The focus of this work is to establish the inherent features of the genre of series and discuss their importance and impact on society, politics and everyday life. We usually tend to address everything related to TV and sequel featured as series and soaps. This common presumption is wrong on so many levels, because the genre of sequels has many subgenres and mixed genres and they are constantly changing in the light of the new technologies of filmmaking, TV broadcast and demands of the market. The societies in transition are subjected to various media contents among which the greatest popularity is bestowed to the melodramatic narrative of telenovelas. The promotion of cultures and deconstruction of cultural stereotypes inherent to the mass audience is one of the values of this media content. How much does the genre of telenovelas differ in the context of cultural nuances and what is the genesis of the human urgency in retelling the melodramatic and tragic narratives? Is this genre based on Turkish production now trespassing into the territory of ancient tragedy, thus returning to the roots of all the fiction? Is so, why is that happening to this genre? Enormous popularity deriving from these stories is reflected in the prime time broadcasting by Croatians, Serbian and Bosnian TV stations since 2010. The paper will explain the ontogenesis of the popularity, reflections and influences on societies and cultures, and features of this hybrid and changing genre of telenovelas produced in Turkey. Keywords

The first section of this paper describes briefly the history of education reform in the former Yugoslavia. Under the leadership of Josip Broz Tito (1892Tito ( -1980, who made a significant and lasting commitment to education, vast improvements were made in the educational system. The significant legislative reforms in the education system were introduced under Tito's regime. Then, this paper also weaves together the personal narrative of Professor Lejla Panjeta, a student during the 1472 day s iege of Sarajevo. Students' commitment to receive t h e education regardless of the physical dangers clearly reflects the role of education in a modern context. The p a p e r concludes with a brief analysis of the post-conflict educational process in Bosnia-Herzegovina.

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Human communication is of a persuasive character, since the perspective to determine the difference between fact and opinion differ according to sociological and cultural backgrounds. Media sets the ground for building stereotypes by imposing the ideas to the recipients. It makes media a tool for persuasive communication thus producing the effects of what a vaccine injection might do to a human body. As language is one of the most used tools in media, this stealthy persuasion operates on a subtle "antigens" infiltrated in the context of the media text. "Mind vaccinating" recipients by media eventually can lead to stereotyped perceptions and produce prejudice. In this metaphor vaccine antigens offer a persuasive perspective on reality immune to other perspectives but that one that is imposed by media. If a recipient in the communication process understands the threat then the persuasive effects are lessened as is explained in inoculation theory. If the threat is candy wrapped in media content, as is done so by the demand of market and recipients themselves (and imposed by politics and corporation interest), then the threat is no longer understood as a threat by the recipient. The immune system is vaccinated and protected from the disease of free thinking. The disease represents a reality that is not shape shifted by someone else. Shape shifted reality is distributed through the vaccines. Media being the vaccine makes it a powerful tool in the persuasive strategy for shape shifting the reality based on framed and reframed facts and opinions of the majority in democratized media.Media is consciously or unconsciously shape shifting the reality, which makes it a tool of persuasion.