244 10 3494 https://omeka.ibu.edu.ba/files/original/e1c2372aad9d7604ebeca64a10a30b43.pdf 7c87b525d81eeeb9b8b4a9358d2a3aa4 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Socio intercultural Evaluation for Investment Projects in Indigenous Communities Wixarikas José G. Vargas-Hernández University of Guadalajara, Mexico jvargas2006@gmail.com This paper analyses aspects of the problem that occurs in the social evaluation of investment projects for indigenous communities’ Wixarikas (Huichols). A project in this context make particularly complex the evaluation. On the socio-economic perspective with which it is evaluated comes into play the incommensurability of social and intercultural issues that cannot be ignored. It is addressed the questions that have arisen in the development of this type of project and presents a theoretical framework for the methodological proposal of socio-cultural evaluation. Keywords: Social Evaluation of Investment Projects, Socio-Intercultural Evaluation, Indigenous Communities, Wixarikas. 181 � 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. 1636 Title A name given to the resource Socio intercultural Evaluation for Investment Projects in Indigenous Communities Wixarikas Author Author VARGAS-HERNANDEZ, Jose G. Abstract A summary of the resource. This paper analyses aspects of the problem that occurs in the social evaluation of investment projects for indigenous communities’ Wixarikas (Huichols). A project in this context make particularly complex the evaluation. On the socio-economic perspective with which it is evaluated comes into play the incommensurability of social and intercultural issues that cannot be ignored. It is addressed the questions that have arisen in the development of this type of project and presents a theoretical framework for the methodological proposal of socio-cultural evaluation. Keywords: Social Evaluation of Investment Projects, Socio-Intercultural Evaluation, Indigenous Communities, Wixarikas. 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 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. 936 Title A name given to the resource Socio-Cultural Influence on Cooperative Foreign Language Learning Author Author Gülmez, Recep Abstract A summary of the resource. Cooperative learning focuses on the interaction with peers in a learning environment. So, most important factor that affects learning is socio-cultural situation of learners that plays a role in learning. Some students are timid due to their piety while others are too extravert. Some students are not willing to interact because of their ideological differences while others behave more pragmatic. Socio-cultural differences are therefore quite important in the application of cooperative learning theory in the class. Sociocultural approaches emphasize the interdependence of social and individual processes in the construction of knowledge. Socio-cultural approach, theorized by Vygotsky, which is the fact that all learning takes place as a result of social interaction, giving rise to the concept of “social constructivism”, is actually a new concept in cooperative learning strategy. Socio-cultural approach supports collaboration as the means that would prove to be the catalyst to help the meta-conceptions mature into learned concepts. The aim of this study is to contribute to the research on cooperative learning in foreign language classes by investigating the social relations of Turkish students in the foreign language classroom. We examined the socio-cultural influence on cooperative learning in foreign language learning process from socio-culturalist perspective and tried to find out if there was any cultural and gender effect on cooperative language learning in the classroom at the university. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/a864d6420187fb0f9e46500edcea31a0.pdf aa99f2b030f03eeb428f4cc4725ee7ab PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Socıal Anxıety And Usage Of Onlıne Technologıcal Communıcatıon Tools Among Adolescents Bilal Sisman1 ,Sinan Yoruk2, Ali Eleren1 1Economics and Administrative Science Faculty, Department of Administrative Afyon Kocatepe University, Turkey 2Education Faculty, Department of Education Science Afyon Kocatepe University, Turkey E-mails: bilalsis@hotmail.com, syoruk@aku.edu.tr,aeleren@hotmail.com Abstract With the growing popularity of Internet communication applications among adolescents, the Internet, online social sites, instant messaging and cell phones have become an important social tool for their development. For adolescents who perceive low friendship quality, Internet use for communication purposes predicted less depression, whereas Internet use for non-communication purposes predicted more depression and more social anxiety. This study examined teens’ use of social interactive technologies and the role that social anxiety plays on how adolescents communicate with others (technology or face-to-face). The questionnaire was prepared to apply in Afyonkarahisar, Manisa and Uşak cities in order to measure any relationship between social anxiety and choise of communication options among adolescents. Questionnaire datas were gathered from High School adolescents (ranged from 15-18; freshman, sophomore, junior and senior) included 544. Adolescents almost don’t use messanger sites and mail address. They generally use instant message with their cell phones. They spend 1-2 hours for a day by listening music and avarage 30 minutes during the day by using Facebook. More than half of teens have cell phones that able to call, message and access to Internet. The findings of the current study found that females are using text messaging more than males. However, males are playing games for a long time than females. In addition, females are feeling more uncomfortable talking with others face-to-face than males. And, females also prefer talking with some on computer instead of talking face-to-face than males. Similarly, females prefer making new friends with someone on computer more than males. Keywords: Social Anxiety, Communication Tools, Technology, Adolescents 1.INTRODUCTION The use of socially interactive technologies, such as online social sites, text messaging or instant messaging is rising among young people (Pierce, 2009). Among adolescents, the Internet has become indispensable for instrumental purposes such as school work information gathering as well as for communication purposes. The communication applications of the Internet, such as e-mail, instant messaging (IM), blogs and chat rooms have entrenched 67 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo themselves in the lives of adolescents and the Internet has become an important social context in the lives of adolescents today. In fact, a national survey of adolescents (10-17 years of age) revealed that in the year before they were surveyed 25% of Internet users had formed casual online friendships (Wolak et al., 2002; Subrahmanyam and Lin, 2007). Instant messaging is also an increasingly popular form of communication. A study by the Pew Internet and American Life Project found that 53 million Americans use IM, and 36% of these users reported using IM on a daily basis (Shiu and Lenhart, 2004). IM is a textbased form of communication in which two or more people exchange text messages in realtime using the Internet (Lenhart, 2005). Some researches suggest that socially interacitve technologies allow users to avoid or replace face-to-face communication (Nie and Erbring, 2000). If the person is shy (socially anxious) and feels uncomfortable withy face-to-face interactions, these technologies may serve as a useful tool for avoiding such unpleasant situations and therefore may replace face-to-face communication (Pierce, 2009). US, Canadian and Dutch studies have shown that the vast majority of adolescents spends several hours daily online. Further surveys show that adolescents consider the Internet a highly important medium in their everyday social life and use it to form and maintain social relationships (Selfhout et al., 2009). Social anxiety, social fobia and shyness are features that seen every individuals of all ages. Both adolescents and adults who have social anxiety against life and their environment scope, has led to more research on them. This study is related on teens that high school level about 15-18. The reason selecting this age range takes plece the beginning of puberty and the end of puberty. Because, puberty is a vital phase for growing of young people and determine their personalities. The study is not only for Afyonkarahisar teens but also Uşak and Kütahya provinces are included. The purpose of this study is to research adolescents’ use of online sites, computers, text messaging, cell phones and instant messaging related to social anxiety effectives technological tools versus face-to-face communication. Because, especially 15-20 years-old-teens have been noticed to use on-line communication means having faster and interactive features rather than having face-to-face communication while talking to their friends or their parents. Consequently, in this study, whether the reason for this choice has a connection with social anxiety or gender will be researched. 1.1.Internet Use Among Teens Usage of the Internet continues to increase worldwide. Colley and Maltby (2008) indicated that, in the UK 57% of households now have access, in comparison to 46% four years ago (National Statistics, 2006). The Digital Future Project in the US has found that 78.6% of Americans went online in 2005, with an accompanying increase in the amount of time spent per week on the Internet (Centre for the Digital Future, 2005 ). Many of the studies in this area have been conducted with university students, in part because of their widespread use of the Internet as a social tool; indeed such use among students is increasing. In addition, a number of studies have found a high prevalence of social anxiety among university students who may then turn to the Internet as a way of regulating, challenging or escaping their social fears (Shepherd and Edelmann, 2005). Many university students commenting that thety are shy in social stuations, but are more open, easy going on 68 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo the net, in chat rooms. They are shy about approaching people at a party or in large group, for example, but not about talking to people in chat rooms. 1.2. Cell Phone Use Among Adolescents Auter (2007) researched thatsome of them related to adolescents and young adults use the cell phone differently than their parents and other older users. They prefer to consider it their primary phone – in lieu of the traditional landline phone – for its. Some studies have found little or no difference in use based on gender (e.g., DeBaillon, 2003; DeBaillon and Rockwell, 2005). Other studies have found, however that boys tend to be more intrigued with technical aspects of the devices, while girls tend to prefer the interpersonal connectivity – and spend more time using their phones for voice calls (Henderson et al., 2002; Rakow and Navarro, 1993; Skog, 2002). In fact, while women in one study felt the phones resulted in more freedom, male teens found the additional connectivity a constraining inconvenience (Auter, 2007). A recent Pew Internet research study found that approximately 33% of teens have a cell phone. Of the 33% of teens who reported owning a cell phone, approximately 64% said they had sent text messages. In addition, the Pew study found that of the young cell phone users, teenage girls tended to use text messaging much more than their male counterparts. Older teens (17 year olds) also reported sending more text messages on average than younger teens. Although cell phone use and text messaging have risen among U.S. teens, their popularity remains considerably less than European teens (Lenhart et al., 2005; Pierce, 2009). Seventy-five percent of teenagers now own cell phones, and 25% use them for social media, 54% use them for texting, and 24% use them for instant messaging. Thus, a large part of this generation’s social and emotional development is occurring while on the Internet and on cell phones (Hinduja and Patchin, 2007). 2. SOCIAL ANXIETY Social anxiety has variously been referred to as both shyness and social phobia. Social phobia, (also known as social anxiety disorder) is at the more extreme end of the continuum of social anxiety and “includes a collation of symptoms which unlike shyness can vary in severity throughout one’s life” these symptoms are only elicited in certain social situations (Leary, 1983). In contrast shyness while at the less severe en of the social anxiety continuum is more likely to be a life long charecteristic of an individual’s temperament which is experienced in every social occurences (Lecrubier et al., 2000; Shepherd and Edelmann, 2005). Individuals are often motivated by a need to feel a sense of belonging, however, those with social anxiety may find it difficult to fulfill this social need because of the Internet. For socially anxious individuals, the Internet and socially interactive technologies (text messaging) can have both positive and negative results. Kraut et al (1998) found that online interaction greatly reduced face-to-face social interaction. 2.1.Social Anxiety, Gender Differences and Online Communication The two previously mentioned theoretical approaches might adhere to different types of Internet activities that may have differential effects on well-being. One type of activities 69 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo surfing, which can be described as visiting web sites on the Internet for non-communication purposes. In contrast to surfing, Instant Messaging (IM-ing) consists of sending messages directly to others one has invited to the online conversation. Because of its dyadic, real-time, and private format, IM-ing has been seen as an excellent ‘training ground’ for adolescents in terms of their social skills ( Morgan & Cotten, 2003; Valkenburg & Peter, 2007). A survey study showed that among freshmen college students whereas increased time spent IM-ing was uniquely associated with less reported depression, increased time spent surfing was uniquely associated with more reported depression (Morgan and Cotten, 2003). Females usually have more negative attitudes toward computers and greater computer anxiety than males. Researhes on computer self-efficacy in general also revealed that males on average have better computer self-efficacy than females (Hackett, 1985). Similarly, one might expect adolescent girls to be more worried than boys about peers' negative evaluations of them. Indeed, surveys have found that adolescent girls are more concerned than boys about others' judgments of their appearance and behavior. Moreover, rates of internalizing problems are higher among girls than boys and adult women are about twice as likely to be socially phobic as men (Schneier et al., 1992). Thus, adolescent girls may be more vulnerable than boys to feelings of social anxiety, and this may have implications for their social functioning (La Greca and Lopez, 1998). On the other hand, Shaw and Giacquinta (2000) discovered that educational technology students reported using computers more frequently, for a wider array of purpose, and for greater number of hours each week than students in the Educational Administration, Business Education and Higher Education programs. They also reported completing more formal instruction and more positive attidudes toward the value of computers in academic students (Sam et al., 2005). Jackson et al. (2001) predicted that women would use e-mail more and men use the Web for information more, based on the greater interpersonal orientation of women and greater task orientation of men. This prediction was supported in a large sample of Anglo-American undergraduates, even after computer self-efficacy, loneliness and depression were controlled for. Wasserman and Richmond-Abbott (2005) found that women use e-mail slightly but not significantly more than men but that men use chat rooms more. Shepherd and Edelmann (2005) study to explore social anxiety and Internet use in relation to regulation of social fears. It is hypothesised that high social anxiety will be associated with low ego strength as well as greater scores on the Internet. 3.METHODS 3.1.Purpose Given the significant popularity of instant messaging, text messaging and other socially interactive technologies among teens, it is important to examine their use. Since social anxiety can effect one’s type of social interaction, it is prominent to examine if social anxiety is influencing how adolescents communicate with others and which technology. The purpose of this study is to research adolescents’ use of online social sites, cell phones, test messaging and instant messaging and if social anxiety influences technology versus face-to-face communication. So, the following hypotheses are proposed: H1: Females use socially interactive technology (text messages, cell phones, e-mail, instant messages) more than males. 70 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo H2a: There is a relationship between not feeling comfortable talking with others in person and feeling more comfortable talking with others online. H2b: There is a relationship between not feeling comfortable talking with others in person and feeling more comfortable messaging with others. H2c: There is a positive relationship between social anxiety (social phobia) and making new friends online. H2d: There is a relationship between the amount of their families’ monthly income and social anxiety. H3: Males are more social anxiety with face-to-face interactions than females. H4: Males are feeling more comfortable talking with others through a social interaction technology than females. 3.2.Participants and Datas Participants consisted of 544 students from six High Schools in Afyonkarahisar, Kütahya and Uşak cities. The age of the participants ranged from 15 to 18. 32.4% were freshman, 24.1% were sophomore, 28.1% juniors and 15.4% were seniors. The sample consisted of 227 (41.7%) males and 317 (58.3%) females. We first were contacted the principals and asked permission in order to survey some classes on school. After that teachers was choosen to gain a sample of students from each school year. After obtaining permission from teachers, each students were warned about survey able to tell it their parents. The survey was applied in the students’classrooms and teachers was present during all testing. All students received the same instructions and their identity would remain secret. Each participant completed a report questionnaire. 3.3. Measures The first two questions of the questionnaire consisted of primarily demographic questions such as age, sex, year in school, and general informations. The next series og questions included items of the students’ comfort level in interacting with others face-to-face, online talking, cell phone or text messaging. Questions were prepared by using both nominal (yes or no) and 5 point likert-type scales. Cronbach α for social anxiety and technological communication is acceptable. (α=62.4) 4.RESULTS 3.7% stated the amount of chlidren who separate from their families is not adequate for measuring the relationship between social anxiety and family stuation. First of all, participants were asked about type of technological tools they had use. 88.9% reported having Personel computer. 79.2% reported having Internet on their PC. 92.6% stated that having messanger adress. 71 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 73% reported having e-mail accounts. 96.7% reported having cell phones. 72.2% reported having text messaging capabilities on their cell phones. 84.3% stated having online social sites and most of them are using facebook (49.2%). Most of the other have more than one membership in social sites (twitter, myspace, linkedin etc). The fallowing next questions asked how much time adolescents use each of their time on their technological tools on average day. Table 1 shows the results. Table 1. Technological tools use 9 h (%) + 7-8 (%) h 5-6 (%) h 3-4 (%) h 1-2 (%) h 30 (%) min None(%) Msn 0.4 0.4 0 0.6 4.3 13.6 80.7 İnstant message 3.7 2.2 4.6 10.8 17.5 23.6 37.5 Cell phone 0.6 0.2 0.4 2.2 11.9 56.9 27.8 Social sites 0.7 1.7 1.5 8.0 29.0 33.3 25.8 Music 3.9 2,4 5.0 10.3 39.0 31.8 7.6 Game 0.7 0.9 1.3 4,3 17.7 24.0 51.0 Mail 0.9 0.2 0.2 1.1 3.9 12.8 80.9 İnternet 1.1 0.4 1.1 6.7 26.8 40.1 23.8 As shown in Table 1, adolescents almost don’t use messanger sites and mail address. They generally use instant message with their cell phones. They spend 1-2 hours for a day by listening music and avarage 30 minutes during the day by using Facebook. More than half of teens have cell phones that able to call, message and access to Internet. All following hypothesis were examined to 95% level of confidence. Hypothesis 1 stated that females use socially interactive technology (text messages, cell phones, e-mail, instant messages) more than males. Females (M:1.08, SD:1.9) reported that they are using text messaging more than males and significant relationship between text messaging and interactive technology (M:1.52, SD:2.31, p:0.019). In addition, males (M:0,3, SD:0.75) reported that they are playing games for a long time than females and there is a gender differences between playing games on computer and social technology using (M:1.06, SD:1.66, p:0.000). There is not gender differences in use of instant messaging, e-mail, social network sites and chat rooms. 72 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Hypothesis 2a posited that there could be a relationship between not feeling comfortable talking with others in person and feeling more comfortable talking with others online. When someone have to talk face to face, feeling anxiety was positively correlated with feeling comfortable with others through cell phones and social media sites (r:0.445, p: 0.000). Hypothesis 2b related that there would be a relationship between not feeling comfortable talking with others in person and feeling more comfortable messaging with others. Results revealed, there isn’t a relationship between social anxiety of face-to-face interaction and feeling comfortable with others via messaging (p:0.204). Hypothesis 2c reported that there would be a positive relationship between social anxiety (social phobia) and making new friends online. There isn’t any relationship between social anxiety and making new friends online (p:0.072, t: 1.801). but, there is a negative relationship between online communication without face-to-face interactions and feeing anxiety when having to talk face-to-face (p:0.024). Hypothesis 2d revealed that there would be a relationship between the amount of their families’ monthly income and social anxiety. The regression analysis showed, their isn’t a relationship between the amount of families’ monthly income with social interaction technologies (p: 0.230, r: 0.134). Hypothesis 3 stated that males are more social anxiety (not comfortable with others by talking) face-to-face interactions than females. Significance was not found for this hypothesis. However, females are feeling more uncomfortable talking with other face-to-face than males (Levene’s test p:0.017). There is just significant differences feeling comfortable by talking with social media sites with gender (p:0.003), that is; famales (M:2.12, SD:0.92) are more uncomfortable than do males (M:1.86, SD:0.99, p: 0.000). Hypothesis 4 posited that males could more prefered talking with others through a social interaction technology than females. There are significant difference, but only prefer talk with someone on computer instead of talking and make new friends with someone on computer. Females (M:3.71, SD:0.96) prefer talking with some on computer instead of talkin face-toface than males (M:3.48, SD:1.05, p: 0.009). Similarly, females (M:4.14, SD:1.04) prefer making new friends with someone on computer more than males (M:3.62, SD:1.19, p: 0.000). 5.DISCUSSİON AND CONCLUSION In Turkey, cell phone, text messaging, instant message and social sites membership are recognized as the most important medium of communications among adolescents. Internet access via PCs and mobile phones plays very significant role Turkey adolescents. Technology tools effect teens’ social emotions against their families and friends. This study demonstrated that teens are using socaily interactive technology to communicate with others and it serves social anxiety and decreasing face-to face communication. The findings of the current study found that females are using text messaging more than males. However, males are playing games for a long time than females. In addition, females are feeling more uncomfortable talking with others face-to-face than males. And, females also prefer talking with some on computer instead of talking face-to-face than males. Similarly, females prefer making new friends with someone on computer more than males. Beyond the results of this study, we examined something very important stuation related to adolescents’ today currents. While the age of participants were increasing, the time spend in social media is decreasing. The reason for such conclusion revealed that, senior students have 73 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo to work more for university exams during education session. So, they can’t spend their time on social media sites. Many studies in this area is conducted for university students. The use of Internet as a social tool is more common among at this age adolescents. But this study is related to high school level for students and we examined the relationship between social anxiety and the use of Internet, cell phone as a technological tools. Further studies may apply for university students.Finally, adolescents who may be shy, have social fobia, and feel anxiety about talking with someone, vairous and different technologies provide reliable opportunity for them to contact with them. It is possible to reproduce the contributions of technology for our world. Althought this technology facilities the lives of people, it sometimes breaks the peace. Technology has changed the way we live todayand also changing our communication skills with high costs. Only time will tell what is going on in the future. Parents and teachers have great responsibilities for this subject. REFERENCES Auter P. J., (2007) Portable Social Groups: Willingness To Communicate, Interpersonal Communication Gratifications, and Cell Phone Use Among Young Adults, Inetrnational J. Mobile Communications, 5(2) 139-156. Colley, A., and Maltby, J., (2008) Impact Of The Internet On Our Lives: Male and Female Personal Perspectives, Computers In Human Behavior, 24, 2005-2013. Hinduja S, Patchin J. (2007) Offline Consequences Of Online Victimization: School Violence And Delinquency. J Sch Violence. 6(3): 89 –112. La Greca, A. M. and Lopez N., (1998) Social Anxiety Among Adolescents: Linkages With Peer Relations and Friendships, Journal of Abnormal Child Psychology, 26(2), 83-94. Lenhart, A. (2005) Protecting Teens Online. Pew Internet and American Life Project. URL: http://www.pewInternet.org/. Morgan, C., and Cotten, S. R. (2003) The Relationship Between Internet Activities and Depres-sive Symptoms in a Sample of College Freshmen. CyberPsychology and Behavior, 6(2), 133–142. O’Keeffe, G. S., and Pearson, C., (2011) The İmpact of Social Media on Children, Adolescents and Families, Journal of American Academy Of Pediatric, 800-805. Pierce, T., (2009) Social Anxiety and Technology: Face-To-Face Communication Versus Technological Communication Among Teens, Computers İn Human Behavior, 25, 13671372. Sam, H. K., Othman, A. E. A., and Nordin, Z. S. (2005) Computer Self-Efficacy, Computer Anxiety, and Attitudes Toward The Internet: A Study among Undergraduates in Unimas. Educational Technology & Society, 8 (4), 205-219. Selfhout, M. H. W., Branje, S. J. T., Delsing, M., Bogt, T. F. M., and Meeus W. H. J., (2009) Different Types Of Internet Use, Depression, and Social Anxiety: The Role Of Perceived Friendship Quality. Journal of Adolescence, 32 819-833. Shepherd, R. M., and Edelmann, R. J., (2005) Reasons For İnternet Use and Social Anxiety, Personality and Individual Differences, 39, 949-958. Subrahmanyam S. and Lin, G., (2007) Adolescents On The Net: Internet Use and WellBeing, Adolescence, 42(168), 659-677. 74 � 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. 1151 Title A name given to the resource Socıal Anxıety And Usage Of Onlıne Technologıcal Communıcatıon Tools Among Adolescents Author Author Bilal , Sisman Abstract A summary of the resource. With the growing popularity of Internet communication applications among adolescents, the Internet, online social sites, instant messaging and cell phones have become an important social tool for their development. For adolescents who perceive low friendship quality, Internet use for communication purposes predicted less depression, whereas Internet use for non-communication purposes predicted more depression and more social anxiety. This study examined teens’ use of social interactive technologies and the role that social anxiety plays on how adolescents communicate with others (technology or face-to-face). The questionnaire was prepared to apply in Afyonkarahisar, Manisa and Uşak cities in order to measure any relationship between social anxiety and choise of communication options among adolescents. Questionnaire datas were gathered from High School adolescents (ranged from 15-18; freshman, sophomore, junior and senior) included 544. Adolescents almost don’t use messanger sites and mail address. They generally use instant message with their cell phones. They spend 1-2 hours for a day by listening music and avarage 30 minutes during the day by using Facebook. More than half of teens have cell phones that able to call, message and access to Internet. The findings of the current study found that females are using text messaging more than males. However, males are playing games for a long time than females. In addition, females are feeling more uncomfortable talking with others face-to-face than males. And, females also prefer talking with some on computer instead of talking face-to-face than males. Similarly, females prefer making new friends with someone on computer more than males. Keywords: Social Anxiety, Communication Tools, Technology, Adolescents Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/376628f0342d56c70a6ba37dff430487.pdf d09eee76b5af976fefec8456f7c47ded PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 SOFRACI DİVANI VE NÜSHA TANITIMI Adem BALABAN Hëna e Plotë "Bedër" University / Arnavutluk Bünyamin ÇAĞLAYAN Hëna e Plotë "Bedër" University / Arnavutluk Anahtar Kelimeler: Sofracı divanı, Uşşakî, nüsha, yazma eser. ÖZET Dil, kültür ve tarihimizin hazineleri olan Türkçe yazma eserler, yurt içi ve dışında birçok kütüphane bulunmaktadır. Bunlardan birçoğu incelenmiş olsa bile bazıları hala bilinmemekte ve gün ışığına çıkmayı beklemektedir. Bu eserlerden biri de Arnavutluk Milli Kütüphanesi Dr. 7. D. 19 numarada kayıtlı olan Sofracı Divanı’dır. Eserin Uşşaki tarikatına bağlı Sofracı mahlaslı biri tarafından yazıldığı anlaşılmakla beraber, Sofracı’nın kim olduğu hakkında herhangi bir bilgi yoktur. İçindeki şiirlerden Sofracı’nın Uşşaki olduğu ve Uşşaki şeyhi Cemâleddin Uşşâkî (ö. 1750) döneminde ya da ondan sonra yaşadığı anlaşılmaktadır. Şiirlerinde sade bir dil kullanan şair dini tasavvufi şiirler yazmıştır. Bu çalışmamızda Sofracı Divanı’nın nüsha tanıtımı ve içindeki şiirler hakkında bilgi verilecektir. Kaynaklarda adı veya mahlası zikredilmeyen Sofracı’nın bu çalışmamız ile edebiyat dünyasında bir değerlendirmeye tabi tutulacağına inanıyoruz. SOFRACI’S DİVAN AND ITS DESCRIPTION Keywords: Sofracı’s Divan, Uşşakî, manuscripts, copy. ABSTRACT Turkish manuscripts are treasures of our language, culture and history. These works are found at many libraries in Turkey and abroad. Many of them have been studied even though some of them still wait to be known. One of these works is Sofracı’s Divan. This book was registered at Dr. 7. D. 19 number at the National Library of Albania. Sofracı who is a member of Uşşaki Cult wrote this work. There is no information about him in his book or in any other sources. According to his poems, Sofracı lived during sheikh Jamaluddin 61 �BİLDİRİ ÖZETLERİ - UTEK 2014 Uşşâkî (d. 1750) period or after him. He used plain language in his poems and wrote religious mystical poems. In this study, we will present Sofracı’s Divan and will give information about the content of the book. We belive that our study will contribute to the literary by introducing Sofracı’s Divan to the world. POSTMODERN ANLATILARI OKUMA GÜÇLÜKLERİ Sevim Nilay IŞIKSALAN Ahi Evran Üniversitesi, Kırşehir / Türkiye Anahtar Kelimeler: Üstkurmaca, postmodern anlatılar, okuma güçlükleri. ÖZET Bu araştırma, üniversitemizin Türkçe Eğitimi Bölümünde yüksek lisans yapan 15 öğrencinin postmodern anlatıları okuma güçlüklerini irdelemek amacıyla hazırlanmıştır. Nitel araştırma deseni ile tasarlanan çalışmada, öğrencilerin postmodern anlatıları okurken hangi düzlemlerde, niçin zorlandıkları üzerinde durulmuştur. Araştırmada iki aşamalı bir çalışma yöntemi izlenmiştir. İlk olarak çalışma grubundaki öğrencilere, postmodern anlatıları ortaya çıkaran koşullar hakkında (4 saatlik) önbilgi verilmiştir. 20. yüzyılın fizikbilimindeki gelişmeleri - Max Planc’ın quantum, Einstein’ın görelilik kuramı ile Heisenberg’in belirsizlik ilkesi- anlatılarak zaman ve uzam algısındaki köklü değişimler vurgulanmıştır. Ruhbilimindeki yeni yaklaşımlar ve kuramlar Freud’un bilinçaltı, Jung’un kolektif bilinçaltı, Adler’in bireysel psikolojisi, Bergson’un sezgicilik hakkındaki görüşlerine değinilmiştir. Bireyin öznel ve toplumsal yaşamını kuşatan ve onda farklı değerler dizgesi oluşturan teknolojik yenilikler anlatılmıştır. Yeni dünya gerçeği karşısında insanın varoluş sorunsalı üzerinde durulmuştur. Söz konusu köklü değişimlerin, edebiyat düzleminde yansımalarına, eskisinden çok farklı yeni bir edebiyat estetiğinin doğuşuna dikkat çekilmiştir. Yeni estetik anlayış, Ulysses (James Joyce) ve Dönüşüm (Franz Kafka) romanlarıyla örneklendirilmiştir. Araştırmanın ikinci aşamasında; öğrencilerden Türk Edebiyatında ilk modernist eser olan Tutunamayanlar ile postmodern anlatılar olan Kara Kitap 62 � 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. 2723 Title A name given to the resource SOFRACI DİVANI VE NÜSHA TANITIMI Author Author BALABAN, Adem ÇAĞLAYAN, Bünyamin Abstract A summary of the resource. Dil, kültür ve tarihimizin hazineleri olan Türkçe yazma eserler, yurt içi ve dışında birçok kütüphane bulunmaktadır. Bunlardan birçoğu incelenmiş olsa bile bazıları hala bilinmemekte ve gün ışığına çıkmayı beklemektedir. Bu eserlerden biri de Arnavutluk Milli Kütüphanesi Dr. 7. D. 19 numarada kayıtlı olan Sofracı Divanı’dır. Eserin Uşşaki tarikatına bağlı Sofracı mahlaslı biri tarafından yazıldığı anlaşılmakla beraber, Sofracı’nın kim olduğu hakkında herhangi bir bilgi yoktur. İçindeki şiirlerden Sofracı’nın Uşşaki olduğu ve Uşşaki şeyhi Cemâleddin Uşşâkî (ö. 1750) döneminde ya da ondan sonra yaşadığı anlaşılmaktadır. Şiirlerinde sade bir dil kullanan şair dini tasavvufi şiirler yazmıştır. Bu çalışmamızda Sofracı Divanı’nın nüsha tanıtımı ve içindeki şiirler hakkında bilgi verilecektir. Kaynaklarda adı veya mahlası zikredilmeyen Sofracı’nın bu çalışmamız ile edebiyat dünyasında bir değerlendirmeye tabi tutulacağına inanıyoruz. SOFRACI’S DİVAN AND ITS DESCRIPTION Keywords: Sofracı’s Divan, Uşşakî, manuscripts, copy. ABSTRACT Turkish manuscripts are treasures of our language, culture and history. These works are found at many libraries in Turkey and abroad. Many of them have been studied even though some of them still wait to be known. One of these works is Sofracı’s Divan. This book was registered at Dr. 7. D. 19 number at the National Library of Albania. Sofracı who is a member of Uşşaki Cult wrote this work. There is no information about him in his book or in any other sources. According to his poems, Sofracı lived during sheikh JamaluddinUşşâkî (d. 1750) period or after him. He used plain language in his poems and wrote religious mystical poems. In this study, we will present Sofracı’s Divan and will give information about the content of the book. We belive that our study will contribute to the literary by introducing Sofracı’s Divan to the world. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-05-23 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-582X P Philology. Linguistics,PA Classical philology,PI Oriental languages and literatures,PN Literature (General) https://omeka.ibu.edu.ba/files/original/1ff757ec0e4dd76435d2580e147df1bd.pdf a4817cf193a40e562572b8d31f4ff610 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SOFTWARE ASSISTING TEACHING STAFF IN TESTING PROCEDURES USING RFID TECHNOLOGY Author Author Eldin Guzin Abstract A summary of the resource. Manual attendance taking during academic examinations and lectures tends to be a time-consuming and error-prone process, especially when it comes to a large amount of inputs at the same time. This senior design project addresses the need for a more efficient method of monitoring student attendance during lectures and exams. To tackle this issue, this project proposes a software-assisted system that uses RFID (Radio Frequency Identification) technology integrated with an Arduino microcontroller. Each student already has their unique student identification card that has an integrated RFID chip. With the given software, it can be scanned upon entering the examination room or a classroom. The scanned data is immediately transmitted to a Ruby on Rails based web application that logs attendance records in real time. This system supports secure authentication, timestamped logs and intuitive administrative interface for educators to monitor attendance activity, enhances transparency in the testing process, strengthens exam policy enforcement and ensures that attendance data is accessible in a digital format.. The project combines low-cost hardware components such as RFID readers and Arduino boards, with robust web development practices. Arduino hardware acts as the physical interface for RFID scanning, while the backend web application performs data processing, storage and visualization. Keywords Keywords. senior design project, keywords, template rfid sdp software engineering https://omeka.ibu.edu.ba/files/original/6bde2374e88c4830ad6bdb9c457fd4f5.pdf e1743e3cb9ffc4798bfbc8d9f59e80b4 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 Solar Irradiation Prediction Based on M5 Model Tree and Feature Importance Evaluation Author Author Lejla Idrizović, Lejla Lulić Skopljak, Faris Haznadarević, Haris Ahmetović Abstract A summary of the resource. In the last decade, the usage of renewable energy is on the rise, and that trend will only continue because technology is becoming more developed, so renewable energy sources are going to offer more for the same price. Besides all positive properties, there are also some negatives like direct dependence on the weather conditions. That means energy production is constantly changing, so it must be as precisely as possible predicted to be usable on a large scale. Fifteen attributes were analyzed using M5 regression tree. High positive degree of correlation was found between participle water and dew point temperature, air temperature with dew point, air temperature with precipitation of water, snow depth with Albedo daily, zenith angle with relative humidity, GHI with Air temperature. It was found that the zenith angle, between the normal of the Earth’s surface and the Sun, was the most important feature of the dataset for solar irradiation prediction. Keywords Keywords. machine learning, photovoltaic, renewable energy, solar irradiation, weather forecast. Identifier An unambiguous reference to the resource within a given context ISSN 2637-2835 (Print) DOI Digital object identifier 10.14706/JONSAE2022422 Publisher An entity responsible for making the resource available International Burch University Language A language of the resource English language Type The nature or genre of the resource Original research https://omeka.ibu.edu.ba/files/original/346a18afc3585f447635a4db00501742.docx b8854b6a567eafd67a6bed7f6ebec5dd https://omeka.ibu.edu.ba/files/original/753692afd7f9f3cc6a1bf1d2250a2749.pdf 0c47d87140d00b39ab20d0f89c900f9e PDF Text Text Solvency II - A Need or an Obligation? Armanda Keqi Epoka University Albania akeqi@epoka.edu.al Urmat Ryskulov Epoka University Albania uryskulov@epoka.edu.al Abstract: The role of the insurance sector has grown tremendously in the last twenty years, thus increasing the need for unification of rules for supervising the activities of insurance companies. In response to the increasing complexity of the financial services market, the European Commission drafted the Solvency II project, which will be implemented on 1 January 2016. For all the advantages that brings to insurance companies, for the insurance sector and the economy in general, the implementation of Solvency II is binding unless necessary. This paper summarizes the factors that make the necessary amendment of the directive Solvency I and a brief description of the most important elements of Solvency II directive: structure with three pillars of Solvency II and economic methods for calculating risk-based capital required. A program of Solvency II managed and delegated properly, will provide real competitive advantage for insurance companies. Keywords: Solvency II, insurance sector, economic methods, advantages. 111 �111 � 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. 2556 Title A name given to the resource Solvency II - A Need or an Obligation? Author Author KEQI, Armanda RYSKULOV, Urmat Abstract A summary of the resource. The role of the insurance sector has grown tremendously in the last twenty years, thus increasing the need for unification of rules for supervising the activities of insurance companies. In response to the increasing complexity of the financial services market, the European Commission drafted the Solvency II project, which will be implemented on 1 January 2016. For all the advantages that brings to insurance companies, for the insurance sector and the economy in general, the implementation of Solvency II is binding unless necessary. This paper summarizes the factors that make the necessary amendment of the directive Solvency I and a brief description of the most important elements of Solvency II directive: structure with three pillars of Solvency II and economic methods for calculating risk-based capital required. A program of Solvency II managed and delegated properly, will provide real competitive advantage for insurance companies. Keywords: Solvency II, insurance sector, economic methods, advantages. 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/cb71095c694b6364b2bd822067b8d9e6.docx 6f20997fe1cc1798c2a309d2576a9c9e https://omeka.ibu.edu.ba/files/original/27d635fbcd5cc20db4683ef87dfcf6d0.pdf 11b4c6922bb8502bf89cb8810466206d PDF Text Text Some Aspects of Narrative Techniques in Paul Auster's Novels Darko Kovačević University of East Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Paul Auster, narrative, American literature, techniques, writing. ABSTRACT The paper will mention, analyze and discuss some aspects of narrative techniques used in the novels by a contemporary American writer Paul Auster. It will be based on fifteen of his novels, written in the period from 1987 to 2009. In the beginning of the paper, a short general text on Paul Auster, his work and his place in contemporary American literature will be given. The central part will deal with some of the most important characteristics of narrative in Auster's novels, such as stories and their narrative realizations, narrators, focalization, points of view, frame narratives and framing narratives, characterization etc. At the end of the paper, some general conclusions will be made. � 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. 1719 Title A name given to the resource Some Aspects of Narrative Techniques in Paul Auster's Novels Author Author KOVAČEVIĆ, Darko Abstract A summary of the resource. Key words: Paul Auster, narrative, American literature, techniques, writing. ABSTRACT The paper will mention, analyze and discuss some aspects of narrative techniques used in the novels by a contemporary American writer Paul Auster. It will be based on fifteen of his novels, written in the period from 1987 to 2009. In the beginning of the paper, a short general text on Paul Auster, his work and his place in contemporary American literature will be given. The central part will deal with some of the most important characteristics of narrative in Auster's novels, such as stories and their narrative realizations, narrators, focalization, points of view, frame narratives and framing narratives, characterization etc. At the end of the paper, some general conclusions will be made. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/4ef4813aa5aa0472905fd2e591272c88.docx ff4a1db2df83c55826c4314b7d2b8d8e https://omeka.ibu.edu.ba/files/original/42de318b17b8b30283281b6e116a4558.pdf b9f4be8a98cb85fb2ca52105c85f527d PDF Text Text Some Evaluations about the Place and Importance of Nasreddin Hodja Jokes in the Teaching of Turkish as Foreign Language in Bosnia And Herzegovina Zülfikâr Bayraktar Gediz Üniversitesi/Istanbul, Turkey ABSTRACT Teaching language to the foreigners is a field requiring professionality in all aspects in our days. The studies done in the field have focused on the language teaching methods overall rather than the general traits of the language aimed to teach. The language to be taught in terms of the learner's profile, learning materials, motivation and age groups, methodologies applied, location, how and to whom it will be taught is totally another field of study. In this paper, Nasreddin Hodja's jokes will be studied in terms of their place and importance in Turkish language teaching especially in Bosnia and Herzegovina which still survive from far past to our day within the verbal folk tradition in Anatolia and Bosnia and Herzegovina. � 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. 2091 Title A name given to the resource Some Evaluations about the Place and Importance of Nasreddin Hodja Jokes in the Teaching of Turkish as Foreign Language in Bosnia And Herzegovina Author Author BAYRAKTAR, Zülfikâr Abstract A summary of the resource. Teaching language to the foreigners is a field requiring professionality in all aspects in our days. The studies done in the field have focused on the language teaching methods overall rather than the general traits of the language aimed to teach. The language to be taught in terms of the learner's profile, learning materials, motivation and age groups, methodologies applied, location, how and to whom it will be taught is totally another field of study. In this paper, Nasreddin Hodja's jokes will be studied in terms of their place and importance in Turkish language teaching especially in Bosnia and Herzegovina which still survive from far past to our day within the verbal folk tradition in Anatolia and Bosnia and Herzegovina. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/cb9f63df9640b123d053a938c4830267.docx 4d432bd38da163d2b81645da25af66f1 https://omeka.ibu.edu.ba/files/original/05ae1eb9693109511ba981f2cbc066be.pdf 61c0994957bb698a3b9fecd87f5e25a2 PDF Text Text Some Learning Gaps in the Suitcase of a Croatian Student of English as He Packs before Going of to College Katarina Perišić University of Split/ Split, Croatia Key words: learning gap, secondary education, written work, error treatment, MTI ABSTRACT Upon closing the chapter of their secondary education and entering the academic world, a vast majority of Croatian students whether freshmen or senior need fresh challenges to help them to realise how much they know, and to make their passive knowledge active, together with a steady input of new language. In the established practice of using Google translation tools when asked to write an essay or a book report, it is not uncommon for a Croatian student of English to make it all the way to college without having his or her writing thoroughly scrutinized and used for successful error treatment. The research presented in this paper attepmts to outline some of the most common learning gaps acquired through secondary school curricula that tend to accompany Croatian students in college English courses. Based on the analysis of guided written assignments done by a group of 25 students of the Music and Theatre Arts Department of the Arts Academy in Split, Croatia, the research identifies recurring patterns in the substitution of the Croatian present tense for the English Present Perfect structure, omission of articles in noun and adjective phrases, mistakes arising out of the contrastive analysis of the two languages having word-by-word translation and MTI as its immediate side effects, trouble forming irregular plural of nouns as well as the difficulty understanding the difference between countable and uncountable nouns. Although the development of such patterns might be explained by Dulay and Burt's claim that the majority of errors made by L2 learners are specific to that L2, the presented analysis sees them as being caused by ill-treatment of students' mother tongue interference during high school years. � 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. 1826 Title A name given to the resource Some Learning Gaps in the Suitcase of a Croatian Student of English as He Packs before Going of to College Author Author PERISIC, Katarina Abstract A summary of the resource. Key words: learning gap, secondary education, written work, error treatment, MTI ABSTRACT Upon closing the chapter of their secondary education and entering the academic world, a vast majority of Croatian students whether freshmen or senior need fresh challenges to help them to realise how much they know, and to make their passive knowledge active, together with a steady input of new language. In the established practice of using Google translation tools when asked to write an essay or a book report, it is not uncommon for a Croatian student of English to make it all the way to college without having his or her writing thoroughly scrutinized and used for successful error treatment. The research presented in this paper attepmts to outline some of the most common learning gaps acquired through secondary school curricula that tend to accompany Croatian students in college English courses. Based on the analysis of guided written assignments done by a group of 25 students of the Music and Theatre Arts Department of the Arts Academy in Split, Croatia, the research identifies recurring patterns in the substitution of the Croatian present tense for the English Present Perfect structure, omission of articles in noun and adjective phrases, mistakes arising out of the contrastive analysis of the two languages having word-by-word translation and MTI as its immediate side effects, trouble forming irregular plural of nouns as well as the difficulty understanding the difference between countable and uncountable nouns. Although the development of such patterns might be explained by Dulay and Burt's claim that the majority of errors made by L2 learners are specific to that L2, the presented analysis sees them as being caused by ill-treatment of students' mother tongue interference during high school years. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed