252 10 3494 https://omeka.ibu.edu.ba/files/original/fa71cae3e87170aaf13f76317a6d2bc4.docx be0e8a3dcc9cedb61cfbdc0ec078e625 https://omeka.ibu.edu.ba/files/original/2047f15718d5f1cdc89567dd11efdbee.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. 1953 Title A name given to the resource ŞUARA TEZKİRELERİNDE ANEKDOTLAR VASITASIYLA BİLİNÇALTINA VERİLEN MESAJLAR: KÜNHÜ’L-AHBÂR’IN TEZKİRE KISMI ÖRNEĞİ Author Author AKGUL, 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 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/8e79d996f992c11383f03780897aa05a.docx 8fa04b7e2684f051994e230d0d76b9d9 https://omeka.ibu.edu.ba/files/original/e20a8045b5480719626c47a251f66c4d.pdf 6739264737e2e02d04625d2f8ffb574c PDF Text Text SUDAK’IN BAŞTAŞLARI Ahtem CELİLOV Kırım Mühendislik ve Pedagoji Üniveritesi, Kırımtatar ve Türk Edebiyatı Bölümü, Simferopol, Kırım / Ukrayna Anahtar Kelimeler: Anahtar sözler: Kırım, Tatar, Sudak, baştaşı, epitafiya. ÖZET Kırım’ın güney bölgelerinde, Türk Oğuz varlığının izlerini bize açıkça ispatlayan Sudak ve civarında 1980’lerden bu yana bulunan mezar taşları ve fragmentleri 2002 yılından başlayarak Taraktaş bölgesinde bir tepeliğe toplanmış, halk ziyaretine açılmış bulunmaktadır. Civar köy (ev, depo, hayvan ahırları duvarlarında, toprak içinde, ormanlık alanlarda) ve tarlalarda rasgele bulunan bu baştaşların Celilov A.A. tarafından karakteristiği tespit edilmiş, yazıları okunmuş ve üstüne kazılmış sembollerin açıklanması verilmeye çalışılmıştır. Kadim Kırım’da İslam tarihinin inkişafı, Kırım Türklerinde ölü gömme gelenekleri üzerine son yıllarda yapılan verimli çalışmalarından biri olan “Sudaqnıñ qadimiy baştaşları” geniş bir okuyucu kitlesine hitap eder. Çalışma, Kırım Türklerinde epitafya (baştaş yazısı ve tarih düşürme) sanatının inceliklerini takdim etmektedir. � 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. 2174 Title A name given to the resource SUDAK’IN BAŞTAŞLARI Author Author CELİLOV, Ahtem Abstract A summary of the resource. Anahtar Kelimeler: Anahtar sözler: Kırım, Tatar, Sudak, baştaşı, epitafiya. ÖZET Kırım’ın güney bölgelerinde, Türk Oğuz varlığının izlerini bize açıkça ispatlayan Sudak ve civarında 1980’lerden bu yana bulunan mezar taşları ve fragmentleri 2002 yılından başlayarak Taraktaş bölgesinde bir tepeliğe toplanmış, halk ziyaretine açılmış bulunmaktadır. Civar köy (ev, depo, hayvan ahırları duvarlarında, toprak içinde, ormanlık alanlarda) ve tarlalarda rasgele bulunan bu baştaşların Celilov A.A. tarafından karakteristiği tespit edilmiş, yazıları okunmuş ve üstüne kazılmış sembollerin açıklanması verilmeye çalışılmıştır. Kadim Kırım’da İslam tarihinin inkişafı, Kırım Türklerinde ölü gömme gelenekleri üzerine son yıllarda yapılan verimli çalışmalarından biri olan “Sudaqnıñ qadimiy baştaşları” geniş bir okuyucu kitlesine hitap eder. Çalışma, Kırım Türklerinde epitafya (baştaş yazısı ve tarih düşürme) sanatının inceliklerini takdim etmektedir. 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 https://omeka.ibu.edu.ba/files/original/ebb75ff344f26a78888b5e289d07a2da.pdf 2c46f2a3bef61c6af1eebcbe40861656 PDF Text Text Sufiksi perzijskog porijekla u bosanskom jeziku Amela Šehović & Đenita Haverić University of Sarajevo, Bosnia and Herzegovina Apstrakt: U radu se istražuje zastupljenost sufiksa perzijskog porijekla u bosanskom jeziku, koji su općenito manje proučavani u poređenju s npr. sufiksima turskog porijekla. Želi se ukazati na činjenicu da oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i mnoge samostalne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih hane, name i zade, koji se u našem jeziku ostvaruju kao -(h)ana, nama i -zada. Pored njih, zabilježeni su i sufiksi: -dān/-den, -dār/-tār, -stān i -vān/-van, te sufiks -ane, jedini kojim se izvode prilozi. Cilj rada jeste ukazati i na potrebu njihovog podrobnijeg osvjetljavanja u kontekstu tvorbenog sistema bosanskoga jezika. Ključne riječi: sufiksi, bosanski jezik, perzijski jezik, turski jezik 1. Uvod Mnoge riječi bosanskog jezika izvedene su sufiksima orijentalnog porijekla, među kojima su zasigurno najzastupljeniji sufiksi porijeklom iz turskog jezikai, i to: sufiksi -džija i lija, koji se dodaju na imeničku osnovu, kao i sufiksi -luk, -suz, -baša. Što se tiče pridjeva, oni koji se tvore uz pomoć sufiksa turskog porijekla -liii uglavnom su indeklinabilni i ekspresivni. S druge strane, u bosanskom je jeziku manje proučavana zastupljenost i funkcija sufiksa perzijskog porijekla. Oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i izvorne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih xāne, nāme i zāde, koji se u našem jeziku ostvaruju kao -(h)ana, nama i -zada. No, sve one, zbog česte upotrebe, u perzijskom jeziku mogu dobiti i ulogu sufiksa. Pored njih, zabilježeni su i sufiksi: -stān, -dār/-tār, -dān/-den (od perz. -dān) i -vān/van (od perz. -bān). Svim navedenim sufiksima izvode se imenice, a jedini sufiks kojim se izvode prilozi je sufiks -ane od perz. -āne. U nastavku slijedi podrobnija analiza navedenih sufiksa poredanih abecednim redoslijedom radi preglednosti. 2. Sufiksi perzijskog porijekla 2.1. Sufiks -(h)ana Sufiks -(h)ana potječe od perzijske riječi xāne – kuća, što se u literaturi ne prepoznaje kao činjenica te se ovaj sufiks često ubraja u sufikse turskog porijekla (Nikolić, 1972: 133, 1 �Radić, 2001: 79, Ćorić, 2008: 195). S druge strane, Klajn ga tretira kao perzijsko-tursko hane (2003:39), što također nije potpuno precizno. U perzijskom je jeziku ova riječ nesumnjivo imenica i služi za tvorbu složenica, ali je zbog česte upotrebe dobila i ulogu sufiksa u značenju mjesta obavljanja neke radnje ili općenito lokacije, npr. qahwexāne – kafana, ċāyxāne – čajdžinica (Afšār, 1996: 474). U bosanskom jeziku ovaj se sufiks uglavnom realizira sa etimološkim h, za razliku od srpskog i hrvatskog jezika, u kojima je to mnogo rjeđi slučaj.Porijeklo od riječi koja u perzijskom jeziku označava kuću utjecalo je na razvoj mjesnoga karaktera ovoga sufiksa. U skladu s tim, primarno tvorbeno-semantičko značenje leksema sa ovim sufiksom je značenje mjesta, i to: a) ustanova i drugih objekata opće namjene: dershana, đumrukhana, islahana, kiraethana, kutubhana, menzilhana, musafirhana, tefterhana (defterhana), telegrafhana; b) vjerskih objekata i prostora: abdesthana – 'posebna prostorija u džamijama i starim bosanskim kućama gdje se uzima abdest'iii, čifuthana – 'jevrejska bogomolja; sinagoga', gasulhana, muvekithana, semahana; c) skladišta: barutana – 'zgrada u kojoj se čuva barut, spremište baruta', čulhana, saručhana, tophana– 'skladište oružja, municije i vojne opreme; arsenal'; d) ugostiteljskih objekata: kafana (kahvana), mehana (mejhana); e) kuća i prostorija: čifuthana – 'jevrejska kuća', dembelhana, divanhana, hošafhana, sandukhana, te mjesta za proizvodnju: barutana – 'fabrika za proizvodnju baruta', ćerhana, ćumurana (ćumurhana) – 'jama ili peć u kojoj se paljenjem drva dobija ćumur, drveni ugalj', tabakhana (tabhana), tarafhana (taraphana), tophana – 'fabrika za izradu topova' i prodaju čega: ćumurana (ćumurhana) – 'mjesto gde se prodaje ćumur', edžzahana. Kao što se može primijetiti, neke od navedenih leksema su polisemične – one mogu označavati mjesto za skladištenje ali i proizvodnju čega: barutana, tophana; predmet ali i mjesto za prodaju čega: ćumurana (ćumurhana), na temelju čega možemo konstatirati da u ovim primjerima dolazi do semantičkog preklapanjaiv. Rijetko, ovaj sufiks može biti upotrijebljen za tvorbu leksema sa značenjem predmeta: dabulhana– 'neki od instrumenata (ob. po jedan ili po dva) koji ulaze u sastav vojne muzike (daulbas ili talambas, bubnjevi i zurle)', džebhana, šešana (šišana) te nekih apstraktnih pojmova: dabulhana – 'vojna muzika koja se sastoji od daulbasa ili talambasa, bubnjeva i zurli; općenito, bučna muzika, svirka', mehterhana (mekterhana). Primjeri poput lekseme dabulhana privlače posebnu pažnju budući da se njom istovremeno označavaju i konkretni predmeti i apstraktni pojmovi. U prikupljenom korpusu rijetki su razgovorni i žargonski primjeri, poput lekseme tarapana. Lekseme sa ovim sufiksom tvore se od imeničkih osnova, rjeđe od brojnih osnova stranog porijekla, koje su u našem jeziku leksikalizirane: šešana. Imeničke osnove mogu biti porijeklom iz perzijskog jezika ili nekih drugih jezika (arapskog, turskog, grčkog, latinskog, hebrejskog). U prvu grupu spadaju sljedeći primjeri: abdesthana, ćerhana zast., dembelhana zast., divanhana arhit., hošafhana, mehana (mejhana) – 'razg. pejor.ugostiteljski objekt neuređenog interijera i skromne ponude jela i pića;birtija', mehterhana (mekterhana) zast., šešana (šišana). Drugu grupu čine sljedeće lekseme: barutana (baruthana), čifuthana zast. pejor., čulhana, ćumurhana zast., ćumurana, dabulhana zast. muz., dershana zast., džebhana zast., đumrukhana zast., edžzahana zast., gasulhana isl., islahana hist., kafana (kahvana), kiraethana zast., kutubhana zast., menzilhana hist., musafirhana hist. ekspr., muvekithana, 2 �sandukhana, saračhana, semahana, tabakhana (tabana), tarafhana (taraphana) zast., tarapana – '1. razg. ekspr.gužva, metež, gungula 2. žarg.tučnjava, tuča', tefterhana (defterhana) zast., telegrafhana zast., tophana zast. Iako su primjeri iz prve grupe manje brojni, zanimljivo je da je među njima nekoliko leksema koje su i danas dio aktivne leksike u bosanskom jeziku, za razliku od primjera iz druge grupe, koji su mahom arhaizmi i historizmi. Osnove na koje se dodaje ovaj sufiks su pune, vrlo rijetko okrnjene: tabhana. Iz svega navedenog proizlazi da zaključak P. Radića kako u tvorbenom sistemu srpskog književnog jezika ovaj sufiks ima uglavnom perifernu ulogu (2001: 85) ne vrijedi i za bosanski jezik, u kojem on ima primjetniji udio. 2.2. Sufiks -ane Sufiks -ane izveden je od perzijskog -āne, koje uglavnom služi za tvorbu priloga načina, npr. bozorgāne – veličanstveno. Iako se on u perzijskom jeziku može dodavati i na imenice i tako obrazovati pridjeve, npr. mardāne – muški, u našem se jeziku njim primarno izvode prilozi, čime se on izdvaja među sufiksima analiziranim u ovom radu, kojima se gotovo isključivo izvode imenicev. Specifičnost ovog sufiksa, koji također nije zabilježen niti u jednoj od konsultiranih monografija (Babić 1986, Klajn 2003, Radić 2001, Vajzović 1999), jeste da se on dodaje primarno na pridjevske a manje na imeničke osnove. Od pridjevskih su osnova izvedene lekseme: gaibane, hakikane, halisane, nazićane, usulane, sve od osnova arapskog porijekla. Izuzetak je leksema nazićane, koja je perzijskog porijekla, kao i prilog dervišane, koji je izveden od imeničke osnove. Ekspresivan je prilog hakikane, rijetko se upotrebljava halisane, dok je arhaično usulane. Na temelju rečenog, zaključujemo da u bosanskom jeziku ovaj sufiks ima perifernu ulogu. Prilozi izvedeni ovim sufiksom redovno imaju dugouzlazni akcent na prvom slogu ovog dvosložnog sufiksa. 2.3. Sufiks -ćār/-ćer Sufiks -ćār/-ćer zabilježen je u rijetkim monografijama (Vajzović, 1999: 158) i radovima (Pranjković, 2002: 17), ali bez ikakvog dodatnog opisa. Babić bilježi samo sufiks ćār (1986: 103), a ilustrira ga jednim primjerom – leksemom zulumćar. Ovaj je sufiks, u našem jeziku s dvjema varijantama, postao od perzijske imenice kar, koja označava rad, posao a služi za tvorbu složenica. Ona u perzijskom jeziku ima i funkciju sufiksa, i to participskog sufiksa, koji pokazuje vršioca radnje ili nosioca zanimanja, npr. daryākar – mornar, ali imai značenje nosioca osobine (Afšār, 1996: 876/877), npr. ziyānkār – zijanćer, štetočina, gonāhkār – grešnik. U našem jeziku primarno tvorbeno-semantičko značenje ovoga sufiksa je značenje nosilac osobine (nomina attributiva), atoj grupi pripadaju sljedeće lekseme: đunahćar, hilećar. Sve su one arhaične. U nomina agentis spada ekspresivno hizmećar, dok se u zijanćer i zulumćar prepliću navedena dva značenja. Sve su ove lekseme nastale od imeničkih osnova, uglavnom arapskog porijekla, sa izuzetkom dviju leksema – đunahćar i zijanćer – koje imaju imeničku osnovu iz perzijskog jezika. Razgovornom stilu pripada ekspresivno zijanćer. 2.4. Sufiks -dān/-den 3 �Sufiks -dān/-den, porijeklom od perzijskog sufiksa -dān, ima perifernu ulogu u bosanskom jeziku, što može biti objašnjenje zašto nije zabilježen niti u jednoj od konsultiranih monografija (Babić 1986, Klajn 2003, Radić 2001, Vajzović 1999). U perzijskom jeziku služi za tvorbu imenica koje u najvećem broju primjera označavaju neke posude, npr. sormedān – posudica za surmu, odnosno općenito predmete, npr. šamʻdān – svijećnjak. To je onda preneseno i u bosanski jezik, u kojem primarno označava predmete: džamadan (džemadan), džuzdan, đulevden, surmedan, šemidan. Neke su od ovih leksema arhaične: džuzdan, šemidan, a druge označavaju predmete koji pripadaju etnološkoj sferi: džamadan (džemadan) –'etnol.muškizatvoreniprslukkoji se oblači na anteriju ili košulju i preklapa se na prsima, izrađen je od čohe ili kadife, a ukrašen gajtanima, srmom i sl.', đulevden. Jedina leksema koja označava osobu, i to nomina attributiva, je hanedan. Leksema surmedan ima i svoj sinonim, sa istovjetnim oblikom, proširenim sufiksom turskog porijekla luk: surmedanluk. Sve su ove lekseme nastale od imeničkih osnova, većinom arapskog: džuzdan, šemidan i perzijskog porijekla: džamadan (džemadan), đulevden, hanedan, a izuzetno turskog porijekla: surmedan. 2.5. Sufiks -dār/-tār Sufiks -dār/-tār zabilježen je u rijetkim monografijama (Vajzović, 1999: 158, Radić, 2001: 104–105) i radovima (Pranjković, 2002: 17), bez ikakvog dodatnog opisa. Ovaj je sufiks postao od perzijskog sufiksa -dār/-tār, koji je participski sufiks, a uglavnom dolazi na preteritske osnove i obrazuje imenice koje označavaju vršioca radnje, npr. xarīdār – kupac, forūxtār – prodavač. Također dolazi na imenice i označava onoga koji nešto posjeduje te onoga koji nešto čuva, npr. pūldār – bogataš, xa(e)zānedār – rizničar (Afšār, 1996: 515). U skladu s tim, primarno tvorbeno-semantičko značenje ovog sufiksa i u našem jeziku je značenje vršioca radnje, bilo da ostvaruje ono što je u osnovi izvedenice ili se time bavi. Kao historizmi su obilježene sljedeće lekseme: bajraktar (barjaktar), čohodar, haznadar, muhurdar, serdar, silahdar, arhaizmi su: haberdar – 'onaj koji donosi kakvu vijest, glas;glasnik, glasonoša,vjesnik' i tahsildar, dok je razgovorna leksema čuvadar. Značenje nosioca osobine zastupljeno je u arhaizmu hisedar. Manje je zastupljeno značenje predmeta: džeferdar, haberdar– 'ono čime se što oglašava (top ili puška kojima se daje znak da što počinje, npr. iftar)'. Ova je izvedenica poslužila kao osnova za novi derivat – leksemu haberdarka. Kao što se može primijetiti, u našem su jeziku pretežno zabilježeni primjeri sa sufiksom -dār. Ipak, neki derivatolozi bilježe isključivo rjeđu varijantu -tār, poput Babića (1986: 103), i to u riječi barjaktar, dok je u našem korpusu zabilježen još samo jedan primjer s ovim sufiksom, a to je sandžaktar, sa istim značenjem zastavnika. Općenito, ovaj se sufiks dodaje na imeničke osnove iz orijentalnih jezikavi, sa rijetkim izuzecima od tog pravila, a to su lekseme tefterdar (defterdar) i čuvadar. Prva je od imeničke osnove ali iz grčkog jezika, dok je drugoj osnova glagolska, i to iz bosanskog jezika, od glagola čuvati, po čemu je klasični primjer hibridne lekseme, koja se javlja u razgovornom stilu bosanskog jezika. 4 �Sve lekseme s ovim sufiksom pripadaju imenicama izuzev lekseme havadar, koja je pridjevska. I pored toga što je ovaj pridjev arhaičan, tvorbeno je zanimljiva sama činjenica da od imeničke osnove i ovog sufiksa u našem jeziku nastaje nepromjenljivi pridjev. 2.6. Sufiks -nama Sufiks -nama nije zabilježen niti u jednoj od konsultiranih monografija (Babić 1986, Vajzović 1999, Radić 2001, Klajn 2003), što ne osporava njegovu prisutnost u jeziku. Vjerovatni razlog takvoj praksi je činjenica da se ovaj sufiks mahom pojavljuje u historizmima i arhaizmima, zbog čega ima perifernu ulogu u savremenom bosanskom jeziku. No, imajući u vidu činjenicu da u ovom radu istražujemo formante perzijskog porijekla u tvorbenom sistemu bosanskog jezika, neophodnost uključivanja i sufiksa sa perifernom ulogom u savremenom jeziku, kakav je sufiks -nama, postaje neupitna. On je izveden od perz. imenice nāme – pismo, koja služi za tvorbu složenica, ali može imati i funkciju sufiksa, kada označava neko pisanje ili knjigu koja se odnosi na neku temu, npr. rezāyatnāme – svjedodžba, uvjerenje, sougandnāme – tekst zakletve (Afšār, 1996: 1112). Značenje iz perzijskog jezika odredilo je osnovno tvorbeno-semantičko značenje leksema sa ovim sufiksom u bosanskom jeziku, a to je značenje kakve knjige, dokumenta i sl. Administrativno-pravnoga karaktera su historizmi: ahdnama, idžazetnama, izunama – 'isl. ovlaštenje koje izdaje šerijatski sudija imamu – matičaru da može obaviti vjenčanje po šerijatskim zakonima', kanunama, vakufnama, a u značenjskoj vezi s njima su i historizmi emernama i izunama–'hist. pismena dozvola; ovlaštenje' te arhaizmi šehadetnama i vasijetnama. Različite vrste knjiga označavaju sljedeće lekseme arhaizmi: jilduznama, ruznama, sejahatnama, tabirnama. S tim su značenjem blisko povezane i lekseme salnama, tebriknama. Jedina apstraktna leksema s ovim sufiksom je pejorativni arhaizam tandrnama, gdje glasovni sastav osnove također doprinosi razvoju pejorativnog značenja. Osnova na koju se dodaje ovaj sufiks mahom potječe iz arapskog jezika, a u manjoj mjeri iz perzijskog, turskog i grčkog. Što se tiče akcenta, imenice izvedene ovim sufiksom redovno imaju dugouzlazni akcent na prvom slogu ovog dvosložnog sufiksa. 2.7. Sufiks -stān Još jedan iz plejade malo poznatih sufiksa perzijskog porijekla je i sufiks -stān, koji je zabilježen u rijetkim monografijama (Vajzović, 1999: 158) i radovima (Pranjković, 2002: 17), bez ikakvog dodatnog opisa. Kako ovaj sufiks u perzijskom jeziku primarno služi za tvorbu imenica mjesta i država: npr. golestān– ružičnjak, Hendūstān – Indija, te, u nekoliko slučajeva, za tvorbu imenica vremena, npr. tābestān – ljeto, i u našem je jeziku primarno tvorbeno-semantičko značenje leksema sa ovim sufiksom značenje mjesta, i to mjesta na kojem se nalazi ono što je u osnovi polazišne lekseme: đulistan, kabristan, mezaristan, odnosno na kojem se prodaje ono što je u njenoj osnovi: bezistan. Osnovu uvijek čine imenice, i to iz arapskog jezika, sa jedinim primjerom gdje su i osnova i sufiks perzijskog porijekla: đulistan. I pored malobrojnosti leksema sa ovim sufiksom, treba primijetiti da su neke od njih vrlo frekventne u bosanskom jeziku, kao aktuelni nazivi pojedinih objekata (bezistan), dok su druge karakteristične za jezik književnosti (đulistan) i ekspresivan način izražavanja (mezaristan). Arhaična je leksema kabristan. 2.8. Sufiks -vān/-van 5 �Ovaj je sufiks izveden od perzijskogsufiksa -bān, koji označava vršioca radnje i nosioca zanimanja, npr. bāġbān – baštovan, pāsbān – policajac. Spominju ga Vajzović (1999: 158) i Pranjković (2002: 17) i za njega navode primjere: baštovan, pehlivan, kojima Pranjković dodaje i gedžovan (Ibidem). U našem su korpusu dvije imenice izvedene sufiksom -vān/-van: baštovani sajvan, od kojih prva označava vršioca radnje, a druga, koja je arhaična, predmet. Što se tiče lekseme pehlivan, smatramo da ona nije izvedena ovim sufiksom budući da u perzijskom jeziku ona glasi pahlawān– 'heroj, junak; atleta; onaj koji je hrabar, odvažan' i izvedena je od imenice pahlaw(-ow) – geogr. Partavii i sufiksa -ān. 2.9. Sufiks -zada Slično sufiksu -nama, ni ovaj sufiks nije zabilježen niti u jednoj od konsultiranih monografija (Babić 1986, Vajzović 1999, Radić 2001, Klajn 2003), vjerovatno iz istog razloga kao u prethodnom slučaju – on je u korpusu vrlo malo zastupljen, čak u mnogo manjoj mjeri u poređenju sa sufiksom -nama. Naime, sufiks -zada se pojavljuje u svega tri riječi, od kojih su dvije arhaizmi, a osnova im je iz arapskog (haramzada) i turskog (odžakzada) jezika, ne iz perzijskog. Jedina leksema koja se upotrebljava i danas jest leksema šeherzada, u čijoj tvorbi učestvuje i osnova i sufiks perzijskog porijekla. Ona se u bosanskom jeziku upotrebljava kao vlastito ime, a moguće je da je njenoj popularizaciji u funkciji vlastitog imena doprinijela činjenica da se tako zove junakinja djela 1001 noć. Dakle, i ovaj sufiks ima perifernu ulogu u savremenom bosanskom jeziku, ali ga svakako uključujemo u ovo istraživanje formanata perzijskog porijekla u tvorbenom sistemu bosanskog jezika. Sufiks -zada izveden je od perz. imenice zāde– rođen; dijete, potomak, koja služi za tvorbu složenica, ali je zbog česte upotrebe dobila i ulogu sufiksa.Uglavnom se upotrebljava kao dio prezimena, npr. Hasanzāde (Afšār, 1996: 621). Osnovno značenje osobe koja je rođena, odnosno potomka, utjecalo je i na izvođenje istog tvorbeno-semantičkog značenja leksema sa ovim sufiksom u bosanskom jeziku. Na prozodijskom planu, imenice izvedene ovim sufiksom redovno imaju dugouzlazni akcent na prvom slogu ovog dvosložnog sufiksa. 3. Zaključak Bosanski je jezik u sufiksalnoj ulozi prihvatio neke samostalne riječi (imenice) iz perzijskog jezika, koje u tom jeziku mogu služiti za tvorbu složenica, ali zbog česte upotrebe mogu dobiti i ulogu sufiksa. Takve su imenice: perzijsko kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijsko xāne, nāme i zāde, koji se u našem jeziku realiziraju kao -(h)ana, nama i -zada. Pored njih, zabilježeni su i sufiksi: -stān, -dār/-tār, -dān/-den (od perz. -dān) i vān/-van (od perz. -bān). Jedini sufiks kojim se izvode prilozi je sufiks -ane od perz. -āne. Svi oni uglavnom su se adaptirali jeziku primaocu, odnosno bosanskom jeziku. I pored nesumnjive arhaičnosti osnova na koje se dodaju ali i samih sufiksa, njihovo podrobnije osvjetljavanje predstavlja imperativ za sve koji se bave leksikologijom i tvorbom riječi bosanskog jezika. Reference: 6 �Afšār, Ġolāmhoseyn Sadrī; Hakāmī, Nasrūn; Hakāmī Nastaran (1996). Farhang-e fārsī-ye emrūz (Rječnik savremenog perzijskog jezika). Teheran: Moʼassese-ye Našr-e kaleme. Babić, Stjepan (1986). Tvorba riječi u hrvatskom književnom jeziku. Zagreb: Jugoslavenska akademija znanosti i umjetnosti – Globus. Ćorić, Božo (2008). Tvorba imenica u srpskom jeziku. Beograd: Društvo za srpski jezik i književnost Srbije. Klajn, Ivan (2003). Tvorba reči u savremenom srpskom jeziku. Deo drugi, Sufiksacija i konverzija. Beograd – Novi Sad: Zavod za udžbenike i nastavna sredstva – Institut za srpski jezik SANU – Matica srpska. Nikolić, Berislav (1972). „Akcenatske adaptacije stranih reči u savremenom srpskohrvatskom književnom jeziku”. Književnost i jezik. 2‒3. Str. 133‒135. Pranjković, Ivo (2002). „Hrvatski i orijentalni jezici”. Zbornik Zagrebačke slavističke škole. Zagreb: Filozofski fakultet. Str. 16‒28. Radić, Prvoslav (2001). Turski sufiksi u srpskom jeziku sa osvrtom na stanje u makedonskom i bugarskom. Beograd: Institut za srpski jezik SANU. Vajzović, Hanka (1999). Orijentalizmi u književnom djelu: lingvistička analiza. Sarajevo: Institut za jezik i Orijentalni institut. i Vajzović, 1999: 154. ii To je kompromisna replika. Značenja navedenih leksema data su samo za lekseme koje mogu imati dva ili više različitih značenja. Pri iii tome, lekseme i njihova tumačenja preuzeti su iz neobjavljenog rječnika riječi perzijskog porijekla u bosanskom jeziku autorica teksta. iv Više o ovome u Radić, 2001: 83. v Jedini je izuzetak leksema havadar, o kojoj govorimo u nastavku, u cjelini 2.5. vi Najviše je osnova iz arapskog jezika, i to u sljedećim leksemama: haberdar, havadar, haznadar, hisedar, silahdar, tahsildar, turbedar; iz perzijskog su jezika: čohodar, džeferdar, muhurdar, serdar, a najmanje je leksema s osnovom iz turskog jezika: bajraktar, sandžaktar. vii Parti, istočnoiranski narod, u legendama i pričama opjevan po izuzetnoj hrabrosti, najviše u čuvenom nacionalnom epu Šahnami. 7 � 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. 3255 Title A name given to the resource Sufiksi perzijskog porijekla u bosanskom jeziku Author Author Šehović, Amela Haverić, Dženita Abstract A summary of the resource. U radu se istražuje zastupljenost sufiksa perzijskog porijekla u bosanskom jeziku, koji su općenito manje proučavani u poređenju s npr. sufiksima turskog porijekla. Želi se ukazati na činjenicu da oni nisu tako malobrojni, kako bi se moglo činiti, ali nisu ni pretjerano frekventni. Među njima, prisutne su i mnoge samostalne riječi iz perzijskog jezika, koje u našem jeziku imaju funkciju sufiksa, poput perzijskog kar, koje se u našem jeziku realizira kao -ćār/-ćer, i perzijskih hane, name i zade, koji se u našem jeziku ostvaruju kao -(h)ana, -nama i -zada. Pored njih, zabilježeni su i sufiksi: -dān/-den, -dār/-tār, -stān i -vān/-van, te sufiks -ane, jedini kojim se izvode prilozi. Cilj rada jeste ukazati i na potrebu njihovog podrobnijeg osvjetljavanja u kontekstu tvorbenog sistema bosanskoga jezika. Ključne riječi: sufiksi, bosanski jezik, perzijski jezik, turski jezik Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2016-03-05 Keywords Keywords. Article PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 848 Title A name given to the resource Suggested Ways of Providing an Immersive Environment in an EFL Context: An Extensive Rreading Program in a Shanghai Senior High School Author Author HE, Mu YAP, Foong Ha Abstract A summary of the resource. In recent decades, there have been numerous studies on the significance of extensive reading to English as a second language (ESL) and English as a foreign language (EFL) teaching and learning showing that extensive reading can effectively improve students’ proficiency in various skill areas and language knowledge components. However, extensive reading has a low profile in mainland China, despite mainland China representing the largest number of English language learners in the world. In fact, extensive reading may have particular value in mainland China, as it is optimal for providing an immersive environment to English language learners in this EFL context. To address this lack of information about extensive reading in mainland China, this study seeks to disseminate the results of one particular extensive reading program implemented at a public high school in Shanghai. In this study, ninety-nine students were stratified into three groups of thirty-three on the basis of overall English language proficiency and gender, namely the Integration Reading group, the Free Reading group and the Control group. The Integration Reading Treatment was used in the Integration Reading Group, and the Free Reading Treatment was used in the Free Reading Group. The Intensive Reading Treatment was used in the Control Group. The post-test was administered at the end of this study to evaluate the significance of extensive reading to senior high school English teaching and learning. The pre- and post-study questionnaires were administered to investigate whether extensive reading affected the students in terms of their perception of and attitude towards reading in English. Analysis of the data revealed the following major findings: (1) Extensive reading can effectively improve senior high school students’ listening, reading and writing proficiency and linguistic knowledge; and (2) extensive reading positively affects students’ attitude and behaviours towards reading in English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/a587f2a0e5370b33e74b06550cc3e004.pdf 29242db68e8d52e5fb6d65c792e8af6e PDF Text Text SUGGESTIONS ON DEVELOPING CHINESE UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE IN NET ENVIRONMENT Huiru Duan & Jun Deng & Zheng Zhang Central South University, China Article History: Submitted: 11.06.2015 Accepted: 24.06.2015 Abstract: This paper presents an empirical study on Chinese university students’ intercultural communication competence. The results show that learners should promote their cultural knowledge, intercultural sensitivity, communication strategies and intercultural awareness, etc. Suggestions for the curriculum and pedagogy of intercultural communication and the methods in developing Chinese university students’ intercultural communication competence in net environment are provided based on the research results. Key words: intercultural communication (IC), intercultural communication competence (ICC), ICC questionnaire survey, course design 1. Introduction This is both a theoretical and empirical study of how to develop Chinese university students’ intercultural communication competence (ICC, for short). It is one of the phased objectives we have attained for a provincial project in China, the title of which is “The Course Design of Intercultural Communication (IC, for short) in Net Environment”. This is a case study, in which, we choose Central South University (CSU), a key university in Changsha, Hunan province, China, as the target university and the students in CSU as the experimental subjects. IC is often defined as communication “between people from different national cultures and many scholars limit it to face-to-face communication” (Gudykunst, 2002:179). The situation in China might be different from this definition – it might not always be 1 �possible for Chinese people to have face-to-face communication with people from different cultures. Yet it is important for Chinese people to have a better understanding of the other cultures. With the increasing of globalization and integration of economics, IC becomes more and more popular. It requires people to have more ICC. It is the same case in China. University, as a place to cultivate talents, inevitably, should take the responsibility for developing students’ ICC. As a result, nowadays, it has become a trend in universities to open a series of IC courses to improve university students’ ICC, which ranks as the no. 1 concern for teachers and university students inside and outside the foreign languages teaching field. In the Requirements for the Teaching of College English courses (2007), re-revised by Chinese Ministry of Education, the importance of the university students’ ICC is pointed out.. At the same time, it stresses the importance of cultivating university students’ sensibility and tolerance to cultural differences, dealing with such differences with ease and meeting with the increasingly extensive need of international communication. Therefore, we can find that developing university students’ ICC is one of the main directions and ultimate goals for college English teaching, which can meet the urgent demands for talents in nowadays society. It has triggered the probing interests of teachers for the teaching of IC. Research in ICC is of academic and pragmatic interest to many scholars due to the relevance of the subject in today’s culturally diverse society. (Arasaratham, 2007b). Historically speaking, western scholars have done a lot of research on ICC (Ruben 1976, 1977, 1978, 1989; Kim 1986, 1991; Yum 1988; Collier 1989; Gudykunst 1993, 1995; Spitzberg 1997; Fox 1997; Van de Vijver & Leung 1997; Smith 1999; Stephan, Stephan & Gudykunst 1999; Yoshitake 2002; Arasaranam 2007a). Compared with the study in the west, the IC study in China starts quite late. But recently, it develops very fast. According to an incomplete statistics, since the beginning of 1980s, more than 30 monographs and textbooks on IC have been published and more than 2000 articles have been published (Wenzhong Hu, 2005). Despite the abundance in the study of IC and despite the fact that recently, the study in this field has touched upon the aspect of the development of ICC, there still lacks deep study on ICC. (Shiyong Peng, 2005). This article analyzes the university students’ present situation of ICC by the means of 2 �literature study and empirical study, puts forward suggestions on how to develop Chinese university students’ ICC in net environment. The research questions for this study are (1): What is the level of current Chinese university students’ ICC? (2): How to improve their ICC in an English as a foreign language (EFL) context? 2. The Definitions for Terms The most important term in this article is ICC, which includes three important elementary concepts: culture, communication and competence. Culture can be defined from two points of view. From pragmatic point of view, culture refers to “the way we do things around here”. The other is from academic point of view, which means “a shared system of assumptions, values and beliefs of a people which result in characteristic behaviors”. (Utley, 2011[2004]) Anyone lives under a certain kind of culture. It is the ways in which we have learned to see and think about communication. Communication, according to Gudykunst and Kim (2002), includes a lot of assumptions, such as: “communication is a process involving the encoding and decoding of messages”, “communication takes place at varying levels of awareness”, “every communication message has a content dimension and a relationship dimension”, etc. That is to say, our culture makes us have a set of expectations to the way how people should act and react when we communicate with them. When one is in his own country, there is no exception to those expectations, but when one is placed in a foreign environment, he might find his expectation might not be met with. Then we come to the term competence. This term was first put forward by Chomsky in his distinction between competence and performance. The former refers to an ideal language user’s knowledge on language. Then in language teaching, there is the distinction between linguistic competence and communicative competence. Linguistic competence refers to the ability to produce and interpret meaningful utterances which are formed in accordance with the rules of the language concerned and bear their conventional meaning. (Byram, 1997:10) The concept ‘communicative competence’ was developed by Hymes, who used this concept to criticize Chomsky for his treating of language. Hymes argued that in understanding first language acquisition, one need to pay attention to not only grammatical 3 �competence (linguistic competence), but also the ability to use language appropriately. (Byram, 1997:7) Both linguistic competence and communicative competence are viewed from the first language acquisition point of view. Besides linguistic competence and communicative competence, we have intercultural competence, which, according to Ruben (1976), includes seven dimensions, namely, display of respect, interaction posture, orientation to knowledge, empathy, self-oriented role behavior, interaction management, and tolerance for ambiguity. Things are quite different when more than one language and more than one culture are involved in communication. That is the case in foreign language teaching, as it for sure concerns with both your own culture, language and the culture and language of foreign countries. Therefore, the major aim for foreign language teaching is to develop the students’ ICC. Intercultural communication competence (ICC) refers to the ability which enables a person to interact with people from another country and culture in a foreign language. “They are able to negotiate a mode of communication and interaction which is satisfactory to them and the other and they are able to act as a mediator between people of different cultural origins.” (Byram, 1997: 71) Different scholars hold different opinions on the inclusion elements of ICC. Here in this article, we agree with American scholar Lustig and Koester’s (2007) opinion that divides ICC into three basic elements, namely, knowledge, motivation and action and three levels of competence, namely, cognition, emotion (attitude) and behavior (Hu, 2013). Specifically, in the cognitive level, the communicator needs to obtain the knowledge of both his own country’s and other country’s in politics, economics, geography, history, humanity, religion, customs, etc. In the emotional level, the communicator should be sensitive to cultural differences, tolerant to various kinds of cultures, have deep understanding of one’s own culture and respect other cultures. The ICC in behavior level refers to the linguistic competence, non-linguistic competence, flexibility competence, the competence to deal with interpersonal relationship, psychological adjustment competence, the competence to adapt to environment and the competence of doing things in alien culture. (Hu, 2013:5) In Europe, the Common Reference Frame for European Languages of the European Union takes Byram’s 4 �definition for ICC (see the above), which includes four elements, namely, knowledge, skills, attitude and value, learning competence(1995) and judgment competence (1997). Byram’s mode includes the three aspect elements put forward by American scholars (knowledge, motivation and action). But in the aspect of competence, it adds learning competence and judgment competence. As for the scholars’ divergence between IC and ICC, professor Hu adopts and support Yang Ying and Zhuang Enping’s opinion, which equalizes the two competences and regard them as the same kind of competence. In this way, it can ‘promote people in emancipating their ideas from the narrow vision. In the course of developing students’ ICC, not only can linguistic communicative competence be made attention to, but also can the importance of intercultural awareness, thinking competence, non-linguistic communication and communicative strategies be stressed.” (Yang & Zhuang, 2007:16) Here in this paper we agree with the opinions of professors Hu, Yang & Zhuang. We hold both IC and ICC as the same kind of concept. At the same time, we adopt Byram’s ICC dimension, which is regarded as the major reference frame for the analyzing and fostering of ICC and the setting up of ICC courses. 3. A Summary of the Cultivation Means for Intercultural Communication Competence In the aspect of teaching method, the intercultural training researcher Gudykunst and Hammer (1983) put forward the combination method of knowledge imparting method and experience exploration teaching method. The former method helps students to grasp language and cultural knowledge by means of lectures and debates, and in the mean time, analyze and understand the culture differences. The latter method can promote students’ attitude and performance competence through real or simulated situation, such as role playing, simulation activity and visit, etc. Hongling Zhang (2007) summarized three different kinds of teaching methods: (1) the cultural teaching methods (lecture, case analysis, cultural contrast, theme discussion, scenario simulation), (2) the combination of cultural teaching and foreign languages teaching method (the integration of culture into the analysis of literature works, the teaching of vocabulary, reading, listening, oral English and writing), (3) participant observation method (the experience, interview and analysis in the target language). Besides, 5 �Zhang suggested the fostering of intercultural awareness and sensibility should contrast the development mode of intercultural sensibility put forward by Bennett (1998), i.e., the transformation of the language learners’ stages from escape, resist, reduction of cultural differences to adaptation, replying to cultural differences, and therefore, fulfilling the transition from ethnocentric stage to ethno-relative stage. At the same time, Zhang stressed the importance of cultural study method, which refers to the method which can foster the competence of analyzing and explaining cultural phenomena and having introspection of self study process. Hu (2013) put forward the relevant cultivation means from three aspects, namely, cognition, emotion and competence. He suggested that the ICC in cognition aspect should mainly be obtained from lecture giving, reading, video and website. The ICC in emotional aspect should be obtained from case analysis, field experience, etc. In ability aspect, the linguistic competence can be obtained from the classroom teaching, but some other competence should be fostered in the practical work and life. That is to say, in the teaching of IC, teachers can foster the students’ cognitive competence by resorting to textbooks, video and website materials, promote their attitude by case analysis and improve their linguistic competence.. The fostering of other competence could only be gained from extracurricular activities. Based on the cultivation means and the mode put forward by intercultural communication researchers, we plan to probe into the problems that Chinese university students will face in the course of IC process, make use of the advancing–with-the-time’s teaching resources, means and methods, put forward appropriate teaching plan by making use of empirical research method. 4. The Current Situation of the University Students’ ICC In order to investigate the current situation of the university students’ ICC, Weiwei Fan, Weiping Wu and Renzhong Peng (2013) designed the self-assessment scale on Chinese university students’ ICC, which is based on Byram’s multi-dimensions model of IC (including the dimensions of knowledge, skill, awareness and attitude) and the self-assessment questionnaire on IC compiled by Fantini (2000,2006). The scale includes 40 6 �descriptive items, which adopts a five-point Likert scale to keep the score successively from “0” (no) to “5” (very strong / very much). Fan, etc. (2014) made an investigation of more than 1000 university students by applying to such scale, from which they got 1050 effective questionnaires back and did data analysis. At the same time, they also randomly chose 20 students to do interview. The results of their study shows the following features of university students in ICC: (1) generally the Chinese university students are lack of culture knowledge of foreign countries; (2) they won’t voluntarily adjust their behavior to adapt to foreigners; (3) They are quite short of communicative competence in foreign languages; (4) They don’t know the foreigners’ opinion on them and the reasons why there are prejudice. The investigation objects for Fan, etc. include the university students from the first year to the fourth year. However, in college English teaching, the teaching objects for IC courses are mainly the second year students. In order to get the relevant information, we adopt the five-point Likert evaluation scale for Chinese students’ IC in different dimensions, designed by Fan. ① We randomly chose 202 second year students from 22 different majors in Central South University and did questionnaire investigation. We took back 199 effective questionnaires, among which, there were 99 students who had passed CET-4,②80 students who had passed CET-6, 20 students who hadn’t passed CET-4 and 13 students who had oversea experiences. The following 4 tables reflect the results of the mean value. Table 1: CSU students’ self-assessment table for intercultural knowledge (with 199 samples) Kn1 Kn2 Kn3 Kn4 3.31 3.53 3.04 *2.53 *2.58 *2.39 *2.16 *2.70 *2.52 *2.33 Variance 0.64 0.67 0.81 Mean Kn5 Kn6 Kn7 Kn8 Kn9 Kn10 value 0.92 0.71 7 0.85 0.80 0.82 0.83 0.86 �Table 2: CSU students’ self-assessment table for intercultural attitude (with 199 samples) At1 At2 At3 At4 At5 At6 At7 At8 Mean value 3.76 3.94 4.01 3.99 3.59 3.89 3.84 3.96 variance 1.06 0.93 0.91 0.89 0.83 0.85 0.89 0.86 Table 3: CSU students’ self-assessment table for intercultural skills (with 191 samples) Sk1 Sk2 Sk3 Sk4 Sk5 Sk6 Sk7 Sk8 Sk9 Sk10 Mean 3.5 3.7 *2.3 3.6 3.6 3.6 3.5 *2.7 *2.9 *2.7 value 9 4 1 4 0 0 0 2 8 5 Varianc 1.1 0.8 1.0 0.9 1.0 1.0 e 5 9 5 8 1 8 1.2 0 1.1 2 0.93 Sk1 Sk1 1 2 3.18 3.22 0.89 1.03 0.96 Table 4: CSU students’ self-assessment table for awareness (with 191 samples) Aw1 Aw2 Aw3 Aw4 Aw5 Aw6 Aw7 Aw8 Aw9 Aw10 3.66 3.62 3.41 3.40 3.50 3.16 3.55 3.06 3.38 3.28 variance 0.85 0.81 0.88 0.82 1.19 1.00 0.90 0.95 0.88 0.77 Mean value We can get these investigation results: (1) In the aspect of cognition, generally, the second year students lack understanding of the western cultural religion, taboos, everyday life social intercourse, value, cultural differences and intercultural communicative strategies and skills (mean value＜3). (2) In the aspect of skills, students are seriously short of linguistic competence, the sensibility to cultural differences and the competence in language and 8 �culture study. (mean value＜3). (3) In the aspects of awareness and knowledge, students rank normally ((mean value＞3), which means that students’ level of IC is still at a relatively quite low level, which can not be neglected in teaching. In short, our result is similar to Fan’s, which shows that the result of questionnaire investigation is typical and it can objectively represent the current situation of Chinese university students’ IC level. There is still a long way to go in developing ICC, which should be the focus of Chinese college English teaching. 5. Suggestions on Developing University Students’ ICC in Net Environment The investigation result shows that Chinese university students’ ICC needs to be improved. Recently, Chinese college English education starts to stress on the development of students’ ICC. Under such an environment, a lot of general teaching textbooks have been published. But, after an analysis of the content for the recently-published textbooks, we found there exist a series of problems: some theories and communication examples in the textbook of IC are totally copied from the foreign textbooks; some quoted examples are too old-fashioned and they come apart from the reality; although the emphasis of the textbook include introduction to theory, case analysis and contrast of cultural differences, yet such contents as culture and language learning competence, critical reflective competence, communicative strategies and strategic cultivation are seldom touched upon; some textbooks provide for rich practical cases of IC, yet there are too little introduction of theoretical knowledge on IC; although there presents and analyzes the misunderstanding in IC, yet it is short of a deep-level analysis of the relevant cultural phenomena; at the same time, when there appears misunderstanding in IC, there is no concern of how to negotiate with the other side, how to explain one’s indigenous culture, how to adopt an appropriate expression to satisfy both sides. Here are the suggestions we have for developing university students’ ICC, especially under nowadays’ situation, i.e. we have a wide used net environment. These suggestions will be considered from the perspective of the constituents of ICC, i.e. knowledge, attitude & awareness, and behavior & skill. Firstly, in the knowledge level, we propose wide reading for the obtaining of culture knowledge and IC knowledge. As for the reading materials, not only can we read mass 9 �publications, but also we can get access to wide range of internet readings. At the same time, we can improve the university students’ ICC by opening various kinds of courses. For example, In the Chinese-western culture, we can open the course – Special subjects in Chinese and western cultures, to help students to understand and analyze the surface culture (like life style) and the deep culture (like religion, value, etc.). In the aspect of linguistic knowledge, including speech sounds, vocabulary and sentence structure, we can open the course like English dialects, etymology, lexicology, English Chinese translation respectively. English dialects can make students be familiar with the common variants (such as American English, British English, Indian English, Singapore English, African English, etc ), like their different ways of pronunciation. Etymology and lexicology (in which, the explanation of roots and stems constitutes an important part of the course) can promote students’ vocabulary study, in which culture plays an important role in the explanation of the source, formation and meaning of the words. By the course English Chinese translation, students can acquire syntactic knowledge and the differences between English and Chinese. Besides these, in the teaching of basic English, we can blend the relevant culture knowledge and language knowledge with the language skills (like Audio-Visual skills and reading, writing & translating skills) in the course of teaching. We can provide references, websites for the students and guide them to search, choose, organize and dispose information, which is gained from the materials in textbooks, websites and media. Secondly, in the attitude and awareness level, we propose the elimination of ethnocentrism and the conducting of ectopic thinking and the accepting of alien cultures. The elimination of ethnocentrism means that one should not evaluate the foreign cultures with his own culture and standard. On the contrary, one should think from the other’s side, i.e., conducting ectopic thinking, by making use of case analysis, scenario simulation, debate, interview and giving questionnaires to oversea students. In this way, university students can accept alien culture. But, at the same time, we should be aware of our unique culture identity. We should foster our confidence in culture and our cultivation in national study. In the course of IC, we should extend our excellent traditional culture and ideology, striving for the right of having equal dialogue with foreigners, rather than compromising and discarding (our own culture). 10 �Thirdly, in the behavior and skill level, not only should students have language competence and culture competence, but also they should have the competence for language and culture, communication strategies and skills and the competence for solving problems. All these competence can be practiced and reflected in the teaching and learning activities. By the means of teaching, we should not only go on the traditional classroom teaching (including lectures, debates, etc.) but also should we make full use of the web environment to develop the students’ self-study ability by resorting to some new teaching methods like MOOC, Flipped classroom, etc. We can teach ICC courses by first letting students do self-study, then let them come to classroom to have group discussion, PPT presentation. In this way, students’ subjective initiative can be aroused. The students can make full use of the resources in network laboratory to improve their learning ability, to find problems voluntarily and then, teachers’ guidance to solve the problems will enhance the students’ ICC. We suggest that cultural knowledge and ICC theory should be integrated in the EFL curriculum and textbooks. In the class, teachers are suggested to use case analysis, role-play, discussion and debates. They are also encouraged to use online resources, such as MOOC courses, ICC websites, journal articles, Wechat and chat rooms for exploring and reflecting on these issues, so they will be prepared for effective international communication in the future. 6. Conclusion The developing of ICC is a gradual process. Not only should we impart the knowledge of culture difference, develop students’ critical thinking, guide them in promoting language and communication competence, but also we should help them to develop their own learning competence , the communicative strategies and the adaptability competence. Through this study, we found Chinese university students still need to make great improvement in the aspects of knowledge, attitude, skill and awareness of ICC. Although recently, the IC study has been concerned with fostering ICC in foreign language teaching, yet the study of the training mode is still at its initial stage. We suggest the course design for “IC in college English” be organized according to the theoretical framework of Byram. In the course of teaching, we should combine research and teaching, conducting need analysis according to the result of empirical study. In teaching methods, we should also make 11 �improvement, keeping pace with the time. We should propel and deepen the reform of college English to meet the demand of job market and international communication. ① We have mentioned in the previous part that: this assessment was originally proposed by Byram (1997) and Fantini (2000, 2006), then combined and modified by Fan, Wu & Peng (2013). ② CET-4 is an exam purposed for the non-major students. Usually it was taken when the students are in second year’s study. References Arasaratnam, L.A. Empirical research in intercultural communication competence: A review and recommendation. Australian Journal of Communication, 34, pp 105-117. 2007a. Arasaratnam, L.A. 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For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2887 Title A name given to the resource SUGGESTIONS ON DEVELOPING CHINESE UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE IN NET ENVIRONMENT Author Author Duan, Huiru Deng, Jun Zhang, Zheng Abstract A summary of the resource. This paper presents an empirical study on Chinese university students’ intercultural communication competence. The results show that learners should promote their cultural knowledge, intercultural sensitivity, communication strategies and intercultural awareness, etc. Suggestions for the curriculum and pedagogy of intercultural communication and the methods in developing Chinese university students’ intercultural communication competence in net environment are provided based on the research results. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015-07 Keywords Keywords. Article PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/690b4ca6d244235f2343f9887d0a40fb.pdf ddcf23aa881074eb12a6a30dc36133c3 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Suggestions to Financial Crises İsmail Özsoy Fatih University, İstanbul, Turkey iozsoy@fatih.edu.tr 2008 Global Financial Crisis is considered by many as one of the most serious crises ever seen in the world finance history. Yet, thanks to the quick response of policy-makers in contrast to the Great Depression of 1929, the crisis did not hit as destructive as expected. However, we have not seen any fundamental suggestion to avoid the future crises of the same kind or even more devastating ones though the vital suggestion of the Vatican about Islamic finance as solution to financial crises. This paper is intended to draw the attention of economists and finance experts to the Islamic finance as an alternative system of crisis preventive nature. After giving the highly important saying of the Prophet Muhammad -so-called Six Items Hadith-, we will try to extract some basic principles that can be taken into consideration in financial transactions. This two sentences Prophetic saying or hadith is so comprehensive that it expresses exactly 80 kinds of exchanges. According to that hadith, out of these 80 kinds of exchanges, 46 sales include a religiously forbidden “interest”. Interest is a value transfer from one party to another in loans or exchanges, particularly in the finance sector without any corresponding real value in the underlying assets, resulting in financial or economic crises. Keywords: Financial Crisis, Interest, Islamic Finance, Six Items Hadith. 175 � 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. 1641 Title A name given to the resource Suggestions to Financial Crises Author Author OZSOY, Ismail Abstract A summary of the resource. 2008 Global Financial Crisis is considered by many as one of the most serious crises ever seen in the world finance history. Yet, thanks to the quick response of policy-makers in contrast to the Great Depression of 1929, the crisis did not hit as destructive as expected. However, we have not seen any fundamental suggestion to avoid the future crises of the same kind or even more devastating ones though the vital suggestion of the Vatican about Islamic finance as solution to financial crises. This paper is intended to draw the attention of economists and finance experts to the Islamic finance as an alternative system of crisis preventive nature. After giving the highly important saying of the Prophet Muhammad -so-called Six Items Hadith-, we will try to extract some basic principles that can be taken into consideration in financial transactions. This two sentences Prophetic saying or hadith is so comprehensive that it expresses exactly 80 kinds of exchanges. According to that hadith, out of these 80 kinds of exchanges, 46 sales include a religiously forbidden “interest”. Interest is a value transfer from one party to another in loans or exchanges, particularly in the finance sector without any corresponding real value in the underlying assets, resulting in financial or economic crises. Keywords: Financial Crisis, Interest, Islamic Finance, Six Items Hadith. 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/b56f983858f9640978ae79569c5ed232.pdf 81717c9542ebef4db36b1f2a5ba0cef2 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo SUGGESTIONS TO IMPROVE CRITICAL READING APPLICATIONS IN ELT/EFL CLASSES Hülya KÜÇÜKOĞLU School of Foreign Languages Hacettepe University, Turkey hulyaku@hacettepe.edu.tr Abstract: As the society we are living has become more complex and specialized in the last decades, reading has become one of the most important skills in ELT/ EFL teaching. The importance of connecting and commenting on the ideas are the key elements of social and academic success. In the past decade, there has been a sustained interest in promoting reading as a significant and viable means of language development for second and foreign language (L2 and FL) learners (Day and Bamford, 1998; Krashen, 1995). Critical reading is a skill which we use in our social and academic lives. As critical readers we need to understand, question and evaluate the texts which are actively participate in our lives. By looking at the texts which are already there, from a different point of view will develop our critical thinking as well as critical reading. Being one of the most frequent skills that we use in every part of our lives, critical reading can be developed through learning and practice. In this study the benefits of Critical (CR) practices in traditional EFL/ELT classes is discussed and some classroom applications to improve critical reading in ELT is presented Keywords: critical reading, critical thinking, ELT/EFL Introduction Starting with the numerous education reforms done in the last decades, new views of teaching and learning started to be discussed and used in EFL/ELT classrooms. These reforms explicitly ask teachers to change their teaching strategies by shifting the emphasis from the traditional textbook-based, rote learning, to exploration, inquiry-based learning situated in real-world phenomena (National Research Council, 1996). As the society we are living has become more complex and specialized in the last decades, the importance of connecting and commenting on the ideas became the key elements of social and academic success. In this era questioning has become the most frequently used techniques in every part of our lives. The need for the students to question and make connections between their studies and the world in which they live, is now a necessity in order to have social and academic success. Students who use critical thinking and reading strategies can demonstrate knowledge and understanding to the issues and can make connections between the concepts. At this point critical thinking becomes the key element of this connection. As teachers, we do not teach students what to think, but we can help them how to think by organizing their thinking to facilitate complex issues. Thinking skills can be improved by understanding the processes involved in thinking. Using different kinds of questions is one way to increase higher-level thinking in the classrooms. At this point some sub skills can be used to teach higher level thinking in the classroom such as: making inferences, drawing conclusions, comparing and contrasting, analyzing, predicting and evaluating. In order to read critically, the students need to learn how to think critically as the first step of the process. Although there are some quite diverse definitions of critical thinking, nearly all emphasize the ability and tendency to gather, evaluate, and use information effectively (Beyer, 1985). Chance (1986:6) defines critical thinking as the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems. Critical thinking skills aim at teaching the learner how to think rather than what to think (Taylor, 2001). In critical thinking, collecting, elaborating and using data are crucial. The components of critical thinking which are reasoning, problem solving, and decision-making along with creative thinking are thought to be the skills of vital importance for success at school and in life (Collier, et al., 2002:7). What is Critical Reading? Reading comprehension was given a range of definitions. Tierney and Pearson, (1994) claims reading as an active cognitive process in which the reader‘s background knowledge plays a key role in the creation of 620 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo meaning. Manzo and Manzo (1993, p.5) define reading as ―the act of simultaneously reading the lines, reading between the lines, and reading beyond the lines.‖ According to Davies (1995) there are two types of reading activities: passive and active. In passive reading exercises, students are required to respond comprehension questions, multiple choice questions, truefalse questions and gap filling questions. This kind of reading is commonly used in the classrooms where rote learning is practiced. Rote learning occurs when a person memorizes and gives back the information without thinking. This kind of reading is easier to apply in the classrooms as the teachers can easily check whether their students understand the ideas in the given text at a certain level. One other reason for the practical use in the classroom is that it is easy to correct. Active reading, on the other hand enhances the readers ability to expose their own opinions about the text they read rather than parrot the writer‘s opinion. Developing critical reading skills can be time-consuming and difficult for EFL students, but if we look at the issue from a wider perspective, this kind of reading would be accomplished with continual practice and the result of these practices would worth the effort. There is also a distinction between a critical and a non-critical reader. In order to better understand the distinction between the critical and non-critical reader, the first thing is to analyze their way of looking at the reading process. Kurland (2000) states that to non critical readers, texts provide facts. Non-critical readers get information from a text simply by memorizing it. Critical readers on the other hand do not only identify what a text says; they also identify what the text does and what the text means.  What a text says – restatement  What a text does – description  What a text means – interpretation (http://www.criticalreading.com/critical_reading.htm) Reading is not only about getting the meaning from the text as it is given. As Grabe (1988) defines critical reading is ―a dialogue between the reader and the text‖. That is, it is an interactive process that goes on between the reader and the text, resulting in comprehension. During the process of reading, the reader interacts with the text and tries to get the meaning from the text where different kinds of information and knowledge are presented. L2 reading comprehension is known as highly complex, dynamic, multicomponential and multidimensional because it involves multiple interactions among reader factors (e.g., first language literacy (L1) literacy, L1 background, language proficiency, background knowledge, knowledge of genre and pragmatics, metalinguistic knowledge, motivation, metacognition, and strategy use) and contextual factors (e.g., text topic and content, text type and genre, text readability, verbal and non-verbal communication (Phakiti, 2006). Reading effectively requires approaching texts with a critical eye: evaluating what you read for not just what it says, but how and why it says. (http://writing.umn.edu/docs/sws/quicktips/criticalread.pdf.) The aim of critical reading is;  to recognize an author‘s purpose  to understand tone and persuasive elements  to recognize bias That is:  recognizing purpose involves inferring a basis for choices of content and language  recognizing tone and persuasive elements involves classifying the nature of language choices  recognizing bias involves classifying the nature of patterns of choice of content and language (http://www.criticalreading.com/critical_reading.htm) ―Critical reading‖ is basically a reading process which involves critical thinking. In the last decades, in addition with the comprehension in reading, analytic reading was started to be discussed. Critical reading requires reading and critical thinking. In order to make a good critical reading, one should know how to do critical thinking. According to Marshall and Rowland (1998), critical thinking occurs when students question their own beliefs or what they are told. Correspondingly, Kurland (2000) states that Critical thinking is a technique for evaluating information and ideas, for deciding what to accept and believe. Critical thinking involves a variety of skills such as the individual identifying the source of information, analysing its credibility, reflecting on whether that information is consistent with their prior knowledge, and drawing conclusions based on their critical thinking (Linn, 2000). 621 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Adapted from Knott‘s (2005) five steps to read looking for ways of thinking is stated below: Central claims: The first one of the five steps is to distinguish the central claims or purpose of the text. At this point it would be beneficial for a critical reader to identify if the text states a fact or an opinion. If the text is an opinion, the critical reader aims to discover the purpose of the writer. Context: Context is another key element to identify the text. ―In which context the text is written and who is the potential reader according to the writer‖ are some questions to be answered. Kinds of reasoning: Differentiating the kinds of reasoning in the text would also give the critical reader to understand the organization of the text which would also give an idea to understand the text more clearly. Evidence: Another point to be covered is to find out the supporting details that the text covers that is the evidence that the text holds Evaluation: Evaluation is the outcome of a critical reading. Instead of accepting the ideas given in the text, a critical reader makes jugdements and tries to bring up counter argument. Knott (2005) also gives some tips to be used in classroom settings in order to promote critical reading. 1. Critical reading occurs after some preliminary processes of reading. Begin by skimming research materials, especially introductions and conclusions, in order to strategically choose where to focus your critical efforts. 2. When highlighting a text or taking notes from it, teach yourself to highlight argument: those places in a text where an author explains her analytical moves, the concepts she uses, how she uses them, how she arrives at conclusions. Don't let yourself foreground and isolate facts and examples, no matter how interesting they may be. First, look for the large patterns that give purpose, order, and meaning to those examples. The opening sentences of paragraphs can be important to this task. 3. When you begin to think about how you might use a portion of a text in the argument you are forging in your own paper, try to remain aware of how this portion fits into the whole argument from which it is taken. Paying attention to context is a fundamental critical move. 4. When you quote directly from a source, use the quotation critically. This means that you should not substitute the quotation for your own articulation of a point. Rather, introduce the quotation by laying out the judgments you are making about it, and the reasons why you are using it. Often a quotation is followed by some further analysis. In order to promote critical reading in ELT classses the reader use questions such as; What have I gained from the information given in the text? How are the facts, examples used and interpreted? What is the aim of the writer in writing the text? Who did the writer specify as the target reader? What is the organization method of the text? How does the text reach its conclusions? What is the specified time of the text? What are the bias of the writer? What is the setting of the text? How does this text work? How is the text argued? Therefore in reading, the teachers, should expect the learners to perceive and recognize 1. claims 2. the claims with reasons (arguments) 3. evidence 4. opposing arguments 622 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 5. refutations (to correspond them) 6. fallacies (flawed reasoning) (Stapleton, 2001) In order to foster critical thinking and reading in the classroom, the students can be asked open ended questions such as,  I wonder if…?  What could we do…?  Can you find a way to …?  What would happen if…?  Why do you think (that) happened…?  What did you notice about…?  Tell me about…? Critical Reading Strategies Improve Your Reading Strategies and Identify the Purpose of Your Reading Improve your reading by studying the reading strategies. In order to read the text effectively, you need to identify your reading and improve it according to your needs. Identifying the purpose of why you read the text will help you get the best out of your reading. Knowing the purpose will help you organize your ideas about the reading text. In order to organize your ideas properly, it would be beneficial to answer some questions such as:  ―Why do I read this book?‖  ―What kind of information I am looking for?‖  ―Are there enough supports for my argument?‖ Give Yourself Enough Time to Read Reading critically is not a fast process; the reader reads the text in order to get the whole idea presented in the text. It is for that reason that the reader should take his time to read the text carefully. Most of the time, rereading the text would let the reader better distinguish the ideas presented in the text. In the first reading, the reader reads the text to get the main idea. In the rereading part, it would be a better idea for the reader to work on the seperate parts of the text. In more complex texts, in order not to get confused with the different ideas presented in the text, the reader should organize the parts and the ideas in the text. Take Notes While Reading the Text While reading the text, the reader should take notes on the text in order to make the unknown words and terms checked out later. Also it would be a good idea to write down any questions that come to the reader‘s mind in order to have a clear understanding of the text. The unknown words and the questions can be discussed with the instructor to make sure that there is nothing left unclear about the text. By doing such studies, in one way the text is ―personalized‖. In addition to these, a summary can be written in order to record the main points to be fully covered. Try to Understand the Background of the Writer and How this Background Influence the Writing Reading a text critically requires asking questions about the writer‘s authority and the purpose of his/her writing the text. It should be kept in mind that every text that the reader reads, is there to try to change the reader‘s view in some way. In order to do this every text filters the realities for its purpose of existence. As a critical reader, you need to understand the reason why the text was written. It would be beneficial for your understanding to answer some questions such as;  ―What kind of information does the text give?