30 10 3494 https://omeka.ibu.edu.ba/files/original/4451ef7808bc9ab8fe1345c781228d17.doc 7495dd1d3578ace6a8c9fcf78b735009 https://omeka.ibu.edu.ba/files/original/d7b03b720eea8da6ef09469a40166a97.pdf c47f9f34020afd75309ae94c56dfd0ed PDF Text Text 1st International Annual Student Symposium religion, architecture, trade, administration, means of transportation, etc. The novel is written in the authentic language, a mixture of East-Bosnian idiom and narrator's personal expression. In this way, the writer indirectly highlights the use of loanwords, which are deeply rooted in the idiolect of every native speaker. An invitation into the depths of Jane Austen’s novel Mihra Srebrenica International Burch University / Sarajevo, Bosnia and Herzegovina Keywords: Theme, Sense, Sensibility, Irony, Sarcasm ABSTRACT Do we ever think about a book before we start to read it? Do we develop opinions before reading a book? Are the opinions the same after we have finished reading it? Likely most people have read one, two or all the books written by Jane Austen. Likely most enjoyed the books very much. One question poses now; Have they all understood what they have been reading? At the first sight what appears is: romance, wanting money, match making and jelaousy. Very light and easy text to read some would say. What is really behind these light and easy reading stories? Pretty much of what is at first sight, we can freely say. Going and searching deeply into this extraordinary novelist we are amazed by the facts and themes which appear behind the stage. The novel “Sense and Sensibility“ will be used as an example of these hidden themes of the story. The time period during which Austen wrote this novel was during the conversion between classicism and romanticism and so the theme of reason versus passion has historical resonance. The two girls represent these two 36 | �BOOK OF ABSTRACTS persuasions. Elinor represents the opinion sense and Maryanne sensibility. The other, very important themes are the inheritance of money, women’s struggle for a better life, a better future and survival, irony and sarcasm are widely spread in this novel. According to all these things, Austen gives so much power to her characters and she seems very much in tune with today's sensibilities as well. They are not, in today's parlance, victims. Austen's favourite subjects are love and marriage, and her steadfast refusal to romanticize romance; with her acknowledgment that money, class, and what other people think matter in the real world; that marriage does not result in a happy ending for everyone; and that it is dangerous to let passion blind us to reality. The Effect of Pre-school Education to Learn foreign Language in Turkey Beyza Vahide Çetin International Burch University / Sarajevo, Bosnia and Herzegovina Keywords: social environment, games, effects of media, materials ABSTRACT Learning a foreign language is a vital process during children’s acquisition process. They are affected physiologically and socially in their cognitive development. Turkey is a country where learning a second language and supplementary spending on education are insufficient. This paper indicates how the teaching and learning of foreign language (i.e. English) at pre-schools and the effects of the foreign language education on children in Turkey. After supplying information about learning foreign language during pre-school education, the paper discusses the importance of pre-school education and how the effects of teaching show itself in children’s continuing future education based on Turkey’s education system. Recent studies show that a child’s best time to learn another language is at the age of three of four. This paper also explores what are the defects of teaching a second language on | 37 � 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. 1407 Title A name given to the resource An invitation into the depths of Jane Austen’s novel Author Author SREBRENICA, Mihra Abstract A summary of the resource. Do we ever think about a book before we start to read it? Do we develop opinions before reading a book? Are the opinions the same after we have finished reading it? Likely most people have read one, two or all the books written by Jane Austen. Likely most enjoyed the books very much. One question poses now; Have they all understood what they have been reading? At the first sight what appears is: romance, wanting money, match making and jelaousy. Very light and easy text to read some would say. What is really behind these light and easy reading stories? Pretty much of what is at first sight, we can freely say. Going and searching deeply into this extraordinary novelist we are amazed by the facts and themes which appear behind the stage. The novel “Sense and Sensibility“ will be used as an example of these hidden themes of the story. The time period during which Austen wrote this novel was during the conversion between classicism and romanticism and so the theme of reason versus passion has historical resonance. The two girls represent these two persuasions. Elinor represents the opinion sense and Maryanne sensibility. The other, very important themes are the inheritance of money, women’s struggle for a better life, a better future and survival, irony and sarcasm are widely spread in this novel. According to all these things, Austen gives so much power to her characters and she seems very much in tune with today's sensibilities as well. They are not, in today's parlance, victims. Austen's favourite subjects are love and marriage, and her steadfast refusal to romanticize romance; with her acknowledgment that money, class, and what other people think matter in the real world; that marriage does not result in a happy ending for everyone; and that it is dangerous to let passion blind us to reality. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English,PR English literature https://omeka.ibu.edu.ba/files/original/3f7fbbbb9b5c15bedf4fc744b7740f8f.pdf 669c74f3a445b12b39a934c9fb61a08b PDF Text Text Journal of Education and Humanities Volume 3 (1), pp. 18-29, Summer 2020 Original research paper ISSN 2566-4638 © International Burch University https://dx.doi.org/10.14706/JEH2020312 An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk University of Applied Sciences Eisenstadt robert@schrenk.cc Abstract: Positive effects of cooperative and collaborative learning have been investigated by a large number of studies. When using cooperative learning in blended or online learning the use of online forums is a popular means to organize the cooperation between learners in order to assist the learning process besides the lessons in presence. In the last years the introduction of instant messengers like WhatsApp, Facebook Messenger and such were becoming more popular and enjoy the reputation to be easier to use as they run on mobile phones and are always at hand. It can be expected that students behave differently depending on the device and communication tool that they use. Consequently, this would have an impact on the learning outcomes. Recent researchers claim a negative impact of the use of mobile phones on the students’ grade point average (GPA). Within this article cooperative online assignments were used as instruments to compare the use of an instant messenger compared to communication using traditional online forums. The results show a significant impact on the length of contributions within the cooperative tasks and a significant impact on the working times of the learners. The GPA of learners was not significantly influenced. Keywords: Cooperative/collaborative learning; distance education and telelearning; postsecondary education; teaching/learning strategies Article History Submitted: 1 January 2020 Accepted: 22 June 2020 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 1. INTRODUCTION The positive effects of cooperative and collaborative learning on several aspects of learning have been investigated by a large number of studies (Rahman et al., 2020; Casey & Fernandez-Rio, 2019; Delić & Bećirović, 2016; Bećirović & Akbarov, 2015; Sharan, 2014). Higher learning outcomes can be achieved in settings of small groups rather than a single person working. The terms cooperative and collaborative learning are often used synonymously although there is a different meaning (van Leeuwen & Janssen, 2019). Within this article the abbreviation CL stands for collaborative learning. This means that the learners need a “mutual engagement of participants in a coordinated effort to solve the problem together” (Roschelle & Teasley, 1995, p. 70). In order to facilitate collaborative assignments, the use of discussion forums is very popular. These are seen as the traditional form of communication in online courses at universities (Bećirović & Brdarević-Čeljo, 2018) or in Massive Open Online Courses (Srba, Savic, Bielikova, Ivanovic, & Pautasso, 2019). Some researchers experiment with other tools as an alternative to discussion forums like chatrooms, social networking sites or community question answering systems (Jeff, Stephen, Huang, & Indy, 2010; Moorthy et al., 2019; Srba et al., 2019) and as a very new kind of implementation the use of instant messengers, like WhatsApp, for the purpose of teachers’ guidance (Raiman, Antbring, & Mahmood, 2017). Especially the possibility to introduce seamless learning scenarios seems promising and allows the creation of collaborative learning outcomes without dependence on location or time (Schmid & Schrenk, 2017). Although the introduction of such tools seems very appealing, current research has showed a negative impact of social networking sites on the academic achievement. A significant negative correlation seems to be present between the frequency of the students’ use of Facebook or the Internet per day for entertainment and their GPA (grade point average) (Feng, Wong, Wong, & Hossain, 2019). Whereas discussion forums, social networking sites and such are mainly used on personal computers, instant messengers are dedicated to be used on mobile devices like smartphones and tablets. Mobile devices are always at hand and are used very frequently by their users. Therefore, it seems very promising that learners may contribute more frequently and accurately within a collaborative learning process (Bećirović, Brdarević-Čeljo & Zavrl, 2018). Research revealed that within a group of 118 college students more than 57% of messages were answered within less than one minute and 79% of messages were answered within an hour (Rosenfeld, Sina, Sarne, Avidov, & Kraus, 2018). On the other hand, the use of mobile devices may affect the contribution in a negative way. Research analyzing the impact of the use of mobile devices compared to desktop/laptop computers on the contribution of people in surveys revealed that mobile device users needed more time for their contributions and were more likely to interrupt tasks (Liebe, Glenk, Oehlmann, & Meyerhoff, 2015). 19 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Furthermore, there is a negative correlation between the frequency students used Facebook or the Internet per day for entertainment and their GPA (Feng et al., 2019). Interestingly, according to the statistics of Rosenfeld et al. (2018) more than 90% of instant messages were sent between 8am and 12pm. Thus, the research question of this work is: which impact has the use of an instant messenger on the length of messages, grades and times of contribution compared to discussion forums? The study is guided by the following hypotheses: H1: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the length of messages. H2: there will be a statistically significant correlation between the use of an instant messenger in comparison to a discussion forum regarding the students’ GPA. H3: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the times of contribution. 2. METHODOLOGY For this study students’ communication behavior was observed during a blended learning course that implemented cooperative learning scenarios. “Observation allows the description of behavior as it occurs naturally” (McMillan, 2012, p. 164) and “puts you where the action is and lets you collect data” (Bernard, 2006, p. 344). According to Bernard (2006, p. 356) “participant observation makes it possible to collect quantitative survey data”. The quasi experiment as other possible method was considered but discarded. Within an experiment the researcher treats a specific group in a planned way and compares the results to another, untreated group (McMillan, 2012). For this study this approach was not applicable. All participants had to pass all activities using all types of media to pass the course. Therefore, splitting into two groups was no option and the “single-group posttest-only design” seemed to weak as an option (McMillan, 2012). In quantitative research an observation focuses on particular aspects of behavior and quantifies it in some way. The “researcher strives to be as objective as possible” (Leedy & Ormrod, 2005, p. 180). According to McMillan (2012) this is a “low-inference observation”. In this observation only quantitative data is collected automatically and does not need to be interpreted during the collection. The only possible influence of the observer in this study is, that the contributions were graded during the observation. But as grading and giving feedback is a normal part of the learning process the effects to the data are considered to be minimal. 20 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 2.1. PARTICIPANTS This research took place as part of a lecture about “basics of e-Learning” in the master degree program “Applied Knowledge Management” at the University of Applied Sciences in Burgenland (Austria) in the summer semester 2019. In that lecture, the students learned about e-Learning principles and trends that include the topic mobile learning and collaborative learning. All participants were obligated to execute all tasks to pass the course. As the overall learning outcome of this lecture, the students had to collaboratively design a collaborative online course for a given topic. Before that, they had to undergo two collaborative online tasks themselves to gain experience and practice on collaborative online learning. Based on these two collaborative tasks their communication behavior was analyzed. 2.2. DATA COLLECTION TOOLS AND PROCESS During the first lecture, students were informed that the two collaborative tasks will be observed for a reflection and analysis. In order to minimize possible influence on the communication behavior, they were not informed in detail about hypotheses or research questions. For the purpose of this research a special kind of instant messenger, called “eduMessenger”, was used. This messenger connects to the learning management system Moodle, that was used for the discussion forums, and stores all messages using the very same discussion forums in Moodle. That way all meta-information related to messages was at hand for the analysis. The main differences between the two types of media was, that the students using the messenger were informed about new messages via push notifications on mobile devices, while the other group was informed via email notifications on the computer. Contributions to the discussion should have been made on the particular device. As a consequence, the learners using the messenger had to answer on their mobile phones, while the others answered using their computers and a regular keyboard. During the learning process all contributions of the students were constantly graded and feedback was given to propagate their contribution. At the end of the course all students were asked to take part in a short survey, to reflect upon their attitudes towards the used media and lessons learned. At that stage, they were informed about the purpose of the study and were given a possibility to opt-out from the study. After the survey was finished, all contents of the Moodle-forums were exported, the contributions were anonymized and analyzed. The contributions of those students who did not give their consent to be part of the study were removed. Out of the 33 students, who participated the course, 32 finished the questionnaire and 29 agreed to include their data into the analysis, only 3 disagreed. One participant dropped out during the course and was not able to take part in the questionnaire at all. These data were removed too. 21 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 2.3. DESIGN OF THE COLLABORATIVE TASKS The students were split into 8 groups. Each group consisted of 4-5 students. In the first task [T1] the students had to discuss the pros and cons of collaborative online tasks based on literature that was given to them. Each group was asked to agree upon the most important three pros and cons as the outcome of the task, but for the grading only the quality of each single message was considered according to the criteria (1) number of contributed pros/cons and (2) if arguments were based on literature. For each message the students could be awarded 5 points, and 10 points as maximum for the whole task. The students had a time range of 14 days for discussion and providing an outcome. In the second task the students had to develop an own collaborative task [T2a], and provided feedback to at least two colleagues [T2b]. The feedbacks ought to contain (1) if the designed tasks engage collaboration among learners, (2) all aspects of Salmon’s eTivity-concept (Salmon, 2002) were fulfilled and (3) additional hints were given. T2a was awarded 10 points at maximum, in T2b each feedback could be graded with 5 points. T2 in total had a maximum of 20 points. The feedback had to be done within a time range of 21 days. In both tasks the students had the choice to contribute with few high quality posts or with a higher amount of posts with minor quality. By design the students were asked to use a certain type of media for a certain task. Groups 1-4 5-8 Table 1 Disposition of groups, tasks and type of media T1 T2a eduMessenger Free choice Forum Free choice T2b Forum eduMessenger The purpose of this was to give all the students the opportunity to use a messenger and a discussion forum at least once during the course. For each task a dedicated discussion forum was provided and the groups were separated using the ”separated groups”-feature in Moodle. This means that the groups could not see the other groups nor their process. Consequently, an influence between the groups was prohibited. Unfortunately, many students did not follow the guidelines and used both media types within all tasks. Whatever seemed more appropriate for them in a particular situation was used. 22 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk 3. FINDINGS 3.1. H1: LENGTH OF MESSAGES H1: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the length of messages. Figure 1 shows the average length of messages of forum posts compared to messenger posts. Posts contributed using the messenger seem to be shorter than those contributed using the forum. Figure 1: MediaType and lengths of contributions An independent samples t-test was conducted to compare the length for messages created by the messenger or the forum. Table 2 T-test of MediaType on length of contribution Independent Samples Test Levene's Test for Equality of Variances length Equal variances assumed t-test for Equality of Means F Sig. t df Sig. (2tailed) Mean Difference Std. Error Difference 22,439 ,000 4,799 346 ,000 555,011 115,643 23 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 Equal variances not assumed 5,132 336,311 ,000 555,011 108,152 The t-test shows a significant difference in the lengths of contribution for forum (M = 1143.66, SD = 1241.68) and eduMessenger (M = 588.65, SD 768.268); t(346) = 4,799, p = 0.000. 3.2. H2: IMPACT ON GPA H2: there will be a statistically significant correlation between the use of an instant messenger in comparison to a discussion forum regarding the students’ GPA. As mentioned in section 3.3, students mixed both types of communication for a natural use of their communication channels and did not follow the guideline to use the predetermined type of media for one assignment, and the other type of media for the other assignment. Consequently, it was not possible to analyze the effect on the GPA by a comparison of the two assignments. Therefore, a new variable “MediaTypeRatio” [MTR] was introduced to determine a correlation between the MTR and GPA. MTR indicates the amount of posts written using the messenger as a percentage of the amount of posts written using the forum. If, as proposed by H2, the use of an instant messenger has a negative impact on the GPA there must be a correlation of this ratio compared to the graded results. Both assignments had a cap of 30 points as maximum. Because of that cap, the correlation was tested with and without a cap of 30 points. MTR Table 3 Correlation between MTR and GPA MTR GPA without cap Pearson Correlation 1 -,007 Sig. (2-tailed) ,969 N 29 29 **. Correlation is significant at the 0.01 level (2-tailed). GPA max. 30 ,056 ,771 29 There was no correlation between MTR and GPA without cap r = -0.01, n = 29, p = 0.969. There was no correlation between MTR and GPA with cap r = 0.06, n = 29, p = 0.771. 