173 10 3494 https://omeka.ibu.edu.ba/files/original/e420cb9da4ddca121d44ccaa2d7e659a.docx a1853cf32c0e79d95329c52597c0e286 https://omeka.ibu.edu.ba/files/original/b68daedba5e6c5dca7fe6e7f7da0ff75.pdf 3d2116d686ecd172d2bf847275d6321c PDF Text Text The Image of The Turk in Shakespeare’s Plays Alper Çakmak Süleyman Şah University / Istanbul, Turkey Key words: Images, 'Turks', Shakespeare, Discourse Analysis ABSTRACT The communality of the problem of ‘adoption’ of the ideas and the surrounding notions in a piece of literature can be solved by teaching ‘discourse analysis’ whose fundamentals can be delved into by teaching atmosphere in which a piece of literature was/is written. This paper is set out to examine the image of the Turk and Turkish material culture in Shakespeare’s play in perspective of ‘the historical background’, ‘Renaissance moulding the medium of the era’, ‘rediscovery of the ancient texts’ and ‘the history of emotions’. In order to appreciate the ‘essentia’ of what it means to be the Turk in Renaissance period, the image of the Turk is to be interrogated with the embodiment of historical background that is conflated with Ottoman Empire’s expansion into the lands long owned by the Christians.The prominent factor dominating the Rennaissance era and Reformation was the dichotomy of Catholic Church and Protestants. While unfolding the religious dichotomy, the reader should take cognition of not only the tensions within the Christianity but also the conflicts between what is known as Islam and its prophet and Christianity.It is not a coincidence that the history of emotions and religious difference are the profound motives.The play ‘Othello’ begins with the Ottomans’ preparation for intervening in Cyprus, however it is also pointed out that the Ottoman fleet changes the route to Rhodus. The feature of ‘changability’ is always associated with what is ‘negative’ in Eurocentric literature. Changeability had been associated with the mood of alterity, femininity and african (Mediterranean). Renaissance is the period when the antique (conglemoration of ancient Greek texts) texts were reopened and translated. The association of wisdom and rationality with the God Apollo (West), and the association of emotional explosion, mood, and changeability with Dionysus (East) is what the clasical texts reveal to the literate Renaissance men. All of these images and impressions can be delved into through a deep discourse analysis which should be the first aim while teaching a foreing a piece of literature to the Muslim or other types of audience who do not have/have not had the chance to intervene and breath in within the milieu of Eurocentrism. � 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. 1693 Title A name given to the resource The Image of The Turk in Shakespeare’s Plays Author Author CAKMAK, Alper Abstract A summary of the resource. Key words: Images, 'Turks', Shakespeare, Discourse Analysis ABSTRACT The communality of the problem of ‘adoption’ of the ideas and the surrounding notions in a piece of literature can be solved by teaching ‘discourse analysis’ whose fundamentals can be delved into by teaching atmosphere in which a piece of literature was/is written. This paper is set out to examine the image of the Turk and Turkish material culture in Shakespeare’s play in perspective of ‘the historical background’, ‘Renaissance moulding the medium of the era’, ‘rediscovery of the ancient texts’ and ‘the history of emotions’. In order to appreciate the ‘essentia’ of what it means to be the Turk in Renaissance period, the image of the Turk is to be interrogated with the embodiment of historical background that is conflated with Ottoman Empire’s expansion into the lands long owned by the Christians.The prominent factor dominating the Rennaissance era and Reformation was the dichotomy of Catholic Church and Protestants. While unfolding the religious dichotomy, the reader should take cognition of not only the tensions within the Christianity but also the conflicts between what is known as Islam and its prophet and Christianity.It is not a coincidence that the history of emotions and religious difference are the profound motives.The play ‘Othello’ begins with the Ottomans’ preparation for intervening in Cyprus, however it is also pointed out that the Ottoman fleet changes the route to Rhodus. The feature of ‘changability’ is always associated with what is ‘negative’ in Eurocentric literature. Changeability had been associated with the mood of alterity, femininity and african (Mediterranean). Renaissance is the period when the antique (conglemoration of ancient Greek texts) texts were reopened and translated. The association of wisdom and rationality with the God Apollo (West), and the association of emotional explosion, mood, and changeability with Dionysus (East) is what the clasical texts reveal to the literate Renaissance men. All of these images and impressions can be delved into through a deep discourse analysis which should be the first aim while teaching a foreing a piece of literature to the Muslim or other types of audience who do not have/have not had the chance to intervene and breath in within the milieu of Eurocentrism. 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/fc14cccb10592313cd6b8e0b48dca5de.docx abc362dfd2a198156066995a6ac90756 https://omeka.ibu.edu.ba/files/original/3c95dd2b167ef303a832cbef2b84159b.pdf 40838cef45e6ed49dc62e6b82d203bb9 PDF Text Text The Effect of Turkish Series on the Bosnian Culture and the Language Learning Process Selin Çalık International University of Sarajevo/Sarajevo, Bosnia and Herzegovina ABSTRACT The role of the media, in general, in the process of language learning is undeniable. Turkish media, in particular, is extremely popular among Bosnian people. Various soap operas provided by Turkish media are enjoyed by a large number of people ranging from child to adult. This research will serve for the analysing the effect of media (especially soap operas) for putting on the map of every societies and countries – especially Turkey. So , this research will conduct the question of how and in which way Bosnian people are affected by media, and if they are affected by Turkish soap operas how this condition reflects the way of their impress to the other societies. Additionally, the interview was made with the Turkish soap opera watchers while the essay was preparing. So, we can say that this essay is the work of the main area(Bosnia). � 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. 1932 Title A name given to the resource The Effect of Turkish Series on the Bosnian Culture and the Language Learning Process Author Author CALIK, Selin Abstract A summary of the resource. The role of the media, in general, in the process of language learning is undeniable. Turkish media, in particular, is extremely popular among Bosnian people. Various soap operas provided by Turkish media are enjoyed by a large number of people ranging from child to adult. This research will serve for the analysing the effect of media (especially soap operas) for putting on the map of every societies and countries – especially Turkey. So , this research will conduct the question of how and in which way Bosnian people are affected by media, and if they are affected by Turkish soap operas how this condition reflects the way of their impress to the other societies. Additionally, the interview was made with the Turkish soap opera watchers while the essay was preparing. So, we can say that this essay is the work of the main area(Bosnia). 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/7c42d719c73331126c9a0eaf71e3ff0e.docx 58262cd60101f252a68961fe83beb009 https://omeka.ibu.edu.ba/files/original/a8dbaa4243e99ddcf997f2620d6a25c7.pdf 6e3824eea77fa532b75c2db3ce6a5c63 PDF Text Text Correction of the Negative Feedback in Teaching Italian Language as L2 at the University of Banja Luka Danilo Capasso University of Banja Luka/ Banja Luka, Bosnia and Herzegovina Key words: Explicit correction, recast, prompt, acquisition, Italian language, techniques of correction ABSTRACT Focusing on three types of corrective feedback strategies in the acquisition of Italian language as L2, namely explicit corrections, recasts and prompts, the current paper’s aim is to demonstrate how these strategies improve the acquisition of L2 in learners whose level is B1/B2. Which one give the best effects in the correction techniques?Which strategy is mostly accepted by the learners? Can these strategies be used in the written feedback? Some answers demonstrate that the effects of explicit corrections, recasts and prompts have rarely been examined from learners’ own perspectives and more studies in this direction are needed. � 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. 1720 Title A name given to the resource Correction of the Negative Feedback in Teaching Italian Language as L2 at the University of Banja Luka Author Author CAPASSO, Danilo Abstract A summary of the resource. Key words: Explicit correction, recast, prompt, acquisition, Italian language, techniques of correction ABSTRACT Focusing on three types of corrective feedback strategies in the acquisition of Italian language as L2, namely explicit corrections, recasts and prompts, the current paper’s aim is to demonstrate how these strategies improve the acquisition of L2 in learners whose level is B1/B2. Which one give the best effects in the correction techniques?Which strategy is mostly accepted by the learners? Can these strategies be used in the written feedback? Some answers demonstrate that the effects of explicit corrections, recasts and prompts have rarely been examined from learners’ own perspectives and more studies in this direction are needed. 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/218ffde83f0f03936ca9e1b908b852af.docx ac2d31506930df507083c8724c32f936 https://omeka.ibu.edu.ba/files/original/5b15f41a3cc2292fe70d7f9c7b51b5a5.pdf 9647b806ca37ba2fbb005536736feddf PDF Text Text German as Foreign Language Teaching and the Reflection Oof Intercultural Approaches in the Texts Şerife Çelikkaya Anadolu University/ Eskisehir, Turkey Key words: Intercultural approaches, Cultural Components, Foreign Language teaching, reading skills course, german textbook. ABSTRACT Learning and teaching a foreign language through texts, get on the basis of analysis and interpretation of texts in a language teaching. So, by the teaching of foreign language, texts decisive individuals in the process of language development and are purpose leads to the main tool. Therefore, the purpose of this texts must be qualified to take the individuals to the aim. The general purpose of this study is to determine german as a foreign language teaching and the reflection of intercultural approaches in the texts by utilizing descriptive method. The research universe of the study consists the cultural elements in texts from the approach of intercultural communication in the textbook “Themen neu 2” at Program in German Language Teaching, Department of Foreign Languages, Anadolu University during 2012-2013 academic year by the reading skills course. In our studies, it is defended that while teaching german to foreigners, it is necessary to find cultural elements in texts from the approach of intercultural communication, which we use. It is researched if that aforementioned textbook “Themen neu 2” the aspects, related to target language culture, through authentic texts includes. In the evaluation, it has came to a conclusion that there is no criteria of presenting priority and amount of cultural elements among books. It was seen that “Themen neu 2” language teaching set has sufficient qualities in terms of teaching German as a foreign language from the point of the reflection of intercultural approaches in the texts. � 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. 1968 Title A name given to the resource German as Foreign Language Teaching and the Reflection Oof Intercultural Approaches in the Texts Author Author CELIKKAYA, Şerife Abstract A summary of the resource. Key words: Intercultural approaches, Cultural Components, Foreign Language teaching, reading skills course, german textbook. ABSTRACT Learning and teaching a foreign language through texts, get on the basis of analysis and interpretation of texts in a language teaching. So, by the teaching of foreign language, texts decisive individuals in the process of language development and are purpose leads to the main tool. Therefore, the purpose of this texts must be qualified to take the individuals to the aim. The general purpose of this study is to determine german as a foreign language teaching and the reflection of intercultural approaches in the texts by utilizing descriptive method. The research universe of the study consists the cultural elements in texts from the approach of intercultural communication in the textbook “Themen neu 2” at Program in German Language Teaching, Department of Foreign Languages, Anadolu University during 2012-2013 academic year by the reading skills course. In our studies, it is defended that while teaching german to foreigners, it is necessary to find cultural elements in texts from the approach of intercultural communication, which we use. It is researched if that aforementioned textbook “Themen neu 2” the aspects, related to target language culture, through authentic texts includes. In the evaluation, it has came to a conclusion that there is no criteria of presenting priority and amount of cultural elements among books. It was seen that “Themen neu 2” language teaching set has sufficient qualities in terms of teaching German as a foreign language from the point of the reflection of intercultural approaches in the texts. 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/6fbb0fc4ec40fe4dfc9bd768e62e2b65.docx e85c1385eb8491669c1c7106568fa09e https://omeka.ibu.edu.ba/files/original/d904d509f6b1ca602db17700f379eb3c.pdf 4c83d2648498a7ecd2ba9704d420a174 PDF Text Text Verb Movement in Bosnian: Overt or Covert? Amna Brdarević-Čeljo University of Zenica/ Zenica, Bosnia and Herzegovina Key words: head movement, overt and covert movement, split IP hypothesis, sentential and manner adverbs, strong and weak T head; ABSTRACT In this paper we take a closer look at two verb movement operations that have been recognized in the literature, i.e. V-T movement (previously termed V-I movement) and T-C movement (previously termed I-C movement), and their covert (post-Spell-out, LF) or overt (pre-Spell-out) application in the Bosnian language. We apply Pollock's tests (1989) to determine whether there is V-T movement in this language, focusing primarily on the position of main verbs with respect to adverbs (manner and sentential) and negative particle ne in declarative sentences. In addition, we use Izvorski's tests (1993) to show that T-C movement might not be an option in Bosnian, basing our discussion on the position of main verbs with respect to subjects and adverbs in wh-questions. However, we briefly discuss the problem which this claim may raise for yes-no questions in this language. � 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. 2111 Title A name given to the resource Verb Movement in Bosnian: Overt or Covert? Author Author CELJO, Amna Brdarević Abstract A summary of the resource. Key words: head movement, overt and covert movement, split IP hypothesis, sentential and manner adverbs, strong and weak T head; ABSTRACT In this paper we take a closer look at two verb movement operations that have been recognized in the literature, i.e. V-T movement (previously termed V-I movement) and T-C movement (previously termed I-C movement), and their covert (post-Spell-out, LF) or overt (pre-Spell-out) application in the Bosnian language. We apply Pollock's tests (1989) to determine whether there is V-T movement in this language, focusing primarily on the position of main verbs with respect to adverbs (manner and sentential) and negative particle ne in declarative sentences. In addition, we use Izvorski's tests (1993) to show that T-C movement might not be an option in Bosnian, basing our discussion on the position of main verbs with respect to subjects and adverbs in wh-questions. However, we briefly discuss the problem which this claim may raise for yes-no questions in this language. 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/df396629132872e4ddf501c3a4129b34.docx bae1d7f1f074166720d13aca9e05b535 https://omeka.ibu.edu.ba/files/original/13c20774503dab67a6397a16931eb151.pdf 7dbf70d3be99f1f946cf9f6d5ec774c8 PDF Text Text ŞAİR TEZKİRELERİNDE BOSNA TASVİRLERİ Kamile ÇETİN - Ahmet AKGÜL Süleyman Demirel Üniversitesi, Türk Dili Bölümü, Isparta / Türkiye Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şair Tezkireleri, Bosna. ÖZET Klâsik Türk edebiyatında şair biyografileri hakkında bilgi veren şuara tezkireleri, içerdikleri biyografik bilgilerin yanında edebî açıdan da bazı malzemeler ihtiva eden eserler durumundadır. Bunlardan biri de tezkire müelliflerinin şairleri tanıtırken onların doğdukları, yaşadıkları veya herhangi bir vesileyle bulundukları mekânları da söz konusu etmeleridir. Tezkireciler, bazen sadece bahsi geçen yerin adını vermekle yetinirlerken bazen de benzetme unsurlarından yararlanmak suretiyle o mekânı tasvir ederler. Böylece şairlerin hayatlarına dair bilgiler verirken aynı zamanda devrin edebî ve kültürel merkezleri durumundaki coğrafî mekânları da kendi bakış açılarıyla tanıtmış olurlar. Bu tebliğde, Türk edebiyatında XVI. yüzyıl ile XVIII. yüzyıl arasında kaleme alındığı ifade edilen şair tezkirelerinde, şairlerin hayatlarına dair bilgi verilirken Bosna’nın hangi ifadelerle ele alınıp tasvir edildiği ortaya konmaya çalışılmıştır. Böylelikle tezkire müelliflerinin Bosna’ya bakışları kronolojik olarak dikkatlere sunulmuştur. � 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. 1954 Title A name given to the resource ŞAİR TEZKİRELERİNDE BOSNA TASVİRLERİ Author Author CETIN, Kamile AKGUL, Ahmet Abstract A summary of the resource. Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şair Tezkireleri, Bosna. ÖZET Klâsik Türk edebiyatında şair biyografileri hakkında bilgi veren şuara tezkireleri, içerdikleri biyografik bilgilerin yanında edebî açıdan da bazı malzemeler ihtiva eden eserler durumundadır. Bunlardan biri de tezkire müelliflerinin şairleri tanıtırken onların doğdukları, yaşadıkları veya herhangi bir vesileyle bulundukları mekânları da söz konusu etmeleridir. Tezkireciler, bazen sadece bahsi geçen yerin adını vermekle yetinirlerken bazen de benzetme unsurlarından yararlanmak suretiyle o mekânı tasvir ederler. Böylece şairlerin hayatlarına dair bilgiler verirken aynı zamanda devrin edebî ve kültürel merkezleri durumundaki coğrafî mekânları da kendi bakış açılarıyla tanıtmış olurlar. Bu tebliğde, Türk edebiyatında XVI. yüzyıl ile XVIII. yüzyıl arasında kaleme alındığı ifade edilen şair tezkirelerinde, şairlerin hayatlarına dair bilgi verilirken Bosna’nın hangi ifadelerle ele alınıp tasvir edildiği ortaya konmaya çalışılmıştır. Böylelikle tezkire müelliflerinin Bosna’ya bakışları kronolojik olarak dikkatlere sunulmuştur. 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/810dfb5dba673d5f97ad2489a61b9d76.docx 2cde67c4afbaafeb24c1fe82cc232508 https://omeka.ibu.edu.ba/files/original/eed225353626ce2f3275593e56f17eb9.pdf 9815f4d351fe43f872898aabff35d381 PDF Text Text The Motifs of Gothicism in The Secret Agent by Joseph Conrad Yildiray Çevik International Balkan University/Skopje, Macedonia Key words: horror, violence, provocation, darkness, urban, murder, bombing ABSTRACT The stereotype utilization of a fear-causing beast in dark abyss teams up with Gothicism in a general sense. The ever-articulated elements of black horror are claimed to be transformed into the dynamics and requirements of modern life. Claimed to have a critical eye on traditional Gothicism, Joseph Conrad appears to be provocative for the re-analysis of gothic tendencies in his novels. If the objective of horror fiction stipulates the involvement of dangerous and gloomy imprisonment of a victim, we can well also expect such darkness injected into a ‘spy novel’ like The Secret Agent (1907). In fact, contrary to the trend, Conrad experiments on a unique debate with the gothic tradition educating readers about the optimistically and unprecedentedly endorsed elements of Gothicism in The Secret Agent. This paper, thus, deals with the motifs of Gothicism such as darkness, silence, domesticity, psychological violence, and etc as reflected in the novel, which could be labeled as quite different from the mainstream. � 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. 2106 Title A name given to the resource The Motifs of Gothicism in The Secret Agent by Joseph Conrad Author Author CEVIK, Yildiray Abstract A summary of the resource. Key words: horror, violence, provocation, darkness, urban, murder, bombing ABSTRACT The stereotype utilization of a fear-causing beast in dark abyss teams up with Gothicism in a general sense. The ever-articulated elements of black horror are claimed to be transformed into the dynamics and requirements of modern life. Claimed to have a critical eye on traditional Gothicism, Joseph Conrad appears to be provocative for the re-analysis of gothic tendencies in his novels. If the objective of horror fiction stipulates the involvement of dangerous and gloomy imprisonment of a victim, we can well also expect such darkness injected into a ‘spy novel’ like The Secret Agent (1907). In fact, contrary to the trend, Conrad experiments on a unique debate with the gothic tradition educating readers about the optimistically and unprecedentedly endorsed elements of Gothicism in The Secret Agent. This paper, thus, deals with the motifs of Gothicism such as darkness, silence, domesticity, psychological violence, and etc as reflected in the novel, which could be labeled as quite different from the mainstream. 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/006c2e685924080d739af2142911f452.docx bbda2744cd455319fd3b0146abfbb1ef https://omeka.ibu.edu.ba/files/original/4edcaddf74459f0c9c50d9964f04cfb9.pdf 159b3ec540efb5ca14bff44330671ed8 PDF Text Text Emotions, Visual Rhetoric, and Pragmatic Inferencing in Campaigning Discourse Vincent Tao-Hsun Chang National Chengchi University/Taipei,Taiwan Key words:advertising discourse, implicature, multimodality, relevance, visual rhetoric ABSTRACT This paper aims to explore the dialogic relations between form and function in multimodal discourse by looking into the print advertisements for the Olympics 2008 released by Mainland China. Data for analysis are chosen on the grounds that, first, the wordings in Mandarin Chinese are simple, slogan-type, e.g. Aoyun re, re bian jingcheng! (‘The Olympic Fever Heats the Whole Beijing’); but creatively interweaving the Games’ logo with attractive pictures and colour symbolism concerning Beijing City through which the messages could be plenty. Secondly, they encourage the (active/imaginative/creative) audience to integrate the semiotic elements (linguistic slogans and visual images) to trigger cognitive contextual effects, namely pun, irony, metaphor and humour, and will perform various pragmatic/communicative functions thereafter. Thirdly, they are ideologically significant for conveying the frames of the Olympic humanistic spirits – harmony and peace, promoting and enhancing traditional/wide-ranging Chinese culture, inviting and persuading the audience to recognise the prominent values in a fresh and friendly style. The audience’s mental processing/inferential processes of perception, comprehension and interpretation in multimodal communication are approached within Relevance framework (Sperber & Wilson, 1986/1995; Forceville, 2005; Noveck & Sperber, 2004). She searches for optimal relevance in the interpretation process, during which a wide array of implicatures involving feelings, attitudes, emotions and impressions would be inferred and derived from non-/verbal communication together with the contexts, depending on different degrees of involvement and shared cognitive environment. The sociocultural aspect of visual communication and language use is further explored to see the inseparable relationship between sign systems/language and social meaning. Lending itself as a symbolic arena for embracing competing ideologies, multimodal discourse displays the gist of, and adds interest to, social semiotic interpretability, reflecting the social cohesion/interaction and cognitive dynamics of communicator and audience, thus maintaining the dialectical relationship between sociocultural structures and social practice/discourse (Fairclough, 1995). � 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. 1962 Title A name given to the resource Emotions, Visual Rhetoric, and Pragmatic Inferencing in Campaigning Discourse Author Author CHANG, Vincent Tao-Hsun Abstract A summary of the resource. Key words:advertising discourse, implicature, multimodality, relevance, visual rhetoric ABSTRACT This paper aims to explore the dialogic relations between form and function in multimodal discourse by looking into the print advertisements for the Olympics 2008 released by Mainland China. Data for analysis are chosen on the grounds that, first, the wordings in Mandarin Chinese are simple, slogan-type, e.g. Aoyun re, re bian jingcheng! (‘The Olympic Fever Heats the Whole Beijing’); but creatively interweaving the Games’ logo with attractive pictures and colour symbolism concerning Beijing City through which the messages could be plenty. Secondly, they encourage the (active/imaginative/creative) audience to integrate the semiotic elements (linguistic slogans and visual images) to trigger cognitive contextual effects, namely pun, irony, metaphor and humour, and will perform various pragmatic/communicative functions thereafter. Thirdly, they are ideologically significant for conveying the frames of the Olympic humanistic spirits – harmony and peace, promoting and enhancing traditional/wide-ranging Chinese culture, inviting and persuading the audience to recognise the prominent values in a fresh and friendly style. The audience’s mental processing/inferential processes of perception, comprehension and interpretation in multimodal communication are approached within Relevance framework (Sperber & Wilson, 1986/1995; Forceville, 2005; Noveck & Sperber, 2004). She searches for optimal relevance in the interpretation process, during which a wide array of implicatures involving feelings, attitudes, emotions and impressions would be inferred and derived from non-/verbal communication together with the contexts, depending on different degrees of involvement and shared cognitive environment. The sociocultural aspect of visual communication and language use is further explored to see the inseparable relationship between sign systems/language and social meaning. Lending itself as a symbolic arena for embracing competing ideologies, multimodal discourse displays the gist of, and adds interest to, social semiotic interpretability, reflecting the social cohesion/interaction and cognitive dynamics of communicator and audience, thus maintaining the dialectical relationship between sociocultural structures and social practice/discourse (Fairclough, 1995). 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/16a8c89818cb5ebbf8a1959640690b21.docx 0a758f89c652d6e9a55d10549eb4bc5d https://omeka.ibu.edu.ba/files/original/3e95569737b0f8a87033ec9b7ae5f95c.pdf 186afd7538ae2710078a7ca1a1f33394 PDF Text Text Open House Programs and Registration Process for New Student Enrolments at Schools as Means to Initiate an Effective Educational Process Volkan Cicek Ishik University/Erbil, Iraq Key words:superintendent, extracurricular, tutorial, standardized ABSTRACT Open houses, student orientations, student enrolments and registration processes are all events that are organized primarily for new students and their parents that are enrolling for the first time in a school. New student enrolments mostly occur in Pre-Kindergarten, Kindergarten and 1st grade levels since either one or more of these grade levels are optional to attend for any given country in today’s world. New enrolments to upper grade levels are also possible especially if transferring from other schools. Chronologically, first, open house event takes place followed by the student orientation and then the registration process, which can all be very strong means to initiate effective communication and understanding between the students, parents and the school, thus contributing to the educational process if planned well and organized and administered carefully. During open houses, an authorized staff member, usually the principal or assistant principal and sometimes superintendent or assistant superintendent representing the educational institution makes a presentation introducing his/her school to the audience. At the end of the presentation, the presenter briefly explains the registration process and the documents that would be needed for enrolment, which are also usually handed out to the audience in the form of a packet along with the registration checklist document. Consequently, in this study, various steps of open house and student enrolment processes are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. � 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. 2084 Title A name given to the resource Open House Programs and Registration Process for New Student Enrolments at Schools as Means to Initiate an Effective Educational Process Author Author CICEK, Volkan Abstract A summary of the resource. Key words:superintendent, extracurricular, tutorial, standardized ABSTRACT Open houses, student orientations, student enrolments and registration processes are all events that are organized primarily for new students and their parents that are enrolling for the first time in a school. New student enrolments mostly occur in Pre-Kindergarten, Kindergarten and 1st grade levels since either one or more of these grade levels are optional to attend for any given country in today’s world. New enrolments to upper grade levels are also possible especially if transferring from other schools. Chronologically, first, open house event takes place followed by the student orientation and then the registration process, which can all be very strong means to initiate effective communication and understanding between the students, parents and the school, thus contributing to the educational process if planned well and organized and administered carefully. During open houses, an authorized staff member, usually the principal or assistant principal and sometimes superintendent or assistant superintendent representing the educational institution makes a presentation introducing his/her school to the audience. At the end of the presentation, the presenter briefly explains the registration process and the documents that would be needed for enrolment, which are also usually handed out to the audience in the form of a packet along with the registration checklist document. Consequently, in this study, various steps of open house and student enrolment processes are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. 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/f97b48f3cc03038ad76bbf99aec2364a.docx e75346fbb3e952c11e29efe6597fbcde https://omeka.ibu.edu.ba/files/original/78292aeb608c2d5397c5ed994c4285b6.pdf 529b93045bdd2ce99a45417758aca996 PDF Text Text Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process Volkan Cicek Ishik University/Erbil, Iraq Key words:homeroom, extracurricular, roster, dismissal, custody ABSTRACT Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year. Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc. After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything. Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. � 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. 2100 Title A name given to the resource Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process Author Author CICEK, Volkan Abstract A summary of the resource. Key words:homeroom, extracurricular, roster, dismissal, custody ABSTRACT Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year. Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc. After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything. Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. 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