298 10 3494 https://omeka.ibu.edu.ba/files/original/0b4ca9a13dfc4124b02eb2079ac8c780.pdf 685988471f2b107ec8fc5c98fa074d49 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The position of a woman in modern culture - that of a subject or of an object? Danka SinadinoviĤ The Institute for Foreign Languages Belgrade, Serbia dankas78@gmail.com Abstract: Is gender clearly defined and merely biological or is it a much greater phenomenon? Can a modern woman, within her (clearly) defined role, be a subject in some important aspects of the culture she belongs to or is she still an object, following a long tradition of a (slightly changed) masculine principle? In order to find an answer to these crucial questions, this paper first deals with the history of masculine and feminine principle, their relations and the issue of dominance. Some gender differences are presented as well, in order to provide a frame for what we wish to examine. As only a synthesis of different cultural aspects can provide us with the real picture, this paper looks at three different spheres in the life of a modern woman – her private life, her professional life, as well as media and popular culture and the way modern woman is presented in them. Our aim is to examine certain views we can find in literature concerning these spheres, in order to approve of these views, deny them or provide some new examples from this region and the world. Key words: masculine principle, feminine principle, modern woman, culture, esthetic stereotype, commercials, media representation. Introduction The position of woman in modern culture is an intriguing question that almost equally appeals to professionals and ordinary people, so we can read about it both in scientific publications and women magazines. Different authors deal with this issue in different ways, but the most conspicuous characteristic of their research is an interdisciplinary approach. Apart from culturologists, who do intensive research in this field, there are others who can contribute – sociolinguists, psichologists, anthropologists and even neurolinguists and bilologists. The first question they are trying to answer is whether gender is something that can be clearly defined and is biological in its nature or if it is a more complex phenomenon that should be carefully defined. Can a modern woman be a subject in important aspects of the culture she belongs to or is she still merely an object, following a long tradition of a masculine principle? In order to answer this crucial question, the paper deals with three different cultural aspects that can provide us with a complete picture of a modern woman – her professional life, her private life and the way she is represented in media and popular culture. As our aim is to examine various views from the abundant literature and provide some new examples, we shall first briefly look at the history of masculine and feminine principle, the issue of dominance and some obvious gender differences presented in literature. Men‘s world versus women‘s world It seems that gender dominance has always been extremely important for building the social hierarchy. Mother Earth and the cult of fertility, as symbols of matriarchate in the New Stone Age, were replaced by their masculine counterparts (worriors, the cult of arms and a conquerring concept) in the Bronze Age (TomiĤ, 2007: 47-48). This is when men started ruling both the family and the society and when the idea of the natural dominance of masculine principle over feminine principle was developed. The great Aristotle found female children degrading to a perfect masculine principle, as women were regarded as mere meterial, totally deprived of any spirituality (TomiĤ, 2007: 48). For Lévi-Strauss, a woman was an object of exchange, whereas a man was a subject of communication in the process of the exchange, being the only one who can choose the object of exchange and attach a certain value to it (TomiĤ, 2007: 49). His opinion remind us of an ancient comparison of woman (and her impure body) with nature and of man with culture (VińnjiĤ and MirosavljaviĤ, 2007: 230). From the perspective of politics and economy, this relation can be seen as the agonism/hedonism duality. Agonism, being characteristic of underdeveloped society models from the time prior to capitalism, can see a woman only inside the family, whereas a man is always on the social scene and is given the power of 322 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo communication. Hedonism, which originated in capitalism, socialises women by giving them an oportunity to find a job and start earning their living, but it does not truly change their position, as they can be found doing only particular, ‘female‘, jobs - those that include serving others (TomiĤ, 2007: 51 – 54). Similarly, the concept of andocentrism is an authoritative construct of norms which praises masculine qualities and at the same time demeans anything that can be described as "feminine" (MesiĤ, 2006: 340). In other words, even if woman is allowed to leave a gheto-like family frame, she is still evaluated much differently than man in public life. In the past, a working woman was even identified with a prostitute and presented with the red colour symbolizing a bloody mass of secretion, being, thus, filthy, vulgar and threatening. In other words, such a woman is available to anyone, like a public toilet, as she is not protected from other men‘s eyes and desires (TomiĤ, 2007: 56 – 61). Despite this masculine idea of woman‘s position, things slightly changed after the World War II concerning woman‘s position in the public life. Woman‘s representation in this sphere got more sex-appeal than before (for example, warm-blooded Merylin Monroe replaced Greta Garbo‘s cold beauty) and soon after this the famous sexual revolution took place (TomiĤ, 2007: 64). However, something that changed the image of woman and her position in the world forever was the feminist movement (ZaharijeviĤ, 2007: 14). Being a movement which primarily asks for respecting five crucial rights in every woman‘s life (to vote, to work, to be educated, to have an abortion and to get divorced) it has several, more or less radical, forms which are influenced by different doctrines. For example, the so-called liberal feminism simply asks for all the people to be equal concerning education and the right to vote, whereas the so-called radical feminism goes much further, denying the entire patriarchal system of values and asking for a total separation of feminine and masculine world (TomiĤ, 2007: 66 – 67). It is obvious that there is a constant need for separating and oposing these two worlds. Are they really so different and how can it influence the position of a woman in modern culture? Gender differences and their real importance An opinion that men and women speak different languages and that they even come from different planets (Mars and Venus) is now so overspread that we can read about it even in women magazines and bestseller literature (Cameron, 2007: 1). Biologically speaking, certain hormonal differences are held responsible for various realistic differences between the two sexes, especially when it comes to emotions. Owing to a higher level of testosteron, men are far greater risk-takers and much more agressive, whereas women are more capable of expressing (positive) emotions, are more talkative, more cooperative and better-organized, but their spatial and mathematical skills are less developed than those of men (Barker, 2002: 119 – 120). It is also thought that the gender/language relation can reveal many gender differences and many linguists have been working on this field since 1970‘s. Lakoff (1973, quoted in Eckert and McConnell-Ginet, 2003: 1) first described women speech as totally different from that of men, claiming that this difference shows a degrading role women have in society. She noticed that women very often used mitigators and unnecessary intensifiers and she, thus, defined women speech as trivial, tentative and powerless and concluded that such a speech gave absolute power to men. Linguists also think that women often use diminutives and euphemisms (Gumperz, 1982: 197), that they are listened to less carefully, are more often addressed by first name and are more often and more easily interrupted while speaking (VińnjiĤ and MirosavljaviĤ, 2007: 238). Moreover, some studies showed that men use sexually explicit and profane words more often and more easily than women, which means they possess courage, self-confidence and social power (DeKlerk, 1992: 286), whereas girls are always taught to speak and behave like ladies (Gumperz, 1982: 199). Of course, modern culture often denies certain stereotypes according to which women are absolute language puritans, but women certainly find it much more difficult than men to decide on using informal and abusive languge and even when they do use it, they usually do it inside an intimate group and less productively than men. On the other hand, culture regards gender and sex as social constructs that are not influenced much by biology and there are, thus, innumerous combinations inside gender (Barker, 2002: 117). The term psychological gender, which is now often used, means that there are typically masculine and typically feminine characteristics inside one person, regardles of the real biological sex (Myers and Cortese, 1995: 5) and this casts doubt on all the previously mentioned clear-cut differences between the two genders. In other words, it is rather possible that there are various forms of femininity (and masculinity) which are used by one and the same woman in different situations, which means that the universal cultural category of "woman", that all the women in the world share, must be questioned, although it is something the feminists insist on (Barker, 2002: 111). 323 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo So, we should discover what position women really have in modern culture and if it is identical with its traditional image and the perceived gender differences or whether women have left the boundries of patriarchal society. The position of a woman in modern culture – has anything changed? 1.1. The profesional life of a modern woman As we have previously mentioned, capitalism and hedonism brought certain changes to the lives of women by allowing them to work and earn their living if they wanted to, but in a strictly controlled way and under different conditions than those men had. It was then that certain "feminine professions" were created those professions that demanded having particular feminine qualities. In other words, some qualities are much more characteristic of women than of men, such as empathy, kindness or care, so women are thought to be much better at doing particular jobs (e.g. being a nurse). At the beginning, women used to be offered only badly-paid part-time jobs (McDowell, 2003: 347), but even that was a step forward, as there had previously been only three locations a woman could be good for – bed, kitchen and street (TomiĤ, 2007: 150). Although this opinion is present in modern culture as well, it must be said that women have a much better position on the labour market than they used to. McDowell (2003: 347) claims that women have even managed to beat men on the labour market owing to better results in school and a stronger will for achieving high education. So, a woman boss in a company or a highly qualified woman are no longer difficult to find. However, even though women and men are now equal concerning education and competence, women still earn up to 20% less than their male colleagues on same positions (McDowell, 2003: 348). Another serious problem is a specific boycott that men impose on their female colleagues on the same or higher position. They do their best to prove that women are too fragile for fighting the cruel world of business, trying to illustrate this by harsh and often discriminatory behaviour – yelling when talking on the phone, demeaning their female colleagues and women in general, showing disrespect, telling rude jokes and showing off and generally behaving in an overemphasized chauvinistic way (McDowell, 2003: 149 – 150). Gender discrimination is particularly obvious in certain tipically male professions, and in the case of British police, for example, it can be noticed in almost bizarre ceremony of initiation that is designed only for women. There are many such examples, especially in a more conservative millieu where a woman doing a "male" job is considered to be "mannish, unfeminine, wierd, unattractive, cold".45 Despite all the above mentioned obstacles, women are about to start dominating the labour market. McRobbie (2003: 358) even claims that highly educated young women have become a metaphore for a social change and been given a task to establish a new meritocracy, and in order to illustrate the importance of this fact, she mentions a huge interest Tony Blair‘s government showed for this target group and their behaviour. Owing to media influence, ambitious young women start to believe that an award for hard work and sacrifice will be a good material status or at least financial independence, as well as the ability to afford good looks and glamour. McRobbie calls these women "TV blondes" and media present them as a model for what a young woman should become and which is opposite to the image of poor, untidy young mothers holding crying grimy children in their arms (2003: 359 – 366). She warns, though, of a new and dangerous phenomenon – ruthless female individualism –and of a fact that more and more successful women consciously give up motherhood, claiming that children and family would deindividualise them and disable them of following their brilliant careers (McRobbie, 2003: 360 – 365). Together with the ideal picture of a business woman we can see in media, there comes a certain youth imperative. Usually, a desirable (female) candidate should not be more than 35 years old and she should also have at least "agreeable" looks. However, women themselves often use their looks to get quick and easy money and seem to have no problem with this. For example, a very popular "profession" in this region is the job of a promoter, which is almost exclusively done by female students who wish to earn some pocketmoney. The job is usually well-paid and includes promoting a particular product or brand and selling it to potential customers. Promoters usually wear special uniforms and are provocatively dressed in order to attract the attention of potential (male) customers. Although the mere existence of such jobs is a great step forward in comparison with patriarchal and traditional culture, we need to wonder how different this is from some "traditionally" female professions – an entertainer, a dancer or a starlet – that were identified with women in hedonistic concept, in order to perceive women as consuming goods (VińnjiĤ and MirosavljeviĤ, 2007: 231; TomiĤ, 2007: 54). 