150 10 3494 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. 3355 Title A name given to the resource INTELEKTUALNA TRAUMA U DJELIMA (NE)BRITANSKOG KNJIŽEVNIKA HANIFA KUREISHIJ Author Author MUSTAFIC, Alma Abstract A summary of the resource. Dvadeseto stoljeće je obilježeno razvojem islamskih zemalja koje su se nastojale individualizirati. U 21. stoljeću svijet je usmjerio svoju pažnju na „fenomen“ zvani arapsko proljeće. Demonstracije i neredi su označeni kao novo buđenje muslimana širom svijeta. Mnogi od kojih su se odlučili na napuštanje svojih, neredima pogođenih, zemalja i potraže utočište u jednoj od zapadnih zemalja, ostavljajući pritom iza sebe dio svog identiteta i suočavajući se poteškoćama asimilacije u novo društvo. Osamdesetih godina 20. stoljeća motivi imigracije muslimanskog stanovništva sa područja Paksitana, Irana, Iraka, Libanona i Afganistana primarno su bili socio ekonomske prirode.Vremenom, masovno prisustvo muslimana u zemljama poput Engleske i Francuske postalo je izazov lokalnom stanovništvu. Zapad je muslimane počeo doživljavati kao direktan izazov kolektivnom identitetu i tradicionalnim vrijednostima što je dovelo do donošenja odluke o zabrani nošenja hidžaba i nikaba u javnosti u pojedinim zemljama. Danas, silni Zapad koji se deklarisao demokratičnošću, tolerancijom i otvorenošćcu prema drugim kulturama i religijama, testira sve to, rastom prisustva islamske tradicije i vrijednosti. S druge strane, zbog osjećaja neprihvaćenosti pa možda i nedovoljne asimilacije u društvo u kojem žive, muslimanski imigranti nalaze se u strahu od gubljenja vlastitog identiteta, (zabrana nošenja hidžaba/nikaba). Upravo u ovom okruženju Kureishi je pronašao inspiraciju za svoje stvaralaštvo. Fokus ovog rada je problem neuspjele asimilacije likova, muslimanskih emigranata, u opisano britansko društvu, te posljedice koje ima na razvoj njihovih identiteta u romanu Crni Album, Hanifa Kureishija. Glavni cilj rada je definisati faktore koji dovode do neuspješne asimilacije i promjena u identitetima likova, muslimana, u romanu. 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/58e4aa99a2558f629df26d99b4341f6b.docx 699fabe657d0bf83273da8299c89070f https://omeka.ibu.edu.ba/files/original/a30f29e534a292cd029b062d5096e964.pdf c67c1d77ea2632f81cce7f6c0ae22e67 PDF Text Text Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool Maha Fathi Mohamed Misr International University/ Cairo, Egypt Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition. ABSTRACT Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge. The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process. � 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. 1870 Title A name given to the resource Inter-lingual subtitling: A valued linguistics and pedagogical language learning tool Author Author MOHAMED, Maha Fathi Abstract A summary of the resource. Key words: Inter-lingual subtitling, Linguistics, Pedagogical language learning tool, Cultural knowledge, Second language acquisition. ABSTRACT Research on the relationship between subtitling and second language acquisition has focused, for so long, on the question of whether or not watching inter-lingual subtitling of films, TV series, etc. would actually develop one’s language. Not much attention has been paid to the fact of using inter-lingual subtitling as a pedagogical tool in itself. Inter-lingual subtitling as a form of translation can enhance various second language learners’ skills’. By exposure to spoken language, printed texts, visual effects and cultural contexts, inter-lingual subtitling develops learners’ listening skills, writing competencies, linguistic awareness and cultural knowledge. The purpose of the present study is to present a successful pedagogical experiment that involves a number of undergraduate Egyptian students who have studied inter-lingual subtitling (from English to Arabic and Arabic to English) for 3 successive semesters. The study will describe the steps they have undergone during each semester, highlighting problems they have met; the technical problems include spatial limitations, display-time regulations and continuous monitoring of output; semantic issues are translating idiomatic expressions, understanding different dialects, and accents, interpreting cultural allusions and understanding coined words; structural problems address tenses, word order and punctuation; finally, cultural hindrances involve hoe translating certain ideas can completely contradict with students’ beliefs. Also presented will be means by which the above problems have been overcome, the language skills students have acquired, and finally, their overall evaluation of the process. 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/485c4c2ee83614b309977a2e900d4ee6.pdf ba375f78484a386116da8542c7ea7b26 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Inter-national Factors Affecting Tourism Demand among Balkan Countries and Turkey Gürel Çetin İstanbul University, İstanbul, Turkey gurelc@İstanbul.edu.tr Besides having land in Balkans geographically, Turkey has strong historic, cultural and political ties with Balkan geography. Those relations that were established during the reign of Ottoman Empire in the region have been developing during the Turkish Republic as well. Although there was a considerable amount of migration to/from Balkan countries and Turkey, there still is a large amount of Turkish origin citizens in Balkans. Besides cultural ties; international politics and economic relations are important factors affecting tourism flows between countries. In this context Turkey has been playing a pioneer role in establishing stronger relations with Balkan countries. This paper explores impact of political and economic agreements on incoming tourism in the light of Balkan countries and Turkey within the past decade. Over the last ten years both Turkey and Balkans have been undergoing a major transformation both economically and politically. Turkey and Balkan countries have also been enjoying rapid tourism growth for the past decade, despite global problems such as economic crises (e.g. mortgage funds), acts of terrorism (e.g. 9/11), wars and conflicts (e.g. Iraq), epidemics (e.g. H1N1) an extreme weather conditions (e.g. volcanic ash clouds). The current situation and reasons behind the development of bipolar tourist movements within these countries are discussed based on economic and political facts and tourism statistics. Keywords: Inter-national Factors, Tourism, Balkan Countries, Turkey. 136 � 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. 1538 Title A name given to the resource Inter-national Factors Affecting Tourism Demand among Balkan Countries and Turkey Author Author CETIN, Gurel Abstract A summary of the resource. Besides having land in Balkans geographically, Turkey has strong historic, cultural and political ties with Balkan geography. Those relations that were established during the reign of Ottoman Empire in the region have been developing during the Turkish Republic as well. Although there was a considerable amount of migration to/from Balkan countries and Turkey, there still is a large amount of Turkish origin citizens in Balkans. Besides cultural ties; international politics and economic relations are important factors affecting tourism flows between countries. In this context Turkey has been playing a pioneer role in establishing stronger relations with Balkan countries. This paper explores impact of political and economic agreements on incoming tourism in the light of Balkan countries and Turkey within the past decade. Over the last ten years both Turkey and Balkans have been undergoing a major transformation both economically and politically. Turkey and Balkan countries have also been enjoying rapid tourism growth for the past decade, despite global problems such as economic crises (e.g. mortgage funds), acts of terrorism (e.g. 9/11), wars and conflicts (e.g. Iraq), epidemics (e.g. H1N1) an extreme weather conditions (e.g. volcanic ash clouds). The current situation and reasons behind the development of bipolar tourist movements within these countries are discussed based on economic and political facts and tourism statistics. Keywords: Inter-national Factors, Tourism, Balkan Countries, Turkey. 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/27988e8de5c88dde9e43f9bd2e40268f.pdf 9017381796b1f7c1c00f6f74a633093e PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Dudu Evren, Ü., Ç. Kanlıtepe, C. Çıracı, G. Dönmez, 2001. Tuz Göl,’nden (Konya-Türkiye) izole edilen Dunaliella türlerinin gliserol üretim kapasitesinin belirlenmesi. Ege Üniversitesi Su Ürünleri Dergisi, 1. Alg Teknoloji Sempozyumu p, 225-232 (In Turkish). Durmaz, Y., Gökpınar Ş., 2006. Dunaliella salina (Chlorophyceae) Büyümesi Üzerine Tuzluluğun Etkileri. E.Ü. Su Ürünleri Dergisi, pp:121-124. Garcia, F., Freile-Pelegrin, Y., Robledo, D., 2007. Physilogical characterization of Dunaliella sp. (Chlorophyta, Volvocales) from Yucatan, Mexico. Bioresource Technology,pp:1359-1365 Javor, B., 1989. Hypersaline Enviroments: Microbiology and Biogeochemistry. 1st Edn., Springer-Verlag, New York, pp:328. Lamers, P.P., Janssen, M., De Vos, C.H.R., Bino, J.R. and Wijffels, R.H. 2008. Exploring and exploiting carotenoid accumulation in Dunaliella salina for cell-factory applications. Cell Press, pp:631. Kaçka, A., Dönmez, G., 2008. Isolation of Dunaliella spp. from a hypersaline lake and their ability to accumulate glyserol. Bioresource Technology, pp.8348. Massyuk, 1973. Morphology, taxonomy, ecology and geographic distribution of the genus DunaliellaTeod. and prospects for its potential utilisation. Kiev: Naukova Dumka. Massyuk. pp. 312. Taherzadeh, M.J., Adler, L., Liden, G., 2002. Strategies for enhancing fermentative production of glycerol-a review. Enzyme Microbiol. Technol. 