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The paper deals with the Covid 19 iconology research, from the beginning of the pandemic at the end of 2019 to the end of 2021. The task of the paper is to determine the way of creating a visible image of the invisible "enemy" and designing stable collective representations. The paper discusses the relationship between black and white images and color images, as well as the relationship between scientific images and stylized, aestheticized and inaccurate coronavirus representations, which enabled the virus, invisible to the eye, to become conceivable globally. The hypothesis of this paper is that mediated reality is transmitted and shaped through visual symbols and coronavirus representations. Although many authors have given their opinion on the uniformity of the coronavirus icon and hence its adaptability in different contexts, the authors of this paper claim that the basic representations of the virus media circulation is the archetypal symbol of the Sun, specifically the Black Sun. The paper also deals with analysis of the frequency of content through the example of the photography that appears 109 times on the official Government of Serbia internet Web page on the Kovid 19 topic, in English, from March 6 2020 to 9 December 2021, and thus, bears different titles and, accordingly, sends different messages. The conclusion of the paper is that the image-icon, the symbol of coronavirus, mainly represents an aestheticized form of real danger and therefore significantly mitigates it, while on the other hand it plays with the archetype of the Sun or Black Sun through its dual nature, i.e. death and transformation.

Sa že tak:Mi če lo vade fi ni ci jame ta sli keseja vljakaopo jamko jiob u hva taspojte le vi zi je,knji žev no sti,li kov neimu zič keumet no stiislič no,ali isvevi do veogla ša va nja(po li tič kogieko nom skog).Pro jek to va nesli ke upot pu no stiimi ti ra jupro cesmen tal nihpred sta vauljud skojsve sti,a nji ho vopre kla pa njedo vo didoza ma glji va njagra ni ceiz me đustvar nog ine stvar nog.Ovajfe no menimazaciljdapo mu tilič nora su đi va njei do ve dedopri hva ta njaonogko jemujena met nu to.Sa vre me nime di ji pre u zi ma juedu ka tiv nuulo gutra di ci o nal nihza jed ni ca,ifor mi ra juno vi ob likme ta sli ka,sa či nje nihizni zaele me na taraz li či tihkul tu raiumet nič kihpra va ca,po kre taipse u dodo ga đa ja.Ka daseostva risu sretsa bi ći maino vimvi do vi mastvar no sti,ko ječo vekni ka dara ni jeuisto ri ji svogpo sto ja njani jemo gaodaostva ri,osimuma štiiliek sta tič nimvi zi ja ma,ide jeko jemusena me ćupu temekra nado vo dedokog ni tiv nih ša blo napred ra su da.Me đu tim,me ta sli kesusli keko jesa dr žespe ci fič nu du bi nuislo je vi tostipri vla čeizah te va jupa žnju.Tosusli kepo kre tač kei stva ra lač kesna geoko ji maćeura dubi tivi šere či. Ključ nere či:me ta sli ka,kul tur nevred no sti,me di ji Uvod Sa vre me nodo baobe le že nojekul tu romspek ta kla,uko jojsli kei pred sta veno sesu štin skuulo gu.Umno štvusli kako ječi neži vot čo ve ka,po sta vljasepi ta njenje go vepri jem či vo stiiod go vo rana ša ro li kostko jagaokru žu je.Po sled njita lasiko no bor stva 1 ko ji se ja viokra jem20.ipo čet kom21.ve kapo dr ža vastavdajesli ka 2 Gron stadA. i Vag nes O., What do pic tu res want? In ter vi ew with W. J. T. Mitchell,Ima gesJo ur nalforVi sualStu di es,Cen terforVi sualStu di es,10. maj2011.http://www.vi sualstu di es.com/in ter vi ews/mitchell.html 3 MitchellT.W.J.,Pic tu reThe ory:Es saysonVer balandVi sualRe pre sen ta tion,Uni ver sityofChi ca goPress,Chi ca go1995. 4 Ibid.,str.42. 5 Ibid.,str.48.

The aim of the chapter is to point the importance of global institutions and their role in access to inclusive education. Globalization as a world phenomenon has brought great changes both in the way of doing business and in other social spheres. First of all, a positive attitude towards the acceptance of diversity among people is the key word concerning at the social component. The modern world is facing great changes and the most important issues can be solved by education for sustainable growth and development. The authors will emphasize the comparison of Serbia and one developed European country in terms of inclusive education to highlight good practice and to apply it in Serbia.

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