156 10 3494 https://omeka.ibu.edu.ba/files/original/890775d5575e92ab870d6deb837e2823.pdf 094567cf3c83d7e63d1f9473e485e73e PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Investigation of Treatment of Boron Industries Waste Waters by Nanofiltration Đbrahim Karakaş Department of Chemical Engineering, Engineering Faculty, Atatürk University, Erzurum, Turkey Recep Boncukçuoğlu Department of EnvironmentalEngineering, Engineering Faculty, Atatürk University, Erzurum, Turkey M. Muhtar Kocakerim Department of Chemical Engineering, Engineering Faculty, Atatürk University, Erzurum, Turkey Alper E.Yilmaz Department of EnvironmentalEngineering, Engineering Faculty, Atatürk University, Erzurum, Turkey Abstract: Turkey has the richest boron reserve in the world. Colemanite and Tincal, which are some of the ores produced in Turkey, are used in the production of Boric Acid and Sodium Perborates, respectively. As a result of this production process, the amount of solid waste and wastewater is quite high and in order for these wastes to not cause different environmental problems, they must either be disposed in some way or the boron they contain must be removed. In this study, the removal of boron from synthetic waters by nanofiltration was investigated. It was investigated operational parameters such as boron feed concentration, pH, pressure and flow rate at boron removal experiments. DMSO was used as complex agent and it was thought that DMSO forms a complex with water. Boron removal was not obtained at experiments, which was not used DMSO. The separation of the solid boron compound was studied in a wide range of conditions by nanofiltration (NF). The best result with DMSO was 290 ppm effluent boron concentration for 3000 ppm influent boron concentration with efficiency of 92%. In the final stage, cross-flow membrane filtration was used for the separation of solid-liquid. The result of this study showed that the boron recovery efficiency was as high as 95% from the wastewater. Keywords: Boron, boron removal, membrane, nanofiltration, DMSO 1. Introduction Boron is found in the form of borate in oceans, sedimentary rocks, coal,shale, and soils [1–3].In natural waters, boron is normally found at concentrations lower than 1mg B/L [4], although in seawater boron concentration is around 5mg B/L [5]. Boron concentrations over 3mg/L result in an accumulation in soil and increase toxicity to aquatic life [5,6]. Among the different anthropogenic sources of boron are agricultural products (micro-fertilizers), insecticides, glass manufacturing, domestic products (soaps, detergents, laundry powders), fire retardants, anti-freeze formulations, power generation using coal and oil, insulation and textilegrade fibers, and mild antiseptics [1–4,6]. Boron is one of the most important micro-nutrients for plants, and is essentialfor plant growth. However, boron is beneficialto plants only in small quantities,as excessive amounts are injurious and even lethal.Irrigation with more than 1mg B/L is harmfulto most plants[7]. The sensitivity of plantsto boron ranges from values lower than 0.5 mg/L up to 15 mg/L. Boron is a commonly known drinking water contaminant that affects the reproductability of living 273 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo organisms [8]. Due to itsinteraction with the environment,the boron concentration in both, drinking water and wastewaters discarded to the environment, is strongly limited according to the W H O and European Union regulations [9,10]. The maximum boron levelin drinking water was set at 0.5 mg/L and at 1 mg/L in the case of wastewaters discarded to the environment. Of particular interest is the removal of boron by RO and NF membranes which are nowbeing used increasingly in sea/brackish water desalination and wastewater reclamation. At pH above the pKa of boric acid (9.25 at25 ◦C),theionic borate species predominates and itsremoval by RO and NF membranes is relatively high [11,12]. However, at the pH of natural waters and wastewaters, boron occurs as boric acid and, consequently,the rejection ofthis uncharged species by RO and NF membranes isrelatively low [13,14]. Therefore, meeting the stringentlimits for boron in drinking water as set by the W H O and the EU (0.5 and 1mg/L, respectively) is a major challenge when using RO/NF membranes with natural waters and wastewaters [15,16]. Boron rejection by RO/NF membranes can be increased significantly by adjusting the pH of the feed watertolevels above the pKa of boric acid (i.e.,pH> 9.25).For example, at pH 10, boron rejection was reported to increase to 99 and 93% for seawater and brackish water RO membranes, respectively, whereas at pH 11 the corresponding boron rejection values increased to 99.5 and 99%, respectively [17]. A specially designed, high boron rejection membrane was evaluated by Taniguchi et al. and was shown to reject 94–96% boron at pH 8. With this high boron rejection seawater RO membrane, a single-pass RO operation resulted in low boron concentration in the product water. Other combinations of seawater RO membranes followed by a selective ion exchange resin can achieve higher boron removal, but the cost may be prohibitive due to regeneration of the resins [18]. 2. Experimental All experiments were performed with pure solutions of boron in distilled water. The pH of the solutions was adjusted using either 0.1 M NaOH stock solution or 0.2 M HCl. All chemicals used were of reagent grade quality. In order to assess the influence of different solution properties on the rejection of boron, membrane separation experiments were performed in a bench scale membrane filtration module unit operated at 15-25 bar pressure at room temperature. The unit was equipped with either a NF membrane sheet made of polyether sulphone of 14 cm2 netfiltration area. The solutions were recycled through the membrane from a 10 L feed reservoir and 10 ml permeate samples were collected for analysis as indicated. Solutions of 1500, 3000 and 4500 mg/l average boron concentration were used inthe NF experiments. The influence ofthe feed pH on the complexation and further on membrane rejection was examined in a pH range of 6,5-11,0. All experiments were repeated 2–3 times. Fig. 1 presents a schematic description of the cross-flow test unit. Boron rejection was calculated from the measured total boron concentration in the permeate (Cp) and in the feed solution (Cf) according to the following equation: Re jection = 1 − 274 Cp Cf �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Fig. 1. Schematic description of the batch NF test unit. 1. Me mbrane cell, 2. Feed tank,3. Pomp, 4. Manometer, 5. By-Pass, 6. Flowmeter, 7. Manometer, 8. Control panel, 9. Valf, 10.Changer, 11.Analytic balance, 12. Beher, 13. Computer The parameters used experiments were shown at Table 1 and specifications ofthe membranes were given at Table 2. Parameter Range of parameter Pressure (atm) 15, 20, 25 Flow rate (L/dak) 2, 4, 8 Boron concentration 1500, 3000, 4500 (mg/L) Table 1. Parameters used in nanofiltration experiments Material pH Max. temperature Max. operation pressure(atm) M W C O (Dalton) Hydrophilic polyetersulphon 0-14 95 o C 40 1000 Table 2. Specifications ofthe membranes used in nanofiltration experiments 3. Results and Discussion In this study,it was investigated to removable of boron industrial wastewater by filtration. Nanofiltration was selected as filtration process. Borax solutions with different concentration were prepared. Initial boron concentration, pH, flow rate and pressure were selected as operational parameters. Obtained experimental data shown that boron was not removed by nanofiltration process. Borate molecules size was increased with a chemical substance in order to achieve boron removal by nanofiltration. In the lied this aim, Dimethyl sulphoxide (D MSO) was added to boron solutions. These experiments were replicated. 275 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 3.1. The effect of D MS O amount on boron removal efficiency To evaluate this effect, a series of experiments were performed, using solution containing boron of 4500 mg/L. The effect of D MSO amount on the boron removal was examined at 2.5, 5, 10, 20, 30, 40, 50 and 60mL. Initial pH of 9.35,temperature 293 K, stirring time 15 min and stirring speed of 300 rpm were kept constant in the experiments. Obtained experimentalresults were shown graphically in Figure 2. 100 14 12 80 60 8 40 6 pH % removal 10 4 removal efficiency 20 2 pH 0 3 5 10 20 30 0 40 50 60 DMSO amount, mL Figure 2. The effect of DMSO amount on boron removal efficiency As seen Figure 2, boron removal increased with increasing the D MSO amount. It was thought that increasing boron removal was resultfrom reaction between D MSO and aqueous media. Because ofthisreaction, a fraction of water was not used as solvent. D MSO attached to a fraction of water in solution as following reactions; DMSO.2 H 2 O DMSO → DMSO.H 2 O + H 2 O DMSO DMSO.H 2 O → DMSO.HOH .DMSO (1) (2) D MSO has a characteristic of compose of hydrogen band. W hen D MSO was added to aqueous media,it composed doughty hydrogen band. In this situation, water as used solvent decreased and borax precipitated. 3.2. The effect of boron concentration on boron removal efficiency The effect of initial boron concentration on the boron removal was examined with solutions including boron of 500, 1500, 3000, 4500 and 7500 mg/L. D MSO amount of 30 mL, optimum pH of 9.35, solution temperature 293 K, stirring time 15 min and stirring speed of 300 rpm were kept constant in the experiments. The results obtained were shown graphically in Figure 3. 276 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo 80 70 % removal 60 50 40 30 20 10 0 0 2000 4000 6000 8000 boron concentration, mg/L Figure 3. The effect of boron concentration on boron removal efficiency As seen Figure 3, increasing boron concentration increased boron removal efficiency. The reason of increasing boron removal efficiency was added to constant D MSO amount to solutions. Therefore, constant D MSO amount was decreased the same amount of water as used solvent. The solutions with high initial boron concentration were reached to saturation values. 3.3 Nanofiltration experiments Inthis section ofthe study, nanofiltration was investigated for removal of crystals obtained from reactions between boron and D MSO. Parameters at Table 1 were used in these experiments. The capable of filtration of solutions with boron and DM S O was investigated wit cross flow membrane filtration. The results obtained experiments shown that boron removal efficiency was highest at 15 atm pressure and 4 L/min flow rate. The results obtained from experiments investigating the effect of pressure and flow rate on boron removal were demonstrated in Figure 4 and Figure 5,respectively. 70 60 % removal 50 40 30 20 15 atm 20 atm 10 25 atm 0 0 5 10 15 20 25 30 35 time, min Figure 4. The effect of pressure change on boron removal (4500 mg/L boron concentration, 4 L/dak flow rate) The results obtained from experiment with different initial boron concentration and constant D MSO amount were demonstrated graphically in Figure 6. 15 atm pressure and 4 L/min flow rate were kept constantin 277 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo the experiments. 70 % giderim verimi 60 50 40 2 L/dak 4 L/dak 30 8 L/dak 20 0 5 10 15 20 25 30 35 zaman, dak Figure 5. The effect of flow rate on boron removal (4500 mg/L boron concentration, 15 atm pressure) As seen Figure 6, increasing initial boron concentration increased boron removal efficiency. Increasing boron concentration came near to saturation concentration of borate in solution. Therefore, increasing boron concentration increased removal efficiency with the assistance of constant DMSO amount. 80 70 % giderim verimi 60 50 40 30 1500 ppm 20 3000 ppm 10 4500 ppm 0 0 10 20 30 40 zaman, dak Figure 6. The effect ofinitialboron concentration on boron removal efficiency by nanofiltration References [1] Y. Magara, A. Tabata, M. Kohki, M. Kawasaki, M. Hirose, (1998) Development of boron reduction system for sea water desalination, Desalination 118 25–33. [2] S. Sahin, (2002) A mathematical relationship for the explanation of ion exchange for boron adsorption, Desalination 143 35–43. [3] C. Yazbeck, W. Kloppmann, R. Cottier, J. Sahuquillo, G. Debotte, G. Huel, (2005) Health impact evaluation of boron in drinking water: a geographical risk assessment in northern France, Environ. Geochem. Health 27 419–427. [4] D.L. Harp, (1997) Modifications to the azomethine-H method for determining boron in water, Anal. Chim. Acta 346 373–379. 278 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo [5] A.R. Dincer, (2004) Use of activated sludge in biological treatment of boron containing wastewater by fed-batch operation, Process Biochem. 39 723–730. [6] A.E. Yilmaz, R. Boncukcuoglu, M.M. Kocakerim, B. Keskinler, (2005) The investigation of parameters affecting boron removal by electrocoagulationmethod, J. Hazard. Mater. 125 160–165. [7] L. Melnyk, V. Goncharuk, I. Butnyk, E. Tsapiuk, (2005) Boron removal fromnatural and wastewaters using combined sorption/membrane process, Desalination 185 147–157. [8] R.E Linder, (1990), Effects of acute exposure to boric acid on the male reproductive system of the rat. J. Toxicol. Environ. Health, 31 133–146. [9] WHO, Guidelines for drinking water quality, 3rd ed., vol. 2, WHO, Geneva, 1998. [10] A.J. Wyness, R.H. Parkman and C. Neal, (2003) A summary of boron surface water quality data throughout the European Union. Sci. Total Environ., 314–316 255–269. [11] A. Sagiv, R. Semiat, (2004) Analysis of parameters affecting boron permeation through reverse osmosis membranes, J. Membr. Sci. 243 79–87. [12] M. Taniguchi, M. Kurihara, S. Kimura, (2001) Boron reduction performance of reverse osmosis seawater desalination process, J. Membr. Sci. 183 259–267. [13] D. Prats, M.F. Chillon-Arias, M. Rodriguez-Pastor, (2000) Analysis of the influence of pH and pressure on the elimination of boron in reverse osmosis, Desalination 128 269–273. [14] J. Redondo, M. Busch, J.-P. De Witte, (2003) Boron removal from seawater using FILMTEC high rejection SWRO membranes, Desalination 156 229–238. [15] Council of European Communities, Directive 98/83. (1998)On the quality of water intended for human consumption. EC Official J., L330–L341. [16] WHO. Guidelines for drinking-water quality, first addendum to third edition, vol. 1, 2006 Recommendations, 3rd ed., WHO, [17] C. Fritzmann, J. Lowenberg, T. Wintgens, T. Melin, (2007) State-of-the-art of reverse osmosis desalination, Desalination 216 1–76. [18] M. Taniguchi, Y. Fusaoka, T. Nishikawa, M. Kurihara, (2004) Boron removal in RO seawater desalination, Desalination 167 419–426. 279 � 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. 481 Title A name given to the resource Investigation of Treatment of Boron Industries Waste Waters by Nanofiltration Author Author Karakas, İbrahim Boncukçuoğlu, Recep Kocakerim, M. Muhtar Yilmaz, Alper E. Abstract A summary of the resource. Turkey has the richest boron reserve in the world. Colemanite and Tincal, which are some of the ores produced in Turkey, are used in the production of Boric Acid and Sodium Perborates, respectively. As a result of this production process, the amount of solid waste and wastewater is quite high and in order for these wastes to not cause different environmental problems, they must either be disposed in some way or the boron they contain must be removed. In this study, the removal of boron from synthetic waters by nanofiltration was investigated. It was investigated operational parameters such as boron feed concentration, pH, pressure and flow rate at boron removal experiments. DMSO was used as complex agent and it was thought that DMSO forms a complex with water. Boron removal was not obtained at experiments, which was not used DMSO. The separation of the solid boron compound was studied in a wide range of conditions by nanofiltration (NF). The best result with DMSO was 290 ppm effluent boron concentration for 3000 ppm influent boron concentration with efficiency of 92%. In the final stage, cross-flow membrane filtration was used for the separation of solid-liquid. The result of this study showed that the boron recovery efficiency was as high as 95% from the wastewater. 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/e827d5dc6c5c0b98fc350e40c1568775.pdf b132ec4834178710bd398786c6f1f3cf PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Investment in Human Capital and Economic Growth and the Development of Basic Literacy as the Basic Units of Educational Effects (External aims of education) Hanifa Obralid University of Travnik, Travnik, Bosnia and Herzegovina obralich@hotmail.com Tarik Obralid University of Travnik, Travnik, Bosnia and Herzegovina obralict@hotmail.com Human factor as an essential part of all ongoing in the educational, economic, political, social, cultural, environmental and other plans (external aims of education) directly affects the process of the economic and social development which is directly implied by the educational effects, mainly through the labor productivity growth in a global sense. Education, as a process of socially beneficial and personally applicable knowledge of work in terms of occupation and professions in achieving social communication and social status, is the focus of many scientific disciplines especially pedagogy, psychology and sociology. It is a very complex multitasking, dispersive and variable process with lasting social roles and the basic form of human capital formation. Education recognizes the concept of human capital in its economic aspect through the investment in human capital, and on the other, through the educational production measured by the monetary system. Meanwhile, it is the product of the educational production behavior in the labor market. Therefore, the need of investment in education is required as the mainestablishment of human capital investment and economic growth and development of initial literacy as important determinants of educational effects (external aims of education). Education is one of the main factors for the human capital quality, which is crucial for the international competitiveness of the national economy and sustainable development (Education Policy Analysis, 2002). Thus, in this case, the investment in human capital is concerned. This investment in human capital provides long-term and stable economic growth and the development of basic literacy as determinants of educational effects (external aims in education). Keywords: Human Capital, Educational Effects, Academic Mobility. 