3.3. H3: TIMES OF CONTRIBUTION H3: there will be a statistically significant difference between the use of an instant messenger in comparison to a discussion forum regarding the times of contribution. 24 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk All produced posts were categorized according to the hour they were written as (1) before 8 am, (2) between 8am and 4pm, and (3) after 4pm. Figure 2 shows the allocation of messages over day times. Figure 2: MediaType and times of contribution An independent samples t-test was conducted to compare the times of contribution for messages created using the messenger or the forum. The t-test showed a significant difference in the times of contribution for the forum (M = 2.52, SD = 0.56) and the messenger (M = 2.35, SD 0.56); t(346) = 2.79, p = 0.006. Table 4 T-test of MediaType on times of contribution Levene's Test for Equality of Variances Workshift Equal variances assumed Equal variances not assumed t-test for Equality of Means t-test for Equality of Means F Sig. t df Sig. (2tailed) Mean Difference Std. Error Difference ,829 ,363 2,789 346 ,006 ,16865 ,06048 2,789 316,897 ,006 ,16865 ,06048 25 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 4. DISCUSSION AND CONCLUSIONS The results of this study reveal that the use of an instant messenger on mobile devices significantly reduces the length of written messages in comparison to messages that are written on a computer. This may be misinterpreted as a decreased quality of the learning outcomes. This is not necessarily true, if the assignment is designed accordingly. Therefore, it must be assured that either the length of contributions does not predetermine the points awarded, or learners can compensate shorter contributions with higher frequency and quantity. For the purpose of collaborative assignments, this can even be advantageous as it raises the flow of the communication in the learning process. Qamar, Riyadi and Wulandari (2019) reported similar experience when they introduced the popular messenger WhatsApp to a Blended Learning. Learners who contribute in a discussion will think about the subject and reflect on the outcomes more frequently. Consequently, it can be expected that they identify themselves more with the outcome of the collaborative work and are overall more actively concerned with the learning. Furthermore, the combination of traditional digital communication channels like forums and new channels like messengers allows to expand the times of contributions of the learners. They stick to the learning on a more frequent basis instead of providing punctual contributions. So, the learning happens perpetually on a seamless basis. This means that learners can learn whenever (Sinanović & Bećirović, 2016) and wherever they want, also during breaks or holes in their working schedule. Interestingly the use of an instant messenger has another significant effect, that was not analyzed by the initial hypotheses. The analysis focused on the contributions that were required by the assignments. It was very salient that many contributions did not get a grading. Most of these messages were intended to support the social binding of the group. An investigation into this showed that out of 200 forum posts, only 33 (16.5%) were not intended for grading, but out of 128 messenger posts these were 63 (42.6%). A chi-square test approved a significant association between the MediaType and the purpose of grading, χ2 (1) = 28.93, p = 0.000 (0 cells have expected count less than 5, minimum expected count is 40.83). This proves, that the introduction of instant messengers in online learning significantly supports the social cohesion of a learning group in comparison to traditional forms of digital communication. Instant messengers can help to bring close all collaborators of a group in a virtual team, so that collaborators assist each other on a mutual basis. Berewot and Fibra (2020) found a similar impact on students motivation in project learning. Compared to the findings of Liebe, Glenk, Oehlmann and Meyerhoff (2015, p. 24) and Feng et al. (2019) who suggest a negative impact of the use of instant messengers on the grade point average, no such significant impact could be confirmed in this study. Furthermore, research findings show that willingness 26 �An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education Robert Schrenk to communicate (Rizvić & Bećirović, 2017) and learning styles (Mašić, Polz & Bećirović, 2020) are significantly affected by GPA. This makes the introduction of instant messengers to the learning very attractive, although there must still be some awareness about possible negative impacts, that were not discussed in this study (e.g. privacy), and there are certain limitations to the tasks because of the form factor of the devices. 27 �Journal of Education and Humanities Volume 3, Issue 1, Summer 2020 REFERENCES Bernard, H. R. (2006). Research methods in anthropology: Qualitative and quantitative approaches (4th ed). OCLC: ocm60824194. Lanham, MD: AltaMira Press. Bećirović, S., & Akbarov A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. 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Sharan, Yael. „Learning to cooperate for cooperative learning.“. Anales de Psicología 30, Nr. 3 (1. Oktober 2014): 802–7. https://doi.org/10.6018/analesps.30.3.201211. Sinanović, J., & Bećirović S. (2016). The Determinants of Lifelong Learning. European researcher, 103(2), 107-118. doi: 10.13187/er.2016.103.107. Srba, I., Savic, M., Bielikova, M., Ivanovic, M., & Pautasso, C. (2019). Employing community question answering for online discussions in university courses: Students’ perspective. Computers & Education, 135, 75–90. doi:10.1016/j.compedu.2019.02.017 van Leeuwen, A. & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89. doi:10.1016/j.edurev.2019.02.001. 29 � 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 An observation on the introduction of mobile messenger apps for collaborative online tasks in post-secondary education https://omeka.ibu.edu.ba/files/original/68759983a1687e0caac08fe80b954b99.docx 3c119e90f15c1d259034fa624c137e90 https://omeka.ibu.edu.ba/files/original/6d82a5679bfe57379713432fda353b3e.pdf 0729f3fded0d08c68701d06e3005ad92 PDF Text Text An Office of One's Own: Analysis of the Use of the Female Artist Figure in Alice Munro's Story "The Office" Demir Alihodžić University of Tuzla/ Tuzla, Bosnia and Herzegovina Key words: Postcolonial literature, Alice Munro, short story, female artist, a woman writer ABSTRACT While much of Alice Munro’s artistic ability may be attributed to natural talent, the simple fact that a good number of her stories contain female artists as main characters convinces me that this matter of a fictional aesthetic warrants scrutiny. In my paper, I argue that these female artists reflect certain issues which are central to Munro’s own work and to her life as a woman writer. The women in these stories concern themselves with such practical matters as the need for a woman to have a room of her own and the difficulty of balancing marriage and family with a writing career. Power and narrative authority and the tension between fiction and reality are issues which are examined by Munro’s women artists. Interestingly enough, a study of the interviews and essays, in which she denies possessing a fictional aesthetic, reveals that Munro’s own thoughts about writing are similar to those voiced by her characters. I examine Munro’s story “The Office,” a story containing a female artist as a main character, as well as theoretical works by renowned scholars which deal directly with artistic concerns. The story harkens back to Virginia Woolf’s theory that a woman needs money and a room of her own in order to write. Although Munro herself insists that she would feel paralysed if someone set her up in a study, she is extremely particular about the conditions which must exist when she sits down to write. Unfortunately, the office acquired by the main character in “The Office” results in a decrease in her writing output, largely due to the continued invasion of her privacy by the landlord. The fact that this aspiring writer felt the need to seek out an office points to the logistical difficulties which are often associated with being a woman writer. � 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. 1752 Title A name given to the resource An Office of One's Own: Analysis of the Use of the Female Artist Figure in Alice Munro's Story "The Office" Author Author ALIHODZIC, Demir Abstract A summary of the resource. Key words: Postcolonial literature, Alice Munro, short story, female artist, a woman writer ABSTRACT While much of Alice Munro’s artistic ability may be attributed to natural talent, the simple fact that a good number of her stories contain female artists as main characters convinces me that this matter of a fictional aesthetic warrants scrutiny. In my paper, I argue that these female artists reflect certain issues which are central to Munro’s own work and to her life as a woman writer. The women in these stories concern themselves with such practical matters as the need for a woman to have a room of her own and the difficulty of balancing marriage and family with a writing career. Power and narrative authority and the tension between fiction and reality are issues which are examined by Munro’s women artists. Interestingly enough, a study of the interviews and essays, in which she denies possessing a fictional aesthetic, reveals that Munro’s own thoughts about writing are similar to those voiced by her characters. I examine Munro’s story “The Office,” a story containing a female artist as a main character, as well as theoretical works by renowned scholars which deal directly with artistic concerns. The story harkens back to Virginia Woolf’s theory that a woman needs money and a room of her own in order to write. Although Munro herself insists that she would feel paralysed if someone set her up in a study, she is extremely particular about the conditions which must exist when she sits down to write. Unfortunately, the office acquired by the main character in “The Office” results in a decrease in her writing output, largely due to the continued invasion of her privacy by the landlord. The fact that this aspiring writer felt the need to seek out an office points to the logistical difficulties which are often associated with being a woman writer. 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/d569b7bea50073035d138cde92e00a2f.pdf 4cd44ece182decea6599db11a9d9cb07 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo An Overview of Case Studies About the Influence of Multiple Intelligences on Teaching Language Suleyman Celik Faculty of Education Ishik University, Arbil/ Iraq cheliksuleyman@gmail.com Abstract:There are more intelligences than g-factor and those intelligences learn in different ways. Teaching language to those different intelligences needs different methods and activities. Howard Gardner introduced eight different intelligences and each of the intelligences has different characteristics. This study provides a brief overview of the case studies which have been done through different ages and grades. Also this article suggests some new specific ways to the aducators to incorporate the multiple intelligences into thier daily lesson planning. Finally it allows each learner to recognize their strengths and limits, solving the age of dilemmas. Key words: Multiple intelligence, language teaching Introduction The concept of general intelligence which had been emerged into different aspects was replaced by multiple intelligences theory founded by Howard Gardner (1983). Gardner defines the intelligence as ‘‘the ability to solve problems or to create fashion products that are valued within one or more cultural settings‘‘ (Gardner, 81). His view of intelligence shifted the conventional view of intelligence which is a single capacity to logical and mathematical thought. Within the same purpose, Gardner(1993) described intelligence as a bio-psycholigical potential that could be influenced by experience, culture, and motivational factors. Gardner‘s theory (1993) suggests different and independent intelligence capacities that result in many different ways of knowing, understanding, and learning about the world to have a better understanding of it. Gardner argues that we have at a minumum eight different forms of intelligence, each relatively independent of the others: musical, bodily kinesthetic, logical-mathematical, verballinguistic, spatial, interpersonal, intrapersonal and naturalist. According to Gardner, each of these multiple intelligences is linked to an independent system in the brain (Gardner, 1999). According to Gardner (1999), all human beings possess all different intelligences invarying degrees and each individual manifests varying levels of these different intelligencesand thus each person has a unique "cognitive profile"; that is, a) all human possess alldifferent intelligences in varying amounts; b) Each individual has a different composition; c)Different intelligences are located in different areas of the brain and can either work ; d) By applying Multiple Intelligences we can improve education;and e) These intelligences may define human species. Moreover, although the eight basic types of intelligence are presented individually, Gardner suggests that these separate intelligences do not operate in isolation. Normally, any activity encompasses several kinds of intelligence together. independently or together. A summary of Gardner's eight intelligences is given as follow: Linguistic/ verbal Intelligence:Gardner has described Linguistic intelligence as sensitivity to spoken and written language and the ability to use language to accomplish goals, as well as the ability to learn new languages. According to Gardner (1993), lawyers, public speakers, writers, and poets all possess high levels of linguistic intelligence. Verbal comprehension involves the ability to understand the meanings both of individual words and of passages of written or spoken texts. Word fluency, in contrast, involves the ability to generate rapidly many examples of words that meet some specification (e.g., words beginning with a given letter, words rhyming with a target word, words naming objects that have some property, etc.). Logical/Mathematical Intelligence: Gardner (1995) described logical/mathematical intelligence as the ability to study problems, to carry out mathematical operations logically and analytically, and to conduct scientific investigations. Gardner identified mathematicians, logicians, and scientists as persons who would possess high levels of this hypothesized intelligence. 1154 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Spatial/Visual Intelligence: Gardner defined spatial intelligence as the ability to recognize both large and small visual patterns. He suggested that navigators and pilots would possess high levels of spatial intelligence, as would sculptors, surgeons, chess players, and architects. Musical Intelligence: Gardner (1999) suggests that musical intelligence is parallel in structure to linguistic intelligence, and that it is reflected in the performance, composition, and appreciation of musical patterns. With regard to the underlying abilities involved in his musical intelligence, Gardner has claimed that the two most central constituent elements of music are rhythm and pitch (or melody), followed in importance by timbre (which Gardner, 1983, p.105, describes as the characteristic qualities of a tone). Bodily-Kinesthetic Intelligence: Gardner (1999) described this intelligence as the potential of using the whole body or parts of the body in problem-solving or the creation of products. Gardner identified not only dancers, actors, and athletes as those who excel in bodily-kinesthetic intelligence, but also craftspeople, surgeons, mechanics, and other technicians. Thus, Gardner does not appear to differentiate between gross motor skills (i.e., involving the whole body or the larger muscle groups) and fine motor skills (i.e., involving smaller muscle groups, especially those controlling the hands and fingers) in describing bodily-kinesthetic intelligence. Interpersonal Intelligence: According to Gardner (1983), an individual who is high in interpersonal intelligence understands the intentions, motivations, needs, and desires of others, and is capable of working effectively with them. Gardner stated that teachers, clinicians, salespeople, politicians, and religious leaders all use interpersonal intelligence. Intrapersonal Intelligence: Gardner (1999) described intrapersonal intelligence as the ability to understand and to have an effective working model of oneself. Intrapersonal intelligence, as conceptualized by Gardner, includes the awareness of one's own desires, fears, and abilities, and also using this information to make sound life decisions. Naturalistic Intelligence: Gardner (1999) described a naturalist as one who is able to recognize and classify objects. According to Gardner, hunters, farmers, and gardeners would have high levels of naturalistic intelligence, as would artists, poets, and social scientists, who are also adept at pattern-recognition. He stated that a marketing professional who promotes the small differences between competing products is applying naturalistic intelligence, as is the individual who can recognize cars from the sounds of their engines. Undoubtedly this new perception of notion of intelligence has shifted the traditional, authoritative teacher-centered instruction methods to the learner- centered mode of instruction in ELT classes. Educators started paying attention to the impact of learners‘ diversity in their learning style at their classrooms(Larsen-Freeman, 2000). The multiple intelligence theory opens the doors to a variety of teaching strategies which can easily be applied in the language classroom. It gives teachers opportunities to widen modern teaching strategies by using various assignments and activities (Armstrong, 2009, 51). The theory can be used in many different ways and works well in the entire school system. It offers opprtunities for students to use and develop all the different intelligences, not just the ones that they excel in. It also offers different learning styles and methods as well as various activities. Each of the intelligence is prospective in every learner and it is part of the teacher‘s job to look after and help children to develop their own intelligences( Bakic-Miric, 2010). It is interesting to see that acknowledgement of the theory exist within many different language teaching methods. For example, The Silent Way emphasize the development of student‘s inner thinking (Interpersonal Ġntelligence). Total phsical response emphasizes language learning through pysical action( bodily-kinsthetic Intelligence) while Suggestopedia emphasizes the use of music (Musical Intelligence) to deepen understanding of learning. The Communicative Approach as well as cooperative learning stress the importance of interpersonal relationships (Interpersonal Intelligence) (Christison, 1996; Arnold &Fonseca, 2004). The primary objective of this study is to indicate, by overviewing two case studeies, the students‘ performance and improvement in larning English after the MI theory has been implemented in the English Language courses. 