‖  ―What is the purpose of the text?‖  ―What does the text say?‖  ―How does the writer support his/her ideas? ― Adapted from from the University of Minnesota‘s Student Writing Guide, 2004. 9–11 623 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Sample Critical Reading Applications to Be Used In ELT/EFL Classes Wide range of materials such as newspaper articles, all sorts of literary texts such as short stories, poems, novels, song lyrics which are appropriate for the student‘s age and interests can be used in classroom settings. in order to promote critical reading in ELT classrooms. SUGGESTION 1 The teacher brings a newspaper article to the classrom which is suitable for the level and the interest of the students. The use of newspaper articles in English classrooms as a critical reading resource is beneficial as ―Authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.‖ (Nuttall 1996:172). It would be more suitable to find articles which have controversial ideas in it so that the students can find counter arguments to make the discussion more fruiteful.. Pre- reading; The teacher asks the students; - about the kind of food they consume. - nutrition policies held by the countries. - the reasons for the increasing number of obesity all aroud the World. While reading; The students are asked to read the text about ―healty food‖. ―Dietitians are fond of reciting the mantra 'all foods can fit into a healthy diet' and telling people that there are no "good' or "bad" foods. But considering that 64 percent of adults (plus an alarming 15 percent of children) are categorized by the government as overweight, some experts say this message is baloney (which happens to be a really bad food!). "The idea that there are no bad foods is a marketing trick thought up by the food industry to defend their products," says Bonnie Liebman, M.S., director of nutrition at the Center for Science in the Public Interest (CSPI), a nonprofit health-advocacy group based in Washington, D.C. "The whole notion is full of holes and makes no sense." Evil is the only appropriate word to describe foods that promise pleasure but deliver misery in the form of heart disease and obesity. Although a Whoopie Pie isn't going to sprout fangs and go for your jugular, it's wise to watch your back when traveling the dark alley of empty calories. A sweet, creamy taste and jazzy packaging can be hiding a food that will only do you wrong. That's the thing about evil: Sometimes it looks so good. What makes a food really, really scary? In the edibles department, a food gets the seal of disapproval if it does more harm than good -- that is, if it supplies calories but little else, and also contains heart-diseasepromoting substances like saturated and trans fats. Trans fats are the nasty man-made fats used to give foods a longer shelf life. Manufacturers hydrogenate oil to make it solid and literally twist the molecule into a form that wreaks havoc in the body.‖ (http://findarticles.com/p/articles/mi_m0846/is_12_22/ai_104943689/?tag=col1;subcol) Post reading; After reading the article, the students will be asked to answer the following questions about the article in order to identify;  Whether the article is written to inform, influence or merely entertain readers?  How central claims in the article are developed or argued?   What the main idea of the paragraph is? Whether the writer adequately supports his/ her opinion? If not, what type of fallacious thinking is employed in it? What are some of the counter arguments that can be used to refute the writer‘s argument?  624 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo  Which part of the article does the reader agree with the writer? Why? SUGGESTION 2 Pre-reading activity; As a first step of this activity the students will be asked to answer some questions in order to bring up a discussion in the classroom. (a) What are your most favorite fairy tales? Why? (b) How do you feel about the theme of ―injustice‖ especially in the most favorite fairy tales? (c) How do you generally feel about the endings of the fairy tales? (d) In real life we don‘t always have happy endings, why do you think the fairy tales always have a happy ending? While reading activity; In order to let everybody in the class remember the story, the students are asked to read the story. After reading the story, the students are asked to comment on the pitiful actions of the step mother. The teacher than asks the students to write down questions to be asked to the step mother, asking about all the cruel things she had done to Snow White. Such as: ―Why were you so cruel to Snow White?‖ ―What would you do if she was your own (biological) daughter?‖ ―Why didn‘t you try to find other ways to solve your problem with Snow White instead of trying to kill her?‖ ―Why do you give so much importance beauty?‖ ―What do you think about the moral values that people have in the society?‖ ―…….?‖ After writing the questions,, the students try to answer the above questions by giving answers as if they were the ―cruel‖ step mother. The students try to find excuses for the step mother in order to change the negative feelings towards her. Post reading activity; As the last part of the activity, the students are asked to write down the story with a different point of view. This time, the story is told from the step mother‘s mouth by using her point of view. In order to do this the students try to find reasonable supports for the step mother‘s actions. The students are asked to be creative in their writing in order to come up with different ideas. SUGGESTION 3 Pre-reading activity; The students are shown a picture and asked to comment on the picture by answering the open ended questions asked by the teacher. At this point the students are expected to make predictions about the text they are going to read. 625 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo - What do you see on the picture? Does the picture give you an idea about the text you are going to read, how? Who do you think the man in the picture is? What do you think the man on the picture has in his hand? Do you think the horse is an ordinary one? What kind of story do you think you are going to read, what are your reasons for your prediction? By the help of this activity, the students are expected to come up with different ideas about a text. After every idea is presented, the teacher asks the students to create their own stories about the picture by using the predictions discussed in the classroom. While reading activity; At this point, the teacher hands out the original story for the student to read. The students try to find the points in the original story which overlap with their own story. ―Once upon a sunny morning a man who sat in a breakfast nook looked up from his scrambled eggs to see a white unicorn with a golden horn quietly cropping the roses in the garden. The man went up to the bedroom where his wife was still asleep and woke her. "There's a unicorn in the garden," he said. "Eating roses." She opened one unfriendly eye and looked at him. "The unicorn is a mythical beast," she said, and turned her back on him. The man walked slowly downstairs and out into the garden. The unicorn was still there; now he was browsing among the tulips. "Here, unicorn," said the man, and he pulled up a lily and gave it to him. The unicorn ate it gravely. With a high heart, because there was a unicorn in his garden, the man went upstairs and roused his wife again. "The unicorn," he said, ―ate a lily." His wife sat up in bed and looked at him coldly. "You are a booby," she said, "and I am going to have you put in the booby-hatch." The man, who had never liked the words "booby" and "booby-hatch," and who liked them even less on a shining morning when there was a unicorn in the garden, thought for a moment. "We'll see about that," he said. He walked over to the door. "He has a golden horn in the middle of his forehead," he told her. Then he went back to the garden to watch the unicorn; but the unicorn had gone away. The man sat down among the roses and went to sleep. As soon as the husband had gone out of the house, the wife got up and dressed as fast as she could. She was very excited and there was a gloat in her eye. She telephoned the police and she telephoned a psychiatrist; she told them to hurry to her house and bring a strait-jacket. When the police and the psychiatrist arrived they sat down in chairs and looked at her, with great interest. "My husband," she said, "saw a unicorn this morning." The police looked at the psychiatrist and the psychiatrist looked at the police. "He told me it ate a lilly," she said. The psychiatrist looked at the police and the police looked at the psychiatrist. "He told me it had a golden horn in the middle of its forehead," she said. At a solemn signal from the psychiatrist, the police leaped from their chairs and seized the wife. They had a hard time subduing her, for she put up a terrific struggle, but they finally subdued her. Just as they got her into the straitjacket, the husband came back into the house. "Did you tell your wife you saw a unicorn?" asked the police. "Of course not," said the husband. "The unicorn is a mythical beast." "That's all I wanted to know," said the psychiatrist. "Take her away. I'm sorry, sir, but your wife is as crazy as a jaybird." 626 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo So they took her away, cursing and screaming, and shut her up in an institution. The husband lived happily ever after. ―Moral: Don't count your boobies until they are hatched.‖ by James Thurber (http://english.glendale.cc.ca.us/unicorn1.html) Post activity; After reading the story by James Thurber, a classroom discussion is held. The teacher asks some questions to encourage the students.     Can you think of a saying or ―moral‖ that fits this story? Is the ―moral of the story‖ suitable for the ending? Do you think the man planned this situation? If you were the wife, what would you do to get rid of this situation? The teacher asks the students to write a different ending to the story starting from; ―When the police and the psychiatrist arrived, they sat down in chairs and looked at her, with great interest. …. The teacher asks the students to be as creative as possible in their writing. SUGGESTION 4 Pre-reading activity; As the first step of the activity, the students are asked about their opinions on ―animal testing. Every student is reinforced to construct a discussion about this topic. The students form groups; first group is for the idea of animal testing and the second group is against this idea. Both of the groups, write their arguments to support their ideas. While reading activity; The students will be given two different articles from two different newspapers with different views on the same topic. At this point, the teacher hands out the original articles which are appropriate for the level of the students and ask the students to read the articles slowly and silently and take notes to better understand the arguments in the articles. In addition to this, the students will be asked to write down the arguments of each writer. Then the students will be asked to underline the supporting sentences presented by both of the writers. Post activity; Having noticed the different point of views of the two writes, the students are asked to write their original ideas on the same topic. This new version will reflect their own ideas, with their own supporting ideas/sentences. Article 1 ―On face value, it is easy to see why advocates of animal testing support it, there are clearly some benefits that come from it: vaccines, drugs, and a host of discoveries that have helped, and continue to help, millions of people worldwide. According to various reports, more than 160 human drugs and vaccines have directly resulted from animal testing, together with 111 veterinary ones. That's right; these discoveries have helped other animals as well. When you consider the advancement in treatments such as heart disease, arthritis, cancer, and so on, it is hard to fathom, why anyone would take a stance against animal testing…‖ (http://www.helium.com/items/343721-the-case-against-animal-testing) Article 2 ―Animals are not good models for human cancer for 2 fundamental reasons: Animals and humans do not get the same diseases. As a result, animal research focuses on artificially inducing symptoms of human cancer and attempting to treat those symptoms. Experimental drugs and treatments that have been found effective on animal models will not necessarily work in people. Despite screening over half a million compounds as anti-cancer 627 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo agents on laboratory animals between 1970-1985, only 80 compounds moved into clinical trials on humans. Of these, a mere 24 had any anti-cancer activity and only 12 appeared to have a 'substantial clinical role.With billions of dollars, countless animals, and well over 30 years spent on the war on cancer, concrete results should have been seen if animal research was actually working. On the contrary, the incidence of cancer continues to rise...‖ (http://caatinfo.org/AgainstAnimalTesting.htm) References Beyer, B. K. (1985). ―Critical Thinking: What Is It?‖ Social Education 49/4: 270-276. Bloom, B. S. (1956). (Eds.). Taxonomy of Educational Objectives. Vol. 1: The cognitive domain. New York: McKay Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College,Columbia University. Collier, K, Guenther, T., Veerman, C. (2002). Developing Critical Thinking Skills Through a Variety of Instructional Strategies. An Action Research Project submitted to the Graduate Faculty of the School of Education as a Requirement of the Degree of Masters of Arts in Teaching and Leadership. Saint-Xavier University. Chicago, Illinois. Davies, F. (1995). Introducing reading. London: Penguin English Applied Linguistics. Day, R. R. and Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. Grabe, W. (1988) "Reassessing the Term 'Interactive'", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP. Knott, D. (2005) Critical Reading Towards Critical Writing http://www.utoronto.ca/writing/critrdg.html Kurland, Daniel J. (2000). ―Critical Reading vs. Critical Thinking.‖ Retrieved April 5, 2011 from http://www.critical-reading.com/ Krashen, S. 1995. Immersion: Why not try free voluntary reading? Mosaic 3(1):1,3-4. Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781–796. Manzo, A.V.and Manzo, U.C. (1993). Literacy Disorders: Holistic Diagnosis and Brace Jovanovich College Publishers; Fort Worth. Remediation. Harcourt Marshall, L. & Rowland, F. (1998). A guide to learning independently (3rd ed). Melbourne: Addison Wesley Longman. National Research Council (NRC) (1996). National Science Education Standards-NSES. Washington, DC: National Academy. Nuttall, C. (1996) Teaching Reading Skills in a foreign language (New Edition) Oxford, Heinemann O'Hara, Takeshi; et al (1978, March 27-31). Establishing a Causal Model for Bloom's Taxonomy through Path Analysis. Paper presented at the Annual Meeting of the American Educational Research Association (62nd, Toronto, Ontario, Canada, 1978). ERIC Document Retrieval Service, ED166202. Pardede, P. (2007). Developıng Crıtıcal Readıng In The Efl Classroom, Presented in the FKIP-UKI English Department Bimonthly Collegiate Forum. Retrieved April 5, 2011 from 628 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo http://parlindunganpardede.wordpress.com/articles/language-teaching/developing-critical-reading-in-the-eflclassroom Phakiti, A. (2006). Theoretical and Pedagogical Issues in ESL/EFL Teaching of Strategic Reading, University of Sydney Papers in TESOL, 1, 19-50. Stapleton, P. (2001). Assessing Critical Thinking in the Writing of Japanese University Students. Written Communication Vol.18 No. 4 October 506-548 Sage Publications. Taylor, Chris. (2001) ‗It‘s the real thing‘ Using Ads To Promote Critical Thinking In the EFL Classrooms. News In Brief. The Quarterly Newsletter of INGED. Pp.10- 12 Tierney, R. J., and P. D. Pearson. 1994. ―Learning to learn from text: A Framework for Improving Classroom Practice.‖ In Rudell, Ruddell, and Singer, eds. 1994. 496–513. http://findarticles.com/p/articles/mi_m0846/is_12_22/ai_104943689/?tag=col1;subcol Retrieved April 2, 2011 http://www.cdl.org/resource-library/articles/HOT.php?type=recent&id=Yes Retrieved April 5, 2011 http://www.helium.com/items/343721-the-case-against-animal-testing Retrieved March 13, 2011 http://writing.umn.edu/docs/sws/quicktips/criticalread.pdf Retrieved April 2, 2011 http://wik.ed.uiuc.edu/index.php/Higher_Order_Thinking Retrieved March 15, 2011 http://www.criticalreading.com/critical_reading.htm Retrieved April 5, 2011 http://writing.umn.edu/docs/sws/swgpdf.pdf Retrieved March 13, 2011 http://english.glendale.cc.ca.us/unicorn1.html Retrieved April 5, 2011 http://www.officeport.com/edu/blooms.htm Retrieved April 5, 2011 http://caatinfo.org/AgainstAnimalTesting.htm Retrieved March 13, 2011 629 � 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. 93 Title A name given to the resource SUGGESTIONS TO IMPROVE CRITICAL READING APPLICATIONS IN ELT/EFL CLASSES Author Author KÜÇÜKOĞLU, Hülya Abstract A summary of the resource. As the society we are living has become more complex and specialized in the last decades, reading has become one of the most important skills in ELT/ EFL teaching. The importance of connecting and commenting on the ideas are the key elements of social and academic success. In the past decade, there has been a sustained interest in promoting reading as a significant and viable means of language development for second and foreign language (L2 and FL) learners (Day and Bamford, 1998; Krashen, 1995). Critical reading is a skill which we use in our social and academic lives. As critical readers we need to understand, question and evaluate the texts which are actively participate in our lives. By looking at the texts which are already there, from a different point of view will develop our critical thinking as well as critical reading. Being one of the most frequent skills that we use in every part of our lives, critical reading can be developed through learning and practice. In this study the benefits of Critical (CR) practices in traditional EFL/ELT classes is discussed and some classroom applications to improve critical reading in ELT is presented 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/a74ee21684653438ceb8f4a099aa8ee2.pdf 6804f2ce63e462935b4d6b7d4dabafee Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sunglasses E-commerce Webshop With Credit Card Payment Author Author Ilma Hodžić Abstract A summary of the resource. The Sunglasses E-commerce Webshop project addresses the need for a modern online platform to sell eyewear products, specifically sunglasses, to a wide customer base. Problem Statement - Traditional brick-and-mortar sunglasses retailers are limited by geography and operating hours, whereas an e-commerce solution can provide 24/7 access and a broader reach. This project’s objective was to design and implement a secure, user-friendly web application for browsing and purchasing sunglasses online. Methods - The development followed a structured approach including requirement analysis, system design with UML diagrams, iterative implementation, and rigorous testing. Key technologies used include Angular for the frontend, ASP.NET Core Web API for the backend, and MSSQL for data storage. The system integrates the Stripe API in sandbox mode to handle payments safely, avoiding actual charges during development. Modern development practices such as responsive design, RESTful APIs, and MVC architecture were employed to ensure scalability and maintainability. Results - The resulting application allows users to register and log in, browse products with filtering options, add items to a shopping cart, and checkout securely using test credit card data. An administrative module enables product and order management. System testing indicates that all major use cases - from account creation to order placement - perform as expected, and the Stripe integration successfully simulates payment transactions without processing real money. Conclusion - The project demonstrates the successful creation of a specialized e-commerce platform for sunglasses. It offers a convenient shopping experience for users and an effective sales channel for the business. Future improvements, such as integrating augmented reality “virtual try-on” features and expanding product recommendations, are suggested to further enhance user engagement. Overall, the project showcases how a full-stack web application can meet real-world requirements for online retail, and it highlights lessons in web security, payment integration, and user experience design. Keywords Keywords. E-commerce, Webshop, Sunglasses, Stripe API, Payment Gateway, Web Development, UML, Online Shopping Language A language of the resource English language e-commerce sunglasses web development https://omeka.ibu.edu.ba/files/original/08925bae4b0764596f03439a30fc2159.pdf 28a06dc441a96fcaff3cf4bc4ad147a3 PDF Text Text Superparamagnetic NiFe2O4 Nanoparticles to Remove Arsenic From Drinking Water Yüksel Köseoğlu Fatih University, Department of Physics, Buyukcekmece 34500 Istanbul-TURKEY Abstract: Superparamagnetic nanoparticles of nickel ferrite (NiFe2O4) were produced by PEG assisted hydrothermal method. XRD, FT-IR, TEM and VSM were used for the structural, morphological, and magnetic investigation of the product, respectively. Average particle size of the nanoparticles was estimated by the Scherrer equation using the full-width at half maximum (FWHM) of the most intense XRD peak and found as 14 nm. While the nanoparticles indicate a superparamagnetic behavior above the blocking temperature of 72 K, they have ferromagnetic behavior at temperatures lower than the blocking temperature. These nanoparticles were dispersed into drinking water contaminated with arsenic (As), and once they bind to arsenic, they have been removed from the water solution using a strong magnet. The results were measured by Atomic Mass Spectrometry and found that these nanoparticles had removed 90 % of the arsenic. The measurements were repeated several times with the same sample and get almost the same results. Keywords: Superparamagnetism, Ferrite, XRD, VSM, Atomic mass spectroscopy, Arsenic Introduction Nanophase materials with an average grain size in the range of 1 to 50 nm have attracted research interest for more than a decade since their physical properties are quite different from that of their bulk micronsized counterparts because of the large volume fraction of atoms that occupies the grain boundary area [1-3]. This new class of materials is used in important applications like high frequency transformers, ferrofluids, pigments in paints and ceramics, biomedical applications like drug delivery system, hyperthermia, NMR, high density magnetic recording, varistors and dye-sensitized solar cells [4-11]. The surface area of the nanostructured materials is large as the grain sizes are small. The increase in the interfacial energy due to defects, dislocations and lattice imperfections leads to changes in various physical properties and hence one can tailor make the materials with specific properties. Almost 50 % of the atoms reside in the grain boundary area when the grain size is reduced to less than 10 nm whereas it is only 1-3 % when the grain size is 100 nm [1, 12]. Since a large fraction of atoms is present at the grain boundaries, the nanocrystalline materials exhibit enhanced diffusivity. Arsenic (As) contamination in drinking water is a major health and environmental issue around the world, especially in the developing countries [13,14]. Removal of arsenic from drinking water is an important problem for environmental engineering and while there are ways to remove arsenic, thay are expensive and require extensive hardware and high-pressure pumps that run on electricity. Iron oxide is an interesting sorbent for the removal of arsenic and other heavy metal contaminants[15,16]. When magnetic iron oxide is made as nanoparticles, the smaller particle size and high surface area enhances its capacity for As removal [17]. An external magnetic field can be used to separate the magnetic nanoparticles after sorption. Here we report the PEG assisted hydrothermal synthesis of nickel ferrite (NiFe2O4) nanoparticles and show the potential use of the nanocomposite of superparamagnetic NiFe2O4 for the waste water treatment, especially for arsenic removal, by magnetic separation, using a small magnetic field. The experiments involved suspending pure samples of uniform-sized nickel ferrite nanoparticles in water. Once they bind to arsenic, a magnetic field was used to pull the particles to out of solution, leaving only the purified water. We measured the tiny particles after they were removed from the water and ruled out the most obvious explanation: the particles were not clumping together after being tractored by the magnetic field due to surface modification by polyethylene glycol (PEG). It is also found that the composite can be easily dispersed in water and the magnetic carbon fluid thus obtained is very stable for few days. 439 �Results and Discussion FTIR analysis Two mainbroad metal-oxygen bands are seen in the IR spectra of all spinels, and ferrites in particular. The highest one, v1, (Fig. 1) generally observed in the range 600-550cm-1, corresponds to intrinsic stretching vibrations of the metal at the tetrahedral site, Mtetra↔O, whereas the v2-lowest band, usually observed in the range 450-385cm-1, is assigned to octahedral-metal stretching, Mocta↔O [7,18]. It is known that Ni2+ ions have octahedral-site preference Fe2+ and Fe3+ ions can occupy both octahedral and tetrahedral sites [19]. Transmittance (a.u.) NiFe2O4 PEG 4000 3000 2000 1000 -1 Wavenumber (cm ) Fig. 1. FTIR spectra of NiFe2O4, synthesized by PEG-assisted hydrothermal method. Red line shows the FTIR spectra of PEG. However, no clear peak due to octahedrally coordinated metal ions has been observed which is expected to be below 400 cm-1. This may be due to the broadening of this peak attributed to very small particles of spinel ferrites. The bands observed around 3430 and 1521 cm−1 frequencies are ascribed due to the stretching modes and H-O-H bending vibration of the free or absorbed water molecules. XRD analysis The powder X-ray diffractograms recorded for sample of NiFe2O4 nanoparticles is shown in Fig.2. Samples are considered to be single-phase spinel structure as no extra peaks and no unreacted constituents were observed. This allows the estimation of average crystallite size and its standart deviation from XRD. The experimental line profiles, shown in Fig.2, were fitted for 9 peaks (111), (220), (311), (400), (422), (511), (440) (622) and (533) the calculated average crystallite size, D and standart deviations σ, are presented in Table 3. 440 �40 50 60 533 622 422 400 111 30 440 511 311 220 intensity (a.u.) 20 70 2θ (Degree) Figure 2: Experimental and theoretically fitted XRD patterns of NiFe2O4 nanoparticles. The cation distribution in NiFe2O4 can be infered from the X-ray diffraction relative integrated intensity calculations by using the following formula suggested by Buerger [20]: 2 I hkl = F hkl PL p where (1) F is the structure factor, P the multicipty factor and L p is the Lorenz-polarization factor which depends only on the Bragg’s diffraction angle Lp = θ 1 + cos 2 2θ sin 2 θ cos 2θ (2) Some peaks’ intensity ratios in the XRD pattern of spinel structures were reported as cation distribution sensitive peaks, such as I 220 / I 400 , I 220 / I 422 and I 422 / I 400 [21,22]. In the calculations (i) all possible cation arrangments are considered with 0.01 stoichiometric sensitivity that Ni+2 and Fe+3 can site both tetrahedral and octahedral sites, (ii) the oxygen positional parameter was chosen between 0.3700 and 0.3900, ideal spinel structures that are 0.3852, 0.3822 and 0.375 respectively [23] and (iii) for the agreement of calculated and experimental intensity ratios, the difference of calculated and experimental relative intensities for all distribution cases are considered and the sum of these differences are minimized. Finally the closest calculated data are taken to be the correct distributions. Note that there should be no need for the thermal correction because of the spinel’s high melting temperature and hence very small thermo-vibrational effect of spinel on XRD patterns [24]. As a result the experimental lattice constants, chosen oxygen positional parameters, the relative insenties of experimental and calculated XRD peaks, and their corresponding cation distribution results are listed in Table 1. The occupancy of Fe+3 ions on A site is greater than 0.78 and in all substance the Fe+3 ions dominate in Td sub lattice. Lattice Parameter a (A) Oxygen Positional Parameter u 8.36 0.3750 I220/I400 I422/I400 Cation Distribution (Ni0.22Fe0.78) [Ni0.78Fe1.22] Obs. Cal. Obs. Cal. 1.25 1.23 0.41 0.45 Table 1: The values of XRD cation distribution in NiFe2O4 nanoparticles. 441 �In the spinel structure the cations on different sub lattites ( A and B sites) have oppositely aligned magnetic moments according to the Neel’s ferrimagnetic theory [55]. So the magnetic moment per formula unit in µ B (Bohr magneton) is n B ( x) = M B ( x) − M A ( x) where (4.4) M B and M A are B and A site magnetic moment in µ B . The magnetic moment per formula unit is calculated by cation distribution results of XRD and Neel’s theory with ionic magnetic moment of 5 µ B and 2 µ B for Fe+3 and Ni+2 , respectively [23]. The results are summarized in Table 2. The calculated agreed well with experimentally obtained values, confirming a collinear magnetic structure. n B values . Cation Distribution (XRD) (Ni0.22Fe0.78) [Ni0.78Fe1.22] Saturation Magnetization Ms (emu/g) (VSM) 40.93 Magneton number nB(μB) Obs. Cal. (VSM) (XRD) 2.16 2.20 Table 2: The magnetic moment per unit formula from XRD and VSM for NiFe2O4 nanoparticles TEM ( XRD- Profile Fit) VSM (LN Langevien Fit) DTEM ( σ ) Av. Size (Geo.StD) 15 (0.23) DXRD ( σ) Av. Size (StD.) 14.1 (5.0) Dm(σ σ m) Av. Size (Geo .StD.) 13.9 (0.58) Table 3: The obtained particle sizes or size distributions of Ni Fe2O4 nanoparticles. TEM analysis The TEM micrograph and particle size distribution of NiFe2O4 nanoparticles synthesized by by hydrothermal method using PEG 400 are given in Fig. 3. During synthesis, temperature was increased to 150 0C and samples were kept for 21h in the owen. A good crystallinity can be attributed to the heat during synthesis process. 150 particles are counted in NiFe2O4 nanoparticles and particle size has been determined as 15 nm from the size distribution from Fig.3 (b) which agrees with the result of XRD measurement (14.1 nm). 442 �25 % counts 20 15 10 5 0 5 10 15 20 25 30 Pa r t i c l e s i z e ( n m ) (a) (b) Figure 3 (a) The TEM micrograph of NiFe2O4 nanoparticles synthesized by using PEG 400, (b) particle size distribution. VSM analysis By using Quantum Design Vibrating Sample Magnetometer (QD-VSM), the magnetic characterizations of NiFe2O4 nanoparticles were performed. In detail, the magnetization of Ni-ferrites were studied as a function of external field between ±5 kOe and as a function of temperature (between T=10 K and the room temperature). Magnetic hysteresis curves were then analyzed for temperature dependency of the samples’ magnetization under zero field cooling-ZFC and field cooling-FC. The magnetization curve of NiFe2O4 nanoparticles synthesized by hydrothermal method using PEG 400 is analized at room and 10 K temperature in Fig. 4 and 5. Magnetization (emu/g) 40 T=305 K 20 0 -20 -40 -10000 -5000 0 5000 10000 Magnetic Field (Oe) Figure 4 Magnetic field vs magnetization curve of NiFe2O4 synthesized by hydrothermal method using PEG 400 at room temperature. 443 �It is observed that the room temperature M-H curve of NiFe2O4 powders does not show a hysteresis in Fig. 4. The value of magnetization sharply increases with the external magnetic field strength. M-H curve has an s shape at low field region and the high field side of the curve is almost linear with the external field. However, a saturation state of magnetization has not been reeached yet in the presence of a relatively strong magnetic field of even 10 kOe, which is consistent with the previous studies [25,26]. A saturation magnetization of 40.93 emu/g is obtained for the room temperature measurement. It is known that fine particles are easy to activate thermally and overcome magnetic anisotropy. Particles lost their hysteresis property above blocking temperature and magnetic moments follow the same direction with applied magnetic field. So that the magnetic moments do not have any remanent magnetization and a hysteresis loop to observe coercive field. 80 60 T=10 K Magnetization (emu/g) 40 20 0 -20 -40 -60 -80 -10000 -5000 0 5000 10000 Magnetic Field (Oe) Figure 5 Magnetic field vs magnetization curve of NiFe2O4 synthesized by hydrothermal method using PEG 400 as fuel at 10K temperature. The M-H curve of NiFe2O4 nanoparticles denoted that coercive field and saturation magnetization increased at 10 K temperature in Fig. 5. Coercive field is measured as 132 Oe which is higher than 305K value. And saturation magnetization reached 65.35 emu/g because of the magnetic exchange energy. The width of hysteresis terminates around 50 emu/g values, after that a line follows a continuous shape by increasing applied field. An increasing trend in saturation magnetization is also observed in the high magnetic field regime. 444 �Magnetizatization (emu/g) 18 12 190 K 6 100 Oe ZFC-FC 0 50 100 150 200 250 300 Temperature (K) Figure 6 Magnetization vs temperature curve of NiFe2O4 synthesized by hydrothermal method using PEG 400 as fuel. The magnetization vs temperature curve of NiFe2O4 synthesized by hydrothermal method using PEG 400 as fuel has been obtained in Fig. 6. The magnetization of the NiFe2O4 sample increases by decreasing temperature in FC (field cooling) measurement. The magnetization of NiFe2O4 nanoparticles at 10 K temperature is measured as 15 emu/g in FC process which means the magnetization direction of each particle is frozen in the field direction. The ZFC magnetization exhibits a maximum around a critical temperature which is blocking temperature TB. Both curves, only joins at around 220 K temperature only and then diverges. Here, the blocking temperature (TB) of NiFe2O4 nanoparticles is determined as 190 K as seen in Fig. 6. After ZFC process, magnetization of NiFe2O4 nanoparticles is measured as 4 emu/g which denotes that the magnetic moments did not align at 10 K temperature. Arsenic Removal The NiFe2O4 nanoparticles covered with PEG can be easily dispersed in water and the dispersion is found to be stable for a long time. Similarly, the nanocomposite can be easily separated using a laboratory permanent magnet and again redispersed. This shows that the PEG is strongly attached to the surface of the Ni-ferrite nanoparticles. To demonstrate the application of the Ni-ferrite nanocomposite for arsenic removal by magnetic separation, the nanocomposite is used for the removal of arsenic in drinking water. The photographs in Figure 7 (a) show this behavior very clearly. This shows the efficiency of the nanocomposite for arsenic removal after adsorption on nickel ferrite by magnetic separation. 100 B Removal efficiency (%) 80 60 40 20 0 1 2 3 4 Cycles 445 5 6 7 �Figure 7 The separation of NiFe2O4 nanoparticles from solution by a magnet (A) and removal efficiencies of arsenic during adsorption-desorption cycles for NiFe2O4 nanoparticles (B) The graph of removal efficiency of arsenic as a function of time for various amounts of the nanocomposite used are shown in Figure 8. 94% removal is observed within few minutes when 0.5 g/L of the nanocomposite is used for 25 mg/L arsenic solution. The amount adsorbed is calculated using the relation, qe = (Ci−Cf)V /m, where Ci and Cf are the initial and final concentrations of arsenic, respectively, in mg/L, and m is mass of the nanoparticles in mg/L. The value of qe is calculated as 18 mg/g. Similar high adsorption capacity for drimaren red dye and other contaminants is reported for iron oxide/commercial AC composite [27]. qe of 11.9 mg/g of Fe3O4/carbon nanotube nanocomposite is reported very recently for methylene blue (MB) removal [28]. 100 90 Removal efficiency (%) 80 70 60 50 0.20g 0.3g 0.5g 40 30 20 10 0 -10 0 5 10 15 20 25 30 Time (min) Figure 8 Removal efficiency of arcenic from water as a function of time using different amounts of NiFe2O4 nanoparticles. Conclusion Thus, the present study shows that superparamagnetic NiFe2O4 nanoparticles were successfully synthesized by using PEG assisted hydrothermal method and arsenic strongly attached to these nanoparticles. The magnetic fluid obtained by dispersion of the nanoparticles in water is relatively stable and this dispersion is very efficient for the removal of arsenic from contaminated water by adsorption on magnetic nanoparticles and a subsequent simple magnetic separation process. Also, these nanoparticles can be used repeatedly to remove arsenic from drinking water. References [1] H. Gleiter, Prog. Mater. Sci., 33 (1989) 223. [2] C. Suryanarayana, Int. Mater. Rev., 40 (1995) R 41. [3] Y. Köseoğlu, H. Kavas, J. Nanosci. Nanotechnol., 8 (2008) 584. [4] Chin-Yih. Hong, I. J. Jang, H. E. Horng, C. J. Hsu, Y. D. Yao, and H. C. Yang, J. Appl. Phys. 81 (1997) 4275. [5] R. N. Viswanath, S. Ramasamy, R. Ramamoorthy, P. Jeyavel, and T. Nagarajan, Nanostructured Mater., 6 (1995) 993. [6] M. E. McHenry, M. A. Willard, and D. E. Laughlin, Prog. Mater. Sci., 44 (1999) 291. [7] M. Sertkol, Y. Köseoğlu, A. Baykal, H. Kavas, A.C. Başaran, J. Magn. Magn. Mater. 321 (2009) 157. 446 �[8] H. Kavas, A. Baykal, M. S. Toprak, Y. Köseoğlu, M. Sertkol, B. Aktas, Journal of Alloys and Compounds 479 (2009) 49–55. [9] D. C. Jiles, Acta Mater., 51 (2003) 5907. [10] [11] Q. A. Pankhurst, J. Connolly, S. K. Jones, and J. Dobson, J. Phys. D: Appl. Phys., 36 (2003) R167. M. 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Buerger, Crystal Structure Analysis, Wiley interscience, New York, 1960. [21] H. Ohnishi, T. Teranishi, J.Phys. Soc Jpn, 6 (1969) 36. [22] S.Singhal, K.Chandra, Jour. Sol. Stat. Chem. , 180 (2007) 296-300. [23] Wohlfarth, Ferromagnetic materials Vol 3 North holland Publishing Company 1982 p196. [24] Qiang-min Wei, Jian-bao Li, Yong-jun Chen, Yong-shen Han, Material Chemistry and Physics, 74 (2002), 340-343. [25] F. Li, H.Wang, L.Wang, J.Wang, J. Magn. Magn. Mater., 309 (2007), 295. [26] R.N. Bhowmik, R. Ranganathan, J. Magn. Magn. Mater., 248 (2002), 101. [27] L. C. A. Oliveira, R. V. R. A. Rios, J. D. Fabris, V. Garg, K. Sapag, and R. M. Lago, Carbon 40 (2002) 2177 [28] J.-L. Gong, B. Wang, G.-M. Zenga, C.-P. Yang, C.-G. Niu, Q.-Y. Niu, W.-J. Zhou, and Y. Liang, J. Hazardous Mater. 164 (2009) 1517 447 � 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. 543 Title A name given to the resource Superparamagnetic NiFe2O4 Nanoparticles to Remove Arsenic From Drinking Water Author Author Köseoğlu, Yüksel Abstract A summary of the resource. Superparamagnetic nanoparticles of nickel ferrite (NiFe2O4) were produced by PEG assisted hydrothermal method. XRD, FT-IR, TEM and VSM were used for the structural, morphological, and magnetic investigation of the product, respectively. Average particle size of the nanoparticles was estimated by the Scherrer equation using the full-width at half maximum (FWHM) of the most intense XRD peak and found as 14 nm. While the nanoparticles indicate a superparamagnetic behavior above the blocking temperature of 72 K, they have ferromagnetic behavior at temperatures lower than the blocking temperature. These nanoparticles were dispersed into drinking water contaminated with arsenic (As), and once they bind to arsenic, they have been removed from the water solution using a strong magnet. The results were measured by Atomic Mass Spectrometry and found that these nanoparticles had removed 90 % of the arsenic. The measurements were repeated several times with the same sample and get almost the same results. 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 Q Science (General) https://omeka.ibu.edu.ba/files/original/e2bab0fc3e3ec7c9dfce1168d8319a4b.docx 6c6d48b78f51f6b3305a4d5fb01ca482 https://omeka.ibu.edu.ba/files/original/7d0a9b89849071764a502de631e15831.pdf ae6fede9c49b6368e779a864b3b0447e PDF Text Text Supervising English Language Teachers Khaled Moradi Azad University/ Tehran, Iran ABSTRACT Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting likeminded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction. � 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. 1827 Title A name given to the resource Supervising English Language Teachers Author Author MORADI, Khaled Abstract A summary of the resource. Supervision is a common way to observe English language teachers during their teaching. Observation is a powerful tool for assessing and monitoring a teacher’s progress. However, observation and giving feedback are very complex skills, which need training and practice. This hands-on, workshop-style session aims at all EFL teachers and teacher trainers, but also of great use to supervisors in different countries with an interest in improving the quality of supervision. The session will begin with a 10- minute introduction during which the presenter will explain the session format and provide the explanation of the roles of teacher supervision, characteristics of supervisor, models of teacher supervision, approaches to language teacher supervision, advantages and disadvantages of observation, and supervisory styles. Following the introduction, the participants will be provided with different proformas to use and what to do before, during and after the observation. In the course of the workshop, worksheets with different activities will be distributed among the participants and they are asked to work on the activities in pairs/groups. This workshop is designed to be a participatory and exploratory experience for participating English instructors and teachers. Similarly, it is hoped that the interactive nature of the workshop will create opportunities for meeting like-minded colleagues, exchanging information, and networking, sharing resources and strategies, and building the capacity for effective reading instruction. 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