181 10 3494 https://omeka.ibu.edu.ba/files/original/89301abe1f55d2831bbf7d67dae22b5f.pdf 8dd8701bdfb32c846bc50b02535be554 PDF Text Text Journal of Economic and Social Studies Measuring the Level of International Capital Mobility for MENA Countries Muhittin KAPLAN Melikşah University, Faculty of Economics and Management, Department of Economics, Kayseri, Turkey. mkaplan@meliksah.edu.tr Hüseyin KALYONCU Melikşah University, Faculty of Economics and Management, Department of International Trade and Business, Kayseri, Turkey. hkalyoncu@meliksah.edu.tr ABSTRACT To achieve sustainable development, it is vitally important to sustain macroeconomic stability, which is closely related to the extent of capital mobility allowed by a country. This paper attempts to measure the level of international capital mobility empirically by estimating the Feldstein-Horioka coefficients employing the panel data for the MENA countries over the period 1963-2007. In empirical analysis, time series properties of the data are examined using recently developed techniques of panel unit root. Having obtained that variables of the model are stationary variables, we use the fixed effect panel model in the analysis of data.The results indicate that capital mobility has always been high in MENA countries but this is particularly obvious for the period 1980-2007, which corresponds to the liberalization period. For the subperiod of 1963-1980, the estimated coefficients are relatively higher, implying the presence of a relatively lower level of capital mobility. Keywords: Feldstein-Horioka puzzle; Capital mobility; Fixed Effect Panel Volume 1 Number 1 January 2011 25 �Muhittin KAPLAN & Hüseyin KALYONCU Introduction This paper examines the degree of capital mobility for MENA countries. It is well known that one of the important aspects of achieving sustainable development is to preserve macroeconomic stability, which is closely related to the extent of capital mobility. For this reason, measuring the level of capital mobility is an important task to achieve. While higher capital mobility was encountered as one of the reasons behind the recent worldwide financial crisis, the subject is also important for policy makers and firms for a number of reasons; (i) the effectiveness of macroeconomic policies is closely related to the degree of international capital mobility; (ii) higher international capital mobility helps firms to allocate resources efficiently and achieve risk diversification; (iii) higher international capital mobility may also increase volatility which may end up with financial crisis. For example, the global financial crisis began in the USA and spread to Europe and then to the whole world. Today we see that devastating effect of global financial crisis is more pronounced in developed countries than the developing countries. When we consider the MENA countries in this sense, although they are not composed of a homogeneous group, they seem that they are not as much affected as developed countries. It can be argued that this is because most of the MENA countries are oil-exporting countries and high oil prices following the invasion of Iraq led to an accumulation of significant amounts of dollars in these countries. Even though this is true, this cannot be the sole reason. To be sure, we first need to measure whether capital mobility is high in these countries. If capital mobility is high for this group of countries, we can accept that the capital they accumulated helped them to stabilize their economies during the crisis and that is why they are less affected by the global financial crisis. If capital mobility is low, then we say that these countries were exempt from the crisis because they were luckily not allowing free movement of capital. Review of the empirical literature shows that most of the studies on the measurement of the level of international capital mobility have focused on estimating the Feldstein and Horioka (1980, hereafter FH) model. FH model involves examining the relationship between savings and investment empirically. Intuitively, the FH model implies that the correlation between savings and investment will be one if capital movement is not allowed and otherwise it will be zero if there is perfect capital mobility. Since then, many studies have been carried out to estimate the relationship between savings and investment, producing an enormous literature on the subject. In this paper, we aim to estimate the FH coefficient for MENA countries using the fixed effect panel model. FH coefficients will be estimated for MENA countries over the period of 1963-2007 and sub-periods of 1963-1980, 1981-2007, 1981-1997 and 1998-2007. The small coefficients will be interpreted as increased capital mobility. Literature Review Given the importance of the subject for open economies, a number of different empirical 26 Journal of Economic and Social Studies �Measuring the Level of International Capital Mobility for MENA Countries methodologies were developed aiming to measure the extent of capital mobility. The FeldsteinHorioka model has found widespread use in the empirical literature because the model is simple as well as providing an intuitive explanation for the level of capital mobility. The model suggested and empirically estimated by Feldstein and Horioka (1980) is as follows: (I/Y) = cons + b (S/Y) (1) where I, S and Y represent domestic investment, domestic saving and gross domestic product respectively. The coefficients cons and b denote constant term and savings-retention coefficients and they are the coefficients that will be ultimately estimated. In equation (1), dependent variable, domestic investment and independent variable, domestic saving is given as shares of the gross domestic product. Using data over 1960-74, Feldstein and Horioka (1980) found that the savings-retention coefficient is very close to the one for 16 OECD countries, implying low capital mobility. Since then, an enormous literature has accumulated to test the Feldstein-Horioka puzzle and explain the puzzle. Apergis and Tsoumas (2009) provide a detailed survey of these studies of empirical literature. In general, the empirical literature on the subject provides mixed results for both developed and developing countries. Studies testing the puzzle for developing countries found out that the savingretention coefficient is small, indicating that the level of capital mobility is high in these countries (Payne and Kumazawa, 2006; Apergis and Tsoumas, 2009;Coakley et.al., 1999). On the contrary, some studies provide evidence that capital mobility is low in developing countries (Murthy, 2008; Ghosh and Ostry, 1995). While Wong (1990) argue that the high capital mobility observed in developing countries can be attributed to the size of the non-traded sector, Kasuga (2004) argue that small-sized and inefficient financial mechanisms in developing countries lead to high capital mobility. Ozmen (2005), Bahami-Oskooee and Chakrabarati(2005), and Sinha and Sihna (2004) find that the correlation between saving and investment is high in larger economies. Bangake and Eggoh (2010) mention the importance of the legal protection system provided for investors in relation to capital mobility. They tested the Feldstein-Horioka puzzle for 37 African countries using the panel cointegration technique and found that savings and investment are a non-stationary and cointegrating series. Their estimation results indicate that capital mobility is higher (0.34) in the countries with strong legal protection of investors than in countries with worse protection (0.85). Overall, the test of the Feldstein-Horioka puzzle for the developing countries, including Middle East countries, shows high capital mobility because the magnitude of foreign aid and the extent of the non-traded sector are high in these countries and they have weak financial markets and are relatively open economies (Apergis and Tsoumas, 2009). Econometric Methodology and the Data This paper attempts to investigate the relationship between investment rate and saving rate to measure the level of capital mobility for MENA countries. The data subject to empirical analysis is taken from IMF International Financial Statistics for 12 countries in the MENA region over the period 1963- Volume 1 Number 1 January 2011 27 �Muhittin KAPLAN & Hüseyin KALYONCU 2007. The data set is determined by the availability of the data. In other words, those countries that have unbroken series of data over the sample period are included in the data set. These countries are Algeria, Israel, Iran, Egypt, Jordan, Kuwait, Libya, Morocco, Saudi Arabia, Syria, Tunisia, and Turkey. The variables employed in the empirical work involve gross domestic investment and gross domestic savings as percentages of gross domestic product. As in any empirical study employing time series data, it is vital to determine the level of integration of series. For this reason, we first check the level of integration of investment rate and saving rate variables. The integration level of variables can be determined by the standard unit root tests such as the Augmented Dickey-Fuller (ADF) test. However, it is well-known that standard unit root tests which are test based on individual time series have low power against stationary alternatives. For this reason, the recently developed panel unit root tests were frequently employed in the investigation of the time series properties of data. Since panel data increases the power of the test by enhancing the time series dimension of the data by the cross section, the results will be more reliable. Some of the most popular panel unit root tests are as follows: the LLC (Levin, Lin and Chu, 2002), the IPS (Im, Pesaran and Shin, 2003), ADF - Fisher Chi-square (Maddala and Wu,1999), and PP - Fisher Chi-square (Choi, 2001). While the LLC test allows for heterogeneity of individual deterministic effects and a heterogeneous serial correlation structure, it assumes the presence of a homogeneous autoregressive root under the alternative. The latter is identified as a serious limitation for the LLC test. The LLC test procedure involves using pooled t-statistics of the estimator to evaluate the hypothesis of non-stationarity of each individual time series. The more recently developed IPS tests overcame the limitation of the LLC test by allowing for heterogeneity of the autoregressive root under the alternative. The IPS