112 10 3494 https://omeka.ibu.edu.ba/files/original/f64a75c30170ba37ecb6190e9bbfccbb.pdf 0fb8297b89c7539dfcc50ad8755308ab PDF Text Text Exploring Variation and Sustainable Progress of Vegetable Genetic Resources in The Black Sea Region, Turkey Ahmet Balkaya Ondokuz Mayıs University, Faculty of Agriculture, Department of Horticulture, Samsun –Turkey abalkaya@omu.edu.tr Abstract: Turkey is an important center for plant genetic resources and genetic diversity. In Turkey, the Black Sea Region is very rich in vegetable genetic resources due to its diverse geographical, climatic and ecological conditions. Conservation and maintenance of these valuable genetic resources is essential. In order to protect the highly threatened vegetable genetic resources in this region, it was very important to set up a collection, conservation, utilization and research system. The aim of this review was to outline some of the vegetable genetic resources of the Black Sea region; their distribution, their collection and characterization; and to describe cultivar breeding programmes from 1994 to 2009 and beyond. This overview will give the agricultural scientist an insight to into the large degree of genetic diversity in Turkey, and provide information about the distribution and potential utilization of these irreplaceable genetic resources. Introduction The utilization of plant genetic resources is one key to improving agricultural productivity and sustainability. Plant genetic resources for food and agriculture are part of the biological wealth indispensable for securing world food supplies, alleviating poverty and sustaining rural development (Morico et al. 1998). Use of genetic resources is as old as the history of agriculture. Hundreds of plants have been bred over many hundreds of years and thousands of varieties have been developed by natural and artificial selection. Genetic erosion occurred through natural causes in earlier times, whereas recently, forest fires, misuse of forests and agricultural fields, and excessive and careless use of fertilizer and pesticides have reduced plant genetic diversity (Sarı et al. 2008). Intensive genetic improvement, together with the development of agricultural inputs, has led to the replacement of many local varieties by a few uniform modern cultivars in developing countries. For this reason, preservation of populations and landraces are very important (Balkaya & Yanmaz 2005). The genetic uniformity of cultivars of a widely grown crop makes them uniformly susceptible to biotic or abiotic hazards, and this genetic vulnerability may lead to complete crop loss. The main goal to be achieved by conservation of genetic resources is their present and future utilization for the benefit of mankind (Yawen et al. 2001). Organized collection, evaluation and conservation of crop genetic resources have gone on for two hundred years (Brush & Meng 1998). Currently, projects are being conducted in many countries for the conservation of genetic resources. Sustainable development is a pattern of resource use that aims to meet human needs while preserving the environment, so that these needs can be met not only in the present, but also for future generations. Sustainable development ties together concern for the carrying capacity of natural systems with the social challenges facing humanity (Moffat et al. 2001). Wild plant forms and local village cultivars in any country are necessary genetic materials for improving the traits of cultivated plants, or developing new cultivars. The sustainability of plant production will only be assured by the preservation of these materials. For this reason, preservation of the genetic resources Turkey, which has rich genetic diversity, is necessary for both sustainable agriculture and life (Karayel & Bozoğlu 2008). The conservation of biological diversity, sustainable use of resources, technology transfer, intellectual property rights, provision of financing and the principle of equable sharing of benefits, have also been promoted (Waldman & Shevah 2000). The genetic diversity of landraces is thought to be of substantial economic value as part of global biodiversity, and is considered of paramount importance for future world production (Tan 2000; Stoilova et al. 2005). Turkey is one of the most important countries in the world for plant genetic resources and genetic diversity (Tan 1998). It is also one of the the centers of origin, and /or, diversity of several crop plants, and many plant species. Turkey is endowed with a rich diversity of families (163), genera (1,225) and species (9,000) of plants (Tan 1996; Özgen et al. 2000; Balkaya & Karaağaç 2005), and also has the genetic diversity centers of many wild, transitional and cultivated forms of annual and perennial, herbaceous and woody plants (Balkaya & Karaağaç 2005). The Black Sea region in the north of Turkey is one of its richest regions for crop genetic resources diversity. The region covers approximately 18 percent of the land area of Turkey, with a surface area 21 �of 141,000 km2. The Black Sea Region, which gets its name and characteristics from the adjacent sea, extends from the border of Georgia in the east to the eastern edge of the Adapazari Plain in the west. The provinces of Artvin, Rize, Trabzon, Gumushane, Bayburt, Giresun, Ordu, Sinop, Samsun, Amasya, Kastamonu, Zonguldak, Bartin and Bolu are all in the Black Sea Region. Access inland from the coast is limited to a few narrow valleys because mountain ridges, with elevations of 1,525 to 1,800 meters in the west, and 3,000 to 4,000 meters in the east in the Kaçkar mountains, form an almost unbroken wall separating the coast from the interior. Because of these natural conditions, the Black Sea coast historically has been isolated from Anatolia. The North Anatolian Mountains are an interrupted chain of folded highlands that generally parallel the Black Sea coast. The climate of the Black Sea region is generally relatively warm and humid.It is the wettest area in Turkey, although summers are generally dry, with midsummer the driest time. The summers are shorter when compared to those of the south and the west, and the winters are rainy, with occasional snow. The moderate climate and the prevalence of reasonable to good soils make this region ideal for many forms of agriculture. Historically, the Black Sea region has seen the intensive cultivation on small holdings of a wide variety of crops such as corn, beans, peas, pumpkins, kale and cabbages. The conservation and maintenance of these valuable local genetic resources is essential because they are an important source of diversity which can be used in future breeding programs (Balkaya et al. 2005). The aim of this study is to document the vegetable genetic resources of the Black Sea region, including the distribution of species, their collection and characterization, present and ongoing cultivar breeding programs, and the utilization of documented species from 1994 to 2009. The Study Knowledge of the extent of genetic diversity, and identification, differentiation, and characterisation of genotypes, and populations, respectively, provides an information tool for the detection of duplicates in collections, their effective extension, and better characterisation and utilization in breeding (Hornakova et al. 2003). Conserved germplasm requires accurate characterization for its efficient utilization in the future. Knowledge of variation found in a cultivated species and its pattern of distribution is important for the development of breeding programs (Gil & Ron 1992; Balkaya & Ergün 2007). Within a certain region, wide variation of plant and fruit types is observed as a consequence of natural and human selection. There is currently a large information gap with regard to the collection, classification and evaluation of Turkish genetic resources (Balkaya & Yanmaz 2001). Because of the increasing use of commercially released varieties, local varieties and genetic resources are rapidly disappearing. Consequently, there is a need to collect, characterize and evaluate remnant local populations before they disappear. It was essential to set up a collection, conservation, research and utilization system for the vegetable genetic resources of the Black Sea Region. Unfortunately, the collection and evaluation of vegetable genetic resources in that region was very limited until the early 1990s. From 1994 to the present, the vast majority of these studies have been undertaken by the Horticulture and Field Crop Departments of the Agriculture Faculty at Ondokuz Mayis University in Samsun, Turkey, and The aim of this study was to describe the vegetable genetic resources of the Black Sea region, the distribution of species, their collection and characterization, present and ongoing cultivar breeding programmes, and the utilization of presented species from 1994 to 2009. The summarized results are presented in this article. Findings Species belonging to the Leguminosae family are widely grown in the Black Sea region. The common bean is a crop of considerable global importance as a vegetable and as grain legume.The annual production of leguminous vegetable species in Turkey is 709,000 t (Turkstat 2005). Snap bean (Phaseolus vulgaris L.) is by far the most important cultivated legume in Turkey with a 76.9 % share, and pinto bean has a share 7.3% with 52 000 t annually (Turkstat 2005). Samsun province has a large share (17.3%) of snap bean production (94 019 