31, 53–66. Wang, Z.X., Zhuge, J., Fang, H., Prior, B.A., 2001. Glycerol production by microbial fermentation: a review. Biotechnol. Adv. 19, 201–223. Interactions between chemicals used in aquaculture and environment in terms of sustainable development Muhammet Altunok , Fatih Gülec , Zerife Peker , Klaus Kümmerer Abstract Aquaculture that is the farming of aquatic organisms such as fish, crustaceans, molluscs and aquatic plants, is the fastest growing animal production sector in the world. Global production from aquaculture for human consumption amounted to 73 million tonnes and the value of US$ 110 billion in 2009 and comprised almost fifty percent of the world’s fish supply. Aquaculture, thus, plays an important role in global efforts towards eliminating malnutrition and brings significant health benefits by nutritional well-being. It significantly dominates most devoloping countries in terms of contribution to development by increasing gross domestic product, providing employment opportunities and improving incomes. The potentially adverse impacts of aquaculture that is also threat the sustainability when the sector grows unregulated or under poor management, is of considerable current environmental 118 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo and public interest in the world. Besides eutrophication and genetically modified organisms (GMOs), the main environmental pressure associated with intensive aquaculture is chemicals (antibiotics, hormones, fungicides, pesticides, antifoulants, anaesthetics and disinfectants) used in aquaculture. The intensive systems are often associated with various greater use of different types of antibiotics and chemicals generate very different effects on the environment, mainly on water and sediment quality (nutrient and organic matter loads), natural aquatic communities (toxicity, community structure, biodiversity), and microorganisms (alteration of microbial communities, drug resistant strains). The interactions between humans, antibiotics, bacteria, fish and aquatic environments are poorly understood and recent studies show a significant pollution of surface waters with antibiotics and other chemicals which are potential risk to drinking waters. Moreover, as a vicious circle and often as well, aquaculture is also negatively affected by pollution of water supplies by other human activities (ie: agriculture and industrial activities). The environmental approach to sustainable development can control the use of chemicals to eliminate or reduce any negative effects to an acceptable level. Sustainability requires global action, and therefore an effective solution can be achieved on the basis of environmentallyfriendly management systems towards social-ecological aquaculture to integrate aquaculture, environment and society locally and globally. This paper, consequently, addresses the relevance of the environmental approach to the role of aquaculture in sustainable development. Keywords: Aquaculture, Chemicals, Antibiotics, Environment, Sustainable Development 1.INTRODUCTION Securing a safe and sustainable food supply for an increasing population is one of the world's biggest challenges. Fish and aquatic organisms provide an important source of protein. But, global population demand for aquatic food products is increasing while traditional wildcapture fisheries have reached a plateau. Aquaculture is the farming of aquatic organisms such as fish, crustaceans, molluscs and aquatic plants in ponds and large net-cages. Farming of aquatic organisms is becoming an important source of food in both international trade and subsistence sectors. After growing steadily for the last four decades, it is now a substantial global industry supplying nearly half of the world's supply of fishery products (fish and other aquatic organisms) consumed as food. It may be an alternative supply to the increasing demand for aquatic products, strong international competition, constant change in consumer needs and expectations, and also depletion of fisheries, providing to reduce the pressure on wild stocks. In terms of its economic productivity, the contribution of aquaculture to trade, both local and international, is also increasing. The aquaculture industry has a potential for further development, but there are some problems with environmental concerns and market instability, locally and globally. Eutrophication, genetically modified organisms (GMOs), chemical pollution, exotic species wild fish stocks and pathogens are some examples of the main environmental impact concerns associated with intensive aquaculture (Naylor et al. 2000). Under potential risk of these impacts, without any rules in context of ecological assessment and sustainable practices, it is not to be expected that aquaculture will continue to supply the demand for aquatic products for a long time. 119 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo At this time of strong public concern throughout the world particularly about the impact of aquaculture on human health and environment especially regarding the use of chemicals are reflected in the FAO Code of Conduct for Responsible Fisheries (FAO 1995). In this Code there are several advices, such as the promoting effective farm and fish health management practices (favouring hygienic measures and vaccines), the ensuring safe, effective and minimal use of chemicals (e.g. therapeutants, hormones and drugs, antibiotics and other disease control chemicals), regulating the use of chemical inputs in aquaculture (if they are hazardous to human health and the environment). Status and scope of aquaculture Overall, 80 percent of the world fish stocks are reported as fully exploited or overexploited and are thus unable to withstand additional fishing pressure. The continuing depletion of the world’s fish stocks has led to an increasing demand for aquatic food from aquaculture which has been expanded rapidly worldwide. According to the Food and Agriculture Organization (FAO), the global total production of fish, crustaceans and molluscs, including wild capture and aquaculture, reached to approximately 145 million tonnes in 2009 consisted of 90 million tonnes captured which has been stayed level since 2001, plus 55 million tonnes produced by farms (Figure 1). Aquaculture production has continued increasing at an average annual growth rate of 6.1 percent from 34.6 million tonnes in 2001 to current level and the value of aquaculture production was estimated at USD 105.3 billion in 2009. It is the fastest growing sector of the food economy. About 84 percent of total fishery production (121.8 million tonnes in 2009) was used for direct human consumption. Global per capita consumption has been increased steadily and reached to an average of 18 kg in 2009 with the share of aquaculture production in total food supply at 46 percent. According to FAO projections, it is estimated that in order to maintain the current levels of consumption, an additional 40 million tonnes of seafood will be required by 2030 and global aquaculture production will need to reach minimum 80 million tonnes by 2050 (FAO, 2007). According to the international marketing records 38.5 percent (live weight equivalent) was exported in 2009 and the value reached USD 96.0 billion. The share of developing countries in this percent was 50.6 percent by value and 60.1 percent by quantity (live weight equivalent) in 2009. Figure 1. Trends in world aquaculture production (FAO, 2010) 120 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo All of these statistics show the important role of aquaculture in global efforts against hunger and malnutrition for both developed and developing countries by supplying fish and other aquatic products contain excellent animal protein and other essential fatty acids, vitamins and minerals. It also contributes to food availability to improve global food security. In terms of food quality, aquatic products bring significant health benefits and contribute to nutritional well-being. It can also make important contributions to the social and economic development of countries through improving incomes, providing employment opportunities and increasing the effective use of resources. It significantly contributes to the national gross domestic products in many developing countries. This may provide a more productive investment opportunity for local resources as well as playing important socio-economic role in rural regions. 2.What is sustainability or sustainable development? In general, "sustainability" and "sustainable development" is a concept to guarantee a liveable environment for all people in the long term. In this concept, aquaculture is highly diverse and consists of a broad spectrum of species, systems and practices. Thus, several indicators, codes and guidelines for sustainable development in aquaculture have been evaluated in recent years (Folke and Kautsky, 1989; Subasinghe et al., 2009). Mostly these indicators can generally be grouped into two main categories: Ecological and socio-economical indicators. Ecologic indicators are aiming preservation of a functional environment, while socio-economic criterions are to provide clear economic advantages for aquaculture farmers and social equity to improve the community's welfare in the long term. There is still little known, how sustainability can be increased in aquaculture and there is no complete practicable criteria to certify the sustainability status of aquaculture operations. According to the criteria systems in previous evaluations, sustainable development is an integrative framework involving ecological, economical and social sustainability. Although, all may seem of equal importance, the current focus is primarily on the economy to achieve the competitiveness. However, environmental issue is a very important part of the development process as no activity in aquaculture will take place if there is not good quality water resources left. Economy and society fundamentally rise up on the natural world and resources, and these are serving to improve the standing of environmental concerns. Therefore, sustainable development in aquaculture industry must be environmentally friendly that means conserving land, water and wildlife resources. Along with too much complexity in sustainable development of aquaculture, there are many concerns about environmental indicators containing two important components, resource use and pollution. In this respect, the sustainable use of natural resources was described by EU Commission in 6th Environmental Action Programme (6 EAP) as: "the consumption of resources and their associated impacts cannot exceed the carrying capacity of the environment and the linkages between economic growth and resource use must be limited". Water resources are essential for life and health besides food and other products put huge demands. Globally, the problem of water shortage is getting worse as the needs for clean water increase in agriculture, industry and households because wastage and pollution is alarming critical limits day by day. Therefore, everyone must be a part of efforts to conserve and protect the water resources. Aquaculture will continue to play an increasing role in fishery products to meet the globally rising demand but the chemicals