203 10 3494 https://omeka.ibu.edu.ba/files/original/252225c345f542fb52d0e4b3a4bb26e9.pdf f23230e852f43d53687621b7b6622e7e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Outside the Homeland of the Turks Economic Potential of The Diaspora Adem KALÇA Associate Professor, Karadeniz Technical University,Trabzon,TURKEY akalca@ktu.edu.tr Atakan DURMAZ Research Assistant, Bayburt University,Bayburt,TURKEY adurmaz@bayburt.edu.tr Abstract: Ethno-national diasporas occur from the homeland to one or a few countrıes that accept guests mandatory or voluntary migration. These type of groups stay in the country permanently. Diaspora is an ethnic unity that was created by people migrated by force or voluntarily from the same ethnic origin of individuals in one or more countries to protect their personal rights ts and to avoid losing their own identity. Diasporas, which were created for this purpose at first, have become effective even in the administration of the country where they exist, especially by gaining economic power. In the beginning of the purposes of the diasporas, it comes not to lose their own identity and to secure them to get a regular relationships with their home countries no matter where they live and no matter which country they belong to. The possibility of foreign investment presented with this bond is so important that it functions a lot in the development of the country. The possibility of foreign capital which is offered by diaspoara is an important action in the development of home countries. Countries have used the economic power of the diasporas with different instruments,and the most common instrument is the diaspora debenture. Dispoara bond is a debenture which is giyen to a country by a sub-dominant party or a private company to increase funding from the diaspora abroad. It is an important source for the developing countries that various diasporas of countries whose citizenship they accepted and their financial situations increases quickly. If the flow of forein currency claims to set diaspora income in a way of regular basis, the interests of the bond issues that from the hard money(currency) is a way to raise capital abroad. Up to this day, Israel and India have reached 35-40 billion dollars by bringing these bonds out. In this context, when the situation in Turkey is examined, especially Europe and European Union countries must be taken into consideration primarily. Today, in European Union countries, approximately 4.2 million Turkish citizens are living; it is nearly 5.7 million with the new countries participating in the European Union. Annual per capita GDP of this population is approximately 19.700 Euros. In addition, 80.7 billion Euros in 2006, Turkish people contributed EU GDP 80.7 billion euros. In European Union countries in 2006, there were 101,000 Turkish entrepreneurs with Turkish origins who had invested 10.9 billion euros; they had 43.9 billion euros giro and provided employment for 474,000 people. Taking this data and the coming footsteps of successful examples of Turkish Diaspora in Turkey into account, we can create a growing economy and political power to be able to make signifıcant contributions. The aim of the article which was prepared from the movement of the thesis is to show that one of the instruments which can be used in supplying the foreign capital is the power of diaspora. When the diasporas of Israel and India are taken into consideration, emphasizing especially on that economical diasporas have an important place is the demonstration of the power of Turks who act like a diaspora and live in Europe. Keywords: Diaspora, diaspora bond, foreign capital, nationalism Introduction At the present time when the wa11s collapsed, when boundaries gradually disappeared, when the protection with custom walls are replaced in free trade, and when the world became a global village step by step, the next one is mobilization of capital in the entegration process starting with the mobilization of goods and services and with the ongoing mobilization of labor. The governments and private sector members which are not satisfied with the markets in their own borders have turned their eyes to the world market. While exporting goods and services are the main goal of foreign trade, importing foreign capital was also added to this goal. However, nowadays when even human is having difficulties in trusting his closest ones, it is not that easy to import this foreign capital . In such a situation, one of the biggest alternative of the countries is the investors who live abroad and who are from the same race. The nationalist movements which was born in 1789 with the French Revolution is used for different purposes by various countries. The purpose of using this in 21st century, on the 292 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo other hand, is the same: to provide foreign capital in the development of the country. So how? Now, with this question, the concept of diaspora has appeared. Diaspora; Ancient Grek: διαζπορά – that means ―scattering, broadcasting, scattering particles (Bergsten, Choin, 2003). In the political literature: it is the name which is given to the spread of a folk or a nation from their homelands to other countries. In the present time when countries are running after foreign capital to finance their development and growth, countries with a high economic power of diaspora have kept one step ahead of other countries. The purpose of this article is to present the economic power of the Turkish diaspora in Europe and the contribution to Turkish economy by considreing the contribution of Israel and the Indian diaspora to these countries. The Concept of Diaspora Ethno-national diasporas occur as a result of mandatory or voluntary migration from homeland to one or a few countries which welcome guests. This type of groups stay in the country permanently. Over the years, scientists have tried to reduce that broad concept to a more special definition. Social scientists who study on diaspora today use the concept of diaspora as synonymous of ―Overseas‖, ―ethnic‖, ―exile,‖ ―Minority,‖ ―refugee,‘ ―immigrant,‖ expatriate ― etc (Ketkar, Ratha, 2007). In 21st century, like many other concepts, the concept of diaspora has been so closely linked with economy that it cannot be considered as just politically. In a strong position in America, the Jewish Diaspora has a major impact on the U.S. government undoubtedly because of its largest share in the American economy. The countries in homeland are now trying to enter into a closer relationship with diaspora. Especially in the 21st Century Economies when foreign investment has come to a very important position, investments provided from diaspora have come into prominence. As the forerunners, Israel and Indian did, many countries are now trying to provide the inflow of capital from diasporas by using different methods. Especially India and Israel have increased their growing trend with this capital they provided. In the following section, the methods Israel and India have used to support the inflow of capital and their success will be reviewed. Diaspora Bonds, Israel and India Case Diaspora bond is a debenture which is given to a country by a sub-dominant party or a private company to increase funding from the diaspora abroad (Ketkar and Ratha, 2007). Various diasporas who accepted the citizenship of the countries where they live and the rapid rise of their economic situation are both important financial resources and a kind of honor for developing countries. If foreign exchange/currency demand claims on a regular basis diaspora income, diaspora is a way of securing foreign capital in your country and to export the interests of the bond thanks to hard currency. Diaspora bonds are not still widely used as an instrument of financial development. As mentioned above, Israel, as of 1951, and India, as of 1991, have noted to increase strong currency finance from its own diaspora. Bonds which were issued by Development Corporation for Israel (DCI) formalized and Israel has secured foreign currency resources in a total of more than 25 billion dollars till today. The amount of bonds which issued by Government-Owned State Bank of India (SBI) is today over 11 billion dollars. Diaspora bonds are different from foreign currency deposits (FCDs) which many developing countries uses to ensure the flow of currencies. Diasaora bonds are long-term bond guarantees (valuable paper) that are typically paid back only over due date. However, FCDs, vice versa, can be withdrawn back at any time. Certainly, this is valid for demand and saving deposits. Moreover, deposits can be withdrawn at any time by giving up a portion of accrued interest. FCD is also tend to be more volatile (short term), so banks are required to keep reserve in exchange for FCD commitments (debts). Thus, their likelihood of a fund investment (into investment) is reduced. In contrast, diaspora bonds are long-term foreign financing sources. Therefore, income of these bonds can be used to finance the investment (Ketkar and Ratha, 2007). Buying the bonds issued by Development Corporation for Israel (DCI), the Jewish diaspora in United States contributed to the economic development of Israel. DCI was established in 1951 with a public aim to increase foreign currency sources of Israel through exportation of the bonds which cannot be endorsed. Israel sees these financial intermediaries as an important instrument to continue the ties with the Jewish diaspora as well as a constant foreign source in the cross sea countries. Diaspora can be also evaluated as a source of credit especially when a country experiences debt distress from other extemal sources. We see time and amount flexibility in bonds issued by DCI. DCI bonds are repaid at date of maturity and any kind of demand is not seen before the date of maturity. Moreover, 200 million dollar of the expired bonds has not been demanded. 293 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In 1951, the Israeli Knesset passed a law authorizing the floatation of the country‘s first diaspora bond issue which is also known as the Israel's Independent Export Issue. Since the beginning of the program, the export volume of these bonds has reached to 25 billion dollars. In May 1951, David Ben-Gurion, the first president of Israel, officially launched the the sales of diaspora bonds of Israel in with a rally New York, USA and then to support the sales of the diaspora bonds, he traveled to many countries especially where Jewish Diaspora exists. This effort was so successful that Israel raised $52.6 million in its bond sales. In September 2005, DCI bonds, composed roughly 32% of the Israel's external debt of $ 31.4 billion (Romano 1998). 1800 $ million 1.569 1400 962 1.000 1.145 924 872 785 1998 1999 2000 1000 1.310 600 0 1996 1997 2001 2002 2003 (Development Finance via Diaspora Bond) Table 1: Israel‘s Total Diaspora Bond In the early 1970s, all DCI bonds were the 10-15 year term fixed rate bonds. In the mid-1970s, DCI aimed to introduce the exports of diaspora bonds to small banks and financial companies in the United States by issuing 10, 7 and 5 year notes in denominations of $150,000, $250,000 and $1,000,000 at prime-based rates. In the following years, DCI changed its policy and chose to target Jewish Communities again rather than banks or companies. DCI sold its floating interest rates of bonds between 1980 and 1999. The minimum amount on floating rate bonds was set at $25,000 in l980 and reduced to $5,000 in December 1986. The maturity terms on these bonds were set at 10 to 12 years and the interest rate was calculated on the basis of the prime rate. Of the total DCI bond sales of $1.6 billion in 2003, fixed rate bonds comprised 89.5 percent, floating rate bonds 2.9 percent and notes 7.6 percent (Ketkar and Ratha, 2006). Instead of commercial/investment banks or brokers in the marketing of Israeli diaspora bonds, these bonds directly were sold by DCI to New York Bank which serves a fiscal agent role. Today, there are about 200 DCI employees who are in a close relationship with Jewish communities in different regions of the United State and thus trying to understand the vision and expectation of the investors. Their main aim is to contact with the Jewish communities by regulating their investment activities and to sell the bonds. (Ei Qorchi 2005). To get a long-term debt assurance, India run debt from its non-residence of diaspora of India as a result of Development Bonds (IDBs)($1.6 billion dollar) following the 1991 balance of payments crisis,Resurgent India Bonds (4.2 billion dollar) with the burden of the sanctions in 1998 Nuclear explosion and India Millennium Deposits (IMDs) in 2000 ($5.5 billion).State Bank of India_(SBI) played a role as a mediator. During the years when the country experienced a balance of payment crisis, IDBs chose to use NRS, non-resident of India, as a means of fund rather than the currency of foreign investors. IDB, RIBs and IMDs supplied investors a higher return than they would have received from similar financial instruments in their country of residence. Furthermore, India benefited as well, because the diaspora investors don't not seek a return as high as they normally would have demanded from markets. When this may have reflected different assessments of default probabilities, a more plausib1e explanation resides in investors of Indian origin viewing the risk of default with much less trepidation(Murray 2006). 294 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Bond Type Amount Year Maturity Minimum India Development Bond USD GBP $1.6 bn 1991 5 years Not available Resurgent India Bond USD GBP DM $4.2 bn India Millennium Deposits USD GBP EUR $5.5 bn Coupon 9.50% 13.25% 1998 2000 5 years 2,000* 1,000** 3,000* 7.75% 8.00% 8.25% 2,000* 2,000* 2,000* 8.50% 7.85% 6.85% 5 years (Development Finance via Diaspora Bond) Table 2. Diaspora bonds issued by India The IDBs, RIBs and IMDs alI had fıve-year bullet maturity. The issues were done in multiple currencies such as US dollar, British pound, Deutsche Mark/Euro. In contrast to Jewish diaspora, Indian diaspora did not provided any patriotic discount on RIBs, except a small discount on IMDs. When‘RIBs were sold in August 1998 to yield 7.75 percent on U.S. dollar-denominated bonds, the yield on BB-rated U.S. corporate bonds was 7.2 percent. There was thus no discount on the RIBs. As for the IMDs, the coupon was 8.5 percent while the yield on the comparably rated U.S. corporate bonds was 8.9 percent for a 40 basis points discount. in any case, Indian diaspora bonds provided much smaller discounts in comparison to Ġsrael‘s DCI bonds (Zakaria, 2006). India Israel Annual issuance since 1951 Opportunistic issuance in 1991, 1998 and 2000 Development oriented borrowings Balance of payments support Large though declining patriotic discount Small patriotic discount, if any Fixed, floating rate bonds and notes Fixed rate bonds Maturities from 1 to 20 years with bullet SBI distribution in conjunction with int'l repayment banks Targeted towards but not limited to Limited to diaspora diaspora SEC registered No SEC registration Non-negotiable Non-negotiable (Development Finance via Diaspora Bond) Table 3. Comparison of diaspora bonds issued by Israel and India 295 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Structure of the Turkish Diaspora In fact, it is not possible to say that Turkey has the official definition of diaspora. However, by taking this definition from a broad angle, it is possible put Turkish people living outside of Turkey into this diaspora. Most of the Turks living abroad accepted the citizenship of the country they live, gathered under the umbrella of various associations and institutions; however, they could not transform their associations into to a economic diaspora which will be in cooperation with homeland. The capital flow which started the international workers‘ has emerged as a result of the labor migration flow which was from Turkey to Western Europe in 1961 and it has importantly contributed to economy of Turkey for many years. The economic, demographic and socio-economic conditions of Western Europe Countries during the previous years has a great affect on the decision of Turks who went to Europe from Turkey to find a job (Artukoğlu,2005). As a capital flow, the currency which had been sent by the workers abroad, of course,cannot be ignored; however, There are lots of people, whose number is quite enormous, live abroad especially in European Union Countries and many of them have the citizenship of the country where they live and occupy themselves with commerce. When the savings of those Turkish entrepreneurs is thought, the first question must be about ―how to take this savings into the homeland.‖ The method which first comes to mind should be about power of a diaspora which will create a closely related economy with Turkey that is the homeland. With the aim of indicating the importance of this topic, the structure of Turkish population, or the economic and social conditions of them living in Europe , will be tried to unfurl in the digital data. Turkish Population in EU Countries According to the research made by Turkey Research Center, by the end of 2006, numbers of the Turkish immigrants living in European Union countries has reached 4.2 million. This number reach 5.7 million when the number of 150.000 Western Thrace Turkish of Greece citizenship, minorities living in Romania and Bulgaria which are included EU from the date of January, 1 2007 is added. This number is more than 8 members of EU which has totally 27 members. Turkish origin immigrants are the largest national immigrant group in EU. Even if it is almost impossible to determine the total immigrant population living in the EU, the various studies show that there are about 25 million foreigners living in the EU. When the number of people who are immigrant origins are added into this number, it reaches over 40 million. Another feature of the Turkish immigrants in contrast to other immigrant populations is that they are being intensified in almost all EU countries. Furthermore, 42.1% of that 4.2 million Turks living within the borders of the EU has the citizenship of the countries where they live. Datas Turkish Origin Population(1000) Total Population Turkish Citizen Turkey-based European Turks 130 Belgium 56 Denmark 2.710 Germany 380 France 365 Netherlands 233 Austria 63 Sweden 150 United Kingdom 130 Other 19 EU Countris Total(1) 4.217 Minority Turks 150 Greek 750 Bulgaria 70 Romania Total(2) 970 EU-27 Total(1+2) 5.187 (Turkey Research Center ) Citizenship host country's citizens Naturalization Rate 40 29 1.760 200 99 110 12 70 120 2.440 90 27 950 180 266 123 51 80 10 1.777 69,2 48,2 35,1 47,4 72,8 52,8 80,9 62,5 7,7 42,1 2.440 150 750 70 970 2.747 53,0 Table 4: The Turkish population in EU countries(2006) 296 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Economic Dimensions of Turkish households in EU countries According to the research carried by Turkey Research Center, by the end of 2006, average size Turkish households was calculated as 4 people, and the income of household was also calculated as 2.130 EURO. A big part of this income (Euro 1800) is spent for the consumption and livelihood of a family and the savings are approximately 330 euros for each person. The annual net income of all Turkish households in EU countries is 26.9 billion euros. 4.2 billion euros of this annual is being saved. The labor migration, which was in the 1960s, became an important way of saving and this saving was assessed in the homeland. European Turks can adopt themselves into the society they are living with their both consumption and saving attitudes. Data Population The total number of Turkish citizens Citizens of EU Countries EU'sTotalPopulati on of Turkish Origin Household Total households Turkish origin Average monthly net household income(Euro) The average net annual household income(Euro) The total annual net household income ( Billion Euro) Average annual net consumption expenditure (Billion Euro) Average annual net savings 2000 2002 2004 2006 2.670.00 0 790.000 3.460.00 0 2.500.00 0 1.270.00 0 3.770.00 0 2.455.00 0 1.448.00 0 3.903.00 0 2.440.00 0 1.777.00 0 4.217.00 0 865.000 944.000 976.000 2.170 2.080 2.100 1.054.00 0 2.130 26.040 24.960 25.200 25.560 22,5 23,6 24,6 26,9 18,5 19,0 19,9 22,7 4,0 4,6 4,7 4,2 (Turkey Research Center) Table 5:Turkish citizens and Turkish origin of households Economic power in the EU Economic Contribution of Turks working in Europe Countries A population of approximately 1.372 million out of 42 million living in Europe constitutes working population. The unemployment rate among Turks is over unemployment rate in the country they are 1eaving. The reason of this is that the average age of Turkish population is smaller and the rate of working women is lower than the total population in EU countries. In European Union countries, the 1372 million working Turks who makes up the 0.69 of the total working population have contributed approximately 80.7 billion Euros to the EU‘s current prices Gross Domestic Product(GDP)in the year 2006 (TAM,2006). 