Author Author Gok, Duygu Bozoglan, Hilal Abstract A summary of the resource. A current pedagogic approach is ‘‘Flipped classroom model’ which depends on the use of asynchronous video lectures and practice problems as homework at home, and active, group-based problem solving activities in the classroom. As a new paradigm in educational settings, flipped classroom model promotes student engagement and active learning with an emphasis on the development of problem solving skills and discovery-based learning. However, the role of flipped classroom model in foreign language teaching remains relatively unexplored in literature. In the present study, we aimed to take traditional lecture instruction one step further and integrated flipped classroom model into “Advanced Reading and Writing” course. In this context, a special website was designed to teach advanced reading and writing skills through videos and power point presentations at home, while students made practice in the classroom with the guidance of the teacher. With an aim to shed light on prospective English language teachers’ perceptions towards the use of flipped classroom model in language teaching, we carried out semi-structured interviews with 30 participants studying at English Language Teaching department at a university in Turkey. The results suggest that the flipped model has the potential to bring radical changes to language teaching and learning practices in future. Keywords: Prospective English Language Teachers, Flipped Classroom Model, Foreign Language Education Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-13 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/cdfcfe1f2a6fac0232d3e50f9c3ec398.pdf 225a75a3eb523e1bae8230db78e98085 PDF Text Text Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language Đenita Haverić & Amela Šehović University of Sarajevo, Bosnia and Herzegovina Abstract: TheBosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina. Comparation of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals. Keywords: Persian origin words, zero semantic extension, thematic areas 1. Introduction The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovinai. However, in the process of transition from the Persian to Bosnian language these words experienced a number of changes at the phonological, morphological and semantic level. Whith regard to the semantic adaptations it can be noticed that in Persian loan-words after they have been integrated to the Bosnian language, restriction of meaning, expansion of meaning as well as semantic incompability between the model and replicaii. But, comparation of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. This means that after a Persian loan-word has been integrated in the recipient language system, i.e., Bosnian language, its meaning remained unchanged and corresponds with the original language. Following the analysis that we conducted in our language corpus iiiwe classified all words of Persian origin that experienced zero semantic extension into specific thematic areas that contain majority of words. 1 �2. Thematic areas 2.1. Flowers, fruits, vegetables and herbs Thematic area flowers, fruits, vegetables and herbs contains the most units and we will classify it into four subgroups: 1. Flowers: jasmin/ 'jasmine'; jorgovan/ 'lilac';lala/ 'tulip'; nergić/ 'daisy'; nesrin/ 'narcissus'; sumbul (zumbul)/ 'hyacinth'; šeboj/ 'Aegean wallflower'. This groupcontains words that we refer to it as regionally or stilisticaly marked such as: đul/ 'rose'; melekša (menekša)/ 'violet'; menevša/ 'violet'. 2. Fruits: dud/ 'mulberry'; hurma/ 'date'; limun/ 'lemon'; nar/'pomegranate'; narandža (naranča)/ 'orange'. Here we also have regionaly and stilisticaly marked words such as:rezakije (rezaćije)/ 'rasins', rezakija/ 'type of grapes that grows in Herzegovina';šeftelija/ 'peach'. In this group there are some archaic words such as: armut/ 'pear', dževiz (dževiz-nut)/ 'cashew', indžir/ 'anjeer',miva (mivka)/ 'fruit', turundža/ 'orange'. 3. Vegetable: patlidžan/ 'eggplant'; spanać (špinat)/ 'spinach'. 4. Herbs: nohut/ 'chickpea', pamuk/ 'cotton', pirinač /'rice', šimšir/ 'box plant', zendžefil/ 'ginger and archaic names as: benđija/ 'Cannabis sativa', fustuk/ 'pistachio'; selvija (sevlija)/ 'Mediterranean cypress'. 2.2. Dishes, furniture, and different objects Second thematic area characterized by frequency of its units is: dishes, furniture, and different objects, such as: ćilim, halija, zilija (all three words denote carpet); erende/ 'grater', fildžan (findžan)/ 'cup', merdevine/ 'stairs',sepet/ 'basket', testera/ 'hand-saw',kibletnama/ 'Kibla compass'.This group is characterized by presence of some archaic words such as:ajna/ 'mirror'; armagan/ 'present, gift';buhurdanluk (buhurdar)/ 'censer incense or perfume burner'; fagfurija/ 'China porcelain', something made of China porcelain; nalpora/ 'a piece of horse shoes'; nešter/ 'a sharp surgeon and barbers knife'; šemidan (šamidan)/ 'candle holder'; salnama/ 'almanach'; sindžir/ 'chains, hardware'; tabirnama/ 'dream interpretation book';tebriknama/ 'greeting card'; tufek/ 'gun'. Words muhur/ ’seal’, peškeš (pešćeš)/ 'gift',tahta/ 'board' are expressive in spoken language. 2.3. Buildings, rooms and different places The third thematic area is buildings, rooms and different places such as: ambar (hambar)/ 'warehouse'; bazar/ 'Market place'; đerdap/ 'whirlpool'; kafana (kahvana)/ 'coffee-house'. Interestingly this thematic area contains most of archaic words such as: đumrukhana/ 'custom'; hapsana/ 'jail'; kiraethana/ 'reading room'; kutubhana/ 'library'; muvekithana/ 'observatory'; tabakhana (tabhana)/ 'tannery'; tefterhana (defterhana)/ 'accounting office'; telegrafhana/ 'post office'; dembelhana/ 'a place where lazy people gather'; dera/ 'a valley between two hills, brook'; dershana/ 'class room'; kabristan/ 'cemetery' and historisms menzilhana/ 'post station – a place where horses for postman were kept on standby' and serhat/ 'border area'. In addition, there are number of words whose main feature is 2 �expressivity, such as: đulistan/ 'rosary';mezaristan/ 'cemetery'; musafirhana/ 'hostel', zindan/ 'jail, dungeon'; viranija/ 'destroyed house'. 2.4.Apparel, cloth and jewelry The fourth thematic area is: apparel, cloth and jewelry, which we will classify in three subgroups: 1. Apparel:čador/ 'chador', čarapa/ 'sock',šal/ 'scarf' and words that are used in ethnological context and they denote type of a hat and they are:arakčin, ćelepoš, taća. 2. Material and cloths: čadorbez (čador-bez)/ ‘linen’, diba, hara, ibrišim/ 'types of silk'. 3. Jewelry: bazument/ 'amulet', ćehlibar (ćilibar)/ 'amber', dževahir/ 'jewel', menđuša (minđuša)/ 'earing',piroze/ 'turquoise'. 2.5.Colours The fifth thematic area is: colours, such as: al/ 'light-red' and a color azur/ 'sky-blue' is emphasized with its expressivity. Also, we can notice a number of words that denote colors that are archaic such as:jorgovani/ 'the color of lilac'; lal/ 'the color of rubi'; ružičast/ 'pink'; limuni/ 'the color of lemon'; pirozi/ 'the color of turquise'; sijah/ 'black color'; singav/ 'grey color';višnjevi/ 'the color of chery'. 2.6. Metals, minerals and chemical elements The sixth thematic area is: metals, minerals and chemical elements such as: bor/ 'boron'; boraks/ 'borax'; kreč/ 'lime' and nafta/ 'oil'.This thematic group is featured by a number of archaic lexeme such as: ćezap (ćezab)/ 'nitrit acid', ćil/ 'clay'; ćukurt (ćurkut)/ 'sulphur'; đuverčila/ 'potassium nitrate'; pirinč (pirindž)/ 'yellow bronze'; tutija/ 'zinc'. 2.7. Food, drinks and spices The seventh thematic area is food, drinks and spices includes meals: arpaš/ 'barley meal', červiš/ ‘melted meat fat', čorba/ 'soupe, đunlač/ 'a type of sweets made of pastry with cream with almonds and wallnuts', nišesta (nišeste)/ 'cornstarch, recelj (redžel)/ 'jam', then drink boza/ 'boza';spicessirće/ 'vinegard'; šećer/ 'sugar'and tarčin / 'cinnamon'. 2.8. Religious and Sufi expressions The eighth thematic area isreligious and Sufi expressionswhich take very important place in the Bosnian language vocabulary primarily because these expressions are most often irreplaceable, so they are presented today in both spoken and standard language.These are the following lexemaabdesthana/ 'place for taking ablution'; abuzemze (abu-zemze)/'water from 3 �well Zemze close to Kabba in Mekka'; binamaz/ 'a Muslim who doesnt perform salat on regular basis',derviš/ 'dervish'; din/ religion; đunah/ 'sin'; hanikah/ 'tekke' with boarding school for darvish' and mevlevihana/ 'Mevlevi order tekke'. 2.9. Occupations The ninth thematic area occupations can be deviden into two subgroups: 1. Occupations that include the following words: baštovan/ 'gardner'; dadilja/ 'nanny' and historismshaznadar/ 'safe keeper'; muhurdar/ 'stamp keeper';tefterdar (defterdar)/ 'higly positioned finance officer' and it has archaic meaning 'accountant, finance officer'. In addition there are other archaic words such as: kešiš/ 'monk, monarch'; suvarija/cavalier, pejik (peik)/ 'messenger'; tahsildar/ 'tax officer' and lala/ 'courtier, educator'. Word hizmećar/ 'servant'is featured with expressivity. 2. Craftsmen: bazarđan (bazerđan, bazrđan)/ 'trader, seller in a fair'; nalbant (a) (nalbantin)/ 'horse blacksmith'; zerger/ 'jeweller'. All three words are archaic, thus they are not frequent in contemporary Bosnian Language however a word bazarđan/ 'trader'occurs in some well-known Sevdalinka. 2.10. Music instruments The tenth thematic area music instrumentssuch as: naj/ 'nay', saz/ '[saz] string instrument', tambura/ 'tambouritza', zurna/ 'surnay'.Presence of these music instruments in this area whitnesses cultural influence of the East to these areas. 2.11. Animal The eleventh thematic area animals includes the following words: samur/ 'sable'; šakal/ 'jackal'and archaic word čagalj/ 'jackal' and lejlek/ 'stork'. 3. Conclusion Based on the above we may conclude that the Persian Origin Words which experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbe; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animalsiv. Many of the words listed above were introduced to the Bosnian language together with the newly-introduced lifestyle, which is the reason why it was common to borrow the word together with its original, source language meaning. Its meaning is kept as long as such condition exists and then it is lost either after the word is lost or it is kept as a feature of 4 �certain time (Baotić 2007: 11). In addition, we notice that the majority of thematic areas contain a number of expressions that are irreplaceable or are very difficult to replace. Thus, there is no replacement with corresponding lexic-semanic equivalent in Bosnian language. These words are present in everyday use and as stated by Bugarski: „they are the most regular, standard words and in their absence we would hardly discuss the everyday issues. How could we sleep without bed sheets/ 'čaršaf', pillow/ 'jastuk'and comforters/ 'jorgan', or wash our face without soap/ 'sapun' and towels/ 'peškir'? What would we wear if not socks/ 'čarape'and slippers/ 'papuče' or sandals/ 'sandale', maybe boots/ 'čizme' with thick sole/ 'đon'? How would we drink jogurt/ 'jogurt', tea/ 'čaj' withlemon/ 'limun'or coffee/ 'kafa'with spoon/ 'kašika' of sugar/ 'šećer'? Eat scramble eggs/ 'kajgana'or a pie/ 'pita' or rolls/ 'sarma'with rice/ 'pirinač'? Sip brandy/ 'rakija' or smoke tobacco/ 'duhan'? If needed how would we put a button/ 'dugme' in the pocket/ 'džep', and scissors/ 'makaze', hammer/ 'čekić', nails/ 'ekseri'and other alat tools/ 'alat' into a box/ 'kutija' or into a case/ 'sanduk'? How would we joyfully yell/ 'galamiti'in the garden/ 'bašta' or in a boat/ 'čamac'? For us to say that something is soft as cotton/ 'pamuk' or hard as steel/ 'čelik' – or in general express the whole array of basic terms. “(Bugarski, 1996: 204). From the above citation we notice a significant number of oriental origin words, i.e., Arabic, Turkish and Persian origin that are present in our everyday language. It is interesting to note that this paragraph contains mainly words of Persian origin. In addition to words that are irreplaceable here we can notice words that have their corresponding lexical-sematic equivalent in Bosnian language but the Persian origin word such as erende(rende),is in use more often than its local equivalent ribež, ribača/ 'grater'. Also, a word merdevineis used more than word ljestve/ 'ladder', than word baštovan instead of vrtlar/ 'gardner'; testera instead of pila/ 'saw' etc. In addition to these Persian origin words that are widely used today both in spoken and standard language, in the abovementioned thematic areas we can notice a number of archaic words and they belong to a passive lexical level. From the above it is clear that the Persian origin words that experienced zero sematic extension in Bosnian language grately enriched Bosnian vocabulary. Its special value is the fact that they are rarely replacable and they are present in spoken language. On the other hand, archaic words and historicisms whitness a past time, centuries long culture and tradition and its use today gives a note of patina. References: Akopdžanjan, Žana (2010). Reči persijskog porekla u govoru naroda bivše Jugoslavije. Beograd: Društvo srpsko-iranskog prijateljstva. Baotić, Josip (2007). Orijentalizmi u govoru starosjedilaca Bosanske Posavine. Sarajevo: Institut za jezik. Bugarski, Ranko (1996). Uvod u opštu lingvistiku. Beograd: Čigoja. Filipović, Rudof (1986). Teorija jezika u kontaktu. Zagreb: JAZU i Školska knjiga. Škaljić, Abdulah (1979). Turcizmi u srpskohrvatskom jeziku. Sarajevo: Svjetlost. 5 �i Bosnian languagevocabularyis characterised by a number of words of eastern origin, i.e. words from Turkish, Arabic or Persian, havea prominent place.Compared to Turkish and Arabic, lexis of Persian origin is the least present – in Škaljić’s Dictionary of Turcisms there were total 1031 words of Persian origin, out of which 653 basic words and 378 derivatives (Akopdžanjan, 2010: 180). ii In course of our research of the semantic adaptations of Persian words in Bosnian language we used R. Filipovic's methodology(1986). iii This refers to the Dictionary as an Appendix of the book Words of Persian Origin in Bosnian Language by Đenita Haverić and Amela Šehović which is currently in the final stage of its development. iv Surely, in addition to the above there are more thematic groups that we failed to mention in this paper because they contain insignificant number of words. 6 � 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. 3276 Title A name given to the resource Zero Semantic Extension of the Persian Origin Words in the Contemporary Bosnian Language Author Author Haverić, Đenita Šehović, Amela Abstract A summary of the resource. The Bosnian language lexis is characterised by a number of words of eastern origin, i.e. the words from Turkish, Arabic or Persian have a prominent place. The Bosnian language vocabulary contains a number of the Persian origin words that were introduced to the Bosnian language mainly through Turkish language as an intermediary language during the Ottoman rule in Bosnia and Herzegovina. Comparison of the Persian words meaning in Bosnian language resulted in a conclusion that a number of Persian words experienced zero semantic extension. The Persian Origin Words that experienced zero semantic extension in Bosnian language are mostly related to expressions limited to narrow specialized areas that we thematically grouped in: flowers, fruits, vegetables, herbs; dishes, furniture and different objects; buildings, rooms, different places; apparel, cloths, and jewelry; colors, metals, minerals and chemical elements; food, drinks and spices; religious and sufi expressions; occupations; music instruments and animals. Keywords: Persian origin words, zero semantic extension, thematic areas Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-15 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/a045c84cdb9a64dd1ffb8cf43e0181ba.docx c266db00d282eaf50016c20df25c5939 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. 3277 Title A name given to the resource The Role of Construct State in Multi-Word Lexical Units Formation in Arabic Author Author Dizdar, Elma Abstract A summary of the resource. As times change and new concepts become part of our reality, Arabic, just like any other language, is facing the challenge of building new lexical units into its vocabulary. However, its word formation system, relying heavily on derivation based on root and pattern system, characteristic of Semitic languages, defies the use of affixation, conversion and compounding as major word formation methods in English and other Indo-European languages. Although there are some examples of affixation and compounding in Modern Standard Arabic, their use remains largely limited, with blurred boundaries in linguistic description between the two and the Arabic equivalent of blending, i.e. naḥt. Therefore concepts expressed by compounds in other languages are usually rendered by the construct state or annexation construction in Arabic. Still, such structures manifest a high degree of variation in terms of their lexicalization and semantic compositionality, thus ranging from free word combinations to multi-word lexical units. The paper focuses on description of lexicalized non-compositional instances of Arabic construct state, including examples from Modern Standard Arabic, as well as a phenomenon dating from Classical Arabic. In addition to analysis of syntactic and semantic structure of Arabic construct state multi-word lexical units, based on which they are divided into several classes, discussion centers on different stylistic mechanisms operative in formation of their meaning. Keywords: Arabic, lexical, units, formation, construct, state. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-15 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/49d5f65879e198af400473679fc38173.pdf b4de420b850e4833a922e8e71e909463 PDF Text Text The Photographic Message: Common people Images in Contemporary Ads Mirza Džanić University of Tuzla, Bosnia and Herzegovina Abstract: The use of common people and objects as persuasive tools is an advertising strategy focuses on the assumption that common man can easily be identified with the masses i.e. target group for an advertiser. The ads feature people who appear to be average and typical ant thus lead the reader to believe that the product is for everyone (Howe and Edelstein 2000: 24). As Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful source of meaning in texts of all kinds. Symbols are much more about associations of ideas than about any literal or straightforward equation, and much more about group convention than about individual personalized meaning’. Accordingly, the semiotic analysis in this paper contains what Barthes (1977: 33) explained as follows: ‘…if the image contains signs, we can be sure that in advertising these signs are full, formed with a view to the optimum reading: the advertising image is frank or at least emphatic’. Keywords: semiotics, images, ads, common people, denotation, connotation. 1. Introduction As an attention-drawing tool, advertisers exploit people’s desires, fears, wishes, guilts and other motions and needs in general. In doing so, they encourage consumers to think that particular products can satisfy their desires (whatever they may be: for social status, belonging, sexual attractiveness etc.), alleviate their fears and calm their guilt. This strategy produces results despite the fact that people mostly know, on a conscious level, that most of products advertised will not satisfy their needs to such an extent. Companies, which spend a lot on advertising, count on the assumption that people are ‘subconsciously more susceptible then they would like to admit’ (Solomon 2001: 47). Advertisers presume that people have a number of unfulfilled urges and motives in their minds. As Fowles (2001: 62) points out, ‘mental forces such as lust, ambition, tenderness, vulnerabilities are constantly bubbling up, seeking resolution. Kress and Leuween (2006: 175) emphasize that ‘images represent the relations between the people, places and things they depict, and the complex set of relations that can exist between images and their viewers’. Each image contains a number of representational relations. In a consumer society common objects are transformed into signs of all the things that people covet most. In other words, special brands convey special status that one is striving for. From a semiotic point of view, these special brands send a signal which is a sign of some sort of power. A typical example of that power i.e. social distinction is ‘owning a country estate and enjoying the peace and privacy that attend it’ (Solomon 2001: 50). Accordingly, ads for cars such as Mercedes-Benz or Jaguar usually feature drivers �‘motoring quietly along a country road, presumably on their way to or from their country houses’ (Solomon 2001: 50). Any ad is placed within a circuit of a certain culture, as Matheson (2005: 44) puts it, and people are identifying meaning within it. In other words, ‘communication works because it draws on shared cultural resources in familiar social situations - something which becomes apparent when people who speak the same language but live in different cultures manage to misunderstand each other’ (Gumperz; cited in Matheson 2005: 35). 