t) in Turkey. In Turkey, common bean landraces still represent important genetic resources used directly by farmers on a small scale (Balkaya 1999). Despite its foreign origin, it has adapted well and shows broad variation in the Black Sea region (Bozoğlu & Sozen 2007). Turkish farmers have grown common bean landraces due to their ability to adapt to local environmental conditions and because local people prefer them. Consequently, the common bean populations show an appreciable diversity attributable to the range of ecological and human influences. However, the old bean landraces have progressively been replaced with ‘improved’ new cultivars, which ensure higher yields and incomes, and meet the processors and consumers’ requirements (Balkaya & Ergün 2007). From 1995-1998, a study was undertaken to firstly determine plant characteristics, and then to select suitable green bean cultivars for fresh consumption from local populations of the Black Sea region (Balkaya 1999). In the first year of the study, 166 climbing, and 34 dwarf types were collected (Table 1). Thirty-one climbing and nine dwarf lines were selected by the pedigree selection method in the second year. In the third year, 7 promising climbing lines and 1 dwarf line were determined to be cultivar 22 �Table 1: Ex-situ collections of vegetable genetic materials in the Black Sea Region. English name/Turkish name Scientific binomial Collected sites Number of Accessions Leguminosae Green bean/ Taze fasulye Pinto bean/Barbunya Dry bean/ Kuru fasulye Pea/ Bezelye Broad bean/ Bakla Phaseolus vulgaris L. P. vulgaris var. pinto Phaseolus vulgaris L. Pisum sativum L. Vicia faba L. 9 1 1 5 4 200 44 400 27 10 Kale/Yaprak-Kara lahana Cabbage/Baş lahana B. olearaceae var. acephala B. olearaceae var.capitata 5 11 127 95 Pumpkin-Bal kabağı Winter squash-Kestane k. Cucurbita moschata Duch. Cucurbita maxima Duch. 4 4 22 115 Pepper-Biber Green peper/sivri biber Red pepper/Kırmızı biber C. annum var. longum C. annum var. conoides Mill 7 1 37 56 Brassicaceae Cucurbitaceae Solanaceae candidates (Balkaya & Yanmaz 1999). Twenty one bean cultivars (15 cultivar candidates and 5 commercial cultivars) were identified in both laboratory and field tests. In field tests, earliness, plant (height), leaf (color, size of terminal and side leaflets, shape of terminal leaflet), flower (size of bract, color), pod (size, shape of cross section, color, stringiness, surface texture, degree of curvature, prominence of grains) and seed (size, shape, color), were determined. In laboratory tests, seed protein bands were obtained by SDS-PAGE. Candidatesfor cultivar status and commercial cultivars showed different morphological characters and protein banding (Balkaya & Yanmaz 2003). Pinto bean (Phaseolus vulgaris L. var. Pinto) is a traditional crop in Turkey. Farmers grow local varieties selected and maintained by themselves. Pinto bean is an especially important food in Samsun province of the Black Sea region. It is consumed as fresh pods, fresh seed or dry seeds. Forty four pinto bean populations were collected (Table 1) and evaluated according to morphological, earliness and yield traits under Samsun ecological conditions in 2003 and 2004 (Balkaya & Ergün 2007). Results showed that populations displayed significant differences for pod length, width, pod shape in longitudinal section, pod shell thickness, pod color, stringiness and pod curvature. Principal component analysis showed that the first four PC axes explained 83.3% of the total multivariate variation. Data were subjected to cluster analysis and several groups were identified, with most of the populations clustered into six groups. A dendrogram was prepared to evaluate morphological differences among populations. It revealed high variation. The results provided information on the diversity and breeding potential of Turkish pinto bean germplasm (Balkaya & Ergün 2008). Another study was conducted to identify and select valuable genetic resources of the pinto bean populations. From observations, 10 genotypes were determined superior after using a weighting based ranking method for fresh pod and fresh grain pod in the first year. In the second year, from these superior genotypes; 4 genotypes (55ÇA07, 55ÇA15, 55TE15 and 55TE20) for fresh pods and 5 genotypes (55ÇA01, 55ÇA05, 55ÇA15, 55ÇA24 and 55TE 15) for fresh grain pods were selected as promising genotypes. At the end of this research, selected genotypes will be developed into new pinto bean varieties in future years (Balkaya & Ergün 2007). Artvin province is located in the eastern Black Sea region. Landraces of common bean were collected from 279 locations in 74 villages in 7 districts of the province (Bozoğlu & Sözen 2007). Landraces were sorted into 400 samples according to their growth habit, seed color, color pattern and shape. It was determined that these populations can be used in cultivar improvement programs and other breeding studies for both fresh consumption and dry seed yield. Pea (Pisum sativum) is important species in the grain legumes. Twenty seven populations were collected (18 from Samsun, 3 from Giresun and Sakarya, 2 from Artvin and 1 from Tokat (Table 1). Wide variation in agronomic characteristics was observed between genotypes (Karayel & Bozoğlu 2008). It was determined that these populations could be used in cultivar improvement programs and breeding studies for both fresh consumption and forage varieties. 23 �Ten faba bean populations were collected from districts and villages of Samsun, Amasya, Sinop and Tokat provinces (Peksen et al. 2006). There was no significant difference among faba bean populations for green pod yield. Green pod yield per plant was positively and significantly correlated with the number of pods per plant, and pod length and thickness. Seed length, seed width, seed thickness and 100 seed weight ranged between 18.04-23.56 mm, 13.24-17.10 mm, 7.93-8.94 mm and 119.07 and 162.61 g for faba bean populations, respectively (Pekşen et al. 2007). Brassicas are widespread as wild, weedy and cultivated forms throughout Turkey (Davis 1982; Küçük 1996). Vegetable brassicas are an important and highly diverse group of crops grown world-wide that belong mainly to the species Brassica oleracea and Brassica campestris (Monteiro & Lunn 1998). In Turkey, cabbage is the most economically important member of the genus Brassica. According to FAO records from 2007, Turkey’s total cabbage production was 658,665 t (Faostat 2008). Morphological variability is high among the white head cabbage genotypes of Turkey (Balkaya et al. 2005). Cultivar selection studies have been conducted on cabbage populations in various parts of Turkey since 1980. Ninety five white head cabbage populations were collected before and during harvest time between September 1998 and March 1999 from different eco-geographical regions of Turkey. (Yanmaz et al. 2000). They are mainly used for preparing cooked meals or salads. The cabbages were divided into two groups on the basis of their head morphology. The first group was flat and round, of dark green leaf color, medium hard with leaves having a thin midrib, used for stuffing, and the second group was round or long round, of light green leaf color, with thick leaves and midrib, used for pickling (Yanmaz et al. 2000). Data from field experiments conducted between 1999 and 2001 were analysed by multiple variance analysis. Cluster analysis based on 12 quantitative and 10 qualitative variables identified 10 distinct groups. A dendogram was prepared to evaluate morphological similarity among the white head cabbage genotypes. The multiplication and evaluation of these genotypes was carried out at the Black Sea Agricultural Research Institute in Samsun province. Appropriate lines were evaluated during the S4-S8 inbreeding generations. The first Turkish hybrid cultivar candidates were developed at the end of this research, and the registration applications for new hybrid cultivars were done in 2008. Kale production is economically important in Turkey where it is grown intensively in the Black Sea region, but it is not commonly grown in the other regions of Turkey (Balkaya & Karaağaç 2005). Annual production is approximately 92,000 t and Samsun province produces over 40% of Turkish kale (Turkstat 2005).Kale is mainly used as a green vegetable, Many of the kales grown as vegetables have very crisp and curled leaves. Farmers often use the most tender leaves for human consumption and older ones for forage (Balkaya 2002). Kale populations were collected in 2001 from the Black Sea region, and evaluated according to morphological characters (Balkaya et al. 2004). In the first year, 127 kale populations were collected from different eco-geographical areas in this region. Twenty-two populations were determined superior by using a weight based ranking method. The populations exhibited a range of 15.9-21.9 cm for leaf length, 10.4-13.2 cm for leaf width, and 0.26-0.35 mm for leaf thickness. Eleven types were selected as being promising for further breeding efforts (Balkaya & Yanmaz 2005). According to two-year yield results from trial data, 4 kale cultivar candidates (namely Balkaya, Yanmaz, Elif, and Ayça cv.) were selected. Registration of these new kale cultivars was done in 2008 . Cucurbitaceae is one of the most important cultivated families in Turkey. No wild types, or forms of genera, such as Cucumis, Cucurbita, Citrullus and Lagenaria have been found in Turkey. (Küçük et al. 