Facta universitatis. Series physical education and sport, Nov 11, 2020
The aim of this paper is to present the latest scientific data related to a gluten-free diet, the... more The aim of this paper is to present the latest scientific data related to a gluten-free diet, the justification of the introduction of a diet, the advantages and disadvantages of this dietary approach in the population of athletes. Non-celiac gluten sensitivity, previously defined as gluten sensitivity, is a relatively new clinical entity first defined in 2011. This disorder is characterized by intestinal symptoms (abdominal pain, bloating, diarrhea, and constipation) and extra intestinal symptoms such as headache, chronic fatigue, impaired concentration or "brain fog", numbness and muscle or bone pain are frequently reported. Since most of the symptoms are subjective without accompanying clinical signs, and since no specific biomarker for diagnostics exists in clinical practice, there is always a dilemma whether this is really a health problem. A gluten-free diet has become popular among athletes due to the opinion that it has ergogenic effects. It should also be borne in mind that the introduction of a gluten-free diet has its drawbacks. Several studies suggest that a gluten-free diet is deficient in whole grains, dietary fiber, micronutrients and minerals. The data collected from the National Health and Nutrition Examination Survey study indicate the existence of higher concentrations of heavy metals in urine and blood samples taken from people following a gluten-free diet as a result of narrowed food choices. These data remind us to keep in mind the justification of the introduction of a gluten-free diet and the potential damage to health when observed adherence to this pattern of nutrition in the long run.
Facta universitatis. Series physical education and sport, Jun 19, 2019
The aim of this study is to compare the motor skills status of girls with different nutritional s... more The aim of this study is to compare the motor skills status of girls with different nutritional status. The research sample consisted of 180 girls aged 10 and was divided into 4 subsamples: malnourished, normally nourished, pre-obese and obese girls. The assessment of the motor space was carried out with a battery of eighteen motor tests. The identification of the differences between the groups was carried out by the Univariate Analysis of Variance (ANOVA) method. The significance of the differences between the groups was tested by the Multivariate Analysis of Variance (MANOVA) method. The results of the study suggest that obese girls had problems in variables which assessed the explosive power of the lower extremities, running speed and repetitive strength. No significant differences were found for variables which evaluate segmental speed, flexibility, precision, balance, cranial body muscle explosion, and coordination.
Educational Role of Language Journal, Feb 28, 2023
in the offline/hybrid mode. It was the jubilee workshop and conference held offline at the premis... more in the offline/hybrid mode. It was the jubilee workshop and conference held offline at the premises of the faculty, enhancing virtual participation and also accepting personal attendance. The 5 th hybrid conference encompassed 38 presentations from 17 countries thus hosting colleagues from USA,
Challenges of modeling domain-specific cognitive competencies within the area of generic skills a... more Challenges of modeling domain-specific cognitive competencies within the area of generic skills acquisition have to deal with the modeling of domain specific competence development over the life span. They are confronted with at least two major challenges: (a) the stipulation of benchmarks for the judgment of competence development over the life span (for different requirements and standards across the life span) and (b) a coherent modeling of competence development over different educational stages allowing the description of cumulative developmental progress over time (scale anchoring). As for e-learning, especially in sports sciences, it is not yet fully developed. Main reason for not having a wider acceptance of this form of study programs curricula implementation can be contributed not only to technical but to cultural factors as well. Globalized spreading and popularity of sports sciences call for wider students' audience and participation. The competitive university has to appeal to a large number of the international students. Eastern Europe students want to obtain their education in sports for the knowledge sake but also for the license to work as coaches. Therefore, University of Nis and National Sports Academy as the leading educational institutions in their respective countries strive to establish distance learning centers for sports sciences students thus promoting e-learning and development of possible higher level diploma attainment. This paper presents attempts to establish, through IPA cross border cooperation project, joint distance learning centers in Serbia and Bulgaria for sport sciences curricula implementation and dissemination, having students' benefits as primary challenge and goal.
Would you rather be a first stringer than a bench warmer? Are you likely to find a Monday morning... more Would you rather be a first stringer than a bench warmer? Are you likely to find a Monday morning quarterback out in left field?' If you can answer these questions, then you, like millions of sports fans will understand the baseball, football, and boxing metaphors used in non - sports language. However, if you would be tempted to take off your gloves for Sunday punch,' your ignorance of sports may cause you to become confused by the sports terms bouncing around, not just sports but legal arenas as well. "A first- class performer -A member of the starting team can be found not just on the court but in other spheres of life. Just a few examples cited show us that the wealth of sport language cannot be ignored at all. Due attention has to be attributed to sports metaphors, if one wants to understand the complex arena of life and the society at large. Therefore this paper introduces a class module aimed at teaching important business lessons through the responsible use of s...
Challenges of modeling domain-specific cognitive competencies within the area of generic skillsac... more Challenges of modeling domain-specific cognitive competencies within the area of generic skillsacquisition have to deal with the modeling of domain specific competence development over the life span.Students acquiring specific domain knowledge are confronted with at least two major challenges: (a) thestipulation of benchmarks for the judgment of competence development over the life span (for differentrequirements and standards across the life span) and (b) a coherent modeling of competence development overdifferent educational stages allowing the description of cumulative developmental progress over time (scaleanchoring). As for e-learning, especially in sports sciences, it is not yet fully developed, at least not in the localscene. Main reason for not having a wider acceptance of this form of study programs curricula implementationcan be contributed not only to the technical but to cultural factors as well. Globalized spreading and popularityof sports sciences call for wider students’ audience and participation. This also means digitally literate teachingstaff completely competent to administer distance learning mode of teaching and assessing the outcomes of theadministered study program. This is actually knowledge put into practice. The more competent input, the moresophisticated and educated students body we will get. The competitive university has to appeal to a largenumber of the international students. Eastern Europe students want to obtain their education in sports for theknowledge sake but also for the license to work as coaches. This is the ultimate end of their schooling. So theywant to put their knowledge into real practice of being able to assume the role of the instructor, coach, teacher,personal trainer, etc. Consequently, we as their teachers do not just teach them their expertise subjects, but wealso teach them how to put this vast body of knowledge into practice. They become skillful, reliable, team-workoriented, thus assuming not just core but also soft skills and emotional intelligence as well. To that purpose,University of Nis and National Sports Academy in Sofia, as the leading sports educational institutions in theirrespective countries, Serbia and Bulgaria, strive to establish distance learning centers for sports sciencesstudents, thus promoting e-learning and as practical aspect of it all, and a development of a possible higher leveldiploma attainment as the ultimate goal. This paper presents attempts to establish, through IPA cross bordercooperation project, joint distance learning centers in Nis, Serbia and Sofia, Bulgaria for sport sciences curriculaimplementation and sports sciences knowledge dissemination, having both countries students’ benefits asprimary challenges and goals.
Facta universitatis. Series physical education and sport, 2013
Scientific technical vocabulary in Serbian is amply susceptible to the adoption of new words due ... more Scientific technical vocabulary in Serbian is amply susceptible to the adoption of new words due to the constant development of science and technology and to the emergence of new scientific fields of knowledge, so term formation is of a vital role in lexicology and terminology evolution, and the area of physical education and sports terminology in Serbian is no exception. Gloss formation systems and their language units are highly influenced by syntactic means of nomination, namely syntagmas. Not all syntagmas are evenly represented in contemporary language. Consequently, several questions are posed and tackled in this paper: (1) can, this language unit, (syntagma and syntagma construction) assume term values in sport and physical education terminology in Serbian and the answer to this question is positive, and then (2) what is the best way to recognize when a syntagma or syntagma construction assumes a terminological value. This research will probe into the analysis of the structural grammar characteristics of syntagmas and their lexical and grammar classes and subclasses using the faculty course books for the Serbian corpus. The paper then identifies and describes language structures of syntagmas that in sports language in Serbian assume term values (that is term usage values). On the basis of the obtained research results one can conclude that in sports games terminology in Serbian, within the class of two parts syntagmas, the dominant role is ascribed to the noun syntagmas in several different models, with the verb, that is with the noun as the main word.
Facta universitatis. Series physical education and sport, Jan 16, 2020
The aim of this research is to determine the effects of a ten-week modern and recreational dance ... more The aim of this research is to determine the effects of a ten-week modern and recreational dance exercise program and trunk and leg muscle strengthening exercises on the coordination and explosive power of student-age female dancers. The total number of participants was 54, of which 27 made up the experimental group who participated in an experimental exercise program and 27 the control group. The experimental group performed Hip Hop and Dancehall dances and trunk and leg muscle strengthening exercises 3 times a week for 90 min each. The control group had no additional forms of exercise other than regular daily activities. The coordination of the participants was evaluated on the basis of six tests (Side Steps, 20 Steps forward Twirling a Baton, Skipping the Horizontal Jump Rope, Turning in 6 squares, Hand-Foot Drumming and Agility test with a Baton) and two tests for determining explosive power parameters (the squat jump and countermovement jump). Results showed statistical significance between the groups in 5 variables of coordination at the multivariate and univariate level (p<.05, p<.01), and in both variables of explosive power at the univariate level (p<.05). A large and intermediate effect size of the experimental program was determined for 5 variables of coordination, and intermediate effect size for both variables of explosive power. The results of this study showed that a ten-week exercise program for recreational and modern dance and exercises for strengthening the muscles of the torso and legs have a positive effect on the changes in the parameters of coordination and explosive power in student-age female dancers.
Journal of Teaching English for Specific and Academic Purposes, Oct 14, 2013
In order to recognize the role and the contribution of ESP in fostering or changing the component... more In order to recognize the role and the contribution of ESP in fostering or changing the components of the value system of a particular society, it is necessary to determine what particular society and its respective value system shall be treated in this article. Being involved in tertiary education, and, more precisely, teaching ESP at the universities of Nish and Skopje, the authors of this paper have been facing the changing value system of their societies after the fall of the socialism and the take- over of capitalism. The aim of this article will be three-fold: firstly, to determine the contemporary value systems worldwide and the one that reflects the highest levels of consciousness, secondly to recognize the value system currently established in our two countries, and thirdly, to investigate how education can promote the present value system emphasizing the contribution the ESP may give in this respect
Facta Universitatis, Series: Physical Education and Sport, 2020
The main goal of this paper was to find out more about how and to what extent the local media rep... more The main goal of this paper was to find out more about how and to what extent the local media reported on sporting events at the 2012 London Olympics and to determine the difference in reporting on male and female athletes in the local media. The subject of the research are newspaper articles about sports in electronic news editions, which influence the formation of the media image about athletes, and which can contribute to the affirmation or marginalization of women in sports. In this research for collecting data and information about athletes at the Olympic Games, three media sources were used: RTS, KURIR and POLITIKA. The data have been collected since the opening of the Olympic Games until their official closing ceremony and every day was thoroughly processed in all three media sources. The information included information on the gender of the author of the text, the number of photos in the text, the number of words in the text, the gender of the actors who are on the photos, t...
Blended learning in higher education requires the quality framework created by any given faculty ... more Blended learning in higher education requires the quality framework created by any given faculty dedicated to one and only aim: integration of online education into the mainstream of higher education, in our case sports second cycle master education. At the Faculty of sport in Nis, Serbia, it was established to assess online and blended learning (Lorenzo & Moore, 2002; Laumakis, Graham, & Dziuban, 2009). This framework comprises five parameters: learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness, and access (Lorenzo & Moore, 2002). Measuring sports students' progress and learning effectiveness showed 82% satisfaction with their learning and teaching experience. Conventional mode encompassed 120 sports students at the master level last year (2016). This year, 2016, the Faculty enrolled 90 students opting for a distance learning mode, making it 75% of the total students' body. As for the cost effectiveness, the tuition is the same for both m...
Turbulent times generate numerous challenges and – sometimes somewhat paradoxically and even bene... more Turbulent times generate numerous challenges and – sometimes somewhat paradoxically and even beneficially – unravel phenomena that have long remained unnoticed and/or not sufficiently taken into account. Such has been the case with language, which despite being taken for granted in the education of different subjects to various age groups around the world becomes a particularly significant issue and acquires a novel status in particular circumstances, ranging from posing a tool of communication and agreement between different groups and nations to constituting an obstacle inhibiting progress and disturbing achievements in learning and teaching of any given content. As we have been faced with a number of unusually tough challenges in recent times such as COVID-19, a war in Europe, migration, political unrest, etc., educators reflect on the toll which these challenges have taken on the world of education. Apart from the – unequivocally most crucial – tragic “face” of the phenomena in question, there are arise questions which may yield a significant educational fruit such as what effects the recent challenges have had on the linguistic sphere of education, what theories and practices have been applied when dealing with the recent challenges, to what extent schooling has become more linked to other educational contexts, or what our joint experience gained throughout these challenging times implies for the future. The current turbulence in question has drawn the educators’ attention to the man-language-reality link, with one direct consequence of that strong dependence being that one’s stable positioning in the world rests on language. We “reach” the surrounding world with our language and if we lack necessary linguistic resources do to so, we become alienated and detached from multiple linguistically driven processes and developments. As communication between an individual and a community is mediated by language, our possibilities of normal functioning in the world become radically diminished once our “mediator” cannot do “his” job. By the same token, the transmission of cultural symbols is radically inhibited as well as the process of mutual transformations taking place between man, language, community, and culture. It all means that in the opposite situation, that is in a positive scenario with our communication and self-expression not being violated and reduced – especially in the case of linguistically diverse settings and contexts, our image of the world continues to be – via the process of social mediation – created anew, which broadens not only our language per se, but also our educational possibilities, cognitive horizons, and entire experiencing of the world. The challenges posed by the recent events have been faced in a comparable degree by both learners as well as teachers, which means that any adjustments made on the level of linguistic education need to be bilateral. In sense, the roles of the two groups have merged in that teachers have had a lot to learn by themselves, too, and to acquire – inter alia – abilities to communicate online, to elicit speech from their students frequently not seen, whilst, learners, apart from providing frequent technical feedback not to themselves but to their online instructors, have had to guide their peers and teachers in different ways of presenting – with words, presentations, recordings, etc. – their knowledge, ideas, methods of solving problems, discussing issues, etc. This novel learning and teaching on the part of all participants of educational processes have encompassed all the dimensions covered by the ERL framework, that is – on the level of the Scope Minor – linguistic beliefs, activity, affect, and matrices, and – on the level of the Scope Major – multiple facets pertaining to schooling, culture, methodology, and personality. This volume of ERL Journal has an extensive geographical scope and provides its readers with a variety of linguistic settings. It content is well reflected by the titles of the two parts: the first, ‘Diverse linguistic contexts’, including papers and reports addressing such issues as the educational inclusion and success of indigenous children, language policies, language production, migration, and the very sense of educational diversity, and the second, ‘Diverse linguistic means’, containing papers and reports relating to digital literacy and pedagogy, children’s literacy developed by joint application of picture books and toys, music as a means of multilingual education, or linguistic practices employed for English-based specific purposes. The volume closes the first four-year cycle of ERLA devoted to the establishment and initial examination of its four fundamental premises (outlined in the introduction to Volume 7). ERLA’s first cycle – with its eight ERL Journal’s volumes – has covered issues falling within the area of experiencing language and multiculturalism, jointly referred under the ERL Framework as communication (Vol. 1 and 2), linguistic identity (Vol. 3 and 4), linguistic diversity (Vol. 5 and 6), and linguistic diversity (Vol. 5 and 6). Accordingly, the next volume will open ERLA’s second cycle, focused on the Scope Minor mentioned above, with ERLA’s and, consequently, also ERL Journal’s yearly foci pertaining to the four strands named. To remind our readers of the premises upon which ERL Journal has been based, we shall be including the graphic shown on the next page in all the volumes published throughout the second cycle.
ANGLISTICUM. Journal of the Association for Anglo-American Studies, 2017
Research in discourse processing can help solve some of the pressing challenges in foreign or sec... more Research in discourse processing can help solve some of the pressing challenges in foreign or second language writing pedagogy. Discourse plays an important role in helping the learner shift from shallow to deep comprehension, from being a mere fact collector to becoming an inquisitive explainer and later on, competent domain specific (in our research - sports literature) writer. But to make our students proficient in text handling is a huge task. To accomplish this task we need tools and the right tools for the students to freely explore the wealth of sports writing are small but hugely significant words called metadiscourse markers. Knowledge of their functions, their proper meanings, and their well deserved place within the framework of the foreign or second language writing pedagogy is what separates the novice from the experienced sports texts writers. Academic discourse contains frames for scientific writing implying the existance of an array of formal unities that undertake t...
A great many government organizations, charities, advocacy groups, consulting firms and media org... more A great many government organizations, charities, advocacy groups, consulting firms and media organizations are expending enormous amounts of resources because they all agree with the premise that media are a powerful educator for cultural values and attitudes. Social learning theory, cultivation and media dependency theory all support that premise, as does a body of work in the rehabilitation literature. In the small world of advertising the results of this study suggest that images of people with disabilities in advertising are a bigger part of the overall advertising environment than they were in 2001 despite the difficulties associated with contextual elements in an ad, and the public outrage/civil suits. But if we compare the appearance rate for AI advertising, as part of the total advertising environment, to the percentage of adults classified as disabled in the total U.S. population based, people with disabilities are very much under-represented (1.7% from this study as compa...
Facta universitatis. Series physical education and sport, Nov 11, 2020
The aim of this paper is to present the latest scientific data related to a gluten-free diet, the... more The aim of this paper is to present the latest scientific data related to a gluten-free diet, the justification of the introduction of a diet, the advantages and disadvantages of this dietary approach in the population of athletes. Non-celiac gluten sensitivity, previously defined as gluten sensitivity, is a relatively new clinical entity first defined in 2011. This disorder is characterized by intestinal symptoms (abdominal pain, bloating, diarrhea, and constipation) and extra intestinal symptoms such as headache, chronic fatigue, impaired concentration or "brain fog", numbness and muscle or bone pain are frequently reported. Since most of the symptoms are subjective without accompanying clinical signs, and since no specific biomarker for diagnostics exists in clinical practice, there is always a dilemma whether this is really a health problem. A gluten-free diet has become popular among athletes due to the opinion that it has ergogenic effects. It should also be borne in mind that the introduction of a gluten-free diet has its drawbacks. Several studies suggest that a gluten-free diet is deficient in whole grains, dietary fiber, micronutrients and minerals. The data collected from the National Health and Nutrition Examination Survey study indicate the existence of higher concentrations of heavy metals in urine and blood samples taken from people following a gluten-free diet as a result of narrowed food choices. These data remind us to keep in mind the justification of the introduction of a gluten-free diet and the potential damage to health when observed adherence to this pattern of nutrition in the long run.
Facta universitatis. Series physical education and sport, Jun 19, 2019
The aim of this study is to compare the motor skills status of girls with different nutritional s... more The aim of this study is to compare the motor skills status of girls with different nutritional status. The research sample consisted of 180 girls aged 10 and was divided into 4 subsamples: malnourished, normally nourished, pre-obese and obese girls. The assessment of the motor space was carried out with a battery of eighteen motor tests. The identification of the differences between the groups was carried out by the Univariate Analysis of Variance (ANOVA) method. The significance of the differences between the groups was tested by the Multivariate Analysis of Variance (MANOVA) method. The results of the study suggest that obese girls had problems in variables which assessed the explosive power of the lower extremities, running speed and repetitive strength. No significant differences were found for variables which evaluate segmental speed, flexibility, precision, balance, cranial body muscle explosion, and coordination.
Educational Role of Language Journal, Feb 28, 2023
in the offline/hybrid mode. It was the jubilee workshop and conference held offline at the premis... more in the offline/hybrid mode. It was the jubilee workshop and conference held offline at the premises of the faculty, enhancing virtual participation and also accepting personal attendance. The 5 th hybrid conference encompassed 38 presentations from 17 countries thus hosting colleagues from USA,
Challenges of modeling domain-specific cognitive competencies within the area of generic skills a... more Challenges of modeling domain-specific cognitive competencies within the area of generic skills acquisition have to deal with the modeling of domain specific competence development over the life span. They are confronted with at least two major challenges: (a) the stipulation of benchmarks for the judgment of competence development over the life span (for different requirements and standards across the life span) and (b) a coherent modeling of competence development over different educational stages allowing the description of cumulative developmental progress over time (scale anchoring). As for e-learning, especially in sports sciences, it is not yet fully developed. Main reason for not having a wider acceptance of this form of study programs curricula implementation can be contributed not only to technical but to cultural factors as well. Globalized spreading and popularity of sports sciences call for wider students' audience and participation. The competitive university has to appeal to a large number of the international students. Eastern Europe students want to obtain their education in sports for the knowledge sake but also for the license to work as coaches. Therefore, University of Nis and National Sports Academy as the leading educational institutions in their respective countries strive to establish distance learning centers for sports sciences students thus promoting e-learning and development of possible higher level diploma attainment. This paper presents attempts to establish, through IPA cross border cooperation project, joint distance learning centers in Serbia and Bulgaria for sport sciences curricula implementation and dissemination, having students' benefits as primary challenge and goal.
Would you rather be a first stringer than a bench warmer? Are you likely to find a Monday morning... more Would you rather be a first stringer than a bench warmer? Are you likely to find a Monday morning quarterback out in left field?' If you can answer these questions, then you, like millions of sports fans will understand the baseball, football, and boxing metaphors used in non - sports language. However, if you would be tempted to take off your gloves for Sunday punch,' your ignorance of sports may cause you to become confused by the sports terms bouncing around, not just sports but legal arenas as well. "A first- class performer -A member of the starting team can be found not just on the court but in other spheres of life. Just a few examples cited show us that the wealth of sport language cannot be ignored at all. Due attention has to be attributed to sports metaphors, if one wants to understand the complex arena of life and the society at large. Therefore this paper introduces a class module aimed at teaching important business lessons through the responsible use of s...
Challenges of modeling domain-specific cognitive competencies within the area of generic skillsac... more Challenges of modeling domain-specific cognitive competencies within the area of generic skillsacquisition have to deal with the modeling of domain specific competence development over the life span.Students acquiring specific domain knowledge are confronted with at least two major challenges: (a) thestipulation of benchmarks for the judgment of competence development over the life span (for differentrequirements and standards across the life span) and (b) a coherent modeling of competence development overdifferent educational stages allowing the description of cumulative developmental progress over time (scaleanchoring). As for e-learning, especially in sports sciences, it is not yet fully developed, at least not in the localscene. Main reason for not having a wider acceptance of this form of study programs curricula implementationcan be contributed not only to the technical but to cultural factors as well. Globalized spreading and popularityof sports sciences call for wider students’ audience and participation. This also means digitally literate teachingstaff completely competent to administer distance learning mode of teaching and assessing the outcomes of theadministered study program. This is actually knowledge put into practice. The more competent input, the moresophisticated and educated students body we will get. The competitive university has to appeal to a largenumber of the international students. Eastern Europe students want to obtain their education in sports for theknowledge sake but also for the license to work as coaches. This is the ultimate end of their schooling. So theywant to put their knowledge into real practice of being able to assume the role of the instructor, coach, teacher,personal trainer, etc. Consequently, we as their teachers do not just teach them their expertise subjects, but wealso teach them how to put this vast body of knowledge into practice. They become skillful, reliable, team-workoriented, thus assuming not just core but also soft skills and emotional intelligence as well. To that purpose,University of Nis and National Sports Academy in Sofia, as the leading sports educational institutions in theirrespective countries, Serbia and Bulgaria, strive to establish distance learning centers for sports sciencesstudents, thus promoting e-learning and as practical aspect of it all, and a development of a possible higher leveldiploma attainment as the ultimate goal. This paper presents attempts to establish, through IPA cross bordercooperation project, joint distance learning centers in Nis, Serbia and Sofia, Bulgaria for sport sciences curriculaimplementation and sports sciences knowledge dissemination, having both countries students’ benefits asprimary challenges and goals.
Facta universitatis. Series physical education and sport, 2013
Scientific technical vocabulary in Serbian is amply susceptible to the adoption of new words due ... more Scientific technical vocabulary in Serbian is amply susceptible to the adoption of new words due to the constant development of science and technology and to the emergence of new scientific fields of knowledge, so term formation is of a vital role in lexicology and terminology evolution, and the area of physical education and sports terminology in Serbian is no exception. Gloss formation systems and their language units are highly influenced by syntactic means of nomination, namely syntagmas. Not all syntagmas are evenly represented in contemporary language. Consequently, several questions are posed and tackled in this paper: (1) can, this language unit, (syntagma and syntagma construction) assume term values in sport and physical education terminology in Serbian and the answer to this question is positive, and then (2) what is the best way to recognize when a syntagma or syntagma construction assumes a terminological value. This research will probe into the analysis of the structural grammar characteristics of syntagmas and their lexical and grammar classes and subclasses using the faculty course books for the Serbian corpus. The paper then identifies and describes language structures of syntagmas that in sports language in Serbian assume term values (that is term usage values). On the basis of the obtained research results one can conclude that in sports games terminology in Serbian, within the class of two parts syntagmas, the dominant role is ascribed to the noun syntagmas in several different models, with the verb, that is with the noun as the main word.
Facta universitatis. Series physical education and sport, Jan 16, 2020
The aim of this research is to determine the effects of a ten-week modern and recreational dance ... more The aim of this research is to determine the effects of a ten-week modern and recreational dance exercise program and trunk and leg muscle strengthening exercises on the coordination and explosive power of student-age female dancers. The total number of participants was 54, of which 27 made up the experimental group who participated in an experimental exercise program and 27 the control group. The experimental group performed Hip Hop and Dancehall dances and trunk and leg muscle strengthening exercises 3 times a week for 90 min each. The control group had no additional forms of exercise other than regular daily activities. The coordination of the participants was evaluated on the basis of six tests (Side Steps, 20 Steps forward Twirling a Baton, Skipping the Horizontal Jump Rope, Turning in 6 squares, Hand-Foot Drumming and Agility test with a Baton) and two tests for determining explosive power parameters (the squat jump and countermovement jump). Results showed statistical significance between the groups in 5 variables of coordination at the multivariate and univariate level (p<.05, p<.01), and in both variables of explosive power at the univariate level (p<.05). A large and intermediate effect size of the experimental program was determined for 5 variables of coordination, and intermediate effect size for both variables of explosive power. The results of this study showed that a ten-week exercise program for recreational and modern dance and exercises for strengthening the muscles of the torso and legs have a positive effect on the changes in the parameters of coordination and explosive power in student-age female dancers.
Journal of Teaching English for Specific and Academic Purposes, Oct 14, 2013
In order to recognize the role and the contribution of ESP in fostering or changing the component... more In order to recognize the role and the contribution of ESP in fostering or changing the components of the value system of a particular society, it is necessary to determine what particular society and its respective value system shall be treated in this article. Being involved in tertiary education, and, more precisely, teaching ESP at the universities of Nish and Skopje, the authors of this paper have been facing the changing value system of their societies after the fall of the socialism and the take- over of capitalism. The aim of this article will be three-fold: firstly, to determine the contemporary value systems worldwide and the one that reflects the highest levels of consciousness, secondly to recognize the value system currently established in our two countries, and thirdly, to investigate how education can promote the present value system emphasizing the contribution the ESP may give in this respect
Facta Universitatis, Series: Physical Education and Sport, 2020
The main goal of this paper was to find out more about how and to what extent the local media rep... more The main goal of this paper was to find out more about how and to what extent the local media reported on sporting events at the 2012 London Olympics and to determine the difference in reporting on male and female athletes in the local media. The subject of the research are newspaper articles about sports in electronic news editions, which influence the formation of the media image about athletes, and which can contribute to the affirmation or marginalization of women in sports. In this research for collecting data and information about athletes at the Olympic Games, three media sources were used: RTS, KURIR and POLITIKA. The data have been collected since the opening of the Olympic Games until their official closing ceremony and every day was thoroughly processed in all three media sources. The information included information on the gender of the author of the text, the number of photos in the text, the number of words in the text, the gender of the actors who are on the photos, t...
Blended learning in higher education requires the quality framework created by any given faculty ... more Blended learning in higher education requires the quality framework created by any given faculty dedicated to one and only aim: integration of online education into the mainstream of higher education, in our case sports second cycle master education. At the Faculty of sport in Nis, Serbia, it was established to assess online and blended learning (Lorenzo & Moore, 2002; Laumakis, Graham, & Dziuban, 2009). This framework comprises five parameters: learning effectiveness, student satisfaction, faculty satisfaction, cost effectiveness, and access (Lorenzo & Moore, 2002). Measuring sports students' progress and learning effectiveness showed 82% satisfaction with their learning and teaching experience. Conventional mode encompassed 120 sports students at the master level last year (2016). This year, 2016, the Faculty enrolled 90 students opting for a distance learning mode, making it 75% of the total students' body. As for the cost effectiveness, the tuition is the same for both m...
Turbulent times generate numerous challenges and – sometimes somewhat paradoxically and even bene... more Turbulent times generate numerous challenges and – sometimes somewhat paradoxically and even beneficially – unravel phenomena that have long remained unnoticed and/or not sufficiently taken into account. Such has been the case with language, which despite being taken for granted in the education of different subjects to various age groups around the world becomes a particularly significant issue and acquires a novel status in particular circumstances, ranging from posing a tool of communication and agreement between different groups and nations to constituting an obstacle inhibiting progress and disturbing achievements in learning and teaching of any given content. As we have been faced with a number of unusually tough challenges in recent times such as COVID-19, a war in Europe, migration, political unrest, etc., educators reflect on the toll which these challenges have taken on the world of education. Apart from the – unequivocally most crucial – tragic “face” of the phenomena in question, there are arise questions which may yield a significant educational fruit such as what effects the recent challenges have had on the linguistic sphere of education, what theories and practices have been applied when dealing with the recent challenges, to what extent schooling has become more linked to other educational contexts, or what our joint experience gained throughout these challenging times implies for the future. The current turbulence in question has drawn the educators’ attention to the man-language-reality link, with one direct consequence of that strong dependence being that one’s stable positioning in the world rests on language. We “reach” the surrounding world with our language and if we lack necessary linguistic resources do to so, we become alienated and detached from multiple linguistically driven processes and developments. As communication between an individual and a community is mediated by language, our possibilities of normal functioning in the world become radically diminished once our “mediator” cannot do “his” job. By the same token, the transmission of cultural symbols is radically inhibited as well as the process of mutual transformations taking place between man, language, community, and culture. It all means that in the opposite situation, that is in a positive scenario with our communication and self-expression not being violated and reduced – especially in the case of linguistically diverse settings and contexts, our image of the world continues to be – via the process of social mediation – created anew, which broadens not only our language per se, but also our educational possibilities, cognitive horizons, and entire experiencing of the world. The challenges posed by the recent events have been faced in a comparable degree by both learners as well as teachers, which means that any adjustments made on the level of linguistic education need to be bilateral. In sense, the roles of the two groups have merged in that teachers have had a lot to learn by themselves, too, and to acquire – inter alia – abilities to communicate online, to elicit speech from their students frequently not seen, whilst, learners, apart from providing frequent technical feedback not to themselves but to their online instructors, have had to guide their peers and teachers in different ways of presenting – with words, presentations, recordings, etc. – their knowledge, ideas, methods of solving problems, discussing issues, etc. This novel learning and teaching on the part of all participants of educational processes have encompassed all the dimensions covered by the ERL framework, that is – on the level of the Scope Minor – linguistic beliefs, activity, affect, and matrices, and – on the level of the Scope Major – multiple facets pertaining to schooling, culture, methodology, and personality. This volume of ERL Journal has an extensive geographical scope and provides its readers with a variety of linguistic settings. It content is well reflected by the titles of the two parts: the first, ‘Diverse linguistic contexts’, including papers and reports addressing such issues as the educational inclusion and success of indigenous children, language policies, language production, migration, and the very sense of educational diversity, and the second, ‘Diverse linguistic means’, containing papers and reports relating to digital literacy and pedagogy, children’s literacy developed by joint application of picture books and toys, music as a means of multilingual education, or linguistic practices employed for English-based specific purposes. The volume closes the first four-year cycle of ERLA devoted to the establishment and initial examination of its four fundamental premises (outlined in the introduction to Volume 7). ERLA’s first cycle – with its eight ERL Journal’s volumes – has covered issues falling within the area of experiencing language and multiculturalism, jointly referred under the ERL Framework as communication (Vol. 1 and 2), linguistic identity (Vol. 3 and 4), linguistic diversity (Vol. 5 and 6), and linguistic diversity (Vol. 5 and 6). Accordingly, the next volume will open ERLA’s second cycle, focused on the Scope Minor mentioned above, with ERLA’s and, consequently, also ERL Journal’s yearly foci pertaining to the four strands named. To remind our readers of the premises upon which ERL Journal has been based, we shall be including the graphic shown on the next page in all the volumes published throughout the second cycle.
ANGLISTICUM. Journal of the Association for Anglo-American Studies, 2017
Research in discourse processing can help solve some of the pressing challenges in foreign or sec... more Research in discourse processing can help solve some of the pressing challenges in foreign or second language writing pedagogy. Discourse plays an important role in helping the learner shift from shallow to deep comprehension, from being a mere fact collector to becoming an inquisitive explainer and later on, competent domain specific (in our research - sports literature) writer. But to make our students proficient in text handling is a huge task. To accomplish this task we need tools and the right tools for the students to freely explore the wealth of sports writing are small but hugely significant words called metadiscourse markers. Knowledge of their functions, their proper meanings, and their well deserved place within the framework of the foreign or second language writing pedagogy is what separates the novice from the experienced sports texts writers. Academic discourse contains frames for scientific writing implying the existance of an array of formal unities that undertake t...
A great many government organizations, charities, advocacy groups, consulting firms and media org... more A great many government organizations, charities, advocacy groups, consulting firms and media organizations are expending enormous amounts of resources because they all agree with the premise that media are a powerful educator for cultural values and attitudes. Social learning theory, cultivation and media dependency theory all support that premise, as does a body of work in the rehabilitation literature. In the small world of advertising the results of this study suggest that images of people with disabilities in advertising are a bigger part of the overall advertising environment than they were in 2001 despite the difficulties associated with contextual elements in an ad, and the public outrage/civil suits. But if we compare the appearance rate for AI advertising, as part of the total advertising environment, to the percentage of adults classified as disabled in the total U.S. population based, people with disabilities are very much under-represented (1.7% from this study as compa...
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The current turbulence in question has drawn the educators’ attention to the man-language-reality link, with one direct consequence of that strong dependence being that one’s stable positioning in the world rests on language. We “reach” the surrounding world with our language and if we lack necessary linguistic resources do to so, we become alienated and detached from multiple linguistically driven processes and developments. As communication between an individual and a community is mediated by language, our possibilities of normal functioning in the world become radically diminished once our “mediator” cannot do “his” job. By the same token, the transmission of cultural symbols is radically inhibited as well as the process of mutual transformations taking place between man, language, community, and culture. It all means that in the opposite situation, that is in a positive scenario with our communication and self-expression not being violated and reduced – especially in the case of linguistically diverse settings and contexts, our image of the world continues to be – via the process of social mediation – created anew, which broadens not only our language per se, but also our educational possibilities, cognitive horizons, and entire experiencing of the world.
The challenges posed by the recent events have been faced in a comparable degree by both learners as well as teachers, which means that any adjustments made on the level of linguistic education need to be bilateral. In sense, the roles of the two groups have merged in that teachers have had a lot to learn by themselves, too, and to acquire – inter alia – abilities to communicate online, to elicit speech from their students frequently not seen, whilst, learners, apart from providing frequent technical feedback not to themselves but to their online instructors, have had to guide their peers and teachers in different ways of presenting – with words, presentations, recordings, etc. – their knowledge, ideas, methods of solving problems, discussing issues, etc. This novel learning and teaching on the part of all participants of educational processes have encompassed all the dimensions covered by the ERL framework, that is – on the level of the Scope Minor – linguistic beliefs, activity, affect, and matrices, and – on the level of the Scope Major – multiple facets pertaining to schooling, culture, methodology, and personality.
This volume of ERL Journal has an extensive geographical scope and provides its readers with a variety of linguistic settings. It content is well reflected by the titles of the two parts: the first, ‘Diverse linguistic contexts’, including papers and reports addressing such issues as the educational inclusion and success of indigenous children, language policies, language production, migration, and the very sense of educational diversity, and the second, ‘Diverse linguistic means’, containing papers and reports relating to digital literacy and pedagogy, children’s literacy developed by joint application of picture books and toys, music as a means of multilingual education, or linguistic practices employed for English-based specific purposes. The volume closes the first four-year cycle of ERLA devoted to the establishment and initial examination of its four fundamental premises (outlined in the introduction to Volume 7). ERLA’s first cycle – with its eight ERL Journal’s volumes – has covered issues falling within the area of experiencing language and multiculturalism, jointly referred under the ERL Framework as communication (Vol. 1 and 2), linguistic identity (Vol. 3 and 4), linguistic diversity (Vol. 5 and 6), and linguistic diversity (Vol. 5 and 6). Accordingly, the next volume will open ERLA’s second cycle, focused on the Scope Minor mentioned above, with ERLA’s and, consequently, also ERL Journal’s yearly foci pertaining to the four strands named. To remind our readers of the premises upon which ERL Journal has been based, we shall be including the graphic shown on the next page in all the volumes published throughout the second cycle.
The current turbulence in question has drawn the educators’ attention to the man-language-reality link, with one direct consequence of that strong dependence being that one’s stable positioning in the world rests on language. We “reach” the surrounding world with our language and if we lack necessary linguistic resources do to so, we become alienated and detached from multiple linguistically driven processes and developments. As communication between an individual and a community is mediated by language, our possibilities of normal functioning in the world become radically diminished once our “mediator” cannot do “his” job. By the same token, the transmission of cultural symbols is radically inhibited as well as the process of mutual transformations taking place between man, language, community, and culture. It all means that in the opposite situation, that is in a positive scenario with our communication and self-expression not being violated and reduced – especially in the case of linguistically diverse settings and contexts, our image of the world continues to be – via the process of social mediation – created anew, which broadens not only our language per se, but also our educational possibilities, cognitive horizons, and entire experiencing of the world.
The challenges posed by the recent events have been faced in a comparable degree by both learners as well as teachers, which means that any adjustments made on the level of linguistic education need to be bilateral. In sense, the roles of the two groups have merged in that teachers have had a lot to learn by themselves, too, and to acquire – inter alia – abilities to communicate online, to elicit speech from their students frequently not seen, whilst, learners, apart from providing frequent technical feedback not to themselves but to their online instructors, have had to guide their peers and teachers in different ways of presenting – with words, presentations, recordings, etc. – their knowledge, ideas, methods of solving problems, discussing issues, etc. This novel learning and teaching on the part of all participants of educational processes have encompassed all the dimensions covered by the ERL framework, that is – on the level of the Scope Minor – linguistic beliefs, activity, affect, and matrices, and – on the level of the Scope Major – multiple facets pertaining to schooling, culture, methodology, and personality.
This volume of ERL Journal has an extensive geographical scope and provides its readers with a variety of linguistic settings. It content is well reflected by the titles of the two parts: the first, ‘Diverse linguistic contexts’, including papers and reports addressing such issues as the educational inclusion and success of indigenous children, language policies, language production, migration, and the very sense of educational diversity, and the second, ‘Diverse linguistic means’, containing papers and reports relating to digital literacy and pedagogy, children’s literacy developed by joint application of picture books and toys, music as a means of multilingual education, or linguistic practices employed for English-based specific purposes. The volume closes the first four-year cycle of ERLA devoted to the establishment and initial examination of its four fundamental premises (outlined in the introduction to Volume 7). ERLA’s first cycle – with its eight ERL Journal’s volumes – has covered issues falling within the area of experiencing language and multiculturalism, jointly referred under the ERL Framework as communication (Vol. 1 and 2), linguistic identity (Vol. 3 and 4), linguistic diversity (Vol. 5 and 6), and linguistic diversity (Vol. 5 and 6). Accordingly, the next volume will open ERLA’s second cycle, focused on the Scope Minor mentioned above, with ERLA’s and, consequently, also ERL Journal’s yearly foci pertaining to the four strands named. To remind our readers of the premises upon which ERL Journal has been based, we shall be including the graphic shown on the next page in all the volumes published throughout the second cycle.