2. Plain Folks Advertising What is most noticeable in these examples is the phenomenon called plain folks advertising. (Howe and Edelstein 2000: 24) The use of common people as a persuasive tool is an advertising strategy, which, unlike the one exploiting the images of celebrities, focuses on the assumption that common man can easily be identified with the masses (i.e. target group for an advertiser, in this context). The ads feature people who appear to be average and typical ant thus lead the reader to believe that the product is for everyone (Howe and Edelstein 2000: 24). Furthermore, the appeal to the need for autonomy is characterized by the use of the second person pronoun - you. It is the individuality of the reader i.e. a potential customer that is in focus here: possibilities are made for you - you need to think of them and you must decide which one suits you best. Generally, what the examples below say is that ‘You can have it the way you want it’ as Fowles (2001: 71) puts it. As for the common objects exploited in the ads, the reader is challenged to decode the message, taking connoted meaning into consideration in order to comprehend what message the advertiser is conveying by, for example, employing illumination of the green light in the ad. Such examples illustrate the importance of connoted message in the process of decoding a message. As Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful source of meaning in texts of all kinds. Symbols are much more about associations of ideas than about any literal or straightforward equation, and much more about group convention than about individual personalized meaning’. 3. Analysis The messages these ads convey deal with common human problems as well, whether they are considered as the most fundamental such as the issues of health, employment, life insurance, or more consumerist issues (which, on the other hand, for some people are fundamental ones) such as how to afford to buy a new car etc. In other words, everything that makes one’s life miserable if not properly (and in time) taken care of. Accordingly, the faces and gestures of common people in question suggest the problem (directly stated or implied, enhanced by the textual part of the message), while the advertised product or service promise to solve the problem in question, just as it happens to common people shown in the picture. 3.1. Example 1 �Figure 1 The key persuasive element in the textual part of this ad is the notion of the American dream, which can be justified as follows. The American way of life or the way of doing business upholds the individual and their right to make their own decisions autonomously. Therefore, they are more or less ‘going it alone in their lives’ (Fowles 2001: 66), trying to achieve the American dream of rising above the crowd, ‘of attaining a social summit beyond the reach of ordinary citizens’ (Solomon 2001: 47). In addition, the need for advertisers to use affiliation as an appeal presents something contrary to that deeply-funded stereotype, which probably occurs because people privately lack something. As a result, such a situation makes a fertile ground for advertisers to send the messages like this one. The promotion of solitary way of the American life, which stands for a virtue in terms of achieving the American dream on one’s own, often shows its contradictory nature. Namely, such a way of life has led to developing an estranged society with many categories of citizens (e.g. senior citizens, the sick, the poor etc.) ending up alone and helpless. The focus of this appeal is on what people lack, miss or look forward to. This is why the companies advertised usually do not mention their performances or qualities as being the best, fastest or whatever by which they outperform the competition. Instead of that, the reader is offered the phrases like: there before you need us, caring more about you, most friendly airline, a smile in the sky, friendliness, the smiling faces of our friendly staff, smiles that are unmistakable. Affiliation as a need used as the main persuasive and manipulative tool in the language of advertising stands for the human need to be looked after, as far as advertisers are concerned and as far as they assume what the reader’s need is. What we have in this message in particular is a story of three firefighters who work hard for us so they need to be appropriately awarded via proper retirement plans and life insurance once they are retired. Pragmatically analyzed, from this notion, an implicature can be drawn that the consulting company advertised needs to be hired in order to get such quality service and care, otherwise there is no American dream fulfilled. As for the pictorial part of the ad, i.e. the semiotic part of the analysis, the three firefighters in the picture symbolize gender and race equality (featuring a white man, a black man and a woman), by which the advertiser sends the message that anyone is capable of achieving the American dream, regardless of their sex or race. Connotative meaning of �heroism is also involved here as a persuasive tool, as firefighters are generally perceived in the public as heroes. Thus everyone admires them and is ready to support them because, among other things, they are crawling on their hands and knees through flames and heat approaching 200 degrees. From the above, it can be noted that the advertiser here exploits an empathy-based persuasive technique, placing the emphasis on the image rather than on the textual part of the message. According to Barthes (qtd. in Beasley and Danesi 2002: 45), ‘the notion of connotation is of great importance for the study of advertisements because it constitutes a fund of knowledge of a particular culture into which a sign taps’. Therefore, as we have to take any ad within the appropriate social, historical and cultural setting, the picture of firefighters is ultimately iconic, especially in the USA after the September 11 attacks, even though the cult of firemen as heroes dates back to the 19th century. The images of firefighters in all possible situations have become commonplace in mass media and frequently exploited by advertisers. What is additionally employed here is the necessity for those heroes to be taken care of when they retire. Naturally, it applies to all other profession. The firefighters in the picture are only a sign that even superheroes need what, as the advertiser puts it, individuals and groups, companies and partnerships need: …the same quality service and care. Again, equality is implicated here again this time through the means of a presupposition. The advertiser’s message is that everyone, being offered the same freedom of choice, can achieve the American dream. Finally, this image contains is what Barthes (1977: 33) explained as follows: ‘…if the image contains signs, we can be sure that in advertising these signs are full, formed with a view to the optimum reading: the advertising image is frank or at least emphatic’. 3.2. Example 2 Figure 2 What characterizes this ad is the look of the people in it, they appear happy and content, which has a calming effect on a potential customer and serves as a persuasive tool. In this light, this advertising message is similar to the message conveyed in the previous example in �the sense of using the stereotypical image of a happy family as a persuasive tool. Accordingly, the similar iconicity is exploited here. Therefore, in this example we have an image and the accompanying text that underline the above mentioned notion as, apart from the fact that you have insurance on your house and car, what really matters is we can help cover the things that mean most. Pragmatically seen, it is presupposed that most people insure their houses and cars. However, it is their own lives and the lives of their dearest ones that seem to be neglected in this context. By the phrase We can help cover the things that mean most it is implicated that our lives are above everything else (…the economy that means most: yours!). Accordingly, the linguistic message is complemented by the image of a typical family, looking happy and satisfied. This image is a sign that works as a signifier for the concept of what means most. By employing such an image, the advertiser makes sure that the phrase what means most is not misinterpreted or misunderstood, as it could have been, provided that there is no pictorial element involved. 4. Conclusion According to Jhally (2003: 251), advertising does not work by ‘creating values and attitudes out of nothing but by drawing upon and rechanneling concerns that the target audience (and the culture) already shares’. In addition, affiliation as a need used as the main persuasive and manipulative tool in the language of advertising stands for the human need to be looked after, as far as advertisers are concerned and as far as they assume what the reader’s needs are. Here it is the need to feel secure and safe, and the desired feeling can only be satisfied if the advertised service is used. Among the things that make people happy, and this is what advertisers use a lot when appealing to human emotions, are a happy family life, loving relations, control of your own life, friendship etc. In a word, what matters, as the core of perceived happiness, is something that is rather social life than material possessions. Therefore, according to most quality of life surveys that ask people what they are seeking in life, commodities are ‘only weakly related to these sources of satisfaction’ (Jhally 2003: 251). However, what advertisers do in such cases is connecting goods, which are not the locus of perceived happiness, with the things that are perceived to bring us satisfaction. References: Barthes, R. (1977). Image Music Text. London: Fontana Press. Fowles, J. (2001). Advertising’s Fifteen Basic Appeals. In Petracca, M. and M. Sorapure (eds.), Common Culture. 3rd Edition. Upper Saddle River, New Jersey: Prentice Hall. Goddard, A. (2005). The Language of Advertising. London: Routledge. Howe, K. and J.Edelstain (2000).Understanding Advertising: History, Persuasion, Techniques, Mass Media, Target Audiences, Ad Creation.San Luis Obispo, CA: Dandy Lion Publications. �Jhally, S. (2003). Image-Based Culture: Advertising and Popular Culture. In Gender, Race, and Class in Media. London: Sage Publications. Kress, G. and T. van Leeuwen (2006). Reading Images: The Grammar of Visual Design. London: Routledge. Matheson, D. (2005). Media Discourses. New York: Open University Press. Petracca, M. and M. Sorapure (eds.) (2001). Common Culture. 3rd Edition. Upper Saddle River, New Jersey: Prentice Hall. Solomon, J. (2001). Masters of Desire. In Petracca, M. and M. Sorapure (eds.), Common Culture. 