used in aquaculture put pressure on the environment around 121 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo the world (Costello et al., 2001). As a result of technical development and incorporation of advanced technology much of the fish farming systems have moved from extensive to intensive systems that pose environmental risks and threats to the surrounding ecosystem in rivers, water reservoirs and oceans. Much scientific literatures have identified the environmental risks and impacts of the farming of aquatic organisms in open systems (Costello et al., 200; Buschmann et al., 2009). Another important concern is intensification implies increasing the number of individuals and increase potential for the spread of pathogens. This spreading is requiring greater use of inputs (e.g. disinfectants, drugs) and greater generation of waste products presenting a global threat to both the aquatic environment and consumer safety (Kümmerer, 2009). To date, however, aquacultural chemicals have not been paid sufficient attention to the significant risks that would accompany the growth of the industry. Chemical inputs and current situation of chemical usage in aquaculture Table 1: Analysis of the chemical usage in aquaculture. Wide range of potentially hazardous chemicals used in aquaculture operations. Strengths Disease problems worldwide. Uncontrolled and high local use of aquacultural chemicals. Inefficient control and regulations for chemical usage in aquaculture There is insufficient monitoring of chemical residues for aquatic products. Technical knowledge of chemical analysis specific to aquaculture practices is limited. Weaknesses Concept of carrying capacity models to aquaculture systems are nonexistent for certain locations and particularly closed basins in countries. There is no certification system and guidelines developed for environmentally sound and sustainable aquaculture and not harmonized worldwide. Lack of successful environmentally friendly aquaculture demonstration sites for extension purposes nationally. Sustainable and environmentally sound aquaculture practices will reduce the pressures on environment. Opportunities Increasing awareness in local and international. Generating public environmental awareness and education Developing of technology and knowledge on the chemicals used in aquaculture. Inefficient waste management in aquaculture. Threats There is still no monitoring system for aquacultural chemicals in environment. Lack of institutional infrastructure to facilitate sustainable aquaculture 122 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo development. Low technical level of fish farmers. Lack of knowledge of the environmental impacts of aquacultural chemicals. The aquaculture industry is a kind of agricultural sector and chemicals developed originally for animal husbandry but now it common use in both. The chemicals are also essential for increased and controlled production of progeny in hatcheries, increased feeding efficiency, improvement of survival rates, control of pathogens and diseases, and reduction in transport stress (Howe et al., 1995). However, effects of chemicals on the aquatic environment have not been specifically evaluated. The lack of data on their use has complicated the problem. The chemicals used in aquaculture includes soil and water treatments, fertilisers, disinfectants, herbicides, antibacterial agents, other therapeutants, pesticides, feed additives, anaesthetics and hormones. Antifoulants: are used on solid surfaces, ropes and generally on nets in cage aquaculture systems. Even if the antifoulants are generated and used for protection of boat surfaces, they are also used to treat nets and this usage must be of concern if used in fish culture. Disinfectants: are applied as external treatment for fish and especially for eggs and fry. These agents are applied directly in aquatic environment and some of them could be very persistently toxic to aquatic life at low concentrations such as formalin. Farmers will be ensure that the potential for contamination of the environment will be able to minimised. Pesticides: generally are used to control ectoparasits in fish culture. Some of them such as organophosphates may produce vital effects on the health of farm workers. Anaesthetics: are used in stripping of broods and during transport of fish in aquaculture to sedate and calm the aquatic organisms. Hormones: plays an important role to control and induce ovulation for the control of reproduction as well as sex control for mono-sex production in aquaculture. Veterinary pharmaceuticals: are applied in aquaculture as medicated feed and diluted in water and most of them are preferred to prophylactic use rather than against diseases in many countries. Therefore, using of these therapeutic agents are controlled by drug licensing programmes, monitoring of limits on tissue residues and for environmental residues to minimise the risks in terms of human and environmental health. Heavy use of antibiotics in aquaculture: Antimicrobials have been applied in aquaculture for over 50 years and its use has grown both in numbers and quantity, as the problem of diseases has increased. Although they were highly successful at first, improper using led to problems, and concern is now centred on treatment failures. Moreover, it is now an expanding problem for human and animal health and for the environment. Antimicrobial compounds are persistent and can exhibit toxicity in sediments, and can therefore affect the natural microbial community near aquaculture sites (Herwig and Gray, 1997). This residue potential may disturb the balance of the environmental micro-flora. One of the major concerns with use of antibiotics (from any source) is the potential for bacteria to develop resistance to the compounds and for the resistance traits to be manifested in other bacteria including human pathogens (Guardabassi et al., 2000). Treatments may fail for 123 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo several reasons, but probably the most consistent and fundamental cause of their failure is the emergence of resistant bacteria. The risk posed to human health by disturbance of the gastrointestinal flora, selection of resistant strains and allergies is also addressed elsewhere. Quantities of antibiotics used in aquaculture are small compared to other forms of food production and published data show the use of antibiotics in aquaculture has been diminishing in some areas by regulations. Despite the low relative usage of antibiotics in aquaculture compared to other food production systems, their use remains an issue of concern as aquaculture is often practiced in relatively pristine environments and the exact quantities applied directly to water. All of the chemicals were not originally developed for aquaculture use and environmental residues have been ignored. Therefore, it is difficult to estimate the size of risk because of the lack of knowledge on the biological responses to chemical residues in receiving waters and on the concentrations in farm's surrounding environment (sea, effluents and sediments). It is also little known that fates of chemicals in the aquaculture system and the residues in cultured and wild organisms. The picture is yet more bleak for environment with regard to the interactive effects of multiple chemicals in relation to biological effects. Human health and environmental concerns regarding the use of chemicals in aquaculture are reflected in the FAO Code of Conduct for Responsible Fisheries (FAO 1995). In this Code there are several advices, such as the promoting effective farm and fish health management practices (favouring hygienic measures and vaccines), the ensuring safe, effective and minimal use of chemicals (e.g. hormones, therapeutants, antibiotics and other disease control chemicals), regulating the use of chemical inputs in aquaculture (if they are hazardous to human health and the environment). A demonstration of an aquaculture activity from Turkey Aquaculture has been developed in Turkey rapidly. Commercial aquaculture production in marine and inland waters takes place all over the country. By 1995 there are approximately 800 fish farms (mainly producing rainbow trout) in inland waters and 400 marine fish farms (mainly seabream and seabass) in operation in the country. However, little detailed information is available on the environmental impacts of this industry. Environmental assessment strategies for aquaculture operations were developed and proven in some countries. However, the application of such strategies would be inappropriate without modification and adaptation to the ecological particularities of the environments where aquaculture operations located. Problems and antimicrobials vary from farm to farm (e.g. cultured species, diseases, different capacities of surrounding environments, climate, level of eutrophication, composition and diversity of fauna and flora) and require site-specific environmental risk assessments. Available data show that large quantities of antibiotics have been applied in the aquaculture operations in Turkey. As being reference for local intensity, the selected river basin is located in the south-western of Turkey. There are 16 trout fish farms in various capacities (totaly appr. 10.000 tonnes/year), including family farms (100 tonnes/year) and businesses (3.000 tonnes/year). Figure 1. Fish farms on Esen River in Fethiye (Turkey) 124 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Antimicrobials and disinfectants are generally used prophylactically and therapeutically in these farms; Oxytetracycline (appr. 700-800kg/year),Tribrissen (Sulphadiazine/Trimethoprim) (appr. 750 kg/year), erythromycin (appr. 400 kg/year) and the others which are used appr. 100-200 kg/year, e.g. enroflaxacin, amoxicillin, doxycyline, florfenicol and last one is formaldehyde used as a disinfectant (appr. 3500 liter/year), (Altunok, personal communication). Previously published literatures suggest that, in general, only 20-30% of antibiotics are actually taken up by fish from medicated food; thus, approximately 70-80% reaches the environment (Samuelsen, 1989). For example, the apparent oral bioavailability of oxytetracycline in rainbow trout was reported approximately 5-6% (Björklund and Bylund, 1990). Some of these chemicals and compounds have considerable adverse environmental effects, and, therefore their use in aquaculture must be carefully assessed. The fate of such compounds should be carefully addressed locally. Since the environmental impacts and risks are site-specific, environmental approach to sustainable aquaculture development requires the integration of its economic, environmental and social components at local levels towards global motion planning. 