146 � https://omeka.ibu.edu.ba/files/original/20775e1406b52763c34ab242bf79388f.docx b4fc8d4b600b11673a4334ab06d619ff https://omeka.ibu.edu.ba/files/original/f3fda2fafb69daebe9532ec31c1e9bf9.pdf 7e1ec79cd42e7db5a2509f529a94a00b PDF Text Text International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Investment in HumanCapital and EconomicGrowthand the Development of BasicLiteracyas the Basic Unitsof EducationalEffects (External aims of education) HanifaObralić Travnik University, Travnik, Bosnia and Herzegovina obralich@hotmail.com TarikObralić Travnik University, Travnik, Bosnia and Herzegovina obralict@hotmail.com Abstract Human factor asan essentialpartof allongoing in theeducational, economic,political, social,cultural, environmental andother plans(externalaims of education)directlyaffects theprocess of the economicandsocial developmentwhich is directly implied by theeducational effects, mainly through thelabor productivity growth in a global sense.Education, as a processof socially beneficial and personally applicableknowledgeof workin terms of occupation and professions inachievingsocial communication andsocial status, isthe focus ofmany scientificdisciplines especiallypedagogy,psychology and sociology. It is avery complexmultitasking,dispersiveand variable process with lasting social roles andthe basicformof human capital formation. Education recognizestheconcept of humancapital in its economicaspectthrough the investmentin human capital,and on the other, through the educationalproductionmeasured bythe monetary system. Meanwhile, it is the product of theeducational productionbehaviorin the labor market.Therefore, the needof investment in educationis required as the main-establishment of human capitalinvestment and economicgrowth anddevelopment of initialliteracyas importantdeterminants ofeducational effects(external aims of education). Education is oneofthe main factors forthe humancapital quality,which is crucialfor the internationalcompetitivenessof the national economyand sustainabledevelopment (EducationPolicy Analysis, 2002).Thus, in this case,the investmentin human capitalis concerned.This investmentin humancapital provideslong-term andstable economicgrowth andthe development ofbasicliteracyas determinantsof educationaleffects (external aims in education). Keywords: human capital, educational effects, academic mobility. Introduction In the overall structural policy, the policy of human factors is dominant in a leading economic and social development. It is a fundamental factor towards achieving the global goals. Qualitative strengthening of human factors is directly related to the widespread educational efforts for quality in education in terms of high-quality construction, equipment of educational institutions and a growing number of academics. Education is one of the main factors of the quality of human capital, which is crucial for the international competitiveness of the national economy and sustainable development 1 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo (Education Policy Analysis, 2002). Thus, human (as it is the part of a human being) capital (because it is a source of income and wealth) in one of its forms includes the education as well. As an irreplaceable factor especially in educational production, it stands for a fundamental factor in the implementation of macro-economic, macro-social and macro-political and other objectives. Therefore, the politics of human factors are more and more taken into consideration in the terms of regional as well as inter-sectorial structural policy. So, we pay more attention to the policy of human factors, which ultimately results in its quality-improvement and that manifests itself in various ways, for example, construction of educational institutions, the requirement of compulsory education in secondary schools, as well as significant increase of students’ number who graduated from secondary schools and higher education institutions, which will lead to the increase of academic citizens in general. The human factor as an indispensable factor of all events in the educational, economic, political, social, cultural, and environmental and other plans directly affect the process of the economic and social development. The development is directly reflected by the educational effects, mainly through the work productivity growth at the global level. Therefore, a human with all his/her characteristics including the education affects the changes in the educational environment (effective environment) applying the acquired knowledge and behavior. Educational effects define an individual, a man, the human factor that is the creator of change and the fundamental indicator of economic, social, cultural and other changes in the educational environment. For example, educational events are manifested through increased mobility of the human factor in a variety of forms, which are determined by the level of completed education, the successful work, years of service, etc. Educational effects and human capital One of the basic elements of the Bologna Process implies transfer of students and tutors, in another word - their mobility. The mobility and the international market of educational services provide suitable opportunities for a different approach. Students' needs for extended knowledge and education in other country at the most prestigious universities are related to the poor facilities and opportunities in their own country. International student exchange programme even before the Bologna Declaration provided and enabled students to complete their studies in another country, or at another more prestigious university. Bologna process has been providing better educational services, greater opportunities to use information and communication technologies and the establishment of compatible curricula that are a new qualitative form of advanced integration. Within the international education, besides social implications (exchange of cultures, acquiring linguistic competence), there are obvious economic benefits which particularly imply the increase of employment and job opportunities. The evaluation of economic benefits, for instance, through employment and job opportunities is a complex process. Educational effects in terms of mobility, therefore, may be clarified in the case of academic mobility, because the Bologna process provides a temporary (a semester) or a permanent residency of university professors, assistants and students at another higher education institution in the home or a foreign country for the purpose of study or employment (academic mobility) to all members of the academic community (professors, assistants and students) 2 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo When it comes to effects, the positive effects of academic mobility, they are reachable at three levels: 1 positive effects of academic mobility at the level of the individual, 2 positive effects of academic mobility at the level of institution and 3 positive effects of academic mobility at the level of society and the state. Positive effects of academic mobility at the level of the individual, or the individual level, are visible from a content that the academic community can offer to individuals. It is so called a new life in the second and different academic environment with its all economic, social and cultural differences, and work experience which an individual will acquire in a different academic environment. Professors, researchers and students are carriers of new ideas; they are the protagonists of creation and development of connections in the academic community at the institutional level. They are directly involved in the creation of international cooperation between institutions of higher education. Academic mobility of teachers, assistants and students can affect the social changes because it is a form of cultural heritage in the development of dialogue and tolerance, understanding and encouraging dialogue and cooperation of different social (especially ethnic) groups creating a great European academic world. Starting with the economic, social and other criteria, the phenomenon of mobility is particularly interesting, and it emerges as the product of long-term changes in the structure of employment in some sectors of the economy. The negative implications of this phenomenon are noticeable in the case of transfers of human for becoming more profitable and conspicuous private education at the micro level (in Bosnia and Herzegovina). It also happens at the macro level in terms of the complex consequences of inter-regional mobility of the human factors of varying intensity. This last mobility of human factors (at the macro level) implies a well-known phenomenon of a 'brain drain' or an 'experts leaving home country'. Both phenomena are consequences of a huge desire for a higher income and overall well-being. On the other hand, it brings the uncertainty caused by economic, technological, social and political development in the region (effective environment). All these are elements that significantly affect the quality of educational outputs with negative characteristics 'clarified' by those who have left the education process, the unemployed, graduates who left the country, etc. Actually, human capital is human characteristics that directly depend on the effectiveness of individuals and institutions. So, it is all about a human, his character, his health, physical and cognitive ability, his education and motivation for any type of activity. Therefore, the relations are the educational effects (external educational and educational goals) which are contained in the theory of human capital. The relations are based on education as a human activity and economic development, as a part of several important components of the educational environment (efficient environment) in which the changes of the environment (efficient environments) have been evident by an acquired knowledge and behavior. Required outcomes and educational outputs from the education system contribute to 3 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo overall social changes in the environment, so that the acquired skills and the competence enable successful action and changes in some part of the educational environment. In our case, the economic is changing. These changes in the economy, as a part of educational environment created by scientific behavior, are actually the economic effects of education. This educational and economic theory can contribute to more a quality understanding of education impact on the economic changes. This economic, technological, social and political uncertainty becomes a part of daily live and the integral part of human life in which the individual does not feel safe in the labor market. Getting used to such a situation creates a lethargy that necessarily needs to be forestalled by well-designed programs that can be very useful both for the individual and for the environment (state). By investing in education, we invest in human capital at all levels, from the individual level to the level of the community (state). In the beginning of this paper, we mentioned human capital and human characteristics that are directly related to the effectiveness. The health condition of humans is clarified as an important issue. It has been invested a lot in the human capital by investing in health institutions in order to ensure good health (and longer service life), strength, resilience, energy and the vitality of each individual, as Schultz (1971) stated. Nominated questions in many ways clearly indicate the educational effects both at the micro level, as well as at the macro level. These cultural effects are defined by Weisbrod (1964) and Jašić(1975) as: 1 increasing the income of educated people in contrary to those with no education, 2 increasing the income of future generations for better education of the present generation, 3 ensuring an efficient mechanism for discovering and cultivating potential talent, 4 the fact that education is the tool that provides flexibility in the employment of work force, 5 creating an intellectual environment that stimulates research in science and technology, 6 encouraging such behavior that respects the legal norms and leads to an increase of responsibility in social activities, and both reduce demand for financing social services from tax, and 7 fact that education leads to the tendency of strengthening political stability by developing informed voters and competent political leadership, 8 leading to the emergence of "social cohesion" by performing the transfer of a common cultural heritage, and 9 expanding intellectual horizons of educated contribution to the increase of entrainment and leisure. This is all about the educational effects at the micro and macro level, therefore the decision to support and make investment in education are simultaneously made at the micro and macro level. Investment expenses in education (inputs) and the expected benefits of investment in education (outputs) appear at two levels, at the level of an individual and social level. The investment in education often has the connotation of infrastructure (investment with a strong external economy and the use of education as a public service that is a subject of the market changes). Overall effects of invested funds in education occur through its impact on 4 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo economic development of society (the state) and the development, and the welfare of an individual. The development of the individual or the individual development planning involves the care of society, the help and support of the founder and the state according to its position in the process of providing knowledge and skills which guarantee a career progress. It provides receiving a sense of support in the workplace, encouragement and guidance. Investing in human capital necessarily implies the support and assistance to economic development in two directions: 1. Investing in human capital leads to a more educated population, therefore, it increases the number of educated and creative people who are able to develop new technological solutions and provide valuable achievements at the market, and 2. Educated population strongly affects the overall economic growth and development of basic literacy as a basic determinant of educational effects, which will ultimately enable the understanding, use and transfer of necessary information. 'Knowledge society' has been expanding. It is expected to provide a quality response to European challenges that are in the process of change and the labor market (the enlargement of EU and labor migration, the consequences of the recession, etc.). Education must be better and more efficient, whereas, the transfer of knowledge needs to be more effective (Council, 2002:161-163). In such a constellation (migration, unemployment, recession), the changes are more obvious with no guarantees for the workplace. Workers are in a constant risk of social exclusion (Beck, 2004: 147). Investment in human capital and the changes in the educational environment Our consideration is particularly the issue of investment in human capital including investment in education and improving the education itself. It is, therefore, all about the importance of investing at the level of the individual, institution level and the level of society (the state) and the investment in various forms of education. Many studies and researches indicate the importance of human capital. Investment in human capital is considered to be the most dynamic and creative factor in every educational institution which might improve the ability of individuals in order to contribute to the quality in education production. It stands for the creation of modern knowledgebased economy. An investment in educational inputs (facilities, technology) necessarily comes right after the investments in undoubtedly the most important part of educational inputs - human capital that can evolve and improve education. Development and improvement of human capital as a key element of educational inputs in the educational institution, or system, improves the quality of educational production or strengthen management and other skills. Recent studies and researches support the hypothesis that investment in education of human capital creates greater effects in educational investment than the investment in other elements of educational inputs (facilities, technology). It is very important to mention that the investment and encouragement in order to improve human resources (personnel) strengthens the motivation of the staff. What's more, the quality of human capital (excluding other values of human capital such as health issues, etc.) is determined by the quality of the educational system, the investment in education and participation in education. In order to prepare and successfully implement a long-term education strategy 5 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo at the national level it is necessarily required improving the system in order not to lag behind. The investment in human capital formation needs to be proportional to the needs of individuals, institutions and society, and the community. Boosting investment in education and human capital is a priority in all developed countries. The quality of human capital that is used in the transformation processes in educational institutions is largely determined by the quality of the education system. It is thanks to the investment and participation in education which is related to the interrelationship between education and the labor market. That's why; we claim that the role of education in economic part of the educational environment is very important. It is well known that individuals with higher levels of education generally have better paid jobs, a higher activity, longer working life, easier employment. The employment services significantly record a smaller number of these workers than those who have completed less education. Investing in human capital or in education as the part of its capital creates other intangible effects such as the ability to access to information much easier, the ability to participate in social life, more responsible behavior in society, the democratic choice of government, the law, etc. Conclusion From the above mentioned, there is a statement that human capital is the biggest capital of institutions. Therefore, the investments in its development are a priority. Acquired knowledge together with its application strengthens the institution and makes it more competitive in the labor market. Investing in human capital encourages qualitative changes in all aspects of the educational environment, especially those in the field of economics (the problem of poverty, unemployment, etc.). The impact of