3rd Edition. Upper Saddle River, New Jersey: Prentice Hall. � 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. 3279 Title A name given to the resource The Photographic Message: Common people Images in Contemporary Ads Author Author Džanić, Mirza Abstract A summary of the resource. The use of common people and objects as persuasive tools is an advertising strategy focuses on the assumption that common man can easily be identified with the masses i.e. target group for an advertiser. The ads feature people who appear to be average and typical ant thus lead the reader to believe that the product is for everyone (Howe and Edelstein 2000: 24). As Goddard (2005: 81-82) points out, ‘symbolic representation can be a powerful source of meaning in texts of all kinds. Symbols are much more about associations of ideas than about any literal or straightforward equation, and much more about group convention than about individual personalized meaning’. Accordingly, the semiotic analysis in this paper contains what Barthes (1977: 33) explained as follows: ‘…if the image contains signs, we can be sure that in advertising these signs are full, formed with a view to the optimum reading: the advertising image is frank or at least emphatic’. Keywords: semiotics, images, ads, common people, denotation, connotation. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-17 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/7cd0f5f20612954d0e53f3fb65c67508.pdf 91f7be2e1a3238fe3b50e6a9f4baf35e PDF Text Text Interpretation of Navoi’s Image in the Uzbek Poetry during the Years of Independence Gulbakhor Ashurova Tashkent State Pedagogical University Named After Nizami, Uzbekistan Abstract: This article is dedicated to the issue of the interpretation of Navoi’s image in Uzbek poetry during the years of independence. It also sheds light on how this issue is presented in the works of modern Uzbek poets. Keywords: Alisher Navoi, Uzbek poetry during the years of independence, Navoi’s image, Navoi’s personality, creative work, ailment, spirit, spirituality, perfection. 1. Introduction There are quite a lot of works in the Uzbek poetry devoted to Alisher Navoi, a great thinker, a statesman, who had made a considerable contribution to the progress of science, culture, literature and art of his epoch, to his image and his unique character. Through the image of Alisher Navoi, depicted in different styles, one can visualize the spiritual world of this master of words from new horizons. Since the times of Navoi, many hundreds of poets have written emulations, hemistiches and studies devoted to his works. The world of imagination and astonishment, figurativeness and artistic merit of Navoi are so strong that one cannot help become inspired by them. It goes without saying that the unique personality of this thinker and poet is behind all these achievements. Navoi is not an ordinary personality. Apart from being a promoter of the ideas of humaneness, he was an active and courageous man who tried to implement them into real life. This is why he became a hero of poems and tales during his lifetime. Special research has been devoted to the image of Navoi in people’s thoughts and interpretations (Ahmedov N. Mangu barhayot obraz “Eternal image”. SharqYulduzi. 1988, No4; Ahmedov N. Tarixiy shaxs talqini.“About historical personality”. Tashkent, publishing house named after G. Gulom, 1989). Alisher Navoi is an incomparable son, thinker and poet of not only the Uzbek people, but he is a representative of all the Turkic-speaking peoples as well. Studying his personality and creative work closely helps to understand and resolve many such important issues related to life, epoch, time, nation and human destiny. 2. Analysis �After Uzbekistan gained independence, interest in Navoi’s personality and artistic work increased even further. In this article, we are going to focus our attention on poems devoted to Alisher Navoi’s image in Uzbek poetry during the years of independence. The creative approach of the people’s poet of Uzbekistan (state honorary title) and a hero of Uzbekistan Abdulla Oripov to the image of Navoi is unique: according to him, the poet is our national pride, honor and dignity, because “Such a name called Uzbek has become known to the world thanks to Navoi.” We could feel Abdulla Oripov’s special love towards Alisher Navoi. For Abdulla Oripov, Alisher Navoi is the greatest of great people, the master of masters and his “creative work and activities are equal to an entire ocean” (Oripov A. Selected works. Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth volume.– p 129). Because Navoi “used his creative work and artistic merit and poems not only for the sake of art, but in order to implement his ideas, goals and wishes” (Oripov A. Selected works. Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth volume.– p 130). More than five centuries have passed since the times of Navoi and the poets of the XXI century are still inspired by his poems. They stress that, “as a one thousand-year-old man makes the history speak, he speaks about poet Navoi that he never parted with the works of such poets like Nizami and Fuzuli”. Abdulla Oripov’s poem called “The Navoi Street” is devoted to a street named after Navoi: Streets are also like people sometimes. They have their name, fate and honor. Some of them are called O’rda, others like a sacred place, Some of them carry nation’s honor. This is the history of a street, which still has the footprints of such great people like (writers) Oybek and Mirtemir, (actors) Olim Xo’jayev and Shukur Burxonov … All of them are dear to the motherland. The nation will never forget them. Though Alisher was always in the lead. People like Majdiddin dared to challenge him. One could feel that Navoi’s image, his spirit and views are living in one of the ancient streets of the capital. It is always crowded day and night. In the poem we could see clearly how Navoi is living with the nation and the people of Tashkent, which is expressed by means of comparison, transference and description. For the generation of young poets, going back to Navoi is felicity. A poem called “My poetry” by the people’s poet Sirojiddin Sayyid is full of these feelings: I am on earth but my master is in the skies. �My university is Navoi. I am like a straw in his ocean. I just love its waves. His poem called “Mutolaa” (“Reading”) speaks about a generation who has read Navoi’s works and is inspired by them: Your passes shine by the light. Your skies are so blue. And Navoi enters our hearts. Like an ocean and like skies. In his poem called “ Mir Alisher” he describes Navoi using such comparisons like “the dawn of Turkic people,” “the loud sound of being alive,” “the color of greatness,”“the great ocean,” “endless motherland” and “eternal like motherland.” Whereas his poem called “Navoini o’qish” (“Reading Navoi”) stresses that everyone who is afraid of ignorance “should read Navoi.”“In order not to be second to anyone,” in order to control one’s own desires, to learn to not to be ashamed of and to blessed by the people, one should read Navoi Beruni and Avicenna, Ulugbek and Babur Mirza. Have left so many magnificent buildings, So, young hearts should beat stronger, And should read Navoi! What if Uzbeks stop reading Navoi? People’s poet Erkin Vohidov has described such a tragedy in this way: If Uzbeks stop reading Navoi, There will be no more golden heads. If they love Demyan Bedniy (a Russian poet) instead of Bedil, There will be no black hair, just yellows. If Uzbeks stop reading Navoi, It is the time for crying. �If they make fun and ignore education, It is equal to singing when someone is dying. If an Uzbek knowsUzbek knows himself perfectly, That means he acted thumbs up. He would tell the entire world, That he is the descendant of Navoi. One has to work hard to learn Navoi. Not only the Uzbek people, but the peoples of the entire world and representatives of various nations should also read Navoi! He is a great poet of not only one nation or people. He is an incomparable creator of the universe and humanity. It is not for nothing that his monuments have been erected in such cities asMoscow, Baku and Tokyo. In order to be with Navoi, we should at least try to study and understand him. The poem above, by the people’s poet Erkin Vohidov, proves this truth clearly. We learn humanity from Navoi. As if our hearts become calm, our feelings controlled and our faces shine. People’s poet of Karakalpakistan Guliston Matyoqubova’s poem called “Ziyoga botayotgan daryo” (“The river getting filled with knowledge”) expresses endless gifts, restless thoughts of a lyric hero whose feelings are like a river. Due to a “secret that makes your heart feel sad,” “me” who “has become pale” and “busy with his own thoughts” imagines that he is standing next to Navoi . “… I am alone on the river shore. You are my world, you are in my heart. I am like a star in a heart’s night, You are the dream of this helpless heart.” The lyric hero who is looking for Navoi with the aim of telling him about his “pains floating on the water,” talks to him in his thoughts, “his heart trembles in his voice” like a “seven-day-old moon.” As if the eyes of the lyric hero “smile full of shine”. While entering the world of poetry, he feels as if “his heart is left” with roads through which Navoi passed once. Like Navoi, her feelings flow over the banks of Amu Darya and “pains float” on the water … The lyric hero “through wings made of great hopes sees the view of his own city.” She says with pride that “with the help of a great force and free love, we walked with Navoi.” �In his poem called “Alisher Navoi”, one of the young poets G’ulom Fathiddin expresses his endless respect and admiration for the master of words in the following way: No one can carry Navoi’s weight, He opened a thousand doors to hearts. I am speechless how a cradle, Could embrace such a great heart?!!! He compares the greatness of Navoi’s heart with mountains and stresses that his life, words, image, the way he loves life, his spiritual heritage left for the motherland, are given to him from the Almighty. Thanking the Almighty for giving such a gift to generations, he expresses his final amazement in a high tone: “Tell me how the earth and the sky could embrace such a nation which grew up such a great scholar?” The poet’s poem called “The valley of amazement” begins with the description of the birthday of the great thinker: girls from heaven, angels bring a cradle, stars sing lullabies, no sound of dangerous swords and the night is quiet, the morning of Khorasan is lit with a rainbow and mother Turkestan expressing thanks… Wishing you all good deeds. Angels bring milk from heaven’s river. And a kingly decorated cradle. Calmly rocks with pleasure. The author describes Navoi’s childhood by means of a poem, and we clearly imagine for ourselves the childhood of a genius before who,“there were many wet-nurses, and many authors gave up before your talent”; at seven he learnt by heart the Koran, Hadith and Mantiqut-Tayr, stood on the path of gaining knowledge, gifted by God and who surprised the world. Unwillingly, we can imagine communication between young Alisher and Sharafiddin Ali Yazdi, and relations between teacher Jami and Navoi. This historical truth is described in a poem in the following way: Praised for him in pleasant surprise. Even teacher Sharafiddin Ali Yazdi Lutfi was also amazed many times, Jami looks shocked at this young child. The author, when he was young, wanders around the world. �After he was expelled by Mirza Abu Said, in his dreams he travels across Saikhun, Jaikhun, Taft, Herat, Mashhad, Astrabad, Bukhara and Samarkand, which had seen the sufferings of the poet. And while traveling he tries to understand Navoi’s thoughts about missing the fatherland, kith and kin and friends. And gives him his due. In his poems inspired by the spirit and prayers of teachers, connects himself with Lutfi and Jami, Yassavi and Khoja Ahrar, Farididdun Attar, and by showing respect to them tries to draw the image of the poet, who created in the blossoming valley and cured hearts suffering from love”. A part of the poem called “Ishq vodiysi ichra…” (“Through the valley of love”) in a poetic way describes the great love of Navoi: Every moment and every time, You were supported by great love and by great beauty. About what kind of “great love” is the author talking about? In this case the author is talking about “divine love”, peculiar to Navoi’s creative work, which has a higher meaning than images of “flower and nightingale”, “lover and beloved”. As Navoi began to know himself through the stairs of perfection and describes the lover moving towards the “divine love” through mystic ideas, the author of the poem also colorfully revived the image of the poet whose heart was filled with the ideas of Sufism. Those who followed Navoi, from beggars to kings, “flew to highest levels of perfection.” You have Lutfi’s look in your hearts, You have a belt given to you by Jami. In the first of these two lines, if Sufism in Navoi’s creative work has links with Lutfi’s spiritual world; then the “belt” presented by Jami means firmness of the person in love towards divine love, his will and courage, and proves his decisiveness in achieving his goals. This is why, every line written by Navoi is filled with spirit and gives our hearts divine light. The author describes Navoi’s creative field in the following way: You have entered this space like a lion,/ You created your works driven by inspiration. You read sufferings of deer in their eyes. You create cloth for divine spirits. While describing the quality of the great master of words with the help of such poetic methods like comparison, transferring, metaphor, metonymy, the author stresses proportionality between the figure and image. The attention of the reader is focused on the spiritual world of a great person and a perfect master who had achieved the happiness of both worlds. By the image of “deer” we understand agile, elegant and graceful people. �Like human beings, signs of sufferings could be seen in their eyes, too. For Navoi, this means sufferings of people moving towards “divine love” through the stairs of perfection. 3. Conclusion Coming back to Navoi is an ongoing and inspiring process. Studying its continuity also helps to make exemplary conclusions. This is why, from the times of Navoi till the present times works have been written praising Navoi’s image. The life and creative work of Navoi is truly a school of example for us. For any talent acting, based on the experience of this thinker and poet, improves his knowledge and skills, ensures creative success. Because, of Navoi’s exemplary life, his great personality and attractive inspiration are still of the utmost importancetoday. References: “Abadiyat gulshani” (“The blossoming land of eternity”): Second book; Devoted to the 575th anniversary of Alisher Navoi’s birthday. The manager of the project is O’. Rahmatov, -T.:”Sharq”,2016. – p 192 Karimov I.A. “Yuksakma’navitat – yengilmas kuch” (“High spirituality – invincible power”). T.:”Ma’naviyat”, 2008. – p 176. Sirojiddin Sh. “Alisher Navoi: manbalarning qiyosiy-tipologik, tekstologik tahlili” (“Alisher Navoi: comparative-typological, textual analysis of sources”). T.: “Akadem nashr”, 2011. – p 328. Yusuv Chetindog. Alisher Navoi. T.: “Muharrir”, 2013. – p 156. Haqqulov I. “Navoiga qaytish” (“Back to Navoi”). T.: The Academy of Sciences of the Republic of Uzbekistan, “Fan”, 2007. – p 224. Almaz Ulvi. “Alisher Navoi hayoti va ijodi namuna maktabi” (“The life and creative work of Alisher Navoi as a school of example”). Materials of a national conference. T.: 2016, 26 February. Ahmedov N. “Mangu barhayot obraz” (“Eternal image”). SharqYulduzi. 1988, No4. Oripov A. Selected works. Four volumes. – Tashkent: Adabiyot va san’at, 2001. Fourth volume. – p 384. � 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. 3278 Title A name given to the resource Interpretation of Navoi’s Image in the Uzbek Poetry during the Years of Independence Author Author Ashurova, Gulbakhor Abstract A summary of the resource. This article is dedicated to the issue of the interpretation of Navoi’s image in Uzbek poetry during the years of independence. It also sheds light on how this issue is presented in the works of modern Uzbek poets. Keywords: Alisher Navoi, Uzbek poetry during the years of independence, Navoi’s image, Navoi’s personality, creative work, ailment, spirit, spirituality, perfection. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-17 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/51ded43fed075ce940721ed2cfe55c22.pdf e270edbdc4823208fcee2c8a3da61df5 PDF Text Text Women in Coleridge’s “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”: Sexualisation and the Cultural Expectations Muammer Özoltulular Bülent Ecevit University, Turkey Abstract: To face it, it is quite challenging to draw distinctive borders of women issues when it comes to Romantic poets of English literature. These poets were reforming many issues of the contemporary culture of England such as valuing the nature, which was deteriorated by Industrial Revolution of the period, and emphasizing intuition over reason. However, the changes those poets endeavouring to create might not be considered as revolutionary since these poets could not manage to stay away from the traditions of their societies. The aim of this paper is to analyse the place of women in Coleridge's "The Rime of the Ancient Mariner, The Eolian Harp and Christabel": how he sexualised women and what were the cultural expectation from women at the time. Allocating an exaggerated feminine aspect to women nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient Mariner”. Coleridge attends sexualising women in “Christabel” with the help of specific word choice. Additionally, it might be put forward that Coleridge gives significance to virginity, which is identified with the Blessed Virgin Mary in Christianity when Coleridge’s being ‘a staunch Anglican in religion’ is taken into consideration. In most of the patriarchal societies, virginity equates purity, which is utilized by men to suppress women. Moreover, negative attitudes of Coleridge towards his wife, Sara Fricker, must be concentrated on to have an insight into the poet’s views on women. Considering the attitudes of Coleridge towards his wife, the assertions above on sexualisation of women and cultural expectations from them in the eyes of Coleridge might be conceived as accurate. Keywords: Sexualisation, Women, Samuel Taylor Coleridge, Cultural Expectations 1. Introduction To face it, it is quite challenging to draw distinctive borders of women issues when it comes to Romantic poets of English literature. These poets were reforming many issues of the contemporary culture of England such as appreciating nature, which was deteriorated by Industrial Revolution of the period, and emphasizing intuition over reason. However, the changes those poets endeavouring to create might not be considered as revolutionary since they could not manage to separate themselves from the traditional norms of their societies. Therefore, the poetry of Romantic period poets is commonly criticised by many scholars nowadays. It may be argued that Samuel Taylor Coleridge, one of the limited reformist poets of the period, prisons female characters in his poems to the norms of the society of his time even �2 though it is known that he is impressed by the writings of Mary Wollstonecraft, who is considered one of the founding feminist philosophers. H. J. Jackson (1993) states that he fears that the inhabitants of the twentieth century most probably will not like Coleridge when they are informed about Coleridge’s views on women in “Coleridge’s Women, or Girls, Girls, Girls are Made to Love” (p. 577).The aim of this paper is to analyse the place of women in “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”: how he sexualised women and what were the cultural expectations from women during his time. 2. Analysis of Coleridge’s Poems on the Basis of Cultural Expectation from Women during 19th Century and the Sexualisation of Women In the first place, it may be claimed that sexualising women is frequently encountered in Coleridge’s poetry when the fact that the poet’s descriptions of female characters are excessively feminine is taken into account. Allocating an exaggerated feminine aspect to women nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient Mariner”: Her lips were red, her looks were free, Her locks were yellow as gold: Her skin was as white as leprosy, The Night-mare Life-in-Death was she, Who thicks man’s blood with cold.(190-4) In the excerpt, Coleridge identifies the spirit beast haunting the ship as a curse due to unfair killing of the Albatross. His identification of the spirit beast as feminine may be asserted to conform to female image in his time, which is capable of drawing the attention of the reader with feminist concerns. The spirit beast’s red lips and free looks may be regarded sexual representatives of an attractive woman for men considering the norms of beauty in patriarchal societies. In addition, the phrase ‘Life-in-Death was she’ in the excerpt reveals the attitude of the poet towards women, who is attractive, desirable and provocative. According to Coleridge, to approach towards such a women might be sinful and dangerous as her beauty and sexual attractiveness have the power of freezing the blood of men, who looks at him. Coleridge sexualises women not only in his poem mentioned above but also in “Christabel” poem of his. The excerpt below is taken from the first part of the poem “Christabel”, where the reader meets with Christabel and Geraldine, two main characters of the poem: There she seems a damsel bright, Drest in a silken robe of white, That shadowy in the moonlight shone: The neck that made that white robe wan, Her stately neck, and arms were bare; Her blue-veined feet unsandal’d were, And widely glittered here and there The gems entangled in her hair. I guess, ‘twas frightful there to see, �3 A lady so richly clad as sheBeautiful exceedingly! (58-68) Coleridge, in the first line of this verse, applies to the word ‘damsel’ instead of a word usage such as ‘a young woman’, most probably because he considered this usage as required for implying the significance of being virgin. Besides, the colour of the robe chosen for the young woman may convey a specific meaning of virginity as colour white signifies purity and the state of being untouched. It might be put forward that Coleridge gives significance to virginity, which is identified with the Blessed Virgin Mary in Christianity when Coleridge’s being ‘a staunch Anglican in religion’ (Stillinger, Lynch. 2012 p. 437) is taken into consideration. In the second line, Coleridge continues to attribute a different feminine beauty to the ‘damsel’ clothing her in silk. Silk as a fabric has a function of directly reminding the reader of sexuality. In the third and fourth lines, Coleridge focuses on this young woman’s white neck and bare arms. Moreover, the poet with bare feet image creates a so-called requirement for women to stay inside their houses. Bare feet image finds ground with the phrase ‘barefoot and pregnant’, which was put forward in the early twentieth century, meaning that women should not work outside their houses and should have many children during their productive years. In the same poem, the readers proceed to encounter with sensational depiction of women according to the sets of patriarchal system in terms of beauty. A simile is benefited from to sexualise women in the second line of the excerpt taken from “Christabel”: “Red as a rose is she (34)”. The purpose of Coleridge’s preference of red colour for a rose while depicting a woman might be considered concrete as sexualising women in the eyes of men. The subject of virginity is also encountered in “The Elion Harp”. The excessive pride allocated for virginity in the poet’s time is reflected in his poem. In the line “Like some coy maid yielding to her lover (16)”, Coleridge reveals that he regards virginity significant and draws a parallel between purity and virginity with his word usage. His choice of the word ‘maid’ may be claimed to be connected with his view of women, which is humiliating since women are evaluated based on phallocentric value, virginity. Additionally, it might be claimed that he creates an image of submissive women, whereby he claims that virginity is advantageous for a woman. The maid’s defining as ‘coy’ supports the idea that submission is told to be positive characteristics of a woman by the poet. The speaker of the poem “The Elion Harp” expresses his gratitude to God in the stanza below: I praise him, and with Faith inly feels, Who with his saving mercies healéd me, A sinful and most miserable man, Wildered and dark, and gave me to possess, Peace, and this Cot, and thee, heart-honoured Maid.(61-5) As can be seen from the last line of the stanza above, Coleridge regards women as a private property such as a place to live, granted by God to him. Besides, the poet utilizes the word �4 ‘maid’ one more time in the poem, which is capable of helping the readers to comprehend the importance of virginity for the poet. In the second place, Coleridge displays cultural expectations from women such as being mild, obedient, withdrawn, and passive in his poems. When the poetry of Coleridge is examined, the reader may easily come to the conclusion that the poet himself claims that a perfect woman is a submissive one. For instance, the poet likens the desultory breeze to /some coy maid half yielding to her lover/ in his poem “The Eolian Harp”. Another example of requirements of women according to the poet comes in the same poem identifying Mariana with the adjective of ‘meek’ in the line: Meek daughter in the family of Christ. Similar connotations are abundant in Coleridge’s poetry: The lovely lady, Christabel, Whom her father loves so well, What makes her in the wood so late, A furlong from the castle gate? She had dreams all yesternight Of her own betrothed knight; And she in the midnight wood will pray For the weal of her lover that's far away. (23-30) The verse above is taken from “Christabel” and sheds light upon the vision of favourable women from the perspective of the poet. Christabel’s being a lovely lady is paralleled with her father’s love towards her in the first two lines. The reader seems to be asked to value Christabel as lovely only because her father loves her. In short, Christabel is a lovely lady since she corresponds to the requirements that have been allocated by men. A different indication of cultural expectations from women comes in the sixth line of the verse above. The joint usage of the words, which function for the same purpose; ‘her’ and ‘own’ respectively, points to the possession of men over women in the line. Finally, Christabel’s pray for her fiancé might be considered as submissiveness of women as well. 3. Conclusion Negative attitudes of Coleridge towards his wife, Sara Fricker, must be concentrated on to have an insight into the poet’s views on women. He humiliates Sara whenever possible blaming her due to her sex, intellect, and her abilities, which might provide readers with an micro-understanding of Coleridge’s perspective of women in general. Additionally, Coleridge dares to declare that women are inferior to men in some aspects:“Permit me, my dear Sara! Without offence to you, as Heaven knows! It is without any feeling of Pride in myself, to say – that in sex, acquirements, and in the quantity and quality of natural endowments whether of Feeling, or of Intellect, you are the Inferior.”(Coleridge & Taylor. 1994. p. 163). This is a part from a letter that Coleridge writes to his wife, Sara, after they have a serious quarrel. In his letter, as can be seen; Coleridge has his own criteria for a good woman and finds those, who stay under the limit of his criteria, inferior. The poet utilizes the exaggerated power received from patriarchal system to humiliate women on the basis of sex �5 .after all. Considering the attitudes of Coleridge towards his wife, the assertions above on sexualisation of women and the conformity of Coleridge’s views on women to the cultural expectations of his period might be conceived as accurate. As is seen in the analysis of the poems of Coleridge in the body part of this paper, it may be argued that he sexualises women in his poems: “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”. It might be concluded that Coleridge conforms to the ideals and responsibilities assigned to women in patriarchal societies in his time and sexualises women, which can be understood with a focus on the word usage of him in his poetry. References: Abrams, M. H., & Greenblatt, S. (2012). The Norton Anthology of English Literature. New York: Norton. Coleridge, S. T., & Taylor, A. (1994). Coleridge’s Writings. Basingstoke: Macmillan. Griggs, E. L. (1956). Collected Letters of Samuel Taylor Coleridge.UK: Clarendon Press. Jackson, H. J. (1993). Coleridge’s Women, or Girls, Girls, Girls are Made to Love. Studies of Romanticism 3, 577-600. � 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. 3280 Title A name given to the resource Women in Coleridge’s “Christabel”, “The Rime of the Ancient Mariner” and “The Eolian Harp”: Sexualisation and the Cultural Expectations Author Author Özoltulular, Muammer Abstract A summary of the resource. To face it, it is quite challenging to draw distinctive borders of women issues when it comes to Romantic poets of English literature. These poets were reforming many issues of the contemporary culture of England such as valuing the nature, which was deteriorated by Industrial Revolution of the period, and emphasizing intuition over reason. However, the changes those poets endeavouring to create might not be considered as revolutionary since these poets could not manage to stay away from the traditions of their societies. The aim of this paper is to analyse the place of women in Coleridge's "The Rime of the Ancient Mariner, The Eolian Harp and Christabel": how he sexualised women and what were the cultural expectation from women at the time. Allocating an exaggerated feminine aspect to women nearly climaxes in one of Coleridge’s memorable poems “The Rime of the Ancient Mariner”. Coleridge attends sexualising women in “Christabel” with the help of specific word choice. Additionally, it might be put forward that Coleridge gives significance to virginity, which is identified with the Blessed Virgin Mary in Christianity when Coleridge’s being ‘a staunch Anglican in religion’ is taken into consideration. In most of the patriarchal societies, virginity equates purity, which is utilized by men to suppress women. Moreover, negative attitudes of Coleridge towards his wife, Sara Fricker, must be concentrated on to have an insight into the poet’s views on women. Considering the attitudes of Coleridge towards his wife, the assertions above on sexualisation of women and cultural expectations from them in the eyes of Coleridge might be conceived as accurate. Keywords: Sexualisation, Women, Samuel Taylor Coleridge, Cultural Expectations Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-19 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/862356dbf8e35b7a4b4a13366a2df05b.pdf d121768fa09991c981ed8d9a7e080be4 PDF Text Text Formatted: Line spacing: Multiple 1,15 li The Development of the Professional Competencies of Teachers on the Basis of an Innovative Approach Sabithon Turgunov & Muhayo Umaralieva Uzbek Scientific-Research Institute of Pedagogical Sciences, Uzbekistan Abstract: In the article the question of organization, management and improvement of the quality and effectiveness of teaching processes in secondary institutions,revealed the role of the teacher in coordinating students ' activities. The authors have proposed a number of recommendations on the development of the professional competence of the teacher. Formatted: Left: 2,54 cm, Right: 2,54 cm, Top: 2,54 cm, Bottom: 2,54 cm Formatted: Left, Line spacing: Multiple 1,15 li Formatted: Font: Not Bold, Italic Formatted: Centered, Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Formatted: Line spacing: Multiple 1,15 li Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Keywords: Competence, a component of the pedagogical process, management, quality, efficiency. Formatted: Line spacing: Multiple 1,15 li 1. Introduction Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Formatted: Line spacing: Multiple 1,15 li One of the important stages of continuing education identified in the National programme on personnel training, is training and coaching that, in turn, is directly connected with reforming the system of retraining and advanced training of pedagogical staff and providing the necessary conditions for the organization of this process at a high level. Comprehensive development and modernization of the educational system has necessitated the necessary skill set of today's teacher. This is high spirituality and pedagogical skills, social activities, independent thinking and innovation, a sense of responsibility towards society, government and family for the results of training and education. 