3. Sustainability criterions regarding to chemicals The limited availability of natural resources coupled with increasing demand for fishery foods the need to move forward in aquaculture to become more sustainable. Compared to other animal production systems, aquaculture is put under special pressure to become more sensitive to environment because the industry uses important natural resources (freshwater, rivers, wetlands, coastal and open ocean areas). The aquaculture industry is working towards reducing use of chemicals and other artificial substances but there is still not effective precautions and conservation plans regarding to chemical use in aquaculture for the most part of the world. Thus, it appears that global efforts are needed to promote more judicious use of chemicals in aquaculture. These efforts should focus on; -increasing the investment on aquaculture -alternative environment-friendly substances and methods of treatment, - developing of vaccines -developing welfare conditions for fish and other aquatic animals, -developing an overall management system that is widely applicable throughout the world, to monitor and control the chemicals. -using of the chemicals in a manner that does not constitute a hazard to human health and the environment and in accordance with the appropriate legislation. -legislations must be strict and include every possible usage of chemicals (e.g. antibiotics may be used on prescription from a veterinarian for the therapeutic (not prophylactic) treatment. 125 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo -the regulation of discharges. In this regard, site specific discharge conditions may include limits on the location, maximum biomass, types and quantities of chemicals due to requirement for monitoring water and sediment quality locally. - Increasing government support to encourage organic and alternative aquatic food farming. 4.CONCLUSION At present, the fish farms do not treat their effluents and discharge them to the environment increasing the environmental pollution worldwide. Pollution of water resources due to chemicals plays primary role in ecosystem degradation, but chemical analyses alone may not be sufficient to describe the adverse effects of the complex mixtures of chemicals present at contaminated sites. The potential utility of biomarkers for monitoring both environmental quality and the health of organisms inhabiting polluted ecosystems has received increasing attention during the recent years. The complexity of these issues and often the lack of data concerning their effects on aquatic environment as well as the lack of monitoring at field situations and surveillance systems, are the factors limiting the risk analysis process. In addition, the direct consequence of this lack of data is that many hazardous chemicals are not classified, and are therefore sold without appropriate labels or safety data sheets. Thus, many chemicals are used in the workplace while their potential effects on the health of workers exposed to them and on the environment are barely known, or known too late. This insufficiency of data is more pronounced in the most of countries, especially where technology and resources are limited or less available. Therefore, it is urgently needed to be determining the actual quantitative risk of aquaculture chemicals in the environment locally. Furthermore, the policy of safe and effective use of chemicals must be developed. Appropriate strategies must be chosen, according to individual requirements for country’s and region’s. Strengthening research efforts and programs for human training and development, as well as enhancing mechanisms for information exchange and technology transfer, may be encouraged through international collaboration. The development of an appropriate and effective impact assessment and monitoring system for aquatic farms is essential in order to ensure the sustainable development of aquaculture, while taking into consideration other aspects of integrated management of the areas, including tourism, fishery, other industries and environmental protection. REFERENCES Bjorklund, H. and G. Bylund. 1990. Temperature-related absorption and excretion of oxytetracycline in rainbow trout (Salmo gairdneri R.). Aquaculture 84: 363-372. Buschmann, A., Cabello, F., Young, K., Carvajal, J., Varela, D.A., Henríquez, L. 2009. Salmon aquaculture and coastal ecosystem health in Chile: Analysis of regulations, environmental impacts and bioremediation systems. Ocean & Coastal Management 52 (2009) 243–249. Costello, M. J., Grant, A., Davies, I. M., Cecchini, S., Papoutsoglou, S., Quigley, D. & Saroglia, M. 2001. The control of chemicals used in aquaculture in Europe. Journal of Applied Ichthyology 17, 173-180. FAO, 1995. Code of Conduct for Responsible Fisheries. Food and Agricultural Organization of the United Nations, Rome, 41pp. 126 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo FAO. 2007. The role of aquaculture in sustainable development. Thirty-fourth Session. 17-24 November 2007, C 2007/INF/16 Rome. FAO. 10 pp. FAO. 2010. The State of World Fisheries and Aquaculture. Rome. 197 pp. http://www.fao.org/docrep/013/i1820e/i1820e.pdf Guardabassi, L., A. Dalsgaard, M. Raffatellu and J. Olsen. 2000. Increase in the prevalence of oxolinic acid resistant Acinetobacter spp. observed in a stream receiving the effluent from a freshwater trout farm following the treatment with oxolinic acid-medicated feed. Aquaculture 188: 205-218. Folke. C., N. Kautsky. 1989. The role of ecosystems for a sustainable development of aquaculture. Ambio 18: 234-243 Herwig, R.P., and J.P. Gray. 1997. Microbial response to antibacterial treatment in marine microcosms. Aquaculture 152: 139-154. Howe, G.E., L.L. Marking, T.D. Bills and T.M. Schreier. 1995. Efficacy and toxicity of formalin solutions containing paraformaldehyde for fish and egg treatments. The Progressive Fish Culturist 57: 147-152. Kümmerer, K. 2009. Antibiotics in the aquatic environment – A review – Part I. Chemosphere 75 (2009) 417–434. Naylor, R. L., Goldburg, R. J., Primavera, J. H., Kautsky, N., Beveridge, M. C. M., Clay, J., Folke, C., Lubchenco, J., Mooney, H. and Troell, M. 2000. Effect of aquaculture on world fish supplies, Nature, vol. 405, pp. 1017-24. Samuelsen, O.B. 1989. Degradation of oxytetracycline in seawater at two different temperatures and light intensities, and the persistence of oxytetracycline in the sediment from a fish farm. Aquaculture, 83, 7–16. Subasinghe, R., Soto, D. and Jia, J. 2009. Global aquaculture and its role in sustainable development. Reviews in Aquaculture, 1: 2–9 127 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 1 Monthly descriptive statistics and estimated parameters of length-weight relationships for both sexes of S. aurita in the Izmir Bay (central Aegean Sea) from November 2004 to October 2005. (M: male, F: female, n: number of individuals, a and b: parameters of length-weight relationships, 95% C.I of a and b: 95% confidence intervals of a and b, r2: regression coefficient). Weight characteristics TL Range Mean TL W Range Mean W (±SD) Months Sex n (cm) (±SD) (g) November 2004 M 55 19.8-23.5 21.67±1. 07 F 91 18.7-23.5 21.69±1. 16 M 119 19.0-24.0 F 129 M December January 2005 February 128 Length characteristics Relationship parameters a 95% CI of a b 95% CI of r2 b 56.43-96.72 77.62±13.9 8 0.0020 0.00190.0021 3.425 2.7034.147 0.87 4 47.80116.77 81.22±15.6 8 0.0021 0.00100.0032 3.429 2.8993.959 0.88 0 20.04±1. 16 45.46117.10 58.78±14.4 7 0.0018 0.00070.0029 3.453 3.0613.845 0.93 6 18.8-25.5 20.49±1. 56 42.84138.40 64.41±21.0 5 0.0007 0.00040.0010 3.762 3.5024.022 0.97 3 44 21.2-25.3 22.56±1. 01 72.30107.95 85.83±11.2 4 0.0500 0.00590.0941 2.389 1.9092.869 0.66 2 F 102 21.7-25.6 23.22±0. 90 102.31143.32 94.25±13.9 0 0.0023 0.00060.0040 3.380 2.9043.856 0.88 6 M 92 18.1-25.3 21.22±1. 37.15- 68.06±20.6 0.0006 0.0002- 3.777 3.327- 0.94 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo March April May June July 129 71 131.12 7 0.0010 4.227 0 F 90 18.7-24.6 21.85±1. 50 42.70123.23 73.32±19.0 3 0.0008 0.00040.0012 3.715 3.3334.097 0.95 4 M 75 21.6-23.8 22.75±0. 65 83.88119.52 94.67±10.4 6 0.0067 0.00550.0079 3.058 2.3003.816 0.69 3 F 62 22.5-25.0 23.37±0. 83 91.52132.22 102.84±12. 40 0.0083 0.00710.0095 2.989 2.1353.843 0.87 5 M 129 20.4-23.6 22.03±0. 97 62.40-94.87 77.29±11.4 7 0.0064 0.00080.0120 3.035 2.3773.693 0.83 3 F 74 21.3-24.6 22.68±1. 18 96.16112.47 89.63±14.4 6 0.0361 0.00360.0686 2.501 2.0132.989 0.62 7 M 63 22.1-24.6 23.13±0. 83 96.67129.17 106.70±9.8 3 0.1361 0.00690.2653 2.121 1.8832.359 0.68 1 F 72 21.5-25.6 23.79±1. 04 84.97150.75 121.58±16. 77 0.0060 0.00170.0103 3.130 2.6703.590 0.93 0 M 20 20.3-23.7 22.47±1. 68 62.72101.50 91.55±26.4 1 0.0073 0.00720.0074 2.789 2.3093.269 0.89 6 F 81 19.7-25.7 23.38±1. 90 64.54141.00 102.39±22. 55 0.0262 0.00580.0466 2.619 2.1273.111 0.91 7 M 136 18.1-21.1 19.59±0. 99 44.10-64.39 53.52±7.33 0.0203 0.01110.0295 2.645 2.3412.949 0.95 9 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo August September October Overall 130 F 91 18.0-22.6 20.37±1. 57 41.36-80.63 60.74±14.6 3 0.0074 0.00220.0126 2.984 2.5203.448 0.95 4 M 56 15.0-26.5 20.57±3. 33 23.48165.29 73.26±41.0 5 0.0024 0.00190.0029 3.389 3.2573.521 0.99 6 F 84 14.2-28.5 24.55±3. 95 22.39205.80 140.47±57. 74 0.0044 0.00220.0066 3.215 2.8993.531 0.96 3 M 26 16.6-23.9 20.26±2. 61 30.88109.14 66.86±28.5 3 0.0016 0.00070.0025 3.517 3.1253.909 0.99 1 F 78 19.1-25.6 22.98±1. 96 53.84138.82 103.53±26. 64 0.0048 0.00230.0073 3.174 2.8423.506 0.96 6 M 106 19.6-22.0 20.75±0. 53 64.85-87.35 77.02±5.12 0.1010 0.04230.1597 2.189 1.8052.573 0.70 7 F 60 19.5-22.0 21.02±0. 58 71.71-91.73 80.06±5.88 0.0624 0.02130.1035 2.350 1.9182.782 0.79 8 M 921 15.0-26.5 21.32±1. 73 23.48165.29 77.06±21.3 6 0.0033 0.00240.0042 3.279 3.1093.449 0.87 3 F 1014 14.2-28.5 22.29±2. 08 22.39205.80 90.87±31.2 7 0.0025 0.00190.0031 3.375 3.2293.521 0.90 7 M+F 1935 14.2-28.5 21.81±1. 