test is simple to calculate and allows for residual serial correlation and heterogeneity of dynamics across groups. However, simulations indicate that the IPS test is sensitive to a correct choice of lag orders in the underlying ADF regressions; the power of the t-bar test is more favorably affected by a rise in time dimension of the data than the cross-section units of the data; and the interpretation of the IPS test results are difficult because of the heterogeneous nature of the alternative hypothesis. Maddala and Wu’s (1999) and Choi’s (2001) tests were similar in the way that both suggested panel unit root tests performed using a Fisher statistic, but they were developed to overcome the shortcomings of the LLC and the IPS tests. Maddala and Wu’s (1999) and Choi’s (2001) tests solves the problems related to previously mentioned tests by providing the combination of probability values for a unit root tests applied to each group in the data set. With this in mind, we employed the LLC, the IPS, ADF-Fisher and PP-Fisher panel unit root tests in this paper. For the LLC and IPS test, the optimal lag length is determined according to Schwarz criteria. The time series properties of the variables involved determined our choice of the empirical methodology to use in the analysis of measuring the extent of capital mobility model. As shown below, since both independent and dependent variables of the empirical model are stationary variables, we did not test for cointegration and decided to estimate the model with fixed effect panel data model. The empirical findings are provided in the next section. 28 Journal of Economic and Social Studies �Measuring the Level of International Capital Mobility for MENA Countries Empirical Results In this section, the estimation results obtained from panel unit root tests and the equation (1) which shows the relationship between investment rate and saving rate will be provided. Table 1 and Table 2 provide panel unit root tests results for investment and saving variables respectively. In the first column, the LLC, the IPS, ADF-Fisher and PP-Fisher panel unit root tests are given. While the second column provides panel unit root test results with constant, results with constant and trend are given in the third column. It is worth mentioning that the optimal lag length for the tests were determined according to Schwarz criteria. Examination of the tables shows that the null hypothesis of non-stationarity is rejected at 1% level by all tests. Therefore, we conclude that the variables subject to empirical analysis of the paper are stationary at levels and hence there is no danger of regression results being spurious. Table 1. Panel Unit root test results for the Investment variable Levin, Lin and Chu Im, Pesaran and Shin W-stat ADF - Fisher Chi-square PP - Fisher Chi-square With constant Statistics Probability* -3.26816 0.0005 -4.65013 0.0000 70.1163 0.0000 63.3885 0.0000 With constant and trend Statistics Probability* -2.45043 0.0071 -3.54615 0.0002 57.4535 0.0001 43.4409 0.0089 Note: *Probabilities for Fisher tests are computed using an asymptotic Chi-square distribution. All other tests assume asymptotic normality. Table 2. Panel Unit root test results for the Saving variable With constant Statistic Probability* Levin, Lin & Chu t* -2.59357 0.0047 Im, Pesaran and Shin W-stat -3.20335 0.0007 ADF - Fisher Chi-square 52.5655 0.0007 PP - Fisher Chi-square 53.0406 0.0006 With constant and trend Statistic Probability* -3.06139 0.0011 -2.80969 0.0025 47.3121 0.0031 48.4657 0.0022 Note: *Probabilities for Fisher tests are computed using an asymptotic Chi-square distribution. All other tests assume asymptotic normality. Having established that both saving and investment variables are integrated I(0), fixed effect panel methodology is used in the estimation of the F-H model. Table 3 presents the empirical findings for the whole period and the sub-periods. Examination of the table shows that the independent variables of the model and tests related to the model are given in the first column. The following five columns provide estimation results for different time periods. Estimation results for the whole period 19632007 are given in the second column. The sub-periods are determined by the main changes which occurred in the world economy. For example, 1980 marks the beginning of the liberalization period for developing countries. The year of financial crisis, 1997, in Asia is also a turning point in terms of Volume 1 Number 1 January 2011 29 �Muhittin KAPLAN & Hüseyin KALYONCU financial system in the world. Theoretically, we expect that capital mobility has increased over these periods in line with financial liberalization policies. Examination of the Table 3 indicates that there is no statistically significant relationship between saving and investment rates implying the presence of very high capital mobility in the MENA region. The saving-retention coefficient (b) is almost zero for the period 1963-2007. Considering the subperiods, it is clearly obvious that after 1980 capital mobility is significantly high compared to the period of 1963-1980. While the saving-retention coefficient is 0.13 and statistically significant at the 5% level for 1963-1980, it is very close to zero and not statistically significant for 1981-2007 periods. This indicates that liberalization policies had an immense effect in the MENA region in terms of increased capital mobility. Another important observation about the saving-retention coefficient is that this coefficient remained about the same during the sub-periods of 1981-1997 and 1998-2007. Table 3. Fixed Effect Panel Estimation Results Period Constant Savings R-squared S.E. of regression F-statistic Wald Test (Chi-square) Fixed Effects Tests: Cross-section F-Test Period F-Test 1963-2007 0.234 (50.8)* 1963-1980 0.2001 (11.87)* 1981- 2007 0.243 (52.2)* 1981-1997 0.250 (47.1)* 1998-2007 0.240 (23.4)* 0.0051 (0.285) 0.130083 (1.94)** -0.02902 (-1.54) -0.040 (-1.78)*** -0.056 (-1.48) 0.533 0.0547 9.854* 0.081 0.666408 0.055731 12.813* 3.753** 0.561 0.046 9.567* 2.373 0.487 0.0508 5.935* 3.179*** 0.862 0.025 29.22* 2.185 28.514* 5.403* 17.802* 13.269* 25.929* 2.942* 10.789* 2.964* 52.831* 3.562* Note: Values in brackets are t-values. *,**,*** denote significance at the levels of 1%, 5% and 10% respectively. We also tested whether estimated savings-retention coefficients are different from zero using the Wald test. As seen from the table, except for the 1963-80 and 1981-1997 periods, the savings-retention coefficients are not different from zero statistically, implying the presence of perfect capital mobility. Finally, it is seen that both cross-section and period fixed effects contribute statistically significantly to the explanation of the dependent variable. In particular, significant period effects imply the existence of close connections among countries of the MENA region over time. Considering the economic policies followed by the countries in the MEAN region, these findings provided above seem to be suspicious. As we know, most of these economies are closed economies, their financial markets are not developed and they have undertaken liberalization policies very recently. In this sense, we can argue that the findings of this study are in agreement with the findings 30 Journal of Economic and Social Studies �Measuring the Level of International Capital Mobility for MENA Countries of the literature. As mentioned above, the level of capital mobility is found to be higher in relatively closed economies than open economies, in countries with inefficient financial markets than those with financially developed markets, etc. Since some of the MENA countries are resource-rich countries, they accumulate enormous savings; since they do not have financially developed markets, they need foreign capital and aid. Taking these together, we conclude that capital mobility is high in the MENA region. Conclusion In this study, we attempted to measure the degree of capital mobility in the MENA region. Time series properties of the data investigated using panel unit root tests indicated that both variables of interest are stationary. Therefore, we estimated the Feldstein-Horioka equation with fixed effect panel methodology. The findings of the study provided a number of important insights into the level of capital mobility in the region. First, characteristics of sub-periods are very different from each other in terms of the level of capital mobility. While the capital mobility is relatively low during the period of 1963-1980, it is pretty high during the period of 1981-2007. Secondly, the results imply the presence of perfect capital mobility in the period of 1981-2007. Thirdly, although the sub-periods of 1981-1997 and 1998-2007 are slightly different from each other, it seems that the perfect capital mobility assumption holds in these periods as well. References Apergis, N. &Tsoumas, C. (2009). A survey of the Feldstein-Horioka puzzle: What has been done and where we stand. Research in Economics, 63, 64-76.doi:10.1016/j.rie.2009.05.001 Bahami-Oskooee, M. &Chakrabarati, A. (2005). Openness, size and the saving-investment relationship. Economic Systems, 29, 289-293.doi:10.1016/j.ecosys.2005.06.001 Bangake, C. &Eggoh, J. (2010). International capital mobility in African countries: Do the legal origins matter?. Economics Bulletin, 30, 1-10. Choi, I. (2001). Unit root tests for panel data. Journal of International Money and Finance, 20, 249–272.doi:10.1016/S0261-5606(00)00048-6 Coakley, J. &Hasan, F. & Smith, R. (1999). Saving, investment and capital mobility in LDCs. Review of International Economics, 7, 632-640.doi:10.1111/1467-9396.00188 Feldstein, M. &Horioka, C. (1980). Domestic saving and international capital flows. Economic Journal, 90, 314-329.doi:10.2307/2231790 Ghosh, A. R. &Ostry, J. D. (1995). The current account in developing countries: A perspective from Volume 1 Number 1 January 2011 31 �the consumption smoothing approach. The World Bank Economic Review, 9, 305-333.doi:10.1093/ wber/9.2.305 Im, K. S., Pesaran, M. H., & Shin, Y. (2003). Testing for unit roots in heterogeneous panels. Journal of Econometrics, 115, 53–74.doi:10.1016/S0304-4076(03)00092-7 Kasuga, H. (2004). Saving-investment correlations in developing countries. Economics Letters, 83, 371-376.doi:10.1016/j.econlet.2003.11.017 Levin, A., Lin, C. F., & Chu, C. (2002). Unit root tests in panel data: Asymptotic and finite-sample properties. Journal of Econometrics, 108, 1–24.doi:10.1016/S0304-4076(01)00098-7 Maddala, G. S. & Wu, S. (1999). A Comparative Study of Unit Root Tests with Panel Data and A New Simple Test. Oxford Bulletin of Economics and Statistics, 61, 631–52.doi:10.1111/14680084.61.s1.13 Murthy, N. R. Vasudeva (2009). The Feldstein–Horioka puzzle in Latin American and Caribbean countries: a panel cointegration analysis. Journal of Economics and Finance, 33(2), 176-188. doi:10.1007/s12197-008-9051-5 Ozmen, E. (2005). Macroeconomic and institutional determinants of current account deficits. Applied Economics Letters, 12, 557-560.doi:10.1080/13504850500120714 Payne, J. &Kumazawa, R. (2006). Capital mobility and the Feldstein-Horioka puzzle: Reexamination of less-developed countries. The Manchester School, 74, 610-616.doi:10.1111/j.14679957.2006.00512.x Sinha, T. &Sihna, D. (2004). The mother of all puzzles would not go away. Economics Letters, 82, 259-267.doi:10.1016/j.econlet.2003.06.002 Wong, D. Y. (1990). What do saving-investment relationship tell us about capital mobility? Journal of International Money and Finance, 9, 60-74.doi:10.1016/0261-5606(90)90005-K � 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. 