297 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Category Total Datas The data for Turks/contribution Total Population EU-25(1000) 463.523,4 4.217,0 Total Population EU-15(1000) 389.432,9 4.100,0 Working population EU25(1000) Freelance Staff EU-25(1000) 197.476,8 1.372,0 25.500,0 101 Rate of Freelance Staff EU25(%) GDP EU-15(Billion Euro) GDP EU-25( Billion Euro) 12,9 7,4 10.769,8 11.373,6 80,7 80,7 (Turkey Research Center) Table 6: The total population of working in the EU and the Turkish population‘s income data In 2006, the 80.7 million Euros contribution of 4.1 million Turks living in former UE countries with 15 members to AB GSYĠH exceeds the contribution of 8 counties out of 25 EU members to GSYĠH. Country Belgium Denmark Total Euro) 313,0 221,4 GDP (Billion Contribution of the Turks (Billion Euro) 2,2 1,6 Distribution( %) Germany 2.307,9 53,4 66,2 France 1.781,1 7,5 9,3 Netherlands 528,0 8,1 10,0 Austria 256,4 4,6 5,7 Sweden 305,2 1,0 1,2 United Kingdom 1.892,7 1,8 2,2 Other EU Countries 3.767,9 0,5 0,6 GDP EU-15 10.769,8 80,7 100 EU-25 11.373,6 80,7 100 2,7 2,0 (Turkey Research Center) Table 7: Turks working in the EU Contribution to Gross Domestic Product( 2006/current prices) Turkish population working in former 1 5-member European Union countries had 0.75 percent share from EGDP in the year 2006. European Turks rate in the population ratio remains at the level of 1 percent. The main reason why their unemployment is twice bigger than the unemployment of the country they are living in is that the economic contribution of the Turks is lower in population portion. When compared with 25 EU Countries, European Turks leave 12 EU member countries behind in the GDP. Country EU-15(Million Euro) EU-25(Million Euro) EU-15( Million Population) EU-25( Million Population) EU-15 per capital GDP(Euro) EU-25 per capital GDP(Euro) Total 19.769,8 11.373,6 389,4 463,5 27.600 24.500 Turks 80,7 80,7 4.1 4.1 19.700 19.700 (Turkey Research Center) Table 8:Turks living in EU and EU countries in per capita Gross Domestic Product 298 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo When compared with per capita GDP figures, the annual 19,700 Euro and the Turkish workers reach 71 percent of overall 15 EU members (27 600 Euros). Economic Power of the Turkish Eııtrepreneurs in the EU Countries Among 1.372 million Turks working in EU countries, the proportion of entrepreneurs remains at 7.4 percent in 2006. The proportion of entrepreneurs in the European Union (excluding agriculture) is 13.1 percent (Turkey Research Center) Chart 1: Development of Turkish entrepreneurs in the EU countries (1996-2006) Despite the big difference, the increase of the number of entrepreneurs among Turks is stand-out for our future appraisal. These figures show a change from unemployment to self-entrepreneurship. Data Population The total number of Turkish citizens Citizens of EU Countries 2000 2002 2004 2006 2.670.000 2.500.000 2.455.000 2.440.000 790.000 1.270.000 1.448.000 1.777.000 EU'sTotalPopulation of Turkish Origin Household Total households Turkish origin Average monthly net household income(Euro) The average net annual household income(Euro) The total annual net household income ( Billion Euro) Average annual net consumption expenditure (Billion Euro) Average annual net savings 3.460.000 3.770.000 3.903.000 4.217.000 865.000 944.000 976.000 1.054.000 2.170 2.080 2.100 2.130 26.040 24.960 25.200 25.560 22,5 23,6 24,6 26,9 18,5 19,0 19,9 22,7 4,0 4,6 4,7 4,2 (Turkey Research Center) Table 9: Turkish entrepreneurs in the European Union's Economic Power(1996-2006) According to the survey, results made by Turkey Research Center: While Turkish entrepreneurs in the EU in 1996 are 56.500, in 2006 it has reached 101.000. Periods between 1996 and 2006, the total annual of free Turkish entrepreneurs came to 43.9 billion Euros from 21.8 billion Euros. The same growth can be seen in the volume of investment and employment figure. Growth rates in investment increased from 5.6 billion Euros to 10.9 billion Euros during the same period. 299 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The growth rate of the volume of the investment is 94.6 percent. In the same period, total employment number increased to 474.000 from 232.000 Datas Sum Average investment per business(Euro) Total Investment(Billion Euro) Average turnover per business(Euro) Total annual turnover(Billion Euro) The average number of employees per business the total number of employees 1996 56.500 99.500 1998 67.400 104.800 2000 80.600 110.400 2002 82.300 112.000 2004 91.200 110.200 2006 101.000 108.000 5,6 7,0 8,9 9,2 10,1 10,9 386.500 425.400 432.000 425.000 417.600 435.000 21,8 28,7 34,8 35,0 38,1 43,9 4,1 4,8 5,2 5,0 4,9 4,7 232.000 323.000 419.000 411.000 446.900 474.000 (Turkey Research Center) Table 9: Turkish entrepreneurs in the European Union's Economic Power(1996-2006) According to estimates of the same center by taking into consideration of the historical data, in 2015, the population of Turkish origin living in the EU-15 countries is expected to reach 5 million. Turks living in Romania, Bulgaria and Greece are not included in this study. The estimations done with the help of existing data claims that the number of Turkish entrepneurs will double in 2015. ıf it is thought that there are 91,200 Turkish entrepreneurs in Europe, it is estimated that the number of Turkish entrepreneurs will be totally 160,000 in Europe in 2015. The estimations show that today 447.000 people are employed in the workplace of 91.200 Turkish entrepreneurs in EU-15 countries and that this number will be probably 960,000 in 2015. Datas Germany EU Sum 120.000 160.000 Total Investment(billion Euro) 15.3 20.5 Total annual turnover(billion Euro) 66.5 87.0 Total number of employees 720.000 960.000 (Turkey Research Center) Table 10: In 2015 the Turkish entrepreneurs in Germany and EU Economic Power The Result In the development of the country, it is understood that resting only the internal resources and making the foreign trade only with export of goods are not suflicient. Countries depends on foreign capital more than ever while improving their development. Even the world‘s most powerful economies cannot help being caught up with the magic of foreign capital. Turkey needs foreign capital in order to increase a position to cornpete with the strong economies. However, the countries with very delicate balance like Turkey and with high rates of risk have to be much more careful to obtain these investments which are extremely scary. In such a situation, having a world wide population which cannot be underestimated, Turkey‘s heading towards this source seems very reasonable. The interest payments which takes almost 60% of the budget of Turkey are the result of the debt to payments with high interest rate is known by everyone. A diaspora which will be created by Turks living abroad will be able both to help in economical development of Turkey by moderating this heavy burden and to support from inside during the EU process. It is tried to be explained how this unity can be established and how to take economical support from the examples of Israel and India in this article. When the economic data in Europe is examined, it can be seen the investment potential of Turkish diaspora is aproximately 40 billion TL. When it is thought that Turkey‘s budget 300 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo deficit is 52 billion TL and if this investment potantial is transferred into Turkey, it is obvious how much it will contribute to the national economy. But the thing that should not be forgotten is that such a process must be established not by the private sector, but by the government‘s plan and its the active role. Even this process is left to private companies, every stage of government formation should be monitored closely and be interfered when necessary. This will both increase the confidence of citizens and prevent the repetition of frauds carried out in account of personal interests in the past. References Chander, Anupam. 2005. ―Diaspora Bonds and US Securities Regulation: An Jnterview‖, Business Law Review, University of California, Davis, School of Law, May 1, 2005. Chander, Anupam. 2001. ―Diaspora Bonds,‖ 76 New York University Law Review 1005, October. C. Fred Bergsten and Inbom Choi,‖The Korean Diaspora in The World Economy‖,Washington,D.C,January 2003 El Qorchi, Mohammed. 1005. ―lslamic Finance gears Up,‖ Finance c Development, Volume 42, Number 4, international Monetary Fund, December. Fred W. Riggs,‖Diasporas and Ethnic Nations causes and consequences of Giobalization‖, www2.hawaii.edulftedr/diaglo.htm, 15 Nisan 2001 Gallya Lahav and Asher Arian,‖Jsraelias in ajewish Diaspora: The Multiple Dilemmas of a Giobalized Group‖, www2.hawaii.edulfredr/lahav.htm, 19 Nisan 2001 Oğuzhan Sokmen Artukoğlu, YurtdıĢı ĠĢçi Tasarruflarının Türkiye Cumhuriyet Merkez Bankası, Banka Sistemi Ve Türkiye Ekonomisi Üzerine Etkileri, Uzmanlık Yeterlilik Tezi, Ankara, 2005 Kasım Rehavi, Yehiel and Asher Weingarten. 2004. ―Fifty Years of External Finance via State of lsrael Non-negotiable Bonds,‖ Foreign Exchange Activity Department, Assets and Liabilities Unit, Bank of Israel, September 6. Romano Roberta. 1998. ―Empowering investors: A Market Approach to Securities regulation,‖ 107 Yale Law Journal 2359, 2424. Suhas L. Ketkar And Dilip Ratha, Development Finance Via Diaspora Bonds Track Record And Potential, Paper Presented At The Migration And Development Conference At The World Bank, Washington DC. May 23, 2007. Gabi SHEFFER, ―Middle Eastern Diasporas: Introduction and Readings‖,wwwc.cc.columbia.edulsec/dlc/ciao/olj/merialmeria797sheffer.htm, 17 Nisan 2001 Türkiye AraĢtırmaları Merkezi Vakfı, Hollanda ve Avrupa Birliği‘ndeki Türk Nüfusu, Hane verilen ve giriĢimcilerin ekonomik gücü, Nisan 2007, Essen World Bank. 2005. Global Economic Prospects 2006: Economic Impiications of Remittances and Migration, Washington, D.C. http://tr.wikipedia.org/wiki/Diaspora www2.hawaii.edulgredr/diacon.htm Zakaria, Fareed. 2006. ―How Long Wiil America Lead the World,‖ Newsweek, June 12. 301 � 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. 183 Title A name given to the resource Outside the Homeland of the Turks Economic Potential of The Diaspora Author Author KALÇA, Adem DURMAZ, Atakan Abstract A summary of the resource. Ethno-national diasporas occur from the homeland to one or a few countrıes that accept guests mandatory or voluntary migration. These type of groups stay in the country permanently. Diaspora is an ethnic unity that was created by people migrated by force or voluntarily from the same ethnic origin of individuals in one or more countries to protect their personal rights ts and to avoid losing their own identity. Diasporas, which were created for this purpose at first, have become effective even in the administration of the country where they exist, especially by gaining economic power. In the beginning of the purposes of the diasporas, it comes not to lose their own identity and to secure them to get a regular relationships with their home countries no matter where they live and no matter which country they belong to. The possibility of foreign investment presented with this bond is so important that it functions a lot in the development of the country. The possibility of foreign capital which is offered by diaspoara is an important action in the development of home countries. Countries have used the economic power of the diasporas with different instruments,and the most common instrument is the diaspora debenture. Dispoara bond is a debenture which is giyen to a country by a sub-dominant party or a private company to increase funding from the diaspora abroad. It is an important source for the developing countries that various diasporas of countries whose citizenship they accepted and their financial situations increases quickly. If the flow of forein currency claims to set diaspora income in a way of regular basis, the interests of the bond issues that from the hard money(currency) is a way to raise capital abroad. Up to this day, Israel and India have reached 35-40 billion dollars by bringing these bonds out. In this context, when the situation in Turkey is examined, especially Europe and European Union countries must be taken into consideration primarily. Today, in European Union countries, approximately 4.2 million Turkish citizens are living; it is nearly 5.7 million with the new countries participating in the European Union. Annual per capita GDP of this population is approximately 19.700 Euros. In addition, 80.7 billion Euros in 2006, Turkish people contributed EU GDP 80.7 billion euros. In European Union countries in 2006, there were 101,000 Turkish entrepreneurs with Turkish origins who had invested 10.9 billion euros; they had 43.9 billion euros giro and provided employment for 474,000 people. Taking this data and the coming footsteps of successful examples of Turkish Diaspora in Turkey into account, we can create a growing economy and political power to be able to make signifıcant contributions. The aim of the article which was prepared from the movement of the thesis is to show that one of the instruments which can be used in supplying the foreign capital is the power of diaspora. When the diasporas of Israel and India are taken into consideration, emphasizing especially on that economical diasporas have an important place is the demonstration of the power of Turks who act like a diaspora and live in Europe. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/d3a9a09c067ef54f5811dfd4da5932f9.pdf 4d8f3ada1d46be09541b6fe508c98ad5 PDF Text Text Overcoming EFL Obstacles to (Reading) Academic Texts – Class Observation Iva Čupić & Martina Klanjčić Dag Hammarskjöld University College of International Relations and Diplomacy, Croatia Abstract: What are the obstacles that impede understanding and decrease proficiency in reading academic texts in ESP? Correspondingly, how can they be overcome to achieve learning outcomes of EFL courses at tertiary level? Broadly speaking, academic texts are used in numerous learning processes across various stages of study. They are designed or aimed at such a purposeso as to facilitate instruction and the transfer of knowledge in academic subjects studied at the university level by providing textual input for the conceptualization and presentation of facts and hypotheses related to students’ respective fields of study. In ESP teaching they are used to introduce academic language through relevant academic content, aiming to draw upon the students’ existing vocabulary base, build new lexicalsemantic connections and raise the students’ overall foreign language proficiency level. Upon direct class observation, the authors have found that students perceive such texts as unnecessarily complex and the language they employ as obsolete and overly pretentious to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to insufficient knowledge of advanced professional vocabulary, elaborate grammatical structures and rhetorical organization patterns, coupled with affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language. The role of the teacher is thus to stimulate and channel the students’ professed interest and curiosity for their field of study by exploiting academic texts and various language acquisition techniques in order for students to successfully tackle demanding content and acquire new vocabulary and structures. This paper will aim to determine the common features of texts used in tertiary level ESP, namely in applied health sciences and international relations, and to explore and design effective reading techniques and language exercises that might help develop a comprehensive approach to the multilayer pattern that is academic text. Keywords: academic text, tertiary level ESP, learning obstacles, reading techniques 1. Introduction: academic text At the tertiary level of education, the academic text is used as an indispensable tool in numerous learning processes across different subjects and various stages of study. Employed to advance instruction and facilitate the transfer of knowledge in all academic subjects at the university level, it provides the necessary textual input for the presentation of facts and hypotheses related to students’ specific fields of study. Regardless of the students’ core academic preoccupation, a vital requirement for tackling an academic text is the theoretical knowledge of the distinctive features of academic writing. The language instructor should �familiarize the students with the characteristic features of academic texts, namely their formality, complexity, precision, explicitness and objectiveness – the properties of Standard Written English. [12] Firstly, academic texts are more formal in style and register than other, more familiar types of texts which are used predominantly throughout language courses in primary and secondary education in Croatia. Moreover, they are complex, as demonstrated in greater lexical density and vocabulary variation, as well as elaborate grammatical structures, and, perhaps surprisingly, precise at the same time, clearly presenting and explicitly referring to facts and data. [12] In contemporary use, geopolitics has been widely employed as a loose synonym for international politics. Arguments about the political effects of geography— particularly climate, topography, arable land, and access to the sea—have appeared in Western political thought since at least the ancient Greek era and were prominent in the writings of philosophers as diverse as Aristotle (384–322 BC) and Montesquieu (1689–1745). [4] Additionally, academic texts are said to be explicit, signposting dependably the organization of ideas, both at the sentence and paragraph levels. [12] Considering that the United Nations has an important role to play regarding the protection of minorities […] Bearing in mind the work done so far within the United Nations system, in particular by the Commission on Human Rights, the SubCommission on Prevention of Discrimination and Protection of Minorities and the bodies established pursuant to the International Covenants on Human Rights. [10] Furthermore, as academic texts employ a variety of methods to purposefully conceal any sign of subjectivity, they often abound with vague language and shadowy expressions that allow their authors to make personal claims professedly detached. [12] Nowhere has this been more clearly demonstrated than in the former Yugoslavia, a country viewed by peacemakers at Versailles as ‘the land of the Slavs’. [5] Coupled with professional vocabulary and complex grammatical patterns (the passive, inverted phrases, embedded questions, conditional clauses, etc.), it is then manifest why students often find it legitimately troublesome to fully comprehend such texts. As the primary addressees or beneficiaries of the academic text, college students preparing for their future academic careers can benefit greatly from instruction that draws upon the features of language as well as the process of reading and gathering information. A corollary to the above statement is that the students need to become critical and active readers, approaching and transcending large and complex sets of facts and translating them into meaningful content. [1] Depending on the specific objectives and learning outcomes pre-set in the syllabi of each particular ESP course, a wide variety of academic texts is employed in the ESP classroom, from purely scholarly texts and textbook materials to legal writing, encyclopaedia entries, news reports and magazine articles, to name but a few, used to introduce general and subject-specific academic vocabulary and grammar through relevant content, from international law to the workings of the nervous system. Prior to being taught in class, such texts are methodically processed by the language instructor to optimally �combine information about the language and the reality it expresses, upholding the implicit policy that ESP courses should follow the students’ core academic load. In this way the FL lecturer helps guide the students through this energy-intensive and in-depth academic process, which requires fairly large amounts of academic reading to be undertaken as part of their studies. 2. Class observation Upon direct class observation in two seemingly dissimilar learning environments, University of Applied Health Sciences and the Dag Hammarskjöld University College of International Relations and Diplomacy, the authors have found that the students’ reactions toward such texts are comparably matching: they are perceived as unnecessarily complex and the language they employ as too obsolete and archaic, even extravagant, to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to cognitive factors such as advanced technical vocabulary, elaborate grammatical structures and subtle rhetorical organization patterns, as well as to affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language, but are indisputably easier to comprehend and attune to. The role of the ESP teacher is then to try to overcome both obstacles: to teach the students general academic vocabulary and introduce them to more specialized instances of academic language, as well as to motivate them to appreciate the benefits of formal discourse, which becomes the primary medium of instruction once they have started their university education. 