97 22.39205.80 84.03±27.6 7 0.0027 0.00220.0032 3.340 3.2323.448 0.89 8 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo All the LLRs values are given in Table 3. The values for coefficient of determination (r2) for all the length-length parameters of male, female and combined were ˃0.9, and highly significant (p˂0.001). LLRs were measured as TL=a+bFL, FL=a+bSL and SL=a+bTL equation in all sexes and combined. In all the samples together, LLRs are as follows: TL=-1.3284+1.2087FL, FL=1.4623+0.9581SL and SL=0.0000+0.8382TL. The results further indicated that LLRs were highly inter correlated (r2˃0.9, p˂0.01). Table 3 Length-length relationships between total length (TL), fork length (FL) and standart length (SL) of S. aurita in the Izmir Bay (central Aegean Sea) from November 2004 to October 2005 (n: number of individuals, a: intercept, b: slope, r2: regression coefficient). Sex Equation n a b r2 -1.0161 1.1915 0.984 1.1368 0.9761 0.984 SL = a + bTL 0.0000 0.8462 0.999 TL = a + bFL -1.4792 1.2168 0.975 1.6747 0.9469 0.974 SL = a + bTL 0.0000 0.8330 0.999 TL = a + bFL -1.3284 1.2087 0.980 1.4623 0.9581 0.980 0.0000 0.8382 0.999 TL = a + bFL Male Female All FL = a + bSL FL = a + bSL FL = a + bSL SL = a + bTL 921 1014 1948 REFERENCES Avşar, D., (1998). Fisheries biology and population dynamics. University of Cukurova, Faculty of Fisheries, Adana, Turkey, pp. 303 (in Turkish). Bagenal, T.B., & Tesch, F.W., (1978). Age and growth. In: Methods for assessment of fish production in fresh waters, 3 rd edn. T. Begenal (Ed.). IBP Handbook No. 3, Blackwell Science Publications, Oxford, 101-136. Binohlan, C.; Froese, R., & Pauly, D., (1998). The length-length table. In: R. Froese, D. Pauly (Editors). Fishbase 1998: Concept, Design and Data Sources. ICLARM, Manila, pp. 124. 131 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Erkoyuncu, I., (1995). Fisheries biology and population dynamics. Ondokuz Mayıs University, Faculty of Fisheries, Sinop, Turkey, pp. 265 (in Turkish). Froese, R. (2006). Cubelaw, condition factor and weight-length relationships: history, metaanalysis and recommendations. J.Appl.Ichthyol. 22, 241-253. Gonçalves, J.M.S., Bentes, L., Lino, P.G., Ribeiro, J., & Canaroo, A.V.M., (1997). Weightlength relationships for selected fish species of the small-scale demersal fisheries of the south and south and southwest coast of Portugal. Fish. Res., 30(3), 253-256. Koutrakis, E.T., & Tsikliras, A.C., (2003). Length-weight relationships of fishes from three northern Aegean estuarine systems (Greece). J. Appl. Ichthyol. 19, 258-260. Lalèyè, P.A., (2006). Length-weight and length-length relationships of fshes from the Ouémé River in Bénin(West Africa). J. Appl. Ichthyol. 22, 330-333. Moutopoulos, D.K., & Stergiou, K.I., (2002). Length-weight and length-length relationships of fish species of the Aegean Sea (Greece). J. Appl. Ichthyol. 18(3), 200-203. Pauly, D., (1993). Fishbyte section editorial. Naga, the ICLARM Quarterly, 16, pp. 26. Petrakis, G., & Stergiou, K.I., (1995). Weight-length relationships for 33 fish species in Greek waters. Fish. Res. 21, 465-469. Wootton, R.J., (1990) Ecology of teleost fishes. Chapman and Hall, London. Could government legalize illegal settlement by improving their energy efficiency? Janjusevic Jelena, Begovic Radojevic Milica, UNDP, Podgorica; Montenegro Abstract In recent months we are faced with serious budget problems in Montenegro, the solution of which, among other things is seen in reducing the number of employees in state administration. On the other hand, the costs of living are significantly above the disposable budget of households. Particular problem is the high cost of electricity, which recently 132 � 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. 1237 Title A name given to the resource Interactions between chemicals used in aquaculture and environment in terms of sustainable development Author Author Muhammet , Altunok Abstract A summary of the resource. Aquaculture that is the farming of aquatic organisms such as fish, crustaceans, molluscs and aquatic plants, is the fastest growing animal production sector in the world. Global production from aquaculture for human consumption amounted to 73 million tonnes and the value of US$ 110 billion in 2009 and comprised almost fifty percent of the world’s fish supply. Aquaculture, thus, plays an important role in global efforts towards eliminating malnutrition and brings significant health benefits by nutritional well-being. It significantly dominates most devoloping countries in terms of contribution to development by increasing gross domestic product, providing employment opportunities and improving incomes. The potentially adverse impacts of aquaculture that is also threat the sustainability when the sector grows unregulated or under poor management, is of considerable current environmental and public interest in the world. Besides eutrophication and genetically modified organisms (GMOs), the main environmental pressure associated with intensive aquaculture is chemicals (antibiotics, hormones, fungicides, pesticides, antifoulants, anaesthetics and disinfectants) used in aquaculture. The intensive systems are often associated with various greater use of different types of antibiotics and chemicals generate very different effects on the environment, mainly on water and sediment quality (nutrient and organic matter loads), natural aquatic communities (toxicity, community structure, biodiversity), and microorganisms (alteration of microbial communities, drug resistant strains). The interactions between humans, antibiotics, bacteria, fish and aquatic environments are poorly understood and recent studies show a significant pollution of surface waters with antibiotics and other chemicals which are potential risk to drinking waters. Moreover, as a vicious circle and often as well, aquaculture is also negatively affected by pollution of water supplies by other human activities (ie: agriculture and industrial activities). The environmental approach to sustainable development can control the use of chemicals to eliminate or reduce any negative effects to an acceptable level. Sustainability requires global action, and therefore an effective solution can be achieved on the basis of environmentallyfriendly management systems towards social-ecological aquaculture to integrate aquaculture, environment and society locally and globally. This paper, consequently, addresses the relevance of the environmental approach to the role of aquaculture in sustainable development. Keywords: Aquaculture, Chemicals, Antibiotics, Environment, Sustainable Development Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed S Agriculture (General) https://omeka.ibu.edu.ba/files/original/a2efba5468ee04e85f9c649a9d0d1f0f.pdf 00a47ae23f75f2dd6c7fb4bd16b3822b 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/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. 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/. Title A name given to the resource Interactive Budgeting Web App with Long-Term Financial Impact Analysis Author Author Amina Ajkunić Abstract A summary of the resource. Effective personal financial management is a major problem that people all over the world face, particularly in regard to growing living expenses and financial issues. Typical budgeting techniques frequently fall short in offering consumers the interactive and predictive insights necessary to make wise financial decisions. This project presents an interactive web application for budgeting that gives users the ability to make wise financial decisions and plans. Users can classify expenses, track payments, make budgets, and examine the long-term financial effects of their choices with this tool. Combined dynamic features like income and expense forms, interactive spending category charts, and a financial summary dashboard with total incomes, expenses, and net balances are important to its design. In order to create an intuitive and visually appealing interface, the development process combined responsive web technologies like React.js and CSS with a user-centered design approach. The program integrates capabilities to predict possible savings over predetermined timeframes and dynamically modifies aspects such as color-coded transaction lists based on type (income or expenses) to improve usability. Advanced features that help customers reach their financial objectives include future savings predictions and customized financial guidance. The project shows how technology may be used to promote disciplined financial habits and increase financial literacy. Users expressed more trust in the ability to properly manage their finances and connect their spending to goals for the future. The application offers practical advice on reaching financial security and doubles as an educational tool in addition to being a personal budget tracker. Keywords Keywords. budgeting, financial planning, web application, interactive dashboard, savings projection, user-centered design. Language A language of the resource Bosnian language sdp software engineering 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. 972 Title A name given to the resource Interactive Whiteboards: Interacting or Self-Acting? Author Author Toscu, Saliha Abstract A summary of the resource. This paper reports on a study to be conducted to explore to what extent the use of the Interactive Whiteboards (IWBs) affects classroom interaction in an English as a Foreign Language (EFL) context. The participants will be Turkish preparatory class students in a private university in Turkey. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/860690676f6a2db3658d6ad2c21e6632.docx a093c325871b1cd39b28959438584586 https://omeka.ibu.edu.ba/files/original/9239880ad23ce9b7ff244d028e01e4db.pdf 81d3e94d847b090b19c95f266c0144b7 PDF Text Text Intercultural Communication and Language in the Context of Halo Effect - Turks in France-Alsace Region Ali Büyükaslan & Yenal Göksun Marmara Üniversity / Istanbul, Turkey ABSTRACT The halo effect as a psychology term, occupies an important place in interpersonal communication. It defines the one’s judgement by the first impression to be permanent or to influence the following judgements. Migration of Turkish workers into France started at around 1970’s. Workers who sought a role in a new society after migration, struggled for integration with the society. But some issues that were faced during integration process revealed the reality that integration was not a unilateral fact. The perception of first group of workers by French society in the beginning influenced the judgments in the following years. However, tenacity of Turkish workers during their struggle for existence in business and social life occasionally caused some negative cases. Experiences about conserving the cultural identity and usage of mother tongue caused some changes on the process of turning into a new society in the 2000s by the help of developing technology. Now, a new process arose which doesn’t speak about integration but protects the culture and identity as a member of the society they live in and demolishes, more or less, the prejudicies about first generation created by the society. Turks in Alzas region of France protected their cultural identity and mother tongue by watching television broadcast from Turkey and strengthening their relation with Turkey and Turkish language. Educational successes scored by the third generation young Turks started to weaken the impression of previous generations as workers only working and earning money. This change has led them to be acknowledged in the society as educated individuals. As sensitive individuals about culture and identity issues, they helped to create “all different all equal” perception by their communication with the society. In our research, we are going to analyse the evolution process of Turks in Alzas region of France, whose adventure starts being a worker, in accordance with intercultural communication, identity and native language terms � 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. 