1155 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Method of the Study Th e study was conducted in qualitative research approach in which the action research review technique has been used. The purpose of this study was to investigate the implementation of Multiple Intelligences Theory in an educational setting by overviewing an action research which has been done in a third-grade classroom in Washington. Data Analysis Processes With the aim of gathering the data first relevant literature reviewed. Books, dissertations and articles which are related to topic has been gathered and all those items have been examined carefully. Also it was asked to experts‘ ideas. Ġn the process of gathering the data generally electronical database of the university has been used. Case studies which had been done to implent the MI theory in educational settings have been searched and also interviewed with a few of the teachers who had implement the MI theory in their classrooms. Findings and Discussion To implement Gardner's theory in an educational setting, the teacher organized his third-grade classroom into seven learning centers, each dedicated to one of the seven intelligences. The students spend approximately two thirds of each school day moving through the centers—15 to 20 minutes at each center. Curriculum is thematic, and the centers provide seven different ways for the students to learn the subject matter. Each day begins with a brief lecture and discussion explaining one aspect of the current theme. For example, during a unit on outer space, the morning's lecture might focus on spiral galaxies. In a unit about the arts of Africa, one lecture might describe the Adinkra textile patterns of Ghana. After the morning lecture, a timer is set and students in groups of three or four start work at their centers, eventually rotating through all seven. What Kinds of Learning Activities Take Place at Each Center? All students learn each day's lesson in seven ways. They build models, dance, make collaborative decisions, create songs, solve deductive reasoning problems, read, write, and illustrate all in one school day. Some more specific examples of activities at each center follow: In the Personal Work Center (Intrapersonal Intelligence), students explore the present area of study through research, reflection, or individual projects. In the Working Together Center (Interpersonal Intelligence), they develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas, and discuss that day's topic collaboratively. In the Music Center (Musical Intelligence), students compose and sing songs about the subject matter, make their own instruments, and learn in rhythmical ways. In the Art Center (Spatial Intelligence), they explore a subject area using diverse art media, manipulative, puzzles, charts, and pictures. In the Building Center (Kinesthetic Intelligence), they build models, dramatize events, and dance, all in ways that relate to the content of that day's subject matter. In the Reading Center (Verbal/Linguistic Intelligence), students read, write, and learn in many traditional modes. They analyze and organize information in written form. In the Math & Science Center (Logical/Mathematical Intelligence), they work with math games, manipulative, mathematical concepts, science experiments, deductive reasoning, and problem solving. Following their work at the centers, a few minutes are set aside for groups and individual students to share their work from the centers. Much of the remainder of the day is spent with students working on independent projects, either individually or in small groups where they apply the diverse skills developed at the centers. The daily work at the seven centers profoundly influences their ability to make informative, entertaining, multimodal presentations of their studies. Additionally, it is common for parents to comment on how much more expressive their children have become at home (Borich, 2011). The Results of the case study An action research project was conducted in his classroom to assess the effects of this multimodal learning format. The research data revealed the following: The students develop increased responsibility, self-direction, and independence over the course of the year. Although no attempt was made to compare this group of students with those in other third- 1156 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo grade classes, the self-direction and motivation of these students was apparent to numerous classroom visitors. The students became skilled at developing their own projects, gathering the necessary resources and materials, and making well-planned presentations of all kinds. Discipline problems were significantly reduced. Students previously identified as having serious behavior problems showed rapid improvement during the first six weeks of school. By mid-year, they were making important contributions to their groups. And by year's end, they had assumed positive leadership roles that had not formerly been evident. All students developed and applied new skills. In the fall, most students described only one center as their "favorite" and as the one where they felt confident. (The distribution among the seven centers was relatively even.) By mid-year, most identified three to four favorite centers. By year's end, every student identified at least six centers that were favorites and at which they felt skilled. Moreover, they were all making multimodal presentations of independent projects including songs, skits, visuals, poems, games, surveys, puzzles, and group participation activities. Cooperative learning skills improved in all students. Since so much of the center work was collaborative, students became highly skilled at listening, helping each other, sharing leadership in different activities, accommodating group changes, and introducing new classmates to the program. They learned not only to respect each other, but also to appreciate and call upon the unique gifts and abilities of their classmates. Academic achievement improved. Standardized test scores were above state and national averages in all areas. Retention was high on a classroom year-end test of all areas studied during the year. Methods for recalling information were predominantly musical, visual and kinesthetic, indicating the influence of working through the different intelligences. Students who had previously been unsuccessful in school became high achievers in new areas. The results of the case study project indicates that students who were taught by the use of Multiple Intelligence Theory developed more than it used to be. This is due to the fact that the Multiple Intelligence Based Teaching of English is more effective than the conventional method of teaching English (Christison, 1996). Multiple Intelligence based teaching helps the students not only to improve the academic achievement in English but also provides opportunity to develop their multiple capabilities of learning. Implementing the Multiple Intelligence Theory in the classroom develops the readiness of the students to gain the knowledge of English. Besides it motivates the students to understand the concept easier than the traditional way (Christison, 1998). On the other hand, by the awareness of their learners‘ diversity in the classroom, teachers develop new ways and activities related to the MIT in the process of their courses. Using innovated ways of teaching helps the teachers to solve the teaching difficulties. Here are some activities which can be done by the teachers who implement the MIT in the classroom; Verbal/Linguistic Intelligence Vocabulary & Grammar Learning -- learning new words and grammatical points and practicing using them accurately in regular communication Listening -- listening to tapes of stories, dialogues, and lectures, etc. Formal and Informal Speaking -- making verbal presentation to others, making conversations, having discussions and debates, etc. Humor or Jokes -- creating puns, limericks, and telling jokes on topics of study Impromptu Speaking -- instantly speaking on a randomly drawn topic Storytelling -- telling stories about any topic one is studying Reading -- silent reading, oral reading, and group/choral/chain reading for comprehension Writing -- doing written exercises, note-taking, summary/report writing, and journal/log/diary keeping to keep track of one's own thoughts and ideas Creative Writing -- writing original pieces (e.g., stories, essays, poems, novels, etc.)(Christison, 1998) Logical/Mathematical Intelligence Logic Pattern Games -- creating riddles or puzzles that challenge students to find a hidden rationale or pattern Logical/Sequential Presentation -- inventing point-by-point logical explanations for items or making systematic presentation of subject matter Number Sequences/Patterns -- investigating numerical facts or gathering and analyzing statistics on a topic Problem Solving -- listing appropriate procedures for problem solving situations Forming Relationships -- creating meaningful connections between different ideas 1157 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Syllogisms -- making "if…, then…" logical deductions about a topic (Lazear, 1999). Visual/Spatial Intelligence Visual Aids Using/Making -- using flash cards, pictures, paintings, charts, collages, graphs, grids, diagrams, flowcharts, slides, sculptures and video/film-viewing, etc. to facilitate learning and encouraging students to make the visual aids by themselves Active Imagination -- finding connection between visual designs (or pattern) and prior experiences (or knowledge) Mind Mapping -- creating or arranging visual mapping activities (e.g. word maze, visual webs of written information) Environment Arranging/Decorating -- encouraging students to decorate bulletin boards, and arranging learning corner (e.g. English reading corner) to achieve the effect of peripheral learning (Po-Ying, 2010). Bodily/Kinesthetic Intelligence Physical Actions -- arranging and doing TPR and hands-on activities Body Language -- "embodying" meaning, interpretation, or understanding of an idea in physical movement Role Playing/Mime -- performing skits or characters to show understanding of topics of study Dramatic Enactment -- creating a mini-drama that shows the dynamic interplay of various topics of study Sports Games -- creating a contest or game based on specific knowledge about a topic of study Field Trips -- arranging trips to gain firsthand knowledge away from the classroom (Po-Ying, 2010). Musical/Rhythmic Intelligence Music/Song Listening -- listening to rhythmic patterns, recorded music, or songs Singing/Humming -- creating songs for a class, a team, a topic of study or finding existing songs that complement a topic Musical Instruments Playing -- employing musical instruments to produce sounds for a lesson (e.g., background accompaniment, enhancement for the teaching) Music Composition/Creation -- composing and creating music for the sound effect of a play performance or for the enhancement of teaching Jazz Chants/Rapping -- producing or using rhythmic patterns, such as jazz chants, or raps to help communicate, or to remember certain words, sentence structures, concepts, ideas, or processes Vocal Sounds/Tones -- producing sounds with one's vocal cords to illustrate the meaning of a word, or a concept (e.g., hiccup, gasp, etc.) (Po-Ying, 2010). Interpersonal Intelligence Person to Person Communication -- focusing on how teachers and students relate to each other and how to improve their relating Giving and Receiving Feedback -- offering input on one's performance or about one's opinions; and accepting another's input or reaction to one's performance/ opinions Cooperative Learning Strategies -- using structured teamworks for topic learning and/or practicing peer learning Pair Works and Group Projects -- investigating and discussing a topic problem with a partner or with others in teams Jigsaw Puzzle/Strip Story -- dividing a picture or a story into distinct segments so that students can learn from each other on the process of putting it back to its original form (Po-Ying, 2010). Intrapersonal Intelligence Independent Studies/Projects -- encouraging students to work independently for goal-setting, processplanning, self-assessing, and homework choosing Journals/Logs/Diaries keeping -- working with reflection tools, such as reflective journals, thinking logs, learning diaries, etc. Focusing/Concentration Skills -- learning the ability to focus one's mind on a single idea or task Thinking strategies -- learning what thinking patterns to use for what task (Po-Ying, 2010). 1158 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Naturalist Intelligence Nature Encounters/Field Trips -- going outside for firsthand experiences in nature and/or bringing nature in the classroom via videos, objects, animals, plants, etc. Species Classification -- working with classification matrices to understand characteristics of natural objects Sensory Stimulation Exercises -- exposing the senses to nature's sounds, smells, tastes, touches, and sights Hands-On Labs -- performing experiments or activities that use objects from the natural world Nature World Simulations -- re-creating or representing nature in some form (e.g. photographs, drawings, etc.)(Singh, 2009). Conclusions and Recommendations The MI theory offers a richly diversified way of understanding and categorizing human cognitive abilities, and combinations of abilities, heightening awareness of what makes learning possible and effective for individual students. Moreover, teaching strategies grounded by the MI theory offers students choices in the ways they will learn and demonstrate their learning (Arnold &Fonseca, 2004). By focusing on problem-solving activities that draw on multiple intelligences, these teaching strategies encourage learners to build on existing strengths and knowledge to learn new content and skills. To this end, the implementation of the MI theory in the English language teaching offers a better understanding of students‘ learning preferences and a greater appreciation of their strengths. Students likely become more engaged in learning as they use learning modules that match their intelligence strengths that, in addition, increase students‘ engagement and success in learning. Generally speaking, implementation of the MI theory into the English language course provides numerous opportunities for students to use and develop all eight intelligences not just the few they excel in prior to matriculation. English language teachers should be aware of that there are different learners with different intelligence and each of their learning way is unique. the Multiple intelligence Theory offers the language teachers different ways of teaching to different learners and also it inspires the teachers new innovative teaching techniques. 1159 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Armstrong, T. (2009). Multiple intelligences in the classroom. (3rd ed.). Alexandria, VA: ASCD Arnold, J & Fonseca C. (2004). Multiple intelligence theory and foreign language learning: A brain based Perspective. International journal of English studies. 4, (1), 119-136 BakiĤ-MiriĤ, N.(2010). Multiple intelligences theory – A Milestone Innovation In English Language Teaching at the University of Niń Medical School. Acta Medica Mediana.48,( 2), 15-19 Borich, G. D. (2011). Effective teaching methods: research- based practice (7th ed). Boston: Allyn& Bacon Christison, M. A. (1996). Teaching and learning language through multiple intelligences. TESOL Journal, 6, (1), 10-14. Christison, M. A. (1998). Applying Multiple Intelligences Theory in Pre-service and In-service TEFL Education Programs. English Teaching Forum, April-June: 3-13. Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Gardner H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Gardner, H. (1995). Are There Additional Intelligences? The Case for the Naturalist Intelligence. Cambridge, MA: President and Fellows of Howard College. Gardner, H. (1999). Intelligence Reframed: Multiple intelligences for the 21st century. New York: Basic Books Larsen-Freeman D.(2000). Techniques and Principles in Language Teaching. (2nd ed.). Oxford: Oxford University Press Lazear, D. (1999). Eight ways of Teaching: The Artistry of Eight Ways of Teaching with Multiple Intelligences. (3rd ed). Skylight Training & Publishing Inc. Po-Ying, L. (2010). Multiple intelligence and English language teaching. Retrieved from http://www.52en.com/xl/lunwen/lw_3_0015.html. Singh Chauhan, R. (2009). Effectiveness of multiple intelligence based teaching in teaching English for primary school students. International research journal, 2, (10), 49-52 1160 � 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. 594 Title A name given to the resource An Overview of Case Studies About the Influence of Multiple Intelligences on Teaching Language Author Author Celik, Suleyman Abstract A summary of the resource. There are more intelligences than g-factor and those intelligences learn in different ways. Teaching language to those different intelligences needs different methods and activities. Howard Gardner introduced eight different intelligences and each of the intelligences has different characteristics. This study provides a brief overview of the case studies which have been done through different ages and grades. Also this article suggests some new specific ways to the aducators to incorporate the multiple intelligences into thier daily lesson planning. Finally it allows each learner to recognize their strengths and limits, solving the age of dilemmas. 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/d40eceb64d0da85c0c478f4d57fb33b7.pdf 52bb253af39a2b579b7c2cc519bf771e PDF Text Text Frank A, A. A., 2010. UCI Available at: [http://archive.ics.uci.edu/ml] Machine Learning Repository. Jekova, Bortolan, G. & Christov, I., 2008. Assessment and comparison of different methods for heartbeat classification, ScienceDirect, 30. Medical Engineering & Physics, Issue 30, pp. 248-257. Magenes, G., Pedrinazzi, L. & Signorini, . M., 2004. Identification of fetal sufference antepartum through a multiparametric analysis and a support vector machine. San Francisko, s.n. Minsky, M. & Papert, S., 1969 . Perceptrons. Cambridge: MIT Press. Nielsen PV, S. B. N. C. N. J., 1987. Intra- and inter-observer variability in the assessment of intrapartum cardiotocograms.. Acta Obstetricia et Gynecologica Scandinavica, 11 January, 203(5), pp. 421-424. Palomäki, O., Luukkaala, T., Luoto, R. & Tuimala, R., 2006. Intrapartum cardiotocography: the dilemma of interpretational variation.. Journal of Prenatal Medical, pp. 298-302. Rosenblatt, F., 1988 . The perception: a probabilistic model for information storage and organization in the brain. Cambridge, MA, USA : MIT Press . Van Geijn, H., 1996. Developments in CTG analysis. Baillière's Clinical Obstetrics and Gynaecology, June, pp. 185-209. An Overview of Metal Oxide Semiconducting Sensors in Electronic Nose Applications Özgür Örnek1, Bekir Karlık2 1International Burch University, Department of Information Technology 2Mevlana University, Department of Computer Engineering E-mails: oornek@ibu.edu.ba; bkarlik@mevlana.edu.tr Abstract Accurate analysis of electronic nose depends on several factors such as sensor types, pattern recognition algorithm, ambient temperature and humidity. The sensor is one of the important factors for effectively and accurately odor measurement of electronic nose. This study aimed to propose the advantages and disadvantages of MOS metal oxide semiconduting sensors, 506 �one of the most used sensors, by analyizing performance, structure, operation principles of them. Consequently we aimed to extract beneficial information about electronic nose studies based on MOS sensors. 1.INTRODUCTION In recent years, electronic noses have been widely used in various fields such as quality control of foods and beverages, public safety, air protection and medical applications. Major advances in information and gas sensor technology could enhance the diagnostic power of future bio-electronic noses and facilitate global surveillance models of disease control and management Odor Category such as [1-7]: • Detailed Description Of Odor (Disease, Marker Chemical, Breath, Sweet) • Fruity; alcoholic (Alcohol abuse, phenol exposure, Ethanol, Phenol) • Minty, wintergreen (Patient covering alcohol abuse, Menthol, wintergreen) • Fruity; pear-like (Chloral hydrate poisoning, Chloral hydrate) • Dried malt, burnt sugar, yeast-like (Methionine malabsorption) • Violets (Turpentine poisoning, Turpentine) • Sweet mouth (Portacaval shunt, portal vein thrombosis, diphtheria, Musty) • Rancid butter (Hypermethioninemia) • Rancid butter, fishy, musty (Tyrosinosis, tyrosinemia) • Musty fish, raw liver, new-cut clover (Hepatic failure, Mercaptans) • Feculent (Intestinal obstruction, esophageal diverticulum, Foul) • Foul, putrid (Lung abscess, intranasal foreign body, Bad breathe, Infection: teeth, nose, tonsil, stomach, esophagus) • Ozaena, very foul odor (Infection or cancer of nose or sinuses) • Severe bad breath (Trench mouth, amphetamine abuse) • Garlic (Phosphorous, arsenic, malathion poisoning) • Rotten eggs (Hydrogen sulfide poisoning) • Pungent, unpleasant, heavy (Schizophrenia; trans-3-methyl-2-hexanoic acid, Other) • Bitter almond 507 �Electronic nose is a detection system which consists of a multisensor array with partial specifity and appropriate pattern recognition software, capable of idetifying and recognizing odors [8]. Electronic Nose mimics the human sense of smell by generating a unique response to each odorant. The system detects the odour by an array of sensors and transduces the gaseous molecules into electrical signals. Electronic nose measurement is influenced by certain factors, such as sensor type, pattern recognition system, humidty and temperature of ambient. Using an appropriate sensor type for any chemical odorant or mixture extremely effects measurement accuracy of e-nose. In this study, we have investigated Metal Oxide Semiconducting - MOS sensors, which are widely used in many VOC analysis applications. We have aimed to propose strength and weakness of MOS sensors by analyzing their structure and operating factors. Sensors in an array are the main components of the electronic nose. Because the sensitivity and specifity of sensors mostly influence accuracy of detecting and recognizing of odorants. The role of sensors in electronic nose is human receptors. When an odor is presented to the sensors, they generate a unique response to the odor to be considered as a signature or characteristic of the odor. Each sensors reflects unique response to the odor. The responses of each sensors comprise the characteristic of the odor. The output of odor sensors is then filtered and converted to the digital form by a transducer. Then, the digital output is processed for classification and recognizition by pattern recognition algorithm. Schematic view of electronic nose can be seen in Figure 1 [9]. Figure 1. A shematic view of Electronic Nose System 2.Principles of Sensor System In their widely accepted definition, International Union of Pure and Applied Chemistry (lUPAC) define the sensor that "a chemical sensor is a device that transforms chemical information, ranging from the concentration of a specific sample component to total composition analysis, into an analytically useful signal. The chemical information, mentioned 508 �above, may originate from a chemical reaction of the analyte or from a physical property of the system investigated" [10]. Chemical sensors typically are composed of two main parts, a receptor and a transducer. The receptor converts chemical information into a form of signal, which can be measured by the transducer. Basically, the gas sensor operates interacting between gas molecules and sensorcoated or sensing materials which enable electrical current passing through the sensor. The modulated electrical current then is converted to a recordable signal [11]. There are many different types of electronic nose sensors ranging from metal-oxide gas sensors (MOS), metal-oxide semiconductor field effect transistors (MOSFET), conducting polymer gas sensors, acoustic wave gas sensors, quartz crystal microbalance sensors (QCM), surface acoustic wave devices (SAW), field-effect gas sensors, electrochemical gas sensors, pellistors, fiber-optic gas sensors. As well as sensor technology, the type of sensing material influences measurement of gas molecules of odors. They are categorized in regard to additive doping materials, the type and nature of the chemical interactions, the reversibility of the chemical reactions and running temperature. The generic types of sensors involved with its sensing element are summarized in Table 1. [12] Table 1. Types and mechanisms of common electronic-nose gas sensors Sensor Type Sensing Material Detection Principle Acustic sensors: Quartz crystal microbalance (QMB); surface acoustic wave (SAW) Organic or inorganic film layers Calorimetric; catalytic bead pellistor mass change (frequency shift) temperature or heat change Metal-oxide semiconductor field effect transistors catalytic metals (MOSFET) modified conducting Conducting polymer sensors polymers Electrochemical sensors solid or liquid electrolytes Fluorescence sensors Fluorescence-sensitive detector Infrared sensors IR-sensitive detector Metal-oxide semiconductor (MOS) Optical sensors 509 electric field change resistance change current or voltage change fluorescent-light emmissions Infrared-radiation absorbtion doped semi-conducting metal resistance change oxides (SnO2, GaO) photodiode, light-sensitive light modulation, �optical changes Transducer devices in electronic-nose sensors have various types which are based on certain principles, such as electrical measurements, including changes in current, voltage, resistance or impedance, electrical fields and oscillation frequency as well as measurements of mass changes, temperature changes or heat generation. The light characteristics such as changes in light absorbance, polarization, fluorescence, optical layer thickness, color or wave length are utilized as transducing priciple for measuring optical sensors. Sensor performance is measured by a set of parameters. Certain important parameters and their behaviors can be defined as [13]:         Sensitivity: It is a change of measured signal per analyte concentration unit that has been more and more attention, and many studies have been conducted to enhance the sensitivity of sensors. Selectivity: It refers to capabilities of the sensor’s response towards a group of gas analytes or a single one. Stability: This parameter defines the ability of the sensor that provides reproducible results for a certain period of time. Detection limit: The parameter is utilized to state the lowest concentration of the analyte that can be detected by the sensor under given conditions, particularly at a given temperature. Response time: It is the time that involves for measurement of gas analyte. Recovery time: It is the time that occurs during recovering to the sensor’s initial or baseline value. Life cycle is the period of time that denotes the maximum time over continuously operating of the sensor. Operating temperature: The temperature with minimum and maximum values for effecitive analysis. For reliable and ideal measurement of an analyte, the sensor should meet certain parameteres. These parameters are high sensitivity, dynamic range, selectivity and stability; low detection limit; good linearity; small hysteresis and response time; and long life cycle. 510 �3.Structure of Metal Oxide Sensors (MOS) Metal Oxide Semiconductor (MOS) was a first developed sensor array, which detected 20 odours[14]. MOS sensors are relatively simple electronics featured by high sensitivity (in the order of parts per billion ppb), low cost, high speed response. The MOS sensors consist of sensing element, sensor base and sensor cap. Figure 2a and 2b illustrates a basic structure of MOS sensor [15]. The sensing element contains a sensing material and a heater. According to the target odorant or gas, different materials such as Tin dioxide (SnO2), Tungsten oxide (WO3) are used as a sensing element. The gas molecules, known also Volatile Organic Compounds (VOCs) interact with a doped semiconducting material deposited between two metal contacts over a resistive heating element, which operates from 200 °C to 400 °C. Once a VOC passes over the doped oxide material, the resistance between the two metal contacts changes according to the concentration of the VOC. The registered signal depends on the change of resistance produced by the gas flow during the measurement [16]. Figure 2.a) Structure of the MOS Sensor Figure 2.b) General form of MOS Sensor (Courtesy of Capteur Sensors and Analysers) 3.1. Advantages of MOS sensors Metal-oxide sensors are widely used in many sensor based applications, e.g. electronic noses. The MOS sensors are known as the most used sensors in the market because: 1. MOS sensors responds to a wide range of compounds such as oxidizing compounds (zinc-oxide, tin-dioxide, titanium-dioxide, iron oxide) and some reducing compounds, mainly nickel-oxide or cobalt-oxide [17] 2. MOS sensors are characterized by high sensitivity (sub-part per billion ppb levels for some gases) to the oxidizing and some reducing compounds. 511 �3. Compared to other analytical instruments, MOS are far more inexpensive. 4. MOS sensors have a short response time to the analytes. 5. With its small size, MOS sensors are compatible with intregrating into analyzing instrument. 6. Since MOS sensors are relatively simple electronics they are easily fabricated. 7. MOS sensors have ability to operate in high temperature and pressure. 8. They have long lasting life to operate. 3.2. Disadvantages of MOS Sensors Despite many advantages of MOS sensors, there are some challenges to overcome. These are: 1. High selectivity of MOS sensors influences the analysis. Because they are sensitive simultaneously to wide range of reducing and oxidizing gases. For instance, a typical carbon monoxide (CO) sensor may respond significantly to hydrogen, ethylene, and isobutylene. When these gases are presented, the sensor would response as CO presence, which may not be true. It is very difficult to achieve an absolutely selective metal oxide gas sensor in practice, and most of the MOS sensors have cross-sensitivity at least to humidity and other vapors or gases. 2. MOS sensors cannot operate at high temperature. Because MOS sensors are less sensitive with high temperature. Thus, the sensitivity of sensors reduces with high temperature. 3. Operation of MOS requires more power compared to the of others as a result of working at high temperature. 4. MOSs are susceptible to humidity causing drift on analysis. 5. Accuracy rate of gas analysis is low compared to the other analyzing instruments. 6. Their low stability and long range drift are imptortant issue. This causes uncertain results and the need to frequently recalibrate or replace sensors [18]. 4.MOS Sensors in Applications Since 1962, several studies have been conducted on gas analysis based on metal oxide semiconducting sensors. It is diffucult to review all studies about MOS sensors due to high number of studies on them. We were able to briefly propose a literature review based on MOS sensors applications. 512 �In 1962, Saiyeama et. al. first introduced MOS sensors using zinc oxide thin film layers[19]. After this time, several studies conducted using different doping and sensing materials. In 1982, the first sensor array were designed using MOS sensors which detected 20 gases [14]. As the discovery of the hundred VOCs existed in human breath, MOS sensor arrays have been used to detect disease diagnosis such as lung, liver, asthym failures. Through numerous studies on diseases diagnosis from breath analysis, we were able to report some of the outstanding studies about MOS sensors. Blatt et. al. concluded remarkable detection results of lung cancer diagnosis using MOS sensors[20]. In another research, Guo et. al. conducted a study on diagnosis on diabetes, renal disease, and airway inflammation using mos sensor array, and they resulted that breath analysis can be employed for early diagnosis of many diseases [21]. MOS sensors have been used extensively to measure and monitor trace amounts of environmentally important gases such as carbon monoxide and nitrogen dioxide. In another study, the human body armpit could be detected by MOS sensors [22]. With the power of neural network as pattern recognition Bucak and Karlik evaluated performance of the application developed for hazardous odor recognition using OMX-GR electronic nose equipped with a MOS sensor [6]. They achieved hundred percent success rate of classification for hazardous odor recognition system based. Using a novel fuzzy clustering neural network algoritm, Karlik and Yuksek conducted a real time odor analysis by an electronic nose instrument sensed by a MOS sensor [9]. They concluded that based on a neural network, electronic nose with MOS sensor could be used to recognize odor compounds. 5. CONCLUSIONS In this study, we aimed to give general perspective about MOS sensors. To achive this, this study observed operation principles, measurement parameters, sensing material of MOS sensors. Despite its some drawbacks for analysis, the results reflect that MOS sensors are reliable and prominent materials for odor analysis. It can widely be employed as an array sensors in electronic nose applications. The classification performance of an e-nose device is highly dependent upon the quality of the features extracted from its sensors’ dynamic response. Although some improvement in an e-nose device was achieved in terms of increasing classification performance, reducing the number of sensors, combining multiple classifiers for dissimilar odor datasets, and extending application to odor mixture analysis, further improvements are necessary if an e-nose is to become a smarter and smaller device. Ideally, if the response of the sensor to an odor is consistent to the same odor over time (reproducibility), high classification performance can be easily obtained from simple classifier algorithms. However, reproducibility is not achieved in practice because of the interaction of the odor with the sensor’s surface and several 513 �interfering environmental factors, such as temperature and relative humidity which results in an inconsistent sensor’s response[23]. Consequently, reliability of e-nose device could be improved by further developing sensor technologies. REFERENCES A.K. Pavlou, et al., 2002. Use of an electronic nose system for diagnoses of urinary Tract. Infections, Biosens. Bioelectron. 17(10), 893-899. P. Boilot, et al., 2000. Detection of bacteria causing eye infections using a neural network based electronic nose system. in Electronic Nose and Olfaction, Gardner, J. W.; Persaud, K. C., editors; IOP Publishing: Bristol, UK, 189-196. Karlık, B. and Bastaki Y., 2004. Bad Breathe Diagnosis System Using OMX-GR Sensor and Neural Network for Telemedicine. Clin. Informat. and Telemed. v.2, pp. 237-239. Wamane, P. and Gharpure, D. C., 2000. Detection of perfumes using gas sensors and artificial neural networks,” Journal of the Instrument Society of India, vol. 30, pp. 284–290. Wyszynski, B., Yamanaka, T., Nakamoto, T., 2005. Recording and reproducing citrus flavors using odor recorder, Sens. Actuators B, vol. 106, pp. 388-393. Bucak İ.Ö. and Karlık, B., 2009. Hazardous Odor Recognition by CMAC Based Neural Networks. Sensors, 9 (9), pp. 7308-7319. Karlık, B. and Cemel Ş. Ş., 2012. Diagnosing Diabetes From Breath Odor Using Artificial Neural Networks. Turkiye Klinikleri J Med Sci. 32(2), pp. 331-336. Gardner, J. and Bartlett, P., 1994. A Brief history of electronic noses. Sensors and Actuators, vol. 18, nos. 1–3, pp. 211–220. Karlık, B. and Yüksek, K., 2007. Fuzzy Clustering Neural Networks for Real Time Odor Recognition System”, Journal of Automated Methods and Management in Chemistry, Dec. 2007 Article ID 38405, doi:10.1155/2007/38405 Hulnnicki, A., Clab, A., Ingm.in, К., 1991. Pure & Appl. Chcm. 63, 1247, 1991 Gardner, J.W., Bartlett, P.N., 1999. Electronic Noses. Principles and Applications; Oxford University Press: Oxford, UK, pp. 221-245. Wilson D.A. and M. Baietto. 2009. Applications and Advances in Electronic-Nose Technologies. Sensors 9:5099-5148 Bochenkov, V. E. and Sergeev, G. B., 2010. Sensitivity, Selectivity, and Stability of GasSensitive Metal-Oxide Nanostructures, American Scientific Publishers, 2010, Vol. 3, pp. 3152) Persaud, K. and Dodd, G., 1982. Analysis of discrimination mechanisms in the mammalian olfactory system using a model nose. Nature, 299, 352-355 514 �http://www.figaro.co.jp/en/item2.html Pardo M., Sberveglieri G., 2004. Electronic olfactory systems based on metal oxide semiconductor sensor arrays, In Material Research Society Bullettin, vol. 29, no 10 Mielle, P., 1996, Electronic noses: towards the objective instrumental characterization of food aroma. Trends Food Sci. Technol., 7, 432-438. Gas Sensors Based on Inorganic Materials: An Overview by K. R. Nemade, pp.1-13 Seiyama, T.; Kato, A.; Fujiishi, K.; Nagatani, 1962. M. A new detector for gaseous components using semiconductive thin films. Anal. Chem., 34, 1502–1503. Blatt, R., Bonarini, A., Calabro, E., Della Torre, M., Matteucci, M., and Pastorino, U., 2007. Lung cancer identification by an electronic nose based on an array of MOS sensors,” in Neural Networks, IJCNN 2007, pp. 1423–1428. Guo D, Zhang D, Li N, Zhang L, Yang J., 2010. A novel breath analysis system based on electronic olfaction. IEEE Trans Biomed Eng, 57(11):2753-63. Wongchoosuk, C., Lutz, M., Kerdcharoen, T., 2009. Detection and classification of human body odor using an electronic nose. Sensors, 9: 7234-7249. Nakamoto, T., Nakahira, Y., Hiramatsu, H., Moriizumi, T., 2001. Odor recorder using active odor sensing system, Sens. Actuators B, vol. 76, pp. 465-469. 515 � 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. 1210 Title A name given to the resource An Overview of Metal Oxide Semiconducting Sensors in Electronic Nose Applications Author Author Özgür , Örnek Abstract A summary of the resource. Accurate analysis of electronic nose depends on several factors such as sensor types, pattern recognition algorithm, ambient temperature and humidity. The sensor is one of the important factors for effectively and accurately odor measurement of electronic nose. This study aimed to propose the advantages and disadvantages of MOS metal oxide semiconduting sensors, one of the most used sensors, by analyizing performance, structure, operation principles of them. Consequently we aimed to extract beneficial information about electronic nose studies based on MOS sensors. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),T Technology (General) https://omeka.ibu.edu.ba/files/original/67d6e2ff482fbb07738aa15046591f29.pdf ace69c0686a96ccaec1a37bf688ea368 PDF Text Text Journal of Economic and Social Studies An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Emira Kozarević Faculty of Economics, University of Tuzla Bosnia and Herzegovina emira.kozarevic@untz.ba Meldina Kokorović Jukan Faculty of Economics, University of Tuzla Bosnia and Herzegovina meldina.kokorovic@untz.ba Amra Softić Indirect Taxation Authority of BiH Bosnia and Herzegovina amrasoftic@outlook.com Abstract: The purpose of this paper is to investigate the level of SME banking development in Bosnia and Herzegovina (BH). By using a structured questionnaire, the authors discuss perceptions of the banking sector representatives in BH regarding SME banking and their future plans for the management of credit risk associated with financing the SME sector. One of the main findings of this research is that the SME sector is becoming a strategic sector for BH banks and banks are willing to increase their involvement with SME clients. Authors also present results on current level of banks’ exposure to SMEs, types of financial services offered to SME clients by BH banks, drivers of banks’ involvement with SMEs, obstacles to further development of banks’ involvement with SMEs. Based on the banks’ responses and results of research conducted, suggestions to policy makers are given, such as tax reforms, interest rate subventions to SMEs, improvement of judiciary, simplifying administrative procedures. Also, some recommendations are given to banks, such as the need for better understanding the requirements of SME clients providing them more personal approach and creating a partnership, as well as lobbying the government bodies to change regulations governing SME sector. Volume 5 Number 1 Spring 2015 Keywords: Financial System; Small and Medium-Sized Enterprises (SMES); SME Banking; Comparative Experiences; Bosnia and Herzegovina (BH) JEL Classification: G21 Article History Submitted: 11 August 2014 Resubmitted: 13 October 2014 Resubmitted: 9 November 2014 Resubmitted: 23 December 2014 Accepted: 20 January 2015 http://dx.doi.org/10.14706/JECOS S11519 107 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic Introduction Since SMEs are the primary moving mechanism of new job creation and increase of gross domestic product, their growth and development are the priority amongst the goals of national economies for developed countries of the world as well as for countries in transition. On the other hand, financial system plays an important role in achieving these goals with the main purpose of preserving the stability of national economy. For the last few years, the main focus of the financial system (mostly, banking sector) towards the real sector has been expanding. From the position of being observed by the financial institutions as too complex for risk management, the SME sector became the strategic goal for the institutions around the world. Furthermore, in the aftermath of the global financial crisis, SMEs are facing many challenges and limitations in their business operations. Reduced accesses to market, reduced managers’ ability to managing resources as well as limited access to capital are marked as the most important challenges for SMEs to overcome. Growth of SME banking, in terms of crediting and providing a wide range of banking services to SMEs, is the result of the fact that banks, besides understanding the needs of SMEs, are managing to find the answers to challenges of high credit risk. Due to the information technology development, the banking sector is increasing its support for development and growth of SMEs through the increase of financial support and also through the consulting services as a response to the challenges faced by this sector. The aim of this paper is to point out the importance of SME banking, as a contributor to bank profitability, in developed part of the world as well as in developing countries. Moreover, the objective is to investigate the level of SME banking development in BH. The BH banking system is consisted of Central bank, two banking agencies and 27 banks. Central Bank of BH maintains monetary stability by issuing domestic currency, convertible mark, according to the currency board arrangement. Banking agencies, as authorities for bank supervision and licensing, are established on entity level as Banking Agency of the Federation of BH and Banking Agency of Republic of Srpska. According to latest data available, total assets of 27 BH banks at the end of June 2014 were BAM 23,607.4 million. This paper is divided into three parts. The first part of the paper discusses the phenomena of SME segment “bancarization”, focusing on the motives for a greater involvement of banks in financing SMEs in the developed part of the world. In the second part of the paper a brief review of recent literature on SME banking is given. 108 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina In the third part of the paper the results of the empirical study on SME banking development in BH are presented. By using a structured questionnaire, a discussion is given of the perceptions of the banking sector in BH towards its orientation to the SME sector and future plans for their support as well as for the management of credit risk associated with financing the SME sector. The Theoretical Framework of the Phenomena of SME Segment “Bancarization” The phenomena of SME segment “bancarization” is a syntagm used by de la Torre et al. (2009) to describe increased involvement of banks in financing SMEs as a strategic sector that in the last decade increased banks’ returns all over the world. Growing interest of banks in the SME sector lies in the fact that entrepreneurs and SMEs represent the most efficient segment of the economy in most of the countries in the world. These enterprises have the highest contribution to the increase in employment, gross domestic product (GDP), and trade, which makes them the basis of national economies growth and development. Their role is especially important in transitional and developing countries facing problems of high unemployment, low degree of economic activity, inadequate competitiveness, and lack of investment. As a stable source of new job creation, SMEs have an important social function to absorb labor surplus in transition processes. Importance of SMEs in the world economy was also observed by financial institutions. In that respect, many of the banking institutions recognized the SME sector as a strategic sector for increasing banks’ profit margins (Beck et al., 2009; de la Torre et al., 2009). According to the European Commission’s (EC) SMEs’ Access to Finance survey for 2013, the most common provider of loans to EU SMEs were banks, providing the loan to 85 per cent of all SMEs that borrowed in the last two years, where the most common amount (36 per cent of all loans) was €100,000 to €1 million, but just over half (52 per cent) borrowed less than €100,000 (EC, 2013). In addition, de la Torre et al. (2010) find that, in order to serve SMEs, banks are developing new business models, technologies, and risk management systems to provide a holistic approach to SMEs through a wide range of products and services, with fee-based products rising in importance. SME banking per se is an “industry in transition”. From a market that was considered too difficult to serve, it has now become a strategic target of banks Volume 5 Number 1 Spring 2015 109 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic worldwide. SME banking appears to be growing fastest in emerging markets (lowand middle-income countries) where this gap has been the widest. More and more emerging market banks are developing strategies and creating SME units. In the International Finance Corporation’s SME Banking Knowledge Guide it is indicated that importance of SME sector has been recognized by the governments around the world. In that respect, governments are more involved in creating positive environment for development of SME banking by addressing issues of legal and regulatory barriers, creating credit infrastructure, etc. Furthermore, in the same guide it is indicated that banks better understanding of SMEs needs and tailored approach to overcoming credit risk associated with SMEs can be observed as the most important factor of SME banking growth. New approach in creating tailored financial products/services for SMEs is shown to be beneficial for banks in terms of increase in their returns on assets from operations with SMEs Literature Review on SME Banking Development Development of commercial banking is related to the need of corporations for debt financing (loans) mostly in the USA. But during the 1990s, major regulatory changes impacted lending patterns of the US banks, changing the focus of the US banks from lending to large corporations to small businesses, which was the turning point for SME banking in the USA and, at the same time, for the rest of the world. Analyzing transformation of the US banking industry in the light of many major regulatory changes that occurred in the period from 1974 to 1994, Berger et al. (1995) found that the major change in lending patterns of the US banks was related to a significant decline in lending to large business borrowers due to the increase of different (cheaper) types of financing in the growing the US debt market. Furthermore, Berger and Udell (1995) as well as Strahan and Weston (1998) observed that due to the bank consolidation under the Riegle-Neal Act of 1994, large banks decreased their involvement with SMEs, while an important role remained for community based banks in extending loans to small businesses. Later on, Berger and Udell (2002) and Vera and Onji (2010) found that bank consolidation in the USA did not affect small-business lending. Moreover, they found that large banks seem to be more actively involved in lending to small businesses. According to the survey of the US Small Business Administration (SBA, 2013), the value of small business loans outstanding to the value of total business loans outstanding for depository lenders in 2012 was 67.32 per cent. 110 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Early research of the European banking system was conducted by Vitols (1998), who focused on German banks. This research showed that SMEs within German manufacturing sector, which accounted for almost 60 per cent of manufacturing employment, had the highest demand for long term debt capital. Analyzing debt account of SMEs and large companies, Vitols found that long-term bank debt accounted for 18.5 per cent of the balance sheet liabilities of small companies as opposed to 4 per cent for large companies, showing a strong market for SME loans. In the early 2000s several researches discussed the demand side of SME lending (Schiffer and Weder, 2001; IADB, 2004; Beck, Demirgüç-Kunt and Maksimovic, 2005; Beck, Demirgüç-Kunt, Laeven and Maksimovic, 2006), while no comprehensive research existed on the supply side of bank financing to SMEs across countries. The first worldwide comprehensive study on SME banking was conducted by Beck, Demirgüç-Kunt and MartínezPería (2008). The intention of this survey was to investigate bank financing to SMEs around the world, focusing on three main areas: banks’ perception of the SME segment, drivers and obstacles to SME financing, and banks’ perception of the role of government programs to support SME finance and of banking prudential regulations. Beck et al. (2008) found significant differences in exposure, lending practices, business models, as well as drivers and obstacles of SME finance for banks operating in developed vis-à-vis developing countries. The differences between developed and developing countries are likely to reflect deficiencies in the contractual and informational frameworks in developing countries and less stable macroeconomic environment. Motivated by the previously mentioned survey, de La Tore et al. (2009, 2010) conducted a similar research amongst Argentinean and Chilean banks, analyzing drivers and obstacles to banking SMEs. In developing banking sectors of Argentina and Chile, banks began targeting SMEs due to the significant competition in the corporate and retail sectors. This research showed that banks limited the range of products they offer to SMEs to cope with macroeconomic and contractual risk, which is observed in emerging economies. De la Torre et al. also learnt that banks discovered a key, untapped segment and were making substantial investments to develop the relation with SMEs and compete for them. Additionally, the research showed that banks were developing the internal structures and mechanisms to work with SMEs, adapting their business and risk models to reduce the costs and risks of Volume 5 Number 1 Spring 2015 111 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic the segment. As a part of this process, banks still need to obtain better measures of their exposure to the segment, in terms of income, costs or risk. Several studies on SME banking development, focusing on transition economies in Europe, showed that, in case of Poland, there are noticeable patterns of change in how the banks regard the SME sector through changes in policies and strategies of commercial banks for increased interaction with medium-sized firms. This clearly indicates that there are specific responses in the commercial banking sector to the specific circumstances of transition (Feakins, 2004). On the other hand, in case of Croatia, commercial banks lack consistency in the loan approval criteria; hence, the low loan approval rate was likely a consequence of credit rationing due to lack of loan assessment skills amongst loan officers and might be a sign of high risk aversion or lack of relevant business and market research data needed for evaluation of the SME business projects (Cziráky et al., 2005). The SME Banking in Bosnia and Herzegovina: Current Position and Development Perspectives The Methodology and Research Data In order to assess the current position and development perspectives on BH banking sector involvement with SMEs, a questionnaire consisting of 16 questions was created. The questionnaire was designed to address three broad areas. The first area refers to measuring the extent of banks’ involvement with SMEs; the second area refers to analyzing the determinants and driving forces of the degree of banks’ financing to SMEs, such as demand factors, competition, corporate strategy, and macroeconomic, regulatory, and institutional factors; and the last one refers to investigating obstacles to banks’ future involvement with the SMEs sector, focusing on understanding the government role in enhancing overall economic environment to strengthen the relation between the banking and SME sectors. The questionnaire was sent to 23 banks in BH. The data presented in this paper were calculated based on the sample of 10 banks (i.e. 37 per cent of all BH banks), which returned the filled questionnaire. Each of them has SMEs amongst their clients. To classify SMEs, all surveyed banks use average annual sales. However, a variety of ranges is noticeable, indicating that there is not a unified criterion to define the segment as a whole. For 40 per cent of the banks, a company is considered to be a 112 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina small enterprise (SE) when its average annual sales are below BAM 2 million. Average annual sales of BAM 3 million or less classify a company as an SE in 20 per cent of the banks. For 10 per cent of the banks this limit is BAM 5 million, while the same percentage of banks consider a company with average annual sales of under BAM 300,000 as an SE. One fifth of the banks do not classify SE and medium enterprise (ME) as different segments at all, defining them as a unique SME segment of clients, with the average annual sales limits of BAM 3 million and BAM 5 million. The lower limit of average annual sales for ME ranges from BAM 300,000 to BAM 5 million, while the upper limit ranges from BAM 3 million to BAM 100 million. Besides average annual sales, 30 per cent of the banks have other criteria to define the SME segment, such as branch, market position, and total credit exposure under BAM 500,000. The Current Position of the BH Banks Involvement with the SME Sector All the surveyed banks have SMEs amongst their clients, as well as entrepreneurs who are defined as enterprises or crafts, which do not operate for more than 3.5 years. The banks have different levels of exposure to the SME segment in terms of loans (Table 1). The ratio of SME loans to total loans varies from 5 per cent to 70 per cent, with the average of 23.3 per cent, while the ratio of SME loans to total corporate loans is higher: from 7 per cent to 85 per cent, with the average of 38 per cent. Table 1: Banks’ Exposure to the SME Segment in Terms of Loans Ratio of SME loans to total loans Ratio of SME loans to total corporate loans 5,0 % 7,0 % 9,0 % 20,0 % 12,0 % 20,0 % 17,0 % 31,0 % 18,0 % 40,0 % 25,5 % 50,0 % 30,0 % 50,7 % 70,0 % 85,0 % Source: Authors research When it comes to banks’ exposure to entrepreneurs, 40 per cent of the banks did not have the data on such exposure. For the rest of them, the ratio of entrepreneurs loans to total loans varies from 0.5 to 15 per cent, with the average of 5.7 per cent, while the ratio of entrepreneurs loans to total corporate loans ranges from 0.9 to 13.58 per cent with the average of 8.1 per cent. Volume 5 Number 1 Spring 2015 113 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic Banks’ involvement with the SME sector is also analyzed through deposits (Table 2). The range of SME deposits to total deposits ratio is 2 to 55 per cent, and its average is 16.1 per cent. Besides that, SME deposits to total corporate deposits ratio varies from 4 to 50 per cent, with the average of 24.2 per cent. Table 2: Banks’ Involvement with the SME Segment in Terms of Deposits Ratio of SME deposits to total deposits Ratio of SME deposits to total corporate deposits 2,00 % 4,00 % 5,50 % 12,47 % 6,09 % 14,00 % 10,00 % 20,00 % 18,00 % 45,00 % 55,00 % 50,00 % Source: Authors research Most of the SME clients come from the trade and services branches (Figure 1). Production is in the second place, with 90 per cent of the banks having SME clients from this branch. Also, 40 per cent of the banks pointed out that they have SME clients from other branches such as associations, information technologies, construction, agriculture, transport, real estate, mining, energy, and recycling. Figure 1: Branches of Banks’ SME Clients 100% 80% 60% 40% 20% 0% Trade Services Production Other Source: Authors research In respect to maturity of loans offered to SME clients by the surveyed banks, most of the banks (60 per cent) categorize loans as short term, medium term, and long term, while the remaining 40 per cent of the banks do not make differences between medium term and long term, classifying all loans with over one year maturity as long term loans. The types of loans are presented in Table 3. 114 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Table 3: Types of Loans to SME Clients Loan maturity Loan type Short term overdraft, amortizing loan, revolving loan, bullet loan, credit Medium term working capital loan, permanent working capital loan Long term investment loan, working capital loan, permanent working capital loan, fixed asset loan, consolidation loan, lombard loan, amortizing loan Source: Authors research Most of the surveyed banks (80 per cent) could not give a precise answer to the question about the average amount of loan given to SMEs, but they gave the information on ranges of SME loan amounts. The minimum amount of loan given to SMEs is BAM 1,000, while maximum is BAM 5 million. It is obvious that there is not a unified approach to SME lending and that banks have individual approaches to each SME, depending on client’s needs, branch, creditworthiness, collateral, etc. Regarding the products which banks use to engage with SMEs, besides primary deposit-credit activities, bank guarantees and payment system are mostly used by all the banks (Figure 2). Letter of credit is the next most used service (60 per cent of banks), followed by e-banking (50 per cent), and business cards (40 per cent of the banks). Custody and consulting services are offered to SMEs by 30 per cent of the surveyed banks, while the least used services for SMEs are foreign exchange services, POS terminals, and factoring. Volume 5 Number 1 Spring 2015 115 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic Figure 2: Other Banking Products/Services for SME Clients Bank guarantee Payment system Letter of credit E-banking Business cards Custody services Consulting Foreign exchange services POS terminal Factoring 0% 20% 40% 60% 80% 100% Source: Authors research Banks usually require some collateral to grant loans to SMEs. The most commonly used collateral is mortgage. The second mostly used collateral is equipment and vehicle pledge, which is reported by 70 per cent of the banks. Furthermore, a high percentage of banks (60 per cent) use bills of exchange and deposits for collateral purpose. Also, important collateral is a co-borrower or a guarantee, while other collaterals such as insurance policies, securities, cession, protective clauses, payment orders, currency clauses, and precious metals are the least mentioned types of banks’ protection from SMEs default. Banks were asked to indicate the driving forces for SME lending and to explain how significant these factors are in defining their level of involvement with the segment. The options available to qualify the importance of these factors vary from not significant to extremely significant. Figure 3 shows the percentage of the surveyed banks that consider these factors to be significant or extremely significant drivers. The percentage of the banks that consider these factors not significant is not presented. 116 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Figure 3: Drivers of Banks’ Involvement with SMEs Other Possibility to seek out SMEs through existing relations with large clients Excessive exposure to retail customers Excessive exposure to large companies Intense competition for domestic (BiH) companies Intense competition for large companies Perceived profitability 0% Important 50% 100% Very important Source: Authors research A high level of perceived profitability of the SMEs segment is banks’ main motivation for lending to SME clients, because banks expect high profits that will compensate for the higher risks of the segment. The possibility to seek out SMEs through existing relations with large clients was mentioned as a significant driver of banks’ involvement with the segment. Many large companies’ buyers and suppliers are SMEs, which are already assessed by large companies and characterized as suitable for business cooperation. Also, being in business relations with large companies makes SMEs business safer and more stable. Another important motive is intense competition for domestic (BH) companies and for large companies, since high competition in these segments decreases bank profitability. According to banks’ answers, participation in segments of large companies and retail customers has grown, causing excessive exposure to these Volume 5 Number 1 Spring 2015 117 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic segments and therefore being a motive for turning to SME clients. Other driving forces, mentioned by 20 per cent of banks, are banks’ strategic orientation to corporate sector, and therefore SMEs, as well as risk dispersion. All the banks surveyed stressed out the intention to increase their involvement with the SME sector in the future. Besides that, the banks which are subsidiaries of foreign banks and bank groups declared that their “parent” banks encourage SME financing. Obstacles to Banks’ Future Involvement with the SME Sector After discussing the extent of BH banks’ involvement with SMEs, as well as motives for such involvement, it is important to determine what obstacles banks face through financing SMEs. For this purpose, the banks were asked to indicate the obstacles to SME lending and to explain how significant these obstacles are in their level of involvement with the segment. The options available to qualify the importance of obstacles vary from not significant to extremely significant. Figure 4 shows the percentage of the banks that consider these factors to be significant or extremely significant obstacles. The percentage of the banks that consider these factors not significant is not presented. Figure 4: Obstacles to Banks’ Involvement with the SMEs 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Important Very important Source: Authors research 118 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Competition amongst the banks in the SME segment is considered as the most important obstacle for SME financing. Therefore, the banks in BH have to compete for SMEs with all their resources in order to stay in the market and/or to increase market share. The second largest obstacle is regulation, with 20 per cent of the banks finding it very important and 60 per cent of banks finding it important. Further explanations by banks indicate that these regulations include not only banking regulation, but also taxes, high documentation requirements, lack of legal uniformity, and weak overall legal environment. SME-specific factors, i.e. factors intrinsic to their nature, are evaluated as very important obstacle by 10 per cent of the banks and important by 70 per cent of the banks. It is obvious that the banks find SMEs harder to deal with in comparison to other clients, which could be connected to high risks and lack of information which characterize SMEs. The fourth important obstacle concerns macroeconomic factors. The banks in BH feel the consequences of overall macroeconomic instability and imbalance, which affects them on the side of financing sources and on the side of lending as well. The obstacles given the lowest importance are lending technology to SMEs, lack of adequate demand, and bank-specific factors, which are considered unimportant by most of the banks. When asked about possible areas in which government action could help enhance banks’ incentives to increase SME lending, the banks provided similar answers. These responses could be summarized as follows: • tax policy, • interest rate subventions, • dispute settlement, • administrative procedures, • legal uniformity, • liquidity, and • SME environment. Tax reforms in the form of tax reliefs and lower tax burden for SMEs could have a positive effect on SMEs business and thus enhance demand for banks’ services. Interest rate subventions would lead to a decrease in financing costs for SMEs, keeping banks’ profit at the same level at the same time. Of course, government should finance only the interest rates for loans directed to production, development, and new job creation. Slow dispute settlement process burdens regular business activities for banks and also for SMEs, which is why banks suggest improvement of Volume 5 Number 1 Spring 2015 119 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic judiciary. Complicated administrative procedures should be simplified through reducing the quantity of documentation as well as the time for its gathering. Because of a complex inner structure of BH, from municipalities, through cantons, entities to state level, there is a problem of different regulations. That is why banks suggest the unifying of regulations at the state level and deeper communication between institutions, which would facilitate banks and SMEs’ business activities. A significant problem in BH is illiquidity of companies, which affects their creditworthiness. That is why government should make some steps towards solving this problem, for example with strong regulation on collection of receivables. General liquidity of BH economy could be improved by decreasing the reserve requirement for commercial banks. At the end, fostering SME environment implies developing strong overall business environment, increasing support and investment in SME sector, stimulating production, encouraging start-ups, and protecting domestic production. Some banks also suggested measures which could be applied on a micro level, such as improving and simplifying the necessary documentation for opening bank accounts and loans, accepting weaker collaterals, focusing more on production companies, analytically considering client’s needs, and offering appropriate types of loans. There is a need for partner relationship between bank and SMEs, with bank helping its client to use the best products/services to meet the needs, and client being fair and stable. Conclusions and Recommendations Using evidence from BH, this paper investigates a degree of SME banking development with the emphasis on drivers and obstacles to banks involvement with SMEs clients. One of the main findings of this research is that the SMEs sector is becoming a strategic sector for banks. This trend is observed in both, developed and developing countries around the world, as reported in the reviewed literature. According to the data provided by the banks in BH, the ratio of SME loans to total corporate loans (which can be considered as the most important indicator of banks’ involvement with SMEs) ranges from 7 to 85 per cent, with the average of 38 per cent. Besides granting loans, banks offer a wide spectrum of different financial services to SMEs clients that will compensate the higher risks of the segment. 120 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina All the banks surveyed stressed out the intention to increase their involvement in the SME sector in the future. Also, the banks which are subsidiaries of foreign banks and bank groups declared that their “parent” banks encourage SME financing. Regarding obstacles to further development of banks’ involvements with SMEs, the surveyed banks identified intense competition amongst banks for SME clients. Besides that, regulation of the banking sector as well as tax regulation of SMEs is seen as a highly important limiting factor for increasing banks’ lending activities to SME clients. Furthermore, the surveyed banks identified several areas of government actions which can be undertaken to strengthen the relationship between the financial sector and SMEs. The first action is related to comprehensive tax reforms aiming at lowering tax burden for SMEs in order to boost SME development, which will increase the need for banks to foster that development. The second action is related to the creation of stable funds for interest rate subventions to SMEs, while the third action is related to improvement of judiciary in terms of simplifying administrative procedures and reducing the number of necessary documentation for starting and maintaining a business. Fostering SME environment implies developing strong overall business environment, increasing support and investment in the SME sector, stimulating production, encouraging start-ups, and protecting domestic production. At the end, banks suggested measures which could be applied on a micro level (e.g. improving and simplifying the necessary documentation for opening bank accounts and loans, accepting weaker collaterals, focusing more on production companies, etc.). There is a need for partnership between bank and SMEs, with bank helping its client to use the best products/services to meet the needs, and client being fair and stable. As the survey shows, regardless of the fact that SMEs are a risky client segment, banks are willing to increase their involvement with SME clients. This finding is important in terms of further development and strengthening of the SME sector which is a key developing force of BH and other developing economies. Based on the survey data regarding obstacles faced by the banks involved with SME sector, several concrete actions to foster relations with SME clients on the banks side can be undertaken. Volume 5 Number 1 Spring 2015 121 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic First of all, in order to stay competitive in their demand of different financial products/services to SME clients, banks need to better understand the requirements of SME clients. This can be undertaken by surveying both existing and potential clients. More personal approach needs to be introduced when doing business with this client segments, meaning that banks products should be more customized to the need of each particular client. SME clients need to see banks as partners who are ready to offer not just financial source for financing their needs, but also financial advice. Secondly, in order to address issues of inadequate regulation posed to SME clients, banks need to engage in lobbying the government bodies to change regulations governing SME sector. In that respect, the Banking Agency of the Federation of BH and of Republic of Srpska as the state supervisory bodies for banks, together with banks should start initiatives to change laws on taxation of SMEs. The following systematic measures in taxation of SMEs that should be considered and are proven in the EU taxation practices (EC, 2008), to strengthen SMEs capital (and, therefore, to decrease the riskiness of SME clients for banks): • Deferral of corporate income tax. In other words, corporate income tax should be paid when profit is not retained in the companies, on the portion of profit paid to the owners. • Allowance for corporate equity (ACE). This incentive is the only tax measure that takes the investment in own equity into consideration. Corporate tax systems discriminate in favour of debt financing since they allow the deduction of interest, but do not take into account the cost of capital in the form of equity financing. This discrimination, commonly known as the “interest tax shield”, encourages debt financing since it lowers the relative cost of debt. The ACE increases the attraction of investment and neutralises tax competition as far as own equity is concerned. It attracts investments because the investment in own equity is compensated regardless of risk. • Reduction of tax rate for SMEs for the portion of retained earnings. 122 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina From banks’ perspective, SMEs have access to external financial resources in the form of bank loans of different maturities. The next research question resulted from this research is related to the level of bank financial resources available for SMEs. In that respect, further research will be focused on investigating possible obstacles for SMEs to use banks’ financial sources and other financial services as well as identifying necessary steps and activities to bring together SME clients and banks to an efficient and profitable cooperation between these two sectors. References Abdulsaleh, A. M. & Worthington, A. C. (2013). Small and medium-sized enterprises financing: A review of literature. International Journal of Business and Management, 8(14), 36-54. Retrieved from: http://dx.doi.org/10.5539/ijbm.v8n14p36 Beck, T. & Demirgüç-Kunt, A. (2006). Small and medium-size enterprises: access to finance as a growth constraint. Journal of Banking and Finance, 30, 2931-2943. Beck, T., Demirgüç-Kunt, A., Laeven, L. & Maksimovic, V. (2006).The determinants of financing obstacles. Journal of International Money and Finance, 25, 932-952. Beck, T., Demirgüç-Kunt, A. & Martínez Pería, M. S. (2008). Banking SME around the world: Lending practices, business models, drivers and obstacles, World Bank Policy Research Working Paper 4785. Berger, A. N., Kashyap, A. K. & Scalise, J. M. (1995). The transformation of the U.S. banking industry: What a long, strange trip it’s been. Brookings Papers on Economic Activity, 2, 55-218. Berger, A. N. & Udell, G. F. (2002). Small business credit availability and relationship lending: The importance of bank organizational structure. Economic Journal, 112, 32-53. Cziráky, D., Tišma, S. & Pisarović, A. (2005). Determinants of the low SME loan approval rate in Croatia. Small Business Economics, 25, 347-372. Retrieved from: http://dx.doi.org/10.1007/s11187-004-6481-0 Volume 5 Number 1 Spring 2015 123 �Emira Kozarevic, Meldina Kokorovic Jukan, Amra Softic De la Torre, A., Martínez Pería, M. S. & Schmukler, S. L. (2009). Drivers and obstacles to banking SMEs: The role of competition and the institutional framework. CESifo working paper, No. 2651. Retrieved from: http://hdl.handle.net/10419/30413 De la Torre, A., Martínez Pería, M. S. & Schmukler, S. L. (2010). Bank involvement with SMEs: Beyond relationship lending. Journal of Banking and Finance, 34, 2280-2293. Retrieved from: http://dx.doi.org/10.1596/1813-94504649 EC (2008). Effects of Tax Systems on the Retention of Earnings and the Increase of own Equity, Summary Report of the Expert Group Retrieved from: http://ec.europa.eu/enterprise/newsroom/cf/itemdetail.cfm?item_id=3403 EC (2013). 2013 SMEs Access to Finance survey – analytical report, European Commission. Retrieved from: http://ec.europa.eu/enterprise/policies/finance/files/2013-safe-analyticalreport_en.pdf Feakins, M. (2004). Commercial bank lending to SMEs in Poland, Small Business Economics, 23, 51-70. Retrieved from: http://dx.doi.org/10.1023/B:SBEJ.0000026025. 04815.bc IADB (2004). Unlocking Credit: The Quest for Deep and Stable Lending. The Johns Hopkins University Press. International Finance Corporation (2010). The SME Banking Knowledge Guide, Retrieved from: Washington DC. http://www.ifc.org/wps/wcm/connect/b4f9be0049 585ff9a192b519583b6d16/SMEE.pdf?MOD=AJPERES Schiffer, M. & Weder, B. (2001). Firm size and the business environment: Worldwide survey results. International Finance Corporation Discussion Paper 43. Strahan, P. E. & Weston, J. (1998). Small business lending and the changing structure of the banking system. Journal of Banking and Finance, 22, 821-845. 124 Journal of Economic and Social Studies �An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Vitols S. (1998). Are German banks different? Small Business Economics, 10, 79-91. Retrieved from: http://dx.doi.org/10.1023/a:1007947230547 Vera, D. & Onji, K. (2010). Changes in the banking system and small business lending, Small Business Economics, 34, 293-308. Retrieved from: http://dx.doi.org/10.1007/s11187-008-9119-9 US Small Business Administration (2013). Small Business Lending in the United States in 2012, Washington, DC. Retrieved from: http://www.sba.gov/sites/default/files/files/sbl _12study.pdf Volume 5 Number 1 Spring 2015 125 � 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. 2836 Title A name given to the resource An Overview of Small and Medium-Sized Banking Development in Bosnia and Herzegovina Author Author KOZAREVIĆ, Emira KOKOROVIĆ JUKAN, Meldina SOFTIĆ, Amra Abstract A summary of the resource. Abstract: The purpose of this paper is to investigate the level of SME banking development in Bosnia and Herzegovina (BH). By using a structured questionnaire, the authors discuss perceptions of the banking sector representatives in BH regarding SME banking and their future plans for the management of credit risk associated with financing the SME sector. One of the main findings of this research is that the SME sector is becoming a strategic sector for BH banks and banks are willing to increase their involvement with SME clients. Authors also present results on current level of banks’ exposure to SMEs, types of financial services offered to SME’s clients by BH banks, drivers of banks’ involvement with SMEs, obstacles to further development of banks’ involvement with SMEs. Based on the banks’ responses and results of research conducted, suggestions to policy makers are given, such as tax reforms, interest rate subventions to SMEs, improvement of judiciary, simplifying administrative procedures. Also, some recommendations are given to banks, such as the need for better understanding the requirements of SME clients providing them more personal approach and creating a partnership, as well as lobbying the government bodies to change regulations governing SME sector. Keywords: Financial system; Small and medium-sized enterprises (SMEs); SME banking; Comparative experiences; Bosnia and Herzegovina (BH) Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2015 Keywords Keywords. Article PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/33bc0502e8a0b6092140ee0cba49a584.doc ebb635371e830516b504e2ac0595d811 https://omeka.ibu.edu.ba/files/original/633983aba821d99bcf09cf61fe9cf7b6.pdf 50b9f6a2bb44f7d892a8da4e49546617 PDF Text Text 1st International Annual Student Symposium presents a distinct cultural accumulation of a society and each culture presents a distinct cultural accumulation. It is a hot debate which one is the outcome of the other and depends on the point of view of the discussion. Anthropologists, linguists and sociolinguists have studied on that for many years according to interested field and gathered valuable data. In our study, we aim to provide an understanding towards “English language” which displays totally different characteristics because of its use worldwide. Our starting point is the famous circle of world Englishes by Kachru. By basing our argument, cross comparison of differences and similarities of world Englishes will be examined. Through that examination, we will discuss which English and who’s English to be taught. An overview of the importance of students’ classroom collaboration and its shortcomings in practice Selma Salihagić International Burch University / Sarajevo, Bosnia and Herzegovina Keywords: active participation, shortcomings, paradigm, group work ABSTRACT Contemporary society requires from learners active participation and engagement in their educational process. In last three decades methods that include students’ cooperation and collaboration within group learning have been used increasingly in all levels of teaching and in all subjects. However, in practice, this type of learning is still encountering dependence, passivity, and even anxiety on the part of students. Thus, this paper attempts to provide an insight to the most common shortcomings of group works from students’ perspective, and offers solutions for their overcoming and effective usage. Besides using the expert literature, as a paradigm in this paper, we used materials from the case study conducted in Bangor Business School in United 34 | �BOOK OF ABSTRACTS Kingdom by Analoui, B., Doloriert, C. and Sambrook S., (2011) presented in the article Engaging students in group work to maximize knowledge sharing, in order to provide a students’ point of view from a relevant source. Loanwords in Nura Bazdulj- Hubijar's Novel Once in July and Their Adaptation in Bosnian Language Mersina Šehić University of Banja Luka / Banja Luka, Bosnia and Herzegovina ABSTRACT Considering the nature and function of a language, we can firmly claim that loanwords are its non-omissive part. In a certain way, loanwords are reflections of historical and cultural past of one nation. In that respect, it can be said that Bosnian language reflects cultural, historical and religious diversity and richness of Bosnia and Herzegovina, as well as its specific location between East and West. In the focus of this paper are loanwords excerpted from Nura Bazdulj- Hubijar's novel Once in July, which were verified afterwards in monolingual dictionaries of Bosnian language, as well as in the dictionary of loanwords. The compiled corpus includes German, English, Turkish, Arabic, French, Spanish, Italian, Hungarian, Russian, Persian, Greek and Latin loanwords. The main part of the paper deals with the adaptations of loanwords in the language- recipient, which preserves its characteristics despite new lexis reception. These adaptations are found at phonetic, morphological, and syntactic levels. Due to the importance of stylistic markers in giving full meanings to lexemes, as well as information on their proper use, special attention during corpus analysis has been given to stylistic markers in used dictionaries. Also, we listed the different thematic aspects to which the loanwords refer in everyday life, their reference being mostly to domestic life, | 35 � 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. 1408 Title A name given to the resource An overview of the importance of students’ classroom collaboration and its shortcomings in practice Author Author SALIHAGIC, Selma Abstract A summary of the resource. Contemporary society requires from learners active participation and engagement in their educational process. In last three decades methods that include students’ cooperation and collaboration within group learning have been used increasingly in all levels of teaching and in all subjects. However, in practice, this type of learning is still encountering dependence, passivity, and even anxiety on the part of students. Thus, this paper attempts to provide an insight to the most common shortcomings of group works from students’ perspective, and offers solutions for their overcoming and effective usage. Besides using the expert literature, as a paradigm in this paper, we used materials from the case study conducted in Bangor Business School in United Kingdom by Analoui, B., Doloriert, C. and Sambrook S., (2011) presented in the article Engaging students in group work to maximize knowledge sharing, in order to provide a students’ point of view from a relevant source. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English,PR English literature 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. 891 Title A name given to the resource ANA DİLİ TÜRKÇE ÖĞRETİMİNDE DÖRT TEMEL BECERİNİN GELİŞİMİ ÜZERİNE BİR ARAŞTIRMA Author Author Arslan, Mustafa ASFİYA, İrşadiye Şeyda ALİBAL, Ahmet Abstract A summary of the resource. Bu araştırmanın amacı ilk ve ortaöğretim Türkçe derslerinde öğrencilerin konuşma, anlama, okuma ve yazma becerilerinin gelişimine verilen önemi belirlemektir. Bu amaçla ana dili türkçe öğretiminde dört temel becerinin gelişimi anketi hazırlanarak 170 üniversite öğrencisine uygulanmıştır. Veriler descriptive statistics (betimleyici istatistik) programında değerlendirilerek analiz edilmiştir. Çalışmada ilk ve orta öğretim Türkçe derslerinde dört temel becerinin geliştirilmesine gereken önemin verilmediği bunun yerine dilbilgisi (gramer) konularının ağırlıklı işlendiği sonucuna varılmıştır. 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 https://omeka.ibu.edu.ba/files/original/576333ad213c16e9d4af4f17337b65bb.docx e065c5d17d93186efc54a1a6126a0c78 https://omeka.ibu.edu.ba/files/original/7f26a95b9b9699af9205d2db2695cece.pdf 208c8e5f00e65af8edbe2a5ae92039dd PDF Text Text ANADOLU AŞIKLARININ TÜRK KÜLTÜRÜNDEKI YERİ Marife HACIYEVA Azerbaycan Devlet İktisat Fakültesi, Dil ve Edebiyat, Bakü / Azerbaycan Anahtar Kelimeler: ozan, Anadolu aşıkları, türk kültürü, tarih, milli-menevi deyerler. ÖZET Ozan aşık medeniyetinin temeli islam dininin kabulünden önce aşılanmıştır. İslamiyetten önce de, sonra da türk milletinin sesi olan ozan aşıklarının yarattığı kültür XIII-XV ve hatta XVI asıra kadar “ozan” ismiyle devam etmiş, sonrakı merhalede “ozan” mefhumu “aşık” mefhumu ile evez olunmağa başlamıştır. Ozana mahsu s tüm yaratıcılık ananelerini üzerine götürüp onu yeni mezmunda devam ettiren aşıklar orta asırların bir çoh teriqet görüşlerinden, bütövlükde ise ezemetli islam deyerlerinden behrelenmekle qüdretli medeniyyet yaratmış ve ümumtürk kültüründe önemli bir yer e sahib olmuşlar. Sazlı-sözlü dastan geleneklerine dayanan türk ozan-aşıklarının Anadolu tekkelerinde söyledikleri milli veznli sade ve samimi ilahileri halk tarafından rağbet ve hörmetle qarşılanmış, onlar halkın gözünde Hakk aşığı gibi kıymetlendirilmişl er. Odur ki, ozanın aşığa, başka bir tabirle hakk aşığına çevrilme beşiyi Anadolu olmuşdur. XI asırdan kütlevi şekilde Anadoluya gelmeye başlayan oğuz türkleri arasında eli sazlı ozanlara ordugahlarda, saraylarda beyler, sultanlar yanında çok büyük ihtiram gösterilmiş, onlar başa çekilmişler. Ozanlar zaferleri ve halkın ortak duygularını dile getiren milli hece vezni ile yazdıkları şiirlerini ellerinde sazları elbeel, yurdbeyurt gezerek çalıb-okuyan, türk dünyasının ata şairi, osmanlılar arasında iki telli adı ile adlanan kopuz ise ata yadigarı olan en kadim türk sazıdır. XV -XVI asra kadar milli türk şiirinin temelçileri olan ozanlar ellerindeki sazları ve hiç bir zaman kayb etmedikleri milli kimlikleri ile ümumtürk medeniyyetini, milli türk şiirini yüzyılla r boyu yaşadarak günümüze getiren halk aşıklarıdır. Onların yaradıcılığında halk hayatının tüm cihetleri, halkın tarihi ve medeniyyeti, milli-manevi değerleri tüm alametleri ile aks olunmuşdur. Bu sanat mahiyetce türk dünyasının şeriksiz ortak değeridir. Sunulan makalede yüzyıllar boyunca Anadolu topraklarında yetişen, müdrik el aksakalı, idrak sahibi olan türk aşıklarının türk kültürü, türk tarihi, türk etnoğrafyasındakı yeri, Anadolu aşıklarının ümumaşık poeziyasına verdiği yeni mevzu ve mazmun incelenmiştir. Bu açıdan XIII asırda Anadoluda türkün sanat beşiyinin başında duran Yunus Emreden başlayarak, Pir Sultan, Karacaoğlan, Aşık Gevher Dadaloğlu, Aşık Şenlik, Aşık Veysel, Murad Çobanoğlu, Ozan Arife kadar asırların yetişdirdiği bir çok türk aşıklarının yaradıcılığında görülen türk kültüroloji milli-manevi değerler incelenmiştir. � 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. 2255 Title A name given to the resource ANADOLU AŞIKLARININ TÜRK KÜLTÜRÜNDEKI YERİ Author Author HACIYEVA, Marife Abstract A summary of the resource. Anahtar Kelimeler: ozan, Anadolu aşıkları, türk kültürü, tarih, milli-menevi deyerler. ÖZET Ozan aşık medeniyetinin temeli islam dininin kabulünden önce aşılanmıştır. İslamiyetten önce de, sonra da türk milletinin sesi olan ozan aşıklarının yarattığı kültür XIII-XV ve hatta XVI asıra kadar “ozan” ismiyle devam etmiş, sonrakı merhalede “ozan” mefhumu “aşık” mefhumu ile evez olunmağa başlamıştır. Ozana mahsus tüm yaratıcılık ananelerini üzerine götürüp onu yeni mezmunda devam ettiren aşıklar orta asırların bir çoh teriqet görüşlerinden, bütövlükde ise ezemetli islam deyerlerinden behrelenmekle qüdretli medeniyyet yaratmış ve ümumtürk kültüründe önemli bir yere sahib olmuşlar. Sazlı-sözlü dastan geleneklerine dayanan türk ozan-aşıklarının Anadolu tekkelerinde söyledikleri milli veznli sade ve samimi ilahileri halk tarafından rağbet ve hörmetle qarşılanmış, onlar halkın gözünde Hakk aşığı gibi kıymetlendirilmişler. Odur ki, ozanın aşığa, başka bir tabirle hakk aşığına çevrilme beşiyi Anadolu olmuşdur. XI asırdan kütlevi şekilde Anadoluya gelmeye başlayan oğuz türkleri arasında eli sazlı ozanlara ordugahlarda, saraylarda beyler, sultanlar yanında çok büyük ihtiram gösterilmiş, onlar başa çekilmişler. Ozanlar zaferleri ve halkın ortak duygularını dile getiren milli hece vezni ile yazdıkları şiirlerini ellerinde sazları elbeel, yurdbeyurt gezerek çalıb-okuyan, türk dünyasının ata şairi, osmanlılar arasında iki telli adı ile adlanan kopuz ise ata yadigarı olan en kadim türk sazıdır. XV-XVI asra kadar milli türk şiirinin temelçileri olan ozanlar ellerindeki sazları ve hiç bir zaman kayb etmedikleri milli kimlikleri ile ümumtürk medeniyyetini, milli türk şiirini yüzyıllar boyu yaşadarak günümüze getiren halk aşıklarıdır. Onların yaradıcılığında halk hayatının tüm cihetleri, halkın tarihi ve medeniyyeti, milli-manevi değerleri tüm alametleri ile aks olunmuşdur. Bu sanat mahiyetce türk dünyasının şeriksiz ortak değeridir. Sunulan makalede yüzyıllar boyunca Anadolu topraklarında yetişen, müdrik el aksakalı, idrak sahibi olan türk aşıklarının türk kültürü, türk tarihi, türk etnoğrafyasındakı yeri, Anadolu aşıklarının ümumaşık poeziyasına verdiği yeni mevzu ve mazmun incelenmiştir. Bu açıdan XIII asırda Anadoluda türkün sanat beşiyinin başında duran Yunus Emreden başlayarak, Pir Sultan, Karacaoğlan, Aşık Gevher Dadaloğlu, Aşık Şenlik, Aşık Veysel, Murad Çobanoğlu, Ozan Arife kadar asırların yetişdirdiği bir çok türk aşıklarının yaradıcılığında görülen türk kültüroloji milli-manevi değerler incelenmiştir. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/dababca7395a26aac3c8c7ea378eef07.docx 384aeda8d549fe97dce01eed9aed030a https://omeka.ibu.edu.ba/files/original/cd8d7fb752451a6d5e4d8963738bd19b.pdf 5646b21e053512625ab3737e2299de40 PDF Text Text ANADOLU TIBBİ FOLKLORÜNDE TELKİNLE TEDAVİ VE BU ÇERÇEVEDE ŞEKİLLENEN EDEBİ VERİMLER Elif Tuba TATAROĞLU İstanbul Üniversitesi, Türk Dili ve Edebiyatı Bölümü, İstanbul / Türkiye Anahtar Kelimeler: Tedavi, telkin, tıbbi folklor, gelenek, alternatif tıp. ÖZET Geleneksel tıbbi uygulamalar, yüzyıllarca insanlığa hizmet etmiştir. Modern tıpla birlikte gelişen tedavi imkânlarının çokluğu, geleneksel tedavileri yok edememiştir. Bu uygulamalar Anadolu coğrafyasında varlığını hala devam ettirmektedir. İyi ve kötü telkinin hastalık üzerine tesiri modern tıbbın da kabul ettiği bir gerçektir. Folklorumuzda telkinle tedavi, kuralları kısmen çizilmiş bir gelenek aktarımı sayesinde belirli kişiler tarafından yapılmaktadır. İlk dönem Türkçe el yazması tıp kitaplarında da bahsi geçen bu uygulamalar dikkat çekicidir. Bu bildiride, bağlam merkezli halkbilimi kuramlarından performans teori yardımıyla son bir yıl içinde Anadolu coğrafyasından Ordu, Bilecik, Samsun, Hatay, Elazığ illerinden derleme örnekleri ve yazılı kaynaklar ışığında telkinle tedavi uygulamaları hakkında bilgiler verilmiştir. Amaç, Türk kültürünün izlerini taşıyan halkbiliminin bu alanının tanınmasına katkı sağlamaktır. � https://omeka.ibu.edu.ba/files/original/7987b7c308012ce1ce0ea7f5c424efa0.docx f93279d22807a48a7409d909a98781e7 https://omeka.ibu.edu.ba/files/original/6f91aead958de7d4d7294a8b51944e64.pdf 3bcd0279f07c92ba5888d070e2f611af PDF Text Text ANADOLU TIBBİ FOLKLORUNDA TELKİNLE TEDAVİ VE BU ÇERÇEVEDE ŞEKİLLENEN EDEBİ VERİMLER Elif Tuba TATAROĞLU1 Özet Geleneksel tıbbi uygulamalar, yüzyıllarca insanlığa hizmet etmiĢtir. Modern tıpla birlikte geliĢen tedavi imkanlarının çokluğu, geleneksel tedavi uygulamalarını gölgede bıraksa da, bu uygulamalar Anadolu coğrafyasında varlığını hala devam ettirmektedir. Ġyi ve kötü telkinin hastalık üzerine tesiri modern tıbbın da kabul ettiği bir gerçektir. Folklorumuzda telkinle tedavi, kuralları kısmen çizilmiĢ bir gelenek aktarımı sayesinde belirli kiĢiler tarafından yapılmaktadır. Ġlk dönem Türkçe el yazması tıp kitaplarında da bahsi geçen bu uygulamalar dikkat çekicidir. Bu bildiride, yazılı kaynaklar ve bağlam merkezli halkbilimi kuramlarından performans teori yardımıyla son bir yıl içinde Anadolu coğrafyasından Adana, Samsun, Urfa, Sivas, Konya, Bilecik, Hatay, Ordu illerinden derleme örnekleri ıĢığında telkinle tedavi uygulamaları hakkında bilgiler verilecektir. Amaç, Türk kültürünün izlerini taĢıyan halkbiliminin bu alanının tanınmasına katkı sağlamak, tedavi uygulamalarının folklorik yönlerine ve sosyolojik boyutuna dikkat çekmektir. Anahtar Kelimeler: Tedavi, telkin, tıbbi folklor, gelenek, alternatif tıp. TREATMENT BY SUGGESTIONS IN THE ANATOLIAN MEDICAL FOLKLORE AND THE FORMATION OF LITERATURE WORK ABOUT THIS ISSUE Abstract Classical medical applications have been supporting humanity for centuries. Treatment possibilities which developed with modern medicine couldn‟t erase classical treatments. These applications still exist in the Anatolian geography. It is accepted by modern medicine that good or bad suggestions have an influence on illnesses. In our folk treatment by suggestions is still actively done thanks to transferring traditions with partly agreed rules. It is interesting to see medicine books, written in old Turkish, conserving the applications stated. 1 İstanbul Üniversitesi, Türk e.t.tataroglu@hotmail.com Dili Ve Edebiyatı Bölümü Türk Halk Edebiyatı Anabilim Dalı, �Ġn this handout/announcement information will be given through samples and written sources about treatment with suggestions within one year in the Anatolian cities Adana, Samsun, Urfa, Sivas, Konya, Bilecik, Hatay, Ordu with the help of performance theory which is a contextualized folk science theory. The aim is to make the folklore science, having its roots from the Turkish culture, more popular on this area. Key Words: Treatment, suggestions, medical folklore, tradition, alternative medicine. Giriş Geleneksel tıp, kendine has folklorik uygulamalarıyla dikkat çekici bir araĢtırma alanıdır. Her yönüyle ortaya koymak mümkün olmasa da, tarihi kaynaklar ve Anadolu coğrafyasında Adana, Samsun, Urfa, Sivas, Konya, Bilecik, Hatay, Ordu yörelerinden derlenmiĢ sözlü kültür malzemelerinden istifade ile Anadolu tıbbi folklorunun telkinle tedavi yönüne ıĢık tutmaya çalıĢacağız. Kimi örnekler performans teori kuramının ilkeleri çerçevesinde serbest mülakat tekniği ile son bir yıl içerisinde yapılmıĢ derlemelerden, kimisi ise diğer araĢtırmacıların yazılarından alınmıĢtır. Yazılı kaynaklar ve derlemeler bize gösteriyor ki folklorumuzda telkinle tedavi, bu gün modern tıbbın ilgi alanına da giren, psikosomatik boyutu bulunan çok yönlü bir konudur. Özellikle cilt hastalıklarında yaygın olarak kullanılan bu tedavi uygulamalarıyla ilgili Anadolu coğrafyasında burada yazılanlardan çok daha fazla memorata rastlamak mümkündür. Ancak tedavi yerlerinin gayriresmi olması, ilgili kiĢilere ulaĢmayı ve konuyla ilgili monografi çalıĢması yapmayı güçleĢtirmektedir. Anadolu‟da sağlık hizmetlerini yürüten kuruluĢların yanında belli ritüellere göre hastalığı tedavi eden halk hekimleri ve onlara müracat eden hastalar bulunmaktadır. Müracat eden kiĢilerin gerçek sayısını elde etmek mümkün görülmemektedir. Çünkü pek çok kiĢi farklı kaygılarla buralardan Ģifa aradığını gizlemektedir. Bu kaygılar; “halk usulü tedavinin kocakarı ilaçlarından ibaret görülmesi, halk hekimliğinin önemli bir ayağı olan telkin destekli tedaviye itikatın (gönülden inanmanın) zayıflaması, eğitim seviyesinin yüksek olmasıyla bu tarz uygulamalara baĢvurmanın ters orantılı sayılması” Ģeklinde sıralanabilir. Alanında uzman doktorların konuya yaklaĢımı birbirinden farklıdır. Kimisi bazı folklorik tedavilerin hastalıkları daha da kötüleĢtireceği uyarısında bulunurken, kimisi de zararsız görmektedir. Ġyi telkini ise hastayı manevi yönden kuvvetlendiren bir motive aracı olarak kabul etmektedirler. �AraĢtırmalarda kırık-çıkıkçılar, iğneciler, yerli ebeler, hacamatçılar, muska yazanlar, okuyanlar, bakıcılar, yara ilacı yapanlar, çocuk ilacı yapanlar, diĢ çekenler-diĢ yapanlar, ocak olanlar, dağlama yapanlar gibi oldukça çeĢitli halk hekimleri göze çarpmaktadır (Meriç, 2004:133). Tedavi uygulamaları ise birbirinden farklı ve çeĢitlidir. Bunlar maddi tedavi ve telkin destekli tedavi Ģeklinde incelenebilir. TEDAVĠ UYGULAMALARI Tedavi uygulamalarını iki ana baĢlık altında gruplandırarak incelemek, konuya bütüncül bakabilmeye yardımcı olacaktır. I.MADDĠ TEDAVĠ II.TELKĠNLE TEDAVĠ 2.1.Hastalığı Önlemek Ġçin Yapılan Telkin Destekli Tedavi 2.1.2.Muskalar 2.1.3.Üzerlikler 2.2.Hastalığı ĠyileĢtirmek Ġçin Yapılan Telkin Destekli Tedavi 2.2.1.Hastalığı Devretme Telkini 2.2.2.Hastalığı Cezalandırma Telkini 2.2.3.Hastalığı Kovma Telkini 2.2.4.Hastalığı Korkutma Telkini Bu sınıflandırma altında inceleyeceğimiz uygulamaları anlamlandırabilmek için tedavi amaçlı kullanılan malzeme ve materyallere; bunların seçiliĢ sebepleri ve kullanım Ģekillerine de kısaca değinmek gerekir. I.MADDĠ TEDAVĠ Halk hekimlerinin çeĢitli droglar kullanarak uyguladığı tedavilerdir. Drog, hastalık tedavisinde kullanılan bitkisel, hayvansal, madensel veya kimyasal ilaçlara verilen addır. Halk hekimliğinde bazıları telkin destekli olmak üzere pek çok drog kullanılmaktadır. Drogların �kullanılıĢ Ģekli hastalığın türüne, hastanın yaĢına ve cinsiyetine göre değiĢebilmektedir. Bu gün salahiyeti sorgulansa da ünü eksilmeyen kocakarı ilaçlarına, halkın deneye deneye tesirine itimat etmesinden yola çıkarak yarı bilimsel hüviyetli ilaçlar da denebilir. Nitekim halk bilgisinin tedavi edici kabul ettiği bazı droglarla, modern tıbbın önerdikleri birbiriyle örtüĢmektedir(Demirhan,1979:8510). Geleneksel tıp, uzun zaman tecrübelerinin ve kültürlerin yoğurduğu bir kaynak olması sebebiyle, ilaçlar hazırlanırken malzemenin neye göre seçildiğinin tatmin edici bir cevabı yoktur. Elde bulunan yazılı kaynaklardan ve derlemelerden hareketle sebepleri Ģöyle sıralayabiliriz: Atalardan Aktarılan Bilgiler Halk hekimliğiyle iĢtigal eden kaynak kiĢiler, kullandıkları malzemenin niteliği ile ya da drogun kimyasal hüviyeti ile ilgili bilgi sahibi olmadıklarını, büyüklerinden nasıl öğrendilerse öyle tedavi ettiklerini ifade etmektedirler. Kullanılan Malzemenin Hastalıkla Olan ġekil Benzerliği Kullanılan malzemenin hastalıkla olan Ģekil benzerliği, halk arasında drogların isimlendirilmesinde sık sık karĢımıza çıkar. Söz gelimi siğile iyi gelen mahmuza otuna halk arasında siğil otu, sıraca hastalığının tedavisinde kullanılan ota sıraca otu denilmektedir. Bunun yanında nar tanelerinin diĢe benzediği için diĢ tedavisinde kullanılması, cevizin beyinle olan benzerliğiyle hafızaya olan olumlu tesiri gibi örnekler de karĢımıza çıkmaktadır(Tez,2010:140). Çaresizlik Sebebiyle Elde Olan Malzemeyi Değerlendirme Özellikle kırsal kesimde, doktor ve hekimin ulaĢamayacağı yer ya da zamanlarda deneme yanılma yoluyla keĢfedilmiĢ droglar da olabilir. Drogların kullanılıĢ Ģekilleri, terkipler, tedavi sonuçları ise, ayrı ve derinlikli bir araĢtırma konusudur. II.TELKĠNLE TEDAVĠ �Bu baĢlık altındaki tedaviyi ikiye ayırabiliriz: tek baĢına telkin ve drog tedavisine destek olarak yapılan telkin. Halk hekimleri çoğu uygulamalarında drogla tedavinin yanı sıra telkinle tedavi olarak adlandırdığımız, hastalığı cezalandırma, devretme, korkutma, kovma yoluna da baĢvurmaktadır. Telkinle tedavi uygulamaları, Anadolu coğrafyasında halihazırda yaĢayan, sözlü kültür yoluyla nesilden nesile aktarılan bir halk bilgisidir. Telkin desteğinin hastanın Ģifa bulacağına inancını arttırmak için bir motivasyon kaynağı mı, yoksa tedavinin bir parçası mı olduğunu anlamak güçtür. Ancak son bir yıl içerisinde yaptığımız çeĢitli derlemelerde görüĢtüğümüz halk hekimleri, telkin desteği olmadan tedavi etmediklerini söylemektedirler. Sonucun somut, ispatlanabilir, ulaĢılabilir bir veri olmaması, aksi durumda neyin ortaya çıkacağı hakkında yorumda bulunmayı zorlaĢtırmaktadır. Bu sebepten, tedavi uygulamalarına telkin destekli tedavi demek uygundur. Telkin tedavisi ile ilgili en bilinen yerler ocaklardır. Belli bir hastalığın tedavisinde Ģifa verecek telkin bilgisine sahip kiĢiler, daha doğrusu aileler, çoğu yerde ocak olarak tanınır ve bilinirler. Bu ocaklar; sarılık ocağı, temre ocağı, siğil ocağı vb. gibi tedavisi yapılan hastalıkların adı ile anılmaktadır. Ocak olan ailenin tedavi ile meĢgul olan ferdine ise; ocaklı veya ocak adı verilmektedir. Ocak olan kimse tedavi etme kudretini herhangi bir eğitim ve öğretim yoluyla, diploma karĢılığı elde etmez(Üçer,1973:3). Bu bilgileri ocaklının uygulamalarına Ģahit olmuĢ-genellikle- onunla kan bağı bulunan kimse el alma yoluyla öğrenir ve uygulamaya baĢlar. Ocaklılarının tedaviye baĢlama hikayeleri ilginçtir. Kimi ocaklı, mensup olduğu sülalenin ocak olduğunu bilenlerin hatırlatması ya da ısrarıyla, kimisi hastalığına çare bulamayanlara yardım etmiĢ olayım düĢüncesiyle bu iĢe kalkıĢmıĢ, devamında halkın teveccühüyle yoluna devam etmiĢtir. Ekserisi ücret talebinde bulunmamaktadır. Kimisi kesinlikle bir Ģey istemediğini, bunu Allah rızası için yaptığını söylerken, kimisi de bazı yörelerde çerilik denilen, gelen kiĢinin içinden geldiği için verdiği armağanlara ses çıkarmamaktadır(Araz:1995, 159). Telkin destekli tedavide belli günler, sayılar ve tekrarlar önemsenir. Bu günler genellikle ÇarĢamba ve Cumartesi, sayılar ise; üç, yedi, dokuz gibi tek sayılardır. Bunun neye dayandığı üzerine kafa yormadan yoluna devam eden bir gelenek göze çarpmaktadır. Kabul edilmiĢ tekrar, sayı ve günler haricinde yapılan tedavilerin olumlu sonuç vermeyeceğine inanılır (EROL, Halime;13.8.2012‟de yaptığımız görüĢme.) �Zarar vermeyecek tedavi uygulamalarına iltifat daha fazladır. Sözgelimi, elde çıkan siğil, yüzde çıkan temre doktordan evvel ocağa gösterilir. Bu, ocaklı aileyi bilen kiĢi tarafından öylesine sıradan ve teklifsiz ifade edilir ki, inanmadığını ifade eden hasta bile sırf merakı yüzünden gidebilir. Sarp, ulaĢımı zor, doktor bulunmayan beldelerde bu tarz uygulamalar daha canlıdır. Böyle olmayan yörelerde de tedavi sonrası görülen iyileĢmeler halkın bu uygulamalara teveccühünü diri tutmaktadır. Halihazırda resmiyeti olmasa da rastgele bir duvara el yordamıyla yazılmıĢ “bel çekilir” “yanıkçı” “çıkıkçı” gibi ifadeler, telefon numaraları görülebilir. Bu iĢi yaptığını saklamayıp tabela bastıranlar da mevcuttur. Telkin destekli tedavi, psikolojinin de kabul ettiği bazı gerçekleri içinde barındırmaktadır. ĠspatlanmıĢ tıbbı sonuçlara göre, dua ve iyi telkin hastalıkların iyileĢmesinde olumlu yönde katkıda bulunmaktadır (Aslantürk,2005:1799). Ancak, hazırlanan ilacın ya da yapılan telkinin tesir etmediği durumlar da olabilmektedir. Derlemelerden elde ettiğimiz bilgilere göre itikat etme; yani inanma, tedavinin olumlu sonuç vermesi için çok önemlidir. Bir tedaviden olumlu sonuç alınamaması; tedavi edenin ya da tedaviye gelen kiĢinin tam itikat etmemiş olmasına bağlanır. Ġnanmadığı halde olumlu netice alıp ĢaĢıran hastalar da çoktur. Böylesi durumlarda eĢe dosta tavsiyeler çoğalmakta, ocak kiĢi “nefesi kuvvetli, tükürüğü mübarek, ağzı dualı, ihlaslı” gibi ifadelerle taltif edilmektedir. ġayet hasta olumlu sonuç almamıĢsa ocaklı hastayı kendisi çağırmadığı ve tedavinin olumlu sonuç vereceğine dair kesin söz vermediği için bundan rahatsızlık duymamakta, yeni gelen hastalara bildiğini uygulayarak yoluna devam etmektedir. Halk hekimliği konusunda bilgisi olanların, özellikle ocak olan kimsenin tedavi yöntemlerini, uygulamalarını, pratiklerini kendisinden sonra devam edebilmesi için bir baĢkasına aktarmasına el verme, bunu kabul etmeye de el alma denir. El alma, ocaklının iznine tabidir. Ocaklının el verdiği kiĢiler; -Ocağın çok güvendiği ve kendisinden sonra bu iĢi devam ettirebilecek kimse, -Ocak olan kiĢinin kendisinden küçük kardeĢi, -Ocak olan ailenin baba evinde kalacak olan erkek evladı, -Akrabalık bağı olup el almayı talep eden kiĢi, -Akrabalık bağı olmasa da el almayı talep eden herhangi birisi olabilir. Bazı ocaklarda ocaklı tarafından kendisine el verilmiĢ aynı soydan gelen birden fazla ocaklı bulunabilir. �El alma hadisesi bundan farklı olarak sözlü kültürde baĢarılı kimselere söylenen “Benim çocuğa da bir el versen!” yahut birinin becerikliliğine övgü sadedinde “O falancadan el almış” ifadeleriyle karĢımıza çıkmaktadır. El verme hadisesi ise Anadolu‟nun farklı coğrafyalarında değiĢik Ģekillerde olabilmektedir: Mersin‟de; -El verecek olan evin büyüğü, elini üç defa: “El alacak kişiye!” diyerek uzatır. El alacak kiĢi de her defasında: “Aldım kabul ettim” der. Bundan sonra el veren kiĢi, el alanın üzerine üç defa tükürür ve arkasını sıvazlar. Böylece el alan kiĢi, ocak olma yetkisine sahip olur. -El verecek kiĢi avucunun içine tükürerek “Benim elim senin elin olsun” der. El alan kiĢi bu avucu yalar. (Alptekin,2011:146) Samsun‟da; -El veren kiĢi, dualar okuyarak, el alan kiĢinin ağzına tükürür (HACIOĞLU, AyĢe; 13.2.2013‟te yaptığımız görüĢme). Hatay‟da; -Ocak olan kiĢi el almak isteyene hastalıkla ilgili duayı öğretip: “Oku yavrum, güle güle oku sana el verdim” der (DURAN, Mustafa; 5.1.2013‟te yaptığımız görüĢme). Bu gibi el verme ritüellerinin yanında ocaklı tarafından herhangi bir telkinde bulunulmasa da, o kiĢi vefat ettikten sonra aralarında kan bağı olan kimseler hasta tedavi edebilirler. Telkinle tedavi, bu bilgiler göz önünde bulundurularak hastalıktan önce telkin ve hastalık sonrası telkin Ģeklinde iki baĢlıkta incelenebilir. 2.1.Hastalığa Önlemek Ġçin Yapılan Telkin Destekli Tedavi Hastalıkları telkin gücüne sahip eĢya ve sözlerle önleme inancını bu kategoride değerlendirmek mümkündür. Bu tedbir anlayıĢını - kullanılan materyallerin içeriği, uygulama, sonuçlar gibi pek çok konuda farklılıklar olsa da- günümüz koruyucu sağlık hizmetlerine �benzetmek mümkündür. Tıbbi folklorde pek çok hastalığın nazardan, büyüden olduğuna inanıldığı için, kullanılan materyal de ona göre ĢekillenmiĢtir. Bu doğrultuda Anadolu‟da hastalıktan korunma amaçlı kullanılan pek çok nesne vardır. En bilinenleri, nazarlıklar, muskalar ve üzerliklerdir. Halk arasında pek çok hastalığın, özellikle sonu ölümle biten hastalıkların sebebinin nazar olduğuna inanılır. Manevi bir güç aktarımı ile olumsuz tesir altında kalma Ģeklinde bilinir. Nazarlıklar; nazarın olumsuz tesirlerini kırdığına inanılan nesnelerdir. Sözlü kültürümüzde göze gelecek kadar bilinirliği olan ve dikkat çeken insanların küçük hata ve kusurları için “O da onun nazarlığı” ifadesi kullanılır ki, nazarlığın haset edenlere engel olması için dikkat dağıtan bir nesne olarak kabul edildiğini gösterir. Bu nesneler folklorumuzda geniĢ yer tutar. Bunlar, güç aktarımı da sayılabilecek hayvanlara ait bir takım uzuvlar (diĢ, boynuz, kemik vs.), bazı hayvanlar (salyangoz, kaplumbağa, deniz böceği, karınca) ya da sağlık ve Ģans getirdiğine inanılan taĢlar (akik, firuze, mercan, turkuaz) olabilir(GeleĢ,2008:1088). Nazarlık olarak, içinde beyaz katmanlı yuvarlak desen bulunan, Ģekliyle gözü andıran mavi cam boncuklar yaygındır. Nazar boncuğu denilen bu boncukların dikkat çekici renk ve Ģekilleriyle ilk bakıldığında dikkati üzerine topladığına inanılır. Nazar boncuğu Anadolu‟da göz boncuğu olarak da bilinir. GeçmiĢten günümüze kullanılmıĢtır. Korunma amaçlı telkin tedavisi için kullanımı en yaygın materyallerden olan muska ve üzerlikler ise diğer nazarlıklardan farklı olarak dua sözleri ve tekerlemeler eĢliğinde nazara, büyüye, dolayısıyla hastalığa karĢı telkin olarak kullanılır. 2.1.1.Muskalar Muskalar, hastalıklardan ve ölümlerden korunmak için bu iĢin ehli sayılan kiĢiler tarafından yazılmıĢ genellikle üçken Ģeklindeki kolye uçlarıdır. Suya değdiğinde ıslanmaması için, balmumu ile hazırlanmıĢ muĢambalara sarılır. Muskalar, büyü metinleri içerip kötü niyetli kiĢilerce de kullanılmıĢtır. Bu sebepten hastalananların, vefat edenlerin, boĢananların hikayeleri efsanevi bir havayla halk arasında hala anlatılmaktadır. Muskalar vafi (koruyucu) ve Ģafi (tedavi edici) olarak iki kısımdır. Bir muska örneğinde Ģunlar yazılıdır: “Her kim bu muskayı üstünde taşısa ve suyunu içse yetmiş iki türlü derde şifadır, Yemliha, Mekselina, Mislina…Kıtmir. Euzubikelimatillahi minşerri ma halake la havle vela kuvvete illa billahil aliyyilazim” �Muska içinde Kalem Suresi, Nas Suresi, Felak Suresi, Ayetel Kürsi gibi muhafaza duaları bulunabildiği gibi, ilgili hastalığa hitaben yazılmıĢ korkutma ve uzaklaĢtırma sözlerine de rastlanmaktadır: „Sıtma, bunu tutma!‟ gibi (GeleĢ,2008:1088). Burada inancın etkisini göz ardı etmemek gerekir. Konuyla ilgili derlediğimiz örnek, bu durumun güzel bir göstergesidir: Rize köylerinden birinde Maviye Nine hasta olur. Sıtma olmuĢtur. Ağzı dualı saydığı bir torununa muska yazmasını söyler. Torunu ninesini kırmamak için bir muska hazırlar. Ġçine Ģunları yazar: “Sıtma, Maviye‟yi dutma! Tutarsan günağuma, Tutmazsan günağuma!” Maviye Nine bir zaman sonra “Allah senden razı olsun evladum, hiç ağrum kalmadi” diye teĢekkür eder. Torunu bunu arkadaĢlarına anlatır, ninenin haberi olmadan onunla eğlenirler (AZAKLI, Ġbrahim Hakkı; 2006‟da dinlediğimiz anektod). Aslında bir muska çeĢidi olan cevĢenin kullanımı da oldukça yaygındır. CevĢen, Hz. Ali (r.a.)‟nin torunu Zeynülabidin (r.a.)‟ den rivayet edilmiĢ bir muhafaza duasıdır. Her birisi Allah‟ın(cc) isim ve sıfatlarından on tanesini ihtiva eden yüz bölümden meydana gelir. Kaynaklara göre, Hz. Peygamber (s.a.v.) çetin geçen bir savaĢ sırasında -bir rivayette Uhud SavaĢı- üzerindeki zırh kendisini fazlasıyla sıktığı sırada ellerini açarak Allah (cc) dua etmiĢ, bunun üzerine gök kapıları açılarak Cebrail gelmiĢ ve “Ey Muhammed! Rabbin Sana selam ediyor ve üzerindeki zırhı çıkarıp bu duayı okumanı istiyor. Bu dua hem Sana hem de ümmetine zırhtan daha sağlam bir emniyet sağlayacak.” demiĢtir (Aydüz,2005:3). Bu rivayetten hareketle cevĢenin kiĢiyi nazardan ve baĢa gelebilecek bela ve kötülüklerden zırh gibi koruduğuna inanılır. Bir baĢka rivayete göre Ġbrahim Peygamber‟i ateĢe attıkları zaman bir bülbül ateĢi söndürmek için gagasıyla su taĢır. Ona böyle su taĢımayla ateĢin sönmeyeceğini, boĢuna gayret ettiğini söyleyenlere; “Tarafım belli olsun” der. AteĢ serin ve selametli olup, odunlar güle dönünce, Allah-u Teala tarafından bülbüle bu yaptığına karĢılık ne mükafat istediği sorulur. O da “Bu güne kadar Rabbim‟in doksan dokuz ismini bilirdim. Bin bir ismini de bilmek isterim.” der. Böylece bin bir ismi öğrenen bülbül her seherde bunları zikretmeye baĢlar. Bu bin bir isim, cevĢen namıyla bilinen duadır. �CevĢen Anadolu‟da muska olarak, ferman Ģeklinde metalik kolye uçları, deri küçük çanta Ģeklinde muhafazalar ve daha pek çok obje içinde taĢınmaktadır. Ayrıca okunmak üzere kitap Ģeklinde basılmıĢtır. 2.1.2.Üzerlik Üzerlik Orta Anadolu‟da yaygın olarak yetiĢen, kapsül Ģeklinde meyveleri bulunan bir senelik otsu bir bitkidir. Üzerliğin fosfatça zengin topraklarda, özellikle mezarlıklarda yetiĢmesinin onun nazara karĢı koruyucu olarak görülmesiyle ilgisi bulunabilir. Çünkü Anadolu‟ da pek çok ölümün nazardan olduğuna inanılır (Üçer,1972:4). Üzerlik iki Ģekilde nazara karĢı kullanılır. Birincisinde yaĢ üzerlik ipe dizilerek pano Ģeklinde evin duvarlarına asılır. Dizen kiĢinin maharetine ve sanatsal anlayıĢına göre Ģekillenen bu panolarda çeĢitli kumaĢ parçaları, püsküller kullanılabilir. Ġkincisinde ise kuru üzerlikler yakılarak tütsüleme yapılır. Üzerlikle ilgili inanıĢları Ģöyle sıralayabiliriz: -Üzerinde mavi beze sarılmıĢ üzerlik, okunmuĢ çörek otu, Ģap, ince elek unu, sarımsak, tuz, kara sakız gibi yedi maddeyi bulunduran kimseye nazar değmez. (Bahsi geçen diğer maddeler de nazara karĢı koruyucu olarak bilinir.) -Köküyle koparılmıĢ üzerliğin evin duvarına asılması evi zararlı dıĢ etkilerden korur. -Yedi çift bir tek, yani on beĢ adet üzerlik alınır. Üç ihlas bir fatiha okunur. Yakılarak yapılan tütsü iç sıkıntısını giderir. Üzerlik tütsüsü yapılırken tekerlemeler söylenir (Üçer, 1972:3-4). -Üzerliğin ateĢe atılmasıyla üzerlik çatlar ve ses verir. Kendisine nazar değdiğine inanılan ya da nazar değmesi muhtemel kimsenin baĢı, kolları ve ayaklarına dumanın teması sağlanır. Bu sırada tekerlemeler de söylenir (Emeksiz,1998:234). Üzerlik tütsüsü yapılırken söylenen bazı tekerlemeler Ģunlardır: Ġstanbul‟da; Üzerliksin havasın Her dertlere devasın Ak göz kara göz Mavi göz yeşil göz �Sarı göz ela göz Hangisi nazar etmişse Onların nazarını boz Elemtere fiş Kem gözlere fiş Üzeliği çatlasın Nazar eden patlasın (Bayrı,1972:107). Konya‟da; Üzerliksin yüz bin eyliksin Dağlarda biter evlerde tütersin Dertlere dermansın hastalara şifasın Gelsin üzerlik gitsin nazarlık Yüzerlik yüzbin erlik Gitsin nazarlık gelsin güzellik Elleşenin melleşenin Yir yüzünde gaynaşanın Bin ağanın bin paşanın Petlesin çıksın gözü Kötü gözüle bakanın Altmış yitmiş çıkmış gitmiş Altmış yitmiş çıkmış gitmiş Altmış yitmiş çıkmış gitmiş (Emeksiz,1998:231). Sivas‟ta; Üzerliksin, yüz paralıksın, Kırlarda biten evlerde tütensin. Üzerliksin, yüzbin eyliksin, Hastalık bitsin, sağlık gelsin. Üzerlik yüzbin eylik, �Yüzbir dertlere devadır. Üzerliksin, alasın, Her dertlere devasın. Elemtere fiş, Kem gözlere şiş. Üzerlikler çatlasın, Nazar eden patlasın (Üçer,1972:3-4). Bunun yanında Anadolu geleneksel tıbbında üzerliğin doğrudan drog olarak kullanıldığı terkipler de vardır. Buna göre; tohumları kaynatılarak içilirse, balgamı keser. Birer parça yenirse mide ağrılarına iyi gelir (Yardımcı,1970:82). 2.2.Hastalığı İyileştirmek İçin Yapılan Telkin Destekli Tedavi Hastalığın cinsine göre değiĢen geleneksel tedavi uygulamalarında ortak nokta hastalığı canlıymıĢ gibi muhatap alıp konuĢmadır. 2.2.1.Hastalığı Devretme Telkini Ġstanbul‟da; -Sıtma olmuĢ hastanın tedavisinde üç yeĢil kağıttan birisine sıtmanın anası, ikincisine sıtmanın babası, üçüncüsüne sıtmanın kendisi ibareleri yazılır. Ġkinci ezanı okunurken birinci gün sıtmanın anası, ikinci gün sıtmanın babası, üçüncü gün sıtmanın kendisi yazılı kağıtlar ateĢe atılır. Dumanıyla hasta tütsülenir. Bir pamuk ipliği yedi kat bağlanarak hastadan sonra o tütsülenir. Bu iplik hastanın boynundan geçirilerek yedi defa düğümlenir. Böylece hastalığın iyileĢeceğine inanılır (Bayrı, 1972:107) Tarihte Mütercim Asım Efendi‟nin Burhan-ı Katı kitabında; “RiĢte-i teb, duhter-i nabaliğa eğirdiği ipliktir. Isıtma def‟i için üzerine efsun edip birkaç düğüm dügerler, ısıtma tutan kimsenin gerdenine geçirirler” Ģeklinde tarif edilen iplik, bu bilgi ile örtüĢmektedir (Koncu,2005:696). Sivas‟ta; �-Elinde siğil olan kiĢi ayın ilk çarĢambası üç ihlas suresi ve bir fatiha suresi okuyarak bir iğde dalı kırar, ardından: “Bu dal burada nasıl kuruyorsa siğil de ellerimde kurusun!” der (Üçer,1973:4). Osmaniye‟de; -Siğil sayısı kadar yemeklik buğday ipe dizilir. Üzerine üç ihlas bir fatiha okunur. Ezan duyulmayan bir yere atılır. O buğday çürüdükçe siğiller de çürür (KAYA, Emine; 19.4.2013‟te yaptığımız görüĢme). 2.2.2.Hastalığı Cezalandırma Telkini Sivas‟ta; - Dudağında uçuk olan kiĢi, biraz kül alır ve: “Uçuk uçuk uçbuçuk, uçuk beni belledi, ben uçuğu külledim” diyerek, uçuk üzerine basar (Üçer,1973:4) -Uçuk çıkan hasta sabah kalkar ve „Uçuk beni belledi, ben uçuğu külledim!‟ der ve yaraya kül basar (AĢkun,2006:261). 2.2.3.Hastalığa Kovma Telkini Balıkesir‟de; -Yüzlerde, saçlar arasında mor mor , küçük küçük inciye benzeyen çıbanları olan hasta ocak olan kadının yanına oturur. Ocaklı hastaya bakarak: “Bir iki üç dört beş altı yedi, kalk göç buradan, yerin yedi kat dibine git!” der ve ara sıra sağına soluna tükürür. „‟Kalk git‟‟ diye hastaya değil hastalığa der(Salman,1948:55). Tarihte Türkçe tıp kitaplarından Yadigar‟da telkin destekli tedavi uygulamalarıyla ile ilgili örnek bilgiler vardır. Bahsedilen uygulamanın bir benzeri bu gün ocaklarda hastalığa karĢı yapılan kovma telkiniyle benzeĢmektedir. Ġlk dönem Türkçe tıp yazmalarından olan bu eserde temre hastalığı için telkin destekli le tedavi uygulamalarına örnek olarak Ģu bilgiler verilmiĢtir: “…Ol eyegüyi yil yitdükten sonra eve getüreler ucını gızdıralar demregünün üzerine süreler sürerken göç göç seni yaradan Allah aşkına göç adem avazı işidilmez yire göç it onı işidilmez yer göç diye andan eykünü saklaya yarındası gice il yattuğından sonra yine eyegünün ucını kızdurub ol demregüye süre böyle diye üc gice böyle ide andan ol eyegüyü �avval aldugı yire ilte bulduğı gibi yirine koya arduna bakmaya gide ol demregü kurıya gide” (Tokaç,2000:81). Günümüz türkçesi ile: O eğeyi rüzgar gittikten sonra eve getirsinler ucunu kızdırsınlar temrenin üstüne sürsünler. Sürerken: “Göç göç, seni yaratan Allah aşkına göç! Adem avazı işitilmez yere göç et, işitilmez yere göç et!” desin. Kalanını saklasın, ertesi gece herkes yattıktan sonra yine eğenin ucunu kızdırıp o temreye sürsün. Üç gece böyle yapsın. O eğeyi önceden aldığı yere iletsin, bulduğu yere koysun. Ardına bakmadan gitsin, o temre kurusun gitsin. 2.2.4.Hastalığı Korkutma Telkini Bilecik‟te; -Temre hastalığı olan kiĢi ocaklıya gelir. Ocaklı metal bir materyali yaranın üstüne değdire değdire okur. Ocaklı, metalin soğuğu ile yaranın ürküp korkacağı, böylece hastanın daha çabuk iyileĢeceğini belirtmektedir (EROL, Halime; 13.8.2012‟de yaptığımız görüĢme). Elazığ‟da; -Yüzünde çıban yarası olan kiĢi ocaklıya gelir. Çakmak taĢı denilen iki taĢ parçası yüzde bulunan yaraya doğru üç defa çakılır. Ortaya çıkan ateĢ parçalarının hastalığı korkutup kaçıracağına inanılır(Araz,1995:159). Isparta‟da; -AkĢiĢ (gelincik) veya çengi yeli (ĢiĢlik) olan kiĢiyi ocaklı „tutar.‟ Tutma yapılan hasta bir müddet sonra iyileĢir. Bu uygulama Ģöyle gerçekleĢir: Ocaklı: “El benim elim değil Culla karının eli, Erenler evliyalar deyi dutarın. Ak gözden, gök gözden, kötü gözden, içeriden, dışarıdan, ardından, önünden, söylemişler deyi dutarın. Nazara dutarın, ilancığı dutarın. Akşişe, kızıl yele, çengi yeline dutarın. Bismillah. Gelmiş, geçmiş, çıkmış, gitmiş olsun!” der. Elindeki bıçağı hastanın baĢına, arkasına, omuzlarına, bütün gövdesinde gezdirerek elinden hiddetle yere atar. Hastanın sırtını, baĢını, Ģakaklarını iki eliyle sıkar ve masajlar, kollarını önden çaprazlayarak ayağa kalkar ve arkasına geçer. Bir dizini hastanın beline dayar, ellerinden tutarak belini kütletir. Böylece tutma gerçekleĢmiĢ olur(Kum,1941:273). Samsun‟da; �-Urfe hastalığı olan kiĢi, ocaklıya gelir ocak hastalığa okurken hasta sorar: “Ne yapıyon?” Ocaklı cevap verir: “Urfe boğıyim. Boğıyim mi?” Hasta cevap verir: “Boğ gitsin!” Böyle söyleye söyleye ocaklı yaranın etrafını kalemle çizer ve bir yandan da özel dualar okur. Hasta üç hafta Cumartesi günleri gelir gider. Böylece bir müddet sonra hastalığı geçer (HACIOĞLU, AyĢe ; 13.2.2013‟te yaptığımız görüĢme). SONUÇ Tıbbi foklorumuz da diğer pek çok halk bilim uygulamalarında olduğu gibi geleneğin güncellenmesi ve nesilden nesile aktarılması yoluyla canlılığını muhafaza etmektedir. Birbirine benzeyen, ancak birebir örtüĢmeyen bu bilgiler, meselenin geniĢ alanlara yayıldığının göstergesidir. Bu çok yönlü konu, tıp doktorları tarafından da araĢtırılmaktadır. Bazı hastalıklarda tıbbi olarak zararsız sayılan ve bir müddet sonra geçeceği söylenen virüsler gerçekten telkinden dolayı mı , kullanılan drogun tesiriyle mi, tedavi edenin- hastanın inanmasıyla mı, yoksa bunlardan herhangi ikisinin birlikteliği sonucu mu ortadan kalkmaktadır? Bu gibi soruların kesin cevabı bulunamasa da, herhangi bir drogun yahut hastalığın merkeze alınmasıyla yapılacak araĢtırmalar, daha güvenilir baĢvuru kaynakları olacaktır. Burada incelediğimiz örnekler bize Türk kültürüne ait değerler hakkında da ipucu vermektedir. Sevilmeyen, istenmeyen hastalığa kızma, daha çok yayılmaması için etrafını çizip hapsetme, ani ve sert uygulamalarla hastalığın gözünü korkutma, mukaddes değerler ve duaları Ģefaatçi ederek hastalıkla konuĢma gibi yaklaĢımlar ıĢığında topluma ait terbiye metodlarını da sezinlemek mümkündür. Anadolu‟da toplumun huzurunu kaçıran kimse ile önce konuĢulması, sonra araya hatırlı kiĢilerin koyulması, hala düzelme yoksa gözünün korkutulması veya uzaklaĢtırılması gibi yazılı olmayan uygulamalar vardır. El alma- el verme ritüellerinden akrabalık ve aile içi iliĢkilerde bağlılık ve sürekliliği; herhangi bir ücret talebinde bulunmadan tedavi etme gayretinden toplumdaki yardımlaĢma duygusunun kuvvetini görmek mümkündür. Bütün bunlardan yola çıkarak Ģunu söyleyebiliriz: Türk halk kültürünün bu yönü, folklorik olduğu kadar sosyolojik ve edebi yönden incelenmeye değerdir. Halk bilgisi hayatın içinde kendine yer bulduğu ölçüde sözlü ve yazılı edebiyata yansımaktadır. Bunun �gerçekleĢebilmesi için, bir gelenek aktarımı içinde yoluna devam eden halk bilimin bu alanında yapılacak derleme ve monografi çalıĢmalarına ihtiyaç vardır. Değerlerin kaybolmaması için gösterilen her gayret takdire Ģayandır. KAYNAKÇA ALPTEKĠN, Ali Berat (2011) Halk Bilimi Araştırmaları, Ankara, Akçağ Yay. ALTAN, Selim (2000), Manisa Tıp Folklorü, Ġzmir, Akademi Kitabevi. ARAZ, Rıfat (1995), Harput’da Eski Türk İnançları ve Halk Hekimliği, Ankara, Atatürk Kültür, Dil ve Tarih Yüksek Kurumu Yay. ASLANTÜRK, Hümeyra (2005), “Duanın İnsan Sağlığı Üzerine Etkisi”, 38. Uluslararası Tıp Tarihi Kongresi Bildiri Kitabı, Ġstanbul, Atatürk Kültür, Dil ve Tarih Yüksek Kurumu Yay., C.III, s.1797-1800. AġKUN, Vehbi Cem (2006), Sivas Folkloru, Sivas, Sivas Valiliği Tarih ve Kültür AraĢtırmaları Merkezi Yay., C.II. AYDÜZ, Davut (2008), Hizbul Envari’l-Hakaiki’n-Nuriyye (Büyük Cevşen Meali), Ġstanbul, Define Yay. BAYRI, Mehmet Halit (1972), İstanbul Folkloru, Ġstanbul, Eser Yay. ÇOBANOĞLU, Özkul (2002), Halkbilimi Kuramları ve Araştırma Yöntemleri Tarihine Giriş, Ankara, Akçağ Yay. EMEKSĠZ, Abdulkadir (1998), “Türk Halk Kültüründe Üzerlik”, İ.Ü. Edebiyat Fakültesi Türk Dili ve Edebiyatı Dergisi, Ġstanbul, Ġ.Ü Yay.,s. 229-242. GELEġ, Fadime (2008), “Osmanlı Mistik Yaşamında Tıbbi Yansımalar”, I. Uluslararası X. Ulusal Tıp Tarihi Kongresi, Ankara, C.II, s.1082-1091. KONCU, Hanife (2005), “Klasik Türk Şiirinde Bazı Tedavi Yöntemleri”, 38. Uluslararası Tıp Tarihi Kongresi Bildiri Kitabı, C.II, s.687-698. KUM, Naci (1941), “Halk Hekimliğinin Ruhi Tedavi Şekillerinden Ayşe Abanın Tutması”, HBH, S.120, s.272-273. MERĠÇ, Mürüvvet; ELÇĠOĞLU, Ömür (2005), “Halk Tebabetinin Çocuklara Yönelik Uygulamaları”, I. Halkbilim Sempozyumu Bildirileri, EskiĢehir, Osmangazi Üniversitesi HAMER Yay., s.133-143. RIFAT, Araz (1995), Harput’da Eski Türk İnançları ve Halk Hekimliği, Atatürk Kültür, Dil ve Tarih Yüksek Kurumu Yay., Ankara, 1995. �Salman, Mustafa, (1948), Halk Hekimliği, Halk Veterinerliği, Ankara, Ulus Basımevi. TANYU, Hikmet (1982), “Fatma Anamız (Fadime Anamız) ve El İle İlgili İnançlar Üzerine Kısa Bir Araştırma”, II. Milletlerarası Türk Folklor Kongresi Bildirileri-Gelenek Görenek ve İnançlar, Ankara, MFAD Yay., C.IV, s.479-495. TEZ, Zeki (2010), Tıbbın Gizemli Tarihi–Semboller, Büyüler ve Ritüeller Eşliğinde Şifa, Ġstanbul, Hayy Kitap Yay. TOKAÇ, Mahmut (2000), “İlk Dönem Türkçe Tıp Yazmalarında Cilt Hastalıkları ve Tadavileri”, Ġ.Ü Sağlık Bilimleri Enstitüsü Deontoloji ve Tıp Tarihi Anabilim Dalı, yayınlanmamıĢ doktora tezi (DanıĢman: Prof.Dr.Ayten AltıntaĢ), Ġstanbul. ÜÇER, Müjgan (1973), “Ocaklar”, Sivas Folkloru, S.8, s.3-5. ÜÇER, Müjgan (1973), “Üzerlik”, Sivas Folkloru, S.6, s.3-6. YARDIMCI, Ġlhan (1970) , Şifalı Bitkiler ve Halk İnançları, Ġstanbul, Lokman Yay. KAYNAK KİŞİLER AZAKLI, Ġbrahim Hakkı (2006), Rize doğumlu, üniversite mezunu, öğretmen. 2006‟da dinlediğimiz anektod. DURAN, Mustafa (2013), 1928 Hatay doğumlu, okuma yazması var, çiftçi. 5.1.2013‟te yaptığımız görüĢme. EROL, Halime (2012), 1954 Bilecik doğumlu, ilkokul mezunu, ev hanımı. 13.8.2012‟de yaptığımız görüĢme. HACIOĞLU, AyĢe (2013), 1955 Samsun doğumlu, ilkokul mezunu, ev hanımı. 13.2.2013‟te yaptığımız görüĢme. KAYA, Emine (2013), 1982 Osmaniye doğumlu, üniversite mezunu, öğretmen. 19.4.2013‟te yaptığımız görüĢme. � 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. 2116 Title A name given to the resource ANADOLU TIBBİ FOLKLORÜNDE TELKİNLE TEDAVİ VE BU ÇERÇEVEDE ŞEKİLLENEN EDEBİ VERİMLER Author Author TATAROĞLU, Elif Tuba Abstract A summary of the resource. Anahtar Kelimeler: Tedavi, telkin, tıbbi folklor, gelenek, alternatif tıp. ÖZET Geleneksel tıbbi uygulamalar, yüzyıllarca insanlığa hizmet etmiştir. Modern tıpla birlikte gelişen tedavi imkânlarının çokluğu, geleneksel tedavileri yok edememiştir. Bu uygulamalar Anadolu coğrafyasında varlığını hala devam ettirmektedir. İyi ve kötü telkinin hastalık üzerine tesiri modern tıbbın da kabul ettiği bir gerçektir. Folklorumuzda telkinle tedavi, kuralları kısmen çizilmiş bir gelenek aktarımı sayesinde belirli kişiler tarafından yapılmaktadır. İlk dönem Türkçe el yazması tıp kitaplarında da bahsi geçen bu uygulamalar dikkat çekicidir. Bu bildiride, bağlam merkezli halkbilimi kuramlarından performans teori yardımıyla son bir yıl içinde Anadolu coğrafyasından Ordu, Bilecik, Samsun, Hatay, Elazığ illerinden derleme örnekleri ve yazılı kaynaklar ışığında telkinle tedavi uygulamaları hakkında bilgiler verilmiştir. Amaç, Türk kültürünün izlerini taşıyan halkbiliminin bu alanının tanınmasına katkı sağlamaktır. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548