1053 Title A name given to the resource Measuring the Level of International Capital Mobility for MENA Countries Author Author KAPLAN, Muhittin KALYONCU, Hüseyin Abstract A summary of the resource. To achieve sustainable development, it is vitally important to sustain macroeconomic stability, which is closely related to the extent of capital mobility allowed by a country. This paper attempts to measure the level of international capital mobility empirically by estimating the Feldstein-Horioka coefficients employing the panel data for the MENA countries over the period 1963-2007. In empirical analysis, time series properties of the data are examined using recently developed techniques of panel unit root. Having obtained that variables of the model are stationary variables, we use the fixed effect panel model in the analysis of data.The results indicate that capital mobility has always been high in MENA countries but this is particularly obvious for the period 1980-2007, which corresponds to the liberalization period. For the subperiod of 1963-1980, the estimated coefficients are relatively higher, implying the presence of a relatively lower level of capital 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 2011-01 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 1986 – 8502 H Social Sciences (General),HB Economic Theory,HG Finance https://omeka.ibu.edu.ba/files/original/e588738d892e9bcc931c15e504fda7e0.pdf da9118b56e78d30262f9f1cb13164724 PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 MECMUA-İ MUHAMMED ENVERİ KADIZADE Gülsüm ŞAHİN International Burch University / Bosna Hersek Ali Rıza ÖZUYGUN International Burch University / Bosna Hersek Anahtar Kelimeler: Bosna Hersek, mecmua, Muhammed Enveri Kadızade, yazma eserler. ÖZET Bosna, Osmanlı idaresinde kaldığı 1463-1878 yılları arasında Osmanlı kültürüyle tanışmış ve bu dönemde Boşnak şair ve yazarlar Türkçe, Arapça ve Farsça öğrenerek Klasik Türk Edebiyatının örneklerini vermişlerdir. Bugün Saraybosna’daki Gazi Hüsrev Bey Kütüphanesinde muhafaza edilen binlerce Türkçe yazma eserde, bunun örneklerini görmekteyiz. Klasik Türk Edebiyatının örneklerinden seçmelerle düzenlenen mecmualar, düzenleyenin zevkine göre şekillenmektedir. Bir şiir defteri niteliğinde olan mecmualar, yazıldıkları döneme ait tarihi ve toplumsal olaylara ışık tutması açısından da önemlidir. Bu çalışmamızda Saraybosna’da bulunan Gazi Hüsrev Bey Kütüphanesindeki Türkçe yazma eserler arasından Muhammed Enveri Kadızade’ye ait bir mecmua incelenecektir. 1855-1931 yılları arasında yaşayan Muhammed Enveri Kadızade, 1871 yılından itibaren arşivde çalışmaya başlamış ve bu sırada bulduğu her bilgi ve belgeyi kaydetmiştir. Şiir ve nesrin bir arada bulunduğu bu küçük çaplı mecmuada Saraybosna camileri için tanzim edilen tarihler ve çeşitli mersiyeler bulunmaktadır. 163 � 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. 2685 Title A name given to the resource MECMUA-İ MUHAMMED ENVERİ KADIZADE Author Author ŞAHİN, Gülsüm ÖZUYGUN, Ali Rıza Abstract A summary of the resource. Bosna, Osmanlı idaresinde kaldığı 1463-1878 yılları arasında Osmanlı kültürüyle tanışmış ve bu dönemde Boşnak şair ve yazarlar Türkçe, Arapça ve Farsça öğrenerek Klasik Türk Edebiyatının örneklerini vermişlerdir. Bugün Saraybosna’daki Gazi Hüsrev Bey Kütüphanesinde muhafaza edilen binlerce Türkçe yazma eserde, bunun örneklerini görmekteyiz. Klasik Türk Edebiyatının örneklerinden seçmelerle düzenlenen mecmualar, düzenleyenin zevkine göre şekillenmektedir. Bir şiir defteri niteliğinde olan mecmualar, yazıldıkları döneme ait tarihi ve toplumsal olaylara ışık tutması açısından da önemlidir. Bu çalışmamızda Saraybosna’da bulunan Gazi Hüsrev Bey Kütüphanesindeki Türkçe yazma eserler arasından Muhammed Enveri Kadızade’ye ait bir mecmua incelenecektir. 1855-1931 yılları arasında yaşayan Muhammed Enveri Kadızade, 1871 yılından itibaren arşivde çalışmaya başlamış ve bu sırada bulduğu her bilgi ve belgeyi kaydetmiştir. Şiir ve nesrin bir arada bulunduğu bu küçük çaplı mecmuada Saraybosna camileri için tanzim edilen tarihler ve çeşitli mersiyeler bulunmaktadır. 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/41dd06da6902bd226cce52ecef68aa9a.pdf 698b7aa1ed9ef0efcd2fd542503a86f1 PDF Text Text Sucuoglu, H. (2006) The Turkish seismic rehabilitation code, First European Conference on Earthquake Engineering and Seismology, Geneva, Switzerland, 3-8 September. Sengoz, A. (2007) Quantitative evaluation of assessment methods in the 2007 Turkish Earthquake Code, Master Thesis, Department of Civil Engineering, METU, Ankara. TEC 2007, Specifications for buildings to be built in seismic areas, Turkish Earthquake Code 2007. Ministry of Public Works and Settlement, Ankara, Turkey.Tuncer O. Celep, Z. Yılmaz, M.B. (2007) A comparative evaluation of the methods given in the Turkish Seismic Code, WCCE–ECCE– TCCE Joint Conference: EARTHQUAKE & TSUNAMI. Medical Decision Support System for Diagnosis of Cardiovascular Diseases using DWT and k-NN Emina Alickovic, Abdulhamit Subasi International Burch University, Faculty of Engineering and Information Technologies, 71000, Sarajevo, Bosnia and Herzegovina. E-mails: ealickovic@ibu.edu.ba, asubasi@ibu.edu.ba Abstract Heart disease is a cardiovascular disorder that is most widespread cause of death in many countries all over the world. In this work, k-Nearest Neighbor machine learning tool was used to classify Electrocardiography (ECG) signals and satisfactory accuracy rate was achieved in classification of ECG signals. The model automatically classifies the ECG signals into 5 different kinds: normal, Premature Ventricular Complex (PVC), Atrial Premature Contraction (APC), Right Bundle Branch Block (RBBB) and Left Bundle Branch Block (RBBB). The best averaged performance over randomized percentage-split is also obtained by k-Nearest Neighbor (k-NN) classification model. Some conclusions concerning the impacts of features on the ECG signal classification were obtained through analysis of different parameters of kNN. The analysis suggests that kNN modeling is satisfactory performances in at least three points: high recognition rate, insensitivity to overtraining and computational time it takes for classification. The combined model with DWT and k-NN achieves the good. Obtained result shows that the suggested model have the potential to obtain a reliable classification of ECG 346 �signals, and to support the clinicians for making an accurate diagnosis of cardiovascular disorders. Keywords: Electrocardiogram (ECG); Discrete Wavelet Transform (DWT); k-Nearest Neighbor (k-NN); Heart Arrhythmia; Premature Ventricular Complex (PVC); Atrial Premature Contraction (APC); Right Bundle Branch Block (RBBB); Left Bundle Branch Block (RBBB). 1. INTRODUCTION Heart diseases are a major cause of mortality in most of the countries around the world. In 2008, approximately 17 million people die each year due to this disease or 48 % of all deaths in 2008. It is estimated that this number will even grow. In 2030, it is estimated that 23.6 million people will die from cardiovascular diseases (WHO | Cardiovascular diseases (CVDs)). In Bosnia and Herzegovina, 35000 or 66% of all deaths were due to cardiovascular diseases (BiH). In Turkey, almost 31500 people (49 % of total mortality) died from cardiovascular diseases (Turkey). Because of this many researchers have conducted in this field in the world. The Electrocardiography is noninvasive tool for detecting the electrical activity that originates in the heart. Expression cardiovascular arrhythmia is used to describe any irregular electrical activity originating from heart. Electrocardiogram (ECG) is one of the most significant apparatus for diagnosis of cardiovascular diseases. The ECG signal classification into different cardiovascular disease groups is a complex pattern recognition problem. These signals are highly nonlinear also. Therefore, different techniques such as signal processing techniques, machine learning methods, were used for this purpose. The aim of this study is to introduce a method for detection of heart diseases in ECG recordings. We propose a method for differentiating normal heartbeats (N) from left bundle branch blocks (LBBB), right bundle branch blocks (RBBB), atrial premature contractions (APC) and premature ventricular contractions (PVC) heartbeats (Clifford, Azuaje, & McSharry, 2006). In this study, k-Nearest Neighbor (k-NN) classifiers combined with statistical features extracted from DWT is used to classify ECG signals. To contribute to the quantification of the routine ECG examination, a methodology has been developed for ECG signal classification which consists of three steps. In the first step, the ECG signals are decomposed into different frequency bands using discrete wavelet transform (DWT). In the second step, statistical features extracted from these subband decomposed ECG signals to get better accuracy for diagnosis of cardiovascular diseases. In the last step, an unknown ECG signal is classified as normal heartbeats (N) from left bundle branch blocks (LBBB), right bundle branch blocks (RBBB), atrial premature contractions (APC) and premature ventricular contractions (PVC) heartbeats using k-NN classifier. 347 �The remainder of the paper is organized as follows. In the next section, information is given about the materials and datasets used in this research. This section also explains methods applied in each step of the ECG signal classification process. Also, three different k-NN methods are discussed and compared. Section 3 gives discussion on the results achieved in this study. Finally, the conclusions are summarized in Section 4. 2. MATERIALS AND METHODS 2.1. Database The ECG signals for training and testing datasets are obtained from MIT-BIH arrhythmia database. Records were obtained by the Beth Israel Hospital Arrhythmia Laboratory between 1975 and 1979. This database is available online24. It contains two leads for upper and lower ECG signals for all 48 records from 47 different patients. Patients are 25 men aged 32 to 89 and 22 women aged 23 to 89. Two records (201 and 202) came from same patient. Each of these records is 30 minutes long with sampling frequency of 360 Hz. Each beat has been labeled by at least two cardiologists. There are more than 109,000 labeled ventricular beats from 15 distinct heartbeat types. There is an immense diversity in the amount of examples in each heartbeat category. The biggest category is “Normal beat” and the smallest is “Supraventricular premature beat” (with only two examples) (MIT-BIH Arrhythmia Database Directory). 2.2. Discrete wavelet transform The DWT is a signal-processing technique having a lot of applications in science and engineering. The wavelet transform (WT) permits the non-stationary signals discrimination with diverse frequency characteristics [14]. It disintegrates a signal into wavelets (group of simple functions. These wavelets result from a single function ψ, called the mother wavelet, by dilations and translations as (Daubechies, Mallat, & Willsky, 1992; Vetterli & Herley, 1992).  a ,b t   1 a t b   a   (1) where a is positive number. Typically, a is 1 for the mother wavelet and growing a > 1 dilates the wavelet, getting bigger on the interval over which it takes non-zero values. 24 http://physionet.ph.biu.ac.il/physiobank/database/html/mitdbdir/mitdbdir.htm 348 �The discrete wavelet transform (DWT) is used to disintegrate a signal. It uses filters to extract out of the ordinary frequency resolution components within the signal. The DWT has compact support in time and frequency domain (Mallat, 1999; Marchant, 2003; Semmlow, 2004; Sornmo & Laguna, 2006). It examines the signal at different frequency bands, with different resolutions. It separates the signal into two parts: a coarse approximation and detail information. DWT uses two function sets called scaling functions and wavelet functions. These two sets are allied to low-pass and high-pass filters, respectively. Every phase of this scheme has two digital filters and scale changes by power of 2. In the process of reducing the sampling rate, outputs of first high-pass and low-pass filters give the detail, D1 and the approximation, A1, respectively. The first approximation, A1 is later decomposed and this process is continued. Approximation and detail records are rebuilded from the Daubechies 4 (DB4) wavelet filter. More detailed explanation is given in (Mallat, 1999; Marchant, 2003; Semmlow, 2004; Sornmo & Laguna, 2006; Adeli, Zhou, & Dadmehr, 2003; Akay, 1997; Subasi, ECG signal classification using wavelet feature extraction and a mixture of expert model, 2007; Subasi, Automatic recognition of alertness level from EEG by using neural network and wavelet coefficents, 2005). The extracted wavelet coefficients give a firm illustration showing the energy distribution of the ECG signal in time and frequency. 2.3. k-Nearest Neighbor (k-NN) k-Nearest Neighbor (k-NN) is proper mechanism for solving biomedical engineering problems and, particularly, in evaluating biomedical signals, because of their wide range of applications and usage and their potential to learn difficult and nonlinear relations. It is very simple machine learning tool. The k-NN algorithm is object classification tool based on nearest training samples in the feature. The algorithm does not depend on any kind of statistical distribution of training examples. A number of distance measures are capable of being used in k-NN algorithm. Still, the most popular distance is Euclidean. An object classification is done by a mass election of its neighbors. Object is assigned to the class being most frequent one its k nearest neighbors. k is usually selected to be small. When k is selected to be 1, the object is just prescribed to the class of its nearest neighbor. Due to this, the algorithm is called as the k-Nearest Neighbor (Jekova, Bortolan, & Christov, 2008). In Our study, we used three different techniques implementing k-NN algorithm. All these three methods are implemented in Weka (Weka 3 - Data Mining with Open Source Machine Learning Software in Java). These three different techniques are called as: IBk, KStar and LWL. Detailed description of these three different k-NN techniques is given in (Aha, Kibler, & Albert, 1991; Cleary & Trigg, 1995; Frank, Hall, & McShary, 2003). 3. RESULTS AND DISCUSSION 349 �In this study five different heartbeat classes were analyzed. These are: N (normal heart beat), RBBB (Right Bundle Branch Block), LBBB (Left Bundle Branch Block), APC (Atrial Premature Contraction) and PVC (Premature Ventricular Complex). The classification abilities for three different implementations of k-NN method applied on the morphological ECG descriptors are estimated set obtained by processing all heartbeats from MIT-BIH arrhythmia database. Two statistical indices; sensitivity (Sej) and specificity (Spj); were computed for every heartbeat class j (N, PVC, APC, LBBB and RBBB). They are calculated as (Jekova, Bortolan, & Christov, 2008): Sp j  TN j TN j  FPj Se j  TPj TPj  FN j (2) where TPj (true positives) represents the amount of correctly classified heartbeats of jth class (e.g. RBBB classified as RBBB); TNj (true negatives) represents the amount of heartbeats not being part of the jth class and not classified in the jth class (e.g. PVC, APC, LBBB and RBBB not classified as N); FPj (false positives) is the amount of incorrectly classified heartbeats in the class j (e.g. PVC,APC, LBBB and RBBB classified as N); FNj (false negatives) is the amount of heartbeats of class j, classified in a different class (e.g. RBBB not classified as RBBB) (Jekova, Bortolan, & Christov, 2008). 66 % percentage split gave the best results in this research and results are given in Table 1 and their graphical representation is illustrated in Fig. 1. Table 1. ECG Signal Classification Results for k-NN Classifiers. IBk LVL Se Sp Se Sp Se Sp N 0.897 0.897 0.891 0.897 0.891 0.908 APC 0.909 0.995 0.848 0.991 0.879 0.99 PVC 0.639 0.958 0.656 0.953 0.754 0.967 RBBB 0.907 0.991 0.893 0.993 0.92 0.993 0.951 0.975 0.971 0.978 0.931 0.969 LBBB 350 KStar �Accuracy obtained for these three different k-NN methods are also compared. For IBk accuracy obtained is 88.24 %, for KStar accuracy is 87.91 % and for LVL, accuracy obtained is 88.73 %. As we can see from Figure 2, accuracies obtained LVL k-NN gave the best result. Beside these results, time required for classification is small compared to other two methods, what is showing that LVL kNN is the most appropriate k-NN method for ECG signal classification. Figure 1 Graphical representation of evaluation performance of k-NN classifiers Figure 2 Graphical representation of accuracies achieved by using k-NN classifiers 351 �4. CONCLUSION In this study, we developed an efficient combination of classifier and signal processing technique, which proved by the different experiments is applicable for the classification of the ECG signals. This was accomplished using combination of DWT and kNN methods. These three kNN methods are IBk, KStar, and LVL. Because the experiments proved, the combination represented as LVL k-NN and DWT subbands can achieve a better performance than other two k-NN classifier methods over the five ECG signal patterns: normal (N), Premature Ventricular Complex (PVC), Atrial Premature Contraction (APC), Right Bundle Branch Block (RBBB) and Left Bundle Branch Block (RBBB). The proposed LVL k-NN classifier together with DWT subbands meets the requirements for five ECG signal patterns characterization and is able of classifying the ECG signals accuracy rate. In addition, the suggested LVL k-NN classifier shows guarantee as a clinically valuable method of providing numerical inputs to the next step of the interpretation phase of an ECG examination. This proves that the LVL k-NN classifier can be important for capturing and expression of knowledge helpful to a clinician. These results provide encouragement to develop and evaluate a LVL k-NN method for quantifying the level of contribution of a cardiovascular disorder. REFERENCES Last Accessed on 2 22, 2012, from Weka 3 - Data Mining with Open Source Machine Learning Software in Java: http://www.cs.waikato.ac.nz/ml/weka/ BiH, Last Accessed on 2 22, 2012, from BiH: http://www.who.int/nmh/countries/bih_en.pdf Adeli, H., Zhou, Z., & Dadmehr, N. (2003). Analysis of EEG records in an epileptic patient using wavelet transform. Journal of Neuroscience Methods (123), 69-87. Aha, D. W., Kibler, D., & Albert, M. (1991). Instance-Based Learning Algorithms. Machine Learning 6 , 37-66. Akay, M. (1997). Wavalet Application in Medicine. IEEE Spectrum , 5 (34), 50-56. Cleary, J. G., & Trigg, L. E. (1995). K*: An Instance-based Learner Using an Entropic Distance Measure. 12th International Conference on Machine Learning, (pp. 108-114). Clifford, G. D., Azuaje, F., & McSharry, P. E. (2006). Advanced Methods and Tools for ECG Data Analysis. Norwood, MA: Artech House. Daubechies. (1990). The wavelet transform time-frequency localization and signal analysis. IEEE Transactions on Information Theory , 5 (36), 961-1005. Daubechies, I., Mallat, S., & Willsky, A. S. (1992). Introduction to the special issue on wavelet transforms and multiresolution signal analysis. IEEE Transactions on Information Theory (38), 529-532. 352 �Frank, E., Hall, M., & McShary, P. E. (2003). Locally Weighted Naive Bayes. 