1701 Title A name given to the resource Intercultural Communication and Language in the Context of Halo Effect - Turks in France-Alsace Region Author Author BUYUKASLAN, Ali GOKSUN, Yenal Abstract A summary of the resource. The halo effect as a psychology term, occupies an important place in interpersonal communication. It defines the one’s judgement by the first impression to be permanent or to influence the following judgements. Migration of Turkish workers into France started at around 1970’s. Workers who sought a role in a new society after migration, struggled for integration with the society. But some issues that were faced during integration process revealed the reality that integration was not a unilateral fact. The perception of first group of workers by French society in the beginning influenced the judgments in the following years. However, tenacity of Turkish workers during their struggle for existence in business and social life occasionally caused some negative cases. Experiences about conserving the cultural identity and usage of mother tongue caused some changes on the process of turning into a new society in the 2000s by the help of developing technology. Now, a new process arose which doesn’t speak about integration but protects the culture and identity as a member of the society they live in and demolishes, more or less, the prejudicies about first generation created by the society. Turks in Alzas region of France protected their cultural identity and mother tongue by watching television broadcast from Turkey and strengthening their relation with Turkey and Turkish language. Educational successes scored by the third generation young Turks started to weaken the impression of previous generations as workers only working and earning money. This change has led them to be acknowledged in the society as educated individuals. As sensitive individuals about culture and identity issues, they helped to create “all different all equal” perception by their communication with the society. In our research, we are going to analyse the evolution process of Turks in Alzas region of France, whose adventure starts being a worker, in accordance with intercultural communication, identity and native language terms 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 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. 889 Title A name given to the resource Intercultural Communicative Competence in Lingua Franca, Multilingualism and Plurilingualism Author Author Drobot, Irina-Ana Abstract A summary of the resource. The purpose of this paper is to understand, from a psycholinguistics approach, how a foreign language may be understood at least partly on the basis of knowledge of one’s native language and perhaps on other languages one has previously learnt. An example of such a situation would be a Romanian native speaker who knows French as a foreign language and English and tries to understand Spanish. The respective speaker would try to make various connections between similar words in Romanian and French mostly as these are languages from the same family as Spanish when trying to infer the meaning of various words. Theories of language comprehension may help in the understanding of the process. A modular view and an interactive view of sentence processing will both be taken into account. “A modular view of sentence processing assumes that the stages involved in reading a sentence function independently in separate modules” while “an interactive theory of sentence processing, such as a constraint-based lexical approach assumes that all available information contained within a sentence can be processed at any time.” (Wikipedia). Theories of language acquisition may also help in explaining this situation, as trying to understand a language one doesn’t know is a first step in beginning to learn the respective language. What is more, this situation helps support the theory of the universal grammar, which states that everybody has an innate language faculty. The abstract system of the Spanish language in our case doesn’t have to be learned, it is already there. Of course, learning is necessary in order to completely master the language, yet there are some intuitive means of understanding it at least partly, based on analogies with other languages. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/87eb3b39069a81bd5aee8053f6cf1b5f.pdf 10284cf74caab49db6002a1954bc9670 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo INTERCULTURAL COMMUNIVATIVE COMPETENCE - Intercultural Dialogue in Teaching Foreign Language LiteratureTatjana Dumitraskovic University of East sarajevo Faculty of Pedagogy,Bijeljina e-mail: tanjadumi@yahoo.com Abstract: In all European countries pluralism and diversity has become an every day reality. To ensure a harmonious interaction between people and groups with different cultural and religious identities, respect for cultural diversity, tolerance, dialogue and cooperation are becoming basic social skills needed by every European citizen. Intercultural learning, intercultural dialogue, intercultural competence must be understood as one of the preconditions for individuals to cope with the new challenges of having to build societies that must be based on respecting people in their diversity. Intercultural learning is an experience which involves all senses and levels of learning, knowledge, emotions, behaviour in an intensive way. Language is one of the most visible elements of culture and in that sense a central aspect in intercultural communication. That is why it must not be used as a means of dominance, but can be one tool of communication. Teaching foreign languages means not only teaching the language itself but to constantly develop intercultural awareness through intercultural communicative competence and intercultural skills. We cannot be competent in a foreign language if we do not understand the culture that has shaped it and how that culture relates to our first language culture. It is not only essential to have cultural awareness, but also intercultural awareness. Intercultural communicative competence is an attempt to raise students` awareness of their own culture, and in doing so, help them to understand other cultures. Key words: intercultural learning, intercultural dialogue, foreign language, intercultural communicative competence INTRODUCTION In all European countries cultural pluralism and diversity has become an every day reality. To ensure a harmonious interaction between people and groups with different cultural and religious identities, respect for cultural diversity, tolerance, dialogue and cooperation are becoming basic social skills needed by every European citizen. Intercultural learning, intercultural dialogue, intercultural competence must be understood as one of the preconditions for individuals to cope with the new challenges of having to build societies that must be based on respecting people in their diversity. What is meant by the word `culture`? All ideas about intercultural learning are built on an implicit or explicit idea about culture. We can define it as a way of life, a set of social practices, a system of beliefs, a shared history or set of experiences. A culture may be synonymous with a country, or a region, or a nationality or it may cross several countries or regions. The most famous model of culture was developed by Edward T. Hall in 1976. It is the iceberg analogy of culture. (Hall 1976) There are some aspects of the culture that are visible, while the larger portion is hidden beneath the surface. The external part of culture is what we see and is the tip of the iceberg. It includes behaviors and some beliefs. It is supported by the much larger part if the iceberg, underneath the water line and therefore invisible. Nonetheless, this lower part of the iceberg is the powerful foundation. It is the internal part of culture and it is below the surface of a society and includes some beliefs and the values and thought patterns that underlie behavior. According to Hall the only way to learn the internal culture of others is to actively participate in their culture. We cannot judge a new culture based only on what we see when we first enter it. We must spend more time in that new culture, get to know its individuals and interact with them. It is the only way to uncover the values and beliefs that underlie the behavior of that society. That is why it is 1169 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo difficult at times to understand people with different backgrounds – because we may spot the visible parts of `their iceberg`, but we cannot at once see what are the foundations that these parts rest upon. What is intercultural learning? The term ``intercultural learning`` can be understood on different levels. On a more literal level, intercultural learning refers to an individual process of acquiring knowledge, attitudes, or behavior that is connected with the interaction of different cultures. But, very often, intercultural learning is seen in a larger context to denote a concept of how people with different backgrounds can live peacefully, and the process that is needed to build such a society. Although there is no clearly defined educational discipline known as ―intercultural learning‖ it can be understood as the process of becoming more aware of and better understanding of one` s own culture and other cultures all around the world. The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding. This can take a lot of forms - intercultural learning can be applied in all fields of education. ( Amorim 2001). Here I suggest some basic principles of importance concerning intercultural learning with special emphasis on intercultural learning in language teaching. Approaching intetrcultural learning: a question of attitude Experiencing Identity Before being able to understand other cultures, we have to know ourselves, our own background and experience. Trying to understand ourselves, our own identity, is a preriquisite to encounter others ( Claire Kramsch 1993) Confidence and Respect Building up confidence is a cornerstone of intercultural learning in order to achieve the openess necessary for a mutual learning process. It requires a lot of patience and sensitivity in order to create a learning atmosphere which enables us to listen each other's opinions and feelings as equals and to promote self-confidence and mutual trust. In this sense it is necessary to: -Give space to everybody's expression; -Value all experiences, talents and contributions; -Discuss our needs and expectations openly. In Dialogue with the «Other» Intercultural learning should be understood as aprocess towards the «other». The «other» is at the heart of understanding. It starts with dialogue and is a process that challenges us to perceive us and the «other» as different but nevertheless complementary. Constant Change and Questioning The experience of intercultural learning is one of constant change. We have open questions and will raise new ones. Therefore, we need to accept that there is not always an answer, but remain in constant search, accepting and welcoming change. So we have to prepare to question our assumptions, ideas and to break away from our old beliefs and traditions. The Potential of Conflict If we see the variety of perceptions different cultures have of time, space, social and personal relations … it appears evident that conflict is sometimes at the heart of intercultural learning. Not every conflict has necessarily a solution but it certainly needs to be expressed. An environment that creates the conditions for sel-confidence and mutual trust should also be an environment where people feel confortable about expressing their: -Insecurities -Doubts -Misunderstandings -Frustrations and -Hurt feelings At the same time these models invite us to discuss the differences without labelling it. We need to develop conflict management skills, while considering complexity when dealing with the notion of culture. Intercultural learning implies a search, means new insecurities, and that carries a natural conflictive potential. Diversity can be experienced as helpful and enriching, towards new forms and 1170 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo new solutions, consequently, we can try to unlock the constructive elements and opportunities of conflicts. Intercultural communicative competence (Intercultural dialogue in teaching foreign language literature) Intercultural learning is an experience which involves all senses and levels of learning, knowledge, emotions, behavior in an intensive way. The comprehension of the complexity of this process demands a lot of us. Language is one of the most visible elements of culture and in that sense a central aspect in intercultural communication. But it is at the same time limited, often a source of misunderstanding. It must thereby not be used as a means of dominance – especially considering different language skills – but can be one tool of communication. That` s why teaching foreign languages means not only teaching the language itself but to constantly develop intercultural awareness through intercultural communicative competence and intercultural awareness skills. Here the role of foreign language teachers is crucial. There will have been points in most teachers` careers when we have stopped to wonder ―What am I actually doing?‖ Being an English teacher for ten years I have often asked that question myself. For too long, we have been concentrating on structures and forms, filling our students up with all the requisite grammar and vocabulary, polishing their pronunciation and encouraging their communicative skills without helping them to be able to genuinely communicate with and understand the real world outside the classroom at all. In my opinion, if our students are to use their language skills to comprehend and communicate in the global village, intercultural awareness is crucial. Intercultural awareness Intercultural awareness in language learning is often talked about as if it were a ―fifth skill‖ – the ability to be aware of cultural relativity following reading, writing, listening and speaking. But, language itself is defined by a culture and culture in language teaching is not an expendable fifth skill, ―tacked on‖, to the teaching of speaking, reading, listening and writing, but the very core it. We cannot be competent in the language if we do not also understand the culture that has shaped and informed it. We cannot learn a second language if we do not have an awareness of that culture, and how that culture relates to our own first language/first culture. It is not only therefore essential to have cultural awareness, but also intercultural awareness. Intercultural awareness is a collection of skills and attitudes better thought of as a competence. Intercultural communicative competence is an attempt to raise students` awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, but a set of practices requiring knowledge, skills and attitudes. ( Alan Pulverness 2000) Raised awareness of what we do and of the vital importance of these skills already makes intercultural communicative competence a more attainable goal. Despite the fact that the competence is more than just a body of knowledge, intercultural awareness skills can be developed by designing materials which have cultural and intercultural themes as their content. Intercultural awareness and perspectives on communication It has been suggested that intercultural awareness consists of having four different perspectives on communication with a different culture. ( Milton 1993). Interculturally students should be able to …. 1. look at their own culture from the point of view of their own culture (i.e. have a good understanding and awareness of their own culture) 2. be aware of how their culture is seen from outside, by other countries or cultures 3. understand or see the target culture from its own perspective ( i.e. understand and be aware of what other people think of their own culture) 4. be aware of how they see the target culture Ways to develop intercultural competence There is, as has been noted earlier, a great gap between knowledge and the ability to use that knowledge in terms of communication and the manipulation of that communication. In order to bridge this gap and frame a relevant syllabus its contents should be made to bear a resemblance to the social contexts. This awareness of the social context can be had from the world of literature which depicts 1171 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo society in all its hues and colors in a language as varied as it is authentic and natural. It is here that the learner might encounter his real world outside the classrooms. The syllabus should include verbal and non-verbal communication, short narratives, short stories, dialogues, conversations, and interviews. These short literary texts will, thus: • help teachers first to acquaint themselves with language use to develop their own competence and understand language as a social phenomenon, and not as an exclusive branch of learning. • transform the classrooms as the stage in which there is real practice of communicative language. • help teachers to consider language as entailing social acceptability; in other words, they can look to classroom language as carrying resemblance with the outside language. As a result, this would raise communication to the level of a social responsibility. • develop the intellectual ability of the learners and expose them to a variety of linguistic and literary expressions and communicative functions of language. • contextualize the language to help the learner to acquire grammar implicitly. • incorporate linguistic competence into communicative competence by putting language into use in different social situations. Literary texts take into account the functions of language in different realistic situations outside the conditioned atmosphere of the classrooms. The employment of such literary components such as narratives, short stories, one - person acts, fables, dialogues and short social situations, will help learners to use different forms of the language in one notion of the language. It will, more importantly, motivate and inspire the learners to know more and keep his or her interest intact. Prof. Charles Blatchford of the Department of English as a second language at the University of Hawaii(1972) opines, ―the study of English literature is a luxury that cannot be indulged during the limited a mount of time allocated to English‖( Charles Blatchford 1972) But, is it really so? Elsa Auerbach in her book, Making Meaning, Making Change says that once the teacher has identified major themes in students' lives with these "ways in," she can use a variety of ready-to-hand "tools" to draw students into the deliberate use of language to address the issues they see as important. These tools can include fables, proverbs, published works of fiction, even children's books. One of the most powerful tools is what she calls "codes," carefully scripted dialogues in which characters reveal very controversial attitudes towards pressing social questions, such as racism, crime, or sexual harassment. By involving students in discussion about these codes, they not only acquire the language to address these issues, but they also begin to learn how to take positions on these issues themselves. ( Elsa Aurbach 1992) Culture and language learning Literary texts include cultural uses of linguistic expressions such as stylistics, pragmatics and semantics. This social communication reflects the usage of different language aspects in the literary texts. Moreover, in the study of language and culture, literary study can make a valuable contribution in tracing the development of the language in all its components and skills. What is more important is that, non- native students need to be exposed to various literary texts in order to be able to consider the others' culture in their international communication. Therefore, the non-native learners' curriculum should include teaching literary texts or literature to facilitate such international communication for the students. Furthermore, literature consists of some lexical items and expressions, which cannot be found in the linguistic texts. Literary texts and literature texts contextualized and socialized language items and lead naturally to the use of actual words and expressions in real situations. As regards the learning of English as a Second language at the higher level, Prof. Blatchford says, ―there may be more justification for literary studies where English is a second rather than a foreign language.