2. Coordination of pedagogical processes and activities Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Rapid changes and improvements occurring in the field of education and youth policy of the state require teachers to quickly orientate themselves in their essence, to constantly enhance professional knowledge, to master the skills of working in partnership with students with regard to the principles of subjectivization and activity of students ' personality, to create conditions to increase the motivation and organization of reflexive activity in the educational process. From this it follows that the main tasks of educational institutions for the organization and management of pedagogical processes are: the organization and control of educational process on a scientific basis, making available to students the necessary information related to the assimilation of the program material, all-round personality development of students, preparing them for life in modern society. Organization of pedagogical processes and management is implemented in many areas. Formatted: Line spacing: Multiple 1,15 li �Denote primary: – define instructional, educational and developmental goals based on the topics studied in accordance with educational programmes; planning students ' activities on implementation of the identified goals and objectives; the use of educational technology; – identification of potential students and projections of situations that allow you to implement scheduled tasks, their distribution; – determination of factors affecting the efficiency of the educational process; ensuring an individual approach to students, the use of "active" technologies; – selection and preparation of teaching tools used in the pedagogical process; – ensuring succession and continuity of the pedagogical process; – establishment of cooperation between schools, families, makhallas; – the use of advanced pedagogical experience and modern information technologies in the pedagogical process; – implementation of STATE requirements and monitor compliance; – collection and analysis of information about the learning process by conducting a questionnaire survey among the students; – correction and update tasks aimed at the development and improvement of the activities of the students; – organization self-study in accordance with the requirements of the STATE; – organization of innovation activities, and contributing to the formation and development of interest in self-learning activities; – control and coordination of learning, of work and play activities of students. Therefore, the functional duties of a teacher are extremely versatile: from the organization and management of pedagogical process, and achieving the planned results to the monitoring, analysis and assessment of the level of mastering of educational material, implementation of the requirements of the STATE subject to the coordination of all activities of subjects within the educational process. Coordinating the activities of the subjects of the educational process involves not only the cooperation of teachers and students directly in the process of cognitive activity( in class or outside of it), but also the cooperation of the teaching staff and administration of educational institutions in matters of management of the educational process. Management activity, organized on the principles of cooperation and friendly relations, is essential to determine the educational and developmental goals, the choice of direction of their implementation, the rational allocation of tasks, coordination of activity of participants of the educational process, improvement of pedagogical skills and professional experience of the teaching staff. In the educational process in the framework of cooperation defined by the equal status of teachers and students, the status of subjects of this process, in which achievement of results, is related to the level of professional competence of the teacher. According to many experts, the educational process is carried out on subjective relations, greatly enriches the experience of the teacher. The quality of the management depends on the effectiveness of �pedagogical processes, sustainable competency development of teachers, improving their expertise and skills. In turn, the teacher's personality largely determines the success of students and ways of achieving it. The teacher in the pedagogical process serves as a manager and as a member of the cognitive activity, and the role of the manager, and as a member of the cognitive activity, and this status obliges them to possess professional training and high moral qualities. In our opinion, the quality of competence that should be possessed by the head of the educational institution, is fully applicable also to ordinary teachers. 3. Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Formatted: Line spacing: Multiple 1,15 li The competence of the teacher consists of his spiritual worldview, psychological and pedagogical, organizational and technological abilities, and all together creates a capacityfor professionalism. This potential is manifested in the pedagogical process and affects its efficiency. The concept of the competence of the teacher in organizing and managing pedagogical processes includes individual abilities and the professional level of teachers and their desire for self-development and continuous updating of knowledge, and the desire to organize the educational process according to modern requirements. In the organization of the pedagogical process the teacher needs to rely on atechnological systematic approach to management; to master the features and tools of management; to know the content and significance of educational technology and to implement them in practice; it is reasonable to use methods of leadership; to learn the basics of management education, to innovate, to apply information technology and communication tools; to organize the management of the educational process on a scientific basis; to implement state educational standards, to accumulate and use necessary information, etc. From the above it follows that the competence of teachers selects a number of areas and components which play a role in the development of personal and human qualities of the teacher, his professionalism and ability to work, communication and morale. i.e. communication skills and moral character. So, a competent teacher: knows the necessary skills for the effective organization of the educational process, knows the psychology of the age, has a moral potential and high spirituality, has the ability to use modern technologies in the educational process, has a rich professional experience. He owns the secrets of professional skills, world and religious knowledge. This organizer and entrepreneur, a patriot and internationalist, friendly and caring person, and most importantly – he is able to teach another, to come to the rescue at the right moment. About say, "He's a master of his craft". "Skills" (the Arabic word for "maarat" means art, skill, dexterity. Used expressions: the great master, a craftsman, an artisan. Hence the expression and even the term "professional skills" When people say that about a teacher, we primarily mean the ability to organize and manage the pedagogical process, to coordinate the activities of process participants, to enhance their activity. In the current understanding of professional competence nested components such as the organization of the educational process on a scientific basis, the research skills of the teacher, the ability for management, leadership, propensity for self-development and self-education – �in short, the ability to build the educational process in accordance with modern requirements. 4. In conclusion it should be emphasized that the scientific organization of the educational process contributes to its quality and effectiveness, enhancing the students’ objective analysis and assessment from the teacher. To realize its purpose in this process the teacher with the philosophical and spiritual world view, psychological-pedagogical and organizational-technological potential, possessing the technology of data collection, objective evaluation and information processing, able to predict situations and factors that adversely affect the activity of the pupils, and to identify ways of achieving the objectives. Such a teacher can be called a teacher with a high degree of pedagogical competence. References: 1.Моисеев А.М. Качество управления школой: каким оно должно быть.–Москва, 2001. .Азизхўжаева Н.Н. Ўқитувчимутахассислигигатайёрлаштехнологияси. –Тошкент: НизомийномлиТДПУ,2000. 3. Джураев Р.Х, ТурғуновС.Т. Таълиммуассасаларинибошқаришдаменежментнинг асосий тушунчалари. – Тошкент: “Фан”,2006. Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Formatted: Line spacing: Multiple 1,15 li Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li Formatted: Indent: First line: 0 cm, Line spacing: Multiple 1,15 li � 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. 3281 Title A name given to the resource The Development of the Professional Competencies of Teachers on the Basis of an Innovative Approach Author Author Turgunov, Sabithon Umaralieva, Muhayo Abstract A summary of the resource. In the article the question of organization, management and improvement of the quality and effectiveness of teaching processes in secondary institutions,revealed the role of the teacher in coordinating students ' activities. The authors have proposed a number of recommendations on the development of the professional competence of the teacher. Keywords: Competence, a component of the pedagogical process, management, quality, efficiency. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-21 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/6eb72e0f6d78b6a636303dd001eed1ee.pdf 0e60b273d59627e6ea0a451a658fb5e5 PDF Text Text The Conceptual Direction of Prevention Informational Threats in Academic and Educational Publications Sarvar Mahmudov & Muhayo Umaralieva Uzbek Scientific-Research Institute of Pedagogical Sciences, Uzbekistan Abstract In this article the ability (potentialities) of pedagogical publications in information security through analysis and monitoring of published materials, developmentcriteria for evaluating their content revealed; the structure of the concept of prevention of information threats in scientific – pedagogical and educational publicationsis presented. Key words. Pedagogical publications, information threats, psychology, manipulation of consciousness, information, content. Introduction After Uzbekistan’sindependence, the mass media, in particular, scientific-pedagogical and educational-methodical publications turned into a tribune of free expression of their thoughts, attitudes, and positions of scientific and pedagogical community (public) and professionals. Therefore, (accordingly) the pedagogical publications facing the challenge (teaching editions of the task)to protect of the recipients of education from the negative effects on their culture and spirituality through publications submitted materials, information and recommendations.In this context, the pertinentquestions are: (of) studying the main reasons for the emergence in the academic and educational publications not scientifically grounded materials, informationthat leads(leading) to a negative conclusion, monitoring and acceptance of necessary measures on prevention of negative influence of the ideas alien to our society and psychological manipulation through media; the development of criteria for evaluation of materials prepared for publication and the implementation of public control in this direction. In his congratulatory message to the media and the press in connection with their national holiday, the President of the Republic of Uzbekistan stressed that from time to time, there is a sense of nostalgia for an outdated system and ideology of the past, and not to fall into dependence on these sentiments.It is necessary to open the eyes of our people, especially the youth to the true value, in connection with which all increased the role and responsibility of the media in the education of the �person with solid convictions and a strong will. As a result of studying and analyzing the problems associated with the prevention of information risk in the academic and educational publications. some activities have been identified that need to be urgently implemented. These include: – development and introduction of a mechanism of public control and assessment of the content presented in the academic and educational publications; – revision and improvement of the procedure and recommendations for publication of articles, analytical materials, represented in mass media publications, and their expertise; – definition of the role of scientific-pedagogical and educational-methodical publications in the strengthening of spiritual and moral positions, pedagogical and psychological ideology (Outlook) of the teacher’s, their political views and beliefs; – providing continuous protection from potential threats in the media, development of appropriate scientifically grounded concept in this area. Stages of monitoring and implementation A mechanism to counter information threats through monitoring of scientific-pedagogical and educational publications implies implementation of the following functions: Social. The identification of the essence (entity) of (to) ensuring information security in academic and educational publications, i.e. formation and development of critical views, evaluations in relation to information, that represents threat and negatively affects the research and teaching community. Spiritual and moral. The strengthening of the teacher’s ability to counter information threats through scientific-pedagogical and educational-methodical publications, the strengthening and development of socially significant qualities of critical thinking in relation to values and norms accepted by the society, the mechanism of protection of spiritual, social and psychological health. Cultural. The development and adoption among the scientific and pedagogical community of culture of information consumption. In the course of our study we turned to teachers of educational institutions with a request to answer the survey questions.Read: "Is there a (do you) need to perform a special study on ways to counter information threats through research and teaching and methodical publications, to monitor them, to instill in teachers the threat of the confrontation of information risk, to introduce into the curricula and programs of courses of retraining and the improvement of of teachers qualifications, the theme of combating �information threats by means of scientific-pedagogical and educational publications?"Almost all the teachers and faculty respondents gave a positive answer. According to the result of the study, it was concluded that a threat to society may come from submitting materials to be published in pedagogical publications with the aim of changing attitudes in a negative way on national history, folk traditions and customs, national culture, development of education in the country, national and universal values, spiritual and moral qualities, political and socio – psychological principles, or informationprepared (is executed) at a low professional level that does not meet scientific-methodical requirements. Therefore, material or information that is not scientifically grounded, does not have a clear structure, is defective in the scientific-theoretical attitudecan be (it is also possible to) classified as informationallydangerous.In order to prevent informational threats from the materials published in pedagogical publications (journals), it is necessary to develop and openly publish criteria to assess the content of materials from the point of view of their safety.In our opinion, it should befocusedon the following indicators: – disclosure of human abilities and satisfaction of its educational requirements, ensuring the priority of national and universal values, the harmonious interaction of man, society and the environment; – enrichment of the aesthetic worldview of the recipients of education, formation of their high spirituality, culture and inventive thinking; – the preservation and enrichment of national history, national traditions and customs in their continuity and connection with national culture, development of the national education system; respect for the history and culture of other peoples; – the intrinsic link (unity) of training and education, the focus of the education process at comprehensive development of personality; – the formation of spiritual-moral qualities, work skills, creative thinking, conscious attitude to the environment and career choices on the basis of educational and scientific and cultural knowledge, national and universal values; – implementation of the principles of building a democratic state and fair (just) civil society; – implementation of the principle of priority of a combination of personal interests and education in the state social policy; – the perception of the concepts of national consciousness, patriotism, national pride as the basis of a rich national cultural – historical traditions and intellectual heritage of our people; – refusal of the ideological views of the past; – continuous implementation of the requirements of high spirituality and morality, corresponding to the level of developed democratic countries (States). �– the approach to defining the content of education from the point of view of prospects of socio-economic development of the country, the needs of society, modern science, culture, engineering and technology; – the use of productive forms and methods of spiritual and moral upbringing and education of recipients of education; –ensuring effective integration of education, science and production. The concept of information security in academic and educational publications includes the following structural parts. 1.An analysis of real (practical) state of the availability of information threats in the media, in particular, in scientific-pedagogical and educational publications. 2.The principles of prevention of informational threats to scientific-pedagogical and educational publications. 3.Informational-logical model of counter information threats through scientific-pedagogical and educational-methodical publications. 4. Characteristics of the objects, participants, public co-executors of opposing information threats through scientific-pedagogical and educational-methodical publications. 5.The stages of the movement. Conclusion Today is quite acutely felt the impact of the threats, ideological propaganda and cultural expansion in education and spiritually - moral education of students: so it's important to remember about the organization of effective protection of young people from information risk. References: 1. Богатырева Ю. Подготовка будущих педагогов к обеспечению информационной безопасности школьников. – Тула.: 2014. 2. Белов Е.Б., Лось В.П., Мещеряков Р.В., Шелупанов А.А. Основы информационной безопасности. Учебное пособие для вузов. – М.: Горячая линия, 2006. 3. Бохеньский Ю. Духовная ситуация веремени. // вопросы филисофии. – 1993. 4. Глобализация, энциклопедия. Под ред. И.И.Мазур и А.Н.Чумакова. – М., 2003. � 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. 3282 Title A name given to the resource The Conceptual Direction of Prevention Informational Threats in Academic and Educational Publications Author Author Mahmudov, Sarvar Umaralieva, Muhayo Abstract A summary of the resource. In this article the ability (potentialities) of pedagogical publications in information security through analysis and monitoring of published materials, developmentcriteria for evaluating their content revealed; the structure of the concept of prevention of information threats in scientific – pedagogical and educational publicationsis presented. Key words. Pedagogical publications, information threats, psychology, manipulation of consciousness, information, content. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-24 Keywords Keywords. Article PeerReviewed PE English