19th Conference in Uncertainty in Artificial Intelligence (pp. 249-256). Acapulco, Mexico: Morgan Kaufmann. Jekova, Bortolan, G., & Christov, I. (2008). Assessment and comparison of different methods for heartbeat classification, ScienceDirect, 30. Medical Engineering & Physics (30), 248-257. Mallat, S. (1999). A Wavelet Tour of Signal Processing, Second Edition (Wavelet Analysis & Its Applications). Academic Press. Marchant, P. (2003). Time-Frequency Analysis for Biosystem Engineering. Biosystems Engineering 85(3) , 261-281. MIT-BIH Arrhythmia Database Directory. Last Accessed on 2 22, 2012, from http://physionet.ph.biu.ac.il/physiobank/database/html/mitdbdir/mitdbdir.htm Semmlow, J. L. (2004). Biosignal and Biomedical Image Processing: MATLAB-Based Applications. 270 Madison Avenue, New York: Marcel Dekker Inc. Sornmo, L., & Laguna, P. (2006). Bioelectrical Signal Processing in Cardiac and Neurological Applications. Elsevier Academic Press. Subasi, A. (2005). Automatic recognition of alertness level from EEG by using neural network and wavelet coefficents. Expert Systems with Applications (28), 701-711. Subasi, A. (2007). ECG signal classification using wavelet feature extraction and a mixture of expert model. Expert Systems with Applications 32 , 1084-1093. Turkey, Last Accessed on 2 22, 2012, from http://www.who.int/nmh/countries/tur_en.pdf Vetterli, M., & Herley, C. (1992). Wavelets and filter banks: theory and design. IEEE Transactions on Signal Processing , 2207-2232. WHO | Cardiovascular diseases (CVDs). (n.d.). Last Accessed on 2 22, 2012, from http://www.who.int/cardiovascular_diseases/en/ 353 � 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. 1184 Title A name given to the resource Medical Decision Support System for Diagnosis of Cardiovascular Diseases using DWT and k-NN Author Author Emina , Alickovic Abstract A summary of the resource. Heart disease is a cardiovascular disorder that is most widespread cause of death in many countries all over the world. In this work, k-Nearest Neighbor machine learning tool was used to classify Electrocardiography (ECG) signals and satisfactory accuracy rate was achieved in classification of ECG signals. The model automatically classifies the ECG signals into 5 different kinds: normal, Premature Ventricular Complex (PVC), Atrial Premature Contraction (APC), Right Bundle Branch Block (RBBB) and Left Bundle Branch Block (RBBB). The best averaged performance over randomized percentage-split is also obtained by k-Nearest Neighbor (k-NN) classification model. Some conclusions concerning the impacts of features on the ECG signal classification were obtained through analysis of different parameters of kNN. The analysis suggests that kNN modeling is satisfactory performances in at least three points: high recognition rate, insensitivity to overtraining and computational time it takes for classification. The combined model with DWT and k-NN achieves the good. Obtained result shows that the suggested model have the potential to obtain a reliable classification of ECG signals, and to support the clinicians for making an accurate diagnosis of cardiovascular disorders. Keywords: Electrocardiogram (ECG); Discrete Wavelet Transform (DWT); k-Nearest Neighbor (k-NN); Heart Arrhythmia; Premature Ventricular Complex (PVC); Atrial Premature Contraction (APC); Right Bundle Branch Block (RBBB); Left Bundle Branch Block (RBBB). Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/be6b68840048a24d30989ddff16e86e7.pdf ab40c3f91680f1a7b0653e826114bbec PDF Text Text �������������� https://omeka.ibu.edu.ba/files/original/7e4df4e8e5c856858e935b3a6ef9a1a3.docx f6f94b9d94f4d58c8e0a88c62797a763 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. 3103 Title A name given to the resource Međunarodni i regionalni pravni okvir za sprječavanje radnog iskorištavanja radnika migranata Author Author ŠPADINA, Helga Abstract A summary of the resource. U kontekstu kontinuiranog povećanja radnih migracija i paralelnog razvoja međunarodnog i regionalnog migracijskog prava, posebna se pažnja posvećuje pravnoj zaštiti radnika migranata koji su zbog prirode svog posla i/ili boravišnog statusa u državi zaposlenja izloženi povećanoj mogućnosti uskraćivanja radnih i temeljnih ljudskih prava. Brojni izvještaji međunarodnih i regionalnih organizacija za zaštitu ljudskih prava nazivaju iskorištavanje rada migranata „suvremenim oblicima ropstva.“ Stoga je Vijeće Europe usvojilo čitav niz pravnih instrumenata kojima je svrha iskorjenjivanje ropskog rada migranata. I Europski sud za ljudska prava vrlo jasno postavlja standarde zabrane radnog i drugog iskorištavanja, neovisno o boravišnom statusu migranata. Usvajanje najnovijih instrumenata zajedničke europske migracijske politike ukazuje da EU poduzima određene korake u smjeru poboljšanja pravne zaštite sezonskih radnika migranata. U radu se analiza međunarodni i regionalni pravni okvir i sudska praksa Europskog suda za ljudska prava u području sprječavanja suvremenih oblika ropskog rada radnika migranata. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) https://omeka.ibu.edu.ba/files/original/32b954a96e7570f43a4b4f45106d209d.pdf 2526516c1bc5697b943fd0c8c32ed16d PDF Text Text ����           � ����������� https://omeka.ibu.edu.ba/files/original/62922ea859fccff6c42d0332e9cfbf5c.docx 0944a74c06881a050083233f67a52e7d 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. 3095 Title A name given to the resource Međunarodno pravo i borba protiv terorizma Author Author MUŠIĆ, Safet Abstract A summary of the resource. Borba protiv terorizma nije mnogo smanjila opasnost i prijetnju od terorizma. Terorizam kao taktika teško da može biti poražen. Dosadašnje iskustvo u borbi protiv terorizma ukazuje na to da državna politika u borbi protiv terorizma, ne može samo da se oslanja na silu u pokušaju da pobjedi. Države trebaju sagledati mogućnosti da koristite efikasnije opcije za borbu protiv terorizma, osim politike prisile i sile u cilju odvraćanja od terorizma. Razne grupe u svijetu, danas odabiraju i koriste terorizam kao taktiku i sredstvo da bi skrenuli pažnju na svoje zahtjeve i ciljeve. Borba protiv terorizma u cilju veće djelotvornosti trebalo bi da ima snažan preventivni element sa ciljem da se zaustavi teroristički napad puno prije nego što je pokrenut, a time bi se smanjio strah od terorizma, kao i učinak istoga. Preventivne mjere bi dovele do ranog pritvaranja potencijalnih terorista, ali bi i u pravnom smislu akcenat bio na sveobuhvatnom pokrivanju planiranja, navođenja na terorizam i pripreme vršenja terorističkih djela. Takva razmišljanja u međunarodnim okvirima, dovela su i do rasprava o obimu smrtonosne sile koja se može koristiti, preventivno protiv osumnjičenih terorista / terorističkih grupa, kao i preventivnom pritvoru i drugim sredstvima kontrole, kao što su kontrola naloga i druge ciljane mjere, što može uključivati pozivanje na preventivna ispitivanja, i druge obavještajne i policijske metode i tehnike. U tom cilju, ukratko su analizirani dopušteni odgovori unutar međunarodnog prava, te struktura pravnog sistema Evropske unije i njezina uloga u provedbi međunarodnih instrumenata za borbu protiv terorizma i pravni okvir Evropske Unije u tom području. Također, je dat osvrt na domete Bosne i Hercegovine kada je u pitanju borba protiv terorizma. Protivterorističke mjere, koje su poduzimane u svijetu dovele su i do primjera kršenja odredbi međunarodnog prava kao i kršenja osnovnih ljudskih prava. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) 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. 967 Title A name given to the resource Međureligijski Dijalog u Perspektivi Mevlanine Mesnevije Author Author Muamer, Memisevic Hacer, Memisevic Abstract A summary of the resource. Ljudi kao društvena bića skloni su uspostavljanju i razvoju međusobne komunikacije putem koje mijenjaju iskustva, znanja i naučna dostignuća gradeći i usavršavajući tako svoje kulture i civilizacije. Pozitivna komunikacija se može tumačiti i determinirati višejako, međutim, najadekvatniji imenitelj takvih procesa je ni manje ni više doli dijalog civilizacija i, naravno, religija koje se kroz širenje ideja o miru, suživotu i toleranciji promoviraju u najistaknutije graditelje civilizacije. S obzirom na ovakav pogled na dijalog religija i civilizacija, možemo zaključiti da je ideja o Dijalogu civilizacija, ustvari, samo konstatacija postojećeg stanja čije pozitivne odlike – uvažavajući distancu od radikalizama svake vrste – treba dodatno intenzivirati i uprijemčiti. Pa ipak, ova ideja je izrazito pozitivna posebno kada se u obzir uzme povijesni kontekst njenoga javljanja koji je dobrano obojen – a zašto ne reći i uzdrman – tvrdnjama o sukobu civilizacija. S obzirom na historiografske činjenice o brojnim inter i entrareligijskim nesuglasicama pa i raskolima, u ovom istraživanju je neophodno, u potrazi za dokazima o dijalogu religija i civilizacija, definirati osnovne karakteristike zajedničkih religijskih učenja koje kroz iskrena vjerska osjećanja reguliraju definiciju tolerancije primjenjivu na sadržaj svih monoteističkih učenja i, naravno, primjere koji dokazuju egzistenciju religijske tolerancije kroz stoljeća. Možda i ponajbolji pokazatelj i baštinik tolerantnih religijskih misli jeste usmena i pismena književnost u kojoj se susreću religijske misli i emocije, ljubav i razum, te poštovanje za sebe i svijet oko sebe. Čuveni pjesnik Dželaludin Rumi Mevlana, kroz svoja dijela, pa tako i glasovito moralno-didaktičko djelo, Mesneviju, zastupa i promoviše dijalog, toleranciju i suživot. Pojmovi kao što su dijalog, tolerancija i suživot, u aktuelnom značenju, bili su važni kroz čitavu ljudsku historiju, dok je književnost imala izuzetnu ulogu u isticanju i promovisanju istih. Naravno, ta se uloga manifestovala i još uvijek dobrano manifestuje kroz priče protkane brojnim alegorijama i metaforama koje i danas mogu biti vodilja u prosperitetu i napretku čovječanstva, čuvanju i promicanju tolerancije i suživota. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/a87252bce7ac917532b898c460be3f87.pdf cb8a0aa1a4d8b516296175ce9b62b217 PDF Text Text MEETING STUDENTS' DIVERSE NEEDS FOR READING THROUGH DIFFERENTIATED INSTRUCTION STRATEGIES Iranda Bajrami South East European University Article History: Submitted: 04.06.2015 Accepted: 05.07.2015 Abstract: The focus of this research is on meeting South East European University (SEEU) students’ diverse needs for reading. Although in English as a Foreign Language (EFL) classroom, all four language skills are important, reading becomes most important when students enter university without enough strategies for reading. Therefore the reading material presented should be differentiated to suit everyone’s needs. According to Biancarosa & Snow (2006) "a full 70 percent of U. S. middle and high school students require differentiated instruction (DI), which is instruction targeted to their individual strengths and weaknesses" (p.8). Consequently, since it is difficult for native learners to read in their mother tongue then it can be imagined how difficult it might be for EFL learners to read in English. Thus, differentiation in reading classrooms becomes an important responsibility for EFL lecturers.The methods of data collection used in this research wereteacher questionnaires and classroom observations to help discover the level of knowledge and application of DI reading strategies among SEEU EFL lecturers to meet diverse learners’ needs. The results of the study conducted showed that there is a discrepancy between the researcher’s observations and lecturers’ responses regarding the application of DI strategies and also there is some inconsistency between some lecturers’ own responses that claim to have applied DI strategies but fail to provide examples of such tasks. Hopefully, this research will help raise teachers’ awareness that DI reading strategies should be implemented in their EFL classes generally as well as in their reading classes to enhance diverse students’ reading skills and help them with their academic development. Key words: diverse needs, differentiation in reading classrooms, EFL learners, differentiated instruction strategies, EFL lecturers �1 INTRODUCTION Learning a foreign language encompasses the inclusion of all four language skills, which are crucial for becoming a proficient speaker of a particular language. In EFL classes, the importance is also on covering all language skills because they all form a mosaic of helping learners master the language more competently. Although paper acknowledges the significance of including all four language skills in a lesson, meeting students’ diverse needs for reading is the main aim of this research, especially focusing on applying differentiated instruction strategies to meet this aim.Moreover, the reason this paper focuses on differentiating reading instructions is related to Ankrum & Bean’s (2007) statement that “the process of reading is so complex that instruction tailored to individual needs is difficult for practitioners to attain”(p.136), therefore, lecturers are inclined to avoid it. As an EFL lecturer who has done research on the topic of differentiation and as a member of the central observation team for many years at SEEU, the researcher was intrigued to discover more about the knowledge and application of DI strategies among EFL lecturers at SEEU. Previously conducted observationswere an impetus for the researcher to undergo a more thorough study on DI strategies by observing an absence of application of DI strategies in the observed classes. 2 LITERATURE REVIEW This study focuses on providing both the information based on literature study on DI in general and on reading classes in particular. There are many definitions provided about differentiation but the one which is more related to this study is Tomlinson’s (2010) definition which states that “a teacher proactively plans varied approaches to what students need to learn, how they will learn it and/or how they can express what they have learned” (p. 155). This tells us that lecturers need to think about differentiation since they are planning their lessons in order to be prepared for reaching every student in their classroom and meeting their needs. Another reason for applying differentiation is stated in the following statement that “students do not come to school with the same background experiences, knowledge, and abilities; these differences greatly impact the content the teachers can provide and the instructional strategies they can use” (Levy, 2008 cited in Ross & Johnson, 2012, p. 4). In terms of applying differentiation in reading classes, Ford (2005),states that “anyone who thinks there is one right way to teach reading has never worked with two children (p.1). As a consequence, lecturers should widen their spectrum of thinking and always have in mind student diversity rather than perceivingstudentsas a group because if the tasks are not appropriate to students’ level they will not achieve success. In relation to this, Tomlinson (2001) relies on the writings of Howard (1994) and Vygotsky (1962) in explaining the rationale for applying DI: �We know that learning happens best when a learning experience pushes the learner a bit beyond his or her independence level. When a student continues to work on understandings and skills already mastered, little if any new learning takes place. On the other hand, if tasks are far ahead of a student's current point of mastery, frustration results and learning does not (Tomlinson, 2001, p.8). Moreover, whether differentiation happens in other classes or in reading classes, the tasks should be adapted to match students’ level. Helping students with their reading skills is very crucial, especially for struggling EFL learners who find it even more difficult to read in a foreign language. Consequently, Richardson, J. S., Morgan, R. F. & Fleener, C. (2012) claim that Good readers read because it gives them pleasure and they do it well; consequently, they get practice in reading and become better at it. However, the research on Striving Readers (Ayers & Miller, 2009 cited in Richardson, J. S., Morgan, R. F. & Fleener, C. , 2012) provides evidence that many poor readers get so discouraged that they lose the will or desire to read and thus to succeed (p.10). As a result, in order to encourage poor readers to read more and not get frustrated, the lecturers should “provide support for struggling readers by asking reading specialists for help and providing strategic instruction that engages all learners—even struggling readers—in rewarding learning experiences” (Richardson, J. S., Morgan, R. F. & Fleener, C., 2012, p.10). 3 METHODS OF DATA COLLECTION 3.1 Participants The participants, who took part in this research conducted in the summer semester 2015, were 16 EFL Lecturers from SEEU, Tetovo/Skopje, Macedonia. The participants were mainly involved in responding to the teacher questionnaires. However, regarding the observations conducted, the number of participants is not specified because the research relies generally on the data gathered from the classroom observations conducted throughout the years in SEEU EFL classes as part of regular classroom observations. The researcher, being a member of the Central Observation Team at SEEU for many years, had collected data for many peer observed classroom observations already, another observation was not necessary for this particular research. �3.2Instruments Teacher questionnaire (see Appendix 1), which consisted of 8 questions related to teachers’ knowledge about DI in reading classes, were the main instrument of this research which helped gather the data about teachers’ knowledge and application of DI strategies in their EFL classes, especially in their reading classes. The questionnaire was designed by the researcher, after consulting the literature on DI generally and in reading classes in particular, and after consultations with experienced lecturers as well as based on the needs of the present research.Six questions, were perceived as crucial in providing the necessary data.The questionnaire consisted of both closed and open questions, which required teachers to choose one of the given options, provide their comments as well as match the given choices. Moreover, classroom observations, conducted regularly at SEEUas part of the Central Observation Team at SEEU (explained above), were another important part of this research because the data was an essential asset which added reliability and validity to the research. The results from classroom observations functioned as anendorsement to the findings obtained from this study because they were used to compare the teacher responses with the researcher’s data from classroom observations, therefore what the teachers said about their use and application of DI strategies could be easily compared with the reality observed in the classroom, where two observers were available (an observer and a co-observer). 4 DATA ANALYSIS In order to analyze the data gathered for conducting this research, it was required that both qualitative and quantitative data analysis is used. Quantitative analysis included the answers requiring rating and matching, whereas qualitative analysis required teachers to provide definitions and comments for certain questions. Consequently, teachers were asked to respond to the questionnaire, which consisted of closed questions e.g. Yes a lot; Yes, a little; Not at all, which were followed by questions requiring teachers to present their own examples of their experience with DI in EFL classrooms. In addition, one of the questions asked teachers to match three scenarios with the type of a lesson, which provided information to check lecturers’ knowledge about differentiation if it was incidental or academic. Regarding the observations, the focus was on the application of DI strategies and tasks in the observed EFL classes throughout the years. �5 RESULTS The findings of this study focus mainly on the responses gathered from the teacher questionnaires, which are explained in details below, whereas the results from the classroom observations are summarized. 5.1 Questionnaire Responses 5.1.1 Question 1: Are you aware of the term differentiation?Yes, a lot __ Not at all__ Yes, a little__ Regarding the first question which asked participants about their awareness of differentiation, there were mixed responses as follows. Two of the participants said Yes, a lot; six participants said Yes, a little and eight participants responded with Not at all. 5.1.2 Question 2: In what ways do you know about differentiation? Workshop__ Conference__ The Internet__ Formal education__ Other (specify)_______ Those who either answered a lot or a little in question 1 appeared to know about differentiation from conferences, workshops and the Internet. However, only one respondent knew about differentiation from formal education. 5.1.3 Question 3: If you answered question 1 with yes, then answer this question.Could you give a brief definition of differentiation? Definitions of DI given by teachers: 1. The efforts of the teacher to respond to variances of learners’ needs in the classroom. 