3. Obstacles that impede understanding and decrease proficiency in reading academic texts in ESP Starting from the most recognizable, lexical layer of language, students are faced with a task challenging in itself, and that is comprehending academic texts without sufficient knowledge of general academic and subject-specific terminology. Academic writing is characterized by a particular and cloistered “dialect” represented in the register of language fitting for a more formal level of expression. Words of such a distinctly formal register are not so frequent outside the academia, but are indispensable for pursuing a quality higher education. Neuronsconsist of three major sections: the dendrites, which receive impulses and transmit them to the cell body which contains the cell nucleus. Extending from the cell body is the axon, a long single projection, which carries the impulse away from the cell body. [3] More profoundly, students need to understand the ways in which words in English are generally formed. Awareness of the methods of word formation helps students decode unfamiliar words and facilitates vocabulary acquisition. Many English words are loan words from Latin, which has long since become the international language of scholars. As a case in point, the word “diplomacy” itself is Latin in origin, not to mention other equally ubiquitous terms like “bilateral”, “interlocutor”, “negotiation”, “plenipotentiary”, or “respiration”, “oxygen”, “cavity”, “gastrointestinal”, all derived from Latin. While in certain areas of �academic study, such as health sciences, Latin is still instrumentally needed, there is a marked tendency to use Latin terms in scientific and technical writing in general, which unfailingly provide an air of culture and sophistication. Semantic issues such as polysemy, synonymy and homonymy also constitute a vital step in comprehending texts at an academic level. Commonplace in Standard Written English across different fields of study in the English language, they need to be systematically introduced, expounded and employed in various activities. POLYSEMY: The United Nations observance of International Women’s Day on 8 March will reflect on how to accelerate the 2030 Agenda, building momentum for the effective implementation of the new Sustainable Development Goals. [11] (observance = 1. act of watching; 2. ceremony or ritual) [13]; HOMONYMY: discreet (modest and unpretentious) and discrete (separate and different) [13]; SYNONYMY AND ANTONYMY: Many, for instance, automatically assume that students and teachers of politics must in some way be biased, finding it difficult to believe that the subject can be approached in an impartial and dispassionate manner. [5] In matters of phraseology, idiomatic and other fixed expressions are also relatively set and specific to particular academic fields of study. After the students have been introduced to relevant instances of different phrasemes used in academic context, such as Latin phrases (persona non grata, ad hoc, alma mater, quid pro quo, sui generis), idiomatic expressions (landslide victory or megaphone diplomacy), or abbreviations (NATO, MRI), they are provided with examples demonstrating their usage. In that way they can proceed to use them independently. Secondly, on the syntactic level, students need to understand the highly developed and internally consistent grammar of academic discourse, and consolidate some of the key grammatical areas for academic reading, such as noun phrases, the passive voice, inverted structures, subordinate clauses and prepositional phrases, to name but a few. [7] PASSIVE: The bones in a synovial joint are surrounded by a joint capsule composed of fibrous tissue. Ligaments anchor one bone to another and thereby add considerable strength to the joint capsule in critical areas. Bones at the joint are covered with a smooth, glistening white tissue called the articular cartilage. [3] [8] For competent users of foreign languages, the passive is a frequent tool of formal expression. It has an innate capability to turn an utterance into a more impersonal, detached and thus more formal statement by removing the agent (subject) of the action from the sentence, which is a requirement in technical, scientific and academic writing. Furthermore, another convenient device in achieving formality and a certain elegance of expression is the inverted sentence (Should you require any additional information, feel free to contact us). Also, complex sentences, abundant attribution and prepositional phrases are some of the most prominent features of academic writing. �This development began after the terrorist attacks of Sept. 11, 2001, and has been sanctioned and escalated by bipartisan executive and legislative actions, without dissent from the general public. As a result, our country can no longer speak with moral authority on these critical issues. [2] An excellent form of activity that helps integrate the students’ syntactic knowledge in achieving and ascertaining comprehension, open-cloze exercises serve as an extensive activity to consolidate key grammatical areas of formal writing. Conservative nationalism tends _______ (TO) develop in established nation-states rather than in _______ (ONES) that are in the process of nation building. It is typically inspired _______ (BY) the perception that the nation is somehow _______ (UNDER) threat, _______ (EITHER) from the inside or the outside. [5] Thirdly, relating to paragraph cohesion, academic texts conform to a defined structure of argumentation, which means that students need to learn how to recognize and use different reference words and phrases that build and present arguments in the text. Learning about paragraph coherence (main ideas and supporting details, transitions between paragraphs) and raising awareness of the function of transitional markers (outlining different relationships and sequences such as time, place, examples, established order of importance, cause and effect, addition, difference and similarity, etc.) facilitates understanding and fosters mastery of language. At various times, nationalism has been progressive and reactionary, democratic and authoritarian, liberating and oppressive, and left-wing and right-wing. For this reason, it is perhaps better to view nationalism not as a single or coherent political phenomenon, but as a series of ‘nationalisms’: that is, as a complex of traditions that share but one characteristic – each, in its own particular way, acknowledges the central political importance of the nation. Immense controversy surrounds the political character of nationalism. Indeed, nationalism shows every sign of suffering from the political equivalent of multiple-personality syndrome. On the one hand, nationalism can appear to be a progressive and liberating force, offering the prospect of national unity or independence. On the other, it can be an irrational and reactionary creed that allows political leaders to conduct policies of military expansion and war in the name of the nation. [5] Finally, on the level of subject matter, it is important that instructors appreciate the fact that their students are only beginning to tackle certain academic issues in their native language, which only makes it more difficult for them to comprehend such texts, sometimes to the point of intelligibility. In the example below, the students engage in translation (from English into Croatian and vice versa) after they have thoroughly read the original text. This is used as a method of recycling vocabulary, as well as using more complex grammatical and rhetorical structures through guided translation. Institucije države (državni aparat, sudovi, policija, vojska, sustav socijalne skrbi i tako dalje) mogu se smatrati ‘javnima’ u tom smislu što su odgovorne za kolektivnu �organizaciju života zajednice. Štoviše, financiraju se o trošku javnosti, putem oporezivanja. Key words: and so forth; be regarded; at the expense; taxation The institutions of the state (the apparatus of government, the courts, the police, the army, the social-security system and so forth) can be regarded as ‘public’ in the sense that they are responsible for the collective organization of community life. Moreover, they are funded at the public’s expense, out of taxation. [5] 4. Outline of learning outcomes of tertiary level ESP courses The ultimate goal of all the analysed exercises and issues is that the students successfully overcome them in order to achieve the learning outcomes set in the course syllabi, some of which may be defined as follows: identifying, defining, acquiring and using key technical vocabulary in their specific fields of study (in the authors’ case, applied health sciences and international relations and diplomacy); raising and developing awareness of semantic similarities and discrepancies (false friends, synonymy, polysemy, homonymy, etc.) between English and Croatian languages; and approaching academic texts used in language instruction analytically and responding to them critically. 5. The role of the teacher As seen throughout the examples introduced in this paper, the role of the teacher is to stimulate and channel the students’ professed interest and whet their intellectual curiosity for the field of study they are engaged in by exploiting academic texts and various language acquisition techniques in order for students to master demanding content and acquire and use new vocabulary, as well as to recognize and employ new language patterns and grammatical and rhetorical structures. 6. Conclusion The immediate purpose of the approach to academic texts in tertiary level ESP/EAP advanced in this paper is to help students arrive at a profound and comprehensive understanding of texts. Through guided academic endeavour, they will learn how to approach academic input more deeply and therefore more instrumentally, going beyond simple understanding of words and summarizing of main ideas. The final goal of EAP should be reflected in the students’ ability to recognize and differentiate between facts and opinions; to come up with their own evaluative filter that will help them challenge any assumption and discern any error; to integrate information from multiple sources while drawing their own conclusions. This approach, which advocates that the answers to questions raised in class be proactively worked out rather than simply found, develops academic acuity and professional and technical competence. The students, albeit grudgingly, at least in the initial stages, soon begin to recognize and appreciate the advantage of the masterly command of academic texts, which helps them progress and mature intellectually across various subjects and stages of study. �References: [1] Burgmeier, A. (2009). Inside Reading: The Academic Word List in Context. Oxford: Oxford University Press [2] Carter, J. (2012). A Cruel and Unusual Record. The New York Times. Retrieved from http://www.nytimes.com/2012/06/25/opinion/americas-shameful-human-rightsrecord.html?_r=0 [3] Chabner, D. (2014). The Language of Medicine, Tenth Edition. Elsevier Saunders [4] Deudney, D.H. (2016). Geopolitics. Encyclopædia Britannica. Retrieved from http://www.britannica.com/topic/geopolitics [5] Heywood, A. (2007). Politics, London: Palgrave Macmillan [6] Merriam Webster Online Dictionary.Retrieved from www.merriamwebster.com/dictionary [7] Paterson, K. & Wedge, R. (2013). Oxford Grammar for EAP. Oxford: Oxford University Press [8] Režić, P., & Žurić Havelka, S. Introduction to Basic Medical Terminology for Health Professions. (2013). Zagreb: Zdravstveno veleučilište [9] United Nations. The Universal Declaration of Human Rights. (1948). Retrieved from http://www.un.org/en/universal-declaration-human-rights/index.html [10] UN Documents: Gathering a body of global agreements. Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic Minorities. (18 December 1992). Retrieved from http://www.un-documents.net/a47r135.htm [11] UN Women. International Women's Day 2016. (2016) Retrieved from http://www.unwomen.org/en/news/in-focus/international-womens-day [12] Using English for Academic Purposes. Features of Academic Writing. Retrieved from http://www.uefap.com/writing/feature/complex.htm [13] Waite, M., Hollingworth, L. & Marshall D. (eds.). (2006). Oxford Paperback Thesaurus (3rd ed.). Oxford: Oxford University Press �� 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. 3264 Title A name given to the resource Overcoming EFL Obstacles to (Reading) Academic Texts – Class Observation Author Author Čupić, Iva Klanjčić, Martina Abstract A summary of the resource. What are the obstacles that impede understanding and decrease proficiency in reading academic texts in ESP? Correspondingly, how can they be overcome to achieve learning outcomes of EFL courses at tertiary level? Broadly speaking, academic texts are used in numerous learning processes across various stages of study. They are designed or aimed at such a purposeso as to facilitate instruction and the transfer of knowledge in academic subjects studied at the university level by providing textual input for the conceptualization and presentation of facts and hypotheses related to students’ respective fields of study. In ESP teaching they are used to introduce academic language through relevant academic content, aiming to draw upon the students’ existing vocabulary base, build new lexical-semantic connections and raise the students’ overall foreign language proficiency level. Upon direct class observation, the authors have found that students perceive such texts as unnecessarily complex and the language they employ as obsolete and overly pretentious to be considered instrumental. The underlying reasons for this potentially disallowing perspective can be linked to insufficient knowledge of advanced professional vocabulary, elaborate grammatical structures and rhetorical organization patterns, coupled with affective factors, often manifested in the acquired bias toward more “everyday” texts employed in previous language instruction, which provide only a limited representation of language. The role of the teacher is thus to stimulate and channel the students’ professed interest and curiosity for their field of study by exploiting academic texts and various language acquisition techniques in order for students to successfully tackle demanding content and acquire new vocabulary and structures. This paper will aim to determine the common features of texts used in tertiary level ESP, namely in applied health sciences and international relations, and to explore and design effective reading techniques and language exercises that might help develop a comprehensive approach to the multilayer pattern that is academic text. Keywords: academic text, tertiary level ESP, learning obstacles, reading techniques Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-09 Keywords Keywords. Article PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/61853306bfe666b8fcbe641e127475c1.docx 4895f8f6245642db46bf096f3f321b5b https://omeka.ibu.edu.ba/files/original/033b8224712d11fc4ff0133dd26a96c9.pdf 7a6fd39d92b126d6dec3b71d7e5a646d PDF Text Text Measures of Customer Satisfaction in the Usage of Accounting Software Programs İhsan Yıldıztekin Atatürk University Turkey ihsan@atauni.edu.tr Reşat Karcıoğlu Atatürk University Turkey rkarci@atauni.edu.tr Ersin Kurnaz Atatürk University Turkey ekurnaz@atauni.edu.tr Abstract: Businesses can obtain their operational results more accurate and faster with the rapid changes and development in information technology. The Accounting Office Software Programs which are used by the accounting department of corporations and private accounting offices are also information technology products. Users’ access more accurate information more easily by the help of these computer assisted programs. Thus, obtained financial reports and other outputs will help business managers to take better decision. The purpose of this study is to determine whether professional accountants are satisfied with the accounting software they use in regular basis. For this purpose, a questionnaire was applied to Accountants and Financial Advisors registered in Erzurum Chamber of Certified Public Accountants in the province of Erzurum. The data obtained from the questionnaire was analyzed using the Statistical Package for Social Science for Windows (SPSS 20.0) program. In conclusion, professional accountants generally satisfied with the accounting software they use, except a few issues. Keywords: Information, Information Technology, Accounting Package Programs, Customer Satisfaction, Accounting Information Systems. 113 �113 � 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. 2574 Title A name given to the resource Overview and Development Perspectives of SME Banking, With a Focus on Bosnia And Herzegovina Author Author KOZAREVIĆ, Emira KOKOROVIĆ JUKAN, Meldina SOFTIĆ, Amra Abstract A summary of the resource. Small and midsized enterprises (SMEs) represent the primary moving mechanism of new jobs creation and increase of gross domestic product. They are the foundation of European economy and their contribution for achieving the European Union strategies for sustainable growth. Fostering development and growth of SMEs is a priority among the goals of national economies for developed countries of the world as well as for countries in transition. Financial system plays important role for achieving these goals with a main purpose of preserving the stability of national economy. For the last few years, the main focus of the financial system towards real sectors is expanding. From the market observed as to complex for risk management, SME sector became strategic goal for financial institutions worldwide. Due to the information technologies development, banking sector is increasing its support for development and growth of SMEs through the increase of financial support and also through the consulting services as a response to the challenges faced by this sector. This paper has two main objectives. The first one is point out the importance of SME banking, as the important contributor to bank profitability, in developed part of the world(focusing on the USA and EU) and in some countries of Western Balkans. The second objective is to investigate the level of SME banking development in Bosnia and Herzegovina. Using a structured questionnaire, in this paper authors will discuss perceptions of banking sector in B&H towards their orientation to SME sector and futures plans for their support as well as managing credit risk associated with financing SME sector. Keywords: financial system, small and medium enterprises (SMEs), SME banking, comparative experiences, Bosnia and Herzegovina.   Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/b8de0b064a581141db13c9023dc35a86.docx 0319ae2c5cc7dcd8396ca7c78604206d https://omeka.ibu.edu.ba/files/original/4e7714bac354ac27c9026dfebaa7004b.pdf 133f8264fd192f2a4aa35bd53b98cb0e PDF Text Text OVERVIEW OF FRUIT NURSERY PRODUCTION AND POLICIES FOR SUSTAINABLE AGRICULTURE IN TURKEY Adnan Nurhan Yıldırım Mevlüt Gül Ulukan Büyükarıkan Fatma Yıldırım Bekir San Süleyman Demirel University, Isparta, Turkey � 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. 2145 Title A name given to the resource OVERVIEW OF FRUIT NURSERY PRODUCTION AND POLICIES FOR SUSTAINABLE AGRICULTURE IN TURKEY Author Author NURHAN, Adnan MEVLUT, Gul YILDIRIM, Fatma SAN, Bekir 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 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/f84ffd0f35f1a9baea35b2284661b503.pdf dedac7ac1ba5317079e40339eb9c315e PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Overview of Human Capital In Turkey In The EU Process In Terms Of Education: An Analysis On The Axis Of Development Plans AyĢen ALTUN Dumlupinar University, Department of Economics,Turkey aysenaltun@mail.dumlupinar.edu.tr Ceren GĠDERLER ATALAY Dumlupinar University, Department of Administration ,Turkey giderler_ceren@hotmail.com Abstract: In the information age, countries that are considered to be developed owe their technological and economic advancement to their investments on human resources. Positive values that emphasize humane characters such as knowledge, skill, experience and dynamism are seen as human capital. These values, by ensuring more effective use of other factors used in production, increase the rationality in economic activities and enable the national economy to develop faster. Development plans have become much more important and necessary due to the multidimensional and rapid transformation, intensifying competition and increasing uncertainties. Turkey in the EU accession process attaches high importance to the human capital factor in its development plans due to the high density of young population it has. The aim of this study is to evaluate the human capital element in the framework of development plans which have been prepared by Turkey, a candidate of EU membership, from past to present. In this study, human capital element has been evaluated on the basis of the ―education sector‖ that is considerably important due to its positive impacts on the development process. As a result of the comparisons between the EU and Turkey, the necessary steps and suggestions to be followed by Turkey as regards to human capital establish the scope of this research. Introduction Achievement of a desired growth rate in a country is depended on the efficient use of all economic resources consisting of development and international competitiveness, physical capital and human capital. Countries that can use their human capital effectively and obtain sufficient quality for their human capital are regarded as advantageous countries in the global competition environment. As the physical capital in Turkey is limited, it has always been significant to adapt especially the unlimited source of human capital to the requirements of the economy. Therefore, it is of vital importance to evaluate the human capital aspect which is overemphasized in development plans in Turkey and to compare it with those in the EU. In this study, at the outset, "development plans" and ―human capital‖ concepts in Turkey are explained theoretically. Thereafter, the place of human capital is evaluated in the framework of all development plans and the human capital in Turkey and in the EU is compared in terms of ―education‖. Finally, some suggestions are made for Turkey. Development Plans in Turkey Turkey passed to planned period after 1960. Until the planned period, it had been aimed to achieve regional development in the leadership of State incentives and private sector via Ġzmir Economic Congress and Law for the Encouragement of Industry (Ergun, 2004, pp.72-74). However, due to the fact that the private sector could not make leadership because of undercapitalization revealed that this idea could not be realized. In the 1960s, regions were tried to be supported in the framework of the plans by taking into consideration the factors they already had in the beginning (Karluk, 2004, p.47). Nine Development Plans have been put into practice under the planning authority of State Planning Organisation. The most prominent characteristic of planning approach in Turkey is that it is mandatory for the public sector and instructive for the private sector. Development plans have objectives, such as ensuring capital accumulation, reaching a stable and high growth rate, mitigating the regional differences and integration with the world and improving human resources. The first plan of industrial policy is the First Five Year Development Plan (1963-1967) which is considered as the beginning of implementation of Etatism. It was expected to maintain an increase in consumption products and the signals of import substitution were given with this Plan. It was considered that the 323 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo import substitution would have to be carried out systematically by the State. In the First Five Year Development Plan, it was emphasized that the allocations of public investments had to be organised according to the regions in order to achieve equal opportunities and inter – regional balance in the country (I.BYKP, 1963, pp.57-58). Priority was attached to the national plan and the heavy industry in the Second Five Year Development Plan (1968-1972). The importance of using regional planning as an efficient instrument was highlighted (Dinler, 2001, p.194). Unlike the first two plans, the Third Five Year Development Plan (1973-1977) gave place to the development of priority regions for development instead of regional planning (Mengi and Algan, 2003, p.261). The long – term targets of this plan were improving the standards of living, industrialisation, decreasing the dependence on foreign resources, solving unemployment problem, and improving income distribution. The Fourth Five Year Development Plan (1979-1983) coincided with the foreign expansion period. It was decided that the rapid industrialisation would continue. It was aimed to increase exports in this plan which was in the transition period (IV.BYKP, 1979, pp.656-671 & Ekzen, 2009, p.48). It was determined to establish Organized Industrial Zones in the Fifth Five Year Development Plan (1985-1989). 16 regional development centres were designated. During this planning period, the strategy based on outward – oriented exportation manifested itself further (Özaslan and Akpınar, 2005, p.237). The Sixth Five Year Development Plan (1990-1994) and the plans in the aftermath period have been prepared under the influence of the EU as a result of the relations with the Union. The expression of regional planning gave its place to regional development in the Sixth Five Year Development Plan. The 16 regions in the Fifth Five Year Development Plan were left aside and regional planning was shifted to the priority regions for development. The main target of the plan was to increase welfare level in an independent and secure environment in line with the principles and fundamentals of open society and competitive economy (VI. BYKP, DPT, 1989, pp.318-358). The Seventh Five Year Development Plan (19962000) gave an extensive place to the adjustments concerning regional development, provincial planning and metropolitans under the title of achieving regional balances (VII. BYKP, 1995, pp. 170-184). This plan is the first plan prepared after joining the Customs Union. The Eighth Five Year Development Plan (2001-2005) envisaged a balance between development policies and regional development policies. The Plan was based on the principles of sustainability, inter – regional integration, achievement of social and economic balances, improvement of standards of living, equal opportunities, cultural development, and participation in the implementation of regional policies. Furthermore, the studies for the Provincial Development Plans, which are in harmony with the regional plans, were initiated on the basis of the provinces ( VIII. BYKP, 2000, pp.63-87). The Ninth Five Year Development Plan (2007-2013) coincided with a period during which multi - dimensional and rapid changes were experienced. The Plan has been prepared during the EU adaptation process as the main strategy document which will contribute to the membership process taking into account the characteristics of the transition period (IX. BYKP, 2008, p.16). The Concept of Human Capital Human capital is defined as the total of values such as experience, work experience, knowledge and skills of the individual participating in the production, in other words of the labour force. In the studies of Mincer, Becker, Nelson and Phelps (1996) and many other scholars, it is explained that human capital has an essential role for the economic development. This fundamental role has been more clearly explained in the researches carried out since 1980s and Lucas (1998) concluded that there is a positive relation between the long – term development and human capital. According to the model developed by Mankiw, Romer and Weil (1992), it is indicated that human capital is a much more important production factor than the physical capital and labour elements in the framework of the neoclassical thinking (Boughanmi, 2009, p.252). Theory of human capital focuses on the education concept basically and declares that education influences the experience, beliefs, perceptions and motivations of the human (Merwe, 2010, p.108). According to the development theory, human capital forms the fundamental element of development. The investments to be made in education, health and nutrition for developing the human capital affect the productivity at micro and macro levels and the earnings. Investments made into education at the state, firm and individual levels in line with the returns of education investments, which are more measurable than the other human capital investments and accepted as considerably significant due to their positive impacts on socio economic development process, is of vital importance (Tunç, 1998, p.83). The Place of Human Capital in Development Plans First Five Year Development Plan: The Plan accepted human capital as man power and attached the maintanence of growth rate to the qualified man power. It was specified that training qualified people could be enabled by giving priority to education and training. In this direction, the issues of human capital, employment and education were dealt with interdependently and concomitantly. Using human capital in the most productive manner possible was identified as the most important target by highlighting the fact that individuals should 324 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo benefit from possibilities of education according to their capabilities. Long - term projects were developed to achieve this target (I.BYKP, 1963). Second Five Year Development Plan: ―Human‖ factor appeared in the Plan as a significant element for economic development. As in the first plan, the Second Plan also dealt with human capital as a source of power and the issues of human capital,employment, education, science and research were discussed interdependtly and concomitantly. The aim was to put forward the best and most productive ways of using human capital resource to achieve economic and social targets and eliminate human capital bottleneck in the long – term. In this planning period, it was further emphasized that "human" is a quantitatively limited resource. Therefore, a working policy was determined in order to use this limited qualified human capital in a productive manner. In this Plan, programmes were prepared in order to solve the problems of inequal inter – sectoral distribution of human capital and incapacity of using human capital aptly as well as the problems concerning lack of qualified and quantified human capital in the medium and long – term. In these programmes, instruments such as the job evaluation technique, transfers, retraining, assignments, in-service training, incentive possibilities, opportunities, organisation and method units were used. Moreover, an extensive education policy was developed in order to generalize training with the aim of improving the quality of human capital. In this policy, several programmes were put into practice such as training the personnel having higher education diploma abroad and increasing the literacy rate in order to train qualified labour force (II.BYKP, 1968). Third Five Year Development Plan: During this planning period, even though the human capital reached the desired level in terms of quantity, it was not at the desired level in terms of quality and the proper usage. In the Plan, many targets like education, health, industrialisation targets were based on the human capital requirements. It was tried to provide consistency between fundamental policies such as employment, wages policy, research environment and working conditions in order to find solutions to the problem of qualified labour force migration. All the problems in the first two plans, except for the quantitative increase of "human capital" problem, continued. In this Plan, it was stated that it was necessary to train individuals sufficiently qualified to implement the technology transferred into the country. Besides, the main reasons of the problems appeared in the field of "human capital" were put forth and studies to eliminate these problems through some instruments like wages and employment policy, and new programmes were carried out (III.BYKP, 1972). Fourth Five Year Development Plan: During this planning period, the amount of human capital increase quantitavely. Yet, this increase did not create a balanced development between the levels. In this plan, priority was given to the training of qualified human capital needed for the use of technical assistance capacities. As long as the qualified human capital requirement needed by the economic and social development was fulfilled, technical assistance was transferred to the projects that would positively influence the social and economic development. In the Plan, appropriate and productive use of human capital in the employment and wages policies, and elimination of inter – sectoral and inter – regional disparities of human capital distribution were especially taken into account. Legal adjustments, especially for the compulsory working procedures of higher education graduates, were made in order to decrease inter – regional labour force disparities in the regions where qualified labour force was required. In the scope of the plan, taking care of the human health is at the forefront in order to assess the human capital in the most productive way possible (IV.BYKP, 1979). Fifth Five Year Development Plan: Projects to increase the employment rate of young human capital were prepared in the Plan. Human capital planning consistent with the macro - model and the employment distribution were prepared. In this planning period, the quantity of highly educated human capital increased to the desired level. It was given priority to the training of intermediate level technical human capital. The employment of qualified and experienced human capital in the sectors and the regions was enabled via the improvements in the wages policy and the working conditions. (V.BYKP, 1984). Sixth Five Year Development Plan: This Plan focused on the training of specialised labour force required in the field of information technology and it was decided to make a human capital planning which responded the qualified labour force need of the economy for the contunity of the growth. The requirement for taking necessary measures as the insufficiencies continued in the rational use of human capital resources was emphasized as well as the issues of making necessary adjustments to improve the cooperation between the universities, industrial vocational high schools and the industry so as to meet the qualified human capital requirements. It was mentioned that economic and social development could be ensured merely through well trained and educated human capital (VI.BYKP, 1989). Seventh Five Year Development Plan: The Plan covered the issues of improving the qualities of labour force according to the demand and making a coherent labour force market organisation in the policies related to employment and human resources, training of human capital that could internalize the national values, open to universal values, contribute to the information generation and use the information creatively since the well trained young population would be the greatest advantage for Turkey in the 2000s. It was mentioned in the plan that development of human resources was of vital importance for the institutional arrangements that could solve social problems, it was aimed to develop human resources through Structural Transformation Projects that would be realized in the plan at first, the economic and social development should be maintained, the social and 325 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo individual welfare level should be increased, and the natural and human resources should be used efficiently. In this framework, it was declared that well trained human resource increased the competitiveness of Turkey which was increasingly opening up to the world on the one hand, and on the other hand, it influenced the fact that Turkey could get a larger share from the added value created by the EU. According to the Plan, it was considered that investing in the human was the most productive way of investment and had a significant contribution for the rapid and sustainable economic growth and social development in Turkey having a young and dynamic population structure. Therefore, it was aimed at mobilizing all the possibilities that could be used in order to develop human resources in every period beginning from the pre - school period up to the post - retirement period as well as to develop and generalize the training of human capital in all age groups. It was overemphasized in this planning period that the most improtant sector was the education sector and it was also mentioned that well trained young population would be the most important advantage for increasing the competitiveness of Turkey and for her integration to the EU. The characteristics of well trained human capital were identified as having developed skills of thinking, perception, and problem solving; being open to the outside world, universal values and new ideas; having a developed personal responsibility feeling and developed social sensitivity; being prone to science and technology production; and having a high level of skills. In the Plan, it was referred that human capital was the most important resource of Turkey and therefore, the primary source of all kinds of breakthroughs was the human capital. The key role was given to human capital especially to increase the science and technology skills. In this respect, human capital was evaluated as an important strategic resource (VII.BYKP, 1995). Eighth Five Year Development Plan: The element of information society was particulary focused in the Plan and it was emphasized that the quality of the labour force was needed to be improved as the information was the most important production factor in the process of information society formation. Hence, it was indicated that the greatest contribution for the development of developing countries in the 21 st century would be investing in the human resources and improving the infrastructure. It was stated that the countries which could adapt to the rapid changes in the world, equip people with the qualities required by this new environment, access and produce information, and use this information would be effective and successful. Besides, the fundamental principle in the Plan was to improve human capital qualitatively, increase the living standards, and eliminate the disparities in these fields between the regions and the settlements. As mentioned in the preivous Plan, rapid development of the qualities of human capital which is one of the main elements of international competitiveness and particularly the improvement of cultural features maintained its importance in this Plan. Moreover, the Plan aimed the evaluation of human capital as a strategic resource and adjustment of human capital so that it would have problem solving and creative features (VIII.BYKP, 2000). Ninth Five Year Development Plan: When the fundamental principles of the Plan are regarded, it is observed that a human focused development and management conception forms the basis of the Plan. Hence, in order to train qualified human capital which is the most significant issue, it was stated in the Plan that educational possibilities should be extended, effective measures should be taken for traning the human resources required by new tasks and responsibilities, in this scope the number of especially qualified personnel should be increased in the public sector, and necessary measures should be taken for the continuous training of the existing personnel. During the planning period, it was decided to establish excellence centers at several universities in many strategical fields. Besides, the projects focused on training scientists and multi-partnered and interdisciplinary projects have been commenced to be supported respectively since 2002 and 2004. In 2005, ―Scientist Training and Development Programme‖ was initiated in the scope of ―Turkey Research Field Programme‖ implemented by TÜBĠTAK (The Scientific and Technological Research Council of Turkey). It was also mentioned in the Plan that there was a need for dealing with development agencies as an integrated regional development programme triggering local initiatives by benefiting from the common cooperation platform. In this scope, development of new policies to improve human resources was also drawn attention. It was also highlighted in the Plan that it was necessary to make an efficient human resources planning in the public institutions and authorities to achieve a competent level for the public staff, give sufficient in - service training to the public staff and achieve a desired level for the public staff in terms of knowledge and skills that would enable them to carry out their tasks productively. It was emphasized that the fact that the promotion issue of public employees had not been clearly and sufficiently defined in the legislation, there was not an effective awarding system in the public sector, and there was inequalities in the wages influenced the self – improvement of public employees negatively. "Investigator human capital" concept was touched upon in the Plan and referred that it was required to develop investigator human capital qualitatively and quantitatively and encourage investigator employment in the private sector. In this context, via the training programmes, it was aimed at training labour force that is prone to technology production and Research & Development. The other elements expressed about the human resources are as follows: in order to achieve social development; developing information systems about the labour force market, achieving a more flexible structure in the education and labour force market, training human capital demanded by the economy taking into consideration the life long training strategy in order to increase the employment level and the productivity of the labour force, training high – skilled, 326 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo productive and creative information age people having developed conception, perception and problem solving skills, open to new ideas, having personal responsibility feeling, contributing to the contemporary civilisation, prone to the use of science and technology and production, and appreciating art (IX.BYKP, 2006). Comparative Analysis of Human Capital in the EU and Turkey in terms of Education Human capital defines in the EU as the abilities, knowledge and skills embodied in people and acquired through education, training and experience. The European Council of Lisbon, by setting for the EU the overall goal to become the most competitive and dynamic knowledge based economy in the world, has set human capital at the heart of its development strategy (http://ec.europa.eu/). EU attaches great importance to ―education‖ so as to increase the human capital qualitatively. The cooperation in the filed of education between the EU and Member States came to agenda with Lisbon Strategy in 2000. Although there is not one single educational policy in the EU, there exists an exchange of opinions and implementations in this field between the member states. The opportunities offered by EU education programmes cover the introduction and implementation of new technologies in the education sector, exchange programmes, education opportunities abroad, and mutual recognition of diplomas. The education policy also covers the cadres of teachers, students, administrators in the education sector, academicians, and specialists. Thanks to her young population, Turkey will be a source for some part of the human capital needed by the EU. This can be achieved by developing human capital not only quantitatively but also qualitatively. Developing human capital qualitatively is possible through "education". The first introductory screening meeting of the Membership Negotiations, started in 2005 between Turkey and the EU, was realized under the Education and Culture Chapter. Furthermore, Turkey has signed "Culture 2000" programme of the EU in order to support the projects to be carried out in the field of education and culture. The EU negotiation process puts forward the human capital issue and offers opportunities for human capital development. It is indicated in the last development plans that the issues concerning the EU should be concentrated on especially in the higher education programmes in order to provide in – service training for the public staff and train the qualified human capital to be needed by Turkey during the EU integration process. Within the context of Bologna Process, significant works, particularly in the field of exchange of students and academic members, European Credit Transfer System and diploma supplement, have been carried our in the field of higher education. Increasing the number of graduates for the labour force and eliminating the education needs of children who are in need of special education as soon as possible are among the titles emphasized in the Progress Reports published by the EU for Turkey, Level of education Young workers (15-24) Low Medium High 3.4 5.8 1.2 Prime-age (25–54) and older workers (55–64)) 20.8 43.8 25.0 Table 1 : Highest education level attained in the EU, 2007 (share in total employment as %) Resource: Eurostat Table 1 presents the employment rates in terms of education levels in the EU compared with the total employment rates in the EU. If it is needed to evaluate the situation in Turkey within the same year, 63.2 % of the labour force is composed of the sub – medium level educated people and the illiterates. Moreover, 14.7 % of the labour force in Turkey consists of the college and faculty graduates. Again, in 2007, whereas the percantage of the population aged 25 to 64 having completed at least upper secondary education is 70.8 % in the EU 27, this rate is 25.8 % in Turkey. 327 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Years EU 27 Turkey 2000 2003 2006 2000 2003 2006 Public Expenditure on Education as % of GDP 4.88 5.14 5.04 2.59 2.96 2.86 Financial aid to Pupils and Students as % of Total Public Expenditure On Education 5.2 5.6 6.0 3.1 4.8 6.9 Ratio of Students to Teachers and Avarege Class Size 13,5 13,1 12,7 25.4 23.7 23.2 Table 2: Comparasion Avarage EU 27 and Turkey Resource: Eurostat Table 2 has been prepared to compare the EU and Turkey in terms of important ratios of education. While the public expenditure in Education in % of GDP was 4.88 in the EU in 2000, this rate increased to 5.04 in 2006. On the other hand, this rate was 2.59 in Turkey in 2000 and increased to 2.86 in 2006. While the highest rate among the EU countries belongs to Denmark, the lowest one belongs to Romania. Financial aid to Pupils and Students as % of Total Public Expenditure on Education in Turkey is at the average of the EU. It is seen that the amount of financial aid in Turkey increases by years. Denmark and Norway are the countries having the highest contribution rate whereas Poland and Switzerland have the lowest contribution rate. When the Ratio of Students to Teachers and Avarege Class Size is examined, it is observed that this rate which is considerably important for the qualified education owing to the lack of trainers in Turkey is over the EU average. The Member States of the EU float at the average of the EU in this ratio. Conclusions It has been emphasized in all the development plans in Turkey that human capital is of utmost importance and it is necessary to develop this capital. Thus, the education level of human capital has been improved in every passing planning period. Nevertheless, there are some shortcomings in the implementation; and the investments in the human capital and the budget share allocated to education services in Turkey still continue to be lower than the EU average. This situation creates an important problem in Turkey which requires high quality and high - skilled human capital. The starting of compulsory 8 – year education, the increase in the number of universities have been important steps in Turkey in terms of human capital accumulation and development. Turkey has a young population structure. Putting this young population through a high quality education and training system will not only meet the qualified labour force need of Turkey in the long term but also that of the EU which has a gradually aging population structure. In order to achieve this development, it is essential to ensure that low – income groups benefit from education services more by improving the quality and extensiveness of education services in Turkey. Otherwise, the EU will not regard this young population as a new source of blood for their economies, but as an unqualified unemployed army that will flood in their countries. Additionally, Turkey will not be able to have the capacity to compete in the EU market operating according to the free market conditions in the event of a potential full membership. The accession process to the EU offers some opportunities to develop the human capital in Turkey. Some of the more visible opportunities are the new financial resources that will be transferred from the EU for education services and the possibility of participating in the international academic exchange programmes. The opportunities, which are less visible but which have great importance for a permanent change, offered by the accession process are composed of the speed gained in the restructuring process of the ongoing education and the possibility of benefiting from the good examples implemented in Europe within this process. In conclusion, Turkey has not the same development level in terms of human capital compared with the EU countries. Turkey has to put into practice structural measures that will increase the quality of the human capital in order to catch up with the EU level. The investments made into human, especially in the "education", have to be increased and approximated to the level of the EU countries. In Turkey, the priorities in the allocation of resources have to be determined more rationally and more financial resources have to be allocated for education services from the budget. 328 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo References Boughanmi, A. (2009). Human Capital and Economic Growth. The Business Review, V.13, N.2. Dinler, Z.(2001). Bölgesel Ġktisat. Ekin Yayınları, Bursa. Birinci BeĢ Yıllık Kalkınma Planı 1963-1967, Onay Tarihi: 1963, DPT, Ankara. Ġkinci BeĢ Yıllık Kalkınma Planı 1968-1972, Onay Tarihi: 1968, DPT, Ankara. Üçüncü BeĢ Yıllık Kalkınma Planı 1973-1977, Onay Tarihi: 1972, DPT, Ankara. Dördüncü BeĢ Yıllık Kalkınma Planı 1979-1983, Onay Tarihi: 1979, DPT, Ankara. BeĢinci BeĢ Yıllık Kalkınma Planı 1985-1989, Onay Tarihi: 1984, DPT, Ankara. Altıncı BeĢ Yıllık Kalkınma Planı 1990-1994, Onay Tarihi: 1989, DPT, Ankara. Yedinci BeĢ Yıllık Kalkınma Planı 1996-2000, Onay Tarihi: 1995, DPT, Ankara. Uzun Vadeli Strateji ve Sekizinci BeĢ Yıllık Kalkınma Planı 2001-2005, Onay Tarihi: 2000, DPT, Ankara. Dokuzuncu Kalkınma Planı 2007 – 2013, Bölgesel GeliĢme Politikaları ve AB‘ye Ekonomik Sosyal Uyum Özel Ġhtisas Komisyonu Raporu, Onay Tarihi: 2006, Resmi Gazete, DPT, Ankara. Ekzen, N. (2009). Türkiye Kısa Ġktisat Tarihi 1946‘dan 2008‘e. ODTU Yayıncılık. Ergun, T. (2004). Kamu Yönetimi. TODAĠE Yayınları, Ankara. Karluk, R. (2004). Türkiye Ekonomisi. 8. Baskı, Beta Yayınları. Mengi, A. & Algan, N. (2003). KüreselleĢme ve YerelleĢme Çağında Bölgesel Sürdürülebilir GeliĢme, AB ve Türkiye Örneği. Siyasal Kitabevi, Ankara. Merwe, A. (2010). Does Human Capital Theory Explain The Value of Higher Education? A South African Case Study. American Journal of Business Education, V.3, N.1. Özaslan, M. & Akpınar R. (2005). Türkiye‘de Bölgesel GeliĢme Politikaları. I. Doğu Anadolu Sempozyumu, Elazığ. Tunç, M. (1998). Kalkınmada Ġnsan Sermayesi: Ġç Getiri Oranı YaklaĢımı ve Türkiye Uygulaması. Dokuz Eylül Üniversitesi Ġktisadi ve Ġdari Bilimler Dergisi, C.13, S.1. http://ec.europa.eu/social/main.jsp?catId=643&langId=en. (29.04.2010). http://epp.eurostat.ec.europa.eu/portal/page/portal/statistics/search_database. (29.04.2010). 329 � 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. 187 Title A name given to the resource Overview of Human Capital In Turkey In The EU Process In Terms Of Education: An Analysis On The Axis Of Development Plans Author Author ALTUN, Ayşen GİDERLER ATALAY, Ceren Abstract A summary of the resource. In the information age, countries that are considered to be developed owe their technological and economic advancement to their investments on human resources. Positive values that emphasize humane characters such as knowledge, skill, experience and dynamism are seen as human capital. These values, by ensuring more effective use of other factors used in production, increase the rationality in economic activities and enable the national economy to develop faster. Development plans have become much more important and necessary due to the multidimensional and rapid transformation, intensifying competition and increasing uncertainties. Turkey in the EU accession process attaches high importance to the human capital factor in its development plans due to the high density of young population it has. The aim of this study is to evaluate the human capital element in the framework of development plans which have been prepared by Turkey, a candidate of EU membership, from past to present. In this study, human capital element has been evaluated on the basis of the ―education sector‖ that is considerably important due to its positive impacts on the development process. As a result of the comparisons between the EU and Turkey, the necessary steps and suggestions to be followed by Turkey as regards to human capital establish the scope of this research. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/2ce3ee80befbef6a1b69b1e7067b0262.pdf 371f86fa32eeedceeb3439bff85b522d PDF Text Text Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 Overview of Human Lineage Genetic Marker Studies in Bosnia and Herzegovina: Y chromosome story Aldin Pirić1, Sabahudin Ćordić1, Lejla Smajlović-Skenderagić1, Serkan Dogan1, Damir Marjanović1,2 1 International Burch University, Sarajevo, Bosnia and Herzegovina 2 Institute for Anthropological Research, Zagreb, Croatia aldin.piric@stu.ibu.edu.ba sabahudin.cordic@stu.ibu.edu.ba l.smajlovic.skenderagic@ibu.edu.ba serkan.dogan@ibu.edu.ba damir.marjanovic@ibu.edu.ba Abstract – Modern Bosnia and Herzegovina is a state consisting of multiple ethnicities and regions located in the Western Balkan, with a very complex history. The earliest historical findings show that its area was inhabited since the Paleolithic. From that time, this part of Europe, especially the region of the Modern Bosnia and Herzegovina, could be recognized as the crossroad for the different human migration and the meeting point for different cultures, religions and gene pools. Mitochondrial DNA is being used for maternal lineage testing, while the Y chromosome is being used for paternal lineage testing. Therefore, these markers are being referred to as lineage markers. Lineage markers are often used for parental lineage monitoring in population genetics, human genetics, as well as in forensic genetics. The main intention of this paper is to construct a short overview of the Y chromosome studies performed in Bosnia and Herzegovina within the last two decades. Keywords - Bosnia and Herzegovina, lineage markers, molecular markers, population genetic studies, Y chromosome 1. Introduction Existent archeological artifacts are proving that territory of Bosnia and Herzegovina has been populated since Neolithic [1]. However, some of the archeological findings imply that the first inhabitants settled here in the Paleolithic era [2]. In the early Bronze Age, Indo-European tribes known as the Illyrians settled in the various region of the modern territory of Bosnia and Herzegovina. [3] the tribes were governed by the Romans for more than five centuries [4]. During that time, a lot of the residents of the Roman empire, including Roman soldiers settled down in the region [1]. After the fall of the Roman empire, this area remained a borderline between the Eastern and Western empires which encouraged. various tribes, such the Avars, the Slavs, and others, that massively invade this region. Additionally, two important events, along with several other historical episodes, significantly impacted the structure of B&H human population. The first of those are large migration waves from the North-East (which were extremely intensive during the 6th and 7th centuries) which moved different Gothic, Avar and Slavic clans into the area. The second one was the expansion of the Ottoman Empire into this part of the Balkans in the fifteenth century [5]. All these historical episodes left their imprint on the �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 population structure of modern B&H inhabitants and created fascinating genetic diversity within. Therefore, it is not surprising that modern B&H population is one of the most genetically studied regional populations, especially by the use of so-called lineage genetic markers. Unlike autosomal markers, Y-linked and mitochondrial markers do not undergo each generation shuffling, but instead get passed down from one generation to the next, with the only differences being induced by mutations. For these reasons, these markers are often used for parental lineage monitoring in population genetics, human genetics, as well as in forensic genetics. Mitochondrial DNA is being used for maternal lineage testing, while the Y chromosome is being used for paternal lineage testing. Therefore, these markers are being referred to as lineage markers [6]. Previously published papers presented a short historical overview of earlier published human population studies in Bosnia and Herzegovina, conducted within the last three centuries [7,8]. However, usage of the lineage markers within those papers was just briefly noted. Expansion of human population studies based on these genetic markers, as well as the significance of the obtained results, initiated us to put more attention on this part of BH population genetics. Therefore, this paper will extensively elaborate usage of the Y chromosome DNA markers within analysis of the BH human genetic pool, including the most recent data published after previously mentioned papers. 2. Human Y Chromosome as Genetic Marker Y chromosome has been given many different definitions, some of them being “nonrecombining desert” and “gene-poor chromosome”. Compared to other chromosomes, the Y chromosome has low number of genes with half of its sequence consisting of repeated elements. Moreover, it lacks the recombination ability and is in continuous decay. The Y chromosome is inherited through the patrilineal inheritance pattern, i.e., from father to son, meaning that each male person from the same patrilineal lineage would have an identical profile. The relatively small degree of molecular diversity between markers located on this chromosome comes from the absence of gene recombination in 95% of its length and the mechanism of random mutations as the only possible source of polymorphisms [6]. Denver convention criteria classifies the human Y chromosome as G chromosome, that is, the category of the shortest chromosomes in the human set, consisting also of chromosomes 21 and 22. It contains about 50 million base pairs, which makes out around 1.8% of the total human genome. The Y chromosome contains important information used in determining the parental lineage of a specific male. This is possible because the Y chromosome contains highly polymorphic regions. The human Y chromosome is present in a sole copy in normal males, inherited from the father, and, as already mentioned, 95% of its complex does not undergo recombination. Only 5% of this chromosome has the potential ability to interact with the X chromosome, and the interacting region is called the pseudoautosomal region of the Y chromosome [6]. The Y chromosome has an important role in forensic analyses in cases of rape of women, in particular, those involving more than one man, especially in cases of mixed samples when there is an overwhelming amount of female DNA. Y-STR (Short Tandem Repeat) and Y-SNP (Single Nucleotide Polymorphism) markers are useful in cases of parenthood testing or further kinship through the male line, when the children �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 are male, and in the process of identification when only kin from the father’s line is known. In addition, the Y chromosome is more and more being used in human migration studies due to its property of not undergoing recombination throughout the transfer of genetic material between generations [9]. Actually, since the first Y chromosome polymorphism was published [10], an entire decade has passed before the binary, and later STR markers, located on the NRY region found their wider application in phylogenetic studies monitoring human migration patterns, through the construction of phylogenetic trees [11]. The SNP patterns can be used to determine lineages which are referred to as haplogroups. Haplogroups can also be inferred from readily available Y-STR genotyping data. Vast amount of forensic Y-STR data is available for the use in population genetic studies [12]. 3. Overview of the Y Chromosome Population Genetic Studies in Recent B&H Inhabitants The analysis of STR and SNP variation, autosomal, and Y-chromosome markers were studied so that molecular genetic diversity of B&H could get incorporated into regional and European frames, but also to provide necessary reference for statistical calculations used in forensic genetics. In order to ensure the most relevant calculation, the data are still periodically updated. Initial results were obtained by observing 28 Y-chromosome biallelic markers in the B&H population [13]. This study was constructed on the ground of regional data and designed to include 256 male individuals. The results showed extremely close genetic relationship between three populations (three main Bosnian and Herzegovinian ethnic groups) and their close relationship to other populations in the Balkans. Of course, further elaboration of this issue required additional studies with a multidisciplinary approach, application of additional molecular markers, expansion of the sample and structural investigation of each ethnic group, as well as the analysis of ancient genetic material from the archeological skeletal samples. In the same year (2005) very first Y STR population data set for the BH human population was published [14]. Hundred tested males have been voluntary donors. The PowerPlex®Y System has been used in order to amplify 12 Y-STR loci by via PCR. These STR loci are: DYS19, DYS385a, DYS385b, DYS389I, DYS389II, DYS390, DYS391, DYS392, DYS393, DYS437, DYS438 and DYS439. From eighty-one detected Y-STR haplotypes (from a total number of 100 obtained samples) 69 were unique, 7 appeared two times, 4 appeared three and only 1 five times. Statistical analysis incorporated: gene diversity, major allele frequency, the most frequent haplotypes, allele frequency distribution and observed haplotype diversity [3] for 12 PowerPlex®Y loci. Four years later, with the intent to improve existing database and to obtain more specific results for local populations for a variety of DNA markers, group of authors decided to analyze additional individuals from Canton Sarajevo area. Estimation of genetic diversity at 12 Y-chromosomal STR loci included in the PowerPlex® Y System was used to extend the existing database, and create a more realistic view of the state of the genetic structure within regional Bosnian and Herzegovinian human population, in particular regarding the diversity among the isolated and non-isolated local populations. In addition, the intent of that study was to estimate genetic distinctiveness of the Canton Sarajevo population within the general B&H population as well as with populations of geographically neighboring countries. �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 Y-STR haplotypes were generated for a sample of 100 unrelated, healthy male individuals living in Canton Sarajevo (Bosnia and Herzegovina) using PowerPlex®Y System kit [15]. Within this pool, the totals of 81 different haplotypes were detected with 71 of them unique. Absolute frequencies of the remaining 10 haplotypes were two for six haplotypes, three for two haplotypes, five for one haplotype and six for one haplotype. Obtained results suggested that the local population of Canton Sarajevo, with respect to the detected haplotype and gene diversity, may be considered a projection of general B&H population. Since this population represents the largest regional population in Bosnia and Herzegovina with emphasized migration influx this is quite a logical outcome. Four years later, in 2013, Y chromosome diversity of the B&H population was examined again, but with the increased number of STR loci. The sampling was performed using buccal swabs from unrelated, healthy men originating from all regions of Bosnia and Herzegovina. Total number of samples obtained was 100. DNA samples were typed for 23 Y STR loci, with 6 new loci: DYS481, DYS533, DYS576, DYS549, DYS643, and DYS570, which are included in the new PowerPlex® Y 23 amplification kit. The absolute frequency of generated haplotypes was calculated, and results showed that only two samples shared the identical Y 23 haplotype. DYS418 was identified as the most polymorphic locus, with 14 detected alleles and the minimum polymorphic loci were DYS437, DYS389I, DYS393, and DYS391. Decreasing the number of repeating haplotypes is very important in forensic DNA analysis, and this study showed that it can be achieved by increasing the number of highly polymorphic Y STR markers [16]. Whit Athey’s Haplogroup Predictor was used to determine Y chromosome haplogroup frequencies via Y chromosome marker frequencies from the same 100 individuals [17]. According to those results, the most frequent haplogroup seems to be I2a, with a commonness of 49%, followed by R1a and E1b1b, each accounting for 17% of all haplogroups within the population. Remaining haplogroups encountered in this study are J2a (5%), I1 (4%), R1b (4%), J2b (2%), G2a (1%) and N (1%). Preliminary B&H population data published before 10 years was confirmed by these results. The prediction about B&H population as a part of the Western Balkan area, which served as the Last Maximum refuge for the Paleolithic human European population was also confirmed in this paper. Furthermore, these results corroborated the hypothesis that this region was an important stopping point on the “Middle East-Europe highway” during the Neolithic farmer migrations. Finally, since these results were almost completely in accordance with previously published data on B&H and neighboring populations that were generated by Y chromosome single nucleotide polymorphism (Y-SNP) analysis, it was concluded that in silico analysis of YSTRs is a reliable method for approximation of the Y chromosome haplogroup diversity of an examined population. In the meantime, the same STR set of loci was employed to explore the distribution and polymorphisms of 23 short tandem repeat (STR) loci on the Y chromosome in the Turkish population recently settled in Sarajevo, Bosnia and Herzegovina and to investigate its genetic relationships with the homeland Turkish population and neighboring populations [18]. This study included 100 healthy unrelated male individuals from the Turkish population living in Sarajevo. Amplification was performed using PowerPlex Y 23 amplification kit. The studied population was compared to other populations using pairwise genetic distances, which were represented with a multi-dimensional scaling plot. Haplotype and allele frequencies of the sample population were calculated and the results showed that all 100 samples had unique haplotypes. The most polymorphic locus was DYS458, and the least polymorphic DYS391. The observed haplotype �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 diversity was 1.0000 ± 0.0014, with a discrimination capacity of 1.00 and the match probability of 0.01. Rst values showed that the observed population was closely related in both dimensions to the Lebanese and Iraqi populations, while it was more distant from Bosnian, Croatian, and Macedonian populations. At the end, the conclusion is that Turkish population living in Sarajevo can be observed as a representative Turkish population because results were the same as those published for the population from Turkey. This study showed that populations which are geographically close, were related genetically to each other. The methods for haplogroup prediction were encountered in this study [19]. 23 loci from previously obtained Y-STR haplotypes from 100 unrelated healthy Turkish males, who had recently settled in Sarajevo, were utilized for the purpose of determining the haplogroups via Whit Athey’s Haplogroup Predictor software. In total 90 studied haplotypes had the Bayesian probability greater than 92.2 % and had the range between 51.4% and 84.3% for the 10 haplotypes left. 17 differently distributed haplogroups were found, with Y-haplogroup J2a being the most prevalent one, with abundance percentage of 26% of all samples, while haplogroups R1b, G2a, and R1a were less prevalent, with the range from 10% to 15% of all the samples. These 4 haplogroups together contribute to 63% of all Y-chromosomes. in total 11 haplogroups (E1b1b, G1, I1, I2a, I2b, J1, J2b, L, Q, R2, and T) had a range from 2% to 5%, whereas other haplogroups, namely E1b1a and N were found in only 1% of all samples. Results have shown that a large percentage of the Turkish paternal line is linked with West Asia, Europe Caucasus, Western Europe, Northeast Europe, Middle East, Russia, Anatolia, and Black Sea Y chromosome lineages. Conclusion is that the analyzed Turkish population can serve as a representative sample for the Turkish population residing in Turkey, because results were consistent with those data published earlier in the literature for Turkish population in Turkey. In years 2016 and 2017, similar studies were performed on the human population residing in Tuzla, Bosnia and Herzegovina. Namely, Tuzla Canton is one of the most populated regions in Bosnia and Herzegovina, thus its genetic analysis could serve as proof of past demographic events. The first study, which included in total 100 unrelated healthy adult males genotyped using 23-Y STR loci included within PowerPlex Y23 kit [20], employed statistical tests such as haplotype diversity, allele frequencies and Rst-based genetic distances calculated between new dataset and the one from Bosnia and Herzegovina and other places. The distances were afterwards visualized through multidimensional scaling plot and neighbor-joining phylogenetic tree analyses. Discrimination capacity of the PowerPlex Y23 kit appeared to be high, because all 100 individuals had the unique haplotypes, and newly incorporated loci seem very informative. However, no significant difference between the study population and the general population of Bosnia and Herzegovina, as well as between the population of Tuzla and neighboring populations. [20] In the Second study, for the same 100 unrelated male individuals from Tuzla Canton, Bosnia and Herzegovina (B&H) in silico haplogroup assignments were made and it was based on 23-loci Y-STR data using the following four different algorithms [21]. Dominant haplogroups were I, R and E with their sublineages I2a, R1a, and E1b1b. It is in connection with the published Y-SNP data for the B&H population. In general, results which are represented in this study did not only constitute a concordance study on the four haplogroup assignment algorithms which are also most popular, but they also give a deep knowledge about differentiation that can be find within population of B&H based on Y haplogroups for the first time. �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 Those studies-initiated publication of the few more papers which were including Y STR data from B&H human population. The first one was published in 2015 and it was focused on the clustering of the European human population based on the Y-STR data [22]. Three overall clusters were formed as a result of autosomal STR loci analyses, namely the European, Asian and African. However, Y-STR analyses highlighted formations of new sub-clusters. This is confirmed since the European cluster was easily divided into four distinct groups represented as four branches of the phylogenetic tree, while the Asian population cluster consists of two sub-clusters. Given the aforementioned clustering trends evident in both phylogenetic trees, it was concluded that clusters were indeed formed as a consequence of geographical proximity that triggered a mixing of gene pools, which in turn resulted in the formation of neighboring populations that exhibit strong genetic similarities. Overall, this study effectively highlights that Y-STRs could be a more informative tool in structural population studies as they are more informative than autosomal STRs because they not only enable continental clustering but are also a great tool for additional regional studies as well. Formation of four sub-clusters of European populations is once again proving the great potential of Y-chromosomal markers in the wide spectrum of genetic analyses. The second one was published in 2018 and it was focused on the analysis of the Balkan human population based on the Y-STR data [12]. This study aimed to provide insight into genetics relations in Balkan population using silico analysis of Y-STR haplotypes and predicting haplogroups as well as doing network analysis of the same haplotypes. The population dataset was obtained using 23, 17, 12, 9 and 7 Y-STR loci for 13 populations, including Bosnia and Herzegovina (B&H), Croatia, Slovenia, Greece, Macedonia, Romany (Hungary), Hungary, Serbia, Montenegro, Albania, Kosovo, Romania and Bulgaria. The overall dataset consists of 2179 samples with 1878 different haplotypes. Between thirteen analyzed Balkan populations, in four of them 12a was recognized as the major haplogroup. Each population with 12a as the major haplogroup (B&H, Croatia, Montenegro and Serbia) was from the former Yugoslavia republic. The last two major populations from Yugoslavia, Macedonia and Slovenia, had E1b1b and R1a haplogroups as the most prevalent. E1b1b haplogroup was the most prevalent in the population of Macedonia, Romania, as well as Albania and Kosovo. Comparing I2a haplogroup clusters to E1b1b and R1b haplogroup clusters, the former one is more compact, which indicates a larger degree of homogeneity within the haplotypes that belong to that haplogroup. This study indicates that an effective approach for utilization of publicly available Y-STR datasets may lie in combination of haplogroup prediction and network analysis. 4. Conclusion Describing something that lasts for two decades as "a beginning" is quite unusual. However, that is the truth in the case of Y chromosome human population-genetic studies in Bosnia and Herzegovina. There are still many interesting features hidden within the existent diversity of local human populations in this small, but intriguing, country that are still waiting to be discovered and described. Several preliminary hypotheses were completely changed, such us origin of R1b haplogroup within this region, or significantly questioned, such us origin of notably high frequency of I2a haplogroup in Bosnia (as Balkan LGM refugium marker or �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 “Slavic migration marker” increased by founder effect) [23]. Those, and many other Y chromosome stories are just waiting to be told. REFERENCES [1] Malcolm, N. (1996). Bosnia: A short history. NYU Press. [2] Hadžibegović, I., & Imamović, M. (1994). Bosna i Hercegovina od najstarijih vremena do kraja Drugog svjetskog rata. [3] Wilkes, J. (1995). The Illyrians. Wiley-Blackwell. [4] Klaić, V. (1990). Povijest Bosne do propasti kraljevstva. Svjetlost Sarajevo. [5] Marjanovic D., et al. Doc Praehistorica, 23 (2006) 21.-6. [6] Marjanović, D., et al. (2018). Forensic genetics: Theory and application. [7] Marjanović, D., Pojskić, N., Kapur, L., Haverić, S., Durmić-Pašić, A., Bajrović, K., & Hadžiselimović, R. (2008). Overview of human population-genetic studies in Bosnia and Herzegovina during the last three centuries: history and prospective. Collegium antropologicum, 32(3), 981-987. [8] Lasić, L. (2016). Historical Overview of the Human Population-Genetic Studies in Bosnia and Herzegovina: Small Country, Great Diversity. Collegium antropologicum, 40(2), 145-149. [9] Semino, O., Passarino, G., Oefner, P. J., Lin, A. A., Arbuzova, S., Beckman, L. E., ... & Marcikiæ, M. (2000). The genetic legacy of Paleolithic Homo sapiens sapiens in extant Europeans: AY chromosome perspective. Science, 290(5494), 1155-1159. [10] Casanova, M., Leroy, P., Boucekkine, C., Weissenbach, J., Bishop, C., Fellous, M., ... & Siniscalco, M. (1985). A human Y-linked DNA polymorphism and its potential for estimating genetic and evolutionary distance. Science, 230(4732), 1403-1406. [11] Underhill, P. A., Myres, N. M., Rootsi, S., Metspalu, M., Zhivotovsky, L. A., King, R. J., ... & Kutuev, I. (2010). Separating the post-Glacial coancestry of European and Asian Y chromosomes within haplogroup R1a. European Journal of Human Genetics, 18(4), 479. [12] Šehović, E., Zieger, M., Spahić, L., Marjanović, D., & Dogan, S. (2018). A glance of genetic relations in the Balkan populations utilizing network analysis based on in silico assigned Y-DNA haplogroups. AnthropologicAl review, 81(3), 252-268. [13] Marjanovic, D., Fornarino, S., Montagna, S., Primorac, D., Hadziselimovic, R., Vidovic, S., ... & Andjelinovic, S. (2005). The peopling of modern Bosnia‐Herzegovina: Y‐chromosome haplogroups in the three main ethnic groups. Annals of Human Genetics, 69(6), 757-763. [14] Marjanovic, D., Bakal, N., Pojskic, N., Kapur, L., Drobnic, K., Primorac, D., ... & Hadziselimovic, R. (2005). Population data for the twelve Y-chromosome short tandem repeat loci from the sample of multinational population in Bosnia and Herzegovina. Journal of Forensic Science, 50(1), JFS2004289-2. [15] Ćenanović, M., Pojskić, N., Kovačević, L., Džehverović, M., Čakar, J., Musemić, D., & Marjanović, D. (2010). Diversity of Y-short tandem repeats in the representative sample of the population of Canton Sarajevo antropologicum, 34(2), 545-550. residents, Bosnia and Herzegovina. Collegium �Journal of Natural Sciences and Engineering, Vol. 3, (2020) DOI number: 10.14706/JONSAE2019114 [16] Kovačević, L., Fatur-Cerić, V., Hadžić, N., Čakar, J., Primorac, D., & Marjanović, D. (2013). Haplotype data for 23 Y-chromosome markers in a reference sample from Bosnia and Herzegovina. Croatian medical journal, 54(3), 286-290. [17] Doğan, S., Ašić, A., Doğan, G., Besic, L., & Marjanovic, D. (2016). Y-Chromosome Haplogroups in the Bosnian-Herzegovinian Population Based on 23 Y-STR Loci. Human biology, 88(3), 201210. [18] Dogan, S., Primorac, D., & Marjanović, D. (2014). Genetic analysis of haplotype data for 23 Ychromosome short tandem repeat loci in the Turkish population recently settled in Sarajevo, Bosnia and Herzegovina. Croatian medical journal, 55(5), 530. [19] Doğan, S., Doğan, G., Ašić, A., Bešić, L., Klimenta, B., Hukić, M., ... & Marjanović, D. (2016). Prediction of the Y-Chromosome Haplogroups within a recently settled Turkish Population in Sarajevo, Bosnia & Herzegovina. Collegium antropologicum, 40(1), 1-7. [20] Babić, N., Dogan, S., Čakar, J., Pilav, A., Marjanović, D., & Hadžiavdić, V. (2017). Molecular diversity of 23 Y-chromosome short tandem repeat loci in the population of Tuzla Canton, Bosnia and Herzegovina. Annals of human biology, 44(5), 419-426. [21] Dogan, S., Babic, N., Gurkan, C., Goksu, A., Marjanovic, D., & Hadziavdic, V. (2016). Ychromosomal haplogroup distribution in the Tuzla Canton of Bosnia and Herzegovina: A concordance study using four different in silico assignment algorithms based on Y-STR data. Homo, 67(6), 471-483. [22] Dogan, S., Ašić, A., Buljubašić, S., Bešić, L., Avdić, M., Ferić, E., ... & Marjanović, D. (2015). Overview of European population clustering based on 23 Y-STR loci. Genetika, 47, 901-908. [23] Primorac, D., Marjanović, D., Rudan, P., Villems, R., & Underhill, P. A. (2011). Croatian genetic heritage: Y-chromosome story. Croatian medical journal, 52(3), 225-234. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Overview of Human Lineage Genetic Marker Studies in Bosnia and Herzegovina: Y chromosome story Author Author Aldin Pirić1, Sabahudin Ćordić1, Lejla Smajlović-Skenderagić1, Serkan Dogan1, Damir Marjanović1,2 Abstract A summary of the resource. Abstract – Modern Bosnia and Herzegovina is a state consisting of multiple ethnicities and regions located in the Western Balkan, with a very complex history. The earliest historical findings show that its area was inhabited since the Paleolithic. From that time, this part of Europe, especially the region of the Modern Bosnia and Herzegovina, could be recognized as the crossroad for the different human migration and the meeting point for different cultures, religions and gene pools. Mitochondrial DNA is being used for maternal lineage testing, while the Y chromosome is being used for paternal lineage testing. Therefore, these markers are being referred to as lineage markers. Lineage markers are often used for parental lineage monitoring in population genetics, human genetics, as well as in forensic genetics. The main intention of this paper is to construct a short overview of the Y chromosome studies performed in Bosnia and Herzegovina within the last two decades. Keywords Keywords. Keywords - Bosnia and Herzegovina, lineage markers, molecular markers, population genetic studies, Y chromosome Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706/JONSAE2021312 https://omeka.ibu.edu.ba/files/original/f402afff9e7568a9e686f87462421fbb.pdf 18e418ffa08dc169fa40f1b0ee183fbe PDF Text Text PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 OVERVIEW OF THE AUTOSOMAL STR CLUSTERING BETWEEN BALKAN POPULATIONS Adna Ašić1, *, Bea Bunjo1, Serkan Doğan1, Larisa Bešić1, Imer Muhović1, Damir Marjanović2 1 International Burch University, Department of Genetics and Bioengineering, Sarajevo, Bosnia and Herzegovina, 2 University of Sarajevo, Institute for Genetic Engineering and Biotechnology, Sarajevo, Bosnia and Herzegovina adna.asic@gmail.com ABSTRACT Autosomal short tandem repeats (STRs) are the most widely used DNA markers in forensic investigation of the population history, human migration patterns, and genealogical research. In this study, the usefulness of 13 most widely used STR loci (D3S1358, TH01, D21S11, D18S51, D5S818, D13S317, D7S820, D16S539, CSF1PO, vWA, D8S1179, TPOX, and FGA) was examined along with the investigation of their application in the studies of the phylogeny of human populations. We compared allele frequencies of STR loci of the populations from the Balkan Peninsula to determine the similarities and differences among them and to determine how informative they are when it comes to the human identity testing. We made UPGMA phylogenetic tree using POPTREE2 software and Nei’s table of genetic distances using MEGA5.21 software. Additionally, MDS (multidimensional scaling) plot was generated using SPSS 20.0 software. The results implied that both geographical proximity and shared history are determining the strong clustering of the populations on the Balkans. Another conclusion drawn from this overview is that the studied STR markers are highly polymorphic and thus, satisfyingly informative to be used for human identity testing and phylogenetic research. Keywords: Balkan Peninsula, autosomal STRs, phylogenetic tree, genetic distance, clustering, population study 9|Page �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS INTRODUCTION Short tandem repeats (STRs), also called microsatellites or simple sequence repeats (SSRs), are the DNA sequences located in the non-coding region of the human genome and consist of 2-7 bp long repetitive units that are repeated 3-15 times, thus making STRs long up to approximately 400 bp (Gunn, 2006, Goodwin, Linacre, Hadi, 2011). They occur on all 22 pairs of autosomal chromosomes, and on X and Y sex chromosomes (Gunn, 2006). Since they are typically located between the genes, they can be of different size among the individuals without affecting the genetic health of the person (Butler, 2010). These differences can be the result of mutations, recombination, and independent chromosomal variation (Gunn, 2006), and it makes STRs effective for the human identification purposes (Butler, 2010). STRs are also used for studying the diversity among different populations, as well as for the determination of similarity between closely related populations (Doğan, Kovačević, Marjanović, 2013). 13 core STR loci that are most widely used are chosen to be the basis of the CODIS national DNA database and they are: CSF1PO, FGA, TH01, TPOX, VWA, D3S1358, D5S818, D7S820, D8S1179, D13S317, D16S539, D18S51, and D21S11 (Butler, 2011). Data in the form of allele frequencies are useful for the studies of the phylogenetic relationships between different species or populations. STRs are the markers of choice in the modern phylogenetic analyses. They are providing genetic distance measures used for the construction of the phylogenetic tree which shows similarities and differences between the populations. Two most widely used methods for the construction of the phylogenetic tree are: neighbor-joining (NJ) and un-weighted pair group method with arithmetic mean (UPGMA). The latter one is used for showing the relationships among closely related populations and usually produces a rooted tree (Takezaki, Nei, 1996). In the present study, allele frequencies of 13 autosomal STR loci were compared for 14 populations originating from the area of the Balkan Peninsula and the phylogenetic tree was constructed showing the relationships among these populations. The aim of the study was to determine whether autosomal STR loci are informative enough to be used for human identification purposes and in the population studies. Additionally, we wanted to explore the similarities and differences among the populations on the Balkans. MATERIALS AND METHODS 14 populations originating from the Balkan Peninsula were compared in this study: BosnianHerzegovinian, Croatian, Serbian, Montenegrin, Macedonian, Slovenian, Turkish (living in Turkey), Turkish (living in Bosnia and Herzegovina), Albanian (living in Kosovo, Serbia), Albanian (living in North-West Italy), Romanian, Hungarian, Greek, and the population from Vojvodina, Serbia (Figure 1). Table 1 lists all populations along with the references for the articles from which data were taken. 10 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 Figure 1: Geographical location of the countries of origin of the populations compared in the study (colored in grey) Data on the allele frequencies was collected by searching through the journal databases. Only the articles giving the details about the experimental procedure and using the adequate sample size were included in the research. Additionally, studies which did not include all 13 STR loci of interest were excluded from this research. Table 1: The list of the populations compared in the present study Population Bosnian-Herzegovinian Croatian Serbian Montenegrin Macedonian Slovenian Turkish (Turkey) Turkish (Bosnia and Herzegovina) Albanian (Kosovo, Serbia) Albanian (NW Italy) Romanian Hungarian Greek Vojvodina, Serbia Reference Marjanović et al. (2006) Projić et al. (2007) Keckarević et al. (2009) Veselinović et al. (2004) Havaš et al. (2007) Drobnič et al. (2005) Çakir et al. (2003) Dogan et al. (2013) Kubat et al. (2004) Robino et al. (2001) Barbarii et al. (2004) Rak et al. (2010) Kovatsi et al. (2006) Petrić et al. (2012) Phylogenetic tree showing the relationships between the populations was constructed using POPTREE2 program (Takezaki, Nei, Tamura, 2010). The method of choice was UPGMA method since it is the best option for showing the distances between closely related species or populations and is giving the clearest results. The table of Nei’s genetic distances was obtained using MEGA5.21 software (Tamura, Peterson, D., Peterson, N., Stecher, Nei, Kumar, 2011). Multidimensional scaling (MDS) analysis and plot generation were done using SPSS 20.0 software package (SPSS, Chicago, IL, USA). 11 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS RESULTS AND DISCUSSION The results of this study are presented in the rectangular (Figure 2) and the circular (Figure 3) UPGMA phylogenetic trees and the Nei's table of genetic distances (Table 2). The results imply that the populations from the Balkan Peninsula are genetically close to each other since all of them clustered closely to each other in the phylogenetic trees. Also, large genetic distances between the populations were not observed in the genetic distance table. All populations from the Western Balkans, except Montenegro, are positioned close to each other which is explained by the fact that they share the common origin and historical background. Although it is on the opposite side of the phylogenetic tree when compared to the other populations from the Western Balkans, Montenegrin population still seems to be very close to these populations according to the Nei’s table. General population from Serbia is positioned close to the population from Vojvodina province, which is also expected since these two populations inhabit the same country. Figure 2: Rectangular UPGMA phylogenetic tree showing the relationships between the populations inhabiting the Balkan Peninsula The similarity between the Balkan populations observed in this study is confirmed in a paper by Projić et al. (2007), where the similar results were obtained with the smaller number of populations from the Balkans. Marjanović et al. (2006) did not find any significant differences between Bosnian-Herzegovinian and Croatian populations. Havaš et al. (2007) did not find large genetic differences between Macedonians, on one side, and Serbians and Greeks, on the other. In that study, minor differences were found only between Macedonians and Romanians. 12 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 Figure 3: Circular UPGMA phylogenetic tree showing the relationships between the populations inhabiting the Balkan Peninsula Turkish populations living in Turkey and in Bosnia and Herzegovina have clustered close to each other, as well as Albanian populations living in Kosovo, Serbia and in North-West Italy, which was expected since these are the same populations living in different countries. In this way, it is shown that the common origin plays an important role in determining the genetic similarity/difference between populations, apart from their geographical positions. Table 2: Nei’s table of genetic distances for the populations from the Balkan Peninsula VOJ TUR, B&H B&H CRO SRB MTN MAC ALB GRE ALB, IT HUN SLO ROM TUR, B&H 0,018 B&H CRO SRB MTN MAC ALB GRE 0,013 0,011 0,011 0,016 0,012 0,016 0,010 ALB, IT 0,016 0,022 0,016 0,014 0,020 0,014 0,018 0,015 0,013 0,012 0,010 0,020 0,018 0,013 0,017 0,013 0,011 0,017 0,018 0,015 0,015 0,018 0,014 0,012 0,010 0,008 0,017 0,012 0,015 HUN SLO ROM TUR 0,007 0,007 0,014 0,016 0,018 0,011 0,017 0,019 0,012 0,018 0,015 0,015 0,018 0,014 0,000 0,015 0,010 0,008 0,005 0,013 0,009 0,011 0,005 0,011 0,010 0,009 0,014 0,012 0,013 0,007 0,018 0,017 0,015 0,023 0,017 0,017 0,014 0,020 0,015 0,013 0,018 0,013 0,015 0,014 0,011 0,013 0,017 0,015 0,005 0,011 0,013 0,011 0,014 0,019 13 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS The results of this study were confirmed with the multidimensional scaling (MDS) plot which shows the distances between the compared populations in the two dimensions (Figure 4). Figure 4: MDS plot which shows the relationships between the populations from the Balkan Peninsula When it comes to the properties of the individual loci, two most informative loci in the populations from the Balkans are FGA with the average power of discrimination (PD) value of 0.964 and D18S51 with the average PD value of 0.963. On the other hand, the least informative loci are TPOX (average PD value of 0.809) and TH01 (average PD value of 0.921). CONCLUSION The general conclusion drawn from this research is that the populations inhabiting the Balkan Peninsula are genetically very close to each other since important genetic differences based on the allele frequencies of 13 autosomal STR loci between the populations were not observed. Additionally, it is concluded that the STR loci tested are informative enough to be used for the purposes of individualization and the population studies. 14 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 REFERENCES Barbarii, L. E., Rolf, B., Constantinescu, C., Hohoff, C., Calistru, P., Dermengiu, D. (2004). Allele Frequencies of 13 Short Tandem Repeat (STR) Loci in the Romanian Population. Forensic Sci. Int; 141(2-3): 171-174. Butler, J. M. (2010). Fundamentals of Forensic DNA Typing. Elsevier Inc: Burlington, MA, USA. Butler, J. M. (2011). Advanced Topics in Forensic DNA Typing: Methodology. Elsevier: Waltham, MA, USA. Doğan, S., Kovačević, L., Marjanović, D. (2013). Genetic Polymorphisms of 15 STR Loci within Turkish Student Population Living in Sarajevo, Bosnia and Herzegovina. Coll. Antropol; 37(4): 1313-1319. Drobnič, K., Pojskić, N., Bakal, N., Marjanović, D. (2005). Allele Frequencies for the 15 Short Tandem Repeat Loci in Slovenian Population. J. Forensic Sci; 50(6): 1505-1507. Goodwin, W., Linacre, A., Hadi, S. (2011). An Introduction to Forensic Genetics. John Wiley & Sons, Ltd: Chichester, West Sussex, England. Gunn, A. (2006). Essential Forensic Biology. John Wiley & Sons, Ltd: Chichester, West Sussex, England. Havaš, D., Jeran, N., Efremovska, Lj., Đorđević, D., Rudan, P. (2007). Population Genetics of 15 AmpFlSTR Identifiler Loci in Macedonians and Macedonian Romani (Gypsy). Forensic Sci. Int; 173(2007): 220-224. Keckarević, D., Pavićević, D. S. (2009). Serbian Population Data. University of Belgrade, Faculty of Biology: Personal Communication. Kovatsi, L., Parsons, T. J., Just, R. S., Irwin. J. A. (2006). Genetic Variation for 15 Autosomal STR Loci (PowerPlex 16) in a Population Sample from Northern Greece. Forensic Sci. Int; 159(1): 61-63. Kubat, M., Skavić, J., Behluli, I., Nuraj, B., Bekteshi, T., Behluli, M., Klarić Martinović, I., Peričić, M. (2004). Population Genetics of the 15 AmpFlSTR Identifiler Loci in Kosovo Albanians. Int. J. Legal Med; 118(2): 115118. Marjanović, D., Bakal, N., Pojskić, N., Kapur, L., Drobnič, K., Primorac, D., Bajrović, K., Hadžiselimović, R. (2006). Allele Frequencies for 15 Short Tandem Repeat Loci in a representative Sample of Bosnians and Herzegovinians. Forensic Sci. Int; 156(2006): 79-81. Petrić, G., Drašković, D., Bosić, D. Z., Budakov, B., Veselinović, I. (2012). Genetic Variation at 15 Autosomal STR Loci in the Hungarian Population of Vojvodina Province, Republic of Serbia. Forensic Sci. Int. Genetics; 6(2012): 163-165. Projić, P., Škaro, V., Šamija, I., Pojskić, N., Durmić-Pašić, A., Kovačević, L., Bakal, N., Primorac, D., Marjanović, D. (2007). Allele Frequencies for 15 Short Tandem Repeat Loci in Representative Sample of Croatian Population. Croat. Med. J; 48(4): 473–477. Rak, S. A., Zalan, A., Szabadosa, G., Pamjav, H. (2010). Population Genetic Data on 15 STR Loci in the Hungarian Population. Forensic Sci. Int. Genetics; 5(5): 543-544. Robino, C., Gino, S., Torre, C. (2001). Allele Frequencies for the PowerPlex 16 STR Loci in an Albanian Population Sample from Northern Italy. J. Forensic Sci; 46(4): 998-999. Takezaki, N., Nei, M. (1996). Genetic Distances and Reconstruction of Phylogenetic Trees from Microsatellite DNA. Genetics; 144(1): 389-399. Takezaki, N., Nei, M., Tamura, K. (2010). POPTREE2: Software for Constructing Population Trees from Allele Frequency Data and Computing Other Population Statistics with Windows Interface. Mol. Biol. Evol; 27(4): 747-752. 15 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Tamura, K., Peterson, D., Peterson, N., Stecher, G., Nei, M., Kumar, S. (2011). MEGA5: Molecular Evolutionary Genetics Analysis using Maximum Likelihood, Evolutionary Distance, and Maximum Parsimony Methods. Mol. Biol. Evol; 28(10): 2731-2739. Veselinović, I., Kubat, M., Furač, I., Škavić, J., Klarić, I. M., Tasić, M. (2004). Allele Frequencies of the 15 AmpFlSTR Identifiler Loci in the Population of Vojvodina Province, Serbia and Montenegro. Int. J. Legal Med; 118: 184-186. Çakir, A. H., Çelebioğlu, A., Altunbaş, S., Yardımcı, E. (2003). Allele Frequencies for 15 STR Loci in Van-Ağrı Districts of the Eastern Anatolia Region of Turkey. Forensic Sci. Int; 135: 60-63. 16 | P a g e � 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. 2439 Title A name given to the resource OVERVIEW OF THE AUTOSOMAL STR CLUSTERING BETWEEN BALKAN POPULATIONS Author Author AŠIĆ, Adna BUNJO, Bea DOGAN, Serkan BEŠIĆ, Larisa MUHOVIĆ, Imer MARJANOVIĆ, Damir Abstract A summary of the resource. Autosomal short tandem repeats (STRs) are the most widely used DNA markers in forensic investigation of the population history, human migration patterns, and genealogical research. In this study, the usefulness of 13 most widely used STR loci (D3S1358, TH01, D21S11, D18S51, D5S818, D13S317, D7S820, D16S539, CSF1PO, vWA, D8S1179, TPOX, and FGA) was examined along with the investigation of their application in the studies of the phylogeny of human populations. We compared allele frequencies of STR loci of the populations from the Balkan Peninsula to determine the similarities and differences among them and to determine how informative they are when it comes to the human identity testing. We made UPGMA phylogenetic tree using POPTREE2 software and Nei’s table of genetic distances using MEGA5.21 software. Additionally, MDS (multidimensional scaling) plot was generated using SPSS 20.0 software. The results implied that both geographical proximity and shared history are determining the strong clustering of the populations on the Balkans. Another conclusion drawn from this overview is that the studied STR markers are highly polymorphic and thus, satisfyingly informative to be used for human identity testing and phylogenetic research. Keywords: Balkan Peninsula, autosomal STRs, phylogenetic tree, genetic distance, clustering, population study 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 2014-05-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-36-3 Q Science (General),QH301 Biology,QH426 Genetics https://omeka.ibu.edu.ba/files/original/52cb07282885b187e483556d1329d18a.pdf 7d6f1649ea9033a46e6da62580b32f0e PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Ownership and Economic Effect of Foreign Bank Entry on performance of banks in Georgia Metin Mercan International Black Sea University, Tbilisi, Georgia mmercan@ibsu.edu.ge Salavat Sayfullin International Black Sea University, Tbilisi, Georgia A successful implementation of an overall reform program will enable Georgian banks to provide intermediation and assist in the country’s development from a weak market economy to a mature financial system. The changes for reform are better now than at any time during the last decade. Favorable economic and political conditions and changes in attitude among bank management have created an usual opportunities for development and growth. This study attempts to analyze the econometric analysis of the economic effects of foreign bank presence on banking market. Specifically, to determine which effects dominate whether spillover that could lead to the increase in the profitability and reduction in the overhead costs of domestic banks or competition affects that could lead both to the reduction in the profitability and overhead costs of domestic banks in the banking industry of Georgia economies using firmlevel data for the period 1999- 2010. Keywords: Ownership, Economic Effect, Foreign Bank Entry, Georgia. 205 � 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. 1627 Title A name given to the resource Ownership and Economic Effect of Foreign Bank Entry on performance of banks in Georgia Author Author MERCAN, Metin SAYFULLIN, Salavat Abstract A summary of the resource. A successful implementation of an overall reform program will enable Georgian banks to provide intermediation and assist in the country’s development from a weak market economy to a mature financial system. The changes for reform are better now than at any time during the last decade. Favorable economic and political conditions and changes in attitude among bank management have created an usual opportunities for development and growth. This study attempts to analyze the econometric analysis of the economic effects of foreign bank presence on banking market. Specifically, to determine which effects dominate whether spillover that could lead to the increase in the profitability and reduction in the overhead costs of domestic banks or competition affects that could lead both to the reduction in the profitability and overhead costs of domestic banks in the banking industry of Georgia economies using firmlevel data for the period 1999- 2010. Keywords: Ownership, Economic Effect, Foreign Bank Entry, Georgia. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/2eb055604eb35ffc7c74189c0799970a.pdf cd0570de136511423bdc4343c9030bbb PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE KELĠME ÖĞRETĠM YÖNTEMĠ Ahmet Gürdal International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek ahmedim64@gmail.com Mustafa Arslan International Burch University, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı Öğretmenliği Bôlùmù, Saraybosna, Bosna-Hersek marslan@ibu.edu.ba Özet: Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir. Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler. Anahtar Kelimeler: Bulmaca ve Oyun Yôntemi, Kelime Öğretimi, Yabancılara Tùrkçe Öğretimi GiriĢ Kelime ôğretimi, yabancı dil ôğretiminin ônemli unsurlarından biridir. Yabancı dil ôğretiminde kelime ôğretim teknikleri ùzerine birçok çalıĢma yapılmıĢtır. Bu çalıĢmaların en ônemli amacı, ‗ikinci dil edinenlere en hızlı ve kalıcı bir Ģekilde kelimeler nasıl ôğretilebilir?‘ sorusuna yanıt bulmaktır. Bireyin kendini ifade edip iletiĢim kurabilmesi için yeterli kelime dağarcığına sahip olması gerekmektedir (Özbay ve Melanlıoğlu, 2008). Yabancı dil ôğrenenler, ne kadar çok kelime bilirlerse, o kadar ôğrendikleri dilde iletiĢime geçebilirler. Kelimelerin yabancı dil ôğrenenlere farklı yôntemlerle ôğretilip, kelimeleri kavramaları sağlanmalıdır. Dil ôğretiminde oyunlar ve bulmacalar derse ve iletiĢime çeĢitlilik katarken dersi daha ilginç ve eğlenceli hale getirir (Kaya ve Yapıcı, 2007). Bu tùr aktiviteler farklı zekâ tùrlerine sahip kiĢilerin derse olan ilgisini artırdığı gibi kalıcı ôğrenmeyi de sağlamaktadır. Bu çalıĢmada oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemleri ùzerinde durulmuĢ, ilgili kaynaklar incelenerek bu bağlamda konu açıklanmaya çalıĢılmıĢtır. 1. Oyunla Kelime Öğretimi ―Sôzcùklerin ôğretilmesi için uzun bir sùreç gerekir. Ġlk duyulduğunda kısa sùreli belleğe alınan sôzcùkler, uzun sùreli belleğe aktarılmazlarsa çabuk unutulurlar‖ (Çetinkaya, 2005). Öğretilmesi hedeflenen kelimeler ne kadar farklı etkinliklerle ôğrencilere kavratılırsa ôğrenme de o kadar kalıcı olacaktır. Yabancı dil ôğretiminde oyunlarla her yaĢ grubundaki bireylere kelime ôğretilebilir ancak farklı yaĢ grupları için farklı yôntemler kullanılmalıdır. Genel olarak bu oyunlar telaffuz ve sôzcùk bilgisini daha iyi pekiĢtirmek için sınıf içinde uygulanan etkinliklerdir (Demirel, 2008). Uzun bir sùrede ôğretilebilecek bir kelimeyi oyunla daha kısa bir zamanda ve meraklandırarak ôğretmek mùmkùndùr. Oyun etkinlikleriyle yabancı dil ôğrenenler kelimeleri farkında olmadan edinirler. 36 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1 Yabancılara Türkçe Kelime Öğretiminde Kullanılan Oyunlar Yabancılara Tùrkçe kelime ôğretiminde oyunlar etkin olarak kullanılmalıdır. Kelimelerin daha hızlı ôğretilmesi ve kalıcı belleğe aktarılması amacıyla sınıf içinde uygulanabilecek oyun tùrleri Ģunlardır: 1.1.1 Adam Asmaca Bu kelime oyunu grup halinde oynanabildiği gibi iki ôğrenci arasında da oynanabilmektedir. Grup halinde oynanması durumunda ôğretmen sınıftaki ôğrenci sayısına gôre sınıfı gruplara bôlmelidir. Adam asmaca oyunu için bulunması hedeflenen kelimenin harfleri adedince tahtaya kutucuklar çizilmelidir. Kutucukların içine ônceden bazı ipucu harfler yazılmalıdır. Öğrenciler kutucukta yazılan kelimeyi bulmak için sırasıyla harf sôylemelidirler. YanlıĢ sôyledikleri her harf için asılacak adamın bir parçası çizilir (Bk. Resim 1.1). Öğrenciler çôp adamı astırmadan doğru kelimeleri sôyleyerek hedef kelimeyi tahmin etmelidirler. Bu oyun ôğrencilerin Tùrkçedeki sesleri ve sembolleri daha iyi tanımalarını ve kelime bilgilerini geliĢtirmelerini sağlar (Dumanlı, 2007). Örnek: K T K Resim 1.1 Adam asmaca oyununun çizgi hâli. 1.1.2 Bilen Oturur Bu oyun eĢanlamlı ve zıt anlamlı kelimelerin kavratılmasında etkin olarak kullanılmalıdır. Öğretmen, eĢ anlamlı veya zıt anlamlı kelimeleri tahtaya yazmalıdır. Sınıftaki bùtùn ôğrencileri ayağa kaldırmalı ve tahtadaki eĢ anlamlı veya zıt anlamlı kelimelerin zıddını veya eĢanlamlısını sırayla ôğrencilere sormalıdır. Doğru yanıtı veren ayaktaki ôğrenci yerine oturur. Tahtadaki bùtùn kelimelerin eĢ ve zıt anlamlıları bulunana kadar etkinlik devam eder (TaĢdemir, vd. 2003a). Örnek: EĢanlamlılar Siyah Beyaz Bùyùk Anı Çabuk Zıt Anlamlılar Sıcak Uzun Kùçùk Sert YanlıĢ 1.1.3 Son Harften Kelime Türetme Son Harften Yeni Kelime Türetme Oyunu için iki ôğrenci tahtaya kaldırılmalıdır. Ġlk ôğrencinin sôyleyeceği kelimenin son harfiyle ikinci ôğrenci ônceden belirlenen bir sùre içinde yeni bir kelime tùretmeye çalıĢmalıdır. Aynı kelime iki defa sôylenmemelidir. Her yeni kelime için ikinci ôğrencinin hanesine puan yazılır. Bu uygulama ile ôğrenciler kelimelerin sôyleniĢlerini tekrar ederek pekiĢtirirler. Örnek: Ali Kalem Ayak ġehir Az Nilüfer Masa KardeĢ Rùya Zil 37 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.4 Kelime Türetme Oyunun amacı karıĢık olarak verilen harflerden en uzun kelimeyi tùretmektir. Öğretmen tahtaya karıĢık olarak harfler yazılmalı ve sınıfı iki gruba ayırmalıdır. Belirlenen sùrede verilen harflerden en uzun ve doğru kelimeyi tùreten grup tùretilen kelimedeki harf adetince puan kazanır. Gruplar en uzun kelimeyi bulmak için isterlerse bir joker harf de kullanabilirler. Öğrencilerin bu etkinlikle Tùrkçe sesleri, yazılıĢlarını ve kelimeleri daha iyi tanımaları sağlanmıĢ olur (Yalın, 2005). Örnek: K-A-M-S-T-R-C-E ?(Joker) A grubu B grubu H -A-S-R-E-T R-E-S-Ġ-M H harfi joker Ġ harfi joker 1.1.5 EĢini Bul EĢini bul oyunu için iki takım resimli ve isimlerin yazılmıĢ olduğu kùçùk kartlardan faydalanılmalıdır (Bk. Resim 1.2). Bu resimler karıĢtırılarak iki ôğrenciye eĢit olarak paylaĢtırılmalıdır. Oyuna baĢlayan ôğrencinin ortaya koyduğu kart diğer ôğrencide varsa yerdeki kartı alır. En çok kart toplayan ôğrenci baĢarılı olur. Gôrsel içerikli kartlar yardımıyla ôğrencilerin dikkatleri kelimelere çekilir ve bu kelimeler pekiĢtirilir (MEGEP, 2007a). Resim 1.2 EĢini bul oyununun resimli kartları. 1.1.6 Meslek Bulma Öğretmen daha ônce ôğretmiĢ olduğu meslek isimlerinin yazılı olduğu kâğıtları ôğrencilere dağıtmalıdır. Öğrenciler bu kâğıtları ellerinde tutmalıdırlar. Öğretmen, ôğrencilere dağıttığı kâğıtlardaki meslekleri iki ôğrenciye buldurmak için ipucu cùmleler sôylemelidir. Öğretmenin verdiği ipucu cùmlelerle dağıtılan kâğıttaki kelimeyi bulan ôğrenci diğer mesleği de bulma hakkını elde eder. En çok mesleği bulan ôğrenci etkinliği baĢarmıĢ sayılır. Öğrencilerin iĢittiklerini anlama ve muhakeme becerilerini geliĢtirmek bakımından bu etkinliklere sıkça yer verilmelidir (Gùrbùz, 2004). Örnek: Doktor Hastanede çalıĢır. Hastaları tedavi eder. Beyaz ônlùk giyer. 38 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Türkçe Öğretmeni Okulda çalıĢır. Ders anlatır. Tùrkçe ôğretir. 1.1.7 Hadi Anlat Bakalım Öğrencilerin konuĢma becerisini geliĢtirmek için ôğretmen bu etkinliği zaman zaman uygulamalıdır. Öğretmen, sınıfı A ve B olmak ùzere iki gruba bôlmelidir. Gruptan bazı ôğrenciler sôzcù olarak belirlenmelidir. Öğretmen, anlatılacak kelimeyi sessizce sôzcùnùn kulağına sôylemeli ve sôzcùğù anlatması için bir dakika sùre vermelidir. Verilen sùrede sôzcù mimikleriyle ve beden dili yardımıyla kelimeyi anlatmaya çalıĢmalıdır. Verilen sùrede ilk grup kelimeyi bilemezse ikinci gruba sôz hakkı verilir. En çok puanı alan grup ôğretmen tarafından değiĢik Ģekillerde ôdùllendirilebilir (Demir, 2009). 1.1.8 Nazlı‘nın Kedisi Nazlı‘nın Kedisi Oyunu‘nda ôğretmen ôncelikle ôrnek bir cùmle yazmalı ve Nazlı‘nın kedisine ait bir ôzelliği vurgulamalıdır. Sôylediği ôzelliğin baĢ harfiyle baĢlayan yeni ôzellikler ôğrenciler tarafından sôylenmelidir. En çok yeni ôzelliği bulan ôğrenci etkinliği baĢarıyla tamamlar. Oyun gruplar hâlinde de uygulanabilir. Sıfatların kavratılması açısından bu etkinlik ôğrencilerin ilgisini çekecektir (Ġzgôren, 1999a). Örnek: Öğretmen: Nazlı‘nın kedisi çok zekidir. Öğrenci: Nazlı‘nın kedisi çok zariftir. Öğrenci: Nazlı‘nın kedisi çok zayıftır. 1.1.9 BaĢ Harfleri BirleĢtir Öğretmen, bir kelime sôylemeli ve ôğrenciler bu kelimenin harflerini kullanarak yeni sôzcùkler tùretmelidir. Bu kelimeleri kullanarak tùretilen yeni kelimeler yukarıdan aĢağıya sıralandığında baĢ harfleri ôğretmenin verdiği ilk kelimenin harf sırasına uygun olmalıdır. Bu etkinlik daha çok gruplar oluĢturularak yapılmalıdır. Öğrenciler bu aktivitelerle karĢılıklı olarak yeni kelimeleri ve telaffuzlarını ôğrenerek kelime haznelerini geliĢtirirler (Ġzgôren, 1999b). Örnek: PENCERE Pazar Ev Nar Ceviz Erik Resim El 1.1.10 Kelimelerle Beyin Fırtınası Öğrencilere verilen bir kelimeyi çağrıĢtıran yakın kelimeleri sôylemeleri esasına dayanan bir etkinliktir. Verilen kelimeyi anımsatan en çok sôzcùğù sôyleyen ôğrenci bu etkinliği baĢarıyla tamamlamıĢ olur (Bk. Resim 1.3). Bir bağlam çerçevesinde ôğrencilerin kelime bilgileri geliĢtirilir (TaĢdemir, vd. 2003b). 39 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.3 Beyin fırtınası oyunuyla ilgili Ģekil. 1.1.11 Nesi Var? Sınıftan ôğretmenin belirlediği bir ôğrenci sınıf dıĢına çıkarılmalıdır. Sınıftaki bùtùn ôğrenciler bir kelime ùzerinde anlaĢmalı sonra dıĢarı gônderilen ôğrenci sınıfa davet edilmelidir. Seçilen ôğrenci, sınıf tarafından belirlenen kelimeyi bulmak için ‗Nesi var?‘ Ģeklinde sınıfa sorular yôneltmelidir. Seçilen ôğrenci gizlenen kelimeyi soru-cevap yôntemiyle tahmin etmeye çalıĢmalıdır. Bu etkinlikte soru–cevap metodunun kullanılmasıyla ôğrencilerin konuĢma ve kelimeleri kullanma becerileri geliĢtirilir (MEGEP, 2007b). Örnek: Sınıftaki ôğrenciler, kapı kelimesi ùzerinde anlaĢmıĢlardır. Seçilen ôğrenci sınıftaki ôğrencilere ‗Nesi var?‘ Ģeklinde sorular yôneltir. Öğrenciler: — Kolu var. — Nesi var? — Açılıp kapanır. — Nesi var? — Anahtarı var. 1.1.12 Kulaktan Kulağa Öğretmen, sıradaki ôğrencinin kulağına bir kelime fısıldamalı ve kelimeyi duyan ôğrenci hızla yanındaki diğer ôğrencinin kulağına hedef kelimeyi doğru olarak telaffuz etmelidir. Öğretmen, en son ôğrenciye gelindiğinde kulaktan kulağa sôylenen kelimenin doğruluğunu kontrol eder. Bu etkinlikle ôğrencilerin dinleme ve telaffuz becerileri geliĢtirilir (MEB Özel Tevfik Fikret Okulları, 2010). 1.1.13 Zıddını Söyle Sınıftaki A grubuna ônceden belirlenen sıfatlar yazılarak dağıtılmalıdır. Sınıftaki B grubuna ise A grubuna dağıtılan sıfatların tam zıtları yazılarak dağıtılmalıdır. Öğretmen A grubundaki bir ôğrenciye sôz vererek elindeki sıfatlardan birini sôylemesini ister. A grubundaki ôğrencinin sôylemiĢ olduğu kelimenin tam zıddı olan B grubundaki ôğrenci el kaldırarak kendini belli eder. Yeni sıfatı sôyleme hakkı B grubundaki ôğrenciye geçmiĢ olur. Bu tùr etkinlikler ôğrencilerin telaffuzlarını geliĢtirir ve dildeki gramer yapılarını tanımalarını sağlar (Altun, 2010). Örnek: A Grubu Acele YavaĢ Acı Ön B Grubu Cahil Korkak Dolu Batı 40 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.1.14 Evet-Hayır Öğretmen, ôğrencilerin ônceden ôğrendikleri kelimelerden yazarak bir kutuya koymalı ve seçtiği ôğrenciden bu sôzcùklerden birini çekmesini istemelidir. Öğrencinin çektiği kelimeyi sınıftaki diğer ôğrenciler, sorular yardımıyla tahmin etmeye çalıĢmalıdırlar. Seçilen ôğrenci Evet veya Hayır Ģeklinde cevaplar verir. Doğru kelimeyi bulan ôğrenci kutudan yeni sôzcùk çekme hakkını kazanır. Bu etkinlikle ôğrencilerin soru-cevap metoduyla Tùrkçe konuĢma becerileri geliĢtirilmiĢ olur (TaĢdemir, vd. 2003c). Örnek: Tahtaya kalkan ôğrenci elma kelimesini masadaki kutudan çekmiĢ olsun. — Bu kitap mı? — Hayır. — Bu muz mu? — Hayır. — Bu gôz mù? — Hayır. — Bu elma mı? — Evet. 1.1.15 Bingo Yeni ôğretilecek veya tekrar edilmek istenen 15-20 kelime ôğretmen tarafından tahtaya yazılmalıdır. Öğretmen, ôğrencilerden tahtada yazılı olan kelimelerden beĢ tanesini seçip defterlerine yazmasını istemelidir (Bk. Resim 1.4). Öğretmen, tahtadaki kelimelerden rastgele birini sôyler ve ôğretmenin sôylediği kelime, defterinde yazılı olan ôğrenci Bingo Ģeklinde seslenir ve defterindeki o kelimenin ùstùnù çizer. Defterindeki bùtùn kelimeleri bingo yapan ôğrenci etkinliği birincilikle tamamlamıĢ olur. Bingo oyunu ôğrencilerin telaffuzlarını geliĢtirir, dil ôğretiminin renklenmesi ve ôğrencilerin motive olması bakımından ônemli bir etkinliktir (MEB Talim ve Terbiye Kurulu BaĢkanlığı, 2006). Resim 1.4 Bingo oyununda tahtaya yazılan kelimeleri gôsteren Ģekil. Öğrencinin defterine yazdığı kelimeler: Patlıcan Elma Portakal Salatalık ViĢne 1.1.16 Tombala Tombala oyunu ôğrencinin gôrsel ve iĢitsel belleğini geliĢtirici bir etkinliktir. Öğretmen birçok sôzcùğùn resminden oluĢan bir kart oluĢturmalıdır (Bk. Resim 1.5). Bu kartı çoğaltarak bùtùn sınıfa dağıtmalıdır. Bu kartta bulunan resimlerin kelimelerini kùçùk kâğıtlara yazarak bir kutu veya torbaya koymalıdır. Öğretmenin kutu veya torbadan rastgele çektiği kelimenin resmi bulunan ôğrenciler, o resmin ùzerini kùçùk bir kâğıtla kapatmalıdırlar. Bu Ģekilde karttaki bùtùn resimleri ilk kapatan ôğrenci birinci olur (KKTC Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, 2009). 41 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Resim 1.5 Tombala oyununun kartı. 1.1.17 Ġsimlere Sıfat Bulma Öğrencilerin Tùrkçedeki sôz varlığını tanımaları bakımından bu etkinlik ônemlidir. Sınıf dôrt gruba ayrılmalı ve grupların baĢına bir baĢkan seçilmelidir. BaĢkan grupta oyunun yôneticisi olarak bir isim sôylemeli ve arkadaĢlarından bu isme sıfat bulmalarını istemelidir. Sırası gelen ôğrenci doğru sôylenen isme doğru bir sıfat sôylerse ônceden belirlenen puanı kazanır. Grupta en çok puanı alan ôğrenci, o grubun birincisi olur (Ġzgôren, 1999c). Örnek: Ayakkabı- eski, yeni, gùzel, kirli Hava- soğuk, sıcak, kapalı, açık Elbise- temiz, renkli, siyah, eski 1.1.18 Alfabe Çorbası Sınıf dôrt gruba bôlùnmeli ve her grubun bir sôzcùsù seçilmelidir. Öğretmen bir harf sôylemeli ve 20 saniye sùre tutarak bu zaman içinde sôylenen harfle baĢlayan kelimeler tùretilmesini istemelidir. En çok kelimeyi tùreten grup, tùrettiği kelime adetince belirlenen puanı kazanır. Bu etkinlikle ôğrenciler Tùrkçedeki sesleri ve kelimeleri daha iyi tanırlar. Örnek: K Kalem Kedi Kurt Kulak Kibrit 1.1.19 Bak ve Yaz Bu etkinlik ôğrencilerin doğru yazma becerilerini geliĢtirir. Öğretmen, ôğrencilerden projeksiyon vasıtasıyla yansıtılan resimlerin isimlerini defterlerine yazmasını istemelidir. Gôsterilen resimdeki kelimelerin isimlerini doğru yazan ôğrenciler ôğretmen tarafından ôdùllendirerek motive edilirler. 2. Bulmacayla Kelime Öğretimi Bulmacayla kelime ôğretim yôntemi ôğrencilerin ilgilerini ôğrenilen dildeki kelimeler ùzerine yoğunlaĢtıran bir yôntemdir. Dolayısıyla bulmaca yôntemi ôğrencilerin eğlenerek yeni kelimeler ôğrenmelerini ve ôğrenilenleri tekrar etmelerini sağlar. Bu metotla yabancı dil olarak Tùrkçe ôğrenenlerin daha çok dikkatleri derse çekilmiĢ olur. Bulmacayla kelime ôğretim yôntemiyle kelimelerin zihinde kalıcılığı artırılır. Bulmacayla yabancılara kelime ôğretiminde kullanılabilecek aktiviteler Ģu Ģekilde gruplandırılmıĢtır: 42 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.1. Kare Bulmaca Kare bulmaca yôntemi yabancı dillerin kelime ôğretiminde en çok kullanılan etkinliktir. Yabancılara Tùrkçe kelime ôğretiminde kullanılmak ùzere ôğrencilerin seviyelerine uygun olarak kare bulmacalar hazırlanmalıdır. Genel olarak kare bulmacalar sağdan sola veya yukarıdan aĢağıya Ģeklindedir (Bk. Resim 2.1). Kare bulmacayı çôzmeye istenilen yerden veya istenilen sorudan baĢlanabilir. Kare bulmacayla kelime ôğretim yônteminde bazı sùtunlarda iki soru vardır. Birinci soru a ikinci soru b olarak belirtilmiĢtir. Kare bulmaca temel seviye Tùrkçe ôğrenen ôğrenciler için daha basit ve anlayabilecekleri seviyede olmalıdır. Öğrencileri sùrùkleyebilmek için birinci sorular ôğrencinin bildiği basit kelimelerden seçilmelidir. Kare bulmacanın ilk ôrneğini ôğretmen ôğrencilerle sınıfta birlikte çôzmelidir. Evde veya boĢ zamanlarında çôzmeleri için ôğrencilere hazır kare bulmacalar verilmelidir. Kare bulmaca yôntemi ôğrencilerin ôğrendikleri kelimeleri tekrarlamalarını ve yeni kelimeler ôğrenmelerini sağlar (Karatay, 2007). Resim 2.1 Kare bulmacanın resmi. Soldan sağa 1. Bir yapıya girmeyi sağlayan veya odaları birleĢtiren ince uzun geçit. 2. a. Binme, yùk çekme ve taĢıma gibi hizmetlerde kullanılan tek tırnaklı bir hayvan. b. Bir soru 3. Yakın kelimesinin zıttı. 4. a. KiĢiler veya nesneler arasında bağlantı sağlayan Ģey, vasıta. b. Bir nota. 5. Bir ağaç 6. a. BaĢımızı kaplayan kıllara ne ad verilir? b. Çok kelimesinin 7. Beyaz kelimesinin sıfatı. tùrù. zıttı. eĢanlamlısı. Yukarıdan aĢağıya 1. .....lem yazı yazmak için kullandığımız aracın ilk iki harfi. 2. Evin bir bôlùmù ................... odası. 3. ........m bir malın fiyatını artırmaya ne ad verilir. Ġlk iki harfini boĢluklara yazınız. 4. Hastalanınca doktor reçeteye ne yazar? 5. Çakmak fiilinin emir halini yazınız. 6. a. Bir sayı. b. Tùrk halk mùziğinde kullanılan, gôvdesi ağaçtan oyularak yapılmıĢ, telli, uzun saplı çalgı, bağlama. 7. Varlıkların, doğadaki gôrùnùĢlerinin kalem, fırça gibi araçlarla kâğıt, bez vb. ùzerinde yapılan biçimlere ne ad verilir? 2.2. Sarmal Bulmaca Sarmal bulmacada hedef kelimelerin kimi harfleri bulmacanın içerisine yerleĢtirilmelidir. Öğrenciler bu harflerden hareket ederek ilgili kelimeyi bulmaya çalıĢmalıdırlar. Bulmacada numaralandırılan boĢluklara gelecek kelimelerin ipuçları verilmelidir (Bk. Resim 2.2). Öğretmenin birinci ipucunu okuyarak ilk ôrnek uygulamayı kendisi yapmalıdır. Öğrencilere evde kendilerinin dolduracakları hazır sarmal bulmacalardan 43 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo verilmelidir. Bu tùr alıĢtırmalarla ôğrencilerin okuduklarını anlama ve okuduklarından sonuca varma becerileri geliĢtirilir (GùmùĢ, 2010). Örnek: Ġpuçları: 1. Elbise diker. 2. Meyve ve sebze satar. 3. Ekmek yapar ve satar. 4. Ders anlatır. 5. Ev kadını. 6. Hastaları tedavi eder. 7. Uçak ve helikopter kullanır. 8. Araba sùrer. Resim 2.2 Sarmal bulmacanın resmi. 2.3. Kelime Avı Kelime avında ôğretilmesi hedeflenen kelimeler ônceden tespit edilmelidir. Öğrenciler, karıĢık harf tablosundan soldan sağa, sağdan sola, yukarıdan aĢağıya ve aĢağıdan yukarıya çizerek ilgili kelimeleri bulmaya çalıĢırlar (Bk. Resim 2.3). Kelime avı etkinliği ilk olarak ôğretmen kontrolùnde sınıfta uygulanmalıdır. Öğrenci çalıĢma kitabında bulunan benzer ôrnek, ôğrenciler tarafından çôzùlmelidir. Bu aktiviteyle ôğrencilerin kelimeleri daha iyi tanımaları sağlanır ve okuma-yazma becerileri geliĢtirilir (ġengùl ve Akçin, 2010). Resim 2.3 Kelime avıyla ilgili bulmaca resmi (Öztùrk, vd. 2010). 44 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.4. Sözcük YerleĢtirme Sôzcùk yerleĢtirme etkinliğinde iki sôzcùk bulmacanın içine yerleĢtirilmelidir. Bu sôzcùklerden hareket ederek ônceden belirlenen diğer sôzcùklerin doğru bir Ģekilde boĢ karelere yerleĢtirilmesi sağlanır (Bk. Resim 2.4). Öğretmen ilk uygulamayı kendisi yapmalıdır. Amaç kelimelerin doğru yerleĢtirilerek ôğrenci dikkatinin kelime ùzerine çekilmesidir. Bu alıĢtırmayla ôğrencilerin harf-kelime analizi yapmaları ve kelimeleri daha iyi tanımaları sağlanır (YıldızbaĢ ve Parlakyıldız, 2004). Resim 2.4 Sôzlùk yerleĢtirme bulmacasının resmi (Tural, 2010). 2.5. Nesne Bulmaca Nesne bulmaca sadece bilgisayar ortamında uygulanabilen bir etkinliktir. Amaç bilgisayar ekranının sağ tarafında verilen kelimeleri ekranın sol tarafındaki sınıfta bulunan eĢyalarla doğru olarak eĢleĢtirmektir (Bk. Resim 2.5). Doğru tıklanan nesne için ôğrenci belli bir puan kazanır veya yanlıĢ tıklamada puan kaybeder. Tekrar oyna butonuna tıklandığında ekranın sağ tarafında farklı kelimeler yer alır. Projeksiyon yardımıyla grup etkinlikleri de yapılabilir. Öğrenciler, gôrdùkleri somut nesneleri daha çabuk kavrarlar (MEB Tebliğler Dergisi, 2000). Resim 2.5 Nesne bulmacadan bir gôrùntù (Öztùrk, vd. 2007). 45 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2.6. Resimli Bulmaca Rakamla belirtilen eĢya veya nesnelerin adının kutucuklara doğru yazılmasıyla gerçekleĢtirilen bir etkinliktir (Bk. Resim 2.6). Bu aktivite ôğrencilerin kendi kendilerine kolaylıkla uygulayabilecekleri bir yôntemdir. Resimli bulmacalarda gôrsel duyular harekete geçirilir ve ôğrencilerin ôğrenilen kelimeleri kolay anımsamaları sağlanır. Ayrıca bu aktiviteyle ôğrencilerin yazma becerileri geliĢtirilir (DemirbaĢ, vd. 2010). Resim 2.6 Resimli bulmacaya ait bir uygulama. 2.7. Piramit Bulmaca Piramit bulmacadaki amaç ortasında O harfi olan kelimeleri yazmaktır (Bk. Resim 2.7). Öğretmen farklı harflerin kullanıldığı ôrnek piramit bulmacalar hazırlamalıdır. Öğretmen, hazır piramit bulmacalarından birini bùtùn ôğrencilere dağıtmalı ve bulmacayı çôzdùrmelidir. Piramit bulmaca yôntemi, sınıfta gruplar oluĢturularak da uygulanabilir. Piramit bulmaca, ôğrencilerin kelime hazinelerini yoklamak ve yeni kelimeler ôğrenmelerini sağlamak bakımından ônemlidir. Resim 2.7 Piramit bulmacaya ait bir uygulama. 2.8. Resimli Kare Bulmaca Resimli kare bulmaca bilgisayar ortamında uygulanabilen bir aktivitedir. Resimli kare bulmaca farklı konular ùzerinde hazırlanabilir. Bulmacada soldan sağa ve yukarıdan aĢağıya olmak ùzere sorular bulunmaktadır. Bulmacayı çôzebilmek için kutudaki sayıların ùzerine tıklanmalıdır. Örneğin, bir yazan sayıya tıklandığında iki resim ekrana gelir. Birinci resim soldan sağa yazılacak alanla ilgilidir. Resimdeki nesnenin adı boĢluğa yazılmalı ve tamam butonu tıklanmalıdır. Ġkinci resimde bulunan nesnenin adı ise hemen yanındaki boĢluğa yazılıp tamam butonu tıklanmalıdır (Bk. Resim 2.8). Bulmacayı çôzen kelimeyi hatırlayamazsa ipucu butonuna tıklandığında ilk harf ipucu olarak verilir. Etkinlik tamamlandıktan sonra Kontrol et butonuna tıklandığında doğru ve yanlıĢlar gôsterilir. YanlıĢ cevapların tekrar yapılması gerektiği uyarısı ekrana yansır. 46 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teknolojik eğitim araçlarıyla gerçekleĢtirilen aktiviteler ôğrencilerin ilgilerini konuya çekmektedir. Bu bakımdan resimli kare bulmaca yôntemiyle ôğrencilere Tùrkçe kelimeler ôğretmek onların kelimeleri isteyerek ôğrenmelerini sağlayacaktır. Resim 2.8 Resimli kare bulmacaya ait bir gôrùntù. 2.9. Bu Nedir? Bu alıĢtırmada son harfi verilen varlıkların, eĢyaların ve kavramların ipuçlarıyla bulunması amaçlanır. Öğrenciler numaralandırılmıĢ beyaz kutuları doldurmak için ônce verilen ipuçlarını okumalıdırlar. Verilen ipucu yardımıyla son harfi K olan varlığın, eĢyanın veya kavramın ismini boĢluklara yazmalıdırlar (Bk. Resim 2.9). Bu etkinlik sınıfta gruplar oluĢturularak da uygulanabilir. Öğrencilerin bu alıĢtırmalarla kelimeleri doğru yazma ve okuduklarını anlama becerileri geliĢtirilir. Resim 2.9 ‗Bu nedir?‘ bulmacasına ait bir uygulama. Ġpuçları: 1. Sùtùnù içtiğimiz hayvan. 2. K harfi ile baĢlayan bir sebze. 3. Acıkınca yapılan Ģey. 4. Kesmeye yarayan alet. 5. Yemek yerken kullanılır. 6. Yemek yemek için kullanılan kap. 7. Yemek yapmak için kullanılır. 8. Su içmekte kullanılır. 9. Temel gıda maddesi. Undan yapılır. 47 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 10. Yemekten sonra geriye kalan kirli Ģeyler. 11. Ağaçların solunum yapan yeĢil gôrùnùmlù kısmı. 12. Uyuma veya dinlenmek amacıyla ùzerine yatılan eĢya. 2.10. Hatırlatmaca Belirlenen kelimelerle baĢka kelimeleri çağrıĢtırmayı hedefleyen bir aktivitedir. NumaralandırılmıĢ kelime gruplarının anımsattığı yeni sôzcùk bulmacadaki ilgili boĢluğa yazılmalıdır (Bk. Resim 2.10). Öğrencilere alıĢtırmanın nasıl uygulandığı ayrıntılı olarak açıklanmalıdır. Hazırlanan ôrnek bulmaca sınıfta ôğrencilerle birlikte çôzùlmelidir. Öğrenciler bu aktivite ile kelimeleri bir bağlam içerisinde ôğrenirler. Resim 2.10 Hatırlatmaca bulmacaya ait bir uygulama. Sonuç Yabancı dil ôğretiminde sınıf içi ôğrenmenin monotonluktan kurtarılmasında sınıf içi oyunlar ve bulmaca etkinlikleri ôğrenmeyi olumlu olarak etkilemekte ve bilinenleri uygulama imkânı sunmaktadır (Demirel, 1978). Oyun ve bulmacayla kelime ôğretim yôntemi, ôğrencilerin derse olan ilgilerini artırmakta ve ôğrencilerin yaparak, yaĢayarak ôğrenmelerini sağlamaktadır. Yabancılara Tùrkçe kelime ôğretimi ùzerinde çalıĢan eğitimciler, bu tùr etkinliklerden derslerinde azami derecede istifade etmelidirler. Yabancılara Tùrkçe ôğretme amacı ile hazırlanan ders kitaplarında ve çalıĢma kitaplarında oyun ve bulmaca bôlùmù mutlaka olmalıdır. Bu konuda en dikkat çeken yayın, Dilset Yayınlarıdır. Bu tùr çalıĢmalara diğer yayınlar da kitaplarında daha çok yer vermelidir. Yabancılara Tùrkçe kelime ôğretiminde kullanılabilecek bulmaca kitaplarının olmaması bùyùk bir eksikliktir. Bu tùr bulmaca kitapları diğer dillerin kelime ôğretiminde etkin olarak kullanılmaktadır. Yabancılara Tùrkçe ôğretenlerin, oyun ve bulmacalarla alakalı hazırlamıĢ oldukları çalıĢmaları paylaĢabilecekleri bir sosyal paylaĢım sitesi kurulmalı ve bu Ģekilde bilgi ve tecrùbe paylaĢımı sağlanmalıdır. 48 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Kaynaklar Altun, M. (2010). Adım Adım Tùrkçe Öğreniyorum. KarĢıt Anlamlı Sôzcùkler. www.dilbilimi.net/02.01.2011. Çetinkaya, Z. (2005). Basit Tekrar ve AlıĢtırmalar Yoluyla Sôzcùk Öğretimi, Dil Dergisi, Sayı 130, Sayfa 75. Demir, M. (2009). Ġmam-Hatip Liselerinde Arapça KonuĢma Öğretimine Etkinlik Temelli Bir YaklaĢım. Yùksek Lisans Tezi. Ankara. Sayfa 56. DemirbaĢ, H., Karadağ, M., Usta, H., Bozçalı, M. (2010). Tùrkçe ve Tùrk Kùltùrù ÇalıĢma Kitabı. MEB Devlet Kitapları. Sayfa 23. Demirel, Ö. (1978). Tam ôğrenme. Eğitim ve Bilim dergisi, Ankara, Sayfa 46-50. Demirel, Ö. (2008). Yabancı Dil Öğretimi, Pegem Akademi, Ankara, Sayfa 92. Dumanlı, E. (2007). Zaman Gazetesi Ailem Eki, Ġstanbul, 26 Ocak 2007 Cuma, Sayfa 13. GùmùĢ, S. (2010). Çiftli Sarmal Bulmaca. http: //bullmacaservisi.com/01.01.2011. Gùrbùz, G. (2004). Fransızcadaki Seslerin Oyunlarla Öğretimi. Ankara Üniversitesi TÖMER Dil Dergisi. Sayı 124. Sayfa 88. Ġzgôren, K. M. (1999a). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999b). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Ġzgôren, K. M. (1999c). Oyunlarla Dil Öğretimi, Academyplus Yayınları, Ankara, Sayfa 69. Karatay, H. (2007). Kelime Öğretimi. Gazi Eğitim Fakùltesi Dergisi. Cilt 27, Sayı 1, Sayfa 121. Kaya, Ü. Ve Yapıcı, ġ. (2007). Ġlkôğretim 1. Kademede oyun tekniğinin Ġngilizce ôğretimine katkısı, Yùksek lisans tezi, Afyonkarahisar, Sayfa 30. Kuzey Kıbrıs Tùrk Cumhuriyeti Milli Eğitim ve Kùltùr Bakanlığı Talim ve Terbiye Dairesi Mùdùrlùğù, (2009). Ġllkokul Temel Eğitim 1. Kademe Hayat Bilgisi Öğretim Programı(1., 2. ve 3. Sınıflar). LefkoĢa. Sayfa 10. MEB Talim ve Terbiye Kurulu BaĢkanlığı, (2006). Ġmam-Hatip Liseleri ve Anadolu Ġmam-Hatip Liseleri Arapça Dersi Öğretim Programı. Ankara, Sayfa 19. MEB Tebliğler Dergisi, (2000). Okul Öncesi Eğitim Kurumları ve Ġlkôğretim Okulu Yabancı Dil Öğretim Etkinlikleri Çerçeve Programı. Cilt 63. Sayı 2511. Sayfa 6. MEB Özel Tevfik Fikret Okulları, (2010). Ġlkôğretim Fransızca Dersi 6-8. Sınıflar Öğretim Programı. Sayfa 25. MEGEP, (2007a). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Ankara. Sayfa 28-32. MEGEP, (2007b). MEB. Mesleki Eğitimin ve Öğretimin Gùçlendirilmesi Projesi. Çocuk GeliĢimi ve Eğitimi, Özel Eğitimde Oyun Etkinlikleri, Ankara. Sayfa 24. Özbay, M. ve Melanlıoğlu, D. (2008). Yùzùncù Yıl Üniversitesi, Eğitim Fakùltesi Dergisi. Haziran 2008. Cilt: V, Sayı: 1, Sayfa 33. Öztùrk, T., Akçay, S., Gùn, S., TaĢdemir, E., Çelebi, M., ÖzulaĢ, Ġ., ġerif, A., Karakoyun, E., Murt, M., BoztaĢ, A. (2010). Açılım ÇalıĢma Kitabı 1, Dilset Yayınları, Ġzmir, Sayfa 7. 49 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Öztùrk, T., Yiğit, A., Akçay, S., TaĢdemir, E., BaĢak, S.S. (2007). GôkkuĢağı EtkileĢimli Tùrkçe Öğretimi Uygulamaları 1 Cd‘si, Dilset Yayınları. ġengùl, H., Akçin, N. (2010). Zihinsel Yetersizliği Olan Öğrencilere Okuma-Yazma Öğretme Konusunda Özel Eğitim Öğretmenlerinin GôrùĢleri. Anakara Üniversitesi Eğitim Bilimleri Fakùltesi Dergisi. Cilt 43. Sayı 2. Sayfa 15. TaĢdemir, E., Bilkan, N. ve Can, H. (2003a). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 28. TaĢdemir, E., Bilkan, N. ve Can, H. (2003b). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 11. TaĢdemir, E., Bilkan, N. ve Can, H. (2003c). Tùrkçe Öğretim Teknikleri, Dilset Yayınları, Ġzmir, Sayfa 21. Tural, B. (2010). Bugùn Gazetesi, Bul-Çôz Eki, 25 Temmuz Pazar, Sayfa 2. Yalın, A. (2005) Haydi Kızlar Okula. Kız Çocuklarının OkullaĢmasına Destek Kampanyası. Öğretmen El Kitabı, Ankara, Sayfa 109. YıldızbaĢ, F., Parlakyıldız, B. (2004). Okul Öncesi Eğitimde Öğretmenlerin Okuma Yazmaya Hazırlık ÇalıĢmalarına Yônelik Uygulamalarının ve GôrùĢlerinin Değerlendirilmesi. XIII. Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004, Ġnônù Üniversitesi Eğitim Fakùltesi, Malatya. Sayfa 4. 50 � 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. 10 Title A name given to the resource OYUN VE BULMACA ETKĠNLĠKLERĠYLE YABANCILARA TÜRKÇE KELĠME ÖĞRETĠM YÖNTEMĠ Author Author Gürdal, Ahmet Arslan, Mustafa Abstract A summary of the resource. Makalenin amacı oyun ve bulmaca etkinlikleriyle yabancılara Tùrkçe kelime ôğretim yôntemlerini açıklamaktır. Yabancı dillerin kelime ôğretiminde ôğrenci motivasyonun sağlanması için oyun ve benzeri etkinliklere sıkça yer verilmektedir. Yabancıların hızlı ve kalıcı bir Ģekilde Tùrkçe kelimeleri ôğrenmelerini sağlamak amacıyla ilgili çalıĢmalar incelenmiĢ, oyun ve bulmaca yôntemi ùzerine dikkatler çekilmiĢtir. Yabancılara Tùrkçe ôğretenler ôzellikle kelime ôğretiminde bu çalıĢmada açıklanan etkinlikleri test ederek konuyla ilgili tecrùbelerini geliĢtirebilirler. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/bd63b3a53628673f470e618d38801fd9.pdf 740eeaac0f2c7421d337c38d1962750e PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 the present article were given information about place names of Gedebey region of Azerbaijan. OZAN-AŞIK SANATININ KÜLTÜRÜMÜZDE YERİ Maarife HACIYEVA Azebaycan Devlet İktisat Universiteti / Azerbaycan Anahtar Kelimeler: Saz, söz, kültür, kimlik, milli, sanat. ÖZET Türk kültürünün kadim bir sahasını ifade eden saz-söz sanatının, milli kültürün kökünde dayandığını musiki ve folklor araştırıcıları ispatlamışlar. Türk dünyasının zengin kültürü ile bağlı olan saz-söz sanatı yüzyıllar boyu türklerin güclü sanat tribunu olmuş, onların milli-manevi değerlerinin bir kısmı da daha çok saz-söz sanatında korunup yaşamışdır. Çağdaş sazın ibtidai forması olan kopuz, çağdaş aşıkların ulu dedesi, selefi olan türk dünyasının milli kimliğinin bir belgesidir. Saz-söz türklerin manevi varlığının optimal kültürel kimliğini ifade etmektedir. Tarihi eskilere dayanan “kopuz” , “bağlama” adlanan saz tekmilleşerek “cüre” sazdan “tavar” saza, “tavar” sazdan daha iri saz olan “ustad saza”, daha doğruau üçtelliden on iki telliye kadar saz çeşidine dönüçmüşdür. Saz hem de türklerin musiki kültüründen haber veriyor. Bu kültürel aletde 200 civarında aşık havasının çalınıb günümüze kadar geldiyi tespit edilmişdir. Aşık havaları yeni aşık tarzı, şiir türlerinin de yaranmasına vesile olmuştur. Sazın aşık ifaçılık sanatına verdiyi töhfeler, aşığın ifaçılığında yaranan musiki regarengliyi, sazın aşık terminolojisine mahsus isimleri, saz-söz sanatında yeni-yeni havaların yaranıb zenginleşmesi, saz-söz sanatında kendine has geyim-kuşam halkın kadim kültüründen etnoğrafisinden haber verir ve türkülerin milli kimliyinde müstüsna rol oynamıştır. Sazın eşliyinde ortaya çıkan aşık sanatında musiki, şiiriyyat, dans, aktörlük ve ifaçılığı ihata etmesi aşık sanatının kendine has özelliyini ifade ediyor. Saz-söz sanatının bu özelliğini ilk defa Azerbaycan müziğinin klassiki Üzeyir Hacıbeyli “Koroğlu” operasında tatbik etmişdir. Kara Karayevin ve diger bestekarların da eserlerinde, opera, bale, simfonik ve kamera müziginde aşık havalarının intonasya özellikleri vardır. YUNESKOnun Keyri Maddi Medeni İrsinin Korunması üzre Komitesi 2009-cu il 16 �BİLDİRİ ÖZETLERİ - UTEK 2014 sentyabrın 30-da Azerbaycan aşık sanatını YUNESKO-nun keyri maddi medeni irsi sırasına dahil etmişdir.Takdim olunmuş tebliğde saz-söz sanatının Türkiye ve Azerbaaycan türklerinin kültürel kimliyinde mühüm rolu şerh edilir, bu sanatın hər iki türk boyunun milli manevi aleminde kültürel kimliyinin kaynaklarından olduğu izah edilir. Key words: saz, soz, culture, personality, national, art. Art of saz in the cultural personality of Azerbaijani turks Kopuz which is the elementary form of modern saz, is the document of cultural personality of Azerbaijani turks. Saz and word expresses the cultural personality of spiritual matter of the Azerbaijani turks. Music and folklore investigators have been proved that the art of saz stayes on the root of national culture. The ancient forms of saz kopuz, baghlama improved and overturned to cure and later tavar saz, later ustad saz, so turned from three-stringed saz to twelve-stringed. On this culturel instrument have been played about 200 ashik melodies. In accompaniment of saz have cropped the arts of dancing, acting, singing. This peculiarity of the art of saz-soz firstly has been applicated on the opera“Koroghlu” of Uzeyir Hacibeyov, Azerbaijani composer. This tradition has been continued on the activities of Kara Karayev and other composers. In 30 september of 2009 UNESCO included art of ashiq of Azerbaijan to the amaterial heritage of UNESCO. In this article have been explained the role of art of ashiq on the cultural personality of Azerbaijani turks. XVII YÜZYIL AZERBAYCAN ŞAİRİ VAHİD GAZVİNİ Paşa KERİMOV Azerbaycan Milli İlimler Akademisi Elyazmalar Enstitüsü / Azerbaycan Anahtar Kelimeler:Vahid Gazvini, divan, Türkçe, mesnevi, gazel. ÖZET İmaddüdövle Mirza Muhammed Tahir Vahid Gazvini XVII yüzyılın seçkin devlet adamı, şair ve tarihçisi olmuştur. O, doksan beş yıla kadar ömür 17 � 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. 2631 Title A name given to the resource OZAN-AŞIK SANATININ KÜLTÜRÜMÜZDE YERİ Author Author HACIYEVA, Maarife Abstract A summary of the resource. Türk kültürünün kadim bir sahasını ifade eden saz-söz sanatının, milli kültürün kökünde dayandığını musiki ve folklor araştırıcıları ispatlamışlar. Türk dünyasının zengin kültürü ile bağlı olan saz-söz sanatı yüzyıllar boyu türklerin güclü sanat tribunu olmuş, onların milli-manevi değerlerinin bir kısmı da daha çok saz-söz sanatında korunup yaşamışdır. Çağdaş sazın ibtidai forması olan kopuz, çağdaş aşıkların ulu dedesi, selefi olan türk dünyasının milli kimliğinin bir belgesidir. Saz-söz türklerin manevi varlığının optimal kültürel kimliğini ifade etmektedir. Tarihi eskilere dayanan “kopuz” , “bağlama” adlanan saz tekmilleşerek “cüre” sazdan “tavar” saza, “tavar” sazdan daha iri saz olan “ustad saza”, daha doğruau üçtelliden on iki telliye kadar saz çeşidine dönüçmüşdür. Saz hem de türklerin musiki kültüründen haber veriyor. Bu kültürel aletde 200 civarında aşık havasının çalınıb günümüze kadar geldiyi tespit edilmişdir. Aşık havaları yeni aşık tarzı, şiir türlerinin de yaranmasına vesile olmuştur. Sazın aşık ifaçılık sanatına verdiyi töhfeler, aşığın ifaçılığında yaranan musiki regarengliyi, sazın aşık terminolojisine mahsus isimleri, saz-söz sanatında yeni-yeni havaların yaranıb zenginleşmesi, saz-söz sanatında kendine has geyim-kuşam halkın kadim kültüründen etnoğrafisinden haber verir ve türkülerin milli kimliyinde müstüsna rol oynamıştır. Sazın eşliyinde ortaya çıkan aşık sanatında musiki, şiiriyyat, dans, aktörlük ve ifaçılığı ihata etmesi aşık sanatının kendine has özelliyini ifade ediyor. Saz-söz sanatının bu özelliğini ilk defa Azerbaycan müziğinin klassiki Üzeyir Hacıbeyli “Koroğlu” operasında tatbik etmişdir. Kara Karayevin ve diger bestekarların da eserlerinde, opera, bale, simfonik ve kamera müziginde aşık havalarının intonasya özellikleri vardır. YUNESKOnun Keyri Maddi Medeni İrsinin Korunması üzre Komitesi 2009-cu il sentyabrın 30-da Azerbaycan aşık sanatını YUNESKO-nun keyri maddi medeni irsi sırasına dahil etmişdir.Takdim olunmuş tebliğde saz-söz sanatının Türkiye ve Azerbaaycan türklerinin kültürel kimliyinde mühüm rolu şerh edilir, bu sanatın hər iki türk boyunun milli manevi aleminde kültürel kimliyinin kaynaklarından olduğu izah edilir. Key words: saz, soz, culture, personality, national, art. Art of saz in the cultural personality of Azerbaijani turks Kopuz which is the elementary form of modern saz, is the document of cultural personality of Azerbaijani turks. Saz and word expresses the cultural personality of spiritual matter of the Azerbaijani turks. Music and folklore investigators have been proved that the art of saz stayes on the root of national culture. The ancient forms of saz kopuz, baghlama improved and overturned to cure and later tavar saz, later ustad saz, so turned from three-stringed saz to twelve-stringed. On this culturel instrument have been played about 200 ashik melodies. In accompaniment of saz have cropped the arts of dancing, acting, singing. This peculiarity of the art of saz-soz firstly has been applicated on the opera“Koroghlu” of Uzeyir Hacibeyov, Azerbaijani composer. This tradition has been continued on the activities of Kara Karayev and other composers. In 30 september of 2009 UNESCO included art of ashiq of Azerbaijan to the amaterial heritage of UNESCO. In this article have been explained the role of art of ashiq on the cultural personality of Azerbaijani turks. 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)