‖ ( Charles Blatchford 1973:5) It is an undeniable fact that the resources of language can be fully utilized by taking recourse to literature as an important aspect of language learning. Foreign language teachers can also develop their students` intercultural communicative competence in the foreign language classroom by encouraging them: 1. to produce a guide book, poster or webpage for visitors to their town, country or region. They should not only describe famous sites and places to visit, but also give visitors advice about what they may find strange or unusual about their own culture. 2. to read articles, short stories or extracts from books, newspapers, magazines written by people who have visited the students` town, country or region. 1172 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 3. to familiarize students with sources of information about the target culture. Again, apart from newspapers and websites that can be invaluable source of reading materials here, literary texts often depict and interrogate their own cultures. 4. the non-native teacher has available role to play here, being a person from one culture who has certain amount of knowledge or experience of target culture. If students have visited the target culture, they can recount their experiences by giving a written or oral presentation with advice for other students. If there is no such source available, students can do a creative writing activity – imagining a journey into the target culture with all the problems and misunderstandings they may encounter and creatively resolving them. (Milton 1993) At this step, students can measure their knowledge and awareness of the target culture at the end of a course compared to the beginning of the course. When should we introduce this? Previously, ―cultural awareness‖ has often only been seen as something for advanced learners, an extension exercise that can be ―tacked on‖ to an ordinary lesson. This is partly due to the frequent error of assuming that it is impossible to explain intellectual concepts in level one English. Intercultural awareness, as a fundamental feature of language learning, is important at all levels. How does this affect the role of the teacher? Intercultural learning gives the teacher a role of an educator. This makes many teachers feel uncomfortable, especially with the idea that we may be influencing our students in some way. Are we responsible for transmitting some kind of ideology to our students? I think not. We are just helping them to become more aware of the world around them, and to better interact with that world. These are the most important roles of the teachers. Moreover, EFL teachers tend to have a wide variety of different backgrounds in different disciplines. They may have had the experience of living in, adjusting to and understanding a different culture. It is imperative on the part of the language teacher to provide learners with interesting short stories from the finest treasures of English literature to induce in them a desire to make reading as a habit and develop text reading strategies. Foreign language learners benefit from reading target-language literature because it gives practice in the pragmatic contextualization of linguistic expression. There is a lot they can bring to a job. They are unique mediators of cultural relativity. CONCLUSION Intercultural learning aims at very deep processes and changes of attitudes and behaviors. It implies dealing most of the time with the invisible forces of culture, those beneath the surface. It is a process of discovery that implies personal engagement and questioning from both sides. It implies risks and tensions, but also opportunities and solutions. It is obviously not easy to accompany people in this process. On the one hand, we need courage to go further, to challenge ourselves and others. On the other hand, we have to be very careful and respectful to peoples` needs and the limits of these processes. It is a question of striking the right balance between challenging ourselves to move further away from our assumptions and respecting our differences as equal elements of reality. And that is not always easy. Literature or literary text can bridge, to a large extent, the acute realization of the cultural differences that is eating into our understanding of normal and natural human differences. Literature opens the windows to intercultural awareness while at the same time nurturing empathy, a tolerance for diversity, and the fostering of intelligence. Poetry would go a long way in providing language learners with the expansion of their experience of larger human reality which in turn can shape his language and provide more meaning and richness to it. But, very often a reaction of some teachers when faced with these ideas is ―Why bother?‖. There is a feeling that we help our students to communicate anyhow, and that if culture is an integral part of the language then students will just pick it up, that culture is impossible to teach, that we shouldn‘t be seen to be foisting values on our students …. I would say that in order to make our job relevant and meaningful, teaching intercultural awareness is vital. So, the answer to the question that many of us, teachers, have asked ourselves ―What am I actually doing?‖ could be: Helping our students to understand, interact with and – hopefully – change for the 1173 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo better world we all live in. Given the current global situation, there are few jobs more important than this. REFERENCES Kramsch (1993): Claire Kramsch,. Context and Culture Teaching. Oxford University Press Kramsch, (1998): Claire Kramsch. Language and Culture. Oxford University Presss Pulverness (2000): Alan Pulverness. Changing Skies. Swan Communications, Amorim (2001): Luis Amorim Intercultural Learning. Community Foundation Transatlantic Fellowship, Orientation Session, Washington D.C. June 2-4 Blatchor ( 1973) Blatchford, Charles H. Blatchford, Newspapers: Vehicles for Teaching ESOLwith a Cultural Focus, TESOL Quarterly, Vol. 7, No. 2, TESOL Inc. New York Auerbach(1992) Elsa Auerbach. Making Meaning Making Change: Participatory Curriculum Development for Adult ESL Literacy, Mc Henry Inc., Illinois. Milton (1993):Bennet Milton J. ``Towards a Developmental Model of Intercultural Sensitivity``in R. Michael Paige, ed. Education for the Intercultural Experience. Yarmouth, ME: Intercultural Press Bennet (2000): Janet M. Bennett. ``Cultural Marginality:Identity Issues in Intercultural Training,`` in R. Michael Paige, ed. Education for Intercultural Experience. Milton J. Bennet and Janet M. Bennet 1174 � 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. 596 Title A name given to the resource INTERCULTURAL COMMUNIVATIVE COMPETENCE - Intercultural Dialogue in Teaching Foreign Language Literature- Author Author Dumitraskovic, Tatjana Abstract A summary of the resource. In all European countries pluralism and diversity has become an every day reality. To ensure a harmonious interaction between people and groups with different cultural and religious identities, respect for cultural diversity, tolerance, dialogue and cooperation are becoming basic social skills needed by every European citizen. Intercultural learning, intercultural dialogue, intercultural competence must be understood as one of the preconditions for individuals to cope with the new challenges of having to build societies that must be based on respecting people in their diversity. Intercultural learning is an experience which involves all senses and levels of learning, knowledge, emotions, behaviour in an intensive way. Language is one of the most visible elements of culture and in that sense a central aspect in intercultural communication. That is why it must not be used as a means of dominance, but can be one tool of communication. Teaching foreign languages means not only teaching the language itself but to constantly develop intercultural awareness through intercultural communicative competence and intercultural skills. We cannot be competent in a foreign language if we do not understand the culture that has shaped it and how that culture relates to our first language culture. It is not only essential to have cultural awareness, but also intercultural awareness. Intercultural communicative competence is an attempt to raise students` awareness of their own culture, and in doing so, help them to understand other cultures. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics 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. 895 Title A name given to the resource Intercultural Competence in e-learning: an Example of Croatian Author Author Cvikic, Lidija Bosnjak, Marija Abstract A summary of the resource. Modern foreign language teaching approaches emphasize intercultural competence as equally important as communicative language competences (CEF 2011). Thus, there is still no unique theoretical model of interculturalism, intercultural teaching or intercultural competence (eg. Byram 1997, Kramsch 1998, Hu 1995, Goebel & Hesse 2004) and the intercultural concepts can be implemented in language course in various ways. This paper deals with interculturalism in a specific type of a language course: an e-learning course. It investigated the applicability of different theoretical models of interculturalism to an e-learning course of Croatian as a second language HiT-1 (Cvikic, Bosnjak, Kolakovic, 2012) in relation to the technical characteristics of e-learning, course main objectives and student’s needs. It will be also discussed how the intercultural content was implemented in the course, as well as the level of students’ intercultural competence after finishing the course. 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