2002; Balkaya & Karaağaç 2005) However, in many crops, including cucurbits, diversity centers have been identified in Anatolia (Harlan 1951). In almost all regions of Turkey, landraces of Cucurbitaceae are highly variable in morphology and taste. Winter squash (Cucurbita maxima Duch.) and pumpkins (Cucurbita moschata Duch.) are two of the most important cucurbit vegetable crops in the Black Sea region. Winter squash populations show great diversity in morphological characteristics, particularly in fruit length, fruit diameter, fruit shape, fruit brightness, skin thickness, and flesh thickness and colour, in the Black Sea region of Turkey. One hundred and fifteen populations of winter squash, Cucurbita maxima Duch. were collected from different provinces of the Black Sea region (Bolu, Sinop, Amasya and Samsun provinces) in 2006 and 2007 (Balkaya et al. 2008a). The collection showed appreciable phenotypic variation in fruit shape, fruit color, fruit brightness, fruit dimensions and fruit weight. This study also demonstrated that substantial differences in seed dimensions exist in Turkish winter squash populations. Seed length ranged from 15.0-25.7 mm, seed width from 7.6-15.5 mm, and seed thickness from 1.4-6.1 mm. With regard to seed length to thickness ratio and seed width to thickness ratio, populations showed a range of 3.2 to 14.2, and 2.2 to 8.5, respectively. Data were analysed using principal component analysis (PCA). PCA revealed that the first two PC axes explained 67.0% of the total multivariate variation (Balkaya et al. 2009). From observations, 26 winter squash genotypes were evaluated as superior by utilising a weighting based ranking method in the first year. In the second year, from these selected genotypes; 9 winter squash genotypes were selected as promising genotypes. At the end of this research, selected genotypes will have beee developed into new winter squash varieties. In addition, selected types were evaluated at the DNA 24 �level using randomly amplified polymorphic DNA (RAPD) markers for some morphological characters,and this evaluation showed that these genotypes are genetically different each other. (Balkaya et al. 2008a). Twenty two local populations of pumpkin were collected in the Black Sea Region during and after the harvest in September 2005 and February 2006 (Table 1). The populations have been maintained by farmers for generations and are representative of the different pumpkin types growing in the Black Sea region. The geographical distribution of pumpkin populations was 8 populations from Amasya, 6 from bothBolu and Samsun, and 2 from Sinop (Balkaya et al. 2008b), and results showed a large variation among the genotypes. This study showed that pumpkin genotypes from the Black Sea Region of Turkey have a number of characteristics useful for breeding programs. Four types were evaluated as superior when using a weighting based ranking method. At the end of this research, 1 genotype (14BO01) was selected as being promising for further breeding efforts. Turkey is a micro-gene centre for many landraces, including the Solanaceae (Küçük 2003) These landraces are still grown by farmers in almost all regions of Turkey. Peppers are commonly grown in the Black Sea Region of Turkey and Samsun is a major producer province. Thirty seven green pepper populations were collected from Samsun, Amasya, Tokat, Kastamonu, Bartin, Gumushane and Giresun provinces in the Black Sea Region (Table 1). Morphological identification of collected populations were done by documenting their vegetative and pomological traits (Kar et al. 2007). In another study, fifty six red pepper populations were collected from different eco-geographical areas in the research region. Research showed that populations had 11.2-19.2 cm fruit length, 4.8-7.2 cm fruit width, and 4.3-5.8 mm for flesh thickness. They exhibited a range of 653.9-1415.5 g for the total fruit weight/plant, 7.2-13.5 for fruit number/plant, 53.0 -155.0 mg/100 g for ascorbic acid, 5.2-8.0 % for total soluble solids, and 8.0 -11.9 % for total dry weight (Karaağaç 2006). The collection protocol was designed to ensure that the collected genotypes effectively represented the vegetable genetic resources present in the Black Sea region. Some of these vegetable genetic resources may not be suitable for standard cultivars in terms of productivity and plant characteristics, but their genetic content should be conserved (Balkaya & Karaağaç 2005). The seeds of populations collected and characterized in these studies were preserved at -20o C for long term storage in the Turkish seed gene bank (AARI), and they are also stored at 4o C at the Horticultural Department of Ondokuz Mayis University’s Agriculture Faculty in Samsun, Turkey. All these materials form a vegetable gene pool which is used to maintain important traits, to broaden the genetic base of cultivars, and serve as a source of new diversity for agriculture. Conclusions The variation and diversity of vegetable genetic resources of the Black Sea region has greatly contributed to the genetic improvement of many vegetables. Many registered vegetable cultivars and cultivar candidate have been developed from those plant gene collections. On-going research at Ondokuz Mayis University may help to improve the economics and sustainability of vegetable production in both the Black Sea region and Turkey. References Balkaya, A. (1999). 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Diversity in common bean landraces (Phaseolus vulgaris L.) from Bulgaria and Portugal. J. Cent. Eur. Agric. 6(4): 443-448. Tan, A. (1996). Turkey: Country Report to the FAO International Technical Conference on Plant genetic resource. Leipzig, Germany. p.46. Tan, A. (1998). Current status of plant genetic resources conservation in Turkey. The Proceedings of International Symposium on in Situ conservation of plant genetic diversity. 4-8 November, Antalya, Turkey. Tan, A. (2000). Biodiversity conservation ex situ, in situ conservation: A case in Turkey. In: Watanabe K. and A. Komamine (eds.). Chalenge of Plant and Agricultural Sciences to the crisis of biosphere on the Earth in the 21st Century. Eurekah, Texas. Turkstat, 2005. Agricultural Structure (Production, Price, Value) 2003. Publishing No:2949. Ankara, Turkey. Waldman, M. & Shevah, Y. (2000). Biological diversity-An overview. Water, Air, and Soil Pollution. 123:299310. Yanmaz, R., Kaplan, N., Balkaya, A., Apaydın, A., Kar, H. (2000). Investigation on the identification of cabbage (Brassica oleracea var. capitata L. subvar. alba) gene sources of Turkey. (In Turkish). III. Vegetable Growing Symposium. 11-13 September 2000, Isparta, Turkey. Yawen, Z., Jianjun, W., Zongyi, Y., Shiquan, S., Lihua, W., Xiaoyan, C., Jingui, M. (2001). The diversity and sustainable development of crop genetic resources in the Lancang River valley. Genetic Resources and Crop Evolution. 48:297-306. 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 644 Title A name given to the resource Exploring Variation and Sustainable Progress of Vegetable Genetic Resources in The Black Sea Region, Turkey Author Author Balkaya, Ahmet Abstract A summary of the resource. Turkey is an important center for plant genetic resources and genetic diversity. In Turkey, the Black Sea Region is very rich in vegetable genetic resources due to its diverse geographical, climatic and ecological conditions. Conservation and maintenance of these valuable genetic resources is essential. In order to protect the highly threatened vegetable genetic resources in this region, it was very important to set up a collection, conservation, utilization and research system. The aim of this review was to outline some of the vegetable genetic resources of the Black Sea region; their distribution, their collection and characterization; and to describe cultivar breeding programmes from 1994 to 2009 and beyond. This overview will give the agricultural scientist an insight to into the large degree of genetic diversity in Turkey, and provide information about the distribution and potential utilization of these irreplaceable genetic resources. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/be9aac398cfb06dae259389ee44703f6.pdf afcbe0bb8cd5bdc7f3ad39d81639b88f PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Exporting Opportunities Provided by E-Commerce for Small and Middle Sized Enterprises Meryem Kara Fatih University, İstanbul, Turkey meryemkara25@gmail.com Ali Coşkun Fatih University, İstanbul, Turkey alicoskun@fatih.edu.tr E-foreign trade, a way of commerce in which business contacts and activities such as international marketing and advertising are carried out through electronic media, without coming face to face increases competitive power of small and middle sized enterprises (SMEs) with its fast, economic structure enabling access to world market through internet. Due to opportunities provided and properties it has, e-foreign trade has become new way of commerce of the era and this way contributes to exportation of countries which is the most important source of income of countries. In this study we will present the results of a research conducted to analyze the e-foreign trade process of exporters and importers have experienced in Turkey. In addition current problems of the e-foreign trade companies in Turkey will be discussed and we offer some solutions to the problems in the light of the obtained findings. Finally we will suggest some new opportunities of e-commerce to improve the export of SMEs. As the research method the interview technique was chosen and we interviewed 30 actively e-foreign trader firms in the Turkish food sector from different cities. Keywords: E-Foreign Trade, E-Commerce, E-Trade, Foreign Trade, SMEs. 201 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1609 Title A name given to the resource Exporting Opportunities Provided by E-Commerce for Small and Middle Sized Enterprises Author Author KARA, Meryem COSKUN, Ali Abstract A summary of the resource. E-foreign trade, a way of commerce in which business contacts and activities such as international marketing and advertising are carried out through electronic media, without coming face to face increases competitive power of small and middle sized enterprises (SMEs) with its fast, economic structure enabling access to world market through internet. Due to opportunities provided and properties it has, e-foreign trade has become new way of commerce of the era and this way contributes to exportation of countries which is the most important source of income of countries. In this study we will present the results of a research conducted to analyze the e-foreign trade process of exporters and importers have experienced in Turkey. In addition current problems of the e-foreign trade companies in Turkey will be discussed and we offer some solutions to the problems in the light of the obtained findings. Finally we will suggest some new opportunities of e-commerce to improve the export of SMEs. As the research method the interview technique was chosen and we interviewed 30 actively e-foreign trader firms in the Turkish food sector from different cities. Keywords: E-Foreign Trade, E-Commerce, E-Trade, Foreign Trade, SMEs. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3423 Title A name given to the resource EXPRESSIVE - IMPRESSIVE FEATURES OF EUPHEMISMS AND TABOO WORDS Author Author SOLAK, Edina Arnaut, Alica Abstract A summary of the resource. Euphemisms are the forms of language used to replace unpleasant, inappropriate and undesired words. In linguistics, however, the words that are forbidden or unwanted in a particular society are referred to as taboo words. Since these two terms have an entirely opposite meaning it is particularly interesting to examine their parallel use. Their expressive and impressive values in different functional styles diverge and the purpose of this paper is to examine the use and linguistic-stylistic values of euphemisms and taboo words within different functional styles. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/09b18f8924d7c2e0b43f795cb22a5fc0.pdf f0d360de490790f735422cebcc8c0f60 PDF Text Text EXTENDING BEYOND THE CLASSROOM: SEMIOTICS AND CULTURE IN EFL COURSES Lejla Kucukalic Khalifa University, Abu Dhabi Article History: Submitted: 07.06.2015 Accepted: 21.06.2015 Abstract: This essay describes a semiotic analysis exercise designed to enhance students’ cultural and critical literacy, a skill necessary for language comprehension, pragmatics, and proficiency (Liton and Madanat). Rather than observing and comparing cultures as monolithic and unchangeable, students are encouraged to develop complex cultural understanding based on the reading of their surrounding semiosphere. Following Yuri Lotman’s concept of “semiosphere,” defined as a totality of signs in a certain system, students apply semiotic analysis on their local physical and media space in order to understand the signifying processes in their hybrid cultural environment. Rather than looking at the target culture as a separate Other, students observe the incursion of that culture into their own environment. The relevance of this approach is ensured by the system of signs in the Gulf – its semiosphere - being heavily influenced by mixing of Arabic and English, as well as Filipino/Tagalog, Bengali, and Hindi languages, by entertainment and media outlets of multiple cultures, and the logoed and branded presence of multinational companies. The semiosphere of the Gulf involves an array of signals that function both on the global and local scale, what Yuri Lotman describes as “a semiotic continuum filled with multi-variant semiotic models situated at a range of levels.” The exercise described in this paper invites students to use semiotics for analysis of culture and its objects, in turn increasing their integrated motivation, their agency, and their cultural literacy by getting them involved in “the processes of reflection and negotiation through which shared cultural understanding emerges” (Weninger and Kiss) �while relying on standard practical techniques for teaching culture in the EFL classroom, “noticing,” “prediction,” and “research” (Cullen and Sato). Keywords: semiotics, semiosphere, cultural literacy, glocalization, global citizenship. �1. Introduction: Teaching Culture in EFL Courses Research indicates that students’ comprehension and language skills require intercultural competence and instruction (Byram and Feng, 2004; Risager, 2011). Liton and Madanat (2013) also show a range of scholarship supporting the notion: successful EFL communication depends on “the understanding [of] the cross-cultural matrix” (p. 37). Aside from being influenced by non-linguistic factors and intrinsic connections between language and culture, however, language comprehension is also increasingly influenced by “diversification of culture and learning” (Liton and Madanat, p. 39-40). In the Gulf countries and the UAE, where this study was conducted, the need to address the influence of globalization on culture and language learning is evident, emphasized by the strong international presence wherein expats comprise as much as 80% of the UAE population. Such presence of foreignness creates “areas of multiple cultural meanings” that interact and compete with one another (Lotman, 2005, p. 211). An intercultural learning environment surrounds many EFL speakers, including those of the UAE. Therefore, in order to better understand the target culture, students need not only to understand its origin points, but the incursions of the target culture (English-speaking) into their own environment. 2. Hybrid Culture, Global Learning The situation in the Gulf reflects a wider trend toward cultural hybridity and globalization, including education. Students in the UAE represent a larger group of “learners who engage with globalized popular culture” that forge new identities and ways of language use (Higgins, ix) 1 . As the goals of EFL courses reach beyond the grammatical and communicative competence and into the teaching of culture, this raises a central question of the current EFL pedagogy: what kind of “culture” is being taught and presented to students? �Here, too, researchers increasingly agree that the view of ‘culture’ as monolithic and unchangeable does not provide an effective approach to teaching it (Weninger and Kiss, 2014). In his book on educating the nationals to become teachers of English in the UAE, Matthew Clarke (2008) writes about cultural reductionism of researchers who overgeneralize and overdetermine the Islamic-Arab identity of the Emirati students and their relationship to their teachers. “The problem with these views,” writes Clarke, “is that they rely on an essentialized notion of culture that is potentially reductive and is unable to do justice to the complexity of history and society in the UAE. Moreover, they ignore past and present contestations over the meaning of the ‘values’” that might be formatting the glocal culture” (p. 21). Clarke’s argument shows that cultural reductionism exists in defining and viewing both the host culture and the target culture. Aiming toward an expanded understanding of teaching of culture that would involve diversity and glocality expands the aims and goals of EFL instruction2. Weninger and Kiss argue that “teaching culture today has moved beyond the integration of cultural content into the language syllabus. It aims to develop the learners’ ‘global cultural consciousness’ (Kumaravadivelu, 2008) and promote their ‘intercultural citizenship’ (Byram, 2011)” (2014, p. 714). Clarke echoes the idea by stating that “what is needed are constructs that move beyond this [limited] framework and allow for a more dynamic, developmental view of both individuals and society” (22). Beyond learning a language and the associated culture, students are encouraged to become intercultural communicators, proficient in global transactions. The culture that they need to learn might involve multiple perspectives and identities, different generations, and modernized traditions. The standard ways of bringing culture into the classroom include “pedagogical use of authentic materials and techniques” such as video, film, and newspapers, (Liton and Madanat, 2013, p. 10); “proverbs, role playing and culture capsules,” the latter containing objects from the target culture (Purba 2011, p.52-3) and “giving learners experience of interacting with native speakers” through internet, e-mail, and electronic conferencing (Byram and Feng, 2004 p. 152). While important, many of these methods assume an �acute and clearly defined distance between the host and the target culture. Instead, the patterns of migration, travel, and intercultural exchange are so prevalent that they challenge “key concepts in applied linguistics such as language socialization, acculturation, and identity reconstruction” (Higgins, p. ix). Byram and Feng quote work or researchers such as Kramer (1995) and Zarate (2003), who call for “new purposes and re-definitions of language study to respond to ‘epistemological shifts occurring in academia’ (Kramer, 1995, p XIV).” This includes Zarate’s concept of “third space” and “stressing the significance of in between or border locations … as nation states and national identities fuse and change” ” (Byram and Feng, 2004 p. 152). 3. Semiotic Analysis Assignment and Lotman’s Semiosphere An effective way to understand and approach cultural hybridity in language instruction and to further understand the cultural and textual border spaces is through Yuri Lotman’s concept of “a semiosphere,” defined as a totality of signs in a given system. As Lotman states, “semiosphere is a specific sphere, possessing signs, which are assigned to the enclosed space” (Lotman 2005: 207). Likening the dynamics of biosphere to semiosphere, Lotman asserts that “in reality, clear and functionally mono-semantic systems do not exists in isolation” (p. 207). Lotman describes how a series of textual encounters and semiotic processes form any given semiosphere (p. 207). Therefore, semiosphere possesses “the structural heterogeneity” that implies myriad localized and temporal details, a diversity and hybridity of “a semiotic continuum” of culture (208). Lotman also argues that texts in a semiosphere can serve as “boundary mechanisms” that attempt to “connect two hostile cultural spaces” or that replace the central texts with the peripheral ones (p. 211). Subsequently, Lotman offers a concept of the dynamic cultural space in which meaningful exchanges occur on a variety of levels. Following Lotman’s idea of an environment structured by an interaction of its signs, an assignment was created asking students to examine their physical and media semiosphere. Students were instructed to re-view their surroundings, from architecture to ads, as an array of signs that create meaning and send a message. Next, students were �asked to trace the spreading of signs originating in the West – such as logos, slogans, and commercials -- in the local landscape and mediascape. In order to prepare, students read Naomi Klein’s essay on the intrusion of ads and corporate signs into the private and shared public spaces (1999, No Logo). Next, they read some brief pieces about advertising techniques, watched and examined selected images, newspapers, and videoclips, and participated in the class discussion. Finally, they were asked to look at images, logos, slogans and video clips from their semiosphere, to identify particularly ubiquitous ones, and to interpret their message in order to argue how these signs that they encounter daily shape their culture3. Students were shown how to read and analyze commercial signs and ads from the surrounding semiosphere, in part following Klein’s idea that “logos, by the force of ubiquity, have become the closest thing we have to an international language, recognized and understood in many more places than English” (2009, p. xi). Their assignment instructions were to find a recurring and pervasive commercial image from their environment, identify and describe those images, associated symbols, and comment on the techniques of persuasion. They were advised to pay attention to photographic and editing effects, and to comment on the emotions and the story-telling involved in their chosen ad. They were also asked to refer to Klein’s ideas and to specific advertising techniques discussed in class. Finally, students were encouraged to voice their own personal reaction to the ads, together with the comments and reactions that they might have gleaned first-hand from other observers. 4. Results: Expanding Beyond the Classroom The semiotic analysis assignment yielded a variety of responses and papers on the intrusion of the commercial ‘language’ into the public, communal, and individual space – the Gulf’s semiosphere. Here is a brief review of three representative papers. First is a student who wrote an essay titled “Hello Happiness” about �“an ad that shows a phone booth [Coca Cola company] calls “Hello Happiness” that allows poor workers in Dubai to make a phone call to their families and friends outside the country by using Coca Cola bottle caps instead of coins. In Klein’s book, she analyzes ideas and facts about such ads in communities and how corporations invade our privacy and public spaces by publishing their brands everywhere. According to Klein, these corporations also harm society.” This student goes on to show how, by using nostalgia, diversion and “weasel words” – all advertising techniques introduced in our class – the company profits from promoting “unhealthy risks to the laborers,” illustrating the increasing “connection between [branding,] products and lifestyle.” The students shows that Coca Cola inserts itself into the lives of laborers, as well as middle class viewers (by re-assuring them that the workers are, indeed, happy), offering its products as a solution to otherwise serious situations: “So what if every Coke came with extra happiness?” Another student, analyzing an omnipresent ad for a Nespresso machine featuring George Clooney, concludes that the company “falsely sells us luxury and exclusivity, with only a side of coffee.” She points out how “a massive image of George drinking his espresso, staring deep into your eyes and giving off a slight smile” encourages mall dwellers to actually visit the Nesspresso store and purchase its products. But, this student notes, the celebrity face also looks at us from the airplane seats before take off and from the streets of Dubai while driving. The message, according to my student, that “no matter who you are or what you do, you will always be treated like a star” in Nesspresso universe, capitalizes on the celebrity culture that, too, is imported and aggressively distributed worldwide. Similarly, the third student concludes: “McDonald’s is everywhere in Dubai!” She analyzes “the most recognized McDonald’s ad in Dubai – the ‘McDonald’s McArabia: True to Traditions” campaign, showing how the company is “targeting Arab families” and trying “not only to sell a lifestyle, but also trying to invade our public and private spaces,” following Klein. “The McArabia ad in my opinion is an ideal example of what �Klein was trying to designate about the intrusion of products since the ad is being forced upon the viewers in their daily lives, whether while watching a movie or driving to work.” This student concludes that she personally is quite affected by the McArabia’s careful representation of family values, confessing that she goes to McDonald’s “not for the taste, but for the (false) sense of community” that the company offers through this campaign. 5. Conclusion In their overview of scholarship on teaching of culture in EFL courses, Byram and Feng note that, based on recent publications in Language Teaching, they “concluded that intervention and development work is currently often focused on the ‘problems’ of difference and distance, and how to overcome them” (2004, p. 152). In the assignment described above, students come to understand that the cultural “Other” resides at a lesser distance than originally imagined (the “Other,” in fact, might be becoming “the same” through homogenizing forces of global capitalism). They also develop awareness that 1) meaning is created through a multiplicity of signs beside language; 2) that ‘culture’ is not monolithic and unchanging; and 3) that they have the ability and opportunity to decode complex intercultural phenomena around them. In turn, students’ integrative motivation for language acquisition, their agency as interpreters of culture, and their proficiency in generation of meaning is improved through this assignment. The hybrid space of the Gulf’s semiosphere -- created by the cultural, linguistic, experiential, and commercial encounters – becomes an important cultural context for the learners of English. Asking students to analyze the semiotic elements from the target culture in their local culture helps them understand the importance of sign exchange whether it happens on the level of language such as slogans and messages or non-verbal communication such as advertising images and architecture. By analyzing the glocal culture and its signs, students are involved in “the processes of reflection and negotiation through which shared cultural understanding emerges” (Weninger and Kiss 2014, p. 716). �The relevance of this approach is ensured by the fact that the system of signs in the Gulf, is heavily influenced by mixing of Arabic and English, as well as Filipino/Tagalog, Bengali, and Hindi languages, by entertainment and media outlets of multiple cultures, and the logoed and branded presence of multinational companies. The semiosphere of the Gulf therefore involves an array of signals that function on the global and local scale, what Yuri Lotman (2005) describes as “a semiotic continuum filled with multi-variant semiotic models situated at a range of levels” (p. 216). Commercial and popular culture, including ads, seeks to reconcile traditional and progressive views. The role of contemporary culture in the Gulf might be that of a border text that, according to Lotman, “sets cultural precedents and, in the long run, literally conquers the cultural sphere of the centre” (2005, p. 212). Regardless of the outcome, students are better equipped to understand these dynamic shifts through the semiotic analysis assignment. Recorded applications of semiotics in the EFL classroom include study of specific signs associated with classroom activities and discipline (McGill, 2014), studies on the semiotics of EFL textbooks (Weninger and Kiss, 2014) and investigation of the cultural differences in meaning of certain signs such as body language in different cultures (Unger and Walter, 2010). The fieldwork exercise described here employs a novel way of semiotic analysis that helps students understand the signifying processes at work around them and to develop complex forms of cultural understanding. Increased knowledge of semiotic analysis helps orient a generation of EFL learners facing both strong expatriate presence and a constant change in their environment. Students learn about signifying elements of the target culture, better understand their rapidly developing surroundings, and become involved in the global culture that is being constructed worldwide. The broader question raised by this approach, following Byram and others, is whether it is possible, through complex teaching of culture, to create a model for teaching English as a global language? �A hybrid language called “Arabizi” or “Arabish,” mixing words and letters from Arabic and English, has become a popular form of communication, especially among Arab youth. See, for example: Nadia Al-Sakkaf (2012)“Arabish: Arabic Chat Language” Yemen Times, http://www.yementimes.com/en/1517/variety/408/Arabish-Arabic-chatlanguage.htm 1 Roland Robertson, who introduced the concept of “glocalization” to a wider academic audience, defines it as a “synthesis of the local and the global,” where the distinction between the two aspects is being leveled by an “increasing connectivity and global consciousness” in the present world (2005). “Since the mid-1990s,” Robertson writes, glocalization has gradually come to occupy an increasingly central place in studies of globalization” (2005). 2 No Logo, Klein’s 1999 book, describes an economic model in which big multinational companies outsource the production of physical goods and instead focus on the creation of brand names and on selling of a lifestyle. A big part of the growth for this companies is branding with the ads that “creep into cafeterias, common rooms, even washrooms,” of the universities, schools, parks, theaters, libraries, poor neighborhoods, sidewalks and even pieces of fruit (8). These brands establish emotional ties, values, and their own mythologies in order to spread and grow. As Klein explains “corporations are hitching a ride on our cultural and communal activities” (35) but also invade the mediascape, sports, music, and of course politics. 3 References Byram, M. and Feng A. (2004) Culture and Language Learning: Teaching, Research and Scholarship. Language Teaching 37 (3), 149-168. doi: 10.1017/S0261444804002289 Clarke, M. (2008). Language Teacher Identities : Co-constructing Discourse and Community. Bristol, UK: Channel View Publications. Higgins, C., ed. (2011). Language and Social Processes: Identity Formation in Globalizing Contexts : Language Learning in the New Millennium. Berlin: De Gruyter. Klein, N. (1999) No Logo. Canada: Knopf. ----(2009) No Logo. 10th Anniversary Edition with a New Introduction by the Author. London: Picador. Liton, H., & Al Madanat, T. (2013). Integration of Culture into ESL/EFL Classroom: A Pedagogical Perspective. English for Specific Purposes World, 14, 39-47. �Lotman, Y. (2005) “On the Semiosphere.” Wilma Clark, tr. Sign Systems Studies, 33(1), 205-228. Risager, K. (2011). The cultural dimensions of language teaching and learning. Language Teaching, 44 (4), 485-499. McGill, Ross. (2014) Can Semiotics Be Used to Improve Teaching and Learning? @Teacher Toolkit. Retrieved from http://teachertoolkit.me/2014/01/26/cansemiotics-be-used-to-improve-teaching-and-learning-by-teachertoolkit/ Purba, H. (2011). The Importance of Including Culture in EFL Teaching. Journal of English Teaching , 1 (1), 44-56. Robertson, R. (2005). The Conceptual Promise of Glocalization: Commonality and Diversity. Art –e – Fact An Online Magazine for Contemporary Art and Culture. 4 Retrieved from http://artefact.mi2.hr/_a04/lang_en/theory_robertson_en.htm#_ftn1 Unger, J and Walter L. Gesture, Speech, and Graphic Organizers as Semiotic Resources for Summarizing: A Two-Case Analysis of the Genesis of Meaning Asian EFL Journal. Professional Teaching Articles. November 2010, Vol. 48 Weninger, C. and Kiss, T. (2014) Culture in English as a Foreign Language (EFL) Textbooks: A Semiotic Approach. TESOL Quarterly 47(4), 694-716. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2914 Title A name given to the resource EXTENDING BEYOND THE CLASSROOM: SEMIOTICS AND CULTURE IN EFL COURSES Author Author Kucukalic, Lejla Abstract A summary of the resource. This essay describes a semiotic analysis exercise designed to enhance students’ cultural and critical literacy, a skill necessary for language comprehension, pragmatics, and proficiency (Liton and Madanat). Rather than observing and comparing cultures as monolithic and unchangeable, students are encouraged to develop complex cultural understanding based on the reading of their surrounding semiosphere. Following Yuri Lotman’s concept of “semiosphere,” defined as a totality of signs in a certain system, students apply semiotic analysis on their local physical and media space in order to understand the signifying processes in their hybrid cultural environment. Rather than looking at the target culture as a separate Other, students observe the incursion of that culture into their own environment. The relevance of this approach is ensured by the system of signs in the Gulf – its semiosphere - being heavily influenced by mixing of Arabic and English, as well as Filipino/Tagalog, Bengali, and Hindi languages, by entertainment and media outlets of multiple cultures, and the logoed and branded presence of multinational companies. The semiosphere of the Gulf involves an array of signals that function both on the global and local scale, what Yuri Lotman describes as “a semiotic continuum filled with multi-variant semiotic models situated at a range of levels.” The exercise described in this paper invites students to use semiotics for analysis of culture and its objects, in turn increasing their integrated motivation, their agency, and their cultural literacy by getting them involved in “the processes of reflection and negotiation through which shared cultural understanding emerges” (Weninger and Kiss) while relying on standard practical techniques for teaching culture in the EFL classroom, “noticing,” “prediction,” and “research” (Cullen and Sato) Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015-09 Keywords Keywords. Article PeerReviewed L Education (General),P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/ced7df858fcdd27865500264a840b54e.docx c33ba1a781a22326fd57edd644b01c13 https://omeka.ibu.edu.ba/files/original/f1fd664dc507035b501306b6c9e61ca6.pdf c82c1d294d594bc742db42d19591ae9d PDF Text Text Extent of Self-Mention Reference in Serbian Academic Discourse Gordana Vekarić & Gordana Jelić University of Belgrade / Belgrade, Serbia Key words: self-mention, academic discourse, research articles ABSTRACT The aim of this paper is to investigate the use of authorial self-mention in the corpus of research articles written by the Serbian authors. Recent research of the academic texts published in English has shown that authors tend to represent themselves more explicitly than they used to, being aware that it may improve their communication with readers. Authorial presence can be realized through different linguistic markers such as the use of first person pronouns and metadiscourse. We wanted to see whether there were discrepancies in deployment of these rhetorical strategies in two disciplines, one belonging to hard and the other to soft sciences. The study showed significant underuse of authorial reference by Serbian authors in both fields. Obviously, they opt to avoid representing themselves, especially when making arguments or claims. The reason of this is quite complex. For decades, the authors in Slavic academic community were taught to use exclusively first person plural pronoun, even when they were the only authors of their papers, because “that was the appropriate way to declare themselves as the members of academic community as well as to demonstrate their academic modesty” (Blagojević, 2009). As many linguists have proven that academic prose is not completely impersonal, we think that such stance of the Serbian scholars may impede the impression they make when subsequently writing for the international professional and academic community. Therefore, when teaching academic writing, we, as EAP teachers, should point out the significance of appropriate writing conventions in English language. By introducing self-mention references in their piece of writing, our students, future experts in their disciplines, will gain credibility among the members of their respective discourse communities, displaying confidence in their own evaluations and commitment to their ideas. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2059 Title A name given to the resource Extent of Self-Mention Reference in Serbian Academic Discourse Author Author VEKARIC, Gordana JELIC, Gordana Abstract A summary of the resource. Key words: self-mention, academic discourse, research articles ABSTRACT The aim of this paper is to investigate the use of authorial self-mention in the corpus of research articles written by the Serbian authors. Recent research of the academic texts published in English has shown that authors tend to represent themselves more explicitly than they used to, being aware that it may improve their communication with readers. Authorial presence can be realized through different linguistic markers such as the use of first person pronouns and metadiscourse. We wanted to see whether there were discrepancies in deployment of these rhetorical strategies in two disciplines, one belonging to hard and the other to soft sciences. The study showed significant underuse of authorial reference by Serbian authors in both fields. Obviously, they opt to avoid representing themselves, especially when making arguments or claims. The reason of this is quite complex. For decades, the authors in Slavic academic community were taught to use exclusively first person plural pronoun, even when they were the only authors of their papers, because “that was the appropriate way to declare themselves as the members of academic community as well as to demonstrate their academic modesty” (Blagojević, 2009). As many linguists have proven that academic prose is not completely impersonal, we think that such stance of the Serbian scholars may impede the impression they make when subsequently writing for the international professional and academic community. Therefore, when teaching academic writing, we, as EAP teachers, should point out the significance of appropriate writing conventions in English language. By introducing self-mention references in their piece of writing, our students, future experts in their disciplines, will gain credibility among the members of their respective discourse communities, displaying confidence in their own evaluations and commitment to their ideas. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/478a6ae5bd5c4a1c391a72aed41a2273.docx 1352db8aaa45d9b52dfb8e1e5570df1b https://omeka.ibu.edu.ba/files/original/3a22ad7379cba99a40b05a3b5c6274b8.pdf 1e7940270f688355a9cf92b5cbff78d8 PDF Text Text External Environment Analysis: A Focus on SME’s in the Republic of Macedonia Izet Zeqiri South East European University Macedonia i.zeqiri@seeu.edu.mk Brikend Aziri South East European University Macedonia b.aziri@seeu.edu.mk Abstract: External environment analysis during the last couple of decades has become one of the main issues in contemporary business organizations. The main objective of this paper is not to simply address the widely spread and accepted body of knowledge in the field of external environment analysis, but rather to provide a description insights regarding the implementation of the widely known techniques for external environment analysis by SME’s in the Republic of Macedonia, more particularly in the Pollog region . The paper is based on a practical questionnaire analysis of SME managers in the Republic of Macedonia and strives to provide insides regarding the degree to which external analysis is conducted by the companies and determine the main barriers influencing their implementation. Keywords: external environment, techniques, SME, Macedonia. 154 �154 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2615 Title A name given to the resource External Environment Analysis: A Focus on SME’s in the Republic of Macedonia Author Author ZEQIRI, Izet AZIRI, Brikend Abstract A summary of the resource. External environment analysis during the last couple of decades has become one of the main issues in contemporary business organizations. The main objective of this paper is not to simply address the widely spread and accepted body of knowledge in the field of external environment analysis, but rather to provide a description insights regarding the implementation of the widely known techniques for external environment analysis by SME’s in the Republic of Macedonia, more particularly in the Pollog region . The paper is based on a practical questionnaire analysis of SME managers in the Republic of Macedonia and strives to provide insides regarding the degree to which external analysis is conducted by the companies and determine the main barriers influencing their implementation. Keywords: external environment, techniques, SME, Macedonia. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/c3a443dcc8e4030a7ea92a6d8b970c0d.pdf 113455089feb9c0e8212512878605116 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo External Trade Policy of Bosnia and Herzegovina: Effect on Unemployment Tarik Denanovid International Burch University, Sarajevo, Bosnia and Herzegovina tarikcenanovic@yahoo.com Erkan Ilgün International Burch University, Sarajevo, Bosnia and Herzegovina eilgun@ibu.edu.ba This study investigates the impact of external trade of unemployment in B&H from 2007 to 2012 on monthly basis. Data for unemployment and international trade is collected from “Agency for statistics in B&H”. Analyze is done in SPSS, firstly is made calculations in descriptive statistics to show minimum, maximum and average unemployment, export, import and trade deficit. Then it is used regression analysis, in whose model unemployment is dependent variable, while export, import, trade deficit, minimum wages, net salaries, GDP, inflation rate and industrial production growth rate are independent variables. Result showed that export, minimum wages, net salaries, GDP, inflation rate and industrial production growth rate are effecting unemployment. This analysis should help government and CEO to improve export, GDP, inflation, industrial production, salaries and to reduce import and unemployment. Keywords: International Trade, Export, Import, Labor Market, Unemployment, GDP, Wages, Inflation. 264 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1610 Title A name given to the resource External Trade Policy of Bosnia and Herzegovina: Effect on Unemployment Author Author ĆENANOVIĆ, Tarik ILGUN, Erkan Abstract A summary of the resource. This study investigates the impact of external trade of unemployment in B&H from 2007 to 2012 on monthly basis. Data for unemployment and international trade is collected from “Agency for statistics in B&H”. Analyze is done in SPSS, firstly is made calculations in descriptive statistics to show minimum, maximum and average unemployment, export, import and trade deficit. Then it is used regression analysis, in whose model unemployment is dependent variable, while export, import, trade deficit, minimum wages, net salaries, GDP, inflation rate and industrial production growth rate are independent variables. Result showed that export, minimum wages, net salaries, GDP, inflation rate and industrial production growth rate are effecting unemployment. This analysis should help government and CEO to improve export, GDP, inflation, industrial production, salaries and to reduce import and unemployment. Keywords: International Trade, Export, Import, Labor Market, Unemployment, GDP, Wages, Inflation. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/eb9c557b93d1dd89a9ac7bc58b21d992.docx de62ff36263143ffd150c3beb469c80d https://omeka.ibu.edu.ba/files/original/ea73d3910c6f42bdce6ff3054b097f65.pdf 8a672b35f0924aff90936b5c8770efde PDF Text Text Facilitation Potential of the Mnemonics for the Teaching of Japanese Vocabulary Cahit Kahraman & Bugra Zengin Namik Kemal University/ Tekirdag, Turkey Key words: Mnemonics, memory strategies, Japanese vocabulary, Turkish Learners, materials development ABSTRACT Vocabulary is the most important component in learning a foreign language. Use of mnemonic devices can facilitate and speed up the learning process. Therefore, learners and teachers should be taught how to produce effective mnemonics. Whether this strategy education can be simplified is a question worth exploring. The same holds true for the teaching of Japanese in Turkey. The aim of this study has been to analyze and explore patterns in the qualities of the mnemonics sample prepared by the researchers conducting the study aiming to facilitate the Japanese vocabulary learning of Turkish students. The target words were selected randomly from a Japanese-Turkish dictionary. Investigating the sample, it has been detected that it is possible to build connections in terms of both phonological similarity and semantic relations. Teachers of Japanese can gain insight from the research on form meaning connections as they are believed to have a positive impact on learning a foreign language. Out of the foreign languages taught in the formal teaching settings in Turkey, English is the most common one. If those taking English classes are taught how to use memory strategies, its effects will transfer to the learning of another foreign language considering the positive effects of prior learning. Previously learned English vocabulary can be used in writing mnemonics in case Turkish words can not be used to make mnemonics. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1728 Title A name given to the resource Facilitation Potential of the Mnemonics for the Teaching of Japanese Vocabulary Author Author KAHRAMAN, Cahit ZENGIN, Bugra Abstract A summary of the resource. Key words: Mnemonics, memory strategies, Japanese vocabulary, Turkish Learners, materials development ABSTRACT Vocabulary is the most important component in learning a foreign language. Use of mnemonic devices can facilitate and speed up the learning process. Therefore, learners and teachers should be taught how to produce effective mnemonics. Whether this strategy education can be simplified is a question worth exploring. The same holds true for the teaching of Japanese in Turkey. The aim of this study has been to analyze and explore patterns in the qualities of the mnemonics sample prepared by the researchers conducting the study aiming to facilitate the Japanese vocabulary learning of Turkish students. The target words were selected randomly from a Japanese-Turkish dictionary. Investigating the sample, it has been detected that it is possible to build connections in terms of both phonological similarity and semantic relations. Teachers of Japanese can gain insight from the research on form meaning connections as they are believed to have a positive impact on learning a foreign language. Out of the foreign languages taught in the formal teaching settings in Turkey, English is the most common one. If those taking English classes are taught how to use memory strategies, its effects will transfer to the learning of another foreign language considering the positive effects of prior learning. Previously learned English vocabulary can be used in writing mnemonics in case Turkish words can not be used to make mnemonics. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/87f282c52eb717f154f9cf146cb4f5d5.doc 5ecb19593ccd100f1536f5a78a8547ff https://omeka.ibu.edu.ba/files/original/74469164765c92ef66ed48a6590a758f.pdf 1ef7ab695d55f335441733a38055bda7 PDF Text Text 1st International Annual Student Symposium Morphology of Bosnian language Lejla Ćosović International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT Morphology is science that deals with formation of words, types of words and their forms. Morpheme is smallest language unit or smallest language unit or smallest part of word which has a meaning. Morphemes are divided base on their meaning to lexical and grammatical. Lexical morphemes are non-linguistic wearers of word’s meaning. They are divided into those of the root and derivative ones. Morphemes of the root wear basic lexical meaning. It is invariable. This is actually root of word which reflects its origin and similarity according to meaning within the family of words. The remaining lexical morphemes are there to derivate new words from rooted morpheme, and this is why they are named derivative morphemes. Facing foreign culture challenge in foreign countries for students Erkam Sagdic International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT This paper examines the situations of students that face the challenges. In foreign countries, the biggest problems of students which are faced by students are language, culture shock, homesickness, expense, and etc. It’s hard to live instead of studying in colleges for students. For learners being with foreign culture it’s hard to learn second language or foreign language, on the other hand if the students do not know that culture or traditional they cannot adopt easily because in his/her own language do not have loan words they cannot 40 | �BOOK OF ABSTRACTS translate to learn. The first and most daunting task for international students is adapting to the culture of country where they begin to live for studying. International students may be highly motivated and hard-working, but they faced many challenges as some of the highest achievers among their peers, international students offend feel limited by their communication skills and cultural awareness, and equally frustrated by their lack of professional network in their host country. Despite all those years English class prior to enrolling in a university oversea, international students still have great challenge with communication. Speaking and conversation abilities are typically less developed than reading and writing, and international students may be shy or insecure about speaking up in their host country as a result. Another big problem among international students is funds problems. Fee which universities charge from international students is pretty high as compared to local students. Home sickness is very much prevalent among those who came out from their homes for the first time. Students also have some internal conflicts within themselves. Work load, most of the students here face problems because of the amount of work load on them. They need to study more as full time students, part time jobs, looking after themselves. Ten English words and its equivalent in BSC language Elvin Hodžić International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT Internet- similar in BCS language internet means the same. Usage is high as in add, so in all day activities. WI-FI- pronunciation is the same (wai fai) in BCS language. Word is just borrowed and established in BCS language structure and grammar. Džip eng. Jeep is a borrowed word which change language structure and accommodate in BCS language. DžIp (Jeep) is used as a name of the vehicles similar to Jeeps models. Never mind which manufactures. | 41 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1417 Title A name given to the resource Facing foreign culture challenge in foreign countries for students Author Author SAGDIC, Erkam Abstract A summary of the resource. This paper examines the situations of students that face the challenges. In foreign countries, the biggest problems of students which are faced by students are language, culture shock, homesickness, expense, and etc. It’s hard to live instead of studying in colleges for students. For learners being with foreign culture it’s hard to learn second language or foreign language, on the other hand if the students do not know that culture or traditional they cannot adopt easily because in his/her own language do not have loan words they cannot translate to learn. The first and most daunting task for international students is adapting to the culture of country where they begin to live for studying. International students may be highly motivated and hard-working, but they faced many challenges as some of the highest achievers among their peers, international students offend feel limited by their communication skills and cultural awareness, and equally frustrated by their lack of professional network in their host country. Despite all those years English class prior to enrolling in a university oversea, international students still have great challenge with communication. Speaking and conversation abilities are typically less developed than reading and writing, and international students may be shy or insecure about speaking up in their host country as a result. Another big problem among international students is funds problems. Fee which universities charge from international students is pretty high as compared to local students. Home sickness is very much prevalent among those who came out from their homes for the first time. Students also have some internal conflicts within themselves. Work load, most of the students here face problems because of the amount of work load on them. They need to study more as full time students, part time jobs, looking after themselves. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics,PR English literature Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 909 Title A name given to the resource Facing Foreign Culture Challenge in the Classroom Author Author MarkoS, Marin Abstract A summary of the resource. The relationship between teaching, culture and language is extremely complex for a teacher teaching foreign students in a foreign language, given the lack of the common frame of reference on which to rely as guidelines for the teaching process in terms of organization, methodology and desired outcomes. The assumption that the use of a common language (English) will solve the problem of communication and bridge possible differences is ungrounded since both teachers and students presuppose certain values and cherish expectations that are deeply culture-bound. The workshop addresses three issues: variations in perception and understanding of the teaching process across educational institutions seen as indexical to underlying cultural differences; varying expectations and attitudes to learning and patterns of students and teachers’ behaviour interpreted as reflecting the differing basic concepts of time, space, self and social relations acquired in the process of primary socialization; and foreign language (English) as representation of the world of secondary socialization through which cultural experience and knowledge are reorganized. Working on examples from different settings (including their own) the participants will consider their own assumptions and get aware of a number of sensitive issues that the teacher has to face. To solve those issues the teacher has to create “the third space”, where expression of differences may be welcome and creatively transformed through exchange of ideas, feelings and experiences allowing for a critical appraisal of native and other cultures alike and enabling a smooth transition between multiple identities that students are becoming aware of. The use of English restricted to “the code for communication” and void of its cultural baggage will not prevent the linguistic and cultural transfer between the languages and cultures of primary and secondary socialization, but can mitigate the cultural shock and anxiety caused by the uncertainty of a foreign environment. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics