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The aim of this paper is to analyze the concept and model of parental involvement in the research on students’ educational achievement. The concept of parental involvement arose in the field of educational policies of the English-speaking countries and market-oriented education systems. Research has shown that different forms of parental involvement have significant effects on school learning outcomes. The Coleman Report in the US and the policy of “educational parentocracy” in the UK significantly stimulated research in this area. The review of the relevant literature confirms the multidimensionalityof the concept of parental involvement which includes parental support for school learning at home and at school, as well as structural and relational aspects. The paper presents two most prominent models of parental involvement in children’s education – the model of overlapping spheres of influence and the so-called DNA or dual navigation model. In the concluding section of the paper, the authors state that the existing conceptualizations and models of parental involvement include different types of parental activities, which is important for the creation and evaluation of school programs of parental involvement. As a consequence of the dominance of the Anglo-American conceptual and research framework, on the one hand, an interdisciplinary approach in the field of research on parental involvement in children’s education is highlighted. On the other hand, an authentic pedagogical view of the goals and effects of parental involvement in education as a subject of study of autonomous science in the tradition of continental Europe has been neglected. It is expected that future research will reaffirm those aspects of education that make it precisely “educational”. Relying on pedagogical principles and goals of education in building family-school relationships is a missing link in the existing agenda of global education policy.

The main goal of this paper is to contribute to an overall understanding of the phenomenon of globalisation of higher education. Given that in our country the globalisation of higher education has been approached without attempting to provide a more comprehensive definition of the phenomenon, in the first part of the paper, the basic elements and domains that provide the basis for a more complete definition of the globalisation of higher education will be listed and a difference will be made in relation to similar phenomena, such as internationalisation and Europeanisation. Apart from a more comprehensive understanding of globalisation by pointing out its epistemological foundations in the papers from the end of the 20th century, which the domestic scientific public did not pay enough attention to, the paper also provides an overview of approaches to the study of the impact of globalisation on higher education, both the initial ones, which were developed by international organisations, and the academic ones, which enabled a deeper and more comprehensive understanding of the phenomenon of globalisation of higher education. By contributing to a more comprehensive definition of the observed phenomenon, in this paper we intend to contribute to a broader understanding of the phenomenon of globalisation relative to the current view in which globalisation is understood as a modern phenomenon and its impact on higher education is observed after a certain period in which it supposedly arises. The paper affirms the claim that globalisation is just a new name for a phenomenon that has existed in modern civilisation for much longer than the end of the 20th century, and the expansion of higher education contributed to its genesis.

The paper investigates the ways in which schools can contribute to the prevention of bullying, by gaining insight into a multi-layered structure of school activities that contributes to the positive effects of educational work on the development of students’ personality and by pointing to the three levels of preventive action that can be carried out on an individual basis (universal, selective, and indicated prevention). Special emphasis is placed on universal prevention, given that science has proved that some school subjects (mother tongue and/or foreign language and literature, history, civic education, religious instruction, art and music lessons) and the extra-curricular activities related to them provide opportunities for this kind of bullying prevention. Focusing on literature instruction, we first look at its pedagogical role, linking the issue of bullying to humanistic and moral education. Literary texts that thematise this issue are very convenient for developing students’ socio-emotional competencies, the competencies that are (also) directly linked to attitudes towards bullying and other forms of violence. “Deca” (Children), a short story by Ivo Andrić, stands out among such works represented in the literature curriculum for primary school. By applaying the emphatic-ethical model of reading, we investigate the pedagogical potential of this literary text, trying to point out the key “action” segments in the text which are activated only by a teacher’s adequate methodological guidance of students during its collective interpretation.

The goal of this paper is to determine the degree and direction of the correlation between the self-evaluation of the fifth-grade elementary school students and their success in the classroom. The paper presents the results of the research on students’ self-evaluation and their success in the classroom obtained on a sample of 208 fifth-grade elementary school students from the territory of the city of Banja Luka. An assessment scale was used for the purposes of the research and knowledge tests for the school subjects Serbian Language and Science and Social Studies were prepared. In line with the character of the research, the method of theoretical analysis and synthesis, the survey research method, and the analytical-descriptive method were applied. The results obtained using the Pearson Correlation Coefficient confirmed that students’ self-evaluation is significantly related to their general success at the end of the first term of the fifth grade of elementary school, their success at the end of the first semester in the subjects Serbian Language and Science and Social Studies, and achievements on the knowledge tests for the same school subjects. The obtained results indicate the importance of introducing student self-evaluation in the educational process in the field of achieving better results at school. However, the fact that self-evaluation is not sufficiently represented in our schools is a downside of this research, indicating a need for additional study and research of student self-evaluation, followed by its systematic introduction into educational practice.

The paper discusses the key problem of the Serbian artillery in 1914: the lack of ammunition. The focus of analysis has been placed on the different strategies the Serbian state used to find artillery ammunition and additional weapons. Special attention has been dedicated to the collaboration with France and its shipment of the ’wrong ammunition’ in November 1914. It has been shown that the ammunition crisis was overcome by combining a multitude of resources which included abundant assistance from the Entente, Greece, and the Serbia’s industrial capacities. The problem of the ammunition crisis has been treated as a global phenomenon, enabling placing Serbian theater of operations into a wider perspective.

The focus of the paper is on the fate of a special police unit and its members. Before World War II, the civilian response work in the present sense took place within the framework of the police in Hungary. Within the framework of the Budapest Metropolitan Police Commissariat, the task of the Political Police Department was to carry out the prevention work. By the end of the 1930s, it was clear that Germany, an ally on paper, was active in Hungary. Thus, when the Wehrmacht occupied Hungary on March 19, 1944, one of the first steps the invading SS and SD units have taken was to arrest the police officers working against the Germans. At the same time, many police officers have anticipated the continuation of their careers, moreover, a progress in it after the German occupation. The State Security Police, established at that time, served the occupiers and participated in the Holocaust. Typically, they continued to work in 1945 to wrap up an anti-state conspiracy. The mentioned German-arrested police officers were detained for weeks and then deported. In 1945, they were liberated by US troops and then entered the CIC to find the Hungarian war criminals. Finally, the study dealt with the post-war fate and career of the policemen featured in the article.

Yugoslav and German “questions” emerged in the early 1950s as specific issues in international politics marked by the Cold War. Through them, the strengths of the opposing blocs led by the superpowers, the USA and the USSR, were measured in various ways and with different intensities. This paper attempts to reconstruct and analyze the initial phase of the relationship between Yugoslav Communists and German Social Democrats, from the establishment of closer contacts to the change in the foreign policy situation after Stalin’s death. The paper is mainly based on research using unpublished archived materials from domestic sources and relevant domestic and foreign literature.

This paper analyzes the impact of the natural environment as a condition for the emergence and development of Kovin and Smederevo, two nearby cities on opposite banks of the Danube, during a period ranging from the Middle Ages, when both cities underwent intensive development, until the eighteenth century, when the process of land reclamation began on their locations. In the past, the terrain, climate, hydrography, fertility, and natural resources were highly significant for the formation and development of cities, both for their strategic positions and for supplying cities with basic needs, either through direct production or trade. Thus, it is important to analyze and explain these factors that make up the basic prerequisites for the location of a settlement, and to look at the possibilities and obstacles for a city or town along the lower course of the Danube, especially because the conditions differed on the left and right banks in this particular area.

This paper argues that in the early 19th century, border guard regiments were generally staffed with less qualified officers than the line regiments were, potentially because service in the former was considered to be less prestigious for a Habsburg officer during this period. This is demonstrated through a comparative case study of officers serving in 1840 in the 51st line infantry regiment and the 17th border guard regiment (or 2nd Romanian border guard regiment). The case study focuses on three quantifiable indicators: education, language abilities, and knowledge of engineering. The data were gathered from the officers’ Conduite-Listen (personal records), which was an evaluation form that recorded a plethora of information about all the regiment’s Oberoffiziere (subaltern officers).

This paper focuses on Slovenian territory. It explores the development of the idea of a school garden as a teaching tool and its practical implementation within work school principles and looks at differences between urban and rural areas. The article covers the period from the nineteenth century to the mid-1930s, with a particular focus on the interwar period. The central school garden in Ljubljana is presented as an example of a central city school garden. This particular school garden was abolished in 1934, but school gardens remained a part of the curriculum until 1941. The article draws on information from the literature and archival sources from the Historical Archives Ljubljana.

This study of the uprising of the voivode Grdan (1596–1597) was conducted within a wider context of the Apostolic See and Pope Clement VIII’s plans for missionary work by Franciscan Observants and Jesuits in the regions ruled by the Ottomans that was intended to strength Catholic congregations. In the years preceding the Long War (1593–1606), a belief emerged that the Ottoman Empire had weakened enough to easily collapse in the face of an attack by united Christian states backed by major uprisings among the Christians under their rule. The Apostolic See believed this would pave the way for mass conversion of Orthodox Christians and Muslims. Such beliefs were promoted by various adventurists and self-proclaimed servants of several royal courts. This paper is primarily based on the correspondence of Clement VIII and Cardinal Cinzio Aldobrandini with Patriarch Jovan II Kantul and Archbishop Toma Ursini, as well as on statements by Lazzaro Soranzo in his work L’Ottomanno. The paper will also pinpoint more precisely voivode Grdan’s uprising in comparison to what historiography has told us. Also, the names of some leaders of the people that supported him will be identified.

This paper explores the reaction of Albanian nationalists towards the homogenizing and centralizing policy of the Young Turks in the Ottoman Empire. After the Young Turks came to power, the focus for the Albanian nationalists was on raising awareness of and securing international support for their national rights. In addition, their focus was on the difficult humanitarian situation in the vilayet of Shkodra. Albanian nationalists’ efforts converged with the Balkan Committee, which was established in London in 1903 following the events in the Balkans after the Ilinden Uprising of 1903. This study investigates the reasons why the Balkan Committee in London became interested in the 1911 Albanian uprising in the vilayet of Shkodra. By following an analytical approach and using numerous sources, the paper concludes that the Balkan Committee succeeded in making British public opinion receptive to the Albanians’ difficult humanitarian situation. However, it did not succeed in uniting the political actors in the Balkans and thus failed to organize a general Balkan uprising, which was clearly an undertaking beyond its capabilities and outside the British government’s interests.

Drawing from archival documents, periodicals, and relevant literature, this paper analyzes the role and significance of educational programming broadcast by the Radio Belgrade within the broader propaganda efforts of Milan Nedić’s government. The paper begins with a theoretical explanation of how media functions in education. This will be followed by the use of radio as an instructional tool in Serbian schools during the first half of the twentieth century. The analysis includes talks given during what was called Prosvetni čas (Educational Hour), a radio program broadcast in early 1944. Research has shown that, in a time of strong ideological influence on the educational process, the state educational authorities encouraged the use of any available means to achieve their political and propaganda-based ideological goals. Radio shows were produced for students during the 1930s and during the Second World War according to a similar model that made use of different content.

The paper deals with the study of roads in the region of Lim river valley ranging from late antiquity to the beginning of the Ottoman period. In late antiquity, the Lim valley did not have a primary hub for the transportation of people and goods. This changed in the Middle Ages when the Lim valley became a transit point through which roads and merchants from Primorje (Dubrovnik and Kotor) passed through to the centers of the Serbian medieval state (Ras and Novo Brdo). In this paper the continuity and discontinuity of this movement through the Lim river valley will be discussed.

Being stylistically neutral, prefix over- is used in different functional styles. Here the focus is on its usage in words appearing in written newspaper texts on COVID-19. The main goal of the paper is to examine the overall frequency of overderivatives in this type of text. The idea is to illustrate the most frequent word class of derivatives, show their meanings and to analyse morphological and colligational patterns in which and with which they occur. Derivational prefixes can change either the meaning of the word they are attached to or the word class. Taking into account the frequency and features derived words with this prefix show, we consider that this paper will give a significant contribution to further research on over-words in different types of texts.

This paper presents an exploration of figurative comparison expressions featuring farm animal zoonyms in the English language and their possible equivalents in Serbian. Farm animal idioms are integral to linguistic discourse, contributing to the richness and diversity of language use. Their complexity often necessitates a deep understanding of cultural and contextual factors for their accurate interpretation, highlighting the potential for cross-cultural comparative studies to enrich our understanding of idiomatic expressions. These expressions transcend mere linguistic curiosities and play a vital role in meaning construction and imagery formation within discourse. The paper provides an overview of expressions divided into five categories according to the type of farm animal used as the source domain: bovines (cows and their male counterparts, bulls and oxen), equi (horses and mules), pigs, sheep and poultry, and attempts to assign an equivalent phrase in Serbian, comparing the usage between the two languages, in order to shed some light on the intricate interplay between language, culture, and cognition in the realm of idiomatic figurative expressions involving farm animals.

Although they wrote more than thirty plays, nine volumes of poetry, around thirty volumes of diaries, and thousands of letters, Katharine Bradley and Edith Cooper, an aunt-niece duo, incestuous lovers and poets, more famous under their joint male pseudonym Michael Field, were almost unknown to a wider literary audience until the 1970s, when these two ‘minor’ Victorian women poets were rediscovered mostly by feminist critics. What first drew critics’ attention to this poetic pair was their dual authorial persona and the nature of their relationship, culminating in Lilian Faderman’s groundbreaking book Surpassing the Love of Men (1981). In the 1990s, critics such as Isobel Armstrong, Virginia Blain, Joseph Bristow, Holly Laird, Angela Leighton, Yopie Prins, Martha Vicinus, and Chris White shifted focus to their work, first to poetry and then to dramas and diaries. Finally, the first two decades of the twenty-first century confirmed the resurgence of interest in Michael Field, with critics such as Marion Thain and Ana Parejo Vadillo exploring this poetic duo within the wider context of fin-de-siècle literature. This paper will delve into various possible reasons why Bradley and Cooper, in spite of early positive reviews and the recognition of some literary greats of their age, were never granted a place among canonical British writers. Some of the avenues that will be explored are their fluid, queer identity and their refusal to define their gender; their tendency to write outdated literary genres such as verse historical dramas; the fact that they were female aesthetes, whose poetry was caught between paganism and Catholicism, homosexual and heterosexual love, femininity and masculinity, Victorian age and Modernism, tradition and modernity; their unwillingness to compromise their vision for popularity or commercial success; as well as their determination to create beautiful, well-designed books, published exclusively in rare and limited editions, which made them famous only among a small circle of connoisseurs.

The multifaceted human personality apparatus tirelessly and somewhat incessantly keeps on giving rise to both surprising and equally dishearteningly bland revelations as regards to how the idiosyncratic denizens of this blue-hued marble encode and decipher various cultural phenomena. This is particularly pertinent in view of the relentless endeavours to peel off the deeper layers of the pseudo-proverbial human cognitive onion. It would doubtless come across as supremely hauteur-suffused should a paper harbour a latent claim to fame in terms of comprehensiveness and immaculate insight into what appears to be nothing short of a rabbit hole-like bottomless pit of hopeless scholarly efforts at inching ever so slightly more towards the neighbourhood of the metanarrative fount of all creativity and meaning. Therefore, the succeeding pages shall do away with that specific delusion and attempt to labour under merely one and relatively monotonous question: how do we go about explaining the impulse to root for the prototypical villain instead of bowing to the infinitely promulgated notion of archetypal goodness? The conception of strength and weakness is attached to the discussion in order to substantiate the propositional mosaic herein stipulated. Bearing this in mind, a greater degree of free expression no longer obtains for our generation unless attained by dint of explicit, yet veiled of norm-dictated defiance. This inflexibility dovetails neatly with the first assertion at the outset in the hope of shedding off a shroud of superfluous duplicity so successfully inculcated that it now, perhaps, gives the reader pause to learn that human cognition is deeply convoluted, leaning dangerously to the dark side of the mind and conceptualisation. Claims that linguistic adepts favour the through line of goodness over evil are handily belied, which, in itself, is not a bad thing necessarily. It might even be daring to think it a liberating and healing modicum of catharsis.

Between the end of the 1830s and the beginning of the 1860s, the condition of the Southern Slavs was thoroughly analysed by Giuseppe Mazzini, who strongly believed in a necessary and close connection between the aspiration for unity and independence of peoples subject to foreign domination and the founding principle of nationality. Mazzini's ideas, which originated from his general pro-European vision and, in particular, from his specific interest in the history and expression of the individual Southern Slavic cultures, focused, especially in the 1850s, on the role of the Russian Empire. This paper aims to compare, as far as the Southern Slavic question is concerned, Mazzini's political vision, with reference to his writings, in particular the "Slavic Letters" with the debate animated by Russian Panslavism through the writings by contemporary Russian historians, such as Aleksandr Pypin and Michail Pogodin.

Тhis paper aims to reconsider the influences of Western-European drama of the XVII century on the creation of Russian baroque and the first drama writer in Russia Simeon Polotsky. During the initial period, Russian theatre, especially during the XVI and XVII centuries, was under the strong influences of Western theatre culture. This paper reconsiders the influence of German, French, English and Polish theatre plays. Plots of his playwright were popular and well known in Western European literature from the XII century. In this paper, we tried to reconsider those influences on the example of his drama Nebuchadnezzar the Tsar. This drama plot was well-known in Western European theatre, and Simeon Polotsky knew some of them.

The theme of this paper is the image of Bosnia by Luchino Dal Verme (1838- 1911), a politician, diplomat, geographer and traveller, who in 1903 set off from Italy on a journey across the Adriatic Sea and on to Bosnia. He left a testimony of his experience in the text ‘An Excursion to Bosnia’, published in the Nuova Antologia in 1903. The aim of the paper is to identify odeporic elements in a text of a hybrid nature with elements of geography, history and literature and to show that the perception of this region of the Balkans changed at the beginning of the 20th century. From the wild, primitive and hostile land of the 19th century travellers, the image offered by Luchino Dal Verme changes radically. This affirms the importance of this traveller’s profile, a cultured and informed man. With a considerable cultural background, he observes and accepts the Other and his land, without conditioning.

This paper deals with a contrastive and conceptual analysis of somatic phraseologisms with the component eye in Italian, Spanish and Serbian, with the aim to find absolute cross-linguistic equivalents, i.e. those phraseologisms that will show a perfect symmetry on the semantic, formal and functional level, but also congruence in the concepts they express. A corpus of 102 phraseologisms was excerpted from the relevant general and phraseological dictionaries. The initial hypothesis is that, despite the fact that cases of absolute equivalents are rare, the analysed corpus will offer a significant number of such phraseologisms since somatic phraseology, due to the universality of bodily experience, reveals analogies between languages. The corpus was first subjected to a contrastive analysis in order to identify the cases of absolute equivalents. The corpus was also subjected to conceptual analysis, that aimed at determining the motivational mechanism underlying the phraseologisms, thanks to the postulated conceptual metaphors and metonymies, and then the phraseologisms were classified into semantic fields. The results confirmed the initial hypothesis. The phraseological corpus of the three contrasted languages offers a significant number of absolute translation equivalents among phraseologisms with the component eye. The largest number of absolute equivalents belongs to the semantic fields INSIGHT (6), followed by LOVE and ATTENTION/CAUTION (5). The first case can be explained by the fact that in almost all linguistic and cultural communities, eyes symbolise intellectual perception, and the second, that the semantic field of LOVE does not have precisely defined boundaries and implies different feelings ranging, from liking to lust. In the case of ATTENTION/CAUTION, the eyes, as the most important sense that perceives almost 90% of information serve, among other things, to monitor a situation and keep it under control. Some phraseologisms owe their absolute equivalence to the Bible, classical literature or mythology, and some to polygenesis and calques.

A film in foreign language teaching has multiple functions and, with appropriate processing, can fulfil many different goals. The most important thing when using film in foreign language teaching is the realisation of educational and pedagogical goals. In this way, in addition to independent learning, another goal is achieved, which is the preparation of students for further independent life. The aim of this paper is to analyse the film "Good bye, Lenin!", which represents a good starting point for integration into the teaching of the German language, as it fulfils all the above-mentioned teaching objectives. The value of this film is also reflected in the fact that, after watching and analysing the film, the students better understand the material, the historical and cultural background, and that this can, in many ways, help them in their later interaction with members of that culture.

This paper analyses, from the perspective of critical discourse analysis and critical pedagogy, the representation of gender hierarchy in two representative Italian as a foreign language textbooks, published between 2002 and 2019. The aim is to examine whether asymmetric power relations are reproduced or reversed through the representation of professions attributed to male and female characters, in order to obtain meaningful data about the approach adopted by the authors and publishing houses. Specifically, we aim to determine whether a progressive and egalitarian tendency in the perception and representation of women and men in the professional sphere can be identified. The analysis reveals significant differences in the approach adopted in the two textbooks and consequently in how gender hierarchies and roles in the professional sphere are constructed. Due to the absence of a gender-sensitive approach, the Qui Italia textbook reproduces and naturalises asymmetric power relations between women and men in the professional sphere. In contrast, the Dieci A1 textbook emerges as an educational material that challenges traditional gender roles in the professional sphere and offers alternative and egalitarian models. The results suggest that progressive trends regarding gender equality in educational materials have evolved over time and that a gender approach is increasingly implemented and valued.

The poetry of contemporary American-Belizean poet Rudy Francisco carries one new and, we could say, quite personal view on the position of black people in America. The aim of this work is the analysis of Francisco’s poems, which talk about the identity of this minority in the USA and race politics, which greatly affect the status of black people. While referring to the work of the forerunners who paved the way for research in the area of postcolonial criticism and the studies of the identity of black people such as Frantz Fanon, Jacques Lacan, Du Bois and others, this work will display the connection between the selectively chosen Francisco’s poems and the ideas of postcolonialism. During the interpretation of the particular poems, the effect of the BLM (Black Lives Matter) movement, which continues to this day, will be felt significantly. We will also analyse the role of white police officers in the battle for the equality of black people. When all of the above-mentioned research subjects of this paper are taken into account, it is evident that the work of Rudy Francisco gives a certain freshness to the study of the identity of black people.

The theme of this paper concerns the main aspects of translating a linguistically and culturally hybrid text, using the example of two Dubravka Ugrešić’s books (1949–2023), Karaoke culture and Europe in Sepia. The author addresses contemporary themes in a globalised and increasingly virtual world, while constantly revisiting the Soviet and Yugoslav communist past through her personal experiences. Existing between languages and interpreting such a diverse literary world requires a profound understanding of historical, linguistic, and cultural contexts, as well as translation strategies aimed at bridging the inevitable spatiotemporal gap that arises between the two versions of the text. The main research questions are: what are the criteria for including or excluding different elements of heterolinguism/ plurilingualism in a translated text? By what linguistic means is it domesticated in a culturally and linguistically hybrid text?

The play Top Girls (1982) is certainly one of the most significant, most performed and most studied plays of modern British theatre. Generally, the interpretations of this piece are based on feminist theory and refer to such issues as the conflict between radical and liberal feminism, which is also mentioned and commented on in this paper. However, our focus lies on the interrelations between patriarchy and capitalism, as well as limited options for women within these two oppressive systems. In order to achieve our goal and present the ways in which, in the words of Zillah Eisenstein, the capitalist patriarchy work, apart from her study, we will refer to the works of Linda Gordon, Nancy Chodorow, Heidi Hartmann and Eva Figes. Our purpose is to show that women’s social status and their life standard cannot and should not be identified with the relatively rare success of individual women - such as Marlen who is the protagonist of the play or Margaret Thatcher who is presented as her role model – who had to embrace traditional male and capitalist values of competitiveness and selfishness in order to achieve their suspicious success. In this paper, we wanted to point out that unless women in power show understanding and empathy to other, less privileged, women, their leading positions and their top girls status do not imply female empowerment and cannot be taken as a feminist victory.

The goal of this paper is to establish a connection between the ways identity is formed in the novels Open City by Nigerian-American author Teju Cole and People at the Table by Serbian author Srđan Valjarević. The protagonists of the aforementioned novels are immigrants who have found themselves in the isolated and urban space of the metropolis and are now trying to establish their place within it. We shall explore Charles Baudelaire’s notion of the flȃneur in an urban environment that greatly differs from the narrators’ previous homes. A reconfiguration of identity is necessary and this is accomplished through walking – an unconscious search for identity and its roots. We may ask ourselves: Is the city a constitutive element of the subject, or is the subject a social product of the city? The streets of New York and Amsterdam present the protagonists with opportunities to think about not only their current positions but their pasts. Confused and dissatisfied, they move within the big city searching for ways to accept their fates. A common element of both novels is the continual reflection of the past and social positions. The city forms the protagonists’ identities to the point that it creates a sense of disorientation and helplessness, thus destroying them. Walking is the most significant aspect of both novels, as only in movement can the identity of these flȃneurs come to light.

Božidar Petranović belongs to a group of prominent actors as regards to the 19th-century Serbian culture in the province of Dalmatia (part of the present-day Croatia). Although his social engagement is versatile (among other things, he was a law attorney, a writer, a literary historian, a translator, a deputy in the parliament, a creator of legal documents, and a historian), one of his most notable contributions would be the establishment and subsequent editing of a journal entitled Srpsko-dalmatinski magazin, the first publication dealing with Serbian literature in Dalmatia, whose influence was felt far beyond the imagined borders. For that reason, this paper is focused on the editorial, cultural, and literary engagement of Božidar Petranović among the Serb population in Dalmatia, especially as regards to the aforementioned journal.

This paper is a part of a larger study of regional variation of the lexicon within the Serbian standard language. About 100 questionnaires were collected for this research from educated speakers of the Serbian language from different cities. The questionnaire contains questions which uncover the use of doublets characteristic of the western and eastern parts of the Serbian linguistic territory, such as željezo and gvožđe, mahune and boranija, kino and bioskop. The paper proposes the analysis of around 60 questionnaires from the Republic of Srpska, namely from Banja Luka (47), Trebinje (7), as well as from Prijedor, Bjelina and East Sarajevo. First, the paper presents a list of investigated regional doublets (200 lexemes), and gives their typological division (phonetic or morphological variants, lexical doublets). Further, a linguageographic analysis of the first questionnaire is proposed and previously analysed in the other paper, and conclusions about the regional characteristics of the lexicon contained in that questionnaire are presented. For example, it is noted that in Prijedor, unlike Trebinje, words as domaća zadaća, duda, hladetina, hlače, ispričnica, kuhar, kuhati, marelice, neodgojen, propuh, ručnik, tekućina, tržnica, tuka, umjetno gnojivo etc., are used. The main content of the paper deals with the analysis of the second questionnaire. For each lexical pair presented in the questionnaire, the statistics of the use of each word in Banja-Luka and Trebinje are given, and based on this, the lexicon characteristic of one and the other city is distinguished (e.g. dan i noć, trougao in Trebinje and maćuhice, trokut in Banja Luka), as well as a group of doublet pairs whose members are used equally often in the west and in the east of the Republic of Srpska (oprosti – izvini). Words which practically do not vary are also described. Sometimes the same word is used in Banja Luka and Trebinje, and sometimes it is the same as in Serbia (putarina), or it may be different (narandža instead of pomorandža). The main conclusion of the research is that the lexicon of the western and eastern type on the territory of the Republic of Srpska is distributed in the form of waves. This means that the use of lexical doublets in Trebinje is more similar to their use in Serbia, while for Banja Luka and Prijedor a higher concentration of western words than in Trebinje is typical. Further research will be focused on the description of the use of these lexemes in other cities of the Republic of Srpska, as well as their variation on the territory of Serbia.

This paper dicsusses nonconcatenative morphological processes in the modern Serbian language. More precisely, it focuses on derivational capacity of the processes of reduplication, circumfixation, infixation, base modification, and conversion. After representing the difference between concatenative and nonconcatenative morphological processes, each of the mentioned derivational processes is analysed from a crosslinguistic perspective, with special attention paid to the situation in Serbian. Besides the brief overview of the derivational capacity of the nonconcatenative processes, the goal of the paper is to enrich the terminology of the domestic word formation science (and generally of the Serbian grammar tradition).

This paper, within the framework of critical discourse analysis, deals with newspaper articles about the (non)participation of Novak Djokovic at the 2022 Australian Open, published in the electronic editions of the Italian daily newspapers Corriere della Sera and La Repubblica in January 2022. The aim of this paper was to, following Van Dijk (1988a), investigate the schematic organisation of the texts from our corpus, as well as to examine which linguistic units are used in those texts to create a positive and negative image of Novak Djokovic. The results of the research show that a very small number of analysed articles fit into Van Dijk's model of organisation of newspaper texts. The results of the linguistic analysis of the texts indicate that, on the one hand, the discourse strategies of nomination and predication are used to highlight Novak's sporting success, and on the other hand, they serve to portray Novak, who did not receive the vaccine against covid 19, as the culprit for not participating in the Australian Open in 2022 and as a person who behaves recklessly and irresponsibly during the coronavirus pandemic.

In this paper we presented the different ways in which three monolingual online English dictionaries (Longman Dictionary of Contemporary English Online, Oxford Learner’s Dictionaries and Merriam-Webster Dictionary) define the same lexemes that belong to different language levels (from A1 to B2). Aside from the formal elements present in all of the (online) dictionaries – part of speech, pronunciation, examples, register, pictures and synonyms, we highlighted the very nature of the definitions. We studied two lexemes for each of the language levels. When analising individual examples we employed the descriptive method, while the comparison method was used to point out the key differences in which these dictionaries define concepts such as: artist, government, immortal, meanwhile, etc. The aim of the analysis and comparison was to highlight which of the aforementioned dictionaries would be suitable for high school students to use when learning English as a foreign language. We came to the following conclusions – Longman and Oxford dictionaries break down the more complex meanings into digestible instances and use language that is appropriate for the language level of the desired lexeme. Webster’s dictionary is more formal and often uses sentence patterns and words that are above the language level of the target lexeme.

This paper examines the image of the First World War that the Spanish writer and journalist Vicente Blasco Ibáñez creates in his works of history and fiction. The paper deals with journalistic texts written by Blasko Ibáñez, collected in a multi-volume history of the First World War (Historia de la Guerra europea de 1914) and the novel The Four Horsemen of the Apocalypse (Los cuatro jinetes del Apocalipsis). We interpret the representations of the causes of war, with a special reference to the issue of "modern war" and the news it brings, we find parallels, similarities and differences between the representations in the novel and the historical work. The aim is to question the historical and cultural context in which the author pronounces certain judgments about the war, and then about the German people, with an emphasis on how pre-war Germanophilia turns into Germanophobia expressed in the analysed novel and History.

The verb system of the Albanian language in its present form is quite rich in different tense and modal forms. Some of them are inherited from the oldest stages of the language, others are relatively new internal creations. Although this verb form has been studied by a number of prominent albanologists such as F. Bopp (1854) (Franz Bopp), G. Meyer (1888) (Gustav Meyer), H. Pedersen (1895) (Holger Pedersen), Dh. Kamarda (1864) (Dhimitër Kamarda), Gj. Pekmezi (1908) (Gjergj Pekmez), M. Domi (1961) (Mahir Domi), Sh. Demiraj (1986) (Shaban Demiraj), its origin and development remain unclear and many questions remain open. In this paper, we deal with its historical development, its use, and we will give the opinions of other well-known linguists about this verb form. We will also analyse two books in terms of how much the optative is used in the standard language and how much in the dialect. Based on the analysis of specific examples, we concluded that the optative mood in the Albanian language is more commonly used in old texts, ballads, folktales, and dialects, and it is increasingly less utilised in standard literature, indicating a trend towards reduction, similar to what occurs in other Indo-European languages.

George Eliot wrote under the influence of continental philosophers, especially Ludwig Feuerbach and Auguste Comte. Both philosophers claim that the crucial problem of the individual is egoism, which can be transcended by means of sympathy and contact with others. According to Feuerbach and Comte, loyalty to family and community is the best way to transform initial egoism into altruism. This research is aimed at dealing with the issue of egoism in Eliot’s first novel, Adam Bede. The three main characters are analysed through the prism of the ethical concept of Feuerbach and Comte. The paper argues that at the beginning of the novel Adam Bede, Arthur Donnithorne and Hetty Sorrel symbolise different aspects of egoism. Adam and Arthur succeed to transcend their egoism through deep suffering, which is viewed as an instrument of moral development. Although critics often cite Hetty Sorrel as a typical representative of unredeemed egoism, this paper argues that she matures through suffering. The beginning of her transformation is marked by the confession of her crimes, which is the initial stage of redemption. However, with the exception of a few characters, the society of Hayslope treats her as an outcast, unable to even attempt to understand and forgive her. Still, although the importance of suffering and attachment to family are underlined in Adam Bede, the novel implies that altruism should not be equated with self-sacrifice. The protagonists, Dinah and Adam succeed in attaining personal fulfillment that is not inconsistent with the common good, that is, a certain reconciliation of egoism and altruism is accomplished.

Two decades ago the article ‘Mountain Wreath and our language, linguistic and social reality’ was published (Maroyevich, 2002:pp.63–93). The basic postulates of the study were later reflected in a debate on lexical homonymy in a critical issue of the edition of the epic The Mountain Wreath (Maroyevich, 2005:pp.366–400). Following a series, the final part of Nyegosh’s epic trilogy encompassing The Ray of Microcosm, the epic The Mountain Wreath and the epic Stephen the Little, are considered as ‘a revelation of Nyegosh’ by which some contemporary events and phenomena can be explained. The current issue of this topic deals with the contemporary usurper, students of divinity and language creators and particularly some ethnics. The name Crnogorci had only geographical and territorial meaning ‛The Serbs the inhabitants of Montenegro’, but today there is a tendency to establish this name as the name for one special nation. The name Boshnyaci had also only geographical and territorial meaning ‛the Serbs from Bosnia independent of their religion’, and nowadays there is tendency to proclaim them as being only a special nation of Islamic religious and cultural tradition. The name Arbanаsi is the name of a particular nation described in the epic Stephen the Little from the standpoint of view of aspects of their etnical characteristics that are actual even nowadays. That term is morphologically and semantically related to the area of Arbana (in Serbian as a result of metathesis of liquids: Rabana) where the Shiptars (their ethnical self term) first settled. The concept of swear word (bound by oath) with the Serbs and (new)Turks is also analysed in this paper: that concept within the overall macroconcept of face is respected by the Islamised Serbs in the Turkish camp, while the Turkish solid faith as a variant of the concept turned into a means of deception.

This paper examines the role of women in the Mexican Revolution starting from the novel La Negra Angustias written by the Mexican writer Francisco Rojas González. The research is based on the assumption that the protagonist of the novel, Angustias Farrera, symbolically represents a powerless and downtrodden part of the Mexican population that, after centuries of suffering oppression, rises up in arms demanding a respect of basic human rights. We point out that in the period of the Mexican Revolution (1910– 1920), Angustias gets the opportunity to transform from a marginalised and passive mulatto peasant woman into an active social factor that tends to change the social system. As the military officer that forms part of the Liberation Army of the South, guerrilla force led by Emiliano Zapata, one of the most famous Mexican revolutionaries, Angustias stands up for the vulnerable part of the Mexican population, primarily women, demanding the right to freedom, independence and education. Her initial enthusiasm, however, gradually weakens under the influence of the teacher with whom she falls in love. The teacher Manuel in this Novel of the Mexican Revolution plays the role of an opportunistic intellectual who joins the Mexican Revolution in order to gain material benefit. By getting married with a greedy opportunist, Angustias abandons the revolution, and betrays her friends and ideals. From an active military officer, Angustias once again becomes a passive woman whose role in the context of the patriarchal Mexican culture is reduced to a self-sacrificing wife and mother. Therefore, following the fate of this revolutionary woman from childhood to adulthood, we try to follow the course of the Mexican Revolution in terms of armed rebellion, from the initial excitement, through the heated struggles to a status quo return.

Traditional music should have greater significance and impact in education of children of younger school age. Curricular content of music education lessons enables students to learn about heritage and, therefore, learn to respect and cherish Serbian music and traditional music of other nations. Becoming familiar with traditional music in music lessons is one form of contributing to the development of the awareness of cultural and national treasure and of the need for its preservation and cultivation. The paper presents research that included 671 teachers from all districts of the Republic of Serbia. The aim of the research is to examine the opinions of teachers regarding the status of traditional music in the lower grades of primary school. The method of theoretical analysis and descriptive method were used. The results show that the contents of traditional music are practiced to a greater extent, but primary school teachers also believe that there is a need for including more of these contents in music lessons. When it comes to specifying which traditional contents are used in music lessons, it is noticeable that in different regions the contents related to the traditions of the local environment are nurtured. The respondents believe that students have positive reactions to traditional content but that it is not in the first place when it comes to children’s interests. The research findings can serve as the basis for considering an improvement of continuous professional development courses for employees in education, but they can also be an incentive for collecting and publishing literature with the contents of traditional music in order to facilitate and improve the work of primary school teachers and the learning process of students.

Music plays a significant developmental role in the life of adolescents and has different functions in the life of an individual. Listening to music is one of the most important activities of adolescents, while their music preferences reflect their values, conflicts, and developmental problems they are faced with in everyday life. It is important to understand how adolescents use and experience music on a daily basis and what factors impact their use of music. The power of preference for a specific kind of music depends on the degree to which that type of music fulfills certain functions because the level of functionality and the power of music preference are correlated. While identity formation, peer socialization, and social perception remain important functions of music throughout one’s life, they are especially important in the period of adolescence. To understand better the strong links between music preferences and the functions of music in an individual’s life, it is important to include the personality factor that provides practical and relevant information about what makes us who we are. Music education can influence the music preferences of young people because listening to music is an important activity in their leisure time. The paper presents theoretical models of music preferences, characteristics of music, contexts of listening to music, correlation between music preferences and personality traits, as well as the functions of music that are most relevant in the life of adolescents.

Enrolment exam for music schools is an important moment when a child potentially, in parallel with attending general education, starts attending specialized, music education. In this paper we are questioning the existing concept of evaluating rhythmic abilities within the entrance exam for music schools. This evaluation currently includes duplicating rhythmical patterns, performed through one of two tasks: first one involves clapping the beat while performing the rhythmical patterns vocally, using the neutral syllable and the second one includes duplicating rhythmical patterns only through clapping. Nevertheless, in pedagogical practice the choice between the two tasks is usually arbitrary, since it is assumed that the results on both types of tasks would be similar. Furthermore, the level of difficulty of the given patterns within the test is arbitrary, since the teachers are usually inventing them „in situ“ for each child. All respondents are evaluated in the same way, regardless of their age (which usually varies from 6 to 8). The aim of this paper is to contribute to the potential improvement of the quality and fairness of the enrolment exam for all participants, through investigation of the possible differences in the results of the same participants on two types of tests and comparing the results between the tasks with different level of difficulty, between the three age groups of children and between the two genders. The research was carried out within both – elementary school and preschool facilities in Belgrade and the sample consisted of 278 children. The results revealed that participants were more successful in the first type of task. Statistically significant differences were found between participants of different gender in their achievement in favour of girls and also between participants of different age groups, in favour of the second graders. Pedagogical implications were defined, regarding (1) transformation of traditional testing procedures regarding evaluating children’s rhythmical abilities within enrolment exams in Serbian music schools, as а base for optimal selection of children and indirectly, optimal results of the teaching process in music schools and (2) the content of teaching and activities in elementary schools and preschools in the field of rhythm.

The Curriculum for Music Education in primary and high schools includes Serbian music in the 20th century, both modern and postmodern, as a teaching topic. The opus of the composers such as Ludmila Frajt, Ljubica Marić, and Isidora Žebeljan has left an indelible mark on Serbian music and has become part of the world’s musical heritage. However, their creative work is not adequately represented in the teaching practice of primary and secondary schools, nor in the Curriculum that prescribes and suggests the selection of compositions for singing and listening. A special emphasis is placed on their individual and unique music style, the preservation and interpretation of Serbian folklore heritage and spirituality in their creative work, as well as on the educational and pedagogical potential of their work within the framework of general music education. The representation of the work of these artists in teaching practice, teacher training for practical implementation of these teaching topics, teachers’ attitudes and motivation – all these elements are the subject of the qualitative research presented in this paper. The research was conducted by means of an online survey of seventeen music education teachers, i.e., members of the Association of Music Education Teachers of Serbia, using the digital tool Google Forms. The paper will provide a summative and descriptive presentation of the results of the survey consisting of a total of twenty-one questions. Considering the artistic, educational, and pedagogical significance of the composers’ work, the authors of the paper have articulated paradigmatic methodological guidelines for teaching this topic, within the framework of educational standards and the Curriculum for Music Education, with a focus on the development of competencies and targeted outcomes.

Spiritual music is said to have many functions: from religious, pedagogical, to educational and developmental functions. Reducing spiritual music, particularly Serbian spiritual music, solely to a tool for awakening one’s religious feelings had a negative imapct on studying this type of music in Serbian education in the post-war period. However, in the last decade of the previous century, Serbian spiritual music was incorporated in the curricular content of Music Education in primary schools. Bearing this in mind, the authors of the paper set the aim of their research – to determine the representation of Serbian spiritual music in teaching Music Education in the second cycle of general education, as well as its significance according to teachers’ opinions. In order to contribute to this endeavour of national importance, the authors conducted research to investigate how much is Serbian spiritual music present in the current curricula, recommended contents, and music lessons, and what is its function from teachers’ perspective. The research results, obtained on a sample of 24 teachers from the territory of the city of Niš, show that teachers attach importance to covering this content in their music lessons, they believe that this type of music is sufficiently represented in the curricula, and that they self-educate on this topic. The results illustrate the current situation which can be a starting point for potential modifications of the curricula in terms of expanding the content related to Serbian spiritual music.

In this paper, the authors present an in-depth analysis of eight educational videos, selected from the total of 153 videos for teaching music art at the classroom level (ages 6–10 years) on the Slovenian educational portal www.razlagamo.si, created during the COVID 19 pandemic. The in-depth analysis focuses on the folk dances presented in the videos, the articulation of the teaching unit, the use of teaching methods, the integration of student activities, the use of audiovisual resources and adaptations. On the basis of the shortcomings that were identified, the authors highlight guidelines and didactic recommendations for teaching folk dances in traditional lessons and through educational videos, justify the usefulness of folk dances in music teaching in primary schools and present possibilities for using new information technologies in the preservation of intangible cultural heritage.

Encouraged by the facts from a segment of an earlier research of music examples according to genre in Music Education textbooks, the authors of the paper decided to analyse the content of the latest editions of textbooks published by different publishers in order to collect the most up-to-date facts and get relevant information about the diversity of music examples according to genre in the process of developing music literacy and multicultural literacy of students in the lower grades of primary school. The research focuses on printed textbook units (N=24) from the latest textbook sets for grades 1-4 of primary school published by six publishing houses (Zavod za udžbenike, Klet, Beogradski izdavačko-grafički zavod, Kreativni centar, Logos, and Vulkan znanje). The research is important not only because of the research instruments used (music genre categorisation and a survey questionnaire ‒ ŽUMK 2022), the obtained results on the usefulness and the level of using music examples according to genre for developing students’ music literacy and multicultural literacy, but also because it was the first time that primary school teachers (N=132) from 10 primary schools in four cities in the territory of South-East Serbia (Novi Pazar, Raška, Sjenica, and Tutin) were included in the research. The results of the combined empirical research: а) аnalysis of printed textbook units of different publishers for the subject Music Education and b) opinions of primary school teachers regarding genre diversity are the same in some segments and different in others. The survey of primary school teachers attitudes was conducted using Google Forms. The aim of the paper is to present, based on the quantitative analysis of the identified music content categorised in terms of genre and the attitudes of the primary school teachers, the facts related to the genre diversity of music examples (rhythmic, melodic, and/or rhythmic-melodic) in the most recent Music Education textbooks which are important not only for developing music literacy by means of activities such as singing/playing an instrument/movement using the method of learning by hearing and/or from music scores, but also for developing students’ multicultural literacy.

Starting from the fact that from the onset of formal education students encounter choral singing as an activity successively linked to general music education, the paper emphasizes the importance of using movement as a pedagogocal tool for the development of immanent rhythm, vocal technique, and intonation in working with children’s choirs. The main purpose of this research is to systematize the experience gained in the transnational project “Vox Mundi“ carried out in Temisoara, Romania in 2022 in order to point to potential choices and future approaches to movement at choral rehearsals at general mucis education level. In the course of a ten-day intensive youth exchange, five multiplicative events, and the elaboration of three intellectual outcomes, a survey was conducted, with the sample including 50 elementary school choir singers, members of choral organizations of five partner countries (Romania, Serbia, Poland, France and Hungary). By reviewing and unifying the exercises from different choral music activites, we modeled an approach to specific general music education resources with the aim of acquiring the skills and competencies necessary for using movement with polyphonic singing. A significant level of advantages of integrating movement and singing was identified, while the correlation between the delibarate use of movement and an increased engagement was also identified as a factor that was consistently present. In addition, it was discovered that movement and music can illustrate emotional meaning of music and improve relationships among choral singers. This article focuses on practical suggestions which can provide new points for discussion on the necessity of using movement in working with members of children’s choirs, children who are in the first or second cycle of elementary education.

Student motivation is one of the affective components that plays a key role in learning science. Research shows that in developed countries there is a trend of declining students’ interest in science and technology. In this paper, the relationships between intrinsic motivation, self-concept, and the achievement of the fourth-grade elementary school students in mathematics and sciences were investigated. The authors also present the results of the secondary data analyses obtained in Serbia by means of student questionnaires and knowledge tests in the last two cycles of the TIMSS research in 2015 and 2019. The questionnaire contains two scales in which motivational variables are operationalized: students’ attitudes towards mathematics/sciences and mathematical/ scientific self-confidence. Students’ attitude is an indicator of an intrinsic motivation, and self-confidence is an indicator of self-concept. The results show that students express a high motivation for learning mathematics and sciences and a high level of self-concept. A higher level of self-concept is accompanied by a higher level of motivation for learning mathematics and sciences. Individual characteristics of students have a greater influence on achievement than the influence of schools and teachers. Students who express a more positive attitude towards mathematics and science and a higher level of self-concept in these areas also have a higher level of achievement. The influence of mathematical self-concept on achievement is particularly significant. The obtained results are in accordance with the findings of the earlier research that indicate complex and controversial relationships between intrinsic motivation, self-concept, and mathematical achievement, as well as that other constructs, including self-concept, can mediate the links between motivation and achievement. The authors point out the possibilities of encouraging students’ motivation for learning. If students are trained in the teaching process to organize their own activities, this will contribute to their experience of autonomy and the development of confidence in their own competence, which positively impacts their motivation for learning.

The paper presents the results of an empirical research which determined the stages of construction of knowledge tests in educational practice, the difficulties faced by teachers in the process of test development, as well as the ways of overcoming these difficulties. The descriptive-analytical research method, content analysis and survey techniques were used in the research. The research sample included 362 subject teachers employed in primary schools in Serbia. All respondents included in the research indicated the difficulties they face in the process of making tests, i.e., the ways of solving these difficulties. A sub-sample of a total of 80 teachers consisted of Serbian language and mathematics teachers who reported on the phases of the knowledge test construction in their practice. The results of the research indicate that teachers perceive only a small number of theoretically defined stages in the construction of knowledge tests. Certain differences were identified in explaining the phases among the teachers of Serbian language and teachers of mathematics. At the same time, two-thirds of the surveyed teachers face difficulties when they prepare knowledge tests independently. The existing difficulties are usually solved by consulting the more experienced colleagues or by searching for a solution independently. The author’s recommendation is to enable teachers by means of an additional teacher training courses, to acquire the appropriate knowledge and skills that would help them create the knowledge tests with satisfactory methodological characteristics, and at the same time adequate for the needs of their teaching practice.

Based on broad empirical research on multilingualism done by members of the Circle U. University Alliance, this paper presents a comparative analysis between the responses of 906 students from Serbia and 976 students from the other eight universities of the Alliance. By completing a comprehensive questionnaire, the students presented their experience, opinions, attitudes, motivation and obstacles related to gaining knowledge and skills in foreign languages. The focus of this paper is on students’ needs related to learning foreign languages on the one hand, and their experience with it through formal education on the other. According to the survey results, despite students’ needs, the practice of foreign language learning, especially at the university level, is not in line with the goal of the EU language policy and European Commission’s recommendations that each citizen should learn at least two foreign languages. Additionally, as the survey shows, students from Serbia are at a disadvantage in comparison to their colleagues from the other universities due to the ever-growing disappearance of multilingualism from their academic circles. A particularly negative trend is visible in the status of languages for specific purposes at Serbian universities. One of the main conclusions of this research is that students’ voices need to be heard and their needs taken into consideration when shaping the future of higher education.

Teacher autonomy encompasses in its essence the (self)activity of the teacher, the right and opportunity to make decisions and choices, and finally accepting the consequences that come with those decisions. Accordingly, autonomy represents one of the core competences of the modern teacher and it is being increasingly in the focus of numerous pedagogical researches. The purpose of the study conducted and presented in this paper was to examine psychometric characteristics and determine factor structure of the Teaching Autonomy Scale (TAS). The study sampled 310 teachers of the upper-primary subjects and primary school grade teachers from 16 primary, mixed-sex public schools. The researchers have applied Horn’s parallel factor analysis and initially extracted three factors, but due to a low reliability of the third subscale, a shortened version was suggested with two factors and 10 items. The first factor represents Curriculum autonomy, while the second one refers to General autonomy. The conclusion is that the TAS scale can be used in its modified version of 10 items and with a two-factor structure of the instrument.