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All these questions are involved with or without serious reason in this problem, involved by historians, politicians, scientists, common people making almost inevitable the fact glmnazije it is impossible to make chronological frame within could be precisely defined duration of Ottoman period of Serbian history. Analysis was made using history textbooks. Razrwd which is supposed to inform the students about population of Yugoslavia gives historical account about migrations toward the Balkans.

In a few words, it is completely unsure how many years the Ottomans ruled over the Serbs?

Neuropsihijatrija Za 4 Razred Ss

Analysis was made by D. Sparavalo, Istorijska citanka za 7. Mihailovic, Poznavanje prirode i drustva za 3. Where gimnazijr or were the borders of their national area, if such area exists at all?

03 citanka

For period after the World War the Second I consulted two [8] textbooks used in the period betweenfor elementary school, and three textbooks used from to nowadays [9]. Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the rzared before Ottoman conquest.

See references in the end of the text. When describing historical reasons for migrations toward the North, author puts the emphases over the torture done by the Turksbecause of Serbian insurrections and participation in the wars against the Ottomans organized by Christian forces. I am inclined to look for these characteristics in many aspects: Approaching the end of essay, I would like to pay attention to efforts aiming to curtail these stereotypes, efforts which give their first results in revision of textbooks, changed views towards the national past, more critical and more historical approach to the problem of Ottoman reign V.

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According to one it was every year, another believes that it was in every fifth, and maybe eazred every seventh year. Corovic, Istorija Srba timnazije, Nis Without any serious knowledge about real conditions during the Ottoman rule, historiography fashioned simplified model, which was and still is very influential. Textbooks I consulted writing this paper cover almost entire XX century so it was possible to detect some similarities and differences towards this matter. Authors of the textbooks are not even informed about how frequently devshirme took place and also where.

Based on more or less acceptable arguments in its first half, the real myth begins in tragic fatal predestination which explains all misfortunes of modern Serbian state, all political, economic and cultural failures. Possible upper time-borders are also, or According to authoritative theories [2] of the myth as a phenomenon of great importance for human society, the most important characteristic and social function of the myth is explication of the facts, whether natural or cultural.

I also tried to cover wider chronological space in order to show that negative and biased picture of the Ottoman reign appears as structural element in textbooks, a kind of continuity during very changeable history of education in Serbia in XX century. Even if having been finished, historically, somewhere deep in history? After negative experience with Hungarian and Austrian authorities, lots of the Serbs, settled in southern Hungary, got back to Turkey, where they found themselves in a better position.

First edition M. My intention is to explain the mythical characteristics of the problem such defined, to show how it functions gjmnazije a myth. Such ignorance is not regarded as ciatnka problem, because there are poetic descriptions of event, just enough to replace the lack of knowledge.

Similar situation repeated when Austria governed northern Serbia It also supports the mythical character of the question. From my point of view even if originally self-made this myth supported by irresponsible relation towards the truth is useful as an element of national cohesion. Jugovic, Istorija srednjeg veka za vise razrede gimnazijeBeograd It is particularly emphasized in history textbook for the first grade of gymnasium.

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Stojanovic, who took part cjtanka the conference. Without intention to be cynic or to diminish its importance, it should be honest and confess that, except the general remarks about severity of the Turks, nothing about devshirme is understandable for the students. Perovic, M Strugar, Istorija za 7. Why Is This a Myth?

This point is suggested in the title of the work. The Turksaccording to common opinion, were not interested in economic development of these areas, and if they had done something, they had done it wrongly.

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In the view of this example, it is interesting to mention another general remark given by the author of the textbook: The idea of disturbing, undesirable and dangerous otherness is the dominant idea in portrayal of Ottoman government, the Turksin history textbooks in Serbia. Of certain importance is the fact that this textbook gave some remarks which are affirmative for the Ottoman government. This, let me say, spiritual yoke is mirrored, as it is mostly acceptedin low level of social life of the state, spreading from corruption and backwardness in the economy and administration, over the entirely peculiar, oriental taste in the music, up to the unclean public water closets.

Strugar, Istorija za 7. Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness. In some manner the myth presented in this work got an official approve.

But, through the rational use of natural and social potentials, our economy has good conditions for development. Not even a word was spoken about some political or cultural successes of Ottoman Empire. Much more relevant aspect than its chronological and territorial problem is its substance.

Pregled istorije jugoslovenskih narodaI-II, Beograd