45 These answers were given by a certain number of men in Serbia when they were asked what they thought of women who did a traditionally male job (e.g. a police officer, an engineer, a manager, a taxi driver, a bus driver...). 324 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1.2 The private life of a woman Unlike the professional sphere in which the position of women has gone through certain changes over time, it seems that not much has changed in the private sphere and that women are still, more or less, determined by tradition and patriarchal practice. In other words, the image of a heroic mother (TomiĤ, 2007: 58) is still an ideal and is superior to any other manifestation of a modern woman. According to the traditional form, a woman is supposed to stay at home and she plays the role of a perfect housewife, wife and mother (NeniĤ, 2007: 245). From the aspect of politics and economy, the diference between male and female world is actually the difference between productive (paid) and reproductive (unpaid) work (MesiĤ, 2006: 340) and women are in ‘charge of‘ the latter. So, owing to (patriarchal) gender role distribution in the society, woman‘s basic role is reproductive, that is – sexual. Paradoxical, thus, is the fact that patriarchal society at the same time anathematizes woman‘s sexuality, trying to repress it (TomiĤ, 2007: 57). This aspect of patriarchal society is very important for the image of woman herself in modern culture, as it means a deeply set contrast between an innocent and pure nature of a perfect woman (a wife, mother and housewife) and a warm-blooded eroticized woman who is public and thus filthy. Despite being far from perfect, the private sphere has undergone some changes as well, owing to the fact that a huge number of women nowadays are employed. While a woman living in an underdeveloped conservative social environment still has to accept the role created for her by the traditional system of values, a woman living in a modern millieu tries to unite two different forms. In other words, a modern woman is usually employed, she has the same working hours and duties like her partner, but at the same time she often tries to be a good housewife, as well as to meet the reproductive demands. The trend of giving up motherhood that McRobbie (2003: 359 – 369) warns about when illustrating what is going on in modern British society, seems not to be that serious in this region yet, as women here are still trying to find a balance between the traditional and the modern. Moreover, a woman who does not get a child in a millieu like this is implicitely considered to be unsuccessful (Butler, 1994, quoted in McRobbie, 2005: 74). In other words, woman is supposed to find a recipe for reconciling career and family (VińnjiĤ and MirosavljeviĤ, 2007: 230). Another thing that shows a modern woman is trying to reconcile two different models is her frequent decision to take her husband‘s surname upon getting married. In some traditional, mostly rural, places, this also means accepting her husband‘s parents as her new parents and feminists think that by doing this the woman also gives up her identity and accepts a new one. How important the choice of a surname is to men themselves can be seen during the wedding ceremony when "the groom‘s guests" aplaud and cheer the bride‘s decision to take her husband‘s surname. It is thought that by doing this a woman puts herself to a particular position, shows that it is possible to "tame" her and women usually accept this because it is "common, they will have the same surname as their children when they have them, it goes without saying, it is less complicated, it is the most natural thing in the world."46 1.3 The representation of a woman in media and popular culture Apart from putting her professional and private life into ballance, a modern woman finds it important to be present in media and popular culture as well. The way women are represented in newspapers, on television and especially in marketing and advertising, has become very important in their lives and can give us the complete picture of women‘s position in modern culture. Nowadays, it can be easily said that if you are not in media, you do not exist at all, so it is essential for both genders to be equally present in this field. Many people (mostly feminists) claim that media is still dominated by men, but there are also those who maintain that things have changed (VińnjiĤ and MirosavljeviĤ, 2007: 227 – 228). First of all, it cannot be said any more that women do not have their place in media, both as employees and as "the news". For example, the number of female journalists and TV announcers is constantly growing and on the global level there are 58% of women who do these jobs. In Serbia, 48% of all the employees in electronic media are women and there are even some editors among them. However, it should be mentioned that a huge 46 These answers were given by young married women in Serbia when asked why they have accepted their husband's surname. They all have their careers and are financially independent. 325 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo number of these women are under the age of 35 and that they all have "agreeable looks" (VińnjiĤ and MirosavljeviĤ, 2007: 237), which brings us back to two most important criteria for getting a job if you are a woman and in the case of media this is even more conspicuous than in any other field. On the other hand, representation of women in media seems to be far from modern principles and equality ideals. The image of a woman in media is thought to be mostly in accordance with tradition and it should revitalize patriarchal gender role distribution in modern society (VińnjiĤ and MirosavljeviĤ, 2007: 239). In other words, media in a more conservative millieu still tries to project particular male/female stereotypes and it is often successful in doing this, owing to a traditional lifestyle in that social environment and people‘s mentality. So, media still gives women roles of mothers, wives and good housewives or, perhaps, the role of a man‘s companion. If we look beyond documentaries and informative programmes, there is another manifestation of women in media – that of entertainers; so, most of the women we can find in media are singers, fashionmodels and TV-hostesses, who are all beautiful and young and wear expensive and modern clothes. This is obviously paradoxical. On the one hand, women can be satisfied with the way they are represented in media and their beautiful image, far from home and kitchen. On the other hand, feminists claim that such an image is meant for feeding a typical male fantasy (VińnjiĤ and MirosavljeviĤ, 2007: 231), which is no different from the time before the 1950s. The field of commercials and advertisements can most clearly show that women are represented in media mostly through their body and sexy image and that they thus still play their sexual role. Billboards and other forms of advertising show women as eroticized objects (NeniĤ, 2007: 252). What has changed in this field? What almost all the comercials from 1960s and 1970s have in common is depriving women from their right to be smart, successful and equal to superior men in any way. The woman of this time is a two-dimensional creature who is totally incapable of existing anywhere but in the house, but who is at the same time beautiful and sexually attractive. For example, an advertiement for Mini Morris from that period shows a young woman sitting at the driver‘s seat, squeezing the wheel with both hands, her eyes wide open with fear like she has never driven before, but having very nice make-up, a beautiful hairdo and a lot of shiny yewellery. The slogan in the advertisement emphasizes the fact that even a not very bright person can drive this car ("The Mini Automatic. For Simple Driving."). There are also many advertisements from that period which place woman in the house and one of them, which advertises American vacuum-cleaner brand Hoover, shows a woman in an ellegant dress sitting on the floor by the Christmas tree and reading the manual for the new vacuum-cleaner she had just unpacked, with an expression of admiration on her face. The slogan is important again - "Christmas Morning – she‘ll be happier with a Hoover". So, the best possible present for a woman is a vacuum-cleaner; she will have a great time tyding her house (as there is nothing else she can do, anyway). Later, comercials became a bit more subtle and they mostly used puns, but they also started showing woman‘s body much more explicitely. A famous advertisement for an American underwear brand Wonderbra, from 1990s made a top-model Eva Hercigova planetary popular. A stunning girl with a substantial cleavage in a black bra is smiling from the billboard and saying she can‘t cook, but she doesn‘t care! Advertisements that appeared after this one exploited (nude) female body even more and some of them were so scandalous that they finally provoked negative comments in public. One of these is certainly the commercial for tires Kumho which shows an almost naked ballet dancer doing the splits, followed by the slogan "(she is) adjustable to any material". The public was shocked and protested for some time, but there were no real results and the trend of such commercials continued. Apart from these commercials that undoubtedly show woman‘s sexual role, there are many commercials that remind women of their position in family life and at home. For example, commercials for various types of washing powder all show woman as someone who cannot think of anything else but of her laundry that must be clean and perfectly white (and better than her neighbour‘s!). In a rather new commercial for a brand of hair shampoo one man asks the other: "Is that the bride?", and he replies: "No, but she will be", emphasizing that the only good and profitable thing a woman can do is get married as soon as possible. It seems that feminists and culturologists are most attracted by commercials for beer, as a typically male drink, where a woman is put on the same level with beer or peanuts, that go perfectly with watching football with friends (TomiĤ, 2009: 150). In these commercials, a woman is never treated as a person who can drink beer herself, but as a nusance who is distracting the poor man from drinking beer and cheering his favorite team with friends (DjordjeviĤ, 2008) or as someone who should contribute to the holiday of foodball with her perfect looks. 326 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo However, it seems that something has changed in the field of sexist advertising after all. A commercial for beer in Croatia has recently provoked many negative comments in public, although it is not different from other beer commercials. Similarly, a commerical in Bulgaria, which used an idea similar to "blonde jokes" was banned soon after release due to a public feminist campaign, whereas the Craotian prime minister urged for the entire tourist campaign of her country to be changed because of a nude female body that was intended for attracting male visitors. Conclusion What can be concluded about the position of a woman in modern culture? By looking at the history of male/female duality, it can be said that the positions of men and women in this eternal struggle have not changed since the ancient times, but that they have certainly taken on different forms. Supported by some biological differences of the two sexes, men in modern culture try to maintain their superior position by emphasizing their manly characteristics. On the other hand, it seems that women are gradually taking over even those positions that used to be traditionally male, owing to hard work, persistance and a strong will for being well educated. Does this mean that the question we asked at the beginning of this paper is affirmative – that a woman in modern culture can have a position of a subject? In their professional life women have certainly made a huge step forward, as they have grabbed a chance to work and earn their living and thus become financially independent and able to decide on their own lives. However, when looking at other aspects of woman‘s life, we must say the answer to the question is much more complex. Looking at women‘s private life, we can easily find examples that remind us of old times, but they are at the same time integrated well into modern culture, giving us an illusion of progress. Even though it seems that woman is no longer expected to be only in the house and at her family‘s disposal, she is still expected to reconcile her various roles and never give up the role of a mother and a wife. Most vivid examples of a subtle objectification of woman‘s position in modern culture can perhaps be found in media, as they offer an illusion of glamour and at the same time show a sexist image of woman inside the popular culture. Puting all the examples together, we could say that the answer to the question we asked is somewhere in the middle. It is hard to claim that woman has entirely won the role of a subject in modern culture, as it would mean being equal to man in all important aspects of modern life, as well as not being treated in a sexist way. Owing to media in the first place, it seems that women are still only instruments rather than subjects in creating the social reality. However, we cannot say that woman is necessarily an object, as she is gradually moving forward, showing that she is ready to break the housewife-mother-wife mould. As it is a long and slow process, it will probably take much time before we are able to say that the position of woman has drastically changed. 327 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Barker, C. (2002). Making Sense of Cultural Studies, London: Sage Publications. Cameron, D. (2007). The Myth of Mars and Venus. The Guardian: an extract. De Klerk, V. (1992) How Taboo are Taboo Words for Girls? Language in Society, vol. 21, no. 2, 277 – 289. DjordjeviĤ, M. (2008) Kulturni dodatak, Beograd: Politika On-line. Eckert, P. and McConnell – Ginet S. (2003) Language and Gender, Cambridge: Cambridge University Press. Gumperz, J. (1982) Language and Social Identity, Cambridge: Cambridge University Press. Lakoff, R. (1973) Language and Woman‘s Place. Language in Society, vol. 2, 45 – 80. McDowell, L. (2003) Changing Cultures of Work, in Morley and Robins (eds.) British Cultural Studies: Geography, Nationality and Identity, New YorkOxford University Press Inc., (pp. 343 – 360). McRobbie, A. (2003) Good Girls, Bad Girls? Female Success and the New Meritocracy, in Morley and Robins (eds.) British Cultural Studies: Geography, Nationality and Identity, New York: Oxford University Press Inc. (pp. 361 – 372). McRobbie, A. (2005) The Uses of Cultural Studies: A Textbook, London: Sage Publications. MesiĤ, M. (2006) Multikulturalizam, Zagreb: Ńkolska knjiga. Myers, S. and Cortese, J. (1995) The Social Acceptability of Sexual Slang: Functions of Biological Sex and Psychological Gender. Annual Meeting of the Speech Communication Association. NeniĤ, I. (2007). Matrica koja obeĤava? Predstavljanje i uĦeńĤe ņena u popularnoj kulturi, in ZaharijeviĤ (ed.) Neko je rekao feminizam, Beograd: Centar za ņenske studije i istraņivanje roda (pp. 244 – 257). TomiĤ, Z. (2007) Muńki svet, Beograd: ĥigoja. TomiĤ, Z. (2009) News Age, Beograd: Sluņbeni glasnik i ĥigoja. VińnjiĤ J. i MirosavljeviĤ M. (2007) Problem reprezentacije roda u medijima, in ZaharijeviĤ (ed.) Neko je rekao feminizam, Beograd: Centar za ņenske studije i istraņivanje roda (pp. 227 – 243). 328 � 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. 48 Title A name given to the resource The position of a woman in modern culture - that of a subject or of an object? Author Author Sinadinović, Danka Abstract A summary of the resource. Is gender clearly defined and merely biological or is it a much greater phenomenon? Can a modern woman, within her (clearly) defined role, be a subject in some important aspects of the culture she belongs to or is she still an object, following a long tradition of a (slightly changed) masculine principle? In order to find an answer to these crucial questions, this paper first deals with the history of masculine and feminine principle, their relations and the issue of dominance. Some gender differences are presented as well, in order to provide a frame for what we wish to examine. As only a synthesis of different cultural aspects can provide us with the real picture, this paper looks at three different spheres in the life of a modern woman – her private life, her professional life, as well as media and popular culture and the way modern woman is presented in them. Our aim is to examine certain views we can find in literature concerning these spheres, in order to approve of these views, deny them or provide some new examples from this region and the world. 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/d576b84246d647befe028e10e6cd3d5f.pdf 1cf9dbb6a9979d6c63430c29348c1585 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Potential of Biomaterial-Based Solutions in Cancer Research and Treatment Author Author Hannah Boone Abstract A summary of the resource. Cancer is a very troubling disease due to its unique morphological characteristics, capacity for drug resistance, and immunosuppressive abilities. Traditional methods used both for research of cancer and its subsequent treatment have fallen short of being able to accurately understand and ultimately defeat cancer within the body. Biomaterials present a unique solution to many problems associated with cancer. The use of biomaterials in cancer cell modeling has promoted a better understanding of tumor microenvironments. Biomaterials can also serve as drug and adjuvant carriers that are more likely to reach their target cancer cells. Many biomaterials also have standalone antitumor properties, and can also help in modulating the immune response, triggering various immune cells to attack cancerous cells. Naturally derived biomaterials include polysaccharides, lipids, polypeptides, vitamin E derivatives, and even plant extracts like curcumin. Biomaterial-based cancer treatments tend to have a longerlasting and more dependable effect inside the body and can come in many different forms, from polymeric scaffolds to injectable nanoparticles. Keywords Keywords. Adjuvant therapy, biomaterials, cancer treatment, carrier, immunotherapy. Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706/JONSAE2021321 Publisher An entity responsible for making the resource available International Burch University Language A language of the resource English Type The nature or genre of the resource Literature review https://omeka.ibu.edu.ba/files/original/cbedac93474433fb3e128e5705500c7c.pdf 7d442b2398a7ec679a3bcc1585819d8d PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Power of Words in Communicating Effectively Çağrı Tuğrul Mart Ishik University tugrulbey@hotmail.com Abstract: Words are the keys to the heart. Beautifully crafted words have the power to captivate the mind of anybody. A sweet-tongued man is loved by one and all. Audience is always attracted towards those who can speak efficiently and effectively. Wisdom is knowing when to speak your mind and when to mind your speech. Words have the power to heal broken hearts and make dreams come true. They have the power to make someone feel better about themselves. They also have the power to break hearts in the first place and to keep dreams from coming true. And of course they have the power to tear someone down completely and cause them to feel completely worthless. Words have the power to both destroy and heal. When words are both true and kind, they can change our world. “Language (n): The music with which we charm the serpents guarding another's treasure.” Ambrose Bierce. Have you ever taken the time to think about just how powerful and effective words are? Words are important elements of oral communication. They help us communicate to others our beliefs, opinions, sentiments and experiences. Words used determine what we receive, how we think, and the accuracy with which we communicate these thoughts and feelings. In oral communication, meanings are relayed or affected by the way we say the words, by the tone of our voice, and by our body movements. Yet, the words themselves must mean the same thing to the listener that they do to the speaker if we want to achieve effective and accurate communication (Gutierrez). The words you speak can have a profound effect on the people they reach so effective communication involves carefully chosen words. Are you encouraging or discouraging? Words are continuously propelling us through life. They lift us up, drag us down, wound us deeply or heal our hearts. Words have the power to break confidences, build life long alliances or start wars (Jane). Words have set whole nations in motion…Give me the right word and the right accent and I will move the world. Joseph Conrad Words can inspire us to greatness; they enable us to share our deepest feelings with one another. Words can change us as individuals. When used with care, they can change the world around us. Choose to use your words to encourage and uplift. Choose them with wisdom and love (Jane). “Few things in the world are more powerful than a positive push. A smile. A word of optimism and hope.” Richard M. DeVos, billionaire businessman Words are of different kinds, affecting and influencing our life beyond our expectations. Sometimes, we fail to grasp their true power and how they affect our lives (Subhpoto 2009). Speaking comes to most people as naturally as breathing. On many occasions our words are uttered without conscious thought; in fact we rarely stop and think about what we are saying. Thousands of words pour out of our mouths each day as our thoughts, opinions, judgements and beliefs are freely expressed. Often, however, we are oblivious to the positive or negative effect these words have on ourselves and the people around us. At times we find it so difficult to refrain from saying words we know will only harm. We have to think carefully before we let them go (White 2005). “The real art of conversation is not only to say the right thing at the right time, but to leave unsaid the wrong thing at the tempting moment. “ Dorothy Nevill “By words we learn thoughts, and by thoughts we learn life.” Jean Baptiste Girard Words can reveal thoughts, conceal pain, paint dreams, correct errors, and pass along dearly bought lessons to the latest generation. Words can transport knowledge from the past, interpret the present, and speak to the future. Words can build walls between people, or bridges. Words can tear down or build up, wound or heal, 152 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo tarnish or cleanse. The ability to use words can endear you to your fellows, win them to your side, and enable you to rise to heights you may now only dream of (Griessman 2007). “Words are potent weapons for all causes, good or bad.” Manly Hall Using proper words in communication is a skill. It is the skill of communicating. It is a skill to cloth beautiful words in fitting words. It is the ability to use fitting words to captivate an audience. We should be mindful of the word that comes through our tongue. Poorly chosen words can kill enthusiasm, impact selfesteem, lower expectations and hold people back. Well chosen ones can motivate, offer hope, create vision, impact thinking and alter results. Select words that create a visual of the desired outcome; and choose each word as if it mattered. If you want better results check your words because positive words produce positive results (Russell 2004). "Words are, of course, the most powerful drug used by mankind." Rudyard Kipling The greatest power a man possesses is words. There is nothing that can compare to the power and the impact of words. Putting in mind that the use of a single word can create a big impression or the other way around. So know your words. They stimulate, inspire and motivate us to use our energy to the fullest to gain maximum. Encouraging words can do wonders for us. Our kind words can refresh and energize the people and give them fillip to do great and constructive work, sometimes even beyond their power and capacity. Good words gladden hearts and harsh words sadden and disappoint the listeners. Words of praise and admiration are indeed magical (Subhpoto 2009). Most of us are unaware of the power of words and their effective use to make the most of them to be successful in our life. We hardly give the words their due importance. We are supposed to have good understanding of the words we use daily in both our written and spoken language. We must try to understand the meaning of words and use them accordingly. When someone asked Confucius the meaning of the word “Virtue”, the sage said: “Five things constitute virtue. They are courtesy, magnanimity, sincerity, earnestness, and kindness. With courtesy you avoid insult. With magnanimity you win all. With sincerity men will come to trust you. With earnestness and kindness you can achieve success.” (Subhpoto 2009). Kind words can warm for three winters, while harsh words can chill even in the heat of summer. Words have immense power to transform our life. What we need is to grasp their power to use them to our own advantage and to improve our relations with the people we come into contact. By using good, soft and pleasant words we can win the hearts of people and get their love, sincerity, devotion and dedication in return. Sweet words can make our world a happy Eden where nothing but love and peace reign supreme (Subhpoto 2009). Using words and terms that are understandable is wiser over impressive and not so often use ones that are used sometimes to impress and not mean anything to the audiences. Know who your target audiences are (Nodalo 2005). Lee Iacocca said: "We can have brilliant ideas, but if you can't get them across, your ideas won't get you anywhere". Words have tremendous power. Words give out energy and a message which creates a reaction in others. Everything you say produces an effect in the world. Whatever you say to someone else will produce some kind of an effect in that person. We are constantly creating something, either positive or negative with our words. Words of kindness and acceptance will generate a warm and appreciative reaction in a person. That person’s response to the words will be stronger because it will have the emotion created by the words attached to it. The power of words has a ripple effect in our life and those around us. We govern the world with words said one successful leader (White 2005). "You have it easily in your power to increase the sum total