251 10 3494 https://omeka.ibu.edu.ba/files/original/9c2fa4b4dc6a3b5dded1a1e46e5616ea.pdf da4c42af30cef3cd9a9246f8022586bb PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Students’ Perceptions of Corporate Social Responsibility and Repeat Patronage Intentions: The Moderating Role of Trust Rana Fawad Asif Shaheed Zulfiqar Ali Bhutto, Institute of science & Technology Islamabad, Pakistan fawadasif@gmail.com Sami Abdul Ahad National Defence University, Islamabad, Pakistan unsung1990@yahoo.com Ahmed Gull Department of Management Print o Plast, Islamabad,Pakistan unsung1990@yahoo.com Corporate Social Responsibility (CSR) is an extensive concept and has been becoming more and more important in the contemporary world. This research study aims to highlight the significance of Corporate Social Responsibility in Education Sector and happenings that are necessary for a university to act as socially responsible. It also studies the students’ belief about the social responsibility performance of their institutions and in a broad-spectrum as well. This study deliberates the impact of Corporate Social Responsibility on students’ commitment at university level. The study develops and tests a conceptual framework which predicts a positive relationship of Corporate Social Responsibility towards Perceived Service Quality, Attitudinal Loyalty, Repeat Patronage Intentions and the moderating role of Trust in the context of universities located in Islamabad. At the same time the study examines the mediating relationship of Attitudinal Loyalty between Perceived Service Quality and Repeat Patronage Intentions. The results generally support this relationship except for the moderating direction of Trust between Corporate Social Responsibility and Attitudinal Loyalty. The results also showed that Attitudinal Loyalty mediates the relationship among Perceived Service Quality and Repeat Patronage Intentions. The social responsible activities of the universities were highlighted in the study and students’ perceptions about Corporate Social Responsibility 240 �International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo were also considered. The outcomes showed that the social responsible behaviors of the university increases the students’ commitment and loyalty for the university which leads to repeat behavioral intentions, by means of creating a positive image of the university. The universities primarily business schools were selected as the context of the study because business schools educate and train graduates who become future business experts and managers. Therefore the universities need to understand the emerging concept of Corporate Social Responsibility and make the students aware of it and realize its importance to make them effective business leaders. Keywords: Trust, Corporate Social Responsibility, Perceived Service Quality, Attitudinal Loyalty, Repeat Patronage Intentions. 241 � 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. 1640 Title A name given to the resource Students’ Perceptions of Corporate Social Responsibility and Repeat Patronage Intentions: The Moderating Role of Trust Author Author FAWAD ASIF, Rana ABDUL AHAD, Sami GULL, Ahmed Abstract A summary of the resource. Corporate Social Responsibility (CSR) is an extensive concept and has been becoming more and more important in the contemporary world. This research study aims to highlight the significance of Corporate Social Responsibility in Education Sector and happenings that are necessary for a university to act as socially responsible. It also studies the students’ belief about the social responsibility performance of their institutions and in a broad-spectrum as well. This study deliberates the impact of Corporate Social Responsibility on students’ commitment at university level. The study develops and tests a conceptual framework which predicts a positive relationship of Corporate Social Responsibility towards Perceived Service Quality, Attitudinal Loyalty, Repeat Patronage Intentions and the moderating role of Trust in the context of universities located in Islamabad. At the same time the study examines the mediating relationship of Attitudinal Loyalty between Perceived Service Quality and Repeat Patronage Intentions. The results generally support this relationship except for the moderating direction of Trust between Corporate Social Responsibility and Attitudinal Loyalty. The results also showed that Attitudinal Loyalty mediates the relationship among Perceived Service Quality and Repeat Patronage Intentions. The social responsible activities of the universities were highlighted in the study and students’ perceptions about Corporate Social Responsibility were also considered. The outcomes showed that the social responsible behaviors of the university increases the students’ commitment and loyalty for the university which leads to repeat behavioral intentions, by means of creating a positive image of the university. The universities primarily business schools were selected as the context of the study because business schools educate and train graduates who become future business experts and managers. Therefore the universities need to understand the emerging concept of Corporate Social Responsibility and make the students aware of it and realize its importance to make them effective business leaders. Keywords: Trust, Corporate Social Responsibility, Perceived Service Quality, Attitudinal Loyalty, Repeat Patronage Intentions. 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/f3773b94c01c3810bca1a27b3e4ab725.pdf 982967f3446dd2516fa6d6e22747d848 PDF Text Text Bilgi Ekonomisi ve Yönetimi Dergisi / 2011 Cilt: VI Sayı: II STUDENTS’ PERCEPTIONS OF IT SUPPORTED LEARNING Meliha HANDZIC* Merdžana OBRALIC** Emir CICKUSIC*** Abstract: The objective of this study was to examine the university students’ perceptions and intentions towards IT supported learning. Eighty-eight undergraduate students from the engineering and management departments of a young private university in Bosnia and Herzegovina participated in the survey. In responding to the questionnaire, the participants gave their opinions about IT medium richness, self-efficacy, and usefulness, ease of use, social norms and intentions to use IT in their day-to-day learning. The results revealed significant differences in perceptions and intentions between junior and senior students. Juniors had significantly higher regard for IT medium richness and felt higher social norms pressure, but expressed lesser intentions to use IT tools due to their poorer self-efficacy beliefs. The findings suggest the need for more and earlier students’ IT exposure and practice in order to gain better skills and form more favorable usage intentions sooner. All rights reserved by the JKEM � 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. 1552 Title A name given to the resource Students’ Perceptions Of It Supported Learning Author Author HANDZIC, Meliha OBRALIĆ, Merdžana CICKUSIC, Emir Abstract A summary of the resource. The objective of this study was to examine the university students’ perceptions and intentions towards IT supported learning. Eighty-eight undergraduate students from the engineering and management departments of a young private university in Bosnia and Herzegovina participated in the survey. In responding to the questionnaire, the participants gave their opinions about IT medium richness, self-efficacy, and usefulness, ease of use, social norms and intentions to use IT in their day-to-day learning. The results revealed significant differences in perceptions and intentions between junior and senior students. Juniors had significantly higher regard for IT medium richness and felt higher social norms pressure, but expressed lesser intentions to use IT tools due to their poorer self-efficacy beliefs. The findings suggest the need for more and earlier students’ IT exposure and practice in order to gain better skills and form more favorable usage intentions sooner. Date A point or period of time associated with an event in the lifecycle of the resource 2011 Keywords Keywords. Article PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/8b2e2311c69776f053aca1aa7693e3c4.pdf e2d25642003b7f7a34b4b45a6c25e01c PDF Text Text ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2418 Title A name given to the resource Studentski zbor Sveučilišta u Mostaru u saradnji s AIESEC LC Mostar i Federalno ministarstvo pravde Sarajevo: Dani karijere – upute i savjeti za polaganje pravosudnog ispita Author Author MUTAPČIĆ, Đemaludin Abstract A summary of the resource. Dana 22.05.2013. godine u okviru Projekta Dani Studentskog zbora 2013. Obrazovanje – dani karijere, a u organizaciji Studentskog zbora Sveučilišta u Mostaru i Federalnog ministarstva pravde Sarajevo, u amfiteatru Ekonomskog fakulteta Sveučilišta u Mostaru, pred brojnim auditorijem, održano je karijerno savjetovanje – upute i savjeti za polaganje pravosudnog ispita. Materija pravosudnog ispita je zakonska materija, koja je u savremenoj Bosni i Hercegovini uređena jednim državnim i sa dva entitetska zakona. Postoje i odgovarajući programi pravosudnog ispita, doneseni u skladu sa zakonom i objavljeni u službenim glasilima, a u kojima se utvrđuje gradivo, pravni izvori i literatura po kojem se polaže pismeni i usmeni dio pravosudnog ispita pred komisijom za polaganje pravosudnog ispita. Tako imamo Program pravosudnog ispita („Službene novine Federacije BiH“, broj 47/2010). Prilikom ispitivanja kandidata na usmenom dijelu pravosudnog ispita ispitivači su dužni voditi računa da kandidata ispituju samo iz materije koja je utvrđena kao gradivo odnosno pravni izvori u Programu pravosudnog ispita. Publisher An entity responsible for making the resource available Social Sciences Research Center of 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 2303-5706 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/0da01f52f6426c6e5cf867024285d473.pdf 69f03c14e816d5936e5d5f9e4f06a093 PDF Text Text Studies on In Vitro Regeneration of Some Common Bean (Phaseolus vulgaris L.) Cultivars Ka mile Ulukapi Ah met Secima Naci Onus Akdeniz University, Faculty of Agriculture, Department of Horticulture Antalya, Turkey kamileonal@akdeniz.edu.tr Abstract: The propagation possibilities of different commercial common bean cultivars (Phaseolus vulgaris) by tissue culture were investigated in the research. For this purpose, Yörük Ayşe, Alman Ayşe 4, Alman Ayşe 5, Alman Ayşe 6 and Alman Ayşe 7 cultivars were used as plant materials. On the condition of tissue culture shoot tips were used for shoot formation (%) and hypocotyls were used for root formation (%) as explant materials. The highest shoot evolution was obtained from MS0 for Yörük Ayşe, for MS2 (1ml/l NAA + 1ml/l BAP + 1ml/l GA3) for Alman Ayşe 4 and Alman Ayşe 7 cultivars, from MS3 (2ml/l NAA + 2ml/l BAP + 2ml/l GA3) for Alman Ayşe 6. In terms of root formation the highest root formation was obtained from MS4 (MS0 + 3g/l active charcoal) in Alman Ayşe 4 with the proportion of %92. Keywords: Common bean, Phaseolus vulgaris L., in vitro, regeneration Introduction Phaseolus vulgaris L. (common bean) is an important member of genus Phaseolus and 90% of cultivated bean comes from Phaseolus vulgaris L. Common bean can be grown in all continents, except Antarctica and is the most important grain legume for human consumption specaily for meeting the need of protein.(Singh, 1999; Larsen, 2005). Due to easy growing and itsimportance in human nutrition com mon bean growing has become very popular in Turkey and all around the world and that is why many physiological and biochemical experiments have been conducted on bean (Torres et al., 2004). Classical breeding is the basic and general approach for production of the widespread varieties. Some problems such as genetic variations, low surviving ability of the interspecific hybrids, specific inheritances of some valuable characteristics, yield, disease and pests’ resistance, etc., are somehow difficult or time and labor consuming to be resolved by the conventional techniques. Plant biotechnology offers different strategies to overcome these difficulties (Veltcheva and Svetleva, 2005). With some exceptions and generally speaking species in the family Leguminosae are difficult to regeneratein in vitro conditions as grain legumes have less regeneration potential compared to some others.Itis possible to say that regeneration ability depends on the genotype, physiological state of the explant and donor plant,tissue and cell specialization of the culture and the culture conditions (Veltcheva and Svetleva, 2005). In accordance withthe previous studiesthereis no greatsuccessinthe studies conducted on in vitro regeneration of common bean in Turkey (Sağlam et al., 2005). The present study is conducted to reveal the propagation possibilities of different commercially grown bean cultivars (Phaseolus vulgaris L.)in vitro conditions by using shoottips and hypocotyls as explants. Material And Methods Yörük Ayşe, Alman Ayşe 4, Alman Ayşe 5, Alman Ayşe 6 and Alman Ayşe 7 cultivars, which are commonly grown and have com mercialimportance, were used as plant materials. Fully mature seeds of any cultivar were imbedded in distilled water prior to sterilization in order to simplify the process of removing testa from endosperm. Allthe seeds were subjected to surface sterilization by 445 �keeping them in 5% sodium hypochloritefor 10 minutes. After 10 minutes seeds weretransferred into a solution of 70% ethanol and kept for 2 minutes, then they were rinsed three times for 5 minutes each time in sterile distilled water and keptinthe last wash. Each endosperm-embryo complex was put on the surface of 2 culture media which consisted of 5 ml. Murashige & Skoog’s medium (MS) (Murashige and Skoog, 1962) with an agar concentration of 0.7% w/v, pH 5.8 in order to determine the best medium for seed germination. It should be noted that while one of the MS medium was free of all plant growth regulation (MS0), 1 ml/l GA3 was added to other MS medium. All the experiments were set up as three replicates with 2 phials in each replication and 5 seeds in each phial. The culture phials were placed in constanttemperature room (25±3 o C) untilthe seedlings had developed hypocotyls. Hypocotyls and shoot tips of in vitro grown seedlings were excised and used as explants. The culture phials were placed in a constanttemperature room (25±3 o C)to make the observations.In orderto determine the regeneration capacities of these two different kinds of explants different culture media with different contents were used as stated in Table 1. Media used for shoottip explants M S1 M S0 M S2 M S0 + 1 ml/l NAA + 1 ml/l BAP + 1 ml/l GA3 M S3 M S0 + 2 ml/l NAA + 2 ml/l BAP + 2 ml/l GA3 Media used for hypocotyls explants M S4 M S0 + 3 g/l active charcoal M S5 M S0 + 1 ml/l NAA + 1 ml/lBAP + 1 ml/l GA3 + 3 g/l active charcoal M S6 M S0 + 2 ml/l NAA + 2 ml/l BAP + 2 ml/L GA3 + 3 g/l active charcoal Table 1. Culture media Five shoot tip explants and five hypocotyls explants were taken and placed into phials. Hypocotyls explants were taken from the part close to roots assuming the cellsin the part have the more ability for rooting than the other parts(Figure 1). a b Figure 1. The part of plant where hypocotyls explants were taken (a),shoottips explantsin a phial(b) Afterwards responds of all cultivars in different culture media were recorded and percentages of shoot formation and root formation calculated as down stated. % Shoot formation= % Root formation = Number of shoottips forming shoots x 100 Total number of shoots Number of hypocotyls forming roots x 100 Total number of roots RESULTS AND DISCUSSION Experiment results conducted in orderto determine the best medium for seed germination revealed that there is no need to add 1 ml/l GA3 into the media as all the seeds (a total of 30 seeds) in both media were 446 �germinated atthe end of 10 days period (Figure 2). Figure 2. Seedlings developed in MS0 media atthe end of 10 days period Hypocotyls and shoot tips of in vitro grown seedlings were excised and used as explants in order to determine the regeneration capacities of these two different kinds of explants and different culture media with different contents were used to serve the purpose. Experiment results revealed that shoottips explants formed leaf and shoot elongation took a part in 8-10 days period (Figure 3). On the other hand hypocotyls explants resulted with root formation with no shoot (Figure 3-b). a b Figure 3. Shoot formations from shoottip explants (a) and root formation from hypocotyls explants (b) Afterwards responds of all cultivars in different culture media were recorded and percentages of shoot formation and root formation for each cultivar were calculated and results are presented in Table 2 and Table 3. Cultivar Yörük Ayşe Alman Ayşe 4 Alman Ayşe 5 Alman Ayşe 6 M S2 M S3 Culture med ia M S1 M S2 M S3 10 7 Total number of shoots obtained 12 10 9 M S1 M S2 M S3 M S1 M S2 M S3 M S1 M S2 M S3 M S1 7 12 8 12 10 8 8 7 12 9 83 58 % shoot formation 100 83 75 58 100 67 100 83 67 67 58 100 75 447 �Table 2. Shoot formation obtained from shoottip explants As can be seen from Table 2, MS1 media was the most suitable medium for Yörük Ayşe and Alman Ayşe 5 cultivars. MS2 for Alman Ayşe 4 and Alman Ayşe 7 and MS3 for Alman Ayşe 6 media were found to be the most suitable for culture media were shoot formation. Kartha et al.(1981) reported that culture media with different concentrations of BA gave the best result on in vitro regeneration of bean. Cruz de Carvalho et al. (2000) reported that 10µM N6 -benzylaminopurine (BAP) and 10µM silver nitrate (AgNO3 ) increased the level of shoot development in vitro development of common bean. Results obtained from the present study are,therefore, in agreement with previous findings as culture media needs an effective cytokinin source for process of shootinitiation and elongation as reported by Veltcheva et al.(2005). Cultivar Yörük Ayşe Culture media M S4 M S5 M S6 Total number of explants formed roots 5 6 4 % root formation M S4 11 M S5 6 M S6 7 M S4 2 Alman Ayşe 5 M S5 2 M S6 2 M S4 6 Alman Ayşe 6 M S5 6 M S6 0 M S4 8 Alman Ayşe 7 M S5 5 M S6 0 Table 3. Root formation obtained from hypocotyls explants Alman Ayşe 4 42 50 33 92 50 58 17 17 17 50 50 0 67 42 0 As can be seen from Table 3 the highestroot formation (92%) was obtained for Alman Ayşe 4 cultivar in MS4 culture media. For allcultivarsthe highest and lowestrootformations were obtained from MS4 and MS6 culture media respectively. Results obtained in this present study are in agreement with Adak et al. (2001) as they reported that active charcoal had a positive impact on in vitro root formation and development in strawberry. As a conclusion; simple MS (MS0) is good enough culture media for seed germination of com mon bean. Callus formation took place from hypocotyls explants and root formation occurred in active charcoal added culture media. On the other hand when shoottips were used as explantsfor shootformation occurred with different cultivars in different culture media. As no culture media was found to be suitable for both shoot and root formation further studies are necessary to be conducted to find the optimum media. 448 �References Adak N., Pekmezci M. and Gübbük H. 2001. Değişik Çilek Çeşitlerinin Meristem Kültürü ile Çoğaltılması Üzerinde Araştırmalar. Akdeniz Üniversitesi Ziraat Fakültesi Dergisi, 14 (1), 119–126. Cruz de Carvalho M. H., Le B. V., Zuily-Fodil Y., Thi A. T. P. and Van K. T. T. 2000. Efficient whole plant regeneration of common bean (Phaseolus vulgaris L.) using thin-cell-layer culture and silver nitrate. Plant Science 159: 223- 232. Kartha K. K., Pahl K., Leung N. L. and Mroginski L. A. 1981. Plant regeneration from meristems of grain legumes soybean, cowpea, peanut, chickpea and bean. Can. J. Bot. 59: 1671 -1679. Larsen R. J. A., 2005. Discovery and Utilization of Molecular Markers for Genetic Studies of Common Bacterial Blight Resistance and Seed Coat Colour in Phaseolus vulgaris L. Thesis. Murashige T., Skoog F. (1962). A revised medium for rapid growth and bio- assays with tobacco tissue culture. Physiol. Plant. 15, p. 473–497. Sağlam S. Çiftçi C. M. Khawar, Atak M. Özcan S. 2005. In vitro koşullarda fasulye bitkisine dört yapraklı aşamada transformasyon çalışmaları Akdeniz Üniversitesi Ziraat Fakültesi Dergisi , 18(2), s: 291 -294. Singh, S. P. 1999. Production and Utilization. In: S. P. Singh (Editor), Common Bean Improvement in the Twenty-First Century, Kluwer Academic Publishers, pp.1- 25, Netherlands. Torres R. I. G., Villalobos R. A., Gaitán-Solís E. and Debouck D. G. 2004. Wild Common Bean in Central Valley of Costa Rica: Ecological Distribution and Molecular Characterization. Agronomía Mesoamericana 15(2): 145–153. Veltcheva M.2005. In vitro Regeneration and Genetic Transformation of Common Bean (Phaseolus vulgaris L.) – Problems and progress. Scientia Horticulturae. 107: 2- 10. Veltcheva M. and Svetleva D. 2005. In vitro regeneration of Phaseolus vulgaris L. via organogenesis from petiole explants. Journal Central European of Agriculture, Vol 6, No.1, 53 -58. 449 � 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. 526 Title A name given to the resource Studies on In Vitro Regeneration of Some Common Bean (Phaseolus vulgaris L.) Cultivars Author Author Ulukapi, Kamile Secima, Ahmet Onus, Naci Abstract A summary of the resource. The propagation possibilities of different commercial common bean cultivars (Phaseolus vulgaris) by tissue culture were investigated in the research. For this purpose, Yörük Ayse, Alman Ayse 4, Alman Ayse 5, Alman Ayse 6 and Alman Ayse 7 cultivars were used as plant materials. On the condition of tissue culture shoot tips were used for shoot formation (%) and hypocotyls were used for root formation (%) as explant materials. The highest shoot evolution was obtained from MS0 for Yörük Ayse, for MS2 (1ml/l NAA + 1ml/l BAP + 1ml/l GA3) for Alman Ayse 4 and Alman Ayse 7 cultivars, from MS3 (2ml/l NAA + 2ml/l BAP + 2ml/l GA3) for Alman Ayse 6. In terms of root formation the highest root formation was obtained from MS4 (MS0 + 3g/l active charcoal) in Alman Ayse 4 with the proportion of %92. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/b517074fc67bb3020f8948a813d7d94c.pdf abd5717455636ebe05b7f587f92f5d4c 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. 3669 Title A name given to the resource Studije o betonu 2015-2016 Author Author Džidić, Sanin Okugić, Husein Bajramović, Emir Abstract A summary of the resource. Pred Vama se nalazi knjiga “Studije o betonu 2015-2016”. U sebi sadrži tri studije iz oblasti betona i betonskih konstrukcija iz naznačenog perioda. Namjera je da ovo bude samo prva knjiga iz serije studija o betonu i betonskim konstrukcijama, koje predstavljaju istraživanja koja se trenutno rade ili će se raditi u vremenu ispred nas iz ove naučne oblasti. Prva studija nosi naslov „Šta je to beton, pojam, vrste, historija, prednosti i nedostaci i klasifikacija prema evropskim standardima“. Od koristi je prvenstveno studentima građevinskih i arhitektonskih fakulteta u objašnjavanju osnovnih pojmova iz oblasti betona, tehnologije betona i betonskih konstrukcija. Dozvolite da naglasimo, da praktično u našoj izdavačkoj praksi ne postoji ovako sveobuhvatno predstavljena historija betona i betonskih konstrukcija, kao što je to slučaj u ovoj studiji. Takođe su u studiji date najnovije evropske klasifikacije betona shodno najnovijem Evropskom standardu EN 206:2013, koji je preuzet i u Bosni i Hercegovini kao BAS EN 206:2014, pa u tom smislu je studija od koristi i inženjerima u praksi, koji uglavnom nisu upoznati sa najnovijim evropskim klasifikacijama betona, posebno što praktično vrlo malo materijala ima iz ove oblasti na jezicima naroda u Bosni Hercegovini. U studiji se daje i pregled najnovijih eveopskih standarda koji tretiraju beton kao materijal i projektovanje betonskih i drugih nosivih konstrukcija sa naznačenim međuzavisnostima između ovih standarda. Druga studija u ovoj knjizi je „Optimalizacija projektnih rješenja prednapregnutih betonskih montažnih hala sa aspekta upotrebljivosti i trajnosti“. Naime, pitanja upotrebljivosti i trajnosti betonskih konstrukcija općenito se i praktično proračunski razmatraju u istoj ravni sa graničnim stanjem nosivosti tek sa pojavom eurokodova, odnosno Eurokoda 2, koji tretira projektovanje betonskih konstrukcija. Analiza prezentirana u ovoj studiji je dovela do validnih zaključaka kada su u pitanju glavni prednapregnuti vezači montažnih betonskih hala. Izbor adekvatnih glavnih nosača, pitanja njihove upotrebljivosti i trajnosti sa proračunskim postupcima su sveobuhvatno tretirani u ovoj studiji. Studija će naći svoju čitalačku publiku kod inženjera projektanata prednapregnutih konstrukcija, inženjera zaposlenih u industriji prefabriciranih montažnih elemenata i studenata na predmetima iz oblasti betonskih prednapregnutih konstrukcija i montažnih konstrukcija 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 2017 Keywords Keywords. Book PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/343dd7fb31965045eb9ad2d03aab6570.docx 297bb837fe9f29e203766a6f0a6a757c https://omeka.ibu.edu.ba/files/original/f57ec2667a5e1abfe6731c5543474912.pdf 62359a2111eaf98c02ddacbc7269cb27 PDF Text Text Study of Consumers View on the Appearance of Packaging by Producers: Meggle, Milkos and Zim Using Descriptive Analysis and Student’s TDistribution Ibrahim Obhodas University “VITEZ” Travnik Bosnia And Herzegovina ibrahim.obhodjas@unvi.edu.ba Slobodan Vujić VB Leasing BH Bosnia And Herzegovina slobodan.vujic@vbleasing.ba SašaVujić University “VITEZ” Travnik Bosnia And Herzegovina vujic.sasa1@gmail.com Aida Abduzaimović University “Vitez” Travnik Bosnia And Herzegovina aida.abduzaimovic@unvi.edu.ba Abstract: The paper is aimed at analyzing the design of long-life milk packaging in order to learn how packaging affects the market share. The marketing aspect analysis will be conducted on the product packaging design on the example of three dairies doing business in the BH market. It will attempt to answer the questions as to which packaging elements consumers focus on, which parts of packaging they consider to be important. In this context, the paper tests the hypothesis that product packaging significantly affects the market share. The analysis will deal with the functional aspect of packaging, its operational aspect, durability, reliability, aesthetic appearance and product attractiveness. Primary data were collected using survey questionnaires filled in by consumers of the actual products that were the objects of research. The questionnaires will be sent to consumers via e-mail. The survey questionnaire includes six criteria, and the obtained data will be analyzed using statistical methods (descriptive analysis, correlation, paired sample t-test). Besides the described primary data, the analysis will use secondary data of international and local organizations involved in market analysis. The primary research will provide an insight into what influences consumers, and how packaging affects the market share. Keywords: packaging, consumers’ views, services, differentiation strategy, marketing. 76 � 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. 2511 Title A name given to the resource Study of Consumers View on the Appearance of Packaging by Producers: Meggle, Milkos and Zim Using Descriptive Analysis and Student’s T-Distribution Author Author OBHODAS, Ibrahim VUJIĆ, Slobodan VUJIĆ, Saša ABDUZAIMOVIĆ, Aida Abstract A summary of the resource. The paper is aimed at analyzing the design of long-life milk packaging in order to learn how packaging affects the market share. The marketing aspect analysis will be conducted on the product packaging design on the example of three dairies doing business in the BH market. It will attempt to answer the questions as to which packaging elements consumers focus on, which parts of packaging they consider to be important. In this context, the paper tests the hypothesis that product packaging significantly affects the market share. The analysis will deal with the functional aspect of packaging, its operational aspect, durability, reliability, aesthetic appearance and product attractiveness. Primary data were collected using survey questionnaires filled in by consumers of the actual products that were the objects of research. The questionnaires will be sent to consumers via e-mail. The survey questionnaire includes six criteria, and the obtained data will be analyzed using statistical methods (descriptive analysis, correlation, paired sample t-test). Besides the described primary data, the analysis will use secondary data of international and local organizations involved in market analysis. The primary research will provide an insight into what influences consumers, and how packaging affects the market share. Keywords: packaging, consumers’ views, services, differentiation strategy, marketing. 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 2014-04-24 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/0464993bafc7c43374efba86c1df4353.pdf 111e7e4cda00222b044271af5cfe9e98 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Study on Development of Sensitivity Scale for Teaching Profession Assoc. Prof. Dr. Selçuk UYGUN Çanakkale Onsekiz Mart University Faculty of Education Assistant Prof. Dr. Çavuş ŞAHĐN Çanakkale Onsekiz Mart University Faculty of Education Research Assistant Emel OKUR Çanakkale Onsekiz Mart University Faculty of Education Abstract: The purpose of this study is to develop a sensitivity scale intended for teaching profession. It is assumed that those who pick teaching as profession should have an inherent tendency for this job. The research is developed based on five stages including detection of the views on sensitivity with regard to teaching profession, determination of the scale items, preparation of the trial scale, implementation of the scale and measurement of the validity and reliability. In the end, a scale involving 17 items has been developed. The items factors value are between .30 and .79. It is found that KMO value is 0.906, Bartlett test is 0.000 and items factor values are 0.30 and upper at the end of the exploratory factor analysis. t values of upper and lower groups is found significant. These findings confirm that this scale has validity. Cronbach Alpha coefficient is found 0.884, which means that this scale is reliable. Key words: Teaching job, professional sensitivity, sensitivity scale Introduction In general, a profession may be defined as a set of activities acquired via education and carried out by the individuals on a regular and planned basis to make a living (Çoban, 2003). Teaching profession is an educational job with a professional status inclusive of individual, social, cultural, scientific and technological dimensions. Kuzgun (1996b) stresses that there are visible distinctions between professions. These distinctions bring differences to the fore. Those who pick teaching as their profession should be aware that they have to display the necessary qualifications for this particular job. Whether the satisfaction the teaching profession provides and the professional value emphasized by the individuals who pick this profession actually overlap should be considered before making a selection and pick. Wise decisions and picks are made if the satisfaction that the profession supplies and the expectations of the picker are effectively compared. Those who have monetary and material expectations out of teaching profession should be well aware that the teaching profession falls short to meet such anticipations (Akbaba, 2000). It is possible to argue that the following three factors are determinative in professional achievements and successes (Uygun, 2008): the qualities of the individual, the characteristics of the professional education and performance. Professional education and performance are characteristics that may be enhanced after deciding on the professional direction. The qualities of the individual, however, are important to the process by which the profession is picked. Both emotional and psychic factors and aspects are important. Emotional features can be explained by the notions of interest, attitude and academic selfness. Above all, the individuals should be ambitious, volunteer and eager for the profession; they should also hold positive attitudes with regard to the image of the profession. Their academic selfness should also be complete so that they uphold clear tendency towards the profession. Academic selfness is a style by which the individual concludes as to whether he or she will be able to perform the profession successfully (Kuzgun, 1996). Academic selfness is related to cognitive and psycho-motor aspects. For instance, a teacher may be visually-impaired. If that teacher does not view this handicap as an obstacle before the performance of the profession and he is well aware of this, it could be said his or her academic selfness is adequate for the profession (Uygun, 2008). Cognitive aspects, however, can be explained by the notions of knowledge, skill and competence. These aspects may be acquired via education and they enhance professional sensitivity. Expertise in the relevant field, professional adequacy and cultural competence constitute the set of fundamental knowledge for the teacher education. The teacher should be able to convert the information he or she has received from other sources during professional education into skill and be competent enough. 95 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The role of the teachers as well as the status and image of the profession is closely related to cognitive features. The awareness of those who pick this profession and their perception on the status of the profession determine their professional sensitivity. Whether these are positive or negative does not matter at all; what matters is whether they have been properly informed. For instance, if, despite the information that ‘teacher salary is small,’ the individual is still eager to pick this profession, he could be said to have professional sensitivity (Uygun, 2008). Individuals sensitive to the profession may become successful despite small amount of salaries. Individual expectations and interests as well as professional characteristics have a determinative impact in business life. The individuals become more successful in their profession if they had picked the most appropriate line of business for themselves in terms of professional satisfaction and individual improvement. Those who fail to achieve professional satisfaction may suffer from a syndrome of exhaustion (Cemaloglu and Erdemoglu, 2007). Teaching is one of the professions that require inherent motivation. The teacher motivation is particularly important to make sure that the students are motivated in the class and that effective reforms in advanced forms are introduced. Motivated teachers play key roles in (1) implementation of educational reforms, (2) application of the emergent changes and (3) attainment of success and satisfaction (Yazici, 2009). The sources of the professional motivation of the teachers may vary (Yazici, 2009). This is nothing but natural. What matters most is whether the individuals are aware of the sources of motivation during the selection of the profession. For such awareness, the individuals have to be aware of their skills and informed about the features of the profession. If the individuals who properly recognize themselves and the profession become decisive in the selection of a profession, it could be argued that they have professional sensitivity. Sensitivity is an emotional and sensory feature that can be learned. Professional sensitivity, on the other hand, refers to aptitude to the profession. Aptitude can be explained by such notions as interest in the profession, eagerness and professional prestige. The level of sensitivity held by the individuals vis-à-vis their profession may provide insights with regard to professional success and satisfaction considering that it is more likely to witness that they have developed positive or negative attitudes depending on their level of sensitivity. For this reason, it is important to encourage people with high level of sensitivity for teaching profession to pick this profession as their job. Professional sensitivity is also associated with the self-sensitivity of the individuals. Self-sensitivity refers to openness to the emotions, being meticulous and affectionate, state of understanding and reason in case of incompetence and failures and acknowledgement of negative experiences as natural parts of the life. Researches prove relation of the self-sensitivity to a number of notions including self-acknowledgement, satisfaction, social interest, awareness, autonomy, personal development, happiness and optimism (Akin et al., 2007). Sensitivity is also related to attitude. Attitude can be defined as a factor directing the actions of the individual and preparing him for being guided (Semerci, 1999). Perceptions over teaching profession may change depending on the status and image of the profession whereas they may also vary based on the individual attitudes. The decisiveness in picking the profession despite the difficulties involved points to self-sensitivity as well as positive attitude towards the profession. All these aspects may considered within the context of professional sensitivity. Researchers find a positive correlation between the attitudes of the teachers towards their profession and the level of self-sensitivity and the qualifications enhancing the quality of the training at the school including performance, professional motivation, satisfaction, efficiency of teaching activities in the class and the nature of the relations between the students and the teachers in the class (Semerci, 2004; Akin et al., 2007; Uygun, 2008). The basic sensitivity indicators for teaching profession include interest in teaching, eagerness and inherent motivation towards acquisition of the attitudes necessary for the profession. The indicators for inherent and innate motivation are determination to pick the teaching profession and awareness of the professional features. It should be admitted despite this basic assumption that selection of a profession is not that easy. To do this, a number of different theories and approaches referring to professional psychological consultation and guidance have been offered (Akbaba 2000; Kuzgun, 2000). This study which puts emphasis upon professional sensitivity seeks to develop independently of these theories a scale that will measure the level of sensitivity of the individuals ready to pick teaching as their profession. This work will fill the void with respect to the selection of a profession by individuals with high level of sensitivity. It is hard to define the individual and professional features sensitive to the teaching profession as the role of the teacher, the status of the profession or its image may change over the time and they may vary depending on the different perspectives held. The teachers may take a look at their profession from different points of view including idealism, ideology, material satisfaction and criticality (Akyuz, 1978). The value attributed to the teaching profession may become different depending on each point of view. For instance, teaching is a sacred profession for idealists. This and other similar approaches diversify the factors leading to sensitivity towards teaching profession. These factors are closely related to the professional perception of values. 96 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The professional values are connected to the satisfactions deriving from the results including the environment where the professional duties are carried out, the income and rewards (Kuzgun, 2000). A review of the findings of the researches focusing on the factors influential in the selection of teaching by the candidate teachers as their profession confirms that the candidates view teaching as a sacred, prestigious, decent and influential profession that requires a sense of responsibility and sacrifice. However, the majority of the candidate teachers stated that they would perform this job in the presence of extraordinary conditions because the circumstances are not found adequate by the students (Ozbek et al., 2007). However, those who will pick teaching as their profession should display positive attitudes despite all defects and shortcomings of the profession, have a visible self-sensitivity and professional sensitivity. Selection of the individuals sensitive to the teaching profession will improve the quality of teachertraining institutions and make sure that more qualified teachers will be recruited. By doing so, the quality of the educational facilities will be improved as well considering that the teacher factor is an important determinant in the educational system (Kavcar, 1999; Gok, 2003). This study seeks to develop a scale that could be used in the selection of individuals sensitive to the profession. This scale is designed as a tool to serve as a reliable and valid instrument in the picking of teaching profession along with the ‘scale for the notion of academic selfness’ (1996a), ‘scale for self-evaluation inventory’ (199b) developed by Kuzgun as well as ‘scale for attitudes in relation to teaching profession’ (Semerci, 1999) and ‘scale for self-sensitivity’ (Akin et al., 2007). Methodology The study consists of five stages including detection of the views on the teaching profession, determination of the scale entries and items, preparation of the trial scale, implementation of the scale and measurement of the reliability and validity. The researchers first reviewed the literature and surveyed 180 college students at the Faculty of Education of Canakkale 18 Mart University; the participants were asked an open-ended question. The question reads as follows: ‘Would you briefly write down what you understand from sensitivity towards teaching profession?’ The responses were analyzed and subsequently, the entries were determined for a trial scale based on the responses and the literature review. The opinions of two experts in the fields of educational philosophy and educational psychology were received during the process where these entries were determined. Subsequent to this process, a trial scale of 59 entries was drafted. The entries in the scale were arranged in 5-degree scale. The affirmative question items were graded as 1- I never agree, 2- I do not agree, 3- I am undecided, 4- I agree, and 5- I strongly agree. A complete reverse grading was applied to the negative set of questions. The entries no 15, 26, 28, 38, 47, 49, 50, 54 and 56 include adverse statements in this research. Sencan (2005) notes that the size of the sample is acceptable if it is sizeable enough to make sure that there are at least five events per entry. For this reason, the trial scale was applied to 254 students studying at the Faculty of Education of Canakkale 18 Mart University from different departments in the Spring semester of 2008-2009. For the analysis of the scale, the verified correlation value between the Cronbach Alpha reliability coefficient and the entries was reviewed by relying on the SPSS 13 software. The entries with a correlation value below 0.30 were taken out of the analysis. To locate the validity of the scale and to dimension the entries included in the scale after determination of their factor loads, a factor analysis was run. Buyukozturk (2007) and Sencan (2005) stressed that the factor load value should be 0.40 or higher for the sorting out of the entries. It was noted that when the principal axis factoring and direct oblimin analysis are used together, they would facilitate formation of factors in the presence of an assumption of correlation within the factor (Hill, 1987; Creed and Machin, 2003). Principal axis factoring and direct oblimin were preferred in this study considering that this is the first work to develop a scale. In the explanatory factor analysis, the Kaiser-Meyer-Olkin (KMO) coefficient and Bartlett test were analyzed together. It was noted that a KMO value over 0.60 and a significant Bartlett test (p<0.05) means that a factor may be derived from the data (Buyukozturk, 2007; Sencan, 2005). Subsequent to the explanatory factor analysis, a corroborant factor analysis was run by using LISREL 8.0 (Joreskog and Sorbom, 1993; cited at Simsek, 2007) statistics software. In the review of the corroborant factor analysis, diagram and harmony level criteria and correction recommendations were considered. In the diagram evaluation, the standardized values and the t value were taken into account. In the standardized values, the ability of each entry to represent its variable was reviewed; in the t value, whether the relevant entry is significant in 0.05 level was investigated. With respect to the goodness of fit, the harmony between the relations in the model and the data is considered (Simsek, 2007). Here the ratio between the Chi square and the degree of freedom was evaluated. This ratio is expected to be 3-4 at most. The other criteria include RMSEA (Root Mean Square of Approximation), 97 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo CFI (Comparative fit index), IFI (Incremental fit index) and standardized RMR(SRMR). Some researches (Simsek, 2007; Fossati et al., 2003) note that the RMSEA and SRMR may fall below 0.08; they even argue that a value below 0.05 may indicate a better fitness. Simsek (2007) notes that CFI and IFI values above 0.90 refer to a better fitness. In the correction recommendations, the ratio between the Chi-square and the degree of freedom is considered. The impact of the correction on the decrease of the Chi-square value refers to an improved model. However, excessive amount or degree of correction points to existence of a problem with the model (Simsek, 2007). To determine whether each entry in the scale is competent to distinguish the individuals and to measure the internal validity, the scale grades were divided into 27 pct up and bottom groups. Independent groups t-test was applied to determine the degree of significance between the group entry grades. The factor loads of the dimensioned entries were evaluated to develop a three-dimensional scale inclusive of 17 entries. At the last stage, the dimensions were named. Findings The trial scale consisting of 59 entries was applied to 254 respondents; subsequently, a reliability analysis was run. All entry correlation values falling below 0.30 in the reliability analysis (3, 4, 5, 8, 9, 10, 12, 14, 15, 18, 19, 25, 36, 28, 35, 38, 39, 40, 41, 43, 45, 47, 49, 50, 53, 54, 55, 56) were taken out. The remaining entries were subjected to explanatory factor analysis. As a result of the analysis, the entries were taken out of the analysis since the factor loads were intertwined with other dimensions and the factor loads were below 0.30. In the second run of the factor analysis, the Kaiser-Meyer-Olkin (KMO) value was found 0.906 whereas the degree of significance of the Bartlett dimensionality test became 0.000. It was assumed that the number of working group was adequate considering that the KMO value was close to 1. The data could be said to be consistent with the factor analysis based on the KMO value and the significance of the Bartlett dimensionality test. To determine the factor number, the scree testing graphic and the total variance figure were considered together (Figure 1). As the figure indicates, a steep decline was observed in the curve and two consecutive declines in its aftermath. It was assumed that the scale would be three-dimensional and an SPSS parallel analysis was run to test this assumption. The results of egienvalue obtained in the parallel analysis as well as the explanatory factor analysis eigenvalues are provided in Table 1. 98 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 10 Özdeğerlik 8 6 4 2 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Faktör sayısı Grafik 1. Özdeğerlik-Faktör grafiği __ As Table 1 indicates, the three-dimensional factor analysis eigenvalue results are higher when compared to the parallel analysis results. In addition to these evaluations, a review of the total variance table reveals that the first dimension explains the 37.309 pct of the total variance whereas the second refers to the 48.468 pct and the third to 54.364 pct of the total variance. These values indicate that the scale may be three-dimensional. Table 1. Comparison between factor analysis-parallel analysis eigenvalues Factor analysis eigenvalue results Parallel analysis eigenvalue results Decision Dim. 1 9.418 1.613 Approved Dim. 2 2.518 1.522 Approved Dim. 3 1.666 1.440 Approved A three-dimensional scale inclusive of 17 entries was obtained at the end of the explanatory factor analysis. The factor loads of the entries and the breakdown of the entries by dimension are provided in Table 2. Table 2. Factor loads of the entries by dimension Entries I. Dim. 13Teacher should be observant and eager to do research .704 16. Learning something excites me .659 11. It is profession requiring social responsibility .649 17. I am sensitive with respect to social issues .612 99 II. Dim. III. �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 23. It is a profession requiring sacrifice 24. Teaching is a profession open to change and innovation 29. I can make sacrifices for teaching profession 6.I am happy to teach new things to the students 7 I feel responsible when I do not fulfill the requirements of the profession 1. Teaching is a profession of love 37. Teaching is my first choice 27. Teaching is the profession that I find most suitable for me 34. My biggest ideal is to become a teacher 31. The idea that I would become a teacher makes me happy 30.Learning new things excites me 48. Teaching requires sacrifice 33. Teaching should be the most prestigious profession in the society Eigenvalue Explained % variance Cronbach alpha .587 .571 .553 .540 .532 .502 .799 .787 .692 .534 6.342 37.309 .858 1,897 11.159 .860 .781 .415 .307 1.002 5.896 .609 As Table 2 indicates, entries 13, 16, 11, 17, 23, 24, 29, 6, 7 and 1 constituted the first dimension whereas entries 37, 27, 34 and 31 the second and entries 30, 48 and 33 the third dimension. Independent groups t test was run in the SPSS software to determine the internal validity of the scale. The test results were first sequenced from low values to the highest and the upper 27 pct and bottom 27 pct of the group was calculated. The total grades of the 68 participants in the 27 pct part (Table 3) were compared. Groups Bottom Upper p<.05 N 68 68 Table 3. Detection of internal validity of the scale X ss sd 18.00 1.55 134 36.41 4.42 t -32.343 p 0.000 In the total entry grades, the average of the upper group is higher (X: 36.41); there is significant difference in favor of the upper group (p<.05). This shows that the questions are visibly distinct and distinguishable and hold internal validity. To measure the reliability of the scale, Cronbach Alpha Reliability Coefficient was considered; the coefficient was found 0.884 which points to availability of high reliability. The dimensions were considered and they were subsequently named. The first dimension was named as “Interest and Eagerness,” whereas the second was called “Determination” and the third “Awareness.” Subsequent to the running of the explanatory factor analysis, a corroborant factor analysis was run by relying on LISREL software. Entries 22, 2, 59, 36, 52, 44, 42 and 32 were taken out of the analysis as they negatively affected the goodness of fit values and displayed too many warnings of correction in the corroborant factor analysis. The explanatory factor analysis was rerun after these entries were taken out and the values specified above were obtained. 100 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Figure 2. Diagram of the model The diagram displays the standardized values. None of the values between the latent variables and observed variables is above 1. Therefore, it was concluded that the correlation values between the observed values are appropriate. No red arrow sign was encountered in the t values. This shows that the entries are significant at 0.05 level. Goodness of fit and correction recommendations were considered in the output file. Corrections were made to entries 6, 27-23, 23-24, 37-24 and 48-17. The diagram created after the correction is presented in Figure 2. The ratio between the Chi-square and the degree of freedom is 2.80 and Chi-square has a significance of 0.00000. RMSEA was found 0.084, the SRMR 0.052, CFI 0.91 and IFI 0.91 in goodness of fit values. Conclusion The KMO value 0.906, Bartlett dimensionality test value (0.000), entry factor loadings (0.30 and above) and significance at t value between the upper and bottom groups in the explanatory factor analysis prove that the scale has validity (Büyüköztürk, 2007; Şencan, 2005); the Cronbach Alpha coefficient (0884) in the reliability analysis confirms that the scale is also reliable (Büyüköztürk, 2007). Retrieval of appropriate values out of the corroborative factor analysis of this scale formed as three-dimensional (X2 /sd: 2.80, RMSEA: 0.084, SRMR: 0.052, CFI:0.91, IFI:0.91) shows that the scale has a strong and solid theoretical base (Şimşek, 2007). A review of the meanings presented by the 10 entries gathered at the first factor shows that the individuals who have a prior appreciation and knowledge of the profession are more eager and interested in picking teaching as their lifelong profession. The four entries gathered at the second factor underline that the individuals consider their desires, wishes and characteristics in addition to the features and nature of the profession when making a selection. In the third part, on the other hand, the individuals are aware of the individual and professional characteristics required for the profession. It could be argued that the “interest and eagerness,” “determination” and “awareness” handled in these three dimensions point to the sensitivity towards teaching profession. 101 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo This sensitivity scale towards teaching profession supports the “academic selfness” and “professional maturity” scales developed by Kuzgun (1996). An analysis of the entry statements in the scale also shows that it shares similarities with the “attitude scale for the teaching profession” offered by Semerci (1999). However, this is not a study of attitude scale, though it points to the attitudes towards the teaching profession. Even though it refers to professional sensitivity as well as positive attitudes and perceptions towards teaching profession, the study also encompasses self-sensitivity. The self-sensitivity statements spelled out among the entries referring to the professional sensitivity including statements that indicate the participants were aware of the characteristics of the profession and of their strengths and weaknesses and that they are aware and optimistic in regards to satisfaction despite some defects of the profession are consistent with the “self-sensitivity scale” developed by Akın et al. (2007). The status of teaching profession will be elevated and improved and the overall quality of the education provided at the schools will be significantly enhanced if individuals with higher sensitivity pick teaching as their lifelong profession. To make sure that individuals with higher sensitivity towards teaching profession are recruited as teachers, this scale may be used for candidate teachers; this will ensure employment of individuals with higher sensitivity towards teaching profession in the teacher education institutions. 102 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References Akbaba, S. (2000). “Ögretmen Yetistirmede Mesleki Rehberligin yeri ve Önemi.” (Importance and place of professional guidance in training teachers) 2nd National Symposium on training teachers (May 10-12, 2000) Papers. Çanakkale: Çanakkale Onsekiz Mart University, Faculty of Education. 332-336. Akin Ü.& Akin, A& Abaci, R. (2007). “Öz-duyarlilik Ölçegi: Geçerlik ve Güvenirlik Çalismasi.” (A study on Self-sensitivity scale and reliability) Hacettepe Üniversitesi Egitim Fakültesi Dergisi. 33, 1-10. Akyüz, Y. 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Semerci, Ç. (1999). “Ögrencilerin Ögretmenlige Iliskin Tutum Ölçegi.” (Attitude scale of the students on teaching profession) Egitim ve Bilim, 23 (111), 51-55. 103 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Sencan, H. (2005) Sosyal ve Davranissal Ölçümlerde Güvenilirlik ve Geçerlilik.(Reliability and validity in social and behavioral measurements) Ankara: Seçkin Yayincilik. Simsek, Ö. F. (2007) Yapisal Esitlik Modellemesine Giris, Temel Ilkeler ve LISREL Uygulamalari. Ekinoks Egitim ve Danismanlik Hizmetleri. (Introduction to structural equality modeling: basic princples and LISREL applications: Ekinoks Education and counseling services ). Ankara: Siyasal Basin ve Dagitim. Uygun, S. (2008). “Ortaögretim Sosyal Alanlar Bölümünde Okuyan Ögretmen Adaylarinin Meslege Yönelik Duyarliliklari.” (The sensitivities of the candidate teachers studying at the department of elementary school social sciences towards the profession) Ulusal Sosyal Bilimler Egitimi Sempozyumu (14-16 Mayis 2008). (National Social Sciences Education Symposium- May 14-1, 2008). Çanakkale: Çanakkale Onsekiz Mart Üniversitesi Yayini, 187-192. Yazici, H. (2009). “Ögretmenlik Meslegi, Motivsyon Kaynaklari ve Temel Tutumlar: Kuramsal Bir Bakis.”(Teaching profession, sources of motivation and basic attitudes: a theoretical approach). Kastamonu Egitim Dergisi, 17 (1), 33-46. Annex 1. Sensitivity scale towards teaching profession Dear Candidate Teacher, This scale has been drafted to measure your sensitivity towards teaching profession. Below are 17 entries seeking to determine your sensitivity towards the profession. Please read each entry very carefully and indicate your degree of agreement with the statement by marking an (X). Thank you for your sensitivity for this study. 1. Teacher should be observant and eager to do research 2. Teaching something excites me 3. Teaching is profession that requires social responsibility 4. I am sensitive about social issues 5. Teaching is a profession that requires sacrifices 6. Teaching is a profession open to changes and innovations 7. I can make sacrifices for teaching profession 8. I’d be happy with teaching new things to the students 9. I feel responsible when I fail to fulfill the requirements of the profession 10. Teaching is a profession of love 11. Teaching is the profession that preferred most 12. Teaching is the profession that I find most suitable for me 13. My biggest ideal is to become a teacher 14. The idea that I’d become a teacher makes me happy 15. Learning new things excites me 16. Teaching requires being idealist 17. Teaching should be the most respectable and prestigious profession in the community 104 Totally agreed Agreed Undecided Not agreed Statements of sensitivity towards teaching profession Never agreed Assoc. Prof. Dr. Selçuk UYGUN Assistant Prof. Dr. Çavuş ŞAHĐN Research Assistant Emel OKUR � 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. 408 Title A name given to the resource Study on Development of Sensitivity Scale for Teaching Profession Author Author UYGUN, Selçuk SAHİN, Çavus OKUR, Emel Abstract A summary of the resource. The purpose of this study is to develop a sensitivity scale intended for teaching profession. It is assumed that those who pick teaching as profession should have an inherent tendency for this job. The research is developed based on five stages including detection of the views on sensitivity with regard to teaching profession, determination of the scale items, preparation of the trial scale, implementation of the scale and measurement of the validity and reliability. In the end, a scale involving 17 items has been developed. The items factors value are between .30 and .79. It is found that KMO value is 0.906, Bartlett test is 0.000 and items factor values are 0.30 and upper at the end of the exploratory factor analysis. t values of upper and lower groups is found significant. These findings confirm that this scale has validity. Cronbach Alpha coefficient is found 0.884, which means that this scale is reliable. 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 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/210170dd944458979f437a3fae6d562e.pdf a1fbbf4517c3161ac1bcc6287356e071 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Bilingual Education: The Road to Multilingualism STUDYING A DIALECT OF MALAY LANGUAGE FAMILY – THE BATAK LANGUAGE , THROUGH FIELDWORK IN INDONESIA: LESSONS FOR FUTURE STUDY IN THE AREA. Associate Professor Dr Kamsiah Abdullah National Istitute of Education Nanyang Thecnological University Singapore kamsiah.abdullah@nie.edu.sg Abstract: All research is field work but field work undertaken to study a dialect of a community ‗foreign‗ to researchers, in an unfamiliar part of the world is a particularly daunting but enriching experience. So much about the language and culture of the people speaking the language, the dynamics of language and culture, the way language changes through contact with the outside world, can be learned through field study in the area. This paper will present a preliminary study on a dialect of Malay language family, that is, the Batak language, spoken by the Batak communities in the island of Sumatera Indonesia in 2010. The study was undertaken as part of a module on Methods and Approaches in Malay Linguistics taught at the National Institute of Education, Singapore (NIE). The first part of the paper will describe the aims and preparation process undertaken before the field trip. This will be followed by explanation on the actual study conducted in the field and its findings in relation to the objective of the research. Lastly, the limitations, accomplishment and implication in doing fieldwork research will be discussed. The issue of research ethics will be highlighted whenever appropriate. Scope of the field work Field work in linguistics can be defined as any type of linguistic data gathering where the linguist uses information from a pool of speakers interacting with each other or the researcher in their normal natural environment. Field study as one of the approaches in Linguistics was taught as a module called Methods and Approaches in Malay Linguistics taught at the National Institute of Education, Singapore (NIE). As part of the module students were encouraged to embark on a research on any one of the Malay Language families or dialects currently spoken in Indonesia and Malaysia. The Malays and Malay Dialect Groups or Ethnic groups prided themselves in being the indigenous or the original people of Singapore situated at the centre of a large geographical region comprising thousands of islands, big and small. A large number of the ancestors of the Malay peoples made Singapore their homes during the nineteenth and twentieth century. To engage in field research on an upstream environment involving speakers of a language which is not usually known in present day Singapore - a huge international, modern cosmopolitan hub, is a particularly daunting experience. In many cases urbanites tend to avoid doing research in remote indigenous areas because of unfamiliarity with the environment, the culture and tradition and above all the different languages and dialects involved. The area covered under this field work is actually related to a larger study on Languages and dialects of the Malays who are the indigenous people of Singapore. The term Malays in Singapore are normally classified under the ethnic group ―Malay‖ but they belong to a number of linguistic groups within the Malayan sub-family, that is, the Riau-Johor Malay sub-group, the Bugis, the Javanese, the Boyanese, the Minangkabaus, the Banjaris and the Bataks. Malay is an Austronesian Language Family (also known as Malayo-Polinesia) which branched into three primary subfamilies : Hesperanesia, Micronesia and Melanesia. These language families are dispersed throughout the islands of Southeast Asia and the Pacific. The Malay language spoken by Singapore Malays which encompass many dialects and languages of the Austronesian language family comes under the Hesperanesian language branch. Hesperanesia is usually referred to as ‗Nusantara‘ in Malay, (where ‗ nusa‘ means islands and ‗antara‘ means inbetween, amongst or inter). It is one of the primary branches of the Autronesian language Family. Under the Nusantara Family can be classified, the language families of Malayic Hesion which is the fore-runner of the Malayan Subfamily. These include Achinese, Madurese and Lampungs. Javanese and Boyanese are not a subfamily of Malayic-Hesion but comes under an earlier proto language, the Java-Sumatra- Hesion. Bugis language spoken by Bugis people is a branch of South Sulawesi languages. The Minangkabaus speak a language under the Malayan subfamily called Minangkabau which also includes Malay and Kerinci in Sumatera. The Banjaris comes 724 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo from Kalimantan a large island of Indonesia and speak Banjar which is closer to Malayan and Ibanic languages The Bataks speaks a number of Batak languages which mainly spoken in Sumatera. 235 The Study on Batak Language The Study on Batak Language is small part of a baseline major study whose general aim is to track the origin of Malay language families and to understand its different branches and language families and dialect now spreading over a large area of maritime South East Asia also known as Nusantara (the Malay archipelago). For this particular part of the initial phase of study, the starting point is to focus on the smallest minority Malay group in Singapore. Thus the focus is on the Batak Language and its people whose origin is in Sumatera, Indonesia. The Batak community is not entirely unknown to Singaporean Malays, as there was a prominent village called ―Kampung Batak or Batak Village‖ up to the 1950‘s, before redevelopment of Singapore villages into urban residential estates took place. Some well-known and popular figures in Singapore also feature Batak names or marga or clan names like Siregar, Samosir, Nasution and others. The Batak People The choice of the Batak language was a result of careful consideration regarding the interest of the students, proximity of the native land of the Bataks to Singapore and the historical links of the Batak people residing in Singapore and their homeland. The Bataks, the smallest minority Malay group in Singapore had been coming to Singapore before the 20th century. Until 1978, there were less than 350 Bataks in Singapore. (1)236 The Bataks are mainly Christians, unlike other Malays who are wholly Muslims. There were also Bataks who were originally Muslims like the Mandailings and some who took Malay wives and converted to Islam. They mostly came for economic, educational and social reasons and unlike other Malay communities who attended Malay Language or Muslim schools, they received Western education which was seen as a passport to getting a white-collar jobs. The Batak Homeland Sumatra, one of 13, 000 islands that make up the country of Indonesia is where the homeland of the Batak people. Most of the Bataks live in the Northern Central part of Sumatra who collectively comprise around four million people, making them one of the largest ethnic groups in that country which hosts over three hundred distinct ethnolinguistic minorities. There are six distinct Batak tribes in this area: Angkola/Sipirok, Karo, Mandailing, Pakpak / Dairi, Simalungun and Toba. Although these six groups have many things in common, there are differences in their languages, histories and traditions. It is said that the term Batak was first used by Malay settlers to describe any non-Muslim in this part of Sumatra. (In fact a Batak, upon conversion to Islam, was no longer considered a Batak by the Malay, but ethnically Malay.) The Mandailings are Muslims, the Batak Karos are either Muslims or Christians and the rest and majority are Christians due to their conversion to Christianity during the colonial era. An important characteristic of the social structure of the Bataks whether Muslims, Christians or animist is their special kinship organization of family groups into marga (s) or clans. In their tradition adat or custom, which is still practiced widely until now, is their obligation to their marga . Marga determines their everyday conduct, their economic pursuits and marriages. Among them, it is taboo to marry within one‘s own marga even though there is no blood relations among the potential marriage partner. One well-known talent of the Bataks pertains to their music and singing abilities. In former times, songs were sung to tell stories, folk history, legends and also for the calling of spirit. In those days singers were believed to have special mystical powers. 235 236 Retrieved from Wikipedia – http://en.wikipedia.org/wiki/Malayic_languages . http://en.wikipedia.org/wiki/Malays_in_Singapore#The_Batak 725 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Aims of the Field Study The field study aims to obtain primary data on the Batak language from the native speakers of the language in their homeland. This brought us to the land of the Bataks in the island of Sumatra, Indonesia whose regional or provincial capital is Medan . It is not the aim of the study to produce a full description of the language, but only to understand its relationship to Malay language. Thus the methodology employed Lexicostatistics and Glotochronology methods to ascertain the position of the Batak languages in relation to Malay, such the length of period when the two language separated from Malay and other Austronesian languages. Lexicostatistics and Glotochronology Glotochronology is an approach in historical linguistics that estimates the time at which two or more languages diverged from a common earlier proto-language. It is based on the assumption that the basic or core vocabulary of a language changes or is replaced at a constant average rate. The result is an estimate of the age of the language studied or its origin. Glotochronology uses Lexicostatistical method that is a simple mathematical technique to estimate the distance between two related languages. Lexicostatistics is also widely used as a method in comparative linguistics. It involves quantitative calculations of lexical cognates or words that have a common origin. This method was developed by Morris Swadesh who collected and created words and the meaning slots in languages being studied. The Swadesh Word list contain 207 meanings in a number of languages. It was later reduced to 100 most important words presented as a list. The present study on Batak languages uses Lexicostatistics and the 207 Swadesh Word list as a basis of comparing cognate words or words having common meaning in Batak and Malay. Before the field study, trials and practices using Lexicostatistics and Glotochronology methods were tested using published data. A 207 Swadesh word list in Malay language encompassing concepts in human language such as personel pronouns, body parts, verbs of basic actions, numerals, was looked into and the Malay version was produced. The list was to be used as an instrument in the actual field work with the native speakers of Batak language or dialects in Indonesia. Some students make the effort of getting pictures to represent the words that could create confusion to the informants. Others thought of other ways to relate the meanings – such as using gestures. Preparation for the Field Study The purpose of the visit, that is to study the Batak language and meet the native speakers of the language was made clear so that full use of the little time that we had for the study, can be made. Full itinerary together with travel insurance was prepared before the trip. The first destination was Medan, a cosmopolitan city with over two million residents. It was identified as a starting point for excursions in the region of the Batak. Residents of Medan consist of two main thnic groups the Batak Peoples – as well the Malays of Sumatera. Contact with the University of North Sumatera (USU) , our host, was made very much earlier. Arrangements with the travel agents for accommodation and transport was done to make the trip of 12 students and lecturers a comfortable one. The Actual Field Study in Medan The field trip undertaken in November 2010 was carried out as part of the practical aspect of data gathering for the study on heritage languages of the Malays in Singapore. Malay language is studied in Singapore schools and research on the Malay language heritage, its language families and origin was supported by the Ministry of Education, specifically the Malay Language Learning and Promotion Committee (MLLPC). Overseas educational trips to understand the various cultures and languages of our heritage roots even as far as China and India are encouraged and supported by our Ministry of Education. Upon reaching Medan, a meeting and briefing was held in USU where our Singapore students meet with the Indonesian student volunteers who are native speakers of various dialects of the Batak language. After that interviews and travel to the villages of the Batak clans was undertaken, that is, on the second and third day of our arrival in Medan. The student researchers were able to visit the scenic Lake Toba as well as some historical sites related to the Batak people during their free time and after their gathering of data was completed. Data gathering Procedure There were two parts of data gathering: the first task is a semi-structured interview . The second task involved calculations using Lexicostatistics and Glotochronology methods. a) Semi or unstructured interviews 726 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Guide questions of what to investigate with regards to Batak language, dialects and use among the speakers were prepared before the trip and these were used when the semi or unstructured interviews were undertaken with native speakers who are also students at USU. Some of the interviews were conducted after lunch break and some did the interview once the preliminary introduction at the university was completed. This form of free-flowing and indeterminate interview was selected as it can also be like an opening conversation between two persons who unknown to each other. We would like it to be less formal and more ‗collegial‘ rather than like a formal interview between a ‗foreigner researcher‘ and native speaking informants as subject of research. The question of research ethics were strictly followed. Even though the student researchers possessed a set of guide questions, they were told not to seek answers directly or to impose it on the informants. Rather, they are encouraged to improvise allowing the interview to follow whatever course it takes. They should remain neutral during the data gathering process. They were told to withhold their own opinions vis-à-vis the questions and to remain impassive and objective in the face of their respondents‘ answers. It is heartening to note that the recording of the interview was done in a smooth and easy manner. The Batak words to the full Swadesh list in Malay was obtained by the students who worked in threes for the project. Findings from the project. Findings from the semi-structured interviews. The students reported many current facts on the sociolinguistics of Batak language. Some of the important findings are: 1. Most Bataks are now bilingual and speak at least two dialects. 2. Almost all understood and are able to speak Bahasa Indonesia , a variety of Malay 3. Among non Bataks, the Indonesia language is used. 4. Amongs Bataks, the relevant Batak dialect is used. 5. The younger Bataks are more inclined to speak Indonesian and some are not fluent in the Batak dialects 6. Even tough the use of bahasa Indonesia is prevalent among the people residing in towns and cities, it is often replaced by the Batak language when they return to their villages. 7. Batak language is widely used in the Batak homeland where Indonesian is only used for administrative purposes and with non-Bataks. Finding using Lexicostatistics and Glotochronology Two groups of students worked the the Batak Toba dialects, the largest in terms of speakers. Another group chose to study both the Batak Toba as well Batak Pak Pak Diari. The result of their calculations are as follows:  Sarifah Hassan, Maznunnisah and Md Farhan who studied the Batak Toba language found that the language separated from Malay about 3249 years ago.  Emrizal M Suhaimi, Nurfaeza Rahmat and Nurul ‗Ain Kamarulzaman who also studied Batak Toba found that the language separated from Malay about 2157 years ago (standard error – 110 years)  Ahmad Farkhan Mohd Nasir, Erfasiah Abdul Rahim, Noryanti Yahya found that according to their list, Batak Toba separated from Malay also about 3813 year to 3005 years ago.  Ahmad Farkhan Mohd Nasir, Erfasiah Abdul Rahim, Noryanti Yahya who also studied Batak Pak Pak Diari, a more recent dialect found that it separated from Malay about 5267 years ago (std error 660 years ago). There was a discrepancy in the number of years the Batak Toba language separated from the Malay language family. This is to be expected as the study is a preliminary one. Their findings and much of the results are based on their own respondents‘ information about the words (in Batak) on the Swadesh Word list. Further studies should be done by interviewing more informants in order to be more certain of the findings. Besides these the students were able to gains knowledge on the phonology, morphology and syntax of the Batak dialect that they studied. Students‘ Reflections The students gave very good feedback on the research journey. They were enthusiastic about doing the type of research not normally undertaken by others. They mentioned their anxiety at first and their preparation which took a lot of time and effort. But their initial fear was unsubstantiated, they really enjoyed doing the kind of research involving native speakers in a faraway lang from Singapore. Many students wrote on their appreciation on the culture and people. They now had more knowledge and would like to learn more on the people, their history and their tradition. Some mentioned their rapport with the interviewees and their ability to blend together with the Batak 727 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo students. All mentioned positively of their memorable visit to the Batak homeland as well their appreciation of the culture and language of this hospitable people. They had gained new insights and made new friends. Accomplishments Some of the noted accomplishments gained from the project are as follows: 1. Students discovering new information and consolidating their old or established knowledge on the subject. 2. They were able to obtaining different perspectives on the ‗same‘topic in participants‘ and informants‘ own words. 3. They gained information on participants‘ views, attitudes, beliefs, responses, motivations and perceptions on the topic studied. 4. They are able to examine shared understandings of everyday life and the everyday use of language and culture of this particular groups 5. They brainstorm and generate ideas among themselves and their interviewees 6. They also gained insights into the ways in which individuals are influenced by others and by their environments 7. The project help to generate a sense of rapport between the researcher and the researched. Lessons for Future Study Some lessons could be drawn from our study. This shows the way to channel concern and appreciation of linguistic diversity into concrete knowledge building projects. The most concrete result of this study is that scientific inquiry such as field work in a designated foreign land can be carried out successfully if adequate preparation and training is undertaken before the actual trip. The time and financial burden should be calculated even before embarking on the trip and to account for unexpected expenses. In our case a special boat, not the regular passenger boat had to be charted and this involved extra expenses. Moreover, the planning part should involve many parties including the students themselves who know more about their needs than older people. Most important for the academic part is the intellectual training and information of the place to do the field study. It should be thoroughly researched so that many of the ―culture shock‖ can be avoided. If possible the project planners should work in partnership with a local host or university familiar with the subject so that the activities could be done smoothly. Research ethics should be practiced at all times. Respect for others must be the motto when we travel to other places. Researchers should be flexible and accommodating in their interaction with the informants and host. Congenial atmosphere for more meaningful and closer interaction should be created so that a more ‗authentic‘ response. We had a particular case where ―interviews‖ between student researchers and informants were held in a bus while traveling on a long journey to the village. The informants gained a lift to their villages while our students get their information. At other times informants follow our group and stayed with us in our hotels. Field study can be an enriching experience for both the researcher and the researched. Work and play can be experienced together. References Asmah Haji Omar. (2001). Kaedah Penyelidikan Bahasa di Lapangan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Blust, R. (1988). Malay Historical Linguistics: A Progress Report. In Mohd Thani Ahmad and Zaini Mohamed Zain, Rekonstuksi dan Cabang-cabang Bahasa Melayu Induk. Siri monograf sejarah bahasa Melayu. Pp 133. Kuala Lumpur: Dewan Bahasa dan Pustaka. Nigel Edley and Lia Litosseliti. (2009) . Contemplating Interviews and Focus Group. In Lia Litosseliti , Research methods in Linguistics. Continuum International Publishing. Nothofer, Bernd. 1988. "A discussion of two Austronesian subgroups: Proto-Malay and Proto-Malayic." In Mohd. Thani Ahmad and Zaini Mohamed Zain (eds.) 1988. Rekonstruksi dan cabang-cabang Bahasa Melayu induk, Siri monograf sejarah bahasa Melayu.pp. 34-58. Kuala Lumpur: Dewan Bahasa dan Pustaka. 728 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Paitoon, M.C. (2002). Glotokronologi Dialek Austronesia: Satu kajian Leksikostatistik di Pulau Karimun, Indonesia. Singapura: Persidangan Antarabangsa Bahasa, Sastera dan Kebudayaan Melayu ke-2. 729 � 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. 107 Title A name given to the resource STUDYING A DIALECT OF MALAY LANGUAGE FAMILY – THE BATAK LANGUAGE , THROUGH FIELDWORK IN INDONESIA: LESSONS FOR FUTURE STUDY IN THE AREA. Author Author Kamsiah, Abdullah Abstract A summary of the resource. All research is field work but field work undertaken to study a dialect of a community ‗foreign‗ to researchers, in an unfamiliar part of the world is a particularly daunting but enriching experience. So much about the language and culture of the people speaking the language, the dynamics of language and culture, the way language changes through contact with the outside world, can be learned through field study in the area. This paper will present a preliminary study on a dialect of Malay language family, that is, the Batak language, spoken by the Batak communities in the island of Sumatera Indonesia in 2010. The study was undertaken as part of a module on Methods and Approaches in Malay Linguistics taught at the National Institute of Education, Singapore (NIE). The first part of the paper will describe the aims and preparation process undertaken before the field trip. This will be followed by explanation on the actual study conducted in the field and its findings in relation to the objective of the research. Lastly, the limitations, accomplishment and implication in doing fieldwork research will be discussed. The issue of research ethics will be highlighted whenever appropriate 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/a27dbdff7dce38dc437aac3fc2fb8ca5.docx 336f0c021eff5bc086c9ecd34d1357b7 https://omeka.ibu.edu.ba/files/original/869c62013ac254d1215724383ab2723f.pdf 8be901fea8b6016ba70d01d5c701ca62 PDF Text Text Stylistic Analysis of Contemporary Russian Advertisement Linda Prugo-Babić University of Sarajevo/ Sarajevo, Bosnia and Herzegovina Key words: Linguistic Stylistics, Contemporary Russian Advertisement ABSTRACT The paper explores the stylistic features of a contemporary russian advertisement. Definition, classification and short historical development of a russian advertisement are considered as well as a structure of the advertisment text and the function of slogan. It can be argued that advertisment has its own place in functional style systems. Different frequency of functions of language (by Jakobson) form a specific communication with consumers. The analysis includes different levels of language, i.e. phonological, graphological, morphological, lexical and syntactic level, for ex., use of proverbes, neologisms or idioms on a lexical level or use of pronouns and adverbs on the morphological level. Rhetorical figures are used very often, which makes advertisment persuasive, impressive and effective. Paper also explores their use and use of war metaphors. The analysis is based on different types of advertisement in russian magazines. It can be argued that the contemporary russian advertisement has a complex linguistic and stylistic structure. � 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. 1888 Title A name given to the resource Stylistic Analysis of Contemporary Russian Advertisement Author Author BABIC, Linda Prugo Abstract A summary of the resource. Key words: Linguistic Stylistics, Contemporary Russian Advertisement ABSTRACT The paper explores the stylistic features of a contemporary russian advertisement. Definition, classification and short historical development of a russian advertisement are considered as well as a structure of the advertisment text and the function of slogan. It can be argued that advertisment has its own place in functional style systems. Different frequency of functions of language (by Jakobson) form a specific communication with consumers. The analysis includes different levels of language, i.e. phonological, graphological, morphological, lexical and syntactic level, for ex., use of proverbes, neologisms or idioms on a lexical level or use of pronouns and adverbs on the morphological level. Rhetorical figures are used very often, which makes advertisment persuasive, impressive and effective. Paper also explores their use and use of war metaphors. The analysis is based on different types of advertisement in russian magazines. It can be argued that the contemporary russian advertisement has a complex linguistic and stylistic structure. 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/8cf4991993c67c7ee71e4b705e9ca9aa.docx be0e8a3dcc9cedb61cfbdc0ec078e625 https://omeka.ibu.edu.ba/files/original/4917f08ba0569cd21e7159ffc0ac79b2.pdf 0d92bb4b32e6ca3cdd49c4e1367aa12e PDF Text Text ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ Ahmet AKGÜL Süleyman Demirel Üniversitesi, Türk Dili Bölümü, Isparta / Türkiye Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot. ÖZET Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır. � 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. 2038 Title A name given to the resource ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ Author Author AKGÜL, Ahmet Abstract A summary of the resource. Anahtar Kelimeler: Klâsik Türk Edebiyatı, Şuara Tezkireleri, Künhü’l-Ahbar, Gelibolulu Mustafa Âlî, Anekdot. ÖZET Şuara tezkireleri, Osmanlı şair ve ediplerinin biyografileri hakkında bilgi veren en eski ve güvenilir kaynaklar olarak kabul görmektedir. Türk edebiyatında Mecalisü’n-Nefâis ile (Çağatay sahası) başlayan tezkire yazma geleneği, 20. yüzyılın başında yazılan Tuhfe-i Nailî’ye kadar devam etmiştir. Yakın geçmişte ise tezkirelerin tıpkıbasımları yahut bugünkü harflere aktarılmış (transkripsiyonlu) metinleri oldukça ciddi çalışmalar neticesinde günümüz insanının istifadesine sunulmuştur. Mamafih bu önemli çalışmaların yanında tezkirelerle ilgili yapılması gereken başka önemli çalışmalar da vardır. Bunlardan biri Türk şairlerinin biyografilerine dair bilgiler ihtiva eden şair tezkirelerinin mukayeseli ve tenkidî bir bakış açısıyla ele alınması; bir diğeri ise tezkirelerde verilen bilgilerin güvenirliklerinin sorgulanması ve tezkirecilerin bu eserleri yazmaktaki asıl gayelerinin belirlenmesidir. Zira bu eserlerin hangi kimlik, karakter ve bakış açılarına sahip insanlar tarafından kaleme alındığı konusu araştırılmayı beklemektedir. Bu bildiride Osmanlı edebiyatının önemli müelliflerinden sayılan Gelibolulu Mustafa Âlî’ye ait Künhü’l-Ahbâr’ın Tezkire Kısmı’nda yer alan biyografilerin, içerdikleri anekdotlar vasıtasıyla, okuyucunun bilinçaltına verdiği mesajlar üzerinde durulmuştur. Bu bağlamda, tezkirecinin anlattığı anekdotlar üzerinden Osmanlı toplumunu şairiyle, sultanıyla, kadısıyla, ilmiye sınıfıyla ve sosyal yapısıyla hangi karakter ve bakış açısından ele aldığı ortaya konmaya çalışılmıştır. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548