2. Using a various range of pre and post reading techniques according to students’ proficiency level. 3. Instruction that is tailored to meet specific students’ needs. 4. Adjusting your teaching to meet the students’ needs. 5. Using a wide variety of teaching strategies for different students. 6. Using different activities, adapting to students’ needs and proficiency level. 5.1.4 Question 4: Do you attempt to differentiate in your class? little__ Not at all__ Yes, a lot __ Yes, a In relation to the application of DI in their EFL classes, lecturers responded as follows. Two of them stated Yes, a lot, five lecturers said Yes, a little and nine participants responded with Not at all regarding DI applied in their classes. 5.1.5. Question 5: If you answered question 4 with yes, then answer this question.If you attempt to differentiate, what tasks would you give in different ways? �Concerning DI tasks provided in EFL classes, the lecturers responded in the following manner: 1.Tasks with more open outcomes are given, so each student can do the task at the level of ability and knowledge they have.2.Activities in the introductory stage when presenting new grammar or vocabulary item by exemplifying in more than one way and in the production stage not expecting or insisting on the same outcome from students. 5.1.6 Question 6: Do you attempt to differentiate in your reading classes? Yes, a lot __ Yes, a little__ Not at all__ In regards to the lecturers’ application of DI in their reading classes specifically, the results are much different than previous ones. As a result, there were two responses stating Yes, a lot, two responses stating Yes, a little and twelve responses stating Not at all. 5.1.7 Question 7: If you answered question 6 with yes, then answer this question. If you attempt to differentiate, what reading tasks would you give in different ways? In relation to the DI tasks provided in reading classes the lecturers suggested the following tasks: 1. Adapting reading comprehension questions to students level of proficiency. 2. Different reading comprehension questions. 3. Reading for gist and detail to less proficient readers. Reading for gist, detail, inference, summarizing to more proficient learners. 5.1.8 Question 8:Below are provided 3 scenes of a reading class. Match the scenarios I-III with the type of a lesson a-c. a. No differentiation b. Little differentiation c. A lot of differentiation I. The teacher has a passage about reading and uses a PowerPoint including images, illustrations and lecture notes to explain the main points to students. Students read the passage and then they are given one set of closed questions related to the text. ______ II. The teacher has a passage about reading and uses a PowerPoint including images, illustrations and lecture notes to explain the main points to students. Students read the passage and then they are given three activities that fit each student’s reading ability; students participate. _______ III. The teacher has a passage about reading. Students read the passage and then they are given one set of closed questions related to the text. _______ �The last question required the teachers to match the scenarios with the type of a lesson. Regardless of the teachers’ knowledge and application of DI in their classes all the teachers were able to answer this question. As a result, there were thirteen correct answers, whereas there were only three incorrect answers. 5.2 Observation Findings From many classroom observations conducted across SEEU and especially in the EFL classes in the past semesters, it was observed that DI strategies were not applied proactively neither generally in EFL classes nor specifically in reading classes in the observed classrooms. Even though, there were some instances where teachers have tried to retreat from the main course book and use additional resources either printed or electronic, still it was not done with an aim to meet the needs of diverse students in their classroom, but it was done to provide more practice for students. The researcher can certainly claim this because not in any circumstanceneitherwhen the lecturers submitted their lesson plans nor discussed with the observers either before or after the observation have mentioned any intention of applying differentiated instruction strategies in their classes. 6 DISCUSSION OF RESULTS The questionnaire results indicate that the answers provided in the questionnaire did not completely match researcher’s observationsand even some lecturers contradicted themselves with their responses. Firstly, lecturers’ claimed to have knowledge of DI, and although most teachers who attended workshops and conferences knew a little about differentiation,not all of them could define it correctly. Then, although some teachers claimed to have applied DI in their classes, they failed to provide explanation of the DI tasks they give students, which is questionable because if they have applied it then they should be able to provide an explanation of the tasks they used. Also,some teachers tried to provide some tasks by claiming that they were differentiation tasks but the examples provided did not have any similarity to differentiated tasks.As a result, those tasks were not even shown in this research under lecturer’s responses in the results chapter. Regarding the application of DI in reading classes, even fewer teachers responded to have applied DI strategies and there were only few tasks provided. Finally, regardless of various responses provided throughout the questionnaire, out of sixteen surveyed participants, thirteen matched the tasks and scenarios correctly, whereas only three respondents matched them incorrectly. This shows that lecturers’ knowledge about DI is more incidental than academic. �The last question was not only useful for the researcher to collect the required data, but it also helped the participants who knew a little or not at all about differentiation become acquainted with some DI tasks that might be applied in their classes. This question was left as the last one in the teacher questionnaire in order not to let participants see examples of DI tasks while completing the questionnaire. There was even a comment made by one of the respondents that if that question was put earlier then that respondent could have answered all previous questions, which he apparently failed to answer. The findings from the classroom observation were really helpful in comparing the questionnaire findings with the results from the observed classrooms. Despite the fact that the lecturers claimed that they have applied differentiation in their classes, the data from classroom observations (which included both this observer plus a co-observer) show the opposite. Although, in some of the observed classes there were attempts made to put students in groups, then adapt some tasks from the main course book, or additional resources were used like the internet and other visual data, these tasks were mostly used to enhance the lesson, not differentiate learning. No lesson plan received or in any pre or post observation meetings held with lecturers, demonstrated that while preparing for the lesson or while teaching they tried to differentiate their instruction. As a result, it was concluded that those tasks were not designed to meet each individual students’ diverse needs, but they matched teaching to the middle or one size fit all approach which is not what differentiated instruction, defined as “teaching with student variance in mind” (Hall, 2009, p.1) promotes. 7 CONCLUSION AND RECOMMENDATIONS This research provides very useful data that helps not only the researcher to discover the level of knowledge and application of DI strategies among SEEU EFL lecturers, but also it should be useful for lecturers themselves because they can hopefully understand the importance of application of DI in their EFL classes generally and in their reading classes too so they can understand how the lack of its application might hinder students from gaining success. The observations reveal that teachers generally care about their students and try to help them by providing additional exercises and tools, but they are not doing it in the appropriate way. Therefore, instead of planning the lesson for students as a group having the same needs, they should step back from those margins and think about their students as individuals and then plan and teach the lesson by applying differentiated instruction strategies. In conclusion, lecturers should get more information about DI and start applying it in their EFL classes as well as in their reading classes if they want their students to genuinely succeed. �References Ankrum, J.W. & Bean, R. M. (2007). Differentiated Reading Instruction: What and How? Reading Horizons 48(1), 133-146. Biancarosa, C. & Snow, C. E. (2006). Reading next—A vision for action and research in middle And high school literacy: A report to Carnegie Corporation of New York (2nd ed.).Washington, DC:Alliance for Excellent Education. Ford, M.P. (2005). Differentiation through flexible grouping: Successfully reaching all readers. (Government Contract No. ED-01-CO-0011). Naperville, IL: Learning Point Associates. Hall, B. Differentiated instruction: reaching all students. Retrieved from:http://assets.pearsonschool.com/asset_mgr/current/20109/Differentiated_Instruction .pdf Howard, P. (1994). An owner’s manual for the brain. Austin, TX: Leornian Press. Richardson, J. S., Morgan, R. F. & Fleener, C. (2012, 8th ed). Reading to learn in the Contentareas. Belmont, CA: Wadsworth/ITP. Ross, J.D & Johnson, L. (2012). Support for differentiation: Implementing eSpark. Virginia department of Education. Tomlinson, C. A . (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, (2nd ed. ). Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A.(2010). Differentiating Instruction for Academic Diversity. (9thed). In Cooper. J.M. (Ed). Classroom Teaching Skills. (p.156). Belmont, USA: Cengage Learning. Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press. �APPENDIX 1 Teacher Questionnaire Please answer the following questions related to differentiation in reading classes. Your contribution is appreciated. 1. Are you aware of the term differentiation? Yes, a lot __ Yes, a little__ Not at all__ 2. In what ways do you know about differentiation? Workshop__ Conference__ The Internet__ Formal education__ Other (specify)_______ 3. If you answered question 1 with yes, then answer this question. Could you give a brief definition of differentiation? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. Do you attempt to differentiate in your class? Yes, a lot __ Yes, a little__ Not at all__ 5. If you answered question 4 with yes, then answer this question. If you attempt to differentiate, what tasks would you give in different ways? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. Do you attempt to differentiate in your reading classes? Yes, a lot __ Yes, a little__ Not at all__ 7. If you answered question 6 with yes, then answer this question. If you attempt to differentiate, what reading tasks would you give in different ways? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 8. Below are provided 3 scenes of a reading class. Match the scenarios I-III with the type of a lesson a-c. b. No differentiation b. Little differentiation c. A lot of differentiation IV. The teacher has a passage about reading and uses a PowerPoint including images, illustrations and lecture notes to explain the main points to students. Students read the passage and then they are given one set of closed questions related to the text. ______ �V. The teacher has a passage about reading and uses a PowerPoint including images, illustrations and lecture notes to explain the main points to students. Students read the passage and then they are given 3 activities that fit each student’s reading ability; students participate. _______ VI. The teacher has a passage about reading. Students read the passage and then they are given one set of closed questions related to the text. _______ � 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. 2952 Title A name given to the resource MEETING STUDENTS' DIVERSE NEEDS FOR READING THROUGH DIFFERENTIATED INSTRUCTION STRATEGIES Author Author Bajrami, Iranda Abstract A summary of the resource. The focus of this research is on meeting South East European University (SEEU) students’ diverse needs for reading. Although in English as a Foreign Language (EFL) classroom, all four language skills are important, reading becomes most important when students enter university without enough strategies for reading. Therefore the reading material presented should be differentiated to suit everyone’s needs. According to Biancarosa & Snow (2006) "a full 70 percent of U. S. middle and high school students require differentiated instruction (DI), which is instruction targeted to their individual strengths and weaknesses" (p.8). Consequently, since it is difficult for native learners to read in their mother tongue then it can be imagined how difficult it might be for EFL learners to read in English. Thus, differentiation in reading classrooms becomes an important responsibility for EFL lecturers. The methods of data collection used in this research were teacher questionnaires and classroom observations to help discover the level of knowledge and application of DI reading strategies among SEEU EFL lecturers to meet diverse learners’ needs. The results of the study conducted showed that there is a discrepancy between the researcher’s observations and lecturers’ responses regarding the application of DI strategies and also there is some inconsistency between some lecturers’ own responses that claim to have applied DI strategies but fail to provide examples of such tasks. Hopefully, this research will help raise teachers’ awareness that DI reading strategies should be implemented in their EFL classes generally as well as in their reading classes to enhance diverse students’ reading skills and help them with their academic development. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015-12 Keywords Keywords. Article PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/cebc9a24b592008fc065ced008056658.docx 8ef592e98cb7f0bebe19c19d9fc92a46 https://omeka.ibu.edu.ba/files/original/91dc386a8ce56125dbe21d04b5e80650.pdf e5bbfbda5b0054c9c6ee6ba44a3f57fa PDF Text Text �����   ��������1% 44% 55% �3% 49% 48% 4.50% 4.50% 1.20% 1.30% 6.45% 3.87% 7.10% 18.06% 52.25% �23% 24% 53% ��� 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. 3121 Title A name given to the resource Mehanizmi za zaštitu ljudskih prava pripadnika oružanih snaga BiH Author Author LATIĆ, Enes Abstract A summary of the resource. Oružane Snage Bosne i Hercegovine već se odavno nalaze na putu usvajanja i primjene interoperabilnih normi i standarda koji su neophodni da bi se postalo punapravnim članom NATO saveza. Pored onih taktičko-tehničkih, i u smislu vojne profesije operativnih normi, značajno mjesto zauzimaju norme i standardi koji promovišu i štite ljudska prava pripadnika OS BiH. Današnji uslovi angažovanja vojnih efektiva su veoma složeni, i oni više nisu strogo konvencionalni i izolovani, već su pravno i politički veoma kompleksni i zahtjevni. Od oružanih snaga se danas očekuje puna afirmacija u zaštiti i provođenju humanitarnog prava, i naravno prava ljudskih prava u zonama operacija. Međutim, od suštinske važnosti je i zaštita ljudskih prava samih pripadnika oružanih snaga uvažavajući specifikume i zahtjeve vojne profesije. Pripadnici OS BiH imaju na raspolaganju izgrađen sistem specifičnih mehanizama za zaštitu svojih ljudskih prava i sloboda, koji je organizacijski i funkcionalno veoma similaran onima u NATO savezu. Navedeni mehanizmi ogledaju se u sistemima komandnog lanca, Generalng Inspektorata, Uredu parlamentarnog vojnog povjerenika BiH, te kroz ostale mehanizme parlamentarnog nadzora i civilne komande, i predstavljaju prvu liniju zaštite ljudskih prava u OS BiH. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) https://omeka.ibu.edu.ba/files/original/f1403e634f6b475fca6235ae95e1a630.pdf 9645d2f7039d988e405a86d7ff1acd4b PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 MEHMED REŞİD BOSNEVÎ VE DİVANI ÜZERİNE BİR İNCELEME İsmail YAPICI Burç Üniversitesi / Bosna Hersek Ali Rıza ÖZUYGUN Burç Üniversitesi / Bosna Hersek Anahtar Kelimeler: Bosna, Bosna edebiyatı, Reşid Bosnevi, Divan. ÖZET Bosnalı bir şair olan Mehmed Reşid Bosnevi 17. yüzyılın sonları ile 18. yüzyılın başlarında yaşamış mutasavvıf şairdir. Öğrenimine Bosna'da başlayıp ve daha sonra İstanbul'da tamamlayan Mehmed Reşid Bosnevi’nin en önemli eseri Divan’ıdır. Şiirlerini çoğunlukla Türkçe bir kısmını ise Farsça yazmıştır. Bu çalışmamızda Bosna ve Bosna edebiyatı hakkında kısaca bilgi verildikten sonra Reşid Bosnevi’nin hayatı ve Divan’ı tanıtılacaktır. NECAD İBRİŞİMOVİÇ’İN “KARABEY” VE MİZANCI MEHMET MURAT’IN “TURFANDA MI YOKSA TURFA MI” ADLI ROMANLARINDA “İNANÇ” TEMİ ÜZERİNE KARŞILAŞTIRMALI BİR İNCELEME Ayşe Sümeyye TURAN Trakya Üniversitesi, Edirne / Türkiye Anahtar Kelimeler: XIX. yüzyılda Osmanlı Devleti, Roman, Tarihî Roman, İnanç, İslâmiyet, Kültür. ÖZET Doğu ve Batı dünyası arasında köprü vazifesi gören Saraybosna ve İstanbul birçok farklı dinin birbirine temas ettiği iki nokta; kültürel zenginliklerle dolu, ortak geçmişleri olan iki şehirdir. Aralarındaki ortaklığın tarihsel bir süreci 150 � 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. 2673 Title A name given to the resource MEHMED REŞİD BOSNEVÎ VE DİVANI ÜZERİNE BİR İNCELEME Author Author YAPICI, İsmail ÖZUYGUN, Ali Rıza Abstract A summary of the resource. Bosnalı bir şair olan Mehmed Reşid Bosnevi 17. yüzyılın sonları ile 18. yüzyılın başlarında yaşamış mutasavvıf şairdir. Öğrenimine Bosna'da başlayıp ve daha sonra İstanbul'da tamamlayan Mehmed Reşid Bosnevi’nin en önemli eseri Divan’ıdır. Şiirlerini çoğunlukla Türkçe bir kısmını ise Farsça yazmıştır. Bu çalışmamızda Bosna ve Bosna edebiyatı hakkında kısaca bilgi verildikten sonra Reşid Bosnevi’nin hayatı ve Divan’ı tanıtılacaktır. 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/d47355c010daa229e0839a07bd068753.docx 1b748fa6c6f75bfa4ee38d9e1200c2ca https://omeka.ibu.edu.ba/files/original/dfbaff954560e98c60aad039b32d14c7.pdf 2856118389ff59b94ccc55ffb5b57048 PDF Text Text MEHMET AKİF ERSOY’DA TASVİR Ensar KESEBİR Çanakkale Onsekiz Mart Üniversitesi, Türk Dili ve Edebiyatı Bölümü, Çanakkale / Türkiye Anahtar Kelimeler: Mehmet Akif, Tasvir, Realizm. ÖZET Osmanlı’nın temel dinamiklerinden olan ve on dokuzuncu yüzyılda Batı tarafından Osmanlı’ya problem olarak sunulan din, dil, vatan ve bayrak gibi meselelerin tam ortasında Mehmet Akif Ersoy yer alır. Çalışmada, Akif’in Safahat ve Safahat dışındaki şiirlerinden faydalanmak suretiyle olayları, mekânları ve kişileri bu “problemler” çerçevesinde nasıl tasvir ettiği analiz edilmiştir. Çalışmada Batı tarafından problem olarak dayatılan konular, Akif’in gözünden tanınmak istenmiş ve yakın dönemdeki sosyal, siyasî, ekonomik ve edebî hayata ışık tutulmuştur. Olay, mekân ve kişi olmak üzere Akif’in tasviri üçe ayrılmış. Akif’in din, adalet, irade, tembellik ve cahillik eleştirisi gibi konuları nasıl tasvir ettiği anlatılmaya çalışılırken, mekân bağlamında şehrin meyhanelerine, kahvehanelerine, camilerine, mezarlıklarına; olay bağlamında Balkan Savaşları’na, Kurtuluş Savaşı’na; kişi bağlamında ise Köse İmam’a, Asım’a ve Asım’ın nesline bakılmıştır. � 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. 2213 Title A name given to the resource MEHMET AKİF ERSOY’DA TASVİR Author Author KESEBİR, Ensar Abstract A summary of the resource. Anahtar Kelimeler: Mehmet Akif, Tasvir, Realizm. ÖZET Osmanlı’nın temel dinamiklerinden olan ve on dokuzuncu yüzyılda Batı tarafından Osmanlı’ya problem olarak sunulan din, dil, vatan ve bayrak gibi meselelerin tam ortasında Mehmet Akif Ersoy yer alır. Çalışmada, Akif’in Safahat ve Safahat dışındaki şiirlerinden faydalanmak suretiyle olayları, mekânları ve kişileri bu “problemler” çerçevesinde nasıl tasvir ettiği analiz edilmiştir. Çalışmada Batı tarafından problem olarak dayatılan konular, Akif’in gözünden tanınmak istenmiş ve yakın dönemdeki sosyal, siyasî, ekonomik ve edebî hayata ışık tutulmuştur. Olay, mekân ve kişi olmak üzere Akif’in tasviri üçe ayrılmış. Akif’in din, adalet, irade, tembellik ve cahillik eleştirisi gibi konuları nasıl tasvir ettiği anlatılmaya çalışılırken, mekân bağlamında şehrin meyhanelerine, kahvehanelerine, camilerine, mezarlıklarına; olay bağlamında Balkan Savaşları’na, Kurtuluş Savaşı’na; kişi bağlamında ise Köse İmam’a, Asım’a ve Asım’ın nesline bakılmıştır. 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