of this world's happiness now. How? By giving a few words of sincere appreciation to someone who is lonely or discouraged. Perhaps you will 153 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo forget tomorrow the kind words you say today, but the recipient may cherish them over a lifetime." Dale Carnegie An important key to success in life is to understand the power of words. A word is a thought eternalized. Our thoughts do have a great effect on us even though they are internal. What we think effects the way we live our life, it effects our emotions, our attitudes and our behaviour. A thought spoken, however, has even more power. It can never be taken back; it is out of our mouth and will have an effect. Our words have even more power than our thoughts because they not only affect ourselves, but the people and the world around us (White 2005). "A careless word may kindle strife, A cruel word may wreck a life, A timely word may lessen stress, A loving word may heal and bless." Successful people take control of their words, rather than letting their words control them. They are more conscious of their thoughts and words and the power they unleash. Successful people understand that they need to speak positively rather than negatively in order to see success. Successful people are characterized by the words that they speak. They know the importance of speaking words that will build self-esteem and confidence, build relationships and build possibilities. They speak words of affirmation, encouragement, love, acceptance and appreciation (White 2005). “Thanks to words, we have been able to rise above the brutes, and thanks to words, we have sunk to the level of the demons.” Aldous Huxley To see more personal success, the words that we speak need to be in alignment with what we want to see being produced in our life – our vision and our dreams. Your words can determine your destiny. Even more importantly, your words can make a positive difference on the people you interact with every day. Before you speak ask yourself: Is what I am about to say going to uplift the hearer? Will it inspire, motivate, and create forward momentum for them? Will it dissolve fear and create safety and trust? Will I create a positive or negative ripple effect by speaking out these words? Let‘s be determined to unleash the power of words for positive change (White 2005). Conclusion Positive communication is a necessary life skill, an essential part of emotional intelligence, a way to get ahead, and simply a way to be decent to others and words we use in communication can have a powerful hidden influence on our motivation and faith in ourselves. Words can be used to build your own or another’s selfconfidence. Words have power. Think carefully before you let them go. Words have profound effect. Pearl Strachan said “Handle them carefully, for words have more power than atom bombs.” References Clark, Anna. “The Power of Your Words.” January 2010 12 February 2010 <http://www.sustainlane.com.html. Griessman, Gene. “ The Power of Words.” May 2007 10 February 2010 <http://www.impactarticles.com.html>. Gutierrez, T. Burgos. “Power-Packed Words and Praises” 13 February <http://www.jobsdb.com/PH/EN/.../Home/.../skills-impvmt.html>. Jane, Amy. “The Power of Words” 15 February 2010 http://www. hubpages.com/hub/Power-Of-YourWords.com.html. Nodalo, Karen. “ The Power of Words.” July 2005 15 February <http://www.articleblast.com.html>. Perera, Chandrasoma.” The Role of Words in Our Communicating Effectiveness.” September 2009 . 154 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo 17 February 2010 <http:// www.articlesbase.com. html>. Russell S. Nan. “Words. Words. Words.” 2004 . 15 February <http://www.careerknowhow.com/improvement/words.htm>. Subhpoto, Khadim Hussain. “The Magic Power of Words and Their Influence on People.” May 2009. 14th February <http://www.articlealley.com.html>. White, Barbara. “Harness the Power of Words in Your Life” August 2005. 14 February 2010 <http://ezinearticles.com. html> 155 � 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. 418 Title A name given to the resource The Power of Words in Communicating Effectively Author Author Mart, Çağrı Tuğrul Abstract A summary of the resource. Words are the keys to the heart. Beautifully crafted words have the power to captivate the mind of anybody. A sweet-tongued man is loved by one and all. Audience is always attracted towards those who can speak efficiently and effectively. Wisdom is knowing when to speak your mind and when to mind your speech. Words have the power to heal broken hearts and make dreams come true. They have the power to make someone feel better about themselves. They also have the power to break hearts in the first place and to keep dreams from coming true. And of course they have the power to tear someone down completely and cause them to feel completely worthless. Words have the power to both destroy and heal. When words are both true and kind, they can change our world. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/54647adae4c90652b5b363353d798c4a.docx 0f7360305f80b5e53b5dbfd9dc5341ab https://omeka.ibu.edu.ba/files/original/8da70bdc11c1982e091548f9858f2f0a.pdf 08b4934aa5882c429840fcac9b01c7b0 PDF Text Text The Prefix EXTRA: A Cognitive Linguistic Approach Jasmina Hanić University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: cognitive linguistics, trajector, landmark ABSTRACT In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated. The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions. � 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. 1831 Title A name given to the resource The Prefix EXTRA: A Cognitive Linguistic Approach Author Author HANIC, Jasmina Abstract A summary of the resource. Key words: cognitive linguistics, trajector, landmark ABSTRACT In this paper we shall try to shed more light on the semantic network of the prefix EXTRA- that belongs to the group of prefixes classified as prefixes of degree and size. The prefix analyzed combines with different word classes and its semantics might seem chaotic due to different meaning extensions. The prototype theory, along with the theory of conceptual metaphor and metonymy can make sense of the semantics of prefixes and show that the semantic structure of the prefix is not arbitrary but motivated. The starting point of this paper is that bound morphemes do not behave differently from any other lexical unit and therefore should be analyzed as such. The prefix EXTRA- conveys different meanings: spatial and non-spatial, literal and figurative meanings (metaphorical extensions). Meanings are explained in terms of trajector and landmark as well as the relationship between concrete and abstract meanings is explained along with the metaphorical extensions. 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/a97f1fae5fe55b2076b0b7384fc9cb6f.pdf 7651078b874c077e82393acf7bda9d03 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Presence of Bioactive Compounds in Plants of the Amaranthaceae Family and Their Use in Medicine: A Review Author Author Lejla Kadric Abstract A summary of the resource. Various plants have been used in traditional medicine for thousands of years as natural medicines with therapeutic and other pharmacologic effects. Bioactive compounds found in plants, such as flavonoids, trace minerals, essential oils, phenols, glycosides, alkaloids, and tannins, can affect microbial growth, reproduction, and essential cell functions. Plants of the Amaranthaceae family have a broad range of bioactive phytochemical constituents, which provide a variety of medicinal benefits. This review article discusses the characteristics of Amaranthaceae plants that may indicate their use as medicinal plants, especially against infectious diseases. According to the literature, Amaranthaceae plants contain considerable levels of bioactive compounds that make them effective in traditional medicine, even though their impact on numerous microbes has yet to be examined. Keywords Keywords. Active compounds, Amaranthaceae, antioxidant, antibacterial, flavonoids. Identifier An unambiguous reference to the resource within a given context ISSN 2637-2835 (Print) DOI Digital object identifier 10.14706/JONSAE2022412 Publisher An entity responsible for making the resource available International Burch University Type The nature or genre of the resource Literature review 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. 3363 Title A name given to the resource THE PRINCIPLES OF TEXTUALITY IN B E Ć AR AC Author Author Barišić, Ana Tereza Abstract A summary of the resource. The author brings the basic data on the notion of šokaštvo and its origin, as well as its various definitions. This work gives a depicted definition of bećarac (Slavonian humorous-ribald folk song), its function and use. It tries to explain the semantic background of the decasyllabic couplet and its intermediality, minimalism and the two-term structure, i.e. the composition of the two decasyllabic couplets. The central part of this work is dedicated to the definition of the text, the criteria of textuality through which one endeavors to show that bećarac is indeed a textual form and to what extent it meets the constitutive and regular principles. This work also presents numerous examples of miniature couplets with which it provides significant contribution to the view of Slavonian legacy. K e y w or d s : šokaštvo, Slavonian, bećarac, verse, text, regulatory and constitutive principles, speaker, recipient. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/d254fbfc13a7f9b375f38e9ebbd35f8c.pdf 4e31737e626fc59a8b8d044065517dee PDF Text Text 1 The Problem of Conceptualization in Rhetoric: A case of Ittisâl, Mülâyim and Cihet-i câmia Abdurrahman Özkan Kadriye Yılmaz Orak Melike Üzüm Department of Turkish Language and Literature Suleyman Demirel University, Turkey abdurrahmanozkan@sdu.edu.tr kyilmaz32tr@gmail.com melikeuzum@gmail.com Abstract: Today, there are some difficulties in understanding the old rhetoric (belâgat) books by modern people. Today, although the basic rhetoric terms are known by the majority, the supporting terms used in the old rhetoric books to define these terms are not known by everyone. For us, that is the reason for our classical rhetoric not to be understood sufficiently. Indeed, there have been many attempts to define the rhetoric terms since 20th century, but as the supporting terms, used (that should be used) in defining these terms, were not clearly defined, yet all those studies fill the void, as they are not systematic, they are useless in teaching them. In this study, we will focus on three terms, used in the definitons of the rhetoric terms in the old rhetoric books but not known properly today, and we will try to explain these terms in relation with their usage in rhetoric books. Among the three terms we will deal with; (ittisâl, mülâyim) is related with beyân (figure of speech) and cihet-i câmia with meânî (word order). Ittisâl is a term used in the explanation of the teşbih (simile) in the beyan chapter of the rhetoric books. It means a set of intersection to be based on the metaphor, created by the components through which the müşebbeh (likened) and müşebbehün-bih (likened-to) in create meaning. For example, "Ali is a lion." In this teşbih sentence, ittisâl is made up of courage, which exists between the components of meaning of the two elements (likened and likened-to) and based on the this teşbih. Mülâyim is the term used in the definition of istiâre in the beyân chapter of the rhetorical books. In a broader sense, istiâre is the word, used with the istiâre word and by which the metaphor is understood (İstiare is a kind of allegory). It also indicates the feature of the metaphor belonging to one of the two elements of the sentence. Cihet-i câmia, a term related with vasıl and fasıl (conjuction and disjunction) topics of meânî, is used to describe the connection of sentences or common elements in the connected sentences and it means the partnership between the semantic elements of to-be conected elements. We suppose that the seeds and the principles of the meaning unit (anlam birimciği-séme), one of the most basic branches of the modern semantic, can be said to exist in our classical rhetorical books or at least in ittisâl, mülâyim and cihet-i câmia by looking the descriptions below. As we also suggest, it is quite apparent that; not only the study of the basic terms but also the study of the terms used in their definitions will contribute a lot to the understanding of our rhetoric. Key words: term, rhetoric, ittisâl, mülâyim, cihet-i câmia, séme analysis �2 Introduction Emerged and developed in Islamic culture, rhetoric was one of the pillars of our education. It used to be utilized to teach how to create discourse and include 3 components “meânî”, ‘beyân” and “bedî”. Meânî, included the major principles of oral and written discourse, beyân focused on the stylistic issues of language and bedî dealt with the decorative and argumentative structure of discourse such as contrasts, similes and cinas (jinâs). It is clear that rhetoric, which traditionally had a major impact in our teaching and learning, can shed light on the current research in literature. The theories and meaning, which could be found in old rhetoric books, and the schools of thoughts that this knowledge was based on, is not widely known by contemporary readers therefore is difficult to understand. As a result, the key terms and definitions found in classical rhetoric books were not made accessible to modern readers. The major terminology of rhetoric is somewhat known, but some key terms to make meaning of the major terminology are not widely known. It is not possible to make sense of the basic terminology without being familiar with the toolset used to deconstruct the basic terms. Therefore, this study will examine the terms ittisâl, mulâyim and cihet-i câmia as a tool set to understand and explain some basic concepts in rhetoric such as tesbih, istiâre and vasıl-fasıl. We will also address their connections to and similarities with FR analyse semique which is widely used in semantics (Yılmaz 2009: 294). 1. Ittisâl: Ittisâl can be defined as “reaching and proximity”. In fikih, the relationship between literal meaning and figurative meaning of a word (causes leading to the transfer of meaning from literal to figurative) can also be called ittisâl and examined in two subtopics. Manevî ittisâl (virtual simile feature): The similarities between the semantic units that comprise meaning. Istiâre (metaphor) is comprised of these connections. Sûrî ittisâl (formel simile feature): the connections between syntactic units that make up form. Mecâzî mürsel (metonomy) is comprised of these connections. (Atar 2002: 220) Ittisâl in rhetoric, is the intersection between the semantic connections of two words and the metaphoric relationship they make up. Here is an example defition of ittisâl by Said Paşa of Diyarbakir in his work Mizânü’l-Edeb: “The commonalities between the literal meaning of a word the figurative meaning after the meaning is trasfered from literal to figurative can be called ittisâl. Consider, Zeyd is a lion. Zeyd as a human, and lion as an animal, their qualities have been compared and analyzed and bravery was something they had in common, therefore Zeyd has been transferred from the human meaning to that of a lion on the basis of being brave.” (Diyarbakırlı Said 1305/1890: 194-195) In the example above, Zeyd and a lion had other qualities in common too such as being present, animate, and concrete, these do not qualify to create the simile between Zeyd and the lion. What connects these two on the semantic plane, is the quality of being brave. Based on this example, we can claim that these are the first examples of deconstruction of semantic units in rhetoric. The example mentioned above, is a simile. This means that ittisâl is one of the components of simile. Similes are created when two seemingly dissimilar objects have a common quality, and this commonality is called ittisâl. Simile is an expression used to explain an object based on a certain quality by making comparisons with other objects which possess that specific quality. For example, in the expression “Grain is yellow like gold”, the main point of comparison is the “yellowness of grain” which is an indication of ripeness for plants, but this quality was not told explicitly but compared with an object gold, which is more strongly associated with being yellow and considered invaluable by people. Therefore, the meaning was enhanced. As it could be seen in this example, the yellowness that is common between the semantic units of these two words has been used as ittisâl. Rhetoricians use a particulat term for ittisâl specific to simile-vechi-sebeh (point of comparison). Rhetoricians claims 4 categories for points of comparison according to the modality of perception: 1. affective, it is about emotions. Hasan aga is as black as Arabs. The blackness mentioned here is a quality perceived in visual modality, one of the five major senses 2. cognitive, qualities whose presence is perceived through cognition. Personal qualities such as Knowing, authority, intelligence and ethical, righteous, proud and coward, comparing someone to another in these areas, or comparing a useless thing to absence: Bekir aga is as brave as a lion. Bravery can be perceived through cognition 3. imaginative connections made through imagionation, comparing knowledge with light and ignorance with dark �3 4. delusional comparing real objects with unreal objects Rhetoericians also made comparisons on the basis of form of existence, according to such categorization vechisebeh (commonalities) might emerge in zâtî (direct), vasfî (indirect) and izâfî (relative) aspects. Vasfî İzâfî The creators of the nature meaning Zâtî The creators of the indirect Additions to the asset itself, but of imagination 1. zatî (essential) a permanent quality that identifies an object. This shirt is cotton like that shirt. 2. vasfî (atributal) temporal qualities that can be shared by other objects Hasan aga is as black as an Arab. 3. izâfî (imagined) an object does not possess a certain quality but the person who creates the simile assigns it by imagination. He is like sun in shedding light on evidence. These three are the basic meaning bundles. Below is the scheme, showing the approaches and categoizaions of the object in teşbih by the rhetoricians (This classification belongs to Rıza Filizok): 1.essential 2. attributal 3. imagined object (liked-to) speaker listener 1.affective 2.cognitive 3.imaginative 4. delusional 2. All these detailed categorizations show that our semanticists were no worse than the Western semanticists from the point of discussing subject. Alıcı (Algılama cihazlarına göre) Verici (benzetmethe yapan) 2. Mülâyim: 1. hissî 2. aklî 3. hayalî 4. vehmî (dört ayrı It means "suitable, expedient and soft". "Mülâyim" is used to determine the types of istiâres. It is the use sémè) of the meaning components of either müsebbeh or müsebbehun-bih in istiâre. The information related to the term "mülâyim" is as follows in the "Edebiyat Lugati" by Tahirü'l Mevlevi. It is the word that is equivalent to metaphor and it has links to the likened-to in the implicit istiâre (istiâre-i mekniyye) Tahirü'l Mevlevi uses the term "mülâyim" in relation with the implicit istiâre. Like Tahirü'l Mevlevi, Cevdet Paşa also uses for implicit istiâre (Cevdet Paşa 2000: 96-97) while Ahmed Hamdi and Said Paşa use for explicit istiâre Ahmed Hamdî 1293: 90-92, Said Paşa 1305: 344-345). Whether used for implicit istiâre or for explicit istiâre, the implied thing is one. It is the clear expression of one the meaning components belonging to müşebbüh-bih (liked-to; müsteârun-minh) or müşebbeh (liked; müsteârun-leh). (Note: Rhetoricans use mülâyim for explicit istiâre, while they use "havas" (properties), the plural form of "hasse" (property), and "lâzime" (component), the plural form of "levâzım" (components). Istiâre is divided into categories as to whether mülâyim exists in the istare word or not, whether mülâyim belongs to müsterün-leh (borrowed-to) or müsteraun-minh (borrowed-from). Mülâyim in istiâre;    if not present, then it is " mutlaka" (absolute metaphor), if present, and if it is a component of borrowed-to, it is "mücerrede" (naked metaphor), if present and if it belongs to a component of borrowd-from, it is "muraşşaha" (enhanced metaphor). Mülâyim The position of mülâyim and the categorization of istiâre are as follows: + + + müsteârun-leh (borrowed-to) müstârun-minh (borrowed-from) mutlaka (absolute metaphor) mücerrede (naked metaphor) muraşşaha (enhanced metaphor) �4 Let’s see this in an example. We can create such a scenario. Tom can say these for his friend John:  Today, I saw a lion in the bazaar.  Today, I saw a fluffy-maned lion in the bazaar. (John has long and fluffy hair.)  Today, I saw an iron-fisted lion in the bazaar. (John has fighted and beaten three people.) explicit istiâre lion (borrowed-from) John (borrowed-to) - - yele (fluffy-maned) - - Yumruk (iron-fisted) a. mutlaka (absolute) b. muraşşaha(enhanced) c. mücerrede (naked) Mülâyim components are written in the related columns. 3. Cihet-i câmia The sub-units of text are not brought together randomly, those which are in related to each other are brought together in combination. Units that do not have this relationship will be seperate and detached. The formation of interrelated units depending on each other is called “vasıl”, the connection of the sentences grammatically is called “atıf” (co-ordination), and the formation of unrelated units as detached is called “fasıl”. Rhetorically, in order to connect two or more sentences, namely “atıf”, we need an intersection set between those sentences. This intersection set is called as “cihet-i câmia” (Fr. sémè)” (Bilgegil 1984: 145-147; Bilgegil 1989: 105-108). Cihet-i câmia is the common aspect to be found between element sor sentences in order to the connect the elements of the sentences to each other or connect to one sentence to another. Out of the two connected sentences, the first one is called as “matûfun-aleyh” and second as “matûf”. Matûf ve matûfun-aleyh, namely the first and the second sentences are united in semantic unity (“cihet-i câmia”). The formation of a meaningful unity of the sentences connected to each other by th way of “atıf” depends on semantic unity, namely “cihet-i câmia”. “Şu Efendi, hem kitâbet eder ve hem şiir söyler” (This gentelman writing in prose and saying poem.) (Ahmed Hamdî 1293: 55). In that sentence, “kitabet” is used in the sense of writing in prose and saying poem in the sense of writing in verse. According to that, writing creates the top concept, namely the “cihet-i câmia” between the two sentences. That can be illustrated with a schema like that: 2nd Sentence 1st Sentence “cihet-i câmi‘a” (“matûfun-aleyh”) Efendi, hem kitâbet eder (matûf) (archisémème) hem şiir söyler. Cihet-i câmia is divided into three main branches: “aklî (logical), “vehmî” (suspicional) and “hayâlî” (fictional). “Aklî” and “vehmî” are also divided into three sub-branches. One of the 19th century classical rhetoricans Ahmet Hamdî classifies cihet-i câmia as follow (Hamdi 1293: 55-58):  eserkind yazmak  of cihet-i câmi‘a a. aklî b. vehmî 1. ittihâd 1. şibh-i temâsül 2. temâsül 2. tezâd 3. tezâyüf  eser yazmak  3. şibh-i tezâd c. hayâlî a. Cihet-i Câmia-i Akliyye: It is the type of logical relationship between the two elements (word, sentence or sentence element) to be connected to each other. This can be in three ways; “ittihâd”, “temâsül” ve “tezâyüf”. 1) ittihad: Ahmet hem yazar hem de şairdir. In this example, there is a relationship between two species combined in the same genus: kitabet and telling poem, writing are united in the composition and this clearly shows the relationship between the two types that are connected to the same top cluster. �5 2) temasül: Unlike ittihad, which is not united in a top category, temasül is the relationship between different concepts, belonging to different categories, but having similarity, proximity and partnership. It can be illsutrated as ascribing somebody to somebody other who are connected to each other in loyalty and friendship. “Bill writer and Tom tanner ve John tailer”. In that example, three people who have a tie of friendship and amity are ascribed to each other. 3) tezâyüf: It is the kind of relationship in which the consideration of one thin requires the consideration of the other, too. For exmaple; virus-sick, down-up, little-many etc. Down is existent only together with up, their existence depends on each other in logical thought. These can also be called as the relations of "mütekabils". Here are the tezâyüf examples shown in a schema: father son Relationship(sémè) down up place (sémè) more less amount (sémè) b. Cihet-i Câmia-i Vehmiyye: When no reason exists in connection of the words, sentences and the elements of the sentences, it is the thinking of a reason in logic as if there is one. It is divided into three: Şibh-i temâsül (so-called similarity), tezâd (contrast) ve şibh-i tezâd (so-called contrast). 1) şibh-i temâsül: It is the realization of an imaginary similarity relationship among the elements to be connected. The world lights up with three things: the light of sun, the light of moon and the justice of the ruler (king). 2) tezâd: The contrasts between the accidents. This two opposite components, white and black, is associated being colour in other words being “araz’’ (accident). 3) şibh-i tezâd: It means the opposites which are thought to be in subtance because the opposites become among araz (accident) (Kınalızade Ali Efendi: 47-48). What it seems like the opposite among the essence such as the opposite which is thought to be between ground and sky, is actually an illusion (şibh-i tezat). Contrast relation becomes between the accidents and the ground and sky maybe only contrast illusion between them because of being the type of subtance (makule-i cevher). First sentence Tom went to bazaar. meaningful Second sentence The water boils at 100 ‘C. meaningful Third sentence The weather is nice today. meaningful Meaningless c. Cihet-i Câmia-i Hayaliyye: It occurs to be with proximity between two things imagining. Based on the example of Ahmed Hamdi and Cevdet Paşa, we can say that this proximity is based on connatations. Ahmed Hamdi implies that a proximity can be found between many things depending on customs and traditions and this kind of relations which are overrated by Belagatçiler are based on cultural connatations. There is need to include sub-cultures within a common culture. Also two components which there is no connection between each other in a society, can establish a common direction in other society. These are related with connotative meanings. Counting materials in the example of “to anyone who reads and writes needs inkpot, pencil, paper, pencil sharpener, scissors”can be considered together because of being materials of writing and reading. What makes possible consideration of a combination of these creates cihet-i câmia-i hayaliyye and fort his reason they can be connected to each other with conjuctions. In fact, there isn’t any rational reason to expect from the associative connotations. Other than those listed above no common direction is found between the two sentences that sentences of the text seperately brought together without a conjunction. Mean scholars (meânî alimleri) say this “the chapters”’.The term in belagat, cihet-i câmia is met with the coherence and cohesion in the modern semantics. In terms of modern semantics we can explain the subject with these examples: Above each sentence has a meaning on its own but there is no connection