The autonomous province of Kosovo and Metohija is a historical part of Old Serbia and the central area of the medieval Serbian state of the Nemanjić family, which makes it a historical-geographical and cultural-geographical area of enormous importance for the Republic of Serbia. At the same time, the Serbian Orthodox Church throughout its entire spiritual, historical and cultural existence in Kosovo and Metohija shares the fate of the Serbian people. The destruction of Serbian religious monuments in Kosovo and Metohija has been happening for centuries, so the continuity of the destruction of Serbian churches and monasteries can be traced from the 17th century to the present day. During the NATO intervention on the Federal Republic of Yugoslavia and on the territory of the Autonomous Province of Kosovo and Metohija, which lasted from March 24 to June 9, 1999, Albanian extremists devastated and demolished the largest number of Serbian sacral monuments. At the same time, the period at the end of the 20th century and the first two decades of the 21st century was marked by the cruel persecution of Serbs from Kosovo and Metohija and the devastation of the entire Serbian cultural heritage. By applying the methodology of cultural-geographic research and field research, the goal of the paper is to confirm and document all known cases of devastation and destruction of Serbian sacral heritage in Kosovo and Metohija from 1999 to 2022, which were committed by the Albanian extremists.
{"title":"Destruction of Serbian churches and monasteries in Kosovo and Metohija from 1999 to 2022: Cultural-geographical determinants","authors":"Jovo Medojević, Saša Milosavljević","doi":"10.5937/zrffp52-40045","DOIUrl":"https://doi.org/10.5937/zrffp52-40045","url":null,"abstract":"The autonomous province of Kosovo and Metohija is a historical part of Old Serbia and the central area of the medieval Serbian state of the Nemanjić family, which makes it a historical-geographical and cultural-geographical area of enormous importance for the Republic of Serbia. At the same time, the Serbian Orthodox Church throughout its entire spiritual, historical and cultural existence in Kosovo and Metohija shares the fate of the Serbian people. The destruction of Serbian religious monuments in Kosovo and Metohija has been happening for centuries, so the continuity of the destruction of Serbian churches and monasteries can be traced from the 17th century to the present day. During the NATO intervention on the Federal Republic of Yugoslavia and on the territory of the Autonomous Province of Kosovo and Metohija, which lasted from March 24 to June 9, 1999, Albanian extremists devastated and demolished the largest number of Serbian sacral monuments. At the same time, the period at the end of the 20th century and the first two decades of the 21st century was marked by the cruel persecution of Serbs from Kosovo and Metohija and the devastation of the entire Serbian cultural heritage. By applying the methodology of cultural-geographic research and field research, the goal of the paper is to confirm and document all known cases of devastation and destruction of Serbian sacral heritage in Kosovo and Metohija from 1999 to 2022, which were committed by the Albanian extremists.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88152169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Everyday life is filled with numerous images of what has passed. All of them, although on different bases, leave a mark in time and thus become legacies of the past. Although we usually understand and accept this inherited corpus without a problem, sometimes we face certain inconveniences. For example, we would rather forget the heritage that remind us of colonialism and slavery, civil conflicts, wars, nuclear catastrophes. This paper searches for answers as to why certain contents from the past survive and others disappear, as well as when and why we decide to change their interpretation. Namely, the development of information technologies and new models of communication, in addition to many advantages, has contributed to the development of a perhaps not new, but certainly more striking culture of thinking. Based on condemnation, denial, harsh criticism without the possibility of adequate defence, the cancel culture is present in almost all spheres of everyday life. "Concern" for the culture of memory thus has reached a new level. Although the ban on specific forms of artistic expression has a long history, today we are witnessing the formation of movements that fight by all means for various types of censorship, and interestingly, they are no longer instructed by governing structures, but come from culture, science, and art. Justifying these actions with pedagogical reasons, correcting injustices, and caring for the culture of remembrance, unpleasant and politically incorrect contents are avoided, exhibitions are cancelled, monuments are occupied, modified, destroyed. The contribution of once famous artists and scientists is being revised and challenged. This raises a number of questions. What ideas inspire such iconoclastic actions? Who are the actors involved in these practices? When diversity became a problem, where did the dialogue go? What are the spatial, social and political implications of these transformations? In the circumstances of such rapid social changes and (re)interpretation, it is increasingly difficult to remain calm and objective even in science. The general chase, and sometimes the mass hysteria, help us to easily slip into revisionism. Instead of focusing on the possibilities that different values of the legacies of the past open to us, it seems that we are moving towards the fact that every heritage, sooner or later, will be disputable.
{"title":"Remembering contested legacies of the past or when the culture of remembrance gives way to the cancel culture","authors":"Milica Božić-Marojević","doi":"10.5937/zrffp52-38747","DOIUrl":"https://doi.org/10.5937/zrffp52-38747","url":null,"abstract":"Everyday life is filled with numerous images of what has passed. All of them, although on different bases, leave a mark in time and thus become legacies of the past. Although we usually understand and accept this inherited corpus without a problem, sometimes we face certain inconveniences. For example, we would rather forget the heritage that remind us of colonialism and slavery, civil conflicts, wars, nuclear catastrophes. This paper searches for answers as to why certain contents from the past survive and others disappear, as well as when and why we decide to change their interpretation. Namely, the development of information technologies and new models of communication, in addition to many advantages, has contributed to the development of a perhaps not new, but certainly more striking culture of thinking. Based on condemnation, denial, harsh criticism without the possibility of adequate defence, the cancel culture is present in almost all spheres of everyday life. \"Concern\" for the culture of memory thus has reached a new level. Although the ban on specific forms of artistic expression has a long history, today we are witnessing the formation of movements that fight by all means for various types of censorship, and interestingly, they are no longer instructed by governing structures, but come from culture, science, and art. Justifying these actions with pedagogical reasons, correcting injustices, and caring for the culture of remembrance, unpleasant and politically incorrect contents are avoided, exhibitions are cancelled, monuments are occupied, modified, destroyed. The contribution of once famous artists and scientists is being revised and challenged. This raises a number of questions. What ideas inspire such iconoclastic actions? Who are the actors involved in these practices? When diversity became a problem, where did the dialogue go? What are the spatial, social and political implications of these transformations? In the circumstances of such rapid social changes and (re)interpretation, it is increasingly difficult to remain calm and objective even in science. The general chase, and sometimes the mass hysteria, help us to easily slip into revisionism. Instead of focusing on the possibilities that different values of the legacies of the past open to us, it seems that we are moving towards the fact that every heritage, sooner or later, will be disputable.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86650761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Establishing a more inclusive and culturally literate health care system is critical to supporting health care as a basic human right regardless of the legal status of patients. To do this, health care providers must be culturally equipped to respond to patients who come from different cultural spaces and have different worldviews, attitudes, and beliefs towards the social practice, including the concept and treatment of illness. Studies in the field of health care have shown that medical professionals need additional training in culturally competent communication, especially in ethnically heterogeneous surroundings, where potential barriers such as different languages, cultural norms, history between groups, ethnocentrism, etc., might pose obstacles to effective interaction between health care practitioners and patients. This paper offers some solutions to the possible communication gaps and suggests skills and strategies that might be taught to medical students and staff through mandatory or elective courses which would include: remaining silent with the patient; remaining non-judgmental; showing acceptance of what the patient is saying; giving recognition; offering oneself; giving the patient the opening; leading the discussion; making observations; encouraging communication; and paraphrasing. Adequate cultural competence can ensure that patients receive the care they need to live healthier lives irrespective of race, ethnicity, gender or sexual orientation.
{"title":"Culturally competent communication in health care: Why it matters","authors":"Nataša Bakić-Mirić, Danijela Kulić, Sophia But","doi":"10.5937/zrffp52-37788","DOIUrl":"https://doi.org/10.5937/zrffp52-37788","url":null,"abstract":"Establishing a more inclusive and culturally literate health care system is critical to supporting health care as a basic human right regardless of the legal status of patients. To do this, health care providers must be culturally equipped to respond to patients who come from different cultural spaces and have different worldviews, attitudes, and beliefs towards the social practice, including the concept and treatment of illness. Studies in the field of health care have shown that medical professionals need additional training in culturally competent communication, especially in ethnically heterogeneous surroundings, where potential barriers such as different languages, cultural norms, history between groups, ethnocentrism, etc., might pose obstacles to effective interaction between health care practitioners and patients. This paper offers some solutions to the possible communication gaps and suggests skills and strategies that might be taught to medical students and staff through mandatory or elective courses which would include: remaining silent with the patient; remaining non-judgmental; showing acceptance of what the patient is saying; giving recognition; offering oneself; giving the patient the opening; leading the discussion; making observations; encouraging communication; and paraphrasing. Adequate cultural competence can ensure that patients receive the care they need to live healthier lives irrespective of race, ethnicity, gender or sexual orientation.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88737695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper presents a letter from Baron Engelshofen sent at the end of 1743 to Patriarch Arsenije IV (Jovanović Šakabenta), in which the issue of convening the Serbian National-Ecclesial Congress (1744) is considered. Baron Engelshofen here informed the patriarch about his plein potentiel as an imperial commissioner at the assembly, depicted the basis for convening the assembly and asked the patriarch to determine the exact date and number and names of the deputies (deputations) at the assembly. In historiography, the Congress of 1744 was accepted as one of the most important, because it also confirmed the Serbian Privileges by Maria Theresa and their translation into Serbian (i.e., Slavo-Serbian). Therefore, the authors believe that the attached document expands the knowledge about the functioning of Serbian privileged issues in the Habsburg Monarchy during the 18th century. After the Second Migration and the Peace of Belgrade (1739), the question of the status of the Serbian people was addressed. Also, the War for the Austrian Succession (1740-1748) in the first phase brought into question the survival of the Habsburg Monarchy, which brought relations within the state to a new level. Mostly to quell the dissatisfaction of the Serbian people due to the legal article 46/1741 Dieta Posonienssis, which prescribed that only Roman Catholics in Croatia and Slavonia have the right to immovable property, as well as legal article 18/1741, which required the development of Tissa and Moris Frontier and the inclusion of their territories in the Hungarian county system, at the request of the Serb National Deputation. Maria Theresa confirmed the Privileges on April 24, 1740 through the Austrian Court Chancellery and on May 18, 1743 through the Hungarian Court Chancellery declaring them military authorities on August 4, 1743.
{"title":"A letter from Baron Engelshofen to Patriarch Arsenije IV in 1743","authors":"Aleksandar Popović, Ilinka Mušikić-Popović","doi":"10.5937/zrffp52-38789","DOIUrl":"https://doi.org/10.5937/zrffp52-38789","url":null,"abstract":"The paper presents a letter from Baron Engelshofen sent at the end of 1743 to Patriarch Arsenije IV (Jovanović Šakabenta), in which the issue of convening the Serbian National-Ecclesial Congress (1744) is considered. Baron Engelshofen here informed the patriarch about his plein potentiel as an imperial commissioner at the assembly, depicted the basis for convening the assembly and asked the patriarch to determine the exact date and number and names of the deputies (deputations) at the assembly. In historiography, the Congress of 1744 was accepted as one of the most important, because it also confirmed the Serbian Privileges by Maria Theresa and their translation into Serbian (i.e., Slavo-Serbian). Therefore, the authors believe that the attached document expands the knowledge about the functioning of Serbian privileged issues in the Habsburg Monarchy during the 18th century. After the Second Migration and the Peace of Belgrade (1739), the question of the status of the Serbian people was addressed. Also, the War for the Austrian Succession (1740-1748) in the first phase brought into question the survival of the Habsburg Monarchy, which brought relations within the state to a new level. Mostly to quell the dissatisfaction of the Serbian people due to the legal article 46/1741 Dieta Posonienssis, which prescribed that only Roman Catholics in Croatia and Slavonia have the right to immovable property, as well as legal article 18/1741, which required the development of Tissa and Moris Frontier and the inclusion of their territories in the Hungarian county system, at the request of the Serb National Deputation. Maria Theresa confirmed the Privileges on April 24, 1740 through the Austrian Court Chancellery and on May 18, 1743 through the Hungarian Court Chancellery declaring them military authorities on August 4, 1743.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"2 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88803241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professional development of teachers can be viewed as a heterotopia of simultaneous presence of different schools of opinion on teachers' professional competence. The underlying premise of this research is that professional development can simultaneously rely on various theoretical approaches, with boundaries between individual forms of teacher education being fluid, without the existence of a single view of the teaching profession that is regarded as fixed, unique, and correct. Alternative research paradigms and diverse schools of thought have not resulted in a single theory of teachers' professional development that would be applicable in all educational systems. One of the solutions is for teachers to get involved, create, and adapt professional development programs to their needs, and to the needs of the institution, community, and the context of authentic school discourse. Teacher competence and professional identity explicitly require the involvement of teachers in the exchange of ideas (practitioner's voice), taking into account the context in which they work and their experience, promoting reflexivity and research approach, balancing individual and community interests, and the like. One of the solutions pointed out in this paper is to emphasize the importance of the philosophy of professional development and the role of teachers in relation to this metalevel of the pedeutological field of pedagogy. The metalevel of the pedeutological field of pedagogy, shaped in the form of a defining philosophical opinion on teachers' professional development, in which teachers become one of the factors in creating and implementing alternative schools of opinion on teacher education, can have two effects: (1) directly affect professional development of teacher competencies; and also (2) indirectly influence the improvement of educational practice. This separate type of teacher competence can be an important factor in teachers' professional development, but also a significant component of the quality of the educational process that is realized in schools. The metalevel of professional development of teachers, if regarded as a known and recognized concept to be used in professional education of teachers (both pre-service and in-service), could also have certain effects on teacher personal development lying at the basis of professional development: satisfying the need for belonging and recognition-awareness of teachers that they are an important part of their community and that their activities have a purpose and meaningdeveloping internal motivation and a positive attitude towards the profession, developing self-confidence and a feeling of being professionally autonomous and able to predict the consequences of their own decisions and to critically evaluate and self-evaluate their own work, and also to constructively participate in the processes of joint evaluation with other stakeholders of teachers' professional development. This approach to professional
{"title":"Teacher's role in designing the competency model of professional development","authors":"Igor Đuric, Vladimir Stanojević","doi":"10.5937/zrffp52-32925","DOIUrl":"https://doi.org/10.5937/zrffp52-32925","url":null,"abstract":"Professional development of teachers can be viewed as a heterotopia of simultaneous presence of different schools of opinion on teachers' professional competence. The underlying premise of this research is that professional development can simultaneously rely on various theoretical approaches, with boundaries between individual forms of teacher education being fluid, without the existence of a single view of the teaching profession that is regarded as fixed, unique, and correct. Alternative research paradigms and diverse schools of thought have not resulted in a single theory of teachers' professional development that would be applicable in all educational systems. One of the solutions is for teachers to get involved, create, and adapt professional development programs to their needs, and to the needs of the institution, community, and the context of authentic school discourse. Teacher competence and professional identity explicitly require the involvement of teachers in the exchange of ideas (practitioner's voice), taking into account the context in which they work and their experience, promoting reflexivity and research approach, balancing individual and community interests, and the like. One of the solutions pointed out in this paper is to emphasize the importance of the philosophy of professional development and the role of teachers in relation to this metalevel of the pedeutological field of pedagogy. The metalevel of the pedeutological field of pedagogy, shaped in the form of a defining philosophical opinion on teachers' professional development, in which teachers become one of the factors in creating and implementing alternative schools of opinion on teacher education, can have two effects: (1) directly affect professional development of teacher competencies; and also (2) indirectly influence the improvement of educational practice. This separate type of teacher competence can be an important factor in teachers' professional development, but also a significant component of the quality of the educational process that is realized in schools. The metalevel of professional development of teachers, if regarded as a known and recognized concept to be used in professional education of teachers (both pre-service and in-service), could also have certain effects on teacher personal development lying at the basis of professional development: satisfying the need for belonging and recognition-awareness of teachers that they are an important part of their community and that their activities have a purpose and meaningdeveloping internal motivation and a positive attitude towards the profession, developing self-confidence and a feeling of being professionally autonomous and able to predict the consequences of their own decisions and to critically evaluate and self-evaluate their own work, and also to constructively participate in the processes of joint evaluation with other stakeholders of teachers' professional development. This approach to professional ","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"18 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85438835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper deals with the analysis of Ibikina kuća, the first published story by Aleksandar Tišma and one of his most important works. The aim of the paper is to shed light on the author's idea of 'a house of love' whose fate was affected by World War II. Aleksandar Tišma often dealt with the issues of prostitution and brothels in his work. The analysis will provide an insight into the effects of the war on the existential change in the structure of the brothel and on its owner. Furthermore, the parallel between the fate of the brothel and that of Ibika-from their rise to their degradation-will be emphasized.
{"title":"Ibika's house of love and suffering (a look into the story Ibikina kuća by Aleksandar Tišma)","authors":"A. Radosavljević","doi":"10.5937/zrffp52-34865","DOIUrl":"https://doi.org/10.5937/zrffp52-34865","url":null,"abstract":"The paper deals with the analysis of Ibikina kuća, the first published story by Aleksandar Tišma and one of his most important works. The aim of the paper is to shed light on the author's idea of 'a house of love' whose fate was affected by World War II. Aleksandar Tišma often dealt with the issues of prostitution and brothels in his work. The analysis will provide an insight into the effects of the war on the existential change in the structure of the brothel and on its owner. Furthermore, the parallel between the fate of the brothel and that of Ibika-from their rise to their degradation-will be emphasized.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87338196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The border front in the Zeta division area was determined in accordance with thorough measures regarding fortification of the border with Albania. Although the plan of military operations predicted the offensive in this direction, i.e., the preventive strike in the Albanian territory, the activity was terminated by the main operator no. 6 from the headquarters of the 3rd Army division. This misunderstanding was the result of vague orders of the Ministry of the Army and the Navy, which, being responsible for the fortification also appointed the officers from the headquarters of the Zeta division for this activity. This inconsistency in turn led to delay, and this direction was fortified only in part.
{"title":"Fortification of the border with Albania in the Zeta division area","authors":"D. Velojić","doi":"10.5937/zrffp52-37900","DOIUrl":"https://doi.org/10.5937/zrffp52-37900","url":null,"abstract":"The border front in the Zeta division area was determined in accordance with thorough measures regarding fortification of the border with Albania. Although the plan of military operations predicted the offensive in this direction, i.e., the preventive strike in the Albanian territory, the activity was terminated by the main operator no. 6 from the headquarters of the 3rd Army division. This misunderstanding was the result of vague orders of the Ministry of the Army and the Navy, which, being responsible for the fortification also appointed the officers from the headquarters of the Zeta division for this activity. This inconsistency in turn led to delay, and this direction was fortified only in part.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"342 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79746945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Ana Andrejević - Problematizacija smrti u \"Hamletu\", Filozofski fakultet Univerziteta u Prištini - Zavod za udžbenike, Kosovska Mitrovica -Beograd, 2021","authors":"Marija Milosavljević","doi":"10.5937/zrffp52-41286","DOIUrl":"https://doi.org/10.5937/zrffp52-41286","url":null,"abstract":"","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79338885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mirjana Petrović-Lazić, Ivana Ilić-Savić, S. Babac
The readiness to start school includes the emotional and social maturity of the child. In order for a child to master the demands of the school program as easily as possible, a certain harmony is needed in the development of his abilities. The ability of sensory perception and the ability to integrate sensory stimuli specifically determine the development of reading and writing skills. The aim of this study is to analyze the ability to read and write in hypersensitive and hyposensitive types of sensory integration disorders, with special reference to the analysis of individualization measures in the work with these students in the school system. Disorder of sensory integration is expressed in two basic forms: increased sensitivity (hypersensitivity) and decreased sensitivity (hyposensitivity). In the school system, both forms of sensory integration disorders dominate. Hypersensitivity is manifested by rapid mental fatigue compared to other children. These children have difficulty reading and writing at the same time. They can read a word in many different ways without realizing it. Compared to the hypersensitive child who seems inert, the hyposensitive child is in constant motion, craving additional sensory stimuli in the classroom. These children have great problems with reading and writing figures and symbols such as tables, geometric shapes and musical symbols. Adjusting the teaching material for these children means increasing the font and font color before reading, dividing large-scale tasks into smaller units, using different types of writing pens, constantly emphasizing important units in the lesson, providing a summary of the lesson at the end of the lesson, and occasionally checking the legibility of the handwriting. In this way, students are provided with easier visual, auditory and tactile processing, and therefore more successful writing, reading and understanding of the read material. Thus, a student with sensory processing disorder can achieve academic success, but it is necessary to adapt the curriculum to the appropriate level of sensations.
{"title":"Sensory integration as a prerequisite for the development of academic skills in children","authors":"Mirjana Petrović-Lazić, Ivana Ilić-Savić, S. Babac","doi":"10.5937/zrffp52-37423","DOIUrl":"https://doi.org/10.5937/zrffp52-37423","url":null,"abstract":"The readiness to start school includes the emotional and social maturity of the child. In order for a child to master the demands of the school program as easily as possible, a certain harmony is needed in the development of his abilities. The ability of sensory perception and the ability to integrate sensory stimuli specifically determine the development of reading and writing skills. The aim of this study is to analyze the ability to read and write in hypersensitive and hyposensitive types of sensory integration disorders, with special reference to the analysis of individualization measures in the work with these students in the school system. Disorder of sensory integration is expressed in two basic forms: increased sensitivity (hypersensitivity) and decreased sensitivity (hyposensitivity). In the school system, both forms of sensory integration disorders dominate. Hypersensitivity is manifested by rapid mental fatigue compared to other children. These children have difficulty reading and writing at the same time. They can read a word in many different ways without realizing it. Compared to the hypersensitive child who seems inert, the hyposensitive child is in constant motion, craving additional sensory stimuli in the classroom. These children have great problems with reading and writing figures and symbols such as tables, geometric shapes and musical symbols. Adjusting the teaching material for these children means increasing the font and font color before reading, dividing large-scale tasks into smaller units, using different types of writing pens, constantly emphasizing important units in the lesson, providing a summary of the lesson at the end of the lesson, and occasionally checking the legibility of the handwriting. In this way, students are provided with easier visual, auditory and tactile processing, and therefore more successful writing, reading and understanding of the read material. Thus, a student with sensory processing disorder can achieve academic success, but it is necessary to adapt the curriculum to the appropriate level of sensations.","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76922396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Albanian Roman Catholics, fandas, were settled in the Prizren and the Peć Sanjaks and in the area around Đakovica. Over time, their number increased with newcomers from the north of today's Albania and with high birth rates. In the areas where they were inhabited, they acted in an organized manner and, together with the Muslim Albanians, attacked the Serb population. They committed daily atrocities against the Serbs, who were forced to abandon or undersell their properties; they sought salvation outside the borders of the Ottoman Empire. The actions of the fandas, organized into groups, were well designed and supported by the Roman Catholic priests and the Austro-Hungarian representatives, which also aimed to displace the Serb population from Metohija. Numerous examples were noted that point to the coordinated action of Austrian diplomats and Roman Catholic priests in the Kosovo vilayet. Their help and support additionally encouraged the fandas to continue with even more frequent and stronger attacks on the Serbs in the Peć and the Prizren Sanjaks. Ottoman authorities were often powerless to oppose and prevent Albanian Mohammedans and fandas from committing atrocities. The Serbs turned to the consul of the Kingdom of Serbia in Priština and the Russian consuls in Prizren and Mitrovica for help. Realizing that the fandas were persistent in their intention to displace the Serbian population, Consul Miroslav Spalajković proposed certain measures to the Government in Belgrade that could affect the improvement of the situation. His opinion was supported by the later consul, Milan Rakić. The consul's concern for the survival of the Serb population was justified and the reports to the Belgrade Foreign Ministry were replete with grim events describing numerous arson, killings, thefts, and large numbers of victims. The situation in the Kosovo vilayet had been further exacerbated by the resistance from the Albanians who opposed the reforms. The resistance and demand of Albanian Mohammedans were joined by Albanian Roman Catholics. However, some time later, after the incident in the mosque in the village Smonice in the Đakovica area, there was a conflict between the two sides, which spread to other parts. Until this conflict, the Albanian Mohammedans and fandas in Đakovica lived in relatively good relations. There were blood feuds among them, but they were resolved like all the others among the Albanians themselves. Among the conflicting parties, a new and important element appeared, the religious element. As an epilogue to the conflict and the fight between the two warring parties, there were many wounded and dead. Regardless of that, the oppression towards the Serbs had not decreased, so the Serbian consul in Priština came up with the idea to use the situation and request additional army forces be sent. The Mohammedan leaders resorted to the tried and tested method of tying besa, first in Peć, where they held a meeting and formed a committee for protection
{"title":"The fandas in the Prizren and the Peć Sanjaks 1905-1908","authors":"V. Zarković","doi":"10.5937/zrffp52-37156","DOIUrl":"https://doi.org/10.5937/zrffp52-37156","url":null,"abstract":"Albanian Roman Catholics, fandas, were settled in the Prizren and the Peć Sanjaks and in the area around Đakovica. Over time, their number increased with newcomers from the north of today's Albania and with high birth rates. In the areas where they were inhabited, they acted in an organized manner and, together with the Muslim Albanians, attacked the Serb population. They committed daily atrocities against the Serbs, who were forced to abandon or undersell their properties; they sought salvation outside the borders of the Ottoman Empire. The actions of the fandas, organized into groups, were well designed and supported by the Roman Catholic priests and the Austro-Hungarian representatives, which also aimed to displace the Serb population from Metohija. Numerous examples were noted that point to the coordinated action of Austrian diplomats and Roman Catholic priests in the Kosovo vilayet. Their help and support additionally encouraged the fandas to continue with even more frequent and stronger attacks on the Serbs in the Peć and the Prizren Sanjaks. Ottoman authorities were often powerless to oppose and prevent Albanian Mohammedans and fandas from committing atrocities. The Serbs turned to the consul of the Kingdom of Serbia in Priština and the Russian consuls in Prizren and Mitrovica for help. Realizing that the fandas were persistent in their intention to displace the Serbian population, Consul Miroslav Spalajković proposed certain measures to the Government in Belgrade that could affect the improvement of the situation. His opinion was supported by the later consul, Milan Rakić. The consul's concern for the survival of the Serb population was justified and the reports to the Belgrade Foreign Ministry were replete with grim events describing numerous arson, killings, thefts, and large numbers of victims. The situation in the Kosovo vilayet had been further exacerbated by the resistance from the Albanians who opposed the reforms. The resistance and demand of Albanian Mohammedans were joined by Albanian Roman Catholics. However, some time later, after the incident in the mosque in the village Smonice in the Đakovica area, there was a conflict between the two sides, which spread to other parts. Until this conflict, the Albanian Mohammedans and fandas in Đakovica lived in relatively good relations. There were blood feuds among them, but they were resolved like all the others among the Albanians themselves. Among the conflicting parties, a new and important element appeared, the religious element. As an epilogue to the conflict and the fight between the two warring parties, there were many wounded and dead. Regardless of that, the oppression towards the Serbs had not decreased, so the Serbian consul in Priština came up with the idea to use the situation and request additional army forces be sent. The Mohammedan leaders resorted to the tried and tested method of tying besa, first in Peć, where they held a meeting and formed a committee for protection ","PeriodicalId":55773,"journal":{"name":"Zbornik Radova Filozofskog Fakulteta u Pristini","volume":"55 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72497187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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