investment in human capital achieves the most visible changes in the field of economics (economic growth) as one of the major aspects of a social return on investment in human capital. In the field of economic development (and social development), education has a significant role. The link between increased levels of education and economic development is more visible in developed countries than in the countries in transition. The clarification of economic growth in terms of the quality of education is more important than the quantity of education in developed countries as well as in developing countries. The problems of unemployment and poverty are particularly visible in countries in transition (such as Bosnia and Herzegovina). Therefore, the increase in investment in human capital is required. When it comes to investing in human capital, it generally refers to the basic determinant of human capital theory which requires the return on investment in human capital at the level of the individual, institution level and the level of society (state). The last level is particularly our concern. Therefore, the return on investment in human capital, which is manifested at the level of society (state), or as a part of educational environments (education), plays a significant role. Most visible changes of investment in human capital are achieved in the field of economics as the main social aspect. Education stands for the top priority in all economic policies. Meanwhile, positive outcomes for the unemployed, the poor and the excluded are expected. Education, as the main priority of economic policy, is supported by the Europe (European Employment Strategy) encouraging investment in human capital and lifelong learning (learning society, knowledge society). Investing in education at first seems to 6 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo support knowledge in terms of achieving the expected results that are visible in the increased production of education (number of graduates). Human capital theory, no matter how clearly is formulated implies important following issues: a. human capital measurement, and b. measurement of the return on investment in human capital. a) When it comes to the human capital measuring, we can observe the two methods of measurement. The first method of measuring human capital takes into account the results of achieved population's educational level. These educational achievements are observed through a formal education (average schooling), and the educational structure of the working population. Since human capital unquestionably includes the knowledge, abilities and skills acquired through informal and experiential learning (whereas knowledge about them is rarely available), it incompletes the total quality of measuring methods of the results of the achieved population's education level. The issue of measuring the quality of education and its impact at the level of human capital is a matter of measuring educational achievement, which is achieved by international measuring principles (PISA, TIMSS). b) The issue of measuring the return on investment in human capital simply provides opportunities for multiple measurements. Measuring return on investment in human capital is applicable at the level of: - Individual - Institutions and - Society (state). Our concern includes particularly important measurement of return on investment in human capital by the company (the state). It might be recognized through all the subsidies for education, through other support (income taxes) that are not taken into the consideration by individuals who measure the return to education. Return on investment can be measured from the microeconomic point of view (the increasing years of education affects productivity and earnings of the individual), and on the other, it can be measured at the macro level (a rise in education impacts the level of GDP and productivity). References Beck, U., (2004), Moćprotivmoći u dobaglobalizacije. Zagreb, Školskaknjiga Jašić,Z. ( 1975.): Novetendencije u tržišnimprivredamaEkonomskiinstitut Zagreb razvitkuekonomskepolitike u Obralić, H. (2011) vrednovanjeobrazovnihefekata, Sarajevo Weisbrod,B.A.( 1994.): External Benefits of Public Education – An Economic Analysis Princeton University http://www.consilium.europa.eu/ 7 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo http://www.oecd.org/pisa/ http://timss.bc.edu/ 8 � 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. 1539 Title A name given to the resource Investment in Human Capital and Economic Growth and the Development of Basic Literacy as the Basic Units of Educational Effects (External aims of education) Author Author OBRALIĆ, Hanifa OBRALIĆ, Tarik Abstract A summary of the resource. Human factor as an essential part of all ongoing in the educational, economic, political, social, cultural, environmental and other plans (external aims of education) directly affects the process of the economic and social development which is directly implied by the educational effects, mainly through the labor productivity growth in a global sense. Education, as a process of socially beneficial and personally applicable knowledge of work in terms of occupation and professions in achieving social communication and social status, is the focus of many scientific disciplines especially pedagogy, psychology and sociology. It is a very complex multitasking, dispersive and variable process with lasting social roles and the basic form of human capital formation. Education recognizes the concept of human capital in its economic aspect through the investment in human capital, and on the other, through the educational production measured by the monetary system. Meanwhile, it is the product of the educational production behavior in the labor market. Therefore, the need of investment in education is required as the mainestablishment of human capital investment and economic growth and development of initial literacy as important determinants of educational effects (external aims of education). Education is one of the main factors for the human capital quality, which is crucial for the international competitiveness of the national economy and sustainable development (Education Policy Analysis, 2002). Thus, in this case, the investment in human capital is concerned. This investment in human capital provides long-term and stable economic growth and the development of basic literacy as determinants of educational effects (external aims in education). Keywords: Human Capital, Educational Effects, Academic Mobility. 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 978-9958-834-23-3 https://omeka.ibu.edu.ba/files/original/b99ae79989f1f9002516ecc41dc8f1fa.docx 5d1838f92b7af628662620a5c405bfe9 https://omeka.ibu.edu.ba/files/original/608f15d1a14251f10263101dc99aec1e.pdf 077a864feba717f35cfc5d480e09e9ec PDF Text Text IRAK TÜRKMENLERİNİN HORYAT GELENEĞINDE SAZLAMALAR Mustafa ÇETİN - Zeynel POLAT International Burch University, Türk Dili ve Edebiyatı Öğretmenliği Bölümü, Saraybosna / Bosna Hersek Anahtar Kelimeler: Irak Türkmenleri, Türkmen halk kültürü, hoyrat, sazlamalar. ÖZET Irak’taki Türkmen halkı kuzeyden güneye doğru Telafer, Musul, Erbil, Altunköprü, Kerkük, Tuzhurmatu, Tazehurmatu, Kifri gibi şehir ve kasabalarla, Bağdat’a kadar bunların etrafındaki köylerde yaşamaktadır. Bağdat’ta da bulunan Türkmenler, daha güneyde hakim nüfusa sahip değillerdir. Halk şiirlerinden sayılan hoyrat (horyat) türü, duygu ve düşüncelerin kalbi etkilemesi ile dışa yansıyan türlerinden ölüm, acı olaylar, hastalık, hasret çekme, sel felaketi, deprem felaketi, esir olma durumu, yangın gibi doğal veya sonradan insan kaynaklı acıya sebep hadiseler beraberinde dilin, kalbe tercüman olmasını dile getirir. Bu da acı ve etkileyici bir tondur. Her toplumda duygu yüklü hadiseler vardır. Grup halinde yaşayan insanların tamamında ağıt görülmektedir. Edebiyat ilminde bu tür, şifahî ürünlerdendir. Ağıt türüne, İslâmiyetten önceki Türklerde “Sagu” denirken; Divan edebiyatı zümresinde bu adın karşılığı olarak, “Mersiye” kullanılmaktadır. Hoyratları, Türkmen kadınları mevlitlerde, düğünlerde, kına gecelerinde söyledikleri gibi cenazelerde de söylenmektedirler. Horyatın ağıt şeklini de genelde kadınlar terennüm etmektedir. Bildirimizde Erbil ve daha güneyde yerleşen Türkmenlerin anonim ve söyleyeni belli örneklerinden derlediğimiz ağıt şeklindeki horyatları gösterirken; horyat içerikli ağıtlarda görülen, anne ve baba için kız evlatların; kız kardeşlerin hem erkek kardeşi, hem de kız kardeşi için; ananın kız ve erkek çocuğu için, koca için; öksüzlük ve yetimlik kavramlarıyla bezetilerek ve çoğu zaman ölenin ağzından konuşarak oluşturulan şekilleri üzerinde duracağız. Aynı zamanda ağıtların karakteristik özelliğinin horyat tarzına ve ölçüsüne uydurulduğu üzerinde durulacaktır. Ağıt şeklindeki var olan bu türü araştırmamızdaki amacımız, Türk Dünyasında ortak değer yargılarımızdan olan, şifahî ürünlerimizden saydığımız ağıtların Oğuz boylarından gelip kendini nasıl muhafaza ettiği, Türk edebiyatında hoyrat olarak bilinen horyatların adlandırmadaki hataları bertaraf ederek, horyatın edebî alanda zenginliğini göstermektir. Yöntem olarak alan araştırması yapılmış, horyatın anonim ve söyleyeni belli örnekleri dikkate alınmıştır. � 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. 2164 Title A name given to the resource IRAK TÜRKMENLERİNİN HORYAT GELENEĞINDE SAZLAMALAR Author Author ÇETİN , Mustafa POLAT, Zeynel Abstract A summary of the resource. Anahtar Kelimeler: Irak Türkmenleri, Türkmen halk kültürü, hoyrat, sazlamalar. ÖZET Irak’taki Türkmen halkı kuzeyden güneye doğru Telafer, Musul, Erbil, Altunköprü, Kerkük, Tuzhurmatu, Tazehurmatu, Kifri gibi şehir ve kasabalarla, Bağdat’a kadar bunların etrafındaki köylerde yaşamaktadır. Bağdat’ta da bulunan Türkmenler, daha güneyde hakim nüfusa sahip değillerdir. Halk şiirlerinden sayılan hoyrat (horyat) türü, duygu ve düşüncelerin kalbi etkilemesi ile dışa yansıyan türlerinden ölüm, acı olaylar, hastalık, hasret çekme, sel felaketi, deprem felaketi, esir olma durumu, yangın gibi doğal veya sonradan insan kaynaklı acıya sebep hadiseler beraberinde dilin, kalbe tercüman olmasını dile getirir. Bu da acı ve etkileyici bir tondur. Her toplumda duygu yüklü hadiseler vardır. Grup halinde yaşayan insanların tamamında ağıt görülmektedir. Edebiyat ilminde bu tür, şifahî ürünlerdendir. Ağıt türüne, İslâmiyetten önceki Türklerde “Sagu” denirken; Divan edebiyatı zümresinde bu adın karşılığı olarak, “Mersiye” kullanılmaktadır. Hoyratları, Türkmen kadınları mevlitlerde, düğünlerde, kına gecelerinde söyledikleri gibi cenazelerde de söylenmektedirler. Horyatın ağıt şeklini de genelde kadınlar terennüm etmektedir. Bildirimizde Erbil ve daha güneyde yerleşen Türkmenlerin anonim ve söyleyeni belli örneklerinden derlediğimiz ağıt şeklindeki horyatları gösterirken; horyat içerikli ağıtlarda görülen, anne ve baba için kız evlatların; kız kardeşlerin hem erkek kardeşi, hem de kız kardeşi için; ananın kız ve erkek çocuğu için, koca için; öksüzlük ve yetimlik kavramlarıyla bezetilerek ve çoğu zaman ölenin ağzından konuşarak oluşturulan şekilleri üzerinde duracağız. Aynı zamanda ağıtların karakteristik özelliğinin horyat tarzına ve ölçüsüne uydurulduğu üzerinde durulacaktır. Ağıt şeklindeki var olan bu türü araştırmamızdaki amacımız, Türk Dünyasında ortak değer yargılarımızdan olan, şifahî ürünlerimizden saydığımız ağıtların Oğuz boylarından gelip kendini nasıl muhafaza ettiği, Türk edebiyatında hoyrat olarak bilinen horyatların adlandırmadaki hataları bertaraf ederek, horyatın edebî alanda zenginliğini göstermektir. Yöntem olarak alan araştırması yapılmış, horyatın anonim ve söyleyeni belli örnekleri dikkate alınmıştır 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 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/db94c45eadcd912d3f0ff0f632540e3a.pdf 94b14875bef30b1005ae9f4671a25ad2 PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 yabancı kaldıkları yaşadıkları ortamın kültürünün etkisinde kaldıkları gözlemlenmiştir. IRAK TUZHURMATU TÜRKMENLERİNDE TOY (DÜĞÜN) İLE İLGİLİ ÖRF VE ADETLER Zeynel POLAT Ishik Üniversitesi / Irak Anahtar Kelimeler: Horyat, Irımlar, Kültürel Göçüşme, Toy, Tuzhurmatu Kültürü. ÖZET Oğuzlardan devraldıkları örf, adet ve geleneklerini yaşatma gayreti içinde olan Irak Türkleri, teknolojinin gelişmesi ile son çeyrek asırdır ister istemez şehir ve kasabalarda kendi kültürlerini yaşatmada gözle görülür şekilde yavaşlamışlardır. Araştırmalarımızda birçok hadisenin artık şehir ve kasabalarda değil de köylerde yaşatılmaya gayret edildiğini tesbit ettik. Başta Kerkük şehri olmak üzere, Tuzhurmatu, Tellafer, Altunköprü gibi şehirlerde de az da olsa kültürel gevşeme kendini göstermektedir. Buna rağmen kültürlerine saygıda kusur etmemiş, yaşatma azimlerini sürdürme çabası içine girmişlerdir. Kültürü hayata tatbik etmede, birlikte yaşama mecburiyetinde olan milletlerde kültür transferi de olmaktadır. Bunun en açık örneği Erbil şehridir. Erbil’de nüfusun çoğunluğunu Kürtler teşkil ettiğinden dil, kültür alışverişi çok yaşanmaktadır. Etkilenmenin daha az olduğu bazı şehir, kasaba ve köyler de zamandan nasibini almıştır. Bu bağlamda bildirimizin kültürel sıcaklığını koruma azmi içinde olan Tuzhurmatu kasabasının folklorik açıdan ele aldığımız bu kısmını günümüzden yaklaşık 35 – 40 yıl gerisinde halkın yaşadığı, uyguladığı şekliyle yansıtma gayreti içine girdik. Kız isteme, ev kurma, evlenme, sünnet, çocuk isteme, hamilelik, çocuğa ad koyma, ölüm vs. hayatın içinde ve hayata yön veren bunlar gibi dönüm noktalarını bu şehir baz alınarak Irak Türkmenleri halk şiirleri örnekleriyle vermeye çalıştık. 134 � 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. 2728 Title A name given to the resource IRAK TUZHURMATU TÜRKMENLERİNDE TOY (DÜĞÜN) İLE İLGİLİ ÖRF VE ADETLER Author Author POLAT, Zeynel Abstract A summary of the resource. Oğuzlardan devraldıkları örf, adet ve geleneklerini yaşatma gayreti içinde olan Irak Türkleri, teknolojinin gelişmesi ile son çeyrek asırdır ister istemez şehir ve kasabalarda kendi kültürlerini yaşatmada gözle görülür şekilde yavaşlamışlardır. Araştırmalarımızda birçok hadisenin artık şehir ve kasabalarda değil de köylerde yaşatılmaya gayret edildiğini tesbit ettik. Başta Kerkük şehri olmak üzere, Tuzhurmatu, Tellafer, Altunköprü gibi şehirlerde de az da olsa kültürel gevşeme kendini göstermektedir. Buna rağmen kültürlerine saygıda kusur etmemiş, yaşatma azimlerini sürdürme çabası içine girmişlerdir. Kültürü hayata tatbik etmede, birlikte yaşama mecburiyetinde olan milletlerde kültür transferi de olmaktadır. Bunun en açık örneği Erbil şehridir. Erbil’de nüfusun çoğunluğunu Kürtler teşkil ettiğinden dil, kültür alışverişi çok yaşanmaktadır. Etkilenmenin daha az olduğu bazı şehir, kasaba ve köyler de zamandan nasibini almıştır. Bu bağlamda bildirimizin kültürel sıcaklığını koruma azmi içinde olan Tuzhurmatu kasabasının folklorik açıdan ele aldığımız bu kısmını günümüzden yaklaşık 35 – 40 yıl gerisinde halkın yaşadığı, uyguladığı şekliyle yansıtma gayreti içine girdik. Kız isteme, ev kurma, evlenme, sünnet, çocuk isteme, hamilelik, çocuğa ad koyma, ölüm vs. hayatın içinde ve hayata yön veren bunlar gibi dönüm noktalarını bu şehir baz alınarak Irak Türkmenleri halk şiirleri örnekleriyle vermeye çalıştık. 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 2014-05-23 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-582X P Philology. Linguistics,PA Classical philology,PI Oriental languages and literatures,PN Literature (General) https://omeka.ibu.edu.ba/files/original/758ac7f622bcf51e6a71f178d43bfc19.pdf 73e39227639daf57fca387326c15f5a5 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo IRAK’IN YENiDEN YAPILANDIRILMASINDA AİLE EĞİTİMİ ve AİLE İŞLETMELERİNİN ÖNEMİ VE KATKISI Zeynel POLAT Yunus Emre Enstitùsù ozbekturk04@hotmail.com Ahmet DĠNÇ Ishik University Ahmet24dinc@hotmail.com Irak, Suudi Arabistan, Kanada ve Ġran‘dan sonra ispatlanmıĢ 115 milyar varilin ùzerinde petrol rezerviyle dùnyada dôrdùncù sırada yer almaktadır. Tùrkiye‘nin Gùneydoğu komĢusu olan Irak‘ın kuzeyinde çoğunluğu Kùrtlerden oluĢan Kùrt Bôlgesel Yônetimi vardır ve onlardan kısaca bahsetmek istiyoruz. Nùfusu yaklaĢık 3 ila 6.5 milyon arasında değiĢen Duhok, Erbil ve Sùleymaniye valiliklerinden oluĢan bu bôlge yaklaĢık 40,000 km karedir. Bôlgeyi kalkındırma amaçlı dùzenlemeler 2006 yılından itibaren hayata geçirilmekte ve yabancı sermayeyi çekebilmeyi amaçlamaktadır. Son yıllarda komĢu Tùrkiye ile ikili ticari anlaĢmalar artmaktadır. Bu çalıĢmada baĢlıca Irak genelindeki ve ôzel olarak Kùrt bôlgesel yônetimi içerisindeki Kuzey Irak bôlgesinde ailenin ônemi ve aile iĢletmelerinin ekonomideki yeri ùzerinde çalıĢtık. Bu çalıĢmamızda devletten ve ôzel sektôrden, birinci elden bilgi toplama gayretimizle bu bôlgede bulunmanın avantajını kullanmayı hedefledik. Ama ùlkenin geçirmiĢ olduğu sıkıntılı ve istikrarsız yapısından kaynaklanan nedenlerden dolayı bilgiye ve istatistiki dataya ulaĢma sıkıntıları hȃlȃ mevcuttur. Kısaca iktisat tarihine değindikten sonra iĢletmeler için (aile iĢletmeleri ve yabancı yatırımcıları da kapsayan) gerekli olan kanuni dùzenlemeler ùzerinde duruldu. Yapılan taramalardan 10‘a yakın aile Ģirketiyle irtibata geçildi. Onlar hakkında kısa malømatlardan sonra içlerinden birinin yôneticisiyle irtibat sağlanarak yùz yùze mùlakat yapıldı ve detaylı bilgi alındı. Bu çalıĢmanın amacı Irak‘ta çok sayıda var olan aile Ģirketlerinin durumu, hangi sektôrde ağırlık kazandıkları, ikinci veya ùçùncù kuĢak devamı var mı? Ne tùr yasal dùzenlemeler vardır? Sorularına cevap aramaktır. Bu çalıĢma kısmen Irak geneli ama ôzelde Kuzey Irak bôlgesi aile eğitimi iĢletmeleri ùzerinde durulmuĢtur. Irak‘ın gùney kısımları Bağdat ve Musul gibi ônemli kentlere gùvenlik sebebiyle gidip gôzlemleme imkanımız olmadı ama Kuzey‘de 1307 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo bulunan baĢkent Erbil, Sùleymaniye ve Duhok illerinde gùvenliğin varlığından dolayı aile Ģirketlerini birebir gôzlemleme imkanımız oldu. Anahtar Kelimeler: Irak, Aile eğitimi, Aile iĢletmesi, Yasal dùzenlemeler, Yeniden yapılandırma, Katkı 1. GĠRĠġ Irak, Suudi Arabistan, Kanada ve Ġrandan sonra ispatlanmıĢ petrol rezerviyle dùnyada dôrdùncù sırada yer almaktadır. DıĢ ticaret gelirinin bùyùk bir bôlùmùnù oluĢturan petrol geliri ùlke ekonomisinde hakim sektôrdùr. 1980‘lerde Ġran‘la sùren 8 yıllık savaĢ Irak ekonomisinde bùyùk mali kayıplara sebep olurken; Irak, 1968‘den 2003‘e kadar Baas Partisi yônetimi altında idi. Amerika‘nın 2003 yılında koltuğundan ettiği Saddam Hùseyin 1979‘dan beri ùlkeyi yônetmekteydi. 2009 yılı sayımına gôre ùlkenin nùfusu 31,234,000 kiĢiden oluĢan Irak vatandaĢlarının çoğunluğu Araplar da olmak ùzere Kùrtler, Asurlular, Mandeans ve Tùrkmenlerden oluĢmaktadır. Yabancı ve yerli yatırımcıya kapılarını açan Irak, yeni yatırım kanununu 2006 yılında yùrùrlùğe koydu. Hùkùmet zor dônemden çıkıĢ yolunu seçebilmek ve ùlke istikrarını sağlayabilmek için ve bu zorlu sùreci baĢarılı kılmak için yatırıma ağırlık vermektedir. Ülkenin zorlu dônemecini ve bir dizi yeni teĢviklerle yasalarını yùrùrlùğe koydu. Yabancı yatırımcının yerli yatırımcıdan farkı yoktu. Irak halkının kùltùrù aile iĢletmelerine yatkın olduğundan çok sayıda aile iĢletmeleri de bu yeni yatırım kanunlarından faydalanmaktadır. YapmıĢ olduğumuz bu çalıĢmada baĢlıca Irak ve Kuzey‘de bulunan Kùrt bôlgesel yônetiminde aile ĠĢletmelerini incelemeye çalıĢtık. Irak, 1979‘dan 2003 yılına kadar Saddam Hùseyin‘in kontrolùnde sıkıntılı gùnler yaĢamaya devam etti. 1980‘lerde baĢlayan ve 10 yıla yakın sùren Ġran-Irak savaĢı, I. ve II. Kôrfez savaĢları, uluslararası birliklerden uygulanan ambargolar ùlkenin tarihinde ônemli yer teĢkil eden ve istikrarsızlığın nedenini açıklayan en ônemli geliĢmelerdir. (U.S. Department of State vd. 2010) Bu çalıĢmamızda Irak aile yapısını inceledik. Bunun ekonomiye katkısı ùzerinde olumlu etkisi olup olmadığını araĢtırdık. Çùnkù biliniyor ki ùretim faktôrlerinden en ônemlisi iĢ gùcùdùr. SavaĢ ortamında eğitimin olmaması veya yeterli olmaması sonucu aile içinde yetiĢim veya bùyùklerinden gôrùp yetiĢme halk dilinde çekirdekten yetiĢme bu eksikliği hangi ôlçùde giderir? Sorusunun cevabını aradık. Irak kùltùrùnde bùyùklerin ôzellikle de babanın ağırlığının hissedilir ôlçùde olduğu kanaati oluĢtu bizde. SavaĢlarla boğuĢan Irak bu hengameden çıkıĢ yolu olarak yatırım gôrdùğùnden çalıĢmamızın ikinci kısmını yatırım dùzenlemeleri almaktadır. Yeni yatırım kanunları teĢvik edici gôrùlmùĢtùr. Üçùncù olarak ôzel sektôrù analiz ettik. Aile iĢletmelerinin ùlkede hissedilir derece ağırlığının olması Irak kùltùrùyle yakın ilintili olmasından kaynaklandığı sonucuna vardık. 2. AĠLE EĞĠTĠMĠ, ÜNĠVERSĠTELER VE BUNLARIN EKONOMĠK KALKINMAYA KATKISI Irak‘ta nùfusun geneli, Kuzey Irak Kùrt Özerk Bôlgesi‘nde yaĢamaktadır. Bu bôlgede yaĢayan Kùrt nùfusunun toplam 3 milyon civarında olduğu tahmin edilmektedir. SavaĢ sonrasında genel veya bôlgesel nùfus sayımı sağlıklı yapılamadığından, bôlgesel nùfus mùbadelesinin veya gôçùĢmenin yoğun Ģekilde yaĢanması nùfusun tam olarak nekadar olduğunu verememektedir. 1991 ve 2002 yılı sonrası Gùney Irak‘ta yaĢayan halk, savaĢ tehlikesinin yanında Sùnnî-ġiî tehdidinden kaçarak, Kuzey Irak‘a yerleĢmiĢtir. Bu sebeple Kuzey Özerk Bôlge‘de karıĢıklıktan uzak durmak isteyen Arap nùfusunda da artıĢ olmuĢtur. Özellikle Bağdat‘ın eğitimde kendini ıspatlamıĢ ùniversitelerindeki eğitim kadrosu da bu gôçte yerini almıĢ, bu hadise Kuzey Irak‘ın eğitim alanında gùnden gùne tırmanıĢına yardımcı olmuĢtur. Gôçler sebebi ile Kuzey Irak nùfusu tam olarak kestirilememektedir. Kuzey Irak bôlgesinde aile, gelenek ve kùltùrlerine sahip çıkmıĢ bir dùzen içindedir. KomĢularla iliĢkilerini sıkı tutan, onlarla Kùrt-Ġslam Kùltùrlerini yaĢatma gayreti gôsteren dùĢùnceye sahipler. Genelde kendi aralarında kız alıp verdikleri gôrùlùr. Bu davranıĢ Ģekli, kendilerini soyutlama anlamında dùĢùnùlmemelidir. Aile Ģirketinin devamı olarak algılansa, bôlge halkı hakkında sosyo-ekonomik açıdan yaklaĢmıĢ oluruz. Eğitim reformlarından ônce evlenme yaĢı 15-18‘ lerde iken, reform sonrası ise 20 yaĢın ùzerine çıkmıĢtır. Kuzey Irak‘ta soy-kabile iliĢkileri korunduğu için sosyo–ekonomik iliĢkilerin yine aile eğitim sistemi dairesinde geliĢip, korunduğuna Ģahit olmaktayız. Halk da hayatını idame ettiği topraklarda XI.yy. itibari ile gùnùmùze kadar olan sùreçte eğitimlerini medreselerde devam ettirmiĢtir. Bu sebeple medreseler bôlgedeki halkın ekonomik ve kùltùrel yaĢam tarzlarına Ģekil vermiĢtir. Dinî ilimlerin yanında mùsbet ilimleri (pozitif ilimler) fizik, kimya, astronomi, matematik, tıp, coğrafyayı yine bu medreselerde okuyarak kendilerini yetiĢtirmiĢlerdir. Bu medreseler bilim ve eğitim hayatına kazandırdıkları ile kendi toplumunun sosyal değiĢimine yônelik etkileri gùn yùzùne çıkmaktadır. Edebiyat alanında da durum bôyledir. TanınmıĢ Kùrt edebiyatçılarına bakıldığında edebî eser 1308 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo sahiplerinin hemen hemen hepsinin medreselerden yetiĢtiğini gôrmekteyiz.353 Kuzey Irak‘ın Eğitim sistemi çok zayıf gibi gôrùnse de gùnden gùne bu açığını kapatma gayreti, azmi ve çalıĢmaları içindeler. Okur-yazarlık oranı savaĢ ôncesi ve savaĢ sonrası olmak ùzere iki dôneme ayrılabilir. SavaĢ sebebi ile cephede bulunan veya değiĢik sebeplerle eğitimini tamamlayamamıĢ halk için gece okulları, dıĢarıdan eğitim, ders geçmede kolaylıklar sunulmaktadır. SavaĢ sonrası eğitimdeki reformlar ve yeni yaklaĢımlar sonucu, gùnden gùne ôzel ôğretimin de artmasına, buna bağlı olarak eğitimin doğru orantıda kaliteli olmasına yansımıĢtır. Bu yeni uygulama farklı etnik ve dinsel kimlikleri birleĢtirici rol oynamaktadır. Kùrt Özerk Bôlgesi'nden taĢralı bir ilkôğretim ôğrencisi. Toplumsal ve siyasi çatıĢmaların yaĢandığı toplumlarda daha huzurlu bir hayat yaĢamak için eğitimin rolù hiçbir zaman yadsınamaz. 2.1 ÇalıĢan kadınlar: Kuzey Irak‘ta yaĢayan nùfusta Erbil, Sùleymaniye gibi bùyùk yerleĢim yerleri dıĢında kalan yerlerde kadının çalıĢma hayatı içinde daha çok tarım iĢkolu ile sosyal ve kiĢisel hizmetler iĢkolunda yer aldıkları gôrùlmektedir. Eğitime bağlı olarak kadının iĢ istihdamı gùnden gùne artıĢ gôstermektedir. Kuzey Irak Bôlgesel yônetim dahilinde kadının iĢ istihdamı eğitime bağlı olarak değiĢim sùreci içine girmiĢtir. Bôlgede atılım gôsteren Tùrk iĢverenlerince açılan yeni birimlerde istihdam edilmekteler. Eğitim seviyesi dùĢùk ve kırsal kesimde olan kiĢiler daha çok tarım ve hayvancılık ile uğraĢmaktadır. Tùrkiye sınırına yakın bir tarlada çalıĢan Iraklı kôylùler . 2.2 Kamu çalıĢanları: SavaĢ sonrası Kuzey Irak‘ın eğitim seviyesindeki hızlı ilerleme neticesinde mahalli idareler, doktorluk, hemĢirelik, akademisyenlik, basın - yayın ve ôğretmenlik en çok kabul gôren mesleklerdir. Bùro iĢi yapma ve devlet memuru olma tercihi yaygın hale gelmektedir. Çağı yakalama aĢamasında Kuzey Irak Bôlgesi‘nde hizmet eden devlet ve ôzel ùniversiteler bulunmaktadır. Bu ùniversitelerin baĢında en çok ôğrencisi ile devlet ùniversiteleri Erbil Salahaddin Üniversitesi (Zankoi Salahaddin), Sùleymaniye Üniv. Kôysancak Üniv. Duhok Üniv. gelirken; çağdaĢ eğitimi ile Erbil ve Irak geneline hizmet eden ôzel ùniversitelerden Ishık Üniv. Cihan Üniv. Kùrdistan Üniv. gibi ùniversiteler Irak‘ın eğitim, siyasi dùĢùnce, ekonomik, yapılanmasında bùyùk rol oynamakta, kamu ve ôzel sektôre insan gùcù kazandırmaktadır. 353 Tarih Vakfı tarafından ġubat 2009 – Temmuz 2010 Tarihleri arasında gerçekleĢtirilen ―Toplumsal ve Siyasal ÇatıĢmaların YaĢandığı Toplumlarda UzlaĢma Aracı Olarak Eğitimin Rolù‖ Projesinde hazırlanan kitap 1309 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo SavaĢ sonrası eğitim faaliyetlerine hız veren Kuzey Irak, eğitimde kılık kıyafet basta olmak ùzere eğitim ve ôğretim alanında ôzgùrlùğù de benimsemiĢtir. ùniversite ôğrencileri kendi dinî ve millî kimliklerini aksettiren kıyafetleri ile derslere devam edebilmektedir. 3. YENĠDEN YAPILANDIRMADA UYGUN ORTAM VE YASAL DÜZENLEMELER Yatırım kanunlarıyla dùnya ticaret ôrgùtù içinde yerini almak isteyen Irak yatırımı ve modern teknoloji transferini gerçekleĢtirebilmek için Irak Hùkùmeti yabancı yatırımcıya bir dizi imtiyazları ve garantileri kanunlaĢtırdı. Iraklı ve yabancı yatırımcı toplu konut projelerinde yer almaları halinde bakanlığın onayıyla ulusal komisyon tarafından Ģartları belirlenmiĢ Ģekilde toprağı kullanma hakkına sahip oldular. Toprak sahibinin spekùlasyon hareketi kontrol altına alındı. Komisyon toplu konut projesi için gerekli toprağın alımını da kolaylaĢtırdı. Yerli ve yabancı yatırımcılar bu kanunlardan nasıl fayda gôrecekler sorusunun cevaplarını Ģôyle sıralayabiliriz: 1- Kanuna gôre yatırımcı dıĢardan aldığı ve vergisini ôdediği kapitali çıkarabilecektir. 2- Yabancı yatırmcı borsadan bono ve hisse alabilecek. 3- 50 yıla kadar toprak kiralayabilecek. 4- Proje, yerli veya yabancı sigorta Ģirketine sigortalabilinir. 5- Irak içinde veya dıĢında Irak Dinarı veya istenilen para cinsinden hesap açılabilir. 6- Irak‘ta çalıĢtırılacak iĢçi için firmanın isteği doğrultusunda istenilen ùlke vatandaĢı iĢçi olarak kabul gôrùp ikamet izni alabilecek. 7- Irak‘ta çalıĢan iĢçiler maaĢlarını kendi ùlkelerine transfer yapabilirler. Irak hùkùmetinin onayladığı bu yeni yatırım kanunları hem yerli hem yabancı yatırımcılar için geçerlidir. Yine bu teĢvik kanununda 10 yıllık vergi muafiyeti vardır. Eğer yabancı firma bir Iraklı ortağa sahipse ve yerli ortağın hissesi %50 den fazla ise 10 yıllık vergi muafiyeti 15 yıla çıkar. Hastahane, turizm bùrosu, otel, sağlık kuruluĢu, rehabilitasyon merkezi, bilim merkezi vb. yatırımlar da yurt dıĢından getireceği ofis mobilyaları ve benzeri ithal mallardan vergi alınmayacaktır. Bu kanunlar Kuzey Irak Yônetimi bôlgesi için geçerli kanunlar değildir. Kuzey Irak Bôlgesel Yônetiminin kendine has kanuni dùzenlemeleri mevcuttur. (Saiflaw, 2010) 2006 yatırım kanunu yatırımcılara hak ve sorumluluklar yùklemektedir. Yatırım için kurulan ulusal komisyon yatırım lisansı vermektedir. 7. maddeye gôre baĢvuru yapıldıktan sonraki 45 gùn içinde komisyon lisans verme kararını veriyor. Eğer yatırım projesi 250 milyon doları geçiyorsa lisansa baĢvurmak için bakanlar kurulunun onayı gerekir. 12. Maddede yabancı yatırımcıların ve iĢçilerin Irak‘a giriĢ-çıkıĢ kolaylığı belirtilmektedir. Bu kanunda Irak vatandaĢı iĢçilerin istihdam edilmesine ôncelik verildiği de vurgulanmıĢtır. 14. Maddeye gôre yatırımcı ekonomik ve teknik kolaylığı olan uygun yatırım kontratı sağlamalıdır. Yatırıma baĢlama tarihi ve iĢ planının aĢamaları bildirilmelidir ve bildirilen Ģartlara uygun hareket edilmelidir. 15.-18. Maddelerde bir dizi yatırım muafiyetleri var. Yukarıda bahsedildiği gibi bunların baĢında 10 yıllık vergi muafiyeti yer almaktadır. 21. Madde yatırımın Ģeklini tanımlamaktadır; ôdeme, aktiflerin değeri, gereçler ve teknik ustalık, patent ve hizmetleri içeren hakların tanımı vardır. Uluslararası yatırım sôzleĢmelerinde bulunan yatırımın tarifi baz alınmıĢtır. Yatırımcı ne çeĢit ve hangi sektôrde yatırım yapacağının farkında olmalıdır. 27. Madde, anlaĢmazlık halinde Irak mahkemelerine yargılama hakkı verir. 30. Madde bakanlar kuruluna kanunu yùrùrlùğe koyma yetkisi verir. (Iraq LegalGuide, 2010) Yatırımcılar hȃlȃ gùvenliği ônde tutan bir dùĢùnceyle hareket etmektedirler. 2008‘den 2010‘a geçerken ve bugùnlerde bile oteller ve devlet dairelerini hedef alan bombalama hadiseleri mevcuttur. Ama bu hadiseler ônceki yıllara nazaran dùĢmeye devam etmektedir. Bu dùĢùĢ durumu bile Irak devletine, ôzel sektôre ve yabancı Ģirketlere Irak‘ta yatırım imkanı tanımaktadır. Irak hùkùmeti baĢta petrol olmak ùzere birçok 1310 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo yabancı Ģirketle anlaĢmıĢ ve lisans vermiĢtir. Yapılan kontratlar Irak‘ın petrol ihraç kapasitesini son 7 yılda %500 arttırabilir niteliktedir. (Stategov, 2010) Bùyùk Ģirketlerin yanında kùçùk ve orta ôlçekli iĢletmeler, gùvenlik maliyeti, hantal ve ĢaĢırtıc prosedùr, devletin yatırım karĢılığı ôdeyeceği meblağın uzun vadeli olması gibi zorluklarla karĢılaĢılabilir. Dùnya bankasının yaptığı dùnyada en kolay iĢ yapma sıralamasında ırak 183 ùlkeden 153. Arap ùlkeleri arasında ise 16.sıradadır. (The World Bank, 2010) Bu sayılan zorluklar Irak‘ın Kuzey bôlgesel yônetiminde gôrùlmemektedir. Irakın kuzeyinde gùvenlik problemi olmamakla birlikte bôlgesel yônetimin yatırım teĢvikleri de vardır. Kuzeyde bulunan bôlgesel yônetim baĢkent Erbil olmak ùzere Sùleymaniye ve Duhok Ģehirlerinden oluĢmaktadır. Bôlge 40.000 km2 alanıyla Irak‘ın %18‘ini oluĢturmaktadır. Bôlgede yaĢayan Kùrt nùfusun yaklaĢık 3 milyon olduğu tahmin edilmektedir. Yer altı kaynakları bakımından bôlge zengin petrol ve gaz rezervlerinin yanında kômùr, demir ve bakır rezervlerine de sahiptir. Bôlgenin gùvenlik sorunu olmaması yatırımın çekilmesinde baĢlıca sebeptir. Irak‘ta veya Kuzey Irak‘ta yatırım yapmak isteyen yerli ve yabancı yatırımcılar için bu bôlge adeta giriĢ-çıkıĢ kapısı rolù de gôrmektedir. Bôlgenin Ġran-Tùrkiye-Suriye‘ye sınırı olması Irak için adeta kapı konumunda olmasını ve ticarette de ùstùnlùk sağlıyor. Bôlgenin daha gùvenli olması sebebiyle yerli ve yabancı yatırımcıların dikkatini çekmiĢ ve bu da kiĢi baĢına dùĢen gelirin artmasıyla sonuçlanmıĢtır. 2007 yılında kiĢi baĢına gelir 2300 - 2500 Dolar‘dan (Fathi M. Ali Abdullah, 2007) 2010 yılına gelindiğinde 3300 - 4500 Dolar‘a kadar çıktığı gôzlemlenmiĢtir. (Fathi M. Ali- Mudaris, 2010) - Yeni dùzenlemede yabancı firmaların yerli ortağı olma ihtiyacı ortadan kaldırıldı. Yabancı yatırımcıya Iraklı biri gibi ùlkede firma kurma kolaylığı getirildi. Erbil, Sùleymaniye ve Bağdat merkezli ùç ayrı yerde yatırım yaptırmak isteyenler için kayıt yeri vardır. Kayıt yaptırmak isteyen firma avukatlar birliğine ùye bir avukat tutmak zorundadır. Yabancı yatırımcı herhangi bir Iraklı vatandaĢın haklarına sahipçesine firmasını Kuzey yônetim bôlgesinde kurabilir. Yabancı firma, yerli veya aile Ģirketi olması herhangi bir fark gerektirmemektedir. 1-Ülkesinde kayıtlı olan herhangi bir yabancı firma kayıtlı olduğu sertifikası, Irak bùyùkelçiliğinde veya Kuzey bôlgesel yônetiminin temsilciliği varsa onun mùhrùyle mùhùrlenmelidir. 2-KuruluĢ sertifikasının bir fotokopisi veya kurulduğu ùlkedeki resmi otoritede onaylı tùm belgeler kurucular veya temsilci tarafından imzalanmalı ve Irak elçiliği tarafından mùhùrlenmeli. 3-ġube açacak firmanın kurucu ùyeleri kiĢiyi (yônetici-avukat-iĢçi) resmi bir yazıyla atamalı ve bu atama yazısı Irak elçiliği tarafından onaylanmalı. (Atanan insanların bôlgesel yônetimden oturum izni almalıdır.) 4-Yabancı firmanın atadığı kiĢi hakkında yetkililere doğru bilgi verilmelidir. 5-Merkez firmanın son yılın finansal raporları Irak elçiliği tarafından onaylanmalı. 6-Tùm gerekli resmi evraklar Ġngilizce ve Arapça olmalıdır. Bu evraklar Irak elçiliği tarafından onaylanmalıdır. 7-Kayıt ùcreti 200.000 Irak dinarıdır. 8-Kuzey Irak Bôlgesel Kùrt Yônetimi‘ndeki Ģirketin kira sôzlenmesi. 9-SôzleĢmede belirtilen Ģirketin faaliyet alanı hakkında bilgi verilmelidir. 10-Tutulan barolar birliğine kayıtlı avukatın kontratı ve muhasebeciler birliğine kayıtlı muhasebe yetkilisinin kontratı belirtilmelidir. 11-Gerekli formlar doldurulmalıdır. (formlar websitesinde mevcuttur -www.br-iraq.com-) (Fathi M. Ali Abdullah, 2007) Özel ve aile Ģirketlerini ilgilendiren bazı kanunlardan ve dùzenlemelerden bahsedersek: 1997 yılında 21 numaralı bu kanun 2003 yılında değiĢime uğradı. A-ġirket Kayıt Kanunu; 1- Kaydını yaptıran Ģirket yabancı veya yerli olsun ayrım yoktur. 2- Yabancılar Ģirketin %100‘ ùne sahip olabilirler. Yani yabancı Ģirket için yerli ortakla iĢ yapmak zorunluluğu olmayacaktır. 3- ġirket çeĢitli sektôrlerde aynı anda iĢ yapabilecektir. 4- Yabancı iĢçi çalıĢtırabilecektir. B-Sanayi GeliĢimi Kanunu; 1-ġirketler fabrika kurabilirler. 2- Ġmal edeceği ùrùnùn ôn fizibilite çalıĢması sunulmalıdır. 3- Yetkililer fabrika için dùĢùk maliyetli toprak sağlamasında kolaylık gôstereceklerdir ve hammade sağlanması için lisans verilecektir. C- Ticaret ve sanayi bakanlığı yerli ve yabancı Ģirketler için ithalat ve ihracaat lisansını bir yıllığına verecektir gerektiğinde bu sùre uzatılabilecektir. Ġthal mallardan; gıda, ilaç, tıbbi malzeme, kitap ve kırtasiye, inĢaat malzemeleri, çimento ve çelik hariç % 5 vergi vardır. (Fathi M. Ali Abdullah, 2007) 1311 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 4. AĠLE ĠġLETMELERĠNĠN SEKTÖREL ANALĠZĠ VE ÜLKE KALKINMASINA KATKISI Aile iĢletmeleri ùlke ekonomisinde bùyùk bir yer tutmakta ve ùlke ekonomisinin belkemiğini oluĢturmaktadır. Dùnya genelinde iĢletmelerin %65 ila %80‘inin aile iĢletmesi olduğu tahmin edilmektedir. Fortune Dergisinin ilk 500 listesinde % 40‘ını aile iĢletmeleri oluĢturmaktadır. (Ward vd, 2001: 3) Amerika‘daki iĢletmelerin % 90‘ı aile Ģirketlerinden oluĢmaktadır. Ayrıca aile iĢletmelerinin Amerika‘nın gayri safi milli hasılasındaki ve tùm çalıĢanlara ôdenen ùcretlerdeki payı da yùzde 50 dir. (Bowman-Upton, 1991). Tùrkiye‘deki aile iĢletmelerinin oranı da yùzde 95 civarındadır. (Erdil vd, 2004, 2) Aile iĢletmeleri bir ailedeki bireylerinin sorumluluğu, kontrolù ve ortaklığı içerisindeki iĢletmelerdir. Aile iĢletmelerinin tanımlanması ile ilgili gôrùĢ farklılıkları olsa da ortak intiba aile iĢletmelerinin hisselerinin bùyùk çoğunluğunun aile bireylerine ait olması yanında yônetim biçim ve tarzının da aile fertleri tarafından belirlendiği iĢletmeler olduğu kanısı ortak dùĢùncedir. (Pazarcık, 2004: 2-3) Bu tanım ıĢığında aile iĢletmeleri aile içinden bir kuĢaktan diğer kuĢağa devredilebilen iĢletmeler olarak da tanımlanmaktadır. Yônetimin devri aile iĢletmesinin yaĢamında ônemli bir dônùm noktasıdır. Aile iĢletmelerinin en ônemli sorunlarından biri sùreklilik ve gelecek planlamasıdır. Ġstatistikler de devir iĢleminin tipik sorunlu bir konu olduğunu doğrulamaktadır. Yapılan araĢtırmalar ùçte birinden daha az oranda aile iĢletmesinin 1. kuĢaktan 2. kuĢağa geçebildiğini, bunların ise ancak yarısının 3. kuĢağı gôrebildiklerini ortaya koymaktadır. (Bowman-Upton, 1991) Aile tarafından kurulmuĢ ve bu ôzelliğini yitirmeden yùzyılı aĢkın sùredir baĢarı ile ayakta kalmıĢ birçok Ģirket vardır. Bu tùr Ģirketlerin dùnya ôrnekleri arasında Bosch, Prada, Miele, De Beers, Tùrkiye ôrnekleri icinde de Hacı Bekir, Kurukahveci Mehmet Efendi, Komili ve Konyalı sayılabilir. Ekonomik yapı geliĢmeler ıĢığında değerlendirildiğinde Irak ekonomik yônden incelendiğinde istikrarsızlıklar gôzlemlenmektedir. 1980‘lerde Irak-Ġran SavaĢı, 1990‘larda Kuveyt‘in iĢgali ùzerine baĢlayan uluslararası askeri harekat ve 2003 yılında Amerika‘nın askeri mùdahalesinin dônùm noktasını teĢkil ettiği son 30 yılda Irak ekonomisi oldukça istikrarsız bir yapı sergilemiĢtir. Çesitli dônemlerde yùrùrlùğe konan ekonomik ambargolar da Irak‘ın uluslararası ekonomiye entegrasyonunu gùçlestirmistir. 1991 – 1995 yılları arasında BirleĢmiĢ Milletler (BM) tarafından Irak‘a sunulan petrol karĢılığı gıda ithalatı ônerisi, Irak Hùkùmeti tarafından kabul gôrmemiĢ ve petrol geliri elde edilemediği için ùlkede fakirlik hızla artmıĢtır. 1996 yılında, Irak Hùkùmeti, BM tarafından ônerilen Gıda KarĢılığı Petrol Programı (OFF) ônerisini kabul etmek durumunda kalmıĢtır. Bu programla, Irak hùkùmetine sınırlı miktarda petrol ihraç etme ve bunun karĢılığında gıda ve insani malzeme ithal etme izni verilmiĢtir. 22 Mayıs 2003 tarihinde, BM Gùvenlik Konseyi 1483 Sayılı kararı kabul etmiĢ ve Irak ùzerindeki tùm ticari yaptırımların bittiğini ilan ederek, OFF programını yùrùrlùkten kaldırmıĢtır. Amerika‘nın askeri mùdahalesinin ardından kurulan Irak‘ın Yeniden Yapılandırılması ve Ġnsani Yardım Kurumu (ORHA- Yeniden ĠnĢaa ve Ġnsani Yardım Ofisi) ùlkede idari ve ekonomik yapıyı yeniden oluĢturmakla gôrevlendirilmistir. Bununla birlikte, 2003 yılında Irak ekonomisi savaĢın ve savaĢ sonrası gùvenlik durumunun kôtùleĢmesinin yanı sıra ùlkedeki devlet kurumlarının tamamına yakınının tasfiye edilmesi, gerekli idarelerinin tesis edilememesi ve artan istikrasızlık gibi nedenlerle kôtùye gitmistir. (Deik, 2010: 3) Kùrt bôlgesel yônetiminin tarihi ve ekonomik yônùnù de kısaca izah etmemizde fayda mùlahaza ettik. Kuzey yônetimi ôzerkliğini 11 Mart 1970‘te yapılan anlaĢmayla merkezi hùkùmetten almıĢtır. Ancak bu durum 3 sene sùrmùĢ ve anlaĢma 1974 yılında dùĢmùĢtùr. Bôlge yônetimi 1991 yılı Ekim ayında de facto (fiili) olarak ôzerkliğini almıĢtır. 2005 yılında da Geçici Irak Yônetimi tarafından tam ôzerklik verilmiĢtir. (U.S. Department of State vd. 2010) Kuzey Bôlgesel Yônetiminin ekonomisi petrol baĢta olmak ùzere tarım ve turizm gelirlerine dayanmaktadır. Bu yônetimin altındaki ùç yôresel idare (Duhok, Erbil ve Sùleymaniye) Amerikan ordusu tarafından tùm Irak‘ta ―gùvenli‖ kabul edilen tek yerlerdir. Bu durum bôlgenin Irak‘ın diğer yerlerine gôre daha fazla geliĢmesine ve yatırımın bu alanda yoğunlaĢmasını sağlamıĢtır. Bôlge yônetimi Saddam Hùseyin dôneminde BM‘in uyguladığı ―Gıda için Petrol‖ programı çerçevesinde alınan petrol gelirlerinin yùzde 13‘ùnù almaktaydı. Bu oran Ģimdilerde yùzde 17‘ye çıkmıĢtır. Bôlgede 2003 yılında Amerikan çıkarması baĢladığı andan itibaren koalisyon askerine karĢılık bir giriĢim vuku bulmamıĢtır. Ayrıca yeni çıkartılan yatırım teĢvik kanunlarında kuzey bôlgesi cazip bir duruma gelmiĢ ve kısa zamanda yùzlerce yeni yatırımcı gelerek onlarca yeni firma kurmaya baĢlamıĢtır. (KRG vd, 2010) Tablo 1‘de 2004 yılında Irak Planlama ve Kalkınma Bakanlığının hazırladığı raporda Amerikan çıkarması ôncesindeki resmi olarak Aile ĠĢletmelerinin sayısı ve hangi illerde kurulduğunu gôrebiliriz. 1312 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Tablo 1. Iraktaki Aile ĠĢletmeleri Sayısı ve Faaliyet Yerleri YERĠ AĠLE ĠġLETMELERĠ Amara 10 Bakuba 17 Bağdat 6 Basra 2 Divaniye 16 Dohuk 9 Erbil 4 Hilla 21 Kerbela 12 Kerkùk 3 Kut 21 Musul 11 Necef 4 Nasariye 2 Ramadi 25 Selahaddin 25 Samava 10 Sùlemaniye 16 Kaynak: Irak YaĢam Standardları ÇalıĢması, 2004 BirleĢmiĢ Milletler GeliĢim Programı ve Ġstatistik ve Bilim Teknoloji Merkez TeĢkilatı Irak Planlama ve Kalkınma Bakanlığı. Tablo 1‘den gôrùldùğù ùzere resmi olarak faaliyette olan aile iĢletmelerinin sayısı çok azdır. Firmaların bùyùk bir çoğunluğu 1. veya 2. kuĢak iĢletmeleridir. Bunun nedeni yukarda açıklandığı ùzere istikrarsızlıktan kaynaklanması olabilir. Yaptığımız araĢtırmalar sonucunda çok az sayıdaki firmanın 3. kuĢak tarafından idare edildiği gôzlemlenmektedir. SONUÇ Yaptığımız açıklamalar ıĢığında değerlendirildiğinde hem Irak genelinde hem de Kuzey Bôlgesel Yônetim alanında ticaret ve ekonominin 2003 yılı ôncesinde istenilen seviyede geliĢme gôstermediğini anlayabiliriz. Irak‘ta kurulan iĢletmelerin tùm dùnya genelinde olduğu gibi bùyùk oranını aile iĢletmeleri teĢkil etmektedir. Irak aile yapısı da bunu beslemekte ve aile bireylerinin birbirilerini iĢ partnerleri olarak gôrmesi de hemen hemen kurulan bùtùn iĢletmelerin aile iĢletmesi olarak kurulmasına yol açmaktadır. (Metz, 1988: 44) Toplumsal ve siyasal çalkalanmaların yaĢandığı toplumlarda eğitimin rolù bùyùktùr. Bu sebeple ùniversite destekli aile eğitiminin ùlke kalkınmasına katkısı çoktur. ġu anda bile Irak devleti savaĢ ortamında olduğundan dolayı gùçlù bir aile eğitimi ihtiyacı ôn plana çıkmaktadır. Bôlgede faaliyet gôsteren devlet ve ôzel ùniversitelerin savaĢ sonrası için eğitimli, tam techizatlı personel ihtiyacını karĢılama vazifesi bilinci içinde olup, ona gôre hareket etmelilerdir. 1313 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo REFERENCES The World Bank, Doing Business in the Arab World, International Finance Corporation, Abu Dhabi, 2010, p. 14 Fathi M. Ali Abdullah, Kurdıstan The commercial gateway to Iraq, Ministry of Trade & Industry, Minara publishing house, Erbil, 2007 Fathi M. Ali- Mudaris, A short guide to the KRG‘s trade policies, regulations and procedures, Ministry of trade & Industry, Erbil, 2010 Erdil, Oya, Çiğerim ErĢan ve Gôk ġahin (2004) ―Aile ĠĢletmelerinde Yônetim Biçimleri Üzerine Bir Literatùr AraĢtırması‖ Aile ĠĢletmeleri Kongresi, Kongre Kitabı 2.Baskı s. 2 Pazarcık, Orhan (2004), ―Aile iĢletmelerinin Tanımı KurumsallaĢması ve YônetiĢimi‖ AĠK 04 1. Aile ĠĢletmeleri Kongresi, Kongre Kitabi 2. Baskı, syf 2-3. Nancy Bowman-Upton 1991, ―Transferring Management in the Family-Owned Business‖, U.S. Small Business Administration. U.S. Department of State, Bureau of Near Eastern Affairs, http://www.state.gov/r/pa/ei/bgn/6804.htm#profile [EriĢim 1.9.2010] Deik 2010, Irak Ülke Bùlteni ġubat 2010, http://www.deik.org.tr/Lists/Bulten/Attachments/130/Irak%20Ulke%20Bulteni,%20Nisan%202010_TR.pdf, [EriĢim 11.9.2010] KRG, (2010), Kurdistan Regional Government Fact Sheets, http://www.krg.org/articles/detail.asp?rnr=272&lngnr=12&smap=01060100&anr=25488[EriĢim 11.9.2010] Randel S. Carlock ve Prof. John L. Ward(2001), Strategic Planning for The Family Business: Parallel Planning to Unify the Family and Business, Palgrave) Metz, Helen Chapin(1988), Iraq: A Country Study, Family and Society, Washington: GPO for the Library O f Congress, p44-45. www.saiflaw.com/iraq.html, EriĢim, 08.08.2010) (http://trade.gov/iraq/LegalGuide2008.asp, EriĢim, 02. 08. 2010) (www.state.gov/e/eeb/rls/othr/ics/2010/138084.htm, EriĢim, 25.07.2010) 1314 � 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. 681 Title A name given to the resource IRAK’IN YENiDEN YAPILANDIRILMASINDA AİLE EĞİTİMİ ve AİLE İŞLETMELERİNİN ÖNEMİ VE KATKISI Author Author POLAT, Zeynel DİNÇ, Ahmet Abstract A summary of the resource. Irak, Suudi Arabistan, Kanada ve Ġran‘dan sonra ispatlanmıĢ 115 milyar varilin ùzerinde petrol rezerviyle dùnyada dôrdùncù sırada yer almaktadır. Tùrkiye‘nin Gùneydoğu komĢusu olan Irak‘ın kuzeyinde çoğunluğu Kùrtlerden oluĢan Kùrt Bôlgesel Yônetimi vardır ve onlardan kısaca bahsetmek istiyoruz. Nùfusu yaklaĢık 3 ila 6.5 milyon arasında değiĢen Duhok, Erbil ve Sùleymaniye valiliklerinden oluĢan bu bôlge yaklaĢık 40,000 km karedir. Bôlgeyi kalkındırma amaçlı dùzenlemeler 2006 yılından itibaren hayata geçirilmekte ve yabancı sermayeyi çekebilmeyi amaçlamaktadır. Son yıllarda komĢu Tùrkiye ile ikili ticari anlaĢmalar artmaktadır. Bu çalıĢmada baĢlıca Irak genelindeki ve ôzel olarak Kùrt bôlgesel yônetimi içerisindeki Kuzey Irak bôlgesinde ailenin ônemi ve aile iĢletmelerinin ekonomideki yeri ùzerinde çalıĢtık. Bu çalıĢmamızda devletten ve ôzel sektôrden, birinci elden bilgi toplama gayretimizle bu bôlgede bulunmanın avantajını kullanmayı hedefledik. Ama ùlkenin geçirmiĢ olduğu sıkıntılı ve istikrarsız yapısından kaynaklanan nedenlerden dolayı bilgiye ve istatistiki dataya ulaĢma sıkıntıları hȃlȃ mevcuttur. Kısaca iktisat tarihine değindikten sonra iĢletmeler için (aile iĢletmeleri ve yabancı yatırımcıları da kapsayan) gerekli olan kanuni dùzenlemeler ùzerinde duruldu. Yapılan taramalardan 10‘a yakın aile Ģirketiyle irtibata geçildi. Onlar hakkında kısa malømatlardan sonra içlerinden birinin yôneticisiyle irtibat sağlanarak yùz yùze mùlakat yapıldı ve detaylı bilgi alındı. Bu çalıĢmanın amacı Irak‘ta çok sayıda var olan aile Ģirketlerinin durumu, hangi sektôrde ağırlık kazandıkları, ikinci veya ùçùncù kuĢak devamı var mı? Ne tùr yasal dùzenlemeler vardır? Sorularına cevap aramaktır. Bu çalıĢma kısmen Irak geneli ama ôzelde Kuzey Irak bôlgesi aile eğitimi iĢletmeleri ùzerinde durulmuĢtur. Irak‘ın gùney kısımları Bağdat ve Musul gibi ônemli kentlere gùvenlik sebebiyle gidip gôzlemleme imkanımız olmadı ama Kuzey‘de bulunan baĢkent Erbil, Sùleymaniye ve Duhok illerinde gùvenliğin varlığından dolayı aile Ģirketlerini birebir gôzlemleme imkanımız oldu. 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 https://omeka.ibu.edu.ba/files/original/ce0804fcfc6ba3db3ae3acf2528513c0.docx c9e1a28f21d6d3ab1a58cef07f34b28e https://omeka.ibu.edu.ba/files/original/829bc024e2c497a38e713ae7ab6e20b2.pdf 0fc53a65217d8e2f3accaaa68fde16be PDF Text Text Iran's Policy of Teaching Foreign Language and Turkey Turkish Language Teaching Kayhan Inan Gazi University/ Ankara, Turkey Key words: Iran, Foreign Language Planning, Turkish as a Foreign Language ABSTRACT States develop policies based on the short-and long-term goals and they make their future plans of their country according to these policies. In addition to this, the plan of education is not excluded of this procedure. In other words, in the determination of educational policies of the Islamic Republic of Iran, politicians became dominant at all times. Systematically organized and taught foreign languages in Iran are Arabic, French and English. Although French is taught in schools as a foreign language in a very short period, the teaching of Western languages and Arabic language policies has different purposes like French. Keeping in the forefront of Islamic standards, political authorities desire that Arabic should be basic foreign language or a second language. According to them, budget allocation for the teaching of languages such as English, French, Italian and German is nothing but a waste of resources. In western languages teaching (especially English), the only reason can be considered that Englishspeaking generations can serve Anti-American purposes. Nevertheless, Iranian officials think that English is a language that must be learned in order to follow the innovations in the world of science and to show itself in the international arena in the planning of foreign language. In Iran, however, in the face of teaching English as a foreign language from period to period, changes in the attitudes of managers, sometimes against the spread of the English language appearing in the views cannot be denied. Although the teaching of Turkish language has not a long history in Iran, various dialects of Turkish language are spoken. Turkish is a foreign language which is heavily favored by the Iranians after the major European languages. However, Turkey Turkish as a foreign language in Iran encountered many problems in teaching. Some of them are originated from Iran’s situation which is a closed country and the other reason is that Turkey Turkish is a relatively new field as a foreign language. In this study, foreign language teaching policies of the Islamic Republic of Iran will be mentioned and the effects of these policies on teaching Turkey Turkish will be discussed. The study will be supported by the opinions of Iranian officials and Iranians of Turkey Turkish learners. � 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. 1821 Title A name given to the resource Iran's Policy of Teaching Foreign Language and Turkey Turkish Language Teaching Author Author INAN, Kayhan Abstract A summary of the resource. Key words: Iran, Foreign Language Planning, Turkish as a Foreign Language ABSTRACT States develop policies based on the short-and long-term goals and they make their future plans of their country according to these policies. In addition to this, the plan of education is not excluded of this procedure. In other words, in the determination of educational policies of the Islamic Republic of Iran, politicians became dominant at all times. Systematically organized and taught foreign languages in Iran are Arabic, French and English. Although French is taught in schools as a foreign language in a very short period, the teaching of Western languages and Arabic language policies has different purposes like French. Keeping in the forefront of Islamic standards, political authorities desire that Arabic should be basic foreign language or a second language. According to them, budget allocation for the teaching of languages such as English, French, Italian and German is nothing but a waste of resources. In western languages teaching (especially English), the only reason can be considered that English-speaking generations can serve Anti-American purposes. Nevertheless, Iranian officials think that English is a language that must be learned in order to follow the innovations in the world of science and to show itself in the international arena in the planning of foreign language. In Iran, however, in the face of teaching English as a foreign language from period to period, changes in the attitudes of managers, sometimes against the spread of the English language appearing in the views cannot be denied. Although the teaching of Turkish language has not a long history in Iran, various dialects of Turkish language are spoken. Turkish is a foreign language which is heavily favored by the Iranians after the major European languages. However, Turkey Turkish as a foreign language in Iran encountered many problems in teaching. Some of them are originated from Iran’s situation which is a closed country and the other reason is that Turkey Turkish is a relatively new field as a foreign language. In this study, foreign language teaching policies of the Islamic Republic of Iran will be mentioned and the effects of these policies on teaching Turkey Turkish will be discussed. The study will be supported by the opinions of Iranian officials and Iranians of Turkey Turkish learners. 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/b0347cd965f0e123927680b2ae96f04d.pdf a00421de9e2fabff2a29e664bbc7e075 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Iranian English Major vs. Subject-matter ESP Teachers‘ Beliefs and Instructional Practices in ESP Classes: A Comparative Study Peyman Rajabi Ph.D Student in TEFL, Islamic Azad University, Science & Research Campus, Tehran, Iran paymanrajabi2002@yahoo.com Gholam Reza Kiany Ph.D in TEFL,Tarbiat Modaress University, Tehran, Iran Parviz Maftoon Ph.D in TEFL, Islamic Azad University, Science & Research Campus, Tehran, Iran Abstract: Since the advent of English for Specific Purposes (ESP), plenty of controversial issues have been raised in the academic circles all over the world. As we know, one controversial aspects of ESP domain deals with the significant role of the teacher variable. In the present study, the investigators intended to compare and contrast Iranian English major ESP instructors with their subject-matter counterparts in terms of their beliefs and classroom practices in ESP classes. A total of 423 Iranian English major (ELT) and subject-matter ESP teachers participated in the study. The results revealed that theoretically a large and wide gap exists between English major and subject-matter ESP teachers while practically this difference is very slight. Key words: ESP, Classroom activities, Teachers‘ beliefs Introduction Teaching English for Specific Purposes (TESP) has been considered a separate undertaking from English language teaching. Dudley-Evans and ST John (1998) coined the term ―practitioner‖ for ESP teachers since, they believe, many pivotal roles such as course designers, materials developers, researchers, evaluators, and classroom teachers should be taken on by an ESP instructor. Bell (1981) believes that every language teaching program comprises three stages of input, process, and output; therefore, it is essential for an ESP teacher to have several roles which require both content and formal schema knowledge in a particular field of science. Since its infancy, many controversial issues have been raised to maintain whether the EFL teacher or the subject-matter in the field has the right to teach an ESP course. Some argue that ESP teachers are expected to have sufficient knowledge in content areas as well and be able to elicit knowledge from students. Generally, ELT teachers are linguistically superior over content or subject matter ESP teachers, but they may not be efficiently equipped with specific background knowledge of their learners' specialist academic disciplines. Moreover, there are other scholars who claim that ESP teaching is part and parcel of an English language teacher‘s career and that it is therefore their responsibility to design or teach such courses. However, we cannot neglect the fact that ESP teaching should focus on procedures appropriate for learners whose main goal is learning English for a purpose other than just learning the language system itself. Therefore, it is believed that for some basic aspects of its teaching, ESP has developed its own specific methodology and its research draws on research from various disciplines in addition to applied linguistics-- this may be the key feature which clearly characterizes ESP. Undoubtedly, the recent development in nations‘ political, cultural, social, athletic, business, touristic, and economic ties as well as the recent increase in ESP publications (textbooks or papers), conference presentations, professional and academic gatherings, invited lectures, and on-line workshops highlight the fact that ESP has gained a significant place not only among academic circles but also it has gained the shape of a ―New Industry‖ in the 21st century. Unfortunately, ESP programs in Iranian academic settings do not seem to sufficiently help the students acquire the kind of knowledge and skill they need whether inside or outside the class. Lack of sufficient ability to utilize their ESP knowledge efficiently, to communicate with their foreign counterparts, to participate in international 1017 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo conferences, or to utilize ESP for target situations all manifest the inappropriateness of ESP instruction in Iranian academic circles. In other words, despite the amount of time and energy spent, the learners fail to achieve the desired goals in ESP classes in Iran. This might be the output of a number of influential factors such as poor methodology, needs analysis, materials, curriculum, goal settings, beliefs and attitudes, policy making, and so forth. Despite the fact that materials and methodology are extremely important in any instructional program, it seems that the focal point in the teaching context is the teacher variable. Much have been said in the literature about the concept of authenticity in ESP programs, i.e. authentic texts, tasks, tests, or authentic materials, but , we believe, another type of authenticity has to be seriously taken into account and that is the ―individual authenticity‖- the reliable and competent ESP teacher. Most of us would assume that teachers are well qualified, dedicated, and willing to implement all the findings of research in the field, because they are simply "teachers" but little attention has been paid to the real and influential role of the ESP instructors in Iran. The scope of the present study is not focused on evaluating ―the ESP instructors‖, rather it aims at investigating any uniformity among Iranian ESP instructors in terms of their beliefs and methods of ESP instruction in their classes. To achieve such a goal the following questions were formulated: 1. 2. 3. Is there any significant difference between the pedagogical beliefs of Iranian English major and subject matter ESP teachers about ESP? Is there any significant difference between the instructional practices of Iranian English major and subject matter ESP teachers? What factors were mostly influential in shaping ESP beliefs among these instructors? Participants A population of 423 Iranian ESP teachers was selected to respond to a questionnaire which determined their personal beliefs as well as instructional practices in ESP classes. Geographically speaking, the respondents were from western, central, and northern provinces of Iran. The general profiles of these ESP instructors are shown in the following table: These ESP teachers are either TEFL or non-TEFL majors with university degrees of MA/Ms or Ph.D. Table 1: General Profiles of the Participants of the Study General Profile Age range Index 20-30 years 5% 31-40 years 80.4% 41-50 years 13.2% 51-60 years 1.4% Sex Male Female Degree MA/Msc. Field Frequency 83.7% 16.3% 82% PhD 18% English major 37.11% 1018 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Non-English major 62.89% 0-5 years 73.3% 6-10 years 23.2% 11-15 years 3.5% Little 3.3% Average Much 83.5% 13.2% Field 37.1% Studying Abroad 3.5% English classes 5.2% Self study 54.1% ESP teaching experience Satisfaction with ESP teaching Familiarity with English Instrumentation The instrument selected as measure in this study included a Survey Questionnaire. It targets close-ended sections that require teachers to respond to statements on a five point Likert scale. Firstly, it attempted to identify the beliefs ESP teachers have regarding ESP and its role in language learning and teaching in Iranian academic settings. Secondly, the questionnaire aimed to obtain information about teachers' reported classroom practices regarding the teaching of ESP courses. Results The first part of the second section of the questionnaire dealt with investigating the frequency of classroom activities carried out in Iranian ESP classes. To do this, we followed Farhady (2007). The results of ESP needs analysis project by Farhady (2007) revealed the most quoted real academic tasks included: general and technical listening, reading, speaking, and writing activities, note-taking, internet search, reading graphs and summarizing, translating, writing paper, submitting proposals, presenting papers in conferences, writing reports, writing CVs, writing research reports, and giving and receiving feedbacks from each other. Therefore, 16 highlighted classroom activities were chosen and given to a total of 423 Iranian ESP teachers. A 5-point-scale ranging from always (5 points) to never (1 point) was used to determine the frequency of 16 highlighted classroom activities in the ESP classes. The following table reveals the descriptive as well as inferential statistics for implementing instructional activities by Iranian ELT and subject-matter ESP teachers. Table 2: Iranian English Major vs Subject-Matter ESP Teachers‘ Classroom Practices Field Classroom Activity 1.Explaining technical words in Persian 2. Explaining grammar ELT never 0 seldom 1 Frequency sometimes 9 Chi-Square Test Results often 93 always 54 .000 S.M ELT 1 1 3 49 101 7 69 187 10 68 0 193 0 0 0 .314 S.M 1019 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 3. Translating ESP texts into Persian ELT 0 0 1 23 133 S.M 0 0 2 27 234 ELT 0 2 20 102 33 S.M 3 1 29 207 26 5. Asking and answering questions in English ELT S.M 50 217 89 46 7 3 9 0 2 0 .000 6. Classroom presentations in English ELT 132 21 4 0 0 .065 S.M ELT S.M ELT 209 108 196 127 57 49 67 29 0 10 3 1 0 0 0 0 0 0 0 0 S.M 195 68 3 0 0 9. Providing chances for students‘ classroom discussions in English ELT 38 86 32 1 0 S.M 171 92 3 0 0 10. Listening to audio files 11. Developing study skills activities ELT S.M ELT S.M ELT 41 177 7 102 102 53 84 44 72 51 40 5 83 92 4 23 0 20 0 0 0 0 3 0 0 S.M 181 82 3 0 0 13. Answering essay type quizzes in English ELT S.M 30 74 40 178 51 13 36 1 0 0 .000 14. Writing letters or articles in English ELT 120 22 15 0 0 .090 S.M ELT 217 52 36 71 13 26 0 8 0 0 .000 S.M 161 100 5 0 0 ELT 43 90 18 4 2 4. Doing reading comprehension exercises 7. Note-taking from classroom lectures 8. Writing classroom reports in English 12. Summarizing textbooks or pamphlets in English 15. Watching films or other video files 16. Conducting collaborative and cooperative activities in the classroom .680 .133 .113 .125 .000 .000 .000 .381 .062 S.M 64 197 5 0 0 The results of Chi-square test indicate that there are statistically significant differences between ELT and subject-matter ESP instructors in terms of 7 classroom activities while no significant difference between the two groups is reported concerning the rest 9 classroom activities (p<.05). Now let‘s look at each activity in brief. 1020 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo With regard to determining the frequency of the first classroom activity, explaining technical words in Persian, the results indicated that 34% of the ELT instructors and 72.5% of the non-ELT teachers ―always‖ did such a kind of activity in their ESP classes. About 59% of the English majors claimed that they ―often‖ do the first activity in their classes while 25.6% of subject matter ESP teachers followed the same trend. The Chi-square results indicate that since the Sig. value of .000 is smaller than .05, we can conclude that the proportion of English major ESP teachers who explain technical words in Persian is significantly different from those non-English majors. Moreover, subjectmatter ESP tend to use more Persian equivalents in describing technical words. Majority of the instructors in both groups claimed that they ―seldom‖ explained grammar to the ESP students. This approximately approves the fact that grammar is overlooked in most ESP classes. The Chi-square results indicate a value of 0.314 which is higher than the alpha value of 0.05. So, it can be concluded that there is not any significant difference between the two groups in terms of teaching grammar to ESP students. The third activity, translating the ESP texts into Persian, favored the common consensus of both groups. Among ESP instructors, 84.7% of the English majors as well as 87.6% of the subjectmatter teachers ―always‖ translate the ESP texts into Persian. The Chi-square test outputs reveal no differences between the two groups as well. This strongly supports the fact that Iranian ELT or subjectmatter ESP teachers have always viewed translation as the safest and most dominant classroom activity which seemed to meet the immediate needs of the ESP students. However, the poor English background of Iranian ESP students might have proliferated the application of translation in ESP classes. Naturally, the outputs of Table 1 show that English major instructors as well as their non-ELT counterparts predominantly ―often‖ do class activity 4, i.e. doing reading comprehension exercises. So, it seems reading comprehension has favored considerable superiority among language skills in Iranian ESP classes. The value of 0.133, which is larger than 0.05, testifies the fact that there is no significant difference between ELT and non-ELT instructors in doing reading comprehension activities. Among non-English major ESP teachers, 81.6% claimed that they ―never‖ practice classroom activity 5 while only 31.8% of the ELT instructors overlooked the application of ―asking and answering questions in English‖ in their classes. The Chi-square results indicate a significance difference between the two groups in implementing classroom activity five. This signifies the fact that there is little interest among subject-matter ESP teachers to make use of verbal interactions as the facilitators of learning in their classes. However, we conservatively propose that this might have also been rooted in insufficient general English proficiency of subject-matter teachers as well. Classroom activity 6 deals with ESP students‘ classroom presentations in English. The majority of English and non-English ESP instructors clearly stated that they ―never‖ implement such a task in their classes. The inferential statistics approves the fact that there is no significant difference between these two groups of teachers in implementing such activity in ESP classrooms. The teachers were asked to determine the frequency of students‘ note taking from ESP classroom lectures. It seems that since few or no lecture may be presented in Iranian ESP classrooms, students are not accustomed to such an activity. Writing classroom reports in English comprised the eighth activity. The results of descriptive statistics show that 80.9% of the ELT instructors as well as 74.4% of their non-ELT counterparts ―never‖ ask their students to write classroom reports in English whereas only 0.6% of the English majors and 1.1% of the subject matter ESP teachers claim that they ―sometimes‖ ask their students to write classroom reports in English. The Chi-square results reveal that there is not any significant difference between both groups. Providing opportunities for students to hold classroom discussions in English comprise classroom activity 9. More than 64% of the non-English major ESP instructors ―never‖ favored the application of such a task while the same frequency was reported by only 24% of the ELT instructors. This gap may extensively be due to instructors‘ fields of study and interests. The Chi-square results reveal that there is a significant difference between these two groups in terms of doing classroom activity 9. The ESP teachers were asked to determine the frequency of activity 10 which dealt with listening activities of the students in ESP classrooms. The story of activity 9 is repeated here. Only 26% of the ELT teachers claimed that they ―never‖ do listening comprehension tasks in their ESP classes while this was strictly true for 66.5% of the subject matter teachers. Table 1 proves our claim by showing the significant difference between ELT and non-ELT instructors. 1021 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo With regard to determining the frequency of study skill activities in ESP classes, majority of non-ELT teachers (38.3%) ―never‖ assigned study skills activities while approximately 53% of the English majors claimed that they ―sometimes‖ utilize them in their classes. The Chi-square test results show the significant difference between the two groups. The ESP instructors claimed that they predominantly ―never‖ use summarizing texts or articles in English in their ESP classrooms. That‘s why writing is the most neglected and sacrificed skill among language skills in Iranian academic settings. The value of 0.381 strongly approves the fact that there is not any significant difference between ELT and non-ELT instructors in implementing classroom activity 12. The frequencies of classroom activity 13, answering to essay type classroom quizzes, are shown in Table 1. Subject matter ESP teachers maintained that they ―seldom‖ have their students answer essay type classroom quizzes in English while the majority of ELT instructors ―sometimes‖ made use of such an activity in their classes. The inferential statistics testifies that there is a significant difference between the English and non-English major ESP teachers. The ESP instructors were supposed to determine the frequency of classroom activity 14 which dealt with students‘ article or letter writing in their specific fields. Over 76% of the ELT teachers as well as 81% of the subject matter ESP instructors ―never‖ utilized such an activity in their classrooms. This is mainly due to the fact that the whole objectives of ESP programs have not been clearly specified for our teachers. The value of 0.09 evidentially approves our claim that there is not any significant difference between the two groups in terms of implementing this classroom activity. The responses of the ESP teachers in terms of specifying the frequency of activity 15, watching films or video programs in specific fields, are presented in Table 2. The outcomes reveal that more than 60% of the subject matter instructors ―never‖ made use of technological aids in their ESP classrooms while only 33% of the ELT teachers did the same. The Chi-square test results show that there is a significant difference between the two groups regarding the manipulation of video aids. Majority of the instructors in both groups reported that they ―seldom‖ make use of students‘ cooperative activities in conducting their ESP classes, activity 16. This might be due to lack of sufficient time or insufficiencies in establishing student-centered atmosphere in ESP classes. The inferential statistics show that there is no significant difference between ELT and non-ELT instructors in implementing such an activity in ESP environments. As noted earlier, the second part of the second section of the questionnaire deals with identifying Iranian teachers‘ beliefs about ESP and methods of instruction. Since it was too much difficult to include a large number of widespread beliefs in a very limited pool, the researcher decided to merely focus on some common and highlighted beliefs. Therefore, based on the present literature (Basturkmen, 2006; Dudley-Evans & St John, 1998; Hutchison & Waters, 1987; Jordan, 1997; Robinson, 1991; Strevens, 1988) and the outcomes of the EAP needs analysis project carried out by Farhady (2007), we specified 21 types of pedagogical beliefs on ESP domain. Three underlying constructs namely teaching ESP, students‘ needs, and beliefs about students‘ practice were explored for the aforementioned beliefs. Table 3: Descriptive Statistics for ESP Teachers‘ Beliefs about the First Factor Item Field Frequency SA 1. content teaching ELT A 83 ChiSquare Test Results N D SD 10 3 1 .000 60 1022 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.content familiar 3.sufficient English for others 4. content problems 5.technical word matching 6.non-English teacher better 7.multidiscipline 8.Persian language 9.language application 10.performting needs analysis Non-ELT 204 41 16 4 1 ELT 9 62 71 8 7 Non-ELT 2 3 201 38 22 ELT 120 32 5 0 0 Non-ELT 157 83 34 1 1 ELT .000 .000 1 3 10 51 92 Non-ELT 177 67 17 4 1 ELT 85 54 12 5 1 Non-ELT 160 80 24 1 1 ELT 0 0 0 0 157 Non-ELT 188 60 13 4 1 ELT 0 47 82 15 13 Non-ELT 0 7 189 35 35 ELT 97 55 4 1 0 Non-ELT 166 74 24 1 1 ELT 0 71 27 58 1 Non-ELT 2 26 69 167 2 ELT 89 55 11 2 0 Non-ELT 6 52 203 5 0 .000 .143 .000 .000 .333 .000 .000 As Table 3 shows, the difference between English major and subject matter ESP teachers is not significant in terms of the items 5 and 8. In other words, both groups had consensus on applying Persian as the medium language in Iranian ESP classes. Moreover, matching technical words with their Persian equivalents received the general agreement of both groups. The rest ten items demonstrate the significant difference between two traditions. The following table generally shows the frequency of ELT and non-ELT instructors‘ beliefs about the items which constituted factor 2, ESP teachers‘ beliefs about students‘ practices. The table also reveals the summarized inferential statistics to highlight the differences between these two groups. 1023 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Table 4: Descriptive Statistics for ESP Teachers‘ Beliefs about the Second Factor Item Field Frequency/Percentage SA 1. utw ELT A 3.8% N D SD 15.9% 43.3% 12.1% ChiSquare Test Results .000 24.8% 2. future needs 3. lg evaluation NonELT ELT NonELT ELT 0% 1.1% 6% 75.5% 17.3% 14.6 % 4.5 % 36.9% 16.9 % 47.1% 76.7% 1.3% 1.9% 0% 0% 25.5% 31.2% 42% 1.3% 0% NonELT 2.3% 16.9 % 78.9 % 1.9 % ELT 1.9 % 14% 57.3 % 26.8 % .000 .000 4. developing lg activities 0% 0% .001 5. study skills NonELT ELT 2.3 % 16.9 % 71.8 % 9% 0% 1.3 % 27.4% 61.1 % 10.2% 0% NonELT 2.3% 19.5% 69.5% .476 8.6% 0% The results of Table 4 clearly show the significant differences between the beliefs of English major and non-English major ESP teachers in terms of the first four items. As it can be seen from the table, except one item, the respondents predominantly had ―neutral‖ beliefs about the proposed ideas. This may be a reflection of conservatism among ESP teachers who did not take the risk of frankly stating their ideas. With regard to the last item which focused on developing study skills activities among students in ESP classes, the Chi-square test did not show any statistically significant difference between both groups. The following table generally shows the frequency of ELT and non-ELT instructors‘ beliefs about the items which constituted factor 3, beliefs about students‘ language needs. The table also reveals the summarized inferential statistics to highlight the differences between these two groups. Table 5: Descriptive Statistics for ESP Teachers‘ Beliefs about the Third Factor Item Field Frequency/Percentage SA 1. translation ELT A 54.1% N D SD 2.5% 1.9% 2.5% 4.5% 1.5% 0.4% 31.2% 43.2% ChiSquare Test Results .052 38.9% 2.independent speaking NonELT ELT 63.5% 30.1% 0.6 % 0.6% .001 23.6% 3. no listening speaking NonELT ELT Non- 0.8 % 0% 22.2% 6.4% 70.7% 0% 0.4% 37.6% 64.7% 24.2 % 34.6 % 34.4% 0.4 % 3.8 % 0% .000 1024 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 4. grammar ELT ELT 5.languageskills NonELT ELT 6. memorizing words NonELT ELT NonELT 6.4 % 12.7% 56.7 % 24.2 % 5.3% 19.9 % 72.9 % 1.9 % 0% 1.9 % 35% 58 % 5.11% 0% 2.3% 16.9% 72.2% 8.6% 0% 38.2 % 24.1 % 5.1 % 6% 1.3 % 1.5% 0.6 % 0.4 % 54.8 % 68% 0% .000 .000 .077 Table 5 represents the ESP teachers‘ beliefs about the third factor, students‘ language needs in ESP classes. There was not any statistically significant difference between ELT and non-ELT instructors in terms of the first and the last items (the Sig. value are 0.52 & 0.77 respectively). The first item emphasizes the utilization of ―translation‖ as the foundation of ESP classroom activities. This is mainly seen through the frequency of considerable positive attitudes of both groups. Moreover, majority of both groups strongly agreed on the memorization of technical words as a necessary practice in ESP classes. No congruence was seen between English major and non-English major ESP instructors in terms of language skills such as listening- speaking activities and grammar teaching. The outcomes clearly show the gap between the two traditions. However, it is difficult to strongly claim that the main reason for such a difference lies on insufficient ESP knowledge of the nonELT group. In order to determine factors that affect teachers‘ decisions, the teachers were presented with a list of eight factors and asked to rate on a scale of 1 to 3, how important each of these factors were to them personally in deciding how to view ESP and the type of activities to use. Their responses to this question are shown in Table 6 below. Table 6: Factors Influencing ELT and non-ELT Teachers‘ Beliefs about ESP Factor 1.ESP teaching experience 2. Feedback from students 3. Dominant educational system 4. The current ESP textbooks 5. Teacher‘s personal information about ESP 6. Studying journal articles in ESP field 7. The way other ESP Level of importance Not important Fairly important Very Important Not important Fairly important Very Important Not important Fairly important Very Important Not important Fairly important Very Important Not important Fairly important Very Important Not important Fairly important Very Important Not important Percentage ELT non-ELT 57.3% 27.4% 15.3% 41.4% 33.8% 24.8% 8.9% 6.4% 84.7% 14% 28.7% 57.3% 25.5% 35% 39.5% 87.3% 6.4% 6.4% 49% 47.4% 32% 20.3% 37.3% 18.8% 7.5% 15% 13.2% 71.8% 7.5% 23.3% 69.2% 52.6% 20.3% 27.1% 71.8% 25.9% 2.3% 36.5% 1025 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo instructors operate 8. Carrying out research projects in the field Fairly important Very Important Not important Fairly important Very Important 32.5% 18.5% 62.4% 20.4% 17.2% 40.2% 23.3% 65.1% 25.9% 9% Since the results of in Table 6 show, ―the dominant educational system in Iranian academic circles‖, ―the current ESP materials and textbooks‖, and ―ELT instructors‘ personal information about ESP‖ were the main influential factors which helped the formation of ESP beliefs and methods of instruction among the ELT instructors. ―Carrying out research projects in ESP field‖ and ―studying journal articles about ESP‖, factors 8 and 6 respectively, have received the last priority among English major instructors. This seems that ESP is still an intact field in Iranian academic circles. However, few research projects and/or dissertations have triggered ESP. Non-English major ESP instructors were asked to determine the most influential factors which shaped their beliefs about ESP and its methods of instruction. The results also reveal that ―the current ESP materials and textbooks‖, ―the dominant educational system in Iranian academic circles‖, and ―the way other ESP instructors operate‖ gained much priority among non-ELT instructors in shaping their beliefs about ESP. The first two factors mentioned by non-ELT instructors were similar to those highlighted by their ELT counterparts. This might reflect a kind of commonality among ESP teachers in terms of influential factors. But the third factor which focused our attention is somehow deliberative. It seems that non-ELT instructors follow the ways and patterns their fellow colleagues do in ESP classes. It is not clear whether these styles and patters follow any specific and logical principle in ESP field. Conclusions The first aim of the present study was to determine whether there was any meaningful difference between the beliefs of Iranian English major and subject matter ESP instructors about ESP courses and methods of classroom instructions. The results of the present study strongly highlight considerable difference between the beliefs of ELT instructors and their non-ELT counterparts. The main causes of such a gap lie in the fact that the non-ELT instructors may not be aware of integrating language and content instruction, since there is limited attention to language needs in the preparation of content teachers, and limited attention to either the specific discourse of academic disciplines or to the practical concerns of needs analysis, text adaptation, curriculum development, or collaborative teaching in most language teacher training programs (Crandall, 1998). The overriding belief of the 423 teachers who participated in this study was that ―translation‖ is a pivotal component of the language classroom. This appeared to be a ―resilient or core belief‖ (Clark & Peterson, 1986) that the teachers shared and showed that teachers generally favor translation. However, both groups had consensus on some items such as ―application of Persian language as a medium in ESP classes‖, ―technical word matching with their Persian equivalents‖, ―the emphasis on applying study skills‖, and ―memorizing English words‖. Moreover, the study aimed at finding out whether there is any significant difference between classroom practices of ELT and non-ELT instructors. The outcomes extracted from 423 ESP teachers revealed that ELT and content teachers differed greatly in frequency of doing a number of classroom activities such as ―explaining technical words in students‘ mother tongue‖, ―providing the students with speaking opportunities‖, ―listening to audio files‖, ―watching films‖, and ―asking students to answer essay type questions in classroom quizzes‖. The main reason for such a gap is insufficient knowledge or familiarity of non-ELT instructors with applying and integrating language skills in ESP classes. Language learning and content of subject matter could be brought together because a foreign language is most successfully acquired when learners are engaged in its meaningful and purposeful use. The integration of language and content involves the incorporation of content material into language classes. Content can provide a motivational and cognitive basis for language learning since it is interesting and of some value to the learner (Brewster, 1999). ESP programs are content-based, task-based, interactive programs which provide cooperative learning. Small groups of students work together to accomplish meaningful tasks in this approach to L2 learning so both cognitive and socio-cultural processes are at work together (Mitchell & Myles, 2004). Some believe in reading as the only skill to be developed: some others, however, take the four skills (reading, listening, speaking, writing) into account, dividing them into micro- and macro-skills. An initial and continuing focus in ESP has been on the skill of reading. This 1026 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo was for practical and international reasons, for example, many contexts throughout the world required the ability to read English passages. However, subsequent research and practice have taken the other three skills into account. For example, listening is crucial for lecture comprehension in English for Specific Purposes contexts, and speaking is considered important in English for Business Purposes as well as in ESP. Finally, writing is thought of as a necessary skill for non-native students in academic contexts. The results also highlighted no statistically significant difference between English and nonEnglish major ESP teachers in terms of the frequency of doing a number of classroom activities such as ― grammar teaching‖, ―translation‖, ―reading comprehension activities‖, ―classroom lectures in English by students‖, ―note-taking activities‖, ―writing classroom reports in English‖, ―developing study skills‖, ―summarizing text-books or articles in English‖, ―writing essays or letters in students‘ specific fields‖, and ―cooperative activities by the students‖. Cooperative Learning (CL) is the most widely used approach to ESP teaching because it is potentially beneficial for second language learners in a number of ways especially when performed through content. First of all, CL can provide more opportunities for L2 interaction and improve L2 proficiency (Swain, 2001). It can also help students draw on their first language (L1) while developing L2 skills (Cohen, 1986). But none of them was seriously taken into account by Iranian ELT and non-ELT instructors in ESP classes. The ESP instructors were asked to determine the influential factors responsible for shaping their beliefs about ESP and its method(s) of instruction. Among the suggested influential factors, ELT instructors referred to ―Iran‘s educational system‖, ―the present ESP textbooks‖, and ―teachers‘ personal information about ESP‖ as the most effective factors for shaping their beliefs. The non-ELT tradition, on the other hand, reported ―the present ESP text-books‖, ―Iran‘s educational system‖, and ―the way other ESP instructors operate‖ respectively determined the formation of such beliefs among them. Since ESP has been an ever-growing branch of EFL instruction in Iranian academic settings in the last three decades, there has been a great deal of improvement in curriculum development in this field. Presently, ESP courses form a remarkable part of the curriculums for almost all academic disciplines at university level. Since its infancy, materials development has seriously been the focus of interest and attention in the ESP domain. Specifically, the Iranian Ministry of Science, Research, and Technology has undertaken the responsibility of compiling ESP academic textbooks since 1980s. Meeting the learners‘ needs and enhancing the students‘ level of interest and motivation were two main factors which led the authorities of the Ministry to take the proliferation policy of publishing more than 230 ESP textbooks so far. However, the textbooks follow a rigid distribution of instructional exercises and activities for all academic disciplines with the emphasis on practicing microlinguistic aspects of reading skill. Therefore, it seems natural for us to see that both traditions select factors such as ―current educational system in Iran‖ and ―available text-books‖ as the dominant reasons for shaping ESP beliefs. The ELT and non-ELT groups only differed in terms of the third determining factor. English major instructors heavily determined ―their relevant knowledge about ESP‖ as the third priority in shaping their beliefs about ESP and its method(s) of instruction while non-ELT group reported that ―the way other ESP instructors operate in the field‖ constituted the third factor. Since non-ELT instructors predominantly did not have any prior and formal training in language science, they did believe that the way other ESP teachers operate has become a ―model‖ for them in conducting ESP courses. 1027 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Basturkmen, H. (2006). Ideas and options in English for specific purposes. London: Lawrence Erlbaum Associates, Inc. Bell, T. (1981). An introduction to applied linguistics: Approaches and methods in language teaching. London: Batsford Academic and Educational Ltd. Brewster, J. (1999). Teaching English through content: Supporting good practice in innovation and best practice. London: Longman. Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: Macmillan. Crandall, J. (1998). Collaborate and cooperate: Teacher education for integrating language and content instruction. FORUM. 36(1), 2. Dudley-Evans, T., & St John, M.J. (1998). Developments in English for specific purposes: A multidisciplinary approach. Cambridge: Cambridge University Press. Farhady, H. (2007). Needs analysis project (unpublished document). SAMT Organization. Hutchison, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press. Jordan, R. (1997). English for academic purposes. Cambridge: Cambridge University Press. Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London: Hodder Arnold. Robinson, P. C. (1991). ESP today: A practitioner's guide. London: Prentice Hall International Ltd. Strevens, P. (1988) ESP after twenty years: A real-appraisal. In M. Tickoo (ed.) ESP: State of the art (pp. 1-13). Singapore: SEAMEO Regional Language Centre. Swain, M. (2001). Integrating language and content teaching through collaborative tasks. The Canadian Modern Language Review,58, 44–63. 1028 � 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. 573 Title A name given to the resource Iranian English Major vs. Subject-matter ESP Teachers‘ Beliefs and Instructional Practices in ESP Classes: A Comparative Study Author Author Rajabi, Peyman Kiany, Gholam Reza Maftoon, Parviz Abstract A summary of the resource. Since the advent of English for Specific Purposes (ESP), plenty of controversial issues have been raised in the academic circles all over the world. As we know, one controversial aspects of ESP domain deals with the significant role of the teacher variable. In the present study, the investigators intended to compare and contrast Iranian English major ESP instructors with their subject-matter counterparts in terms of their beliefs and classroom practices in ESP classes. A total of 423 Iranian English major (ELT) and subject-matter ESP teachers participated in the study. The results revealed that theoretically a large and wide gap exists between English major and subject-matter ESP teachers while practically this difference is very slight. 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 https://omeka.ibu.edu.ba/files/original/8b96893a78e144e1ce3528ddb64cda9f.pdf 05d90d24287663f1f75d41eabd9444f3 PDF Text Text 1 Irony in William Blake’s Poetry Serap Denizer Bozkurt Kocaeli University, Turkey Abstract: Irony, stating something meaning another, turns into a philosophical method of understanding opposite concepts with Friedrich Schlegel’s Fragments published in the eighteenth century. It accords irony an ontological and epistemological function and changes its scope. William Blake, one of the prominent names of Romantic poetry, employs the binary oppositions and creates a different perspective of irony. In addition to the usage of traditional binary systems such as; good and evil, heaven and hell, he structures new binary systems. The traditional binary systems used by Blake are challenging as he redefines the opposite concepts in a holistic manner. On analyzing these three poems; “The Marriage of Heaven and Hell”, “The Tyger” and “The Lamb” it would be fair to claim that he presents a different perspective of construing the world with the employment of irony using integrative binary oppositions in the Romantic period. Keywords: romantic poetry, irony, William Blake 1. Introduction In his A Blake Dictionary, The Ideas and Symbols of William Blake. S. F. Damon (2013) states that: “Every sect is self-limited, whereas Truth is universal. Instead of any religion, Blake wanted the truth—the whole truth including all errors, life including death, the soul including the body, the world of mind including the world of matter, the profound discoveries of the mystics reconciled with the scoffings of the skeptics, heaven and hell married and working together, and in the ultimate heart, Man eternally in the arms of God”(61). 2. Analysis William Blake, one of the first and major representatives of Romanticism in England, is a challenging poet with his works full of opposites, which gives birth to the employment of irony. The changing scope of irony displays its effects on William Blake’s works. M. A. R. Habib (2011) explains the changing scope of irony as follows: By the end of the eighteenth century, irony had risen from being a mere rhetorical device to an entire way of looking at the world. Schlegel’s Fragments of 1797 accords irony an epistemological and ontological function, seeing it as a mode of confronting and transcending the contradictions of the finite world. … At the core of irony as formulated by most nineteenth-century thinkers was a romantic �2 propensity to confront, rather than overlook, the obstinate disorder, contingency, flux, and mystery of the world. In this sense, an ironic vision accepts that the world can be viewed from numerous irreconcilable perspectives, and rejects any providential, rational, or logical foreclosure of the world’s absurdity and contradictions into a spurious unity.(147) Habib, (2011) also states that William Blake, the first major figure of English Romanticism, had recourse to mysticism and a mythical vision of history, and he saw the world as inherently harboring opposites and contradictions which was the poet’s task to harmonize (153). In these lines, Habib defines Blake’s perception of the world and the function of the poet very clearly. It can be said that Blake is very good at reflecting his perception of the world by combining these contradictions. However, he does not only apply these contradictions, but he also redefines them in a holistic manner. Even the titles of his works prove it; The Marriage of Heaven and Hell, The Songs of Innocence and The Songs of Experience. He chooses to unite these concepts perceived as opposite by mankind. Reading Blake’s poems makes the reader question, criticize and revalue concepts such as; heaven, hell, angel, devil, good, and evil which are considered to be the traditional binary oppositions in western thought. ‘The Romantics’ only recourse was to an ironic vision which insisted that reality is not confined to here and now but embraces the past and is located in a Platonic ideal realm.’ (Habib,148). William Blake is also one of these poets who is endeavoring to define the reality. Damon (2013) states that Blake’s basic purpose was the discovery and recording of new truths about the human soul. He asserts that for Blake the most exciting thing possible was the discovery of these truths (55). In this paper, the poems; The Marriage of Heaven and Hell, The Tygerand The Lambwill be analyzed in terms of the employment of irony through the usage of opposites and contradictions in the light of Blake’s search of truth. The Marriage of Heaven and Hell, the title, which is to be examined first, gives the readers some clues about Blake’s usage of seemingly opposite concepts. Blake redefines and reshapes the heaven and hell in a philosophical point of view and unites them. Habib’s lines explaining the relationship between Romanticism and irony, also helps the reader understand the fundamental disposition of Blake’s poetry; The ideals of Romanticism included an intense focus on expressing human subjectivity, an exaltation of nature, of childhood and spontaneity, of primitive forms of society, of human passion and emotion, of the poet, of the sublime, and of imagination as a more comprehensive and inclusive faculty than reason. The most fundamental philosophical disposition of Romanticism has often been seen as irony, an ability to accommodate conflicting perspectives of the world. (Habib, 145) The heaven and hell are perceived as conflicting perspectives. However, it would not be right to say that Blake depicts the heaven and hell as places designed for afterlife to punish or reward the souls. John Beer (2005) claims that the heaven and hell are described as ‘the states �3 of the human soul’ by many critics (67). The title The Marriage of Heaven and Hell welcomes the reader to the world of contraries blending and forming a unity. The following lines are taken from the very first section of The Marriage of Heaven and Hell called ‘Argument’: Without contraries is no progression. Attraction and repulsion, reason and energy, love and hate, are necessary to human existence. From these contraries spring what the religious call good and evil. Good is the passive that obeys reason; evil is the active springing from energy. Good is heaven. Evil is hell(Blake, 163). Blake does not only use the contraries to strengthen his narration or strike the reader. He attributes more to the contraries seeing them as a must. Damon (2013) expresses this notion in his words; “These two worlds, Hell and Heaven, are essential to each other; they exist simultaneously in God. Thus there is the Opposition of Contraries in God himself, without which there could be no life ”(213). Beer criticizes Blake stating; “How far Blake expected his ideas to be taken completely seriously is hard to determine. Allowance must certainly be made for his sense of irony. The very fact that The Marriage of Heaven and Hell was cast in precisely those terms suggests that he was allowing for a possible equality of value between the two sides ”(Beer, 23). The readers can agree with Beer on the issue of irony, but it is hard to say that Blake was allowing for a possible equality of value between two sides. In Blake’s definition of heaven and hell, it is clear that he foregrounds the hell and the components of hell. The definition of devils and the comparison of the angels and the devils, and the flames in hell can prove it. First, Blake destroys the image of hell, which is a place for the corrupted, full of torment and cruelty. Damon’s lines also reflect it; ‘God is good; all things that proceed from him are good in essence, nor can that essence ever be corrupted. Therefore ‘Hell’ which is of God must be good; and the life force proceeding from it cannot be evil and far from being everlasting pain, is eternal delight. Everything that lives is holy (Damon, 214). To propound that hell is a formidable, scary place would be wrong in Blake’s world of perception. Damrosh’s ideas on the Blake’s perception of hell supports this idea; In celebrating what he calls Hell, Blake has in mind something very different from the usual connotations of that word. The fundamental idea in The Marriage of Heaven and Hell is that theologians and preachers have wrongly stigmatized energy as diabolical, even though it is absolutely essential to existence. They claim that “good is the passive that obeys reason; evil is the active springing from energy.” Blake’s counterclaim is that Heaven and Hell must interact as vital contraries, like partners in a marriage who are different yet joined. Both are equally important. (Damrosch, 101) We all have a concept of hell in our minds, but Damon (2013) asserts that the hell depicted by Blake in his paintings of the last judgment is the lake of fire into which errors, but not people are cast and annihilated (72). Even the fires of the hell are thought to be ‘the flames of �4 inspiration’ by Damon (Damon, 772). The comparison of the angels and the devils is also very striking: Devils for Blake are usually evil spirits, probably accuser of sin; but in The Marriage of Heaven and Hell, for once they are the original geniuses, those who are familiars in the hell of the subconscious, which is the source of all energy. They are contrasted to the Angels, the restricting spirits of conventionality. …All genius varies thus. Devils are various. Angels are all alike.(Damon, 445) Devils are not portrayed to be wicked creatures, their liability is not to make humankind commit a sin, but to remind them that they are capable of committing sins. Northrop Frye (1990) defines devils as follows; ‘If man,’ Blake asks, ‘is considered as only evil and god only good, how then is regeneration effected which turns the evil to good?... Satan in the Bible is called ‘diabolos’ or accuser because he is forever reminding man of his own insufficiency. … For Satan is not himself a sinner but a self-righteous prig’. (65) Harold Bloom (2003) interprets The Marriage of Heaven and Hell in characteristics of two kinds of people; ‘Blake now gets back to the “contraries” mentioned earlier in the work. He contends that there are only two kinds of people, the Prolific and the Devouring, and that these opposites are both inimical to each other and necessary—for ‘if they were reconciled mankind would cease to exist ’ (105). Proverbs of Hell, the second part of The Marriage of Heaven and Hell starts with a note; A Memorable Fancy – 1; As I was walking among the fires of hell, delighted with the enjoyments of genius, which to angels look like torment and insanity, I collected some of their proverbs, thinking that as the sayings used in a nation mark its character, so the proverbs of hell show the nature of infernal wisdom better than any description or buildings or garments.(Blake, 165) In this section of the poem, Blake goes on expressing the concepts using their opposites and his ironic manner can be clearly analyzed in his lines; Prisons are built with stones of law, brothels with bricks of Religion. The best wine is the oldest, the best water the newest. Prayers plough not; praises reap not; joys laugh not; sorrows weep not. The head sublime, the heart pathos, the genitals beauty, the hands and feet proportion.(Blake, 168) Leo Damrosh (2015) explains the section, Proverbs of Hell, as a dictionary of anti-proverbs; A memorable section of The Marriage of Heaven and Hell is entitled “Proverbs of Hell,” which are really anti-proverbs. Ordinary proverbs convey conventional �5 truisms, … Blake’s aphorisms are anything but conventional: “Exuberance is beauty”; “The cistern contains, the fountain overflows”; …“The road of excess leads to the palace of wisdom.” At times these anti-proverbs seem deliberately intended to shock: “Sooner murder an infant in its cradle than nurse unacted desires.” (103) The second poem which will be analyzed is ‘The Tyger’ which has been a source of speculation with its different interpretations; When the stars threw down their spears And watered heaven with their tears, Did He smile His work to see? Did He who made the Lamb make thee? Tiger, tiger, burning bright In the forests of the night, What immortal hand or eye Dare frame thy fearful symmetry? (Blake 67-74) In this poem, it is clear that Blake uses ‘the tyger’ and ‘the lamb’ as contraries. The tyger and the lamb are not clear-cut opposites like the heaven and hell, but the characteristics of the tyger and the lamb can be considered to be considerably diversified. Bloom (2003) explains the characteristics of the tyger and the lamb stating that; It would be simplistic to state that “The Lamb” is good and “The Tyger” is evil. And it is probably not what Blake intended. “The Tyger” is experience. It is bright, energetic, and vital. It is familiar with its domain and is assertive in its environment. While the Lamb merely follows the flock, the tiger has learned from experience and is autonomous. No longer following the crowd or a single shepherd, the tiger is a hunter directly in search of satisfaction. (19) Though there are different explanations of the tyger, Bloom sees it as a luminous creature roaming the forest at night. He also identifies the tyger with Lucifer and thinks that Blake is struck by the beauty, strength, and balance of the beast, and questions what inspiration is behind its creation. The powerful imagery, comparing the fire in the tiger’s eyes and the fire used to create it, suggesting that the tiger can also be a reflection of the fires of Hell (Bloom 2003, 17). Line by line, the tiger grows more powerful and frightening: a beast without boundaries. Yet, the speaker tries to reason with the mighty animal, asking about its creator and its opposite of the animal kingdom: the lamb. The work bears a similarity to Blake’s “The Lamb”, which appears, appropriately, in the “Innocence” part of the volume of poems. “The Tyger” is part of the “Experience.” Did Blake believe that transformation from the gentle lamb into the powerful tiger is an integral part of maturation?(Bloom 2003, 18) �6 These lines above bring a new perspective to the relationship of the tyger and the lamb. The question; ‘Did Blake believe that transformation from the gentle lamb into the powerful tyger is an integral part of maturation?’ also brings a new dimension to the speculation. Though lamb is seen and stated as opposite, it can be the superior version of the tyger. As William Blake sees the opposites and contraries as complementary, it can be assumed that the tyger and the lamb are also complementary elements, which are created by the same power embodying all the contraries. The third poem is The Lamb, in which Blake asks the same question, but this time it is about the creator of the Lamb. However in this poem, we have the answer, Blake states that ‘the creator’ calls himself a Lamb. Little lamb, who made thee? Dost thou know who made thee? Little lamb, I’ll tell thee; Little lamb, I’ll tell thee; He is callèd by thy name, For He calls Himself a Lamb.(Blake44-49) As it was mentioned before that William Blake sees the opposites as complementary, it can be said that the Tyger and the Lamb are also integrative elements. Damon (2013) supports this notion in his A Blake Dictionary. ‘In the song of Innocence and experience, it counterbalances ‘The Lamb.’ The Lamb symbolizes the Loving God; the Tyger, the Angry God. … The Tyger is not the contrary of the Lamb, but its negation’ (1577). The quotation below, defines the concept, the Lamb and also foregrounds the embodying feature of the creator. Blake is against the idea of interpreting God as having only good characteristics. Goodness cannot define God, as it is not enough to define the source of everything created. However, goodness can be a concept created by God, as good, evil, heaven, hell, angels, devils, the Tyger, and the Lamb were created. Everything is unified and represents God in Blake’s poetry. But that is not what Blake meant when he made the lamb the symbol of innocence. He meant that there really is behind the universe an eternal image called the lamb, of which all living lambs are merely the copies or the approximation. He held that eternal innocence to be an actual and even an awful thing. … God is not a symbol of goodness. Goodness is a symbol of God.(Bloom 2008, 96) 3. Conclusion In conclusion, in the poems The Marriage of Heaven and Hell, The Tyger, and The Lamb, Blake employs the contrary ideas, a way of irony, to criticize and portray the effects of the social transformations of his age. However, the reader needs to gain a deeper understanding of Blake’s purpose. To see the concepts as only contrary on the surface may not fulfill his �7 purpose. He tries to unite all the contraries, which are sprung from the same source. In The Tyger, Blake asks a question; ‘Did He who made the Lamb make thee?’ (Blake, 74). To categorize and label the concepts as purely ‘good’ or ‘evil’ is not a good way to follow in the journey of understanding them. Blake tries to define some of the concepts with their contraries, but in his perception, he gives a different meaning to them. Blake’s depiction of hell, for example, is completely different than the sense of hell, which was depicted by religion. It can be said that the contraries of Blake as the substance are distinct from the contraries of mankind, but the characteristics referred to them are opposites. Blake’s utilizing irony in his definitions of the concepts is a good example of the view that in a philosophical disposition of Romanticism has often been seen as irony, an ability to accommodate conflicting perspectives of the world (Habib, 145). References: Beer, John. 2005. William Blake, A Literary Life. New York: Palgrave Macmillan. Blake, William.2005.Collected Poems. Ed. W. B. Yeats. New York: Routledge Classics. Bloom, Harold Ed. 2003. Comprehensive Research and Study Guide, William Blake. New York, Infobase Publishing. Bloom, Harold Ed. 2008. Bloom’s Classic Critical Views, William Blake. USA: Infobase Publishing. Damon, S. F. 2013. A Blake Dictionary, The Ideas and Symbols of William Blake. Hanover, New Hampshire: Darthmouth College Press. Damrosch, Leo. 2015. Eternity’s Sunrise, The Imaginative World of William Blake. UK: Yale University Press. Frye, Northrop. 1990.Fearful Symmetry, A Study of William Blake. New Jersey, USA: Princeton University Press. 10th Printing. Habib, M.A.R. 2011.Literary Criticism from Plato to Present, An Introduction. UK: WileyBlackwell. � 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. 3283 Title A name given to the resource Irony in William Blake’s Poetry Author Author Denizer Bozkurt, Serap Abstract A summary of the resource. Irony, stating something meaning another, turns into a philosophical method of understanding opposite concepts with Friedrich Schlegel’s Fragments published in the eighteenth century. It accords irony an ontological and epistemological function and changes its scope. William Blake, one of the prominent names of Romantic poetry, employs the binary oppositions and creates a different perspective of irony. In addition to the usage of traditional binary systems such as; good and evil, heaven and hell, he structures new binary systems. The traditional binary systems used by Blake are challenging as he redefines the opposite concepts in a holistic manner. On analyzing these three poems; “The Marriage of Heaven and Hell”, “The Tyger” and “The Lamb” it would be fair to claim that he presents a different perspective of construing the world with the employment of irony using integrative binary oppositions in the Romantic period. Keywords: romantic poetry, irony, William Blake 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 2016-05-25 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/fcbbe7375c6135387d12fdf267695120.docx 801adba8083e41a447a1d7556c365e75 https://omeka.ibu.edu.ba/files/original/f1a5828e2a774a78b4723ce6bdc31438.pdf 36c12e7fd5588674ef8ac59a1e2554e4 PDF Text Text İRŞÂDÜ’L-MÜLÛK VE’S-SELÂTÎN’DE “TAKI” BAĞLACI VE ANLAMLARI Ahmet Turan DOĞAN - Fatma Şeyma DOĞAN Adıyaman Üniversitesi, Türk Dili Bölümü, Adıyaman / Türkiye Anahtar Kelimeler: Memlûk Kıpçakçası, bağlaç, “takı” bağlacı, anlam. ÖZET Memlûk Kıpçakçasının önemli yadigârlarından olan İrşâdü’l-Mülûk ve’s-Selâtîn, miladî 1387 yılında İskenderiye şehrinde Berke Fakih tarafından istinsah edilmiştir. Arapçadan satır arası tercüme olan eser, Memlûk Kıpçakçasının Arapça karşısındaki ifade yeteneğini göstermesi bakımından önemlidir. Bu ifade yeteneği içerinde ise “takı” bağlacının önemli bir yeri vardır. Bu durum, bugün kullandığımız pek çok ifadeyi anlam bakımından bünyesinde barındırması açısından “takı” bağlacını incelenmeye değer bir konu haline getirmiştir. “Takı” bağlacı üzerine bir anlam incelemesi yaptığımız bu çalışmada söz konusu bağlacın eserde kazandığı anlamlar belirlenmiştir. Ayrıca, takı bağlacının Türk dili tarihindeki serüvenine, yerini alan bağlaçlara ve kullanımlara da değinilmiştir. Böylece de dilimizin kadim bir bağlacı vasıtasıyla Türk dilinin tarihî bir süreci irdelenmiş olacaktır. � 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. 1850 Title A name given to the resource İRŞÂDÜ’L-MÜLÛK VE’S-SELÂTÎN’DE “TAKI” BAĞLACI VE ANLAMLARI Author Author DOGAN, Ahmet Turan DOGAN, Fatma Seyma Abstract A summary of the resource. Anahtar Kelimeler: Memlûk Kıpçakçası, bağlaç, “takı” bağlacı, anlam. ÖZET Memlûk Kıpçakçasının önemli yadigârlarından olan İrşâdü’l-Mülûk ve’s-Selâtîn, miladî 1387 yılında İskenderiye şehrinde Berke Fakih tarafından istinsah edilmiştir. Arapçadan satır arası tercüme olan eser, Memlûk Kıpçakçasının Arapça karşısındaki ifade yeteneğini göstermesi bakımından önemlidir. Bu ifade yeteneği içerinde ise “takı” bağlacının önemli bir yeri vardır. Bu durum, bugün kullandığımız pek çok ifadeyi anlam bakımından bünyesinde barındırması açısından “takı” bağlacını incelenmeye değer bir konu haline getirmiştir. “Takı” bağlacı üzerine bir anlam incelemesi yaptığımız bu çalışmada söz konusu bağlacın eserde kazandığı anlamlar belirlenmiştir. Ayrıca, takı bağlacının Türk dili tarihindeki serüvenine, yerini alan bağlaçlara ve kullanımlara da değinilmiştir. Böylece de dilimizin kadim bir bağlacı vasıtasıyla Türk dilinin tarihî bir süreci irdelenmiş olacaktır. 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 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/c026dd40ad4cb47c62c58ef8d1aba715.pdf bfc9acc18d39e354562f203050e0db45 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Is a Regional Agreement among Balkan Countries Applicable? A Time Series Analysis Gelengül Kocaslan İstanbul University, İstanbul, Turkey kocaslan@İstanbul.edu.tr Oguzhan Özçelebi İstanbul University, İstanbul, Turkey ogozc@İstanbul.edu.tr Suna Muğan Ertugral İstanbul University, İstanbul, Turkey mugan@İstanbul.edu.tr Statistics of Central Bank of Turkey and World Bank provide evidence for the fact that the volume of trade of Turkey with Bulgaria, Romania and Greece may have a positive effect on Turkey’s Economy even under the circumstances of the recent financial crises. Thus, it is important to analyze the impacts of foreign trade volume of Turkey with Bulgaria, Romania and Greece on the real economic activity in Turkey. In this respect, we used time series techniques to make inferences about the possible consequences of regional economic integration. Empirical findings reveal that Turkey may benefit from a regional economic integration between these Balkan Countries. Keywords: Regional Economic Integrations, Balkan Countries, Causality Analysis. JEL Codes: F10, F14, F15. 126 � 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. 1540 Title A name given to the resource Is a Regional Agreement among Balkan Countries Applicable? A Time Series Analysis Author Author KOCASLAN, Gelengul OZCELEBI, Oguzhan MUGAN ERTUGRUL, Suna Abstract A summary of the resource. Statistics of Central Bank of Turkey and World Bank provide evidence for the fact that the volume of trade of Turkey with Bulgaria, Romania and Greece may have a positive effect on Turkey’s Economy even under the circumstances of the recent financial crises. Thus, it is important to analyze the impacts of foreign trade volume of Turkey with Bulgaria, Romania and Greece on the real economic activity in Turkey. In this respect, we used time series techniques to make inferences about the possible consequences of regional economic integration. Empirical findings reveal that Turkey may benefit from a regional economic integration between these Balkan Countries. Keywords: Regional Economic Integrations, Balkan Countries, Causality Analysis. JEL Codes: F10, F14, F15. 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