between them. So these consecutive sentences aren’t composed of a meaningful text. The meaning of the text isn’t in its words and its �6 clauses, but in the connection between them. Here, meaning is neighter A, nor B and C. A+B+C is D. This jointly created D gives the meaning of the text. The meaning comes to us with the connections of the words and phrases of the text. The more the connections change, the more the meaning of the text changes. A literary work consists of relating these word fields to each other as a solid hooking up. This connnecting and combining in literary works is called “cohesion”. In addition, a meaning area takes place under the layer of linguistic area in the texts. The links between the semantic layers are called coherence. Cohesion and coherence are similar but different concepts of levels. Even though cohesion can be seen on the surface of the text through the linguistic items, the coherence is logical links between the deep structure of the meanings. Although showing the linguistic items have specific linguistic items,not showing the consistency of cohesive ties (Onursal, www.ege-edebiyat.org ). Conclusions and Recomendations Considering all the explanations above and all the examples we give, it is seen that ittisâl, mülâyim and cihet-i câmia are the whole meaning and that whole meaning is built up on the idea of meaning particles When we note, this idea highy overlaps with the understanding of sémème analysis (meaning particles analysis) which is one of the important stages of the modern semantics and aims to determine the characteristics of meaning that occurs the content of a meaningful unit by utilizing phonology methods (expect for some use of methods of modern phonology) (Vardar 1998: 22). We want to put forward this overlap in our notification briefly. �7 References Ahmed Cevdet Paşa (2000). Belâgat-ı Osmâniye, Akçağ Yay., İstanbul. Ahmed Hamdî (1293). Belâgat-i Lisân-ı Osmânî, Matbaa-i Âmire, İstanbul. Atar, Fahrettin (2002). Fıkıh Usûlü, Marmara Üniversitesi İlâhiyat Fakültesi Yay., İstanbul. Bilgegil, Kaya (1984). Türkçe Dilbilgisi, Dergâh Yay., İstanbul. Bilgegil, Kaya (1989). Edebiyat Bilgi ve Teorileri, 2. Baskı, Enderun Kitabevi, İstanbul. Çankı, Mustafa Namık (1954). “Connatation”, Büyük Felsefe Lûgatı, C. I, Cumhuriyet Matbaası, İstanbul. Diyarbakırlı Said (1305). Mizânü’l-Edeb, İstanbul. Kınalızâde Ali Efendi (Tarihsiz). Ahlâk-ı Alâî, Tercüman Yay. Onursal, İrem. “Türkçe Metinlerde Bağdaşıklık ve Tutarlılık”, www.ege-edebiyat.org Tahir'ül-Mevlevi (1994). Edebiyat Lügatı, (Haz.: Kemâl Edib Kürkçüoğlu), Enderun Kitabevi, İstanbul. Vardar, Berke (yön.) (1998). Açıklamalı Dilbilim Terimleri Sözlüğü, 2. Bs., İstanbul. Yılmaz, Kadriye (2009). Belâgat-i Lisan-ı Osmanî’deki Terimlerin Tanımları ve Tasnifi Üzerinde Bir Araştırma, Basılmamış Doktora Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, İzmir 2009. � 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. 687 Title A name given to the resource The Problem of Conceptualization in Rhetoric: A case of Ittisâl, Mülâyim and Cihet-i câmia Author Author Özkan, Abdurrahman Orak, Kadriye Yılmaz Üzüm, Melike Abstract A summary of the resource. Today, there are some difficulties in understanding the old rhetoric (belâgat) books by modern people. Today, although the basic rhetoric terms are known by the majority, the supporting terms used in the old rhetoric books to define these terms are not known by everyone. For us, that is the reason for our classical rhetoric not to be understood sufficiently. Indeed, there have been many attempts to define the rhetoric terms since 20th century, but as the supporting terms, used (that should be used) in defining these terms, were not clearly defined, yet all those studies fill the void, as they are not systematic, they are useless in teaching them. In this study, we will focus on three terms, used in the definitons of the rhetoric terms in the old rhetoric books but not known properly today, and we will try to explain these terms in relation with their usage in rhetoric books. Among the three terms we will deal with; (ittisâl, mülâyim) is related with beyân (figure of speech) and cihet-i câmia with meânî (word order). Ittisâl is a term used in the explanation of the teşbih (simile) in the beyan chapter of the rhetoric books. It means a set of intersection to be based on the metaphor, created by the components through which the müşebbeh (likened) and müşebbehün-bih (likened-to) in create meaning. For example, "Ali is a lion." In this teşbih sentence, ittisâl is made up of courage, which exists between the components of meaning of the two elements (likened and likened-to) and based on the this teşbih. Mülâyim is the term used in the definition of istiâre in the beyân chapter of the rhetorical books. In a broader sense, istiâre is the word, used with the istiâre word and by which the metaphor is understood (İstiare is a kind of allegory). It also indicates the feature of the metaphor belonging to one of the two elements of the sentence. Cihet-i câmia, a term related with vasıl and fasıl (conjuction and disjunction) topics of meânî, is used to describe the connection of sentences or common elements in the connected sentences and it means the partnership between the semantic elements of to-be conected elements. We suppose that the seeds and the principles of the meaning unit (anlam birimciği-séme), one of the most basic branches of the modern semantic, can be said to exist in our classical rhetorical books or at least in ittisâl, mülâyim and cihet-i câmia by looking the descriptions below. As we also suggest, it is quite apparent that; not only the study of the basic terms but also the study of the terms used in their definitions will contribute a lot to the understanding of our rhetoric. 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 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. 797 Title A name given to the resource The Problems in Teaching Turkish as a Foreign Language and Solution Problems Author Author Esra Birsen, Guler Abstract A summary of the resource. The number of the people who has been learning Turkish has been increasing of late years. However their reasons in learning Turkish has been changing a lot. Due to these increase, a lot of places have been established under the name of “Turkish Course, Turkish Culture Center”. In this paper, some of the problems in “Teaching Turkish as a Foreign Language” will be mentioned and some of the keys will be proposed: 1. Lecturer Case: As its has been expressed in lots of sources, a person who speaks Turkish is not always a person who can teach it properly. If so, to know a language does not mean always you can teach it. That kind of beliefs unfortunately would reduce the public esteem for Turkish. In order to avoid this, the language teachers should be aware of the details, specialities of the language. Otherwise, they cant express the originality of Turkish and would teach only “a translation language” Turkish. 2. Source Case: With the incerease in number of the people who are learning Turkish, a lot of sources has been published in that area. Most of them are written by the people who have hardly experiences in the area. Because of this, most of the sources can’t answer language teachers and learners needs. In most of the books, its neglected to put exact rules in Turkish. If we put rules as much as possible, the time in learning language would be shorter, and the result would be better. For instance, because the place of the answers can change the mean of the sentence in Turkish, some of students have some difficulties while answering questions about where to put the answer. In order to avoid this difficulty, we can say “You should put the answer the place of the question word.” “Dün arabayla nereye gittin?” “Dün arabayla işe gittim.” The rules would make the language teaching and learning duration easier and funnier. Fort the native Turkish speakers to put rules can be seen unimportant, for he Turkish learners putting that kind of rules are so essential. 3. Pupil Case: Before starting the language teaching activities, we should beter consider “the pupils” properly. Firstly, their levels should be found out, then the points of why she/he is learning the language, whats her/ his needs and what the mother tongue of her/him is as well. These datas will help in preaparing the teaching plan. For instance, a boss and a housewife’s needs are very different in a new language. Because of this, if the needs of the students are found out properly, the needs can be answered as it should be. 4. Designation Case: Generally, adjective “foreign” is used for the pupils who has been learning Turkish. But instead of using that adjective for pupils, we’d beter use it for the language. Otherwise, unconsciously, the Turkish learnes is isolated. 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/264f8a235b851856b57ef8ad196a6084.pdf 1af4862064588d1ca701c5a634b35174 PDF Text Text The Problems of Education of Technology and the Relations with the Field of Industry in Professional and Technical Education Rıdvan KÜÇÜKALİ Atatürk Üniversity e-posta: kucukali1960@hotmail.com Abstract:İt has become one of the fundamental obligations of today’s communities to obtain the quality of having knowledge and technology. For that reason, today’s communities and people should endeavour to constantly improve themselves and acquire the habit of learning all through the life. At the present time, these developments occurring in a dizzying speed are forcing the communities and people to obtain more information and keep up with the technological advancements. This situation has brought about the problem of the acquisition of information, the transmission of knowledge and the problem of having mature/ grown people. Nowadays, the education and teaching that are carried out with the traditional methods and equipments in the educational institutions giving their places to the multiple learning environments formed by making use of the information technologies. Because of this will be possible when the administrators re-establish the teaching environment employing the technology in the educational institutions presents the students a flexible, collaborative and prosperous environment, it will also provide the administrators of education and teachers with so significant conveniences and facilities. However, the questions ‘’how can such an environment be more efficient in learning of a student, how can a teacher organize the teaching setting in a favourable way that wiil make the students possible to learn on their own, how often and how efficient can he use the technology’’ should definitely be answered in advance. Key Words: Education, Technology, Technology Education. Introduction In education, social changes have a great role on the limelight that supports learning in teaching and learning process. An increase in alternative educational programmes and variations of schools caused individualism to excel in learning process. And these changes resulted in a change in content of teaching programmes (Ozden: 2002,s.16-19).So, this situation excelled the importance of learning more than teaching. It is needed to teach”to learn” to the new generations. Moreover, environments are to be constructed to help students practice to keep the information they learnt for a long time in addition to theoric knowledge. Doubtlessly, education systems of our day have to invent organisations, methods and new systems, which are not bound to traditions, in order to respond the increasing demands effectively with their limited oppurtunities. This, however, will conclude new problems and directions in education. We aimed to find answers for; professional and technical education and their relationship with industry which we assume as their practicing area; their features of working together; their skills of co-operation in project preparing; the harmonial features between professional and technical colleges and tools that are used in the industrial sector; physical conditions and educating and teaching environments of professional and technical colleges; the sufficiency of acquiring skills and teaching based on practition made by faculty members of professional and technical colleges in their employment areas; professional and technical colleges’ sufficiency of their financial sources to renew themselves; and which skills of future planning are co-operated by professional and technical colleges and students’ parents. 195 �Professional and technical education in Turkey is of minor importance in comparison to basic education and do not receive the expected interest. Today, even members of professional and technical education have not been able to reveal the theoretical aspect of professional and technical teaching. Furthermore, in our country professional education is neglected, meaning that the researches for an individual to improve his/her sufficiency in business-life are not enoughly undertaken (Alkan, Dogan, Sezgin: 1993,s.393). Similar to every sector, innovations in professional education world, the variations and inventions in technologic areas have a considerable effect on professional education. It is a common fact that business world needs qualified staff and always has room for such people. That’s why people who accomplish their education withing suitable contend and atmosphere are thought to become more succesful in their career. This success shows itself up as a re-evaluation with a high competing power which is international in various sectors of business world. Hence, such a progress is very important for a country to improve. Recently, there occur considerable efforts on the phases of preparation for profession and getting to work in Turkey. However, technological education has not been able to reach the expected level. The main reason for that is the lack of teachers both in numbers and quality. In order to level up the technological education, a system should be constructed to train teachers for high schools and colleges. If universities do not pay enough attention to the matter, new generations will keep being unaware of technology in the computer age (Alkan, Dogan, Sezgin: 1996, s.405406). The main purpose in professional education should be the forming of a training staff which is both international and able to invent value that has high competing power. This purpose should include various areas. In Turkey, similar in developed countries, professional educating programmes are to be constructed for every group of people with taking notice of human sources, age, information and skill. This way, the accordance of people to the value-invention programme throughout the country and to the business world will be obtained. This accordance programme should be enriched-not only in professional but also in individual and social aspects, to construct environments in which people can renew and improve themselves at any time in their lives. Hence, a great step will be taken in reaching a public constitution that has high inner performance and not only consuming but also inventing high value potentials. So,the social constitution will grasp a dynamic environment that improves its inner performance continually and the expectations from human sources such as quarantying the future of the country will be achieved.(hamlin.cc.boun.edu.tr/oud/panel.html) Despite from Turkey’s having many kinds of professional and technical colleges, only %10 of the population is made to these colleges (secondary education schools). The total amount of the students from every kind of secondary education schools is %25 of the population including professional and technical college students (Basaran: 1996,s.93). Besides, there are a number of faculties which train teachers to the various areas of professional and technical education. But the needed amount of teachers has not been trained yet which results in a deficiancy of qualified staff both in number and qualifications. In EU countries with the same profession standarts, the member countries must already have trained the expected number of staff with similar qualifications from now on. According to this situation, a profession capability licence is valid in all countries that are members of the EU. This licence, given with the notice of common standarts, will enable the workers’ and technicians’ work and travel among the EU countries. Rapid technologic advencements bring about some professions to set apart, some to vanquish and some new professions to occur. According to a belief, today’s children will have to prepare themselves for non-heard professions of future. Researches in business life is getting mechanised day by day and they encounter some advencements called “automation”. Automation is the main purpose to be dealt with carefully when training staff for business-life. Professions, industry and works of industry in industry are changing with a great speed as they have never been. Under these circumstances the criticisms towards the professional education programmes can be summed up as: “There occur considerable changes in professions before the professional education college attendants graduate from the department they were trained.”(Alkan, Dogan, Sezgin: 1996,s.399-400) Also, the regional requirements, which are effective on development of professional and technical education, should be paid attention. 196 �The professional and technical education in Turkey is financied by the government. It is witnessed that the government is preparing some editions to create financial support for professional and technical education in addition to general and supplementary budget. (Milli Egitim Bakanligi,2001).We see that the budget for the professional and technical education is insufficiently small even though this education is very expensive. It should be remembered that the financial cuts made in professional and technical education will occur as deficiencies in the quality of the products produced by the staff of these schools. This is because; in the professional and technical education tools and equipments are of ultimate importance. Most of the professionals and technical colleges use outdated tools and equipments because of insufficient budget. But, the rapid advencements in technology demands an updating of the tools in workshops all the time. The decrease of the quality in professional and technical education, especially since 1985, has directed the Ministry of Education to find outer financial sources. According to the technical cooperation made with the governments of Germany, France and Japan, the loaning agreements done between Turkey and the World Bank aimed that the ateliers and the labarotories in the industrial technical education schools would be equipped according to the modern Technologies, the technical teachers would be taken to the education of foreign languages and to the education of profession both in the land and abroad and the edutaion programmes would be improved. In this sense, since 1985, six projects originated from outer financial source have been put into practice and with these projects about 170, 7 million USA dolar have been provided as income of outer source to the industrial technical education. The “Fund to Widen and Improve the Technical and Professional Education, Apprenticeship” that is found with the law numbered 3308 has an important place in financing of Professional and technical education. Another important element in financing of the Professional and technical education are the incomes provided from the revolving funds of the schools and the institutions. In the Professional and technical schools, with the aim of helping students gain enough real work experiments, provide schools to be equipped with technological developments, introduce school and new Technologies to environment and the environment developed by this way, revolving fund is found in the Professional and technological schools with the law numbered 3423. The business institutions in Turkey need the work power that adopt and comprehend the rapid technological developments in order to be able to complete in the bazaars both in national and international. The workers are the key factors to adopt quickly the new Technologies. Their quailifiedness on adopting is depending on their technological acknowledgement. New work power with high performance is an obligation for Turkey and Turkey’s future. In this sense, the need of quilified workpower in the Turkish industry and serving sector is an important problem from the point of the view of Turkish economy that is in the stuggle of gaining international power competence especially in the processes of EU and Customs Union and that tries to go beyond the borders of it. Method This work is designed according to the technic of qualitative research. The most important side of the qualitative researches is to try to understand what person does in the existing environment. In this kind of researches the opinions and the experiments of the individuals that are in the sample have great importance. Qualitative researches are closely related to many disciplines. Conditional research, interpretational research, action researrch and descriptive researches can be accepted as examples in this sense. (Yıldırım, şimşek: 2000, s.14-18) We selected qualitative research technic because of this reason Universe The universe of research is constituted from Erzurum city. Professional and Technical high schools, the tradesman and industrialists from the industry cite of Erzurum depending on Erzurum Chamber of Commerce, and the guardians of students. Sample Erzurum city is constituted from the central district; Teknik Lise ve Anadolu Teknik Lisesi, Ticaret Lisesi, Erzurum Kız Meslek Lisesi, Kazım Karabekir Meslek Lisesi, the thirty tradesmen and industrialists that are in the industry cite 197 �depending on Chamber of Commerce and Industry, fifty two guardians who have students in Professional high schools. Gathering And Evaluating The Data By having interview with; 52 guardians who have students in Professional high schools, 30 tradesman and industrialists that are in the industry cite depending on Chamber of Commerce and Industry, Kazım Karabekir Meslek Lisesi, Ticaret Lisesi, Teknik Lise ve Anadolu Teknik Lisesi,Erzurum Kız Meslek Lisesi from the central district, we try to determine the relations between these schools and the areas of industry and to determine the general situation of our Professional and technical high schools by asking open questions in this research. The general number of the samples from these schools comprises of 140 students, 45 teachers and 10 administrators. Upon determining these sample events we have fixed what the related institutions and people do and should do in the schools. The Findings And Comment The technology education problems in Professional and technical education taken from thirty tradesmen and industrialists from industry cite depending on Chamber of Commerce and Industry: ‰ We do not have characteristics enough to do work with the Professional and technical schools that are in our city. ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ 198 The contribution cannot be provided to the students studying in the Professional and technical schools and institutions about having the experiences in worklife by studyin on work. There are almost no projects produced with the purpose of providing extra income to the personell of Professional and technical education. The sources from general budget for developing the existing situation to support the institutions and foundations are not at the level of those are in developed countries. The women do not get help reinforce their knowledge and capabilities about their professions and there are not any area to improve themselves in worklife or they are not preffered because of the possibility that these could be some problems. The physical opportunities of professionalş and technical schools are not sufficient and the people who have got wanted characteristics cannot be trained in these schools. The guardians of students are not made conscious of being afraid of their responsibilities. There are not flexible programmes designed according to the information that are concluded from close colloborations between Ministries of Industry and Technology and Ministry of Education. Informing both the industrialists, tradesmen and the teacher and the students periodically about the industrial development in foreign countries and to enable them to reach the magazines and other similar works published with this aim. Planning seminars, short, middle and long time courses that develop both (industrialists, tradesmen etc.) and the students and putting them into the Professional education programmes. Providing a mental education that cause students gain some capabilities like the desire of working together, deciding quickly, comprehending industrial processes and the characteristics of automation and putting them into the education programmes. Providing opportunitiy to gain industrial experience to teachers with the way of relation between school and industry. The regional and national characteristics always should be taken into consideration in yhe studies and plans. It is certain that there will be serious changes in the structures of professions because of the increase of relations with European Union in the following years. The analysis and classifications of profession structures should be made permanently and all the related people should be informed about the conclusions upon these studies. These datum above show us that; our schools are stil not interesting for our children, they do not have the structure enough harmonious to work with industrial areas, the related people who are the main elements of the education out of our children do not work enough to provide this harmony and especially the guardians leave these officials alone by not interesting in schools. �The problems of technology education in Professional and technical education taken from Teknik Lise and Anadolu Teknik Lise, Ticaret Lisesi, Erzurum Kız Meslek Lisesi, Kazım Karabekir Meslek Lisesi ( 10 administrators, 45 teachers and 140 students) ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ We do not have the capabilities to work with industrialists end tradesmen. There is almost no shared Project made with industrialists and tradesmen. The equipments used in these schools are not similar to the ones used in industry. There is almost no Project made with the purpose of prividing extra income to Professional and technical education. The sources from general budget for developing the existing situation to support the institutions and foundations are not at the level of those are in developed countries. There are not enough opprtunities to provide industrial experience to our teachers working in our schools.there are not enough scientific publications and magazines published with the purpose of informing teachers and students about the developments that are out of country. There are not enough needed education equipments. Physical structure do not support the existing developments. There are not enough institutions and foundations that support the activities in our schools and try to make them do work and in addition to this there are not enough volunteer foundations . The foundations of industry and trade do not want to accept trainee with the worry of causing extra outcome. The problems of technology education in Professional and technical education taken from 52 guardians who have got students in Professional and technical high schools in the central district of Erzurum: ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ There are not enough institutions and foundations that support the activities in our schools and try to make them do work and in addition to this there are not enough volunteer foundations. There are not enough education equipments needed. The sources from general budget for developing the existing situation to support the institutions and foundations are not at the level of those are in developed countries. That student’s; redirections to the programs convenient for the needs of the working life, with their interest and skills, are not being made in desired format. That irofessional and Thecnical High Schools do not have enough skill to make plans for the feature with data. That the women do not take the essential precautions eith the aim of making easy to find a jop, strenghten their economic situation. Making the sutudents acquire a wide technical knowledge and skill in a certain group of profession, in a way to fit in various Works. That the convenient programs cannot be prepared sufficiently in order to make the physically and mentally disabled ones to have a profession. That the students do not have the industrial practice done in a certain group of profession, containing various works. Contrary to the technological changes or the conditions of the profession education in establishments,it is the continuance of the consitance problems of the education establishments. Acording to the statistics,the problems of technological education in professional and technological education,taken from the 44 curators from Teknik Lise and Anadolu Teknik Lisesi,Ticaret Lisesi,Erzurum Kız Meslek Lisesi,Kazım Karabekir Meslek Lisesi in the center town of Erzurum province,are determined in that way.As it is understood here,it is necessary that we should create the environment in which we can give the technical and Professional education which is very important in terms of catching the era and make the schools and related establishments attractive that will affect our children and our schools positively. Results Problems of Technological Education in Technological and Professional Education and Exuces of These Aplications: 199 �The studies made in this part are dealt with as the professional and thecnical high schools and the relations in the manifacture and industrial area,the education environment of Professional and technical high schools,physical opportunities,the sufficiencies of the teaching staff in professional and technical high schools in gaining teaching and skill aimed at the pratices in employment locations,the sufficiencies of the professional and technical high schools in the financial resources aimed at refreshing themselves,the abilities of Professional and technical high schools in making prodential plans with the curators and practices outside schools. 1.The Professional and Technical High Schools and The Relations in The Manifacture and İndustrial Area: Manifacture and İndustrial areas need experienced qualified personnels.What is going to provide this,is the schools giving Professional and technical education.The schools also need these fields.Because,this place will provide the working areas of the personnels to be cultivated in these areas.Besides,students will gain various proficiencies as comprehending the features of automation,understanding the industrial progressions,deciding properly and quickly,and the wish to work together in these areas,by undergoing training.Schools,too will make an affort in order to cause the students gain vide technical knowledge and skills in the way that it can suit various works in a certain profession group,by considering the activities of these fields.The school must provide,by the way of industrial relations,the possibility of gainingindustrial experience for the teachers,as well.The relation of these two establishments,in terms of refreshing and cultivating one another,will provide the teacher and the students to be aware of the industrial developments outside the country. 2. The Educational Environment of The Professional and Technical High Schools: The role of the physical environment of the school,teachers and the eqıipment that the school have,is great in the education and cultivation of the students.İn the school and the classroom,it is needed to create every kind of media providing the cultivation of the children.Furthermore,the teachers should provide their redirections according to the children’s will and skills.Economical support is needed to create these medias.While the physical construction of the school is formed,the environmental factors should be considered,and multi-purpose classrooms should be created.These medias to be created,while having the feture to be able to satisfy the current needs,also should be open to the innovations.Therefore the medias to be arranged,acording to the information taht will be obtained at the end of the firm cooperation of the employers and the Ministry of Education,Ministries of Labour,İndustry and Technology,should be created and the activities should be sustained acording to the joint programs to be arranged.Nevertheless,the environments in which the activities will be hold should be arranged in the way that it will not give harm to the children’s health and these environments should be made attractive to the children and should be endeared. 3.The Sufficiencies of The Teaching Staff in Professional and Technical High Schools in GainingTeaching and Skills Aimed at the Practices in Employment Locations: İn Education,it is inevitable that the new teaching and the technics providing the productivity and the efficiency will be developed.(Yalın,2003,Si 82-90.)The technology at the present day and the one to come is needed to be gone through carefully so that the education,that must be given in this,can be given by the best method.(Usun:2000,S.43.)İn the field of education,as a result of the quick increase of the student’s number,the lack of teachers accured in the proportioning of the teacher/students,the quick increase of the quantity of the knowledge that must be taught to the individuals,some problems have emerged.Besides,that the teacher cannot refresh himself and follow the innovations sufficiently,on the other hand the steady increase of the will for education,the will of the individuals to make much more increase of the facilities of education,has become a problem.(Usuni:2004,S.35.)İt has been observed that many teachers and training managersare not sufficient in using the technologicalequipment.(Turan,2002,S.279-280)İn order to dipsel these problems,the facility should be provided to the teachers and the managers taking place in the Professional and technological education so that they can refresh themselves and whatever needed for this should be done. 4.The sufficiencies of The Professional and Technical High Schools in The Financial Resources Aimed at Refreshing Themselves: As the resources parted for the Professional and technical high schools’ education is not sufficient,it is needed that the resources parted from the budget should be increased in such a proportion that it can reach the level of the developed countries,the domestic resources(trade associations,civil governments,special provincial administrations cooperatives,public contributions)should be triggered.Besides,it is needed that the facilities of free boarding and the government given scholarship whose number is scarse,should be increased,the establishments and Professional 200 �unions should give scholarship for the professional and technical education,the number of the voluntary establishments supporting the Professional and technical education should be activated.(yayim.meb.gov.tr/yayimlara7155-156/scetin.htm) 5.The Abilities of Professional and Technical High Schools in Making Prudential Plans With the Curators: The curators have the responsibilities for the works in schools.These responsibilities involves being able to make use of the sophisticated curators.İn this context,the curators available in industry and doing a profession as a tradesman,doing instructiveness in the works of students,taking part in the works of students by doing instructiveness,by joining the organisations in the school and outside the school,they would be supporting the children’s education both physically and intangibly as a participant. Suggestions ‰ ‰ ‰ ‰ ‰ ‰ ‰ ‰ The students should be directed to the programs convenient for the business life in accordance with their interest and skills. He should make long, middle and short predictions about professional and technical developments and reflect these in professional education programs.Opinions of industrialists, tradesmen, employers and trainers should be taken, in accordance with the wills of the sides, these programs should be created. To trigger the domestic resources (trade associations, civil governments, special provincial administration unions, various industry establishments, and public and curators contributions) should be provided, and the resources parted from the budget should be increased in such a proportion that it can reach the level of the developed countries. Precautions, aimed at to dipsel the consistence problems emerged between the education institutions and the establishments, should be taken. The studies made other countries should be followed closely, and the innovations made about the technology and labour force qualifications should be taken instantly. The education programs should be restructured in the light of aim, scope and the other qualifications, considering the Professional standards. The school should not be left alone about the education of our children; curators, industrialists, tradesmen and the civil governmens should support them and take place somehow in the activities to be arranged. Symposiums and activities, aimed at to give wide information about the environment in which the school is present, for the teachers and the school managers, should be arranged. References ALKAN, Cevat., Doğan, Hıfzı., Sezgin, İlhan., Mesleki Ve Teknik Eğitimin Esasları, Gazi Büro Kitapevi, Özkan Yayınevi, Ankara,1996. BAŞARAN. Ethem. İbrahim, Türkiye Eğitim Sistemi, Yargıcı Yayınevi, Ocak 1996. Özden Yüksel, Eğitimde Yeni Değerler Eğitimde Dönüşüm, PegemA Yayıncılık, Ankara, 2002. TURAN Selahattin, ‘Teknolojinin Okul Yönetiminde Etkin Kullanımında Eğitim Yöneticisinin Rolü’, Eğitim Yönetimi, sayı:30 Ankara, 2002. USUN Salih, Dünyada ve Türkiye’de Bilgisayar Destekli Öğretim, Pegem Yayın, Ankara, 2000. USUN Salih, Bilgisayar Destekli Öğretimin Temelleri, Nobel Yayın, Ankara, 2004. YALIN Halil İbrahim, Öğretim Teknolojileri Ve Materyal Geliştirme, Nobel Yayın Dağıtım, Ankara, 2003. YILDIRIM Ali, ŞİMŞEK Hasan, Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Seçkin Yayıncılık, Ankara, 2000. M.E. B. Eğitim ve Teknolojileri ile İlgili Yönetmenlik Maddesi, 2001. hamlin.cc.boun.edu.tr/oud/panel.html. Erişim Tarihi:30-03-2008. yayim.meb.gov.tr/yayimlar/155-156/scetin.htm. Erişim Tarihi:30-03-2008. 201 � 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. 397 Title A name given to the resource The Problems of Education of Technology and the Relations with the Field of Industry in Professional and Technical Education Author Author KÜÇÜKALİ, Rıdvan Abstract A summary of the resource. İt has become one of the fundamental obligations of today’s communities to obtain the quality of having knowledge and technology. For that reason, today’s communities and people should endeavour to constantly improve themselves and acquire the habit of learning all through the life. At the present time, these developments occurring in a dizzying speed are forcing the communities and people to obtain more information and keep up with the technological advancements. This situation has brought about the problem of the acquisition of information, the transmission of knowledge and the problem of having mature/ grown people. Nowadays, the education and teaching that are carried out with the traditional methods and equipments in the educational institutions giving their places to the multiple learning environments formed by making use of the information technologies. Because of this will be possible when the administrators re-establish the teaching environment employing the technology in the educational institutions presents the students a flexible, collaborative and prosperous environment, it will also provide the administrators of education and teachers with so significant conveniences and facilities. However, the questions ‘’how can such an environment be more efficient in learning of a student, how can a teacher organize the teaching setting in a favourable way that wiil make the students possible to learn on their own, how often and how efficient can he use the technology’’ should definitely be answered in advance. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 949 Title A name given to the resource The Problems that English Teachers Encounter While Being Inspected Author Author Bayrakcı , Mustafa BASTUG, Harun Erkoç, Seda Abstract A summary of the resource. The purpose of this study is to determine the difficulties that English Teachers have while being inspected and declare the perceptions and reflections of English teachers on the inspectional results. Participants of the study were 15 English teachers in Sakarya, Turkey. The research was carried out using qualitative research methods. Semi-structured interviews were used to collect data. The data were analyzed by the content analysis method and the findings of the study were reported descriptively in a systematic manner. As a result of the study, the most common problems that English teachers encounter are -none-English speaking inspectors, -inspection of the documents related to language teaching processes, -inspection during class time and inspection during teaching and -other minor problems. According to the results of the study, some suggestions were made towards the inspection of English teachers. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics