309 10 3494 https://omeka.ibu.edu.ba/files/original/7be990ac259c807fbfb44837ea1d7f92.docx c247e7b8e840a92be25a172d7cfaba44 https://omeka.ibu.edu.ba/files/original/a1ea3ca243e379cf635cf3b47251d8f8.pdf 7994fc1ef93d247182dbd4f9051a2bb4 PDF Text Text The Social Work Perspective of Civil Society Organizations in Turkey HüseyinGül Adnan Menderes University Turkey huseyingul@adu.edu.tr Ahmet Pekcan Adnan Menderes University Turkey apekcan@adu.edu.tr Abstract:Civil Society Organizations (CSOs) [i.e. Non-Governmental Organizations (NGOs)] come out to be important entities due to the recent changes in the traditional perception about the state and the restriction of the power of the government. CSOs are known to play key roles in the determination of the political, cultural, economic and social boundaries of state and the political identities that are at the core of the liberal democratic system, and in forming of the social policies. The controversies and debates over the non-governmental or civil society issues seem to focus to a great extent on the relation between these organizations and state. Non-governmental or civil society refers to "apolitical society". This does not refer to a society that is aloof from politics rather envisions a society that has spaces that government cannot intervene. Moreover, this type of society is in a position to influence political authority, shape and articulate its existence and demands that are often social in nature independent of the political authority. CSOs that attained an important status in the liberal democratic system contribute to the development of the society; help the solutions of problems in a wide variety of areas ranging from economic development to struggling poverty, from environment protection to animal rights, from education to collaboration in the social cultural areas. In this study, CSOs that vary with respect to the functions they perform in social life are viewed from a social work perspective. To this end, the study begins with a brief mention of the historical course and legal foundations of civil society in Turkey. Subsequently, focusing on a sample of CSOs that deal with primarily charity work in Turkey in terms of their goals, operations and organizational structure the study attempts to develop a perspective regarding the current status and activities of these organizations in Turkey. Keywords:Civil Society, Civil Society Organizations, Social Work, Social Activity, Charity, Collaboration. 181 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2668 Title A name given to the resource The Social Work Perspective of Civil Society Organizations in Turkey Author Author GUL, Huseyin PEKCAN, Ahmet Abstract A summary of the resource. Civil Society Organizations (CSOs) [i.e. Non-Governmental Organizations (NGOs)] come out to be important entities due to the recent changes in the traditional perception about the state and the restriction of the power of the government. CSOs are known to play key roles in the determination of the political, cultural, economic and social boundaries of state and the political identities that are at the core of the liberal democratic system, and in forming of the social policies. The controversies and debates over the non-governmental or civil society issues seem to focus to a great extent on the relation between these organizations and state. Non-governmental or civil society refers to "apolitical society". This does not refer to a society that is aloof from politics rather envisions a society that has spaces that government cannot intervene. Moreover, this type of society is in a position to influence political authority, shape and articulate its existence and demands that are often social in nature independent of the political authority. CSOs that attained an important status in the liberal democratic system contribute to the development of the society; help the solutions of problems in a wide variety of areas ranging from economic development to struggling poverty, from environment protection to animal rights, from education to collaboration in the social cultural areas. In this study, CSOs that vary with respect to the functions they perform in social life are viewed from a social work perspective. To this end, the study begins with a brief mention of the historical course and legal foundations of civil society in Turkey. Subsequently, focusing on a sample of CSOs that deal with primarily charity work in Turkey in terms of their goals, operations and organizational structure the study attempts to develop a perspective regarding the current status and activities of these organizations in Turkey. Keywords: Civil Society, Civil Society Organizations, Social Work, Social Activity, Charity, Collaboration. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/a8620081790f50fee11efa49be3464f7.pdf 917d05df213f2f79afa830736f4d966d PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The specificities of interpersonal communication Bahra Plojovid International University in Novi Pazar, Novi Pazar, Serbia b.plojovic@uninp.edu.rs The specificities of interpersonal communication are actually the specificities of social inclusion and the functioning in different social relations. These specificities (skills) provide an effective and a satisfactory communication with other people. Mainly, it consists of recognizing the feedback and an articulation of positive response, the empathy with others, ability to listen to others, the delicacy of self-presentation, precise observation of him/her and others, as well as controlling the use of verbal and non-verbal cues. Listening skills relies on non-verbal communication. Meanwhile, it includes the knowledge on the issue, acceptance of the other person as a partner in communication, regardless of a potential agreement or disagreement in terms of attitudes, beliefs and value systems. Perception skills are identified as three levels of perception: recognition, reflection and action. Practically, this means making appropriate observations about the other person, as well as avoiding hasty conclusions, and making a careful assessment of the formation of a proper response to the perception of other people. Keywords: Interpersonal Communication, Pedagogical Communication, Empathy 53 � https://omeka.ibu.edu.ba/files/original/4295e88568233559e990c3eaac935691.docx c529d0cd977f8d6382b6d95347bec7f9 https://omeka.ibu.edu.ba/files/original/6cf738dc09bf74610613c2fadb5e643c.pdf db76564a38a216919dc8143703c4e58f PDF Text Text International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Peculiarity of interpersonal communication BahraPlojović International University in Novi Pazar, Novi Pazar, Serbia b.plojovic@uninp.edu.rs Abstract The specificities of interpersonal communication are actually the specificities of social inclusion and the functioning in different social relations. These specificities (skills) provide an effective and a satisfactory communication with other people. Mainly, it consists of recognizing the feedback and an articulation of positive response, the empathy with others, ability to listen to others, the delicacy of self-presentation, precise observation of him/her and others, as well as controlling the use of verbal and non-verbal cues. Listening skills relies on non-verbal communication. Meanwhile, it includes the knowledge on the issue, acceptance of the other person as a partner in communication, regardless of a potential agreement or disagreement in terms of attitudes, beliefs and value systems. Perception skills are identified as three levels of perception: recognition, reflection and action. Practically, this means making appropriate observations about the other person, as well as avoiding hasty conclusions, and making a careful assessment of the formation of a proper response to the perception of other people. Keywords: Interpersonal Communication, Pedagogical Communication, Empathy Introduction Conditioned by predominant philosophical conception and the social, cultural, and historical context, the pedagogy as a scientific theory of education and upbringing as well as the educational activities and their practical realization, today faces a more emphasized need to set up a new foundation that will contribute to the development of better and more efficient educational action in the pedagogical practice and thus achieve the set goal of education - developing the full potential of every child. The educational system with a range of existing deficiencies is becoming increasingly obsolete, losing its breath and rhythm to follow the changes in the 21 century. At the macro level, the educational systems are very much outdated, based on the poor tradition of low level of scientific knowledge, preserve the defined past of outdated content from the onslaught of chaotic, open and non-defined hypothetical future. In addition, the dominant social, economic and educational standards in the center of attention put the results neglecting the process. Although in the context of teaching and the teaching quality, personal satisfaction of teachers and students is as important as the results achieved; these norms are reflected as in a mirror in both our schools and the entire education system. As a result, there is alienation of students and teachers from the educational content as well as from each other, and even from themselves, from their own origin and identity. Difficulties of personal development, interpersonal communication, and the difficulty in solving 1 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo specific problems often occur as a result of it. The phenomenon of social pathology among children and adolescents records a progressive growth. A number of relevant researches and the progress in various fields of scientific work, particularly in those important for the education of psychology, pedagogy, sociology, neurology, as well as educational requirements of futurology, complement the current educational context. A logical question is asked, how the educational or teaching process can catch up with the modern world and respond to the challenges that lie ahead. What is the role of the teacher as the main inspiration of the children's comprehensive development: cognitive, conative, affective, psychometric, in all the changes that are happening? What teachers as equal partners and not the solely responsible in the entire process of education need to make the teaching process an adequate response sent to this world of constant change? A school that does not regard the pupil as a person, the school whose aim exclusively is adoption of academic knowledge, which is not characterized by modern and creative thinking and communication activity, and which does not have time to engage with social and emotional development of students, the school where in the classrooms "rules emotional desert", in the words of Flanders, is not the 21st century school. All these are arguments that together with our daily experience we are all witnessing in the upbringing and education practice are the main reason we have chosen to study a topic that is related to the interdependence of interpersonal communication between students and teachers and the quality of the teaching process, in order that its content and message illuminate the importance of this segment of educational work and as such to make it a subject of daily questioning. Interpersonal Communıcatıon Interpersonal communication functions in such a manner that the sender sends message to the recipient, the recipient receives the message at the moment of sending, and can immediately come up with an answer and send it back to the sender. This model of communication does not lag, but is concerned about the symmetrical communication, which means that the messages, receiving and reaction occur almost simultaneously. In this way, both sides in the communication are able to follow the progress of understanding and eliminate any misunderstandings. Active listening, in addition to a clear speech, is one of the two basic skills of interpersonal communication. It is necessary to emphasize the importance of listening in detection of learners' needs, as well as the importance of language skills in the process of clear and consistent messages, and the need to develop training programs that will develop just these two communication skills. Clear addressing the student beside the verbal also has a non-verbal aspect. Unlike verbal communication in which information is transmitted, the nonverbal communication confirms or questions the things it communicates. Communication is effective only when the participants understand each other, or when the sent and the received message have the same meaning. Understanding can be achieved if the sender knows exactly what he wants to impart and to really convey the intended 2 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo meaning and what is communicated is corresponding to the recipient's communicative style, so that he receives a message that is consistent with the meaning the sender wanted to convey. Effectively conveyed message is only the one which the recipient understood the way the sender intended to. All this requires extreme precision in the speech and understanding of the basic techniques of oral expression. Communication is the process of transferring messages between two or more individuals, and is achieved only when the message is received by the recipient. In order for the communication to be effective, it is essential that the recipient understands the message and acknowledges this to the sender. Communication involves elements of different nature (Osmić, I., 2001:51):  Cognitive: reflected in the ability of perception, interpretation of messages, causing emotions and reactions,  Semantic: reflected in the use of spoken and written language, terms and jargon,  Symbolic: the use of gestures, grimaces, body movements, dress style, etc. Any situation in which two or more people are involved in the exchange of messages through any kind of characters is called transaction. Some experiences are typical for members of a particular culture, and can be understood only if are engaged and interpreted within previously stated general experiences. The more the participants in this cultural communication are alike, their perceptions and experiences of some phenomena are more similar. The more they are culturally diverse, their perceptions and experiences are more different. Regulation of contacts with another person is at the same time dependent of both conscious and unconscious symbols, but also of the context, code, situation or purpose of the communication understood as feedback. In interpersonal communication the concept of feedback has two aspects. In the first sense the feedback assumes sending certain message through verbal or non-verbal channels, in order to receive a response to given data from the recipient. Another feedback aspect indicates that the response is set in accordance with the content, style and purpose of communication (N. Havelka, 2000). The skill of communication between two people depends on the knowledge and the proper use of verbal and non-verbal symbols. The interpersonal communication skill is actually the skill of social inclusion and functioning in different social relations. This skill yields effective and satisfactory communication with other people. It consists primarily of identifying feedback and articulating a positive response, but also of the ability of empathy with others, the ability to listen to others, the delicacy of self-presentation, careful observation of oneself and others, as well as controlled use of verbal and non-verbal symbols. Listening skills rely on non-verbal communication, and include knowledge about the individual talking to, as well as the acceptance of the other person as a partner in communication, regardless of the potential agreement or disagreement in terms of attitudes, beliefs and value systems. Perception skills are identified in three levels of perception: recognition, reflection and action. This means the creation of adequate observations about the other person. Avoiding hasty conclusions, making careful assessments and forming a proper response on the perception of the other individual. Active listening Active listening is one of the basic communication skills, upon which other more complex professional skills reside. Active listening is listener’s effort to assist itself, but also the 3 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo interlocutor, in clarifying the messages, because the speaker may often not have a clear message which he wants to convey or he does not transmit it accurately enough. Active listening in interpersonal communication is listening with a reason, when one is trying as much as possible to understand the person speaking and what it is saying. Active listening requires the person listening to really understand the message and confirm its understanding giving the person who sent the message the appropriate feedback on it. In order for the listening to be called active it is necessary that the listener uses paraphrasing, reflecting, asking questions and summarizing skills. Using these techniques one reflects the cognitive and emotional content and clarifies ourselves and the interlocutor the facts the interlocutor has pronounced and his emotional state related to the content. Paraphrasing the uttered is used during the conversation in order to clarify the uttered, and consists of the fact that the listener can repeat his words, what he heard from the speakers and how it sounded to him. Asking questions - active listening discusses issues and questions as asked for clarification of what is being said. The question is posed to the interlocutor for the sole purpose of the conversation topic. Summarizing refers to brief retelling of what the interlocutor said, and is commonly used at the end part of the conversation or at the end of the whole conversation. The aim is to paraphrase and summarize the content of the conversation which we have heard, and the purpose is to clarify the issues and highlight the most important points (Osmić, I., 2001: 32). Interpersonal communication could be defined in a way when it would be compared with other forms of communication. It largely depends on the number of people, how much are they physically close to each other during the course of communication, how many channels were used and whether there is a feedback. Dynamic factors of interpersonal communication As for the dynamic factors in interpersonal communication, feedback should be emphasized in the first place. Among other dynamic factors the following should be noted:     communicating entities, interaction terms of achieving reciprocity roles, goals and message exchanges, communicative competence of the communication participants. We must not forget the objectives of exchanging messages because interpersonal communication is very purposeful, personified by a rationally set goal, but we should not drop out of sight the motivation and dynamic aspect of interpersonal communication that is designated by the mental and physical structure of the personality. Therefore, we can talk about the undetectable process of interpersonal communication known as persuasive process. Its essence is in an effort through message exchange influence the thinking, feeling and hearing interlocutors, but also oneself. Persuasive process seeks, in particular, to act upon their attitudes in terms of their: 1. ratification, 4 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo 2. correction or 3. changing. Communicative competence is determined by a number of individual capabilities such as: feedback recognition and articulation of a positive response, the ability of empathy with others, the ability to listen to the others, self-representation, careful observation of oneself and the others as well as the use of verbal and non-verbal symbols. Forms of interpersonal communication Interpersonal communication can develop towards the situation in which it takes place. ZoricaTomić (2003, 64) identifies five types of interpersonal communication, such as: 1. Formal or informal, the difference between calculated on one side and spontaneous use of communication skills on the other side. 2. Public or private, the difference in terms of using the communication context, for example when communicating in a public place one should avoid the use of nonverbal cues and expressing emotions. 3. Distant or intimate, the difference in the relationships’ quality between the parties in the communication; distant communication means, as a rule, higher degree of formalism in speech or appearance, while intimate communication testifies about closer ties between people. 4. Ritual or open, the difference in being able to predict the use of the communication code. The typical way of using feedback is questioning "whether you understand what I have told you," and the answer not consisting of only one word would normally be regarded as good feedback. Many people are poor listeners because the average man can utter between125-200 words per minute and can understand up to 400 words a minute and this difference leaves plenty of time for mind wandering. One of the ways to improve active listening is to put yourself in the position of the sender, and there are of course active looking into the eyes of the speaker, asking questions, not too frequent interruptions of the speaker, confirming nods and appropriate facial expression, paraphrasing etc. Concluding Remarks The time in which we live is characterized by rapid development of science and technology as well as the rapid increasing knowledge. The explosion and the expansion of scientific knowledge is becoming larger and stronger. Many results of scientific researchers are increasingly being applied in manufacturing, engineering, technology ... And that contributes to the struggle for scientific and technical progress made in the field of education, which means that education cannot be acquired by obtaining a diploma, but continuing education is necessary. The education is a prerequisite for productivity and quality of production. "Hence, the objectives and principles of the concept of modern education imply a complete reconstruction of the traditional educational system, updating of its objectives and content, between its methodological bases and restructuring the institutional and organizational forms." (Parlić, 1977, p. 744). Therefore, modern education requires changes in the traditional educational systems, methods, forms, principles. Activity is essential for the development and progression of personality as the new school 5 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo affirms students as an active subject in the classroom. Therefore, in order to encourage development, it is a necessary to prepare the conditions for the participation of young people - students and even teachers. In the modern school, the teacher does not only "hold" classes and is not only the main source of information, but a person who observes, organizes, stimulates, values, favoring different processes of learning and knows how to apply, when necessary, certain strategies of compensation"(Djordjevic, 1997, p. 9:10). This requires changes into the role of trainees and teachers because it is expected that modern techniques and technologies will enable faster and better knowledge acquisition, which means that the current role of the teacher lecturer and assessors is outdated and replaced with new roles. "Engagement in teaching is the basic and most important segment of the teachers' role. This sphere of its role incorporates: a) the obligations and expectations of the education system to be defined through the objectives, tasks and content of the curriculum and b) direct communication with students as individuals and the class as a group. The teacher's role includes certain activities in relation to the creation of a teaching situation, treatment of the curriculum, selection and application of forms and methods of work, the students as individuals and the class as a group. The teacher is the creator of special, highly complex types of situations in which occur numerous and very diverse processes on a personal and interpersonal level"(Havelka, 2000, p 124.). Consequently, the teacher is very important participant in the classroom. Given its many crucial roles, it is up to him that the quality of education depends on. In order for this quality to be as high as possible - better teacher must adjust his work to the other factors of the course primarily disciples, their intellectual abilities, prior knowledge, interests, motivation. In this sense, the interpersonal relationships of teachers and students as well as the educational facilities are also an important factor of teaching. They must be appropriate to the age of the students. Based on everything that was said, the following conclusions can be drawn: - The exercise of effective pedagogical communication in the classroom makes a number of objective and subjective factors. These are the most common: inattention and lack of concentration, confusion over requirements, stress, fatigue and anxiety; previously formed prejudices and assumptions about the subject or the people with whom the communication is done, labeling, trial and analyzing others and ourselves; slight personality, denial of personal responsibility, ordering and criticism, attacks, imposing one's opinion or will; vague expression, excessive criticism, diversity of experiences and cultural origin, not knowing the language of the interlocutor, noise and other interfering environmental factors. - The following factors are important in creating an atmosphere of effective communication in the classroom are: mutual respect, equality of the interlocutors, unconditional acceptance without criticism and judgments, honesty and respect, appreciation of one's own and others' needs. - The efficient educational communication in the classroom should aim towards: encouraging reviews, development of speech, making choices, providing new knowledge, exchanging ideas and feelings, encouraging the process of solving problems, etc. 6 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo - - Effective pedagogical communication in teaching is achieved by using: active listening, establishing and maintaining a good relationship with the interlocutor; honesty; using clear and short sentences and familiar words; respect the feedback on understanding the message of communication, alignment of verbal and nonverbal messages, responding to the needs and feelings of all participants in the communication; expressing feelings, attitudes and needs, a clear expression of the request; commenting behavior, not the person, providing stimulating instruction, encouragement to ask questions, etc. The conditions for the efficient organization of communication stated as compliance of communication with unique humanistic principles, taking into account the specific characteristics and capabilities of the protégés, honest, humane and democratic attitude, development and strengthening of the personality of the protégés. Effective pedagogical communication in teaching is the necessity of modern education and the study of this issue is given more attention in the modern pedagogy science. According to its characteristics it is nothing unattainable or unrealizable, and forms the basis of humanization of educational processes, the creative learning and interactive teaching. The characteristics of effective communication that are listed, as well as pointing to the necessity of change in the field of teaching communication constitute a starting point of all efforts turned towards improving and encouraging this process. The interdependence with other segments of the foundation of the teaching process, the communication continues to be significantly affective to its efficiency. With its positive characteristics and its quality, the educational communication creates conditions that on its foundations is built a complex construct of an efficient and high-quality teaching process. Positive characteristics and quality of communication in the classroom, such as: orientation on personality development, encouraging creativity, developing skills and students' independence, largely contribute to increasing its efficiency. By providing interaction, democratic relations, equality, humanity and confidence, motivation, the educational communication develops a positive attitude towards the educational process and a willingness to make a greater effort in the implementation of educational tasks and goals. If participants evaluate teaching communication and regard it as positive, stimulating and high-quality, if they are satisfied with it, then they much easier and with more will and loving approach to all the teaching activities and achieve better results in them. Conversely, if students regard the teaching communication and assess as unpleasant, poor, disadvantaged, if they are not satisfied with it, the efficiency of the teaching process will be lesser. With its negative qualities such as being unidirectional, passive, inequal, authoritarian, disrespectful, etc, communication in the classroom affects the entire educational process and thus its efficiency. References 7 �International Conference on EconomicandSocialStudies (ICESoS’13), 10-11 May, 2013, Sarajevo Bakovljev, M. (2001).Navikavanjeučenikanauljudnudiskusijukaodoprinosvaspitanjuzademokratij u, ZbornikInstitutazapedagoškaistraživanja, br. 33 (256-259). Beograd: Institutzapedagoškaistraživanja. Beck, L.I. et al. (1996).Questioningtheauthor: a yearlongclassroomimplementationtoengagestudentswithtext, Elementary School Journal, Vol. 96, No. 4, 467-474. Banđur, V. (1985).Učenik u nastavnomprocesu, VeselinMasleša, Sarajevo. Babić, V., (1983).Međuljudskiodnosi u školi, Svjetlost, Sarajevo. 8 � 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. 1502 Title A name given to the resource The specificities of interpersonal communication Author Author PLOJOVIĆ, Bahra Abstract A summary of the resource. The specificities of interpersonal communication are actually the specificities of social inclusion and the functioning in different social relations. These specificities (skills) provide an effective and a satisfactory communication with other people. Mainly, it consists of recognizing the feedback and an articulation of positive response, the empathy with others, ability to listen to others, the delicacy of self-presentation, precise observation of him/her and others, as well as controlling the use of verbal and non-verbal cues. Listening skills relies on non-verbal communication. Meanwhile, it includes the knowledge on the issue, acceptance of the other person as a partner in communication, regardless of a potential agreement or disagreement in terms of attitudes, beliefs and value systems. Perception skills are identified as three levels of perception: recognition, reflection and action. Practically, this means making appropriate observations about the other person, as well as avoiding hasty conclusions, and making a careful assessment of the formation of a proper response to the perception of other people. Keywords: Interpersonal Communication, Pedagogical Communication, Empathy Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-23-3 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. 896 Title A name given to the resource The speech acts in every day communication in Modern Greek language Author Author Milojevic, Ivana Abstract A summary of the resource. A special attention to speech acts is required when teaching and learning foreign language aiming to achieve more natural communication in a foreign language. We need to take care not just about language communication, but about social communication as well. It is of big importance to be familiar and to get know very well the patterns of behavior and customs of that cultural environment. The subject of this paper are the speech acts in every day communication in Greek language which are used for expressing permission, allowance, gratitude, greeting, apology, congratulation and leave-taking expressions. First of all, we are going to consider speech acts of interpersonal language function in every day communication and try to determine their alternations and equivalents in Serbian language. 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/62a6e6b1b2450b46e2c744637d2fdd4a.pdf 9feafcfa61fcc56e3511084ffd141232 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Story Behind the Progress Alisa Mesihović International Burch University apindzo@ibu.edu.ba Abstract: The aim of this paper is to discuss how are women affected by the collapse of the state socialist regimes in Central and Eastern Europe but the main focus will be ex-Yugoslavia countries. Social status and employment of women will be discussed, especially tertiary-educated women. I am particularly interested in quality of life that has changed and I will argue that these changes affect men and women in different ways i.e. that women lost much more of their quality of life due to great social changes. I am going to use different sources, primary researches, but I have also conducted small case study of women scientists working at the university. In conclusion I will show that “opening” and “liberalization” of new labour markets contributed to loss of the quality of life but especially forced women to change their ways of life. This is very interesting in light of the fact that in countries discussed woman is still expected to fulfil her domestic roles first and then to have successful carrier as well. Key words: university, education, market, gender equality, life quality Introduction Sustainable development rests on maintaining long-term economic, social and environmental capital. While the importance of investing in economic assets to assure progress has long been recognised, sustainable development also bring attention to the ecological and human dimensions which are also key to growth and development. In failing to make the best use of their female populations, many countries are under investing in the human capital needed to insure sustainability. The aim of this essay is to discuss how women are affected by the collapse of the state socialist regimes in Central and Eastern Europe but the main focus will be ex-Yugoslavia countries. Social status and employment of women will be discussed, especially tertiary-educated women. I am particularly interested in quality of life that has changed and I will argue that these changes affect men and women in different ways i.e. that women lost much more of their quality of life due to great social changes. Indicators of life quality are not only material, i.e. economic but for the purpose of this assignment I will limit them to education, health-care and welfare. Case study conducted here is about three women, different age groups who basically do the same job, in the same country, even at the same institution – University of Sarajevo, but under very different conditions. Theoretical approach used in this study is frog’s perspective i.e. the process of transition will be discussed through the lives of these three individuals. Methodology used is qualitative analysis, one focus group aimed to provide better insight in specificity of gender roles in two different social systems. To explain, feminist epistemology is different from the classical one and so are the feminist methods of research. One of the main characteristic of feminist methodology is domination of personal experiences and oral histories that are recorded, so the interview was the most convenient method to get primary information.†††††††††††††††††† The Story Behind Numbers, Post-Transition and Gender Equality: “Blessings of Transition” After the war in ex-Yugoslavia countries and transition in other ex-socialistic countries question of gender equality became well known to general public, but most of the people still believe that it is the product from western democracies. †††††††††††††††††† Note: Names in the interviews are changed in order to protect the privacy of participants. 475 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo I am not going to claim that socialistic society was not patriarchal but my claim is that if it had not been less patriarchal than Western European and American societies it was not more so. The phenomenon of a relatively high female presence among professionals and highly-educated is a legacy of women’s long history of attaining advanced degrees under state socialism.‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ Socialistic system provided strong educational support for everyone regardless of gender, age, social status… etc. I am not trying to prove that there were no discriminatory experiences in that system but that would be the subject of another research and assignments. I was informed that in ex-Yugoslavia, for example, scholarships were available for everyone and that the education was in most cases absolutely free. When gender is considered there have always been professions which are considered to be exclusively male or female occupations but lack of legal frame for such claims opened the door to change these stereotypes. During the process of transition and after the collapse of socialistic system, countries faced “the blessings of transition”. One of the most prominent is definitely opening of markets which I could experience as a child in 1989. and at the beginning of 1990ies. My generation can still remember famous “Ante Marković’s Reforms” in ex-Yugoslavia and bananas and Austrian chocolates that became so cheap in that period of time. So my first image of transition is definitely the bright one. Others seem a bit foggy since the war came and the only economy I can speak about is the economy of survival. Interesting experience of both Croatia and BiH is that in spite of escalation of war and abnormal life condition education in all levels was rarely stopped. Schools and faculties continued to function regardless of unimaginably miserable conditions. It is important to say that most men took the weapon and that education depended on women. Collapse of once collective state and construction of new ones reinforced sense of ethnicity and ethno politics did renew the role of patriarchy, greatly helped by religious feeling regained. This added an extra burden for women to re-prove how good mothers and wives they are. In this contest linguistic analyses of word meanings is very interesting where we can prove that the term “nation” (narod) the most popular one during the age of transition is deeply enrooted in terms “birth, gender”…(rod, roditi…). So hand in hand of opening of new labour and all other markets came reinforcement of patriarchy and importance of women’s domestic roles. By conducting a small case study I tried to find out what has transition brought to tertiary educated women. Women in the Sciences, B&H Universities Focus of this research is age of the women that took part in this study, since their profession is the same one. Two of them finished the Faculty of Philosophy, University of Sarajevo and the third one finished Faculty of Arts at University of Sarajevo as well. Ms. Amy (as aforementioned names are changed) was born in 1940. and she got her B.A. degree at Sarajevo University in 1965. Being the best student in generation she was awarded a scholarship to continue her education in England and position of Teacher Assistant at the University was guaranteed to her. When she came back from UK in 1967. she was working at the University and in the meantime she got married and had her first child. Ms. Amy remember that period as one of the most beautiful in her life since she was already starting her PhD and than she had enough time to think about her baby and her future education. She was provided maternity lave for one year without any reduction of her salary. Anyway she came back to work after six months since she had great help of both her mother and mother in law and also of the whole her end her husband’s family who were very proud of her academic achievements. Her second child Ms. Amy had as already well known young university professor and once again she enjoyed her maternity leave. She explained to me that at the time when her children were babies and while growing up there was no need to worry for health care since it was free of charge for everyone and for every cure that people needed. Her salary was a bit higher than average one in ex-Yugoslavia so she was happy to be able to travel abroad both for business and private purposes. Ms. Amy still works in couple of universities in BiH and is highly admired by all her students for being great professor and a great person. Ms. Layla is 29 years old. She got her B.A. at University of Sarajevo in 2002. and continued her education at the same institution. Ms. Layla had to pay full tuition fees for her education since no scholarships were available. She’s been also working as a teacher’s assistant for three years now, for one of the public universities but her engagement is still on free lance basis. That mean she has no pension or health insurance ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ UNIFEM, The Story Behind the numbers: Women and Employment in Central and eastern Europe and the Western Commonwealth of Independent States, 2006. p. 47; in „Gender and Development“, Reader, Ceter for Interdisciplinary Post-graduate Studies Sarajevo, 2008/2009, edited by Marina Blagojevic, PhD 476 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo paid and now being pregnant, Ms. Layla has to pay for every single health care service. She will have no kind of maternity leave since she cannot afford the luxury of not working. That would mean she wouldn’t be able to pay for her child health care. Ms. Layla also works at two more different places where she teaches to get some extra money. At the same time although she has a great support of her mother she cannot rely on her service to look after new born baby since her mother is still working. Their plan is that grandmother to be, will take one month vacation when baby is one month old so Ms. Layla can go back to work. Although Ms. Layla is teaching foreign languages and is quite an expert, she has never visited a foreign country. The third story is about Ms. Nina, 31 years old lecturer who is regularly employed at full time basis at university of Sarajevo. She has been working for 7 years when she had her first child. Although she was guaranteed one year of fully paid maternity leave, no one could guarantee her that promotion of lecturer into a senior lecturer will not happen to the colleague who replaced her while she was absent. For this reason Ms. Nina decided to go back to work when her baby was only 3 months old and since there is no any official child-care institutions available for that age of children, Ms. Nina had to hire a lady to look after her child. Absurd is that she had enormous choice between lots of very well educated women who were ready to work for one quarter of her salary. Now I come back to the question what has “patriarchy regained” brought to women in ex-socialist countries? Is the role of mother and wife appreciated more and can we find women who enjoy respect for just being mothers and giving up all other occupations? It is hard to believe so. We see much more women who are expected to fulfil their domestic roles and have successful career at the same time. The European Commission’s report “Waste of Talents: Turning Private Struggles into a Public issue”, represented that women were better represented in the scientific work force in new EU member states and candidate countries from CEE than in the EU -15 accounting for 38 percent of total scientific researchers. The proportion ranges from 52 per cent in Latvia to 27 percent in The Czech Republic, while the average for EU-15 is 27 per cent.§§§§§§§§§§§§§§§§§§ This gap is definitely not due to the fact that women in EU-15 have more children or that domestic roles are more important and appreciated in this society. Moreover rate of birth is still significantly higher in CEE countries than in EU-15 countries. Authors of afore mentioned research, question if the high levels of participation are good news for women scientists in region. But when this research “peeled out layers” it was found that this statistics covered bitter truths, one of those already described in case-study of this assignment. Furthermore, large number of women scientists and scholars is employed in areas where work conditions are suboptimal. Very interesting is detail from UNIFEM’S research that shows how majority of teaching stuff at universities, (54%) is female but men are three times more likely than women to reach senior academic positions. The prospects of young female scientists and scholars are bleak due to lack of funding, rigid patterns of promotion and lack of appropriate welfare policies.******************* The unfavourable position of science and education which can be observed in former socialist societies and former industrialized societies going through or having gone through the process of “transition” (i.e. East-Central European societies within the EU or outside) is closely connected to the feminisation of science. According to the Enwise Report, scientific work is characterised by low salaries, low prestige and bad working conditions. Research clearly shows that both location and gender are crosscutting differences as regards the material, epistemic, technical and administrative as well as emotional support which scientists receive. Women (and other non-dominant groups) are more vulnerable if meritocracy is not exercised through transparent and objective sets of rules and procedures.††††††††††††††††††† Realizing that women are so often in charge of at least two employments ( in public and private sphere) would be a good start for necessary changes in procedures in force. §§§§§§§§§§§§§§§§§§ UNIFEM, The Story Behind the numbers: Women and Employment in Central and eastern Europe and the Western Commonwealth of Independent States, 2006.p. 47; in „Gender and Development“, Reader, Ceter for Interdisciplinary Post-graduate Studies Sarajevo, 2008/2009, edited by Marina Blagojevic, PhD ******************* Ibid. p. 47 ††††††††††††††††††† http://www.wbc-inco.net/object/news/2653.html Archive : Gender and Excellence in S&T - An issue in the Western Balkans? By Marina BLAGOJEVIC on Dec 16, 2007 477 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Part-time and free lance employment: Coming back to the case study once more, I have to mention part-time employment and free-lance based employment which is very often seen as a good solution to problem of work-family balance. But as the example showed apart from saving a couple of working hours, part time engagement can only provide social insecurity for women. So as flexibilization of employment relations and lowering of social protection have been widespread in Central and Eastern Europe since transition, reduction in unemployment was expected. It is not necessary to mention again that the goals are not achieved and that as the transition started, the number of employed people has never reached the level of employed workers in industrialized communist society. Gender gap is envisaged once again if we just consider how much easier is for men to take more flexible jobs at the same time since the reinforcement of patriarchy once again confirmed the attitude that it is not their obligation to participate in “care-work”. This shows that woman does not necessarily have to be married or to have children to be “eligible” for extra work of providing care. Women have always been first in chain to provide care for older members of family, sick ones, etc. It is obvious than why employers are very often so keen to give advantage to men, when choosing employees. Conclusion: Trying to reflect my personal impressions through the lance of feminist perspective I gave my best to show that “opening” and “liberalization” of new labour markets contributed to loss of the quality of life but especially forced women to change their ways of life. Private life became almost impossible, or at least undesirable in the process of establishing successful carrier. My greatest wish is that this claim becomes false and outdated as soon as possible and one of lights at the end of tunnel might be plan of European Commission to improve communication between society and science. Still as long as we expect someone else to solve our problems and are waiting to see »the sun coming from the west« there cannot be much improvement. Successful model of career-private life symbiosis has already been seen in EEC and it is up to educated people to renew and improve that model now. If we just pay enough attention to the facts how this change affects not only women, but also those who »rely on« their help in some phase of their life (children and other members of family) we shall se that it is not only feminists' policy and duty to improve these condition. In this case it is so obvious that term feminist implays terms »childrenist«, »humanist«... I gues that than patriachists would not have such a big problem to understand that improwing the quality of life for women means the quality of life for everyone and science is to play the key role in creating new pespectives. Very interesting for me was the statement that classical academic knowledge is too slow, and that centers established apart from universities should enable articulation of new knowledge created by interaction of excellent scientists. ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ ‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡‡ . http://www.womenngo.org.rs/sajt/sajt/saopstenja/razgovori/marina_blagojevic.htm Accesed july, 2009. Iz knjige: Nadežda Radović, Politika na ženski način – RAZGOVORI MARINA BLAGOJEVIĆ 478 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo References: Blagojević Marina, (2009), Knowledge Production and the Semiperiphery: A Gender Perspective, Belgrade, Institute for Criminological and Sociological Researches. UNIFEM, (2006), The Story Behind the Numbers: Women and Employment in Central and Eastern Europe and the Western Commonwealth of Independent States,. Daša Šašić-Šilović, (2009), Eastern Europe-capacity challenge. http://www.womenngo.org.rs/sajt/sajt/saopstenja/razgovori/marina_blagojevic.htm Accesed july, 2009. Iz knjige: Nadežda Radović, Politika na ženski način – RAZGOVORI MARINA BLAGOJEVIĆ Tragičan spoj patrijarhalne i postindustrijske mizoginije http://ec.europa.eu/research/science-society/pdf/sc_soc_wasted_talents_en.pdf Accesed july, 2009. http://www.wbc-inco.net/object/news/2653.html Archive : Gender and Excellence in S&T - An issue in the Western Balkans? By Marina BLAGOJEVIC on Dec 16, 2007 Accesed july, 2009 479 � 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. 737 Title A name given to the resource The Story Behind the Progress Author Author Mesihović, Alisa Abstract A summary of the resource. The aim of this paper is to discuss how are women affected by the collapse of the state socialist regimes in Central and Eastern Europe but the main focus will be ex-Yugoslavia countries. Social status and employment of women will be discussed, especially tertiary-educated women. I am particularly interested in quality of life that has changed and I will argue that these changes affect men and women in different ways i.e. that women lost much more of their quality of life due to great social changes. I am going to use different sources, primary researches, but I have also conducted small case study of women scientists working at the university. In conclusion I will show that “opening” and “liberalization” of new labour markets contributed to loss of the quality of life but especially forced women to change their ways of life. This is very interesting in light of the fact that in countries discussed woman is still expected to fulfil her domestic roles first and then to have successful carrier as well. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/21bb5e3d8b9b47519f01cd470dc509dd.pdf 4a8144d89031cea100ec34b8f60b05e9 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The Strategic Role of Universities in Local and Regional Development: Case of Cankiri Karatekin University-Turkey Köksal BÜYÜK Cankiri Karatekin University Faculty of Economics and Administrative Sciences Department of Business, Cankiri/Turkey koksal@karatekin.edu.tr Mahmut YAVAġI Cankiri Karatekin University Faculty of Economics and Administrative Sciences Department of Business, Cankiri/Turkey yavasi@karatekin.edu.tr Abstract: It is expected that socio-economic development should be started at local level and extended to regional level and then contributed positively to sustainable national development. New established universities are among strategic actors of local development as well contribute to university education and scientific in Turkey. Therefore, there is a compulsory for universities to work in corporation with local actors in the subject of development in addition to its leader role in national development. After establishment of regional development agencies, development process extending from local to national has gained more importance. Having a take-off and strategic role of universities in local development accelerate this process. In this study cankiri karatekin university choosen as case study will show us that how universities have communicated and coorperated with local dynamics in the field of local and regional development. In this study, activities, projects, formal communications and meeting documents between university and local actors will be investigated via using secondary data. Introduction Most people, traditionally, regard universities as higher education and fundamental research centers. However, in the contemporary period, universities have managed to get beyond this perception. Universities, in a wide spectrum, provide the society, economy, the welfare level and life quality with additional economic, social, cultural contributions. Their activities enter into all aspects of daily life (Rosan, 2006). The different dimensions of the role of universities in regional development have been studied by a variety of scholars. Harvey (2004) for instance, Harvey (2004) have focused on the relationship between regional social participation and universities, Jeffrey (2001) focused on university and the phenomena of new regionalism, Newlands (2003) focused on learning regional universities, Clayman and Holbrook (2003) have studied the relationship between universities and industrial clusters, Seongoh (2000) analyzed the connection between universities and regional renform systems, Chakrabartı and Lester (2004); Bansevicius and Tolocka (1999); Vitaskova (2005); Shadbolt and Kay (2005) have focused on the University-Industry relationship, Cooke and Leydesdorff (2004); Peters (2004); Karlsen (2005) have focused on University and information based regional development relations. All the above mentioned studies regard universities as one of the most important dynamics of regional development (Çetin, 2007). Universities are especially the transporters of working capitals for novel research. In this respect, they are crucial factors in terms of accelerating novelties, and developing new products and services. Universities, since they are the major consumers of local products and services, are catalysts that provide the emergence and development of a chain of added-value to most local small business (Rosan, 2006). Universities, which did only perform education and training functions previously, have become more important institutions and are located in a central position within the socio-economic life of the society in the contemporary information century. Consultancy, widespread education, applied studies, publication activities, health services, the production of technology (…etc.) are the primary functions of the contemporary higher education institutions. In Turkey, in face of the level of development that has been acquired by 363 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo the cities that have universities, other newly developing cities also demanded for Universities. For these reasons, the functions of higher education institutions that have been established in developing regions, in regional development have gained strategic importance. Changing and developing role of Universities in local development in Turkey When we analyze the important studies that were conducted on the university-local cooperation, ―The First Council Workshops on University-Industry Cooperation in Turkey‖ that was organized by Istanbul Technical University in 4-5 November 1994 is one of the important studies. The final report of the council on ―the Development, Strategic Design and Application Model of University-Industry Cooperation‖, was published and sent to over 1000 people and institutions at different official ranks by TUBITAK (The Scientific and Technological Research Council of Turkey) (ITU, 1994). TUBITAK initiated a support program to encourage the establishment of ―University- Industry Common Research Centers‖ in 1996. In line with this program, the financial burdens of these centers are shared by TUBITAK and the industrialists. TUBITAK can support these centers for 5 years. With the condition that TUBITAK‘s financial contribution will not be more than that of the industrialists the financial support is a disposal. According to The Scientific and Technological Research Council of Turkey (TUBITAK) Commission Report in first university-industry congress in 1994, technological developments in market economy countries surely produce new conditions on competitiveness. It is clear that countries and their firms, which use generic technologies effectively and develop it day by day, will get the competitive superiority in the world markets. Technology is the main field to realize this superiority. Competence in technology is sina qu non condition of the industries to keep up with ongoing developments and maintain their competitive power. The other competencies that the market economies require will be built up on this competency base (TUBITAK, 1994). The most important step taken in the 1990s was the Research and Development (R&D) Support Annunciation on November 4th, 1998 (Tebliğ No: 98/10). With this annunciation, the R&D activities of the private sector became widely supported. With the aim of encouraging the industry for R&D, this Annunciation is of crucial importance for University- industry relationship. The industry that improves its R&D and innovation activities will, by nature, engage in cooperation with universities. In this annunciation, in order to encourage university-industry cooperation, article d of the 11th clause tells that ―If the industrial enterprise, procured an R&D service from one of the universities and/or TUBITAK affiliated institutions in terms of a specific project or the enterprise at point performs its R&D activities in one of the aforementioned institutions, then the support percentage will be increased by %30 for these type of service procurement or costs of R&D activities performed in techno-parks.‖ Article c of the 12th clause of the same annunciation, by telling that ―All the project-related expenditures of the universities or research institutions that enter into a project together with an industrial enterprise, with the condition that these expenditures do not exceed $100 000 for each project in the time period of the project, will be provided with the R&D support.‖ One of the most important improvements in University-Industry cooperation over local development in Turkey is the enactment ―Technology-Developing Regions Law‖, which is also known as Technokent (Techno-city) law, in 2001 (Law code: 4691). The law facilitates the employment of academic personal in those regions where technology development is initiated and the contribution of the personnel to production of technology. As it is stated in the first clause, the law aims to provide the grounds through which cooperation can be sustained among the universities, research organizations and institutions. Taking into account the fact that the added value of the industrial sector is relatively higher than other sectors, the establishment of university industry cooperation is of utmost strategic importance for the development of regional industry. The primary task of the industrial sector is to prioritize research-development activities which will be carried out through cooperation with the universities. Especially with the expression that‖the personnel of public institutions/organizations and universities, whose services are required in the activities in the region, can work, either full-time or part-time, with the permission of their institutions. Part-time working Faculty members‘, lecturers‘, research assistants‘ and experts‘ income from their services are exempt from the revolving funds of the universities‖ in the 7th clause, academic personnel are encouraged to participate in this cooperation. Particularly, within the scope of Technology-Developing Regions Law numbered 4691 that was implemented in 2001, since December 2009, in total 37 technology development regions are established: 6 in Ankara, 5 in Istanbul, 3 in Kocaeli, and 1 in Ġzmir, Konya, Antalya, Kayseri, Trabzon, Adana, Erzurum, Mersin, Isparta, Gaziantep, EskiĢehir, Bursa, Denizli, Edirne, Elazığ, Sivas, Diyarbakır, Tokat, Sakarya, Bolu, Kütahya, Samsun, and Malatya (basbakanlik.gov.tr). In technology developing regions; including reformist firms established first on areas like softwareinformatics, electronics, and advanced material technologies and then on designing, Nano-technology, biotechnology, automotive, medicine Technologies and renewable energy the number of R&D projects that are 364 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo conducted in the region have increased up to 3.475 by December 2009. According the results taken at December 2009, in 22 regions:  Firm numbers reached up to 1235  Employed personnel number reached up to 10.806 (8.622 in R&D and 2.184 as supportive personnel)  The number of concluded Projects reached up to 5,775  The number of ongoing projects have reached to 3.475  Exports have reached up to 540 million US Dollars  Number of Foreign companies have reached up to 53 and the total investment by these companies have reached up to 450million US Dollars  The licence applications conducted/approved have reached up to 296. ( basbakanlik.gov.tr). Benefits of Collaboration between University-Industry A collaboration between university and industry has many major and minor benefits to universities, industry and so to society. It is argued that main reason and benefit behind university-industry collaboration is to improve reseacrh and development capability and innovative potential of companies that will help the countries to increase their competitive power. Also By placing a higher priority and being more reponsible to the needs of their local and regional comminities universities could be perceived as useful to society and so ensure to receive a public support that will make public resources more available for higher education. So, entrepreneurial activities are undertaken by universities will not just improve local economic performance but will also provide a financial adavantage for universities (Shattock 1997). First of all these collaborations has critical benefits to society.It is commonly accepted that the development of knowledge economy in cities is based on close cooperation between the world of education, science, research and business. Because of this, in the knowledge economy universities become key actors for the development of the city. Ever more interests of cities and universities are converging in new ways that brings changes to both and creates new alliances between them. Under these circumstances, one of the main focus of urban policy for local development appears to be the adaptation to challenges of network society (Castells, 1996). Cleary (2002) The HEFCE/Universities UK report (2001), The Regional Mission, highlighted a range of contributions universities make to their region:  Regional competitiveness  Urban and rural regeneration  Lifelong learning and employability  Cultural activities  Social well-being and health  A sustainable environment As stated before activities between university and industry not just help regional development but has many benefits to the parts of this collaboration.Yücel argues that interaction between universities and industry has some benefits for each side that motivate them to collaborate. It help universities as  Self development of academic personel,  Developing the studies of fundamental and applied sciences,  To publish the results in order to contribute to science and disciplinary knowledge And for the industries some of the benefits are:  Developing new technologies for the market,  Finding solutions for production,  Developing the product quality,  Increasing the market share (Yücel, 1997). There are also some other reasons that benefits both university and industry. According to Carayannies these benefits are:  Sharing of risk and cost for long term research,  Access to complementary capabilities,  Access to specialized skills,  Access to new suppliers and markets,  Access to state-of-the-art facilities (Carayannis, et al., 2000) On the other hand, there are many benefits that is harder to anticipate because of they are not included neither private benefits of individuals nor direct research outcomes. Some of these benefits are: 365 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo  Increased learning of graduates provides increased learning for non-graduates in the form of knowledge disseminated  Cultural and social standards set by universities improve the social infrastructure which underpin the harmonious working of society and the economy  Valuable means of interaction with individuals and groups from other countries with attendant trade, social and cultural opportunities;  The Promotion of inquiry and dispassionate debate on public policy issues leads to improved public decision making; and  A training ground for staff members who may leave university to take up positions in industry, the public service, governance or the community (Borland, et al.,. 2000). It is important to note that besides the benefits of university-industy collaboration there are also some strong criticisms to this relationship. Especially it is supported that engagement in these types of entrepreneurial activities could destroy academic independence and so they do not conform with the nature of academic activity. But still it is clear that universites has an important role in the context of knowledge economy so it is necessary to form a balance that will ensure universities undertake these type of activities while protecting independence and nature of academic activity (Çelik, 2007) Methodology and Data Sources The case study method was used in our research. One of the several ways of doing social science research is case study research, besides other ways, which include experiments, surveys, histories, and analysis of archival information (Yin, 2003). According to Flyvbjerg, case study methods involve an in-depth, longitudinal examination of a single instance or event. They examine a limited number of variables rather than using large samples and following a disciplined procedure. Case study methods involve systematic way of looking at events, collecting data, analyzing information, and reporting the results. (Flyvbjerg, 2006). Çankırı Karatekin University was established by Law No. 5662 published on Official Gazette with No. 26 536 came into force on May 29, 2007. According to the units of the university, academic staff are given in Table 1. Professor Units Faculty of Science and Literature 4 Faculty of Economics and Adminisrative Sciences 1 Associate Professor Assistant Professor University Instructor Lecturer Expert Research Assistant Total 3 43 1 0 0 21 72 1 19 0 0 0 18 39 Faculty of Forestry 4 2 7 1 1 0 16 31 Faculty of Arts 0 0 5 8 0 0 3 16 Health Vocational School 0 0 0 7 0 0 1 8 Vocational high school 0 Kızılırmak vocational high school 0 The Graduate School of Natural and Applied Sciences 0 1 4 47 2 6 0 60 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Institute of Social Sciences 0 0 0 0 0 0 0 0 Institute of Arts 0 0 0 0 0 0 0 0 Rectorate 0 0 0 0 15 3 0 18 Total 9 7 78 64 18 9 59 244 Table 1: Number of academic staff in the units Çankırı Karatekin University‘s total number of students is 4878 people in academic year 2009-2010. Distribution of educational level is given Figure 1. 366 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Figure 1: The number of students in Çankırı Karatekin University The official correspondences between the University and Local Actors were analysed in terms of content in order to determine cooperation areas since January 1, 2009. In addition, secondary data (questionnaries directed to stakeholders during the strategic planning studies of the University) were used. Assessment of NGOs in Çankırı about the University is given in Table 2. Thoughts about Çankırı Karatekin University Agree (%) Disagre e (%) Undecided % Çankırı Karatekin University provides qualified education to youngs living in Çankırı without going to another city. 61,5 24,5 13,9 The University enhances quality of life in Çankırı (economy, health, education, etc.) 89,5 6,6 4,0 I would like my children or relatives to study at Çankırı Karatekin University 58,9 19,2 19,9 The University will enhance art and culture quality of life in Çankırı (Cinema, theater, cafe, etc.). 89,4 5,3 4,6 Çankırı Karatekin University raises level of the city‘s culture. 81,5 7,3 10,6 I believe that the University forms libertarian and tolerant atmosphere in Çankırı. 68,2 15,9 14,6 I believe that the University was integrated with the people living in Çankırı at sufficient level. 40,4 29,2 29,8 I believe that attitudes and behaviors of students enrolled to Çankırı Karatekin University are good example for youngs in Çankırı. 29,8 43,1 25,8 I would like to rent my home to university students and be neighbor with them. 60,3 16,5 23,2 I believe that Çankırı Karatekin University contributes to vitality of city‘s economic life. 90,8 7,3 1,3 I‘m pleasure due to establishment of the University in Çankırı 96,1 3,3 2,6 Table 2: Assessment of the University by Non-governmental Organisations Whereas %24,5 of the participants to the survey, who are involved in civil society organizations, disagreed with the idea that Çankırı Karatekin University ―provides young people with a good education that they would not need to go to the other cities‖, %61,5 agreed with the idea. Whereas %89.5 of those people expressed their belief that 367 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Çankırı University will improve the life quality, %6,6 expressed the opposite. Additionally, whereas %19,2 mentioned that they would not like to see their child or relative attending Çankırı University, %58,9 mentioned that they would. Whereas %5,3 of the participants disagree with the idea that the university improves the quality of arts and cultural life in Çankırı, %89,4 think that the university improves the quality of arts and cultural life. Whereas %7,3 of these people, who are involved in civil society organizations, disagree with the idea that the university improves the cultural level of Çankırı, %81,5 think that the university improves the cultural level. %15,9 of the participants mentioned that they do not agree with the idea that the university provides a more liberal and indulgent atmosphere to Çankırı. %68,2 of the participants mentioned that they agree with the idea that the university provides a more liberal and indulgent atmosphere to Çankırı. Whereas %29,2 of these people expressed their disagreement with the idea that the university has sufficiently integrated with the people in Çankırı, %40.4 expressed the opposite. %43,1 of these people disagree with the idea that university students‘ behaviors and attitudes represents a good example for the young people in Çankırı but %29,8 expressed that they agree. %16,5 of these people, who are members of civil society organizations, do not want to rent their apartments to or become neighbors with University students but %60,3 expressed that they do not agree with such an idea. Again, whereas %7,3 of these people expressed their disagreement with the idea that the university provides a lively economic life %90,8 expressed their that the university provides a lively economic life. Finally, %3,3 of these people emphasized that they do not appreciate the establishment of a university in Çankırı but %96,1 emphasized that they appreciate it. Çankırı Karatekin University, although it is a newly established university, attracts the attention with its projects that provide contributions to the local development. In table 3, it can be seen that the ongoing projects are valued at 2,401,708 Euro‘s. These projects will play a crucial role in the local development of Çankırı. Supporting Institutions Project Name The assessment of the economic potential of the chickpea agriculture in the North-Passage region and the collection of TUBITAK their weed forms and the identification of their resistance to Antracnoza. The detection of new Micronas on opium puppies and thier TUBITAK Characterization The adaptation of the Continuous Education Approach for the return of Women living in the aggricultural areas to the EU labour market (The Beypazarı Model) En Vogue a tailor-made educational programme to provide EU an attractive stage for young female learners The Start and end Project Dates of the Budget Project 15/09/2007 15/09/2010 € 64.000 01/01/2010 € 106.800 November 2009 December 2011 € 205.659 01/11/2009 31/10/2011 2008 December 2009 August 2010 € 25.249 University Child Arts Workshops (ÜÇSA) Others The University and Change perception in Çankırı Others Cancer Research Project State Planning 2010-2012 Organization € 2 million Table 3: Ongoing Projects at Çankırı Karatekin University As for table 4, there are projects which are concluded and by the conduct of which Çankırı Karatekin University have provided positive contributions to the local development. As it can also be seen in the table, the university has provided positive contributions to the social and economic life with its projects that have a total budget of 147.500 Euro‘s. 368 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The start and end Budget of dates of the the project project Supporting Institution Project Name and Number The application of Jeo-statistics on the relationship between Different land usage types and some certain specialties of TUBITAK Agricultural land and the detailed study and mapping of those lands in Çankırı Yapraklı-Yukarıöz area. Number:104146 05/01/05 05/01/08 € 27.700 The Cultivation and ―In Vitro‖ accelerated reproduction of endemic and endangered types of Muscari Azerum and Muscari Aucheri. TUBITAK Number: 106034 06/01/06 06/01/09 € 72.500 EU ―Eylem 1-2: Today‘s youth, Tomorrows Elder‖ Group Life Talisman EU Uptronic 01/02/09 € 8.000 01/07/09 01/12/200 € 39.314 30/11/2009 EU Table 4: Concluded Projects at Çankırı Karatekin University From the content analysis of the official correspondence regarding the activities that exist in the official communication channels of the university and conducted to improve cooperation with local dynamics, the results that are seen in Table 5 are obtained. Cooperation issues Municipality Governorship Allocations of places temporarily - 2 Provincial Directorate of the Ministries 4 Training (conferences, seminars, panels, etc.) 1 4 15 Expert support of the University 3 - 2 Arrival 1 - - Allocation of bildings constantly 1 3 2 Allocation of vehicles temporarily Reconstruction / Settlement 1 1 2 - - Requesting members to Commission / Concil 2 4 10 Social projects and aid - 4 7 Construction of buildings - - 2 Security - 1 1 Table 5: Analysis of Official Correspondence between Çankırı Karatekin University and Local Organisations (January 2009-April 2010) The point that attracts attention from table 5 is the density of cooperation with the provincial directorates that are affiliated to the ministries. The University, as an institution of education and training, has been in close ties with local units. But the rareness of cooperation with the municipality in educational issues attracts attention. Although the municipality reserves seats for University members in the city council and asks for experts from the university, which reflects a positive picture, the relationship with the municipality is still not in a sufficient level. Another point is the University‘s appointment of the academicians to some commissions and councils by the request of the provincial directorates that are affiliated to the ministries. This situation will improve the grounds for cooperation. Whereas some activities are conducted with the provincial governorship and the directorates that are affiliated to the ministries on social projects and benefactions, it can be seen that there are no such cooperative activities with the municipality. We can see that there is a local solidarity in the solution of physical and location 369 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo inadequacies that are faced by Cankırı Karatekin University because of the reason that it is a newly established university. This situation is a clear indicator that the official institutions and organizations in Çankırı have supported the development of the university. Be it the provision of temporary auditoriums and locations for the conduct of cultural and social activities or be it the allocation of long term locations for the realization of education and training in more healthy conditions, it can be seen that there is an atmosphere of cooperation and solidarity. It can be seen that the relationship with the Chamber of Commerce is at minimal level. Especially, it is clear that there is a need for improvement in relations with civil society organizations. Conclusion Despite the fact that Çankırı Karatekin University is a newly established university the projects that it conducted in a short term indicates that it has a strategic role in local development. The fact that civil society organizations view the university positively shows that a platform of cooperation can be created within the city. The level of cooperation that is achieved with Public organizations can be become more effective with the participation of civil society organizations. Beside education and social projects there is also a need for the realization of projects that might improve the economic life. On this issue, especially the relations with the Chamber of Commerce and trade corporations should be improved. It is seen as a hard task, especially by small-business companies, to furnish an R&D center with machinery- equipment and research personnel. In this regard, with the establishment of a techno-park in the region, it may become possible to fill the technological information need of the industry by using the research infrastructure and space of the university. The legal regulations in Turkey encourage cooperation on this issue. The policies on the intensification of the Industry-University association, the development of information technology, the enhancement of licenses and discoveries, and the improvement of the frequency of solution-finding scientific projects on the regional and urban problems, should become policies with high-scale priority. Çankırı Karatekin University should create a strategic cooperation platform wth the active participation of local actors in order to acquire knowledge about, direct and establish scientific ground for local developments. This platform, which will take a strategic role in local development, should be led by the secretary general of the development agency that is going to be established in the region and starting primarily from the provincial governorship, the general secretary of the special provincial administration, the chair of the provincial assembly, the mayor, the chair of the city council, the provincial directorates of national education, agriculture and health, there should be participants from the provincial directorates that are affiliated with ministries, Chamber of commerce, representatives of different occupation chambers, public opinion leaders and the representatives of different social groups. The working groups that are formed by the members of the platform, in accordance with their profession, should conduct projects and activities regarding local development. The executive board, that coordinates the working groups, should be elected out of the members of the platform and should follow the developments through regular meetings. Since the strategic cooperation platform will play a leading role in regional development, it will create a synergic environment so that it will ensure the fertility and efficiency of the resources that are important for the development of the region. References Bansevıcıus, R. ve Tolocka, T. K. (1999). Development of Co-operation between Lithuanian Technical Universities and Industry in the Period of Economic Restructuring and Privatisation, Global J. of Engng. Educ., 3(2):159-168. basbakanlik.gov.tr/Handlers/FileHandler.ashx?FileId=3790 ―Teknoloji GeliĢtirme Bölgeleri Kanununda DeğiĢiklik Yapılmasına Dair Kanun Tasarısı‖ Borland J., Dawkins P., Johnson D. and Williams R. (2000). Returns to Investment in Higher Education The Melbourne Economics of Higher Education Research Program Report No. 1 Report to the Vice Chancellor, The University of Melbourne, http://www.melbourneinstitute.com/research/micro/rihe.pdf Carayannis, E. G., Alexander, J., Ioannidis, A. (2000). Leverage Knowledge, Learning and Innovation in Forming Strategic Government University-Industry R&D Partnerships in the US, Germany and France, Technovation, Vol. 20, pp. 477-488. Castells, M (1996). The Information Age: Economy, Society and Culture, The Rise of Network Society Blackwell, Volume 1, Oxford. 370 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Chakrabartı, A. K. ve Lester, R. K. (2004). Regional Development: Comparative Case Studies in the US and Finland, Massachusetts Institute of Technology Industrial Performance Center, Working Papers Series on Local Innovation Systems, No:2,1-14. Charles, D. (2001). Universities and Regional Development, Project funded by the European Community under the Targeted Socio-Economic Research (TSER), Final Report, July. Clayman, B. P. ve Holbrook, J. A. (2003). The Survival of University Spinoffs and Their Relevance to Regional Development, Centre for Policy Research on Science and Technology (CPROST), Simon Fraser University, Canada. Cleary, J. (2002). The Entrepreneurial University and http://www.aair.org.au/jir/2002Papers/ Cleary.pdf, (02.04.2010). The Learning Economy in A Regional Context, Cooke, P. ve Leydesdorff, L. (2004). Regional Development in the Knowledge-Based Economy: The Construction of Advantage, http://users.fmg.uva.nl/lleydesdorff/constructed_advantage/jtt2004.pdf. Çelik, G. (2007). In Partial Fulfillment Of The Requirements For The Degree Of Master Of Science In Urban Policy Planning And Local Governments, A Thesis Submitted To The Graduate School Of Social Sciences Of Middle East Technical University. Çetin, M. (2007). Regional Development and Entrepreneurial Unıveriıties, Ege Academic Review 7(1): 217–238. Flyvbjerg B. (2006). Five Misunderstandings about Case Study Research, Qualitative Inquiry, vol. 12, no. 2, pp. 219-245. Harvey, J. (2004). Rural Universities and Rural Development: Making a Difference. A Case Study from Rural Australia, A paper presented to the Europe at the Margins: EU Regional Policy, Peripherality and Rurality Conference. Angers, France, (15-16 April), 1-6. Jeffery, C. (2001). The Resurgence of Regional Governments, Universities and the ‗New Regionalism‘, ACU Conference of Executive Heads, Cyprus, (22-26 April), 1-6. Karlsen, J. (2005). The Knowledge Concept and Universities Third Role, Paper to be presented at Seminar in Kingston, 1-13. Law code: 4691. Teknoloji GeliĢtirme Bölgeleri Kanunu, R.Gazete Tarih: 06.07.2001, Sayı: 24454. Newlands, D. (2003). The Role of Universities in Learning Regions, Paper presented for ERSA 2003 Congress, University of Jyvaskyla, Finland, (27-30 August), 1-20. Peters, M. A. (2004). Universities, Regional Policy and the Knowledge Economy, Policy Futures in Education, 2(2):263-277. Rosan, R.M. (2006). The Role of Universities Today: Critical Partners in Economic Development and Global Competitiveness, http://www.icfconsulting.com/Markets/Community_Development/docfiles/roleuniversities.pdf, (01.04.2010). Seongoh, D. (2000). The Role Of Universities and Research Institutes for The Technopolis Development: The Case of of Taedok Science Town, http://in3.dem.ist.utl.pt/ downloads/cur2000/ papers/S10P06.pdf, Shadbolt, P. ve Kay, J. (2005). Industry Engagement: Transforming http://www.auqa.edu.au/auqf/2005/program /papers/session_f3_paper.pdf. Good Intentions into Good Practice, Shattock, M, (1997). The Managerial Implications of the New Priorities, Higher Education Management, v.9, n.2, p27-34. Tebliğ No: 98/10, 4.11.1998 tarih ve 23513 sayılı Resmi Gazete AraĢtırma-GeliĢtirme (Ar-Ge) Yardımına ĠliĢkin Tebliğ. TUBITAK (1994), Türkiye Üniversite-Sanayi ĠĢbirliği Birinci ġurası: Üniversite-Sanayi ĠĢbirliğinin GeliĢtirilmesi, Strateji Tasarımı ve Uygulama Modelinin Ortaya Konulması Alt Komisyonu Raporu, BTP 94/02. Vıtaskova, A. (2005). Cooperation between Universities and Private Enterprises: The Real (Im)Possibility, Systems Integration, 454–459. Yin, R., K., (2003). Case Study Research. Design and Methods. Third Edition. Applied social research method series Volume 5. Sage Publications. California. Yücel, Ġ. H., (1997). Bilim-teknoloji Politikaları ve 21. Yüzyılın Toplumu. http://ekutup.dpt.gov.tr/bilim (02.04.2010). 371 � 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. 205 Title A name given to the resource The Strategic Role of Universities in Local and Regional Development: Case of Cankiri Karatekin University-Turkey Author Author BÜYÜK, Köksal YAVAŞI, Mahmut Abstract A summary of the resource. It is expected that socio-economic development should be started at local level and extended to regional level and then contributed positively to sustainable national development. New established universities are among strategic actors of local development as well contribute to university education and scientific in Turkey. Therefore, there is a compulsory for universities to work in corporation with local actors in the subject of development in addition to its leader role in national development. After establishment of regional development agencies, development process extending from local to national has gained more importance. Having a take-off and strategic role of universities in local development accelerate this process. In this study cankiri karatekin university choosen as case study will show us that how universities have communicated and coorperated with local dynamics in the field of local and regional development. In this study, activities, projects, formal communications and meeting documents between university and local actors will be investigated via using secondary data. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/848e10922ba35b54e4234650e7cd99f4.docx 968e20226307efc159d9e8dd9436e90b https://omeka.ibu.edu.ba/files/original/9139be263bfed8593932eee421d2aed8.pdf 86831310308420083ff430295039bcfe PDF Text Text The Structure of a Course Book- the Significance and Order of Structural Components of a Coursebook in Foreign (French) Language Teaching and Learning Vesna Aleksić University of Belgrade/ Belgrade, Serbia Key words: teaching methodology, theory of a foreign language (French) coursebook, structural components of a coursebook, general and linguistic competences development, coursebook analysis ABSTRACT This work deals with the assumption that not only are teaching objectives accomplished through mere content of teaching materials, but through all its aspects, as well, where the important role is played by the structure, the way of involving and ordering sections of a coursebook. The discussion of this issue is based on the attitudes of authors interested in the theory of a coursebook on one side, and the analysis of certain French coursebooks, on the other side. The central part of this writing is based on the definition of a coursebook, which implies its structuring, and the definition of a structure, which emphasizes the importance of the appropriate distribution of structural elements. It investigates the importance, function and position of every single component of a coursebook, and offers their analysis which has been carried out in certain French coursebooks using analythic, synthetic, inductive and deductive method. In order to encourage the development of linguistic competences, a couresebook is required to have a preface, contents, lesson introduction, lesson, recapitulation sections and additional sections which need to be carefully and thoroughly designed. More precisely, a coursebook must motivate students through its structure, engage them in intellectual activities and help them think critically, encourage their individual work, develop their ethical and aesthetic values, draw their attention to crosscurricular learning, make them become aware of the system that exists in the materials. � 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. 1991 Title A name given to the resource The Structure of a Course Book- the Significance and Order of Structural Components of a Coursebook in Foreign (French) Language Teaching and Learning Author Author ALEKSIC, Vesna Abstract A summary of the resource. Key words: teaching methodology, theory of a foreign language (French) coursebook, structural components of a coursebook, general and linguistic competences development, coursebook analysis ABSTRACT This work deals with the assumption that not only are teaching objectives accomplished through mere content of teaching materials, but through all its aspects, as well, where the important role is played by the structure, the way of involving and ordering sections of a coursebook. The discussion of this issue is based on the attitudes of authors interested in the theory of a coursebook on one side, and the analysis of certain French coursebooks, on the other side. The central part of this writing is based on the definition of a coursebook, which implies its structuring, and the definition of a structure, which emphasizes the importance of the appropriate distribution of structural elements. It investigates the importance, function and position of every single component of a coursebook, and offers their analysis which has been carried out in certain French coursebooks using analythic, synthetic, inductive and deductive method. In order to encourage the development of linguistic competences, a couresebook is required to have a preface, contents, lesson introduction, lesson, recapitulation sections and additional sections which need to be carefully and thoroughly designed. More precisely, a coursebook must motivate students through its structure, engage them in intellectual activities and help them think critically, encourage their individual work, develop their ethical and aesthetic values, draw their attention to crosscurricular learning, make them become aware of the system that exists in the materials. 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/9427d736f3a7084393f68af42235e50f.pdf 900956a09dd749af39a68040a6180356 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo The Students’ Awareness about TAS and TFRS who are Educated in Business Administration: An Example of Afyon Kocatepe University Yusuf Topal Afyon Kocatepe University, Afyon, Turkey ytopal75@hotmail.com Zübeyde Kaya Afyon Kocatepe University, Afyon, Turkey zkaya64@hotmail.com When we look over to the history of Turkish Accounting Standards (TAS) and Turkish Financial Reporting Standards (TFRS), it is predicated on the World Accounting Conference which was performed in Australia–Sydney in 1972. Because of these accounting standards that are shaped by making many changes until now are far out from recent accounting standards and bring many innovations, there are difficulties in implementing of the standards. In the study, it is aimed to measure the level of students’ interest and awareness about Turkish Accounting Standards and Turkish Financial Reporting Standards who are educated in Accounting and Finance Program in Afyon Kocatepe University. In this purpose, a survey was applied to the students. The results obtained from survey were analysed by using SPSS Package program. At the end of the study, by grouping the students, it was tried to determine which group has high level of awareness. Keywords: Turkish Accounting Standards; Turkish Financial Reporting Standards. 276 � 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. 1687 Title A name given to the resource The Students’ Awareness about TAS and TFRS who are Educated in Business Administration: An Example of Afyon Kocatepe University Author Author TOPAL, Yusuf KAYA, Zubeyde Abstract A summary of the resource. When we look over to the history of Turkish Accounting Standards (TAS) and Turkish Financial Reporting Standards (TFRS), it is predicated on the World Accounting Conference which was performed in Australia–Sydney in 1972. Because of these accounting standards that are shaped by making many changes until now are far out from recent accounting standards and bring many innovations, there are difficulties in implementing of the standards. In the study, it is aimed to measure the level of students’ interest and awareness about Turkish Accounting Standards and Turkish Financial Reporting Standards who are educated in Accounting and Finance Program in Afyon Kocatepe University. In this purpose, a survey was applied to the students. The results obtained from survey were analysed by using SPSS Package program. At the end of the study, by grouping the students, it was tried to determine which group has high level of awareness. Keywords: Turkish Accounting Standards; Turkish Financial Reporting Standards. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1043 Title A name given to the resource THE STUDY OF BURNOUT AMONG ENGLISH LANGUAGE INSTRUCTORS WORKING AT THE PREPARATORY SCHOOL OF A TURKISH STATE UNIVERSITY Author Author Daşkın, Zehra Abstract A summary of the resource. Burnout in any field is a crucial issue which should be taken into consideration seriously. Teacher burnout which is a type of burnout is dealt with its all facets in this paper. More specifically, the English instructors (N=27) working in a state university preparatory school contributed to this study with their participation to the questionnaire (N=27) and interview (N=3). The result of the study shows that age and work experience are not determining factors of teachers‟ burnout and more than half of the participants display the burnout at different levels to some extent. 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/ddb3d9a8dd60d57327a35058863bbe85.docx 15aa68a45159c48514a27418860f957a https://omeka.ibu.edu.ba/files/original/58591f8fffbfe300d6eb2cdac0d392ee.pdf f00a81e20733f8504e72bf724952352c PDF Text Text The Study of Economic Capital Effects on Lifestyle (The Case Study of Pistachio Farmers in Two Villages of Kerman City in Iran) ShimaSafa Soil conservation and watershed management research Institute Iran shima.safa@gmail.com Abstract: As the social world changes, we need new concepts to understand it. The most important change in recent centuries has been the historical increase of consumption. Lifestyle and basic cultural values have changed in Iranian villages in the past half century. In fact, in Iranian villages, some sort of "Iranian rural modernity" has emerged. This paper has attempted to review the terms of lifestyle and indicators. And then it pays to examine the effect of pistachio orchards spread over the rural lifestyle both quantitative and qualitative methods. In this study, theories of sociologists Bourdieu and Giddensare used to study lifestyle, and Ronald Inglehart and other sociologists’ to analyze generational replacement. In qualitative research method, we have used rapid rural assessment, participatory approach, and semi-structured interviews. Interviews transcend walk, and group discussion were among the techniques used in this study. In quantitative part, 440 people from three generations living in the villages were sampled at random Research findings show that consistent with Bourdieu's “distinction theory” economic capitalist associated with lifestyle as the main hypothesis of the research. But the greatest impact is related to generation. As Bourdieu's theory, economic status does not determine the lifestyle changes. Keywords: economic capital - lifestyle – generational changes – pistachio cultivation – Kerman 70 � 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. 2505 Title A name given to the resource The Study of Economic Capital Effects on Lifestyle (The Case Study of Pistachio Farmers in Two Villages of Kerman City in Iran) Author Author SAFA, Shima Abstract A summary of the resource. As the social world changes, we need new concepts to understand it. The most important change in recent centuries has been the historical increase of consumption. Lifestyle and basic cultural values have changed in Iranian villages in the past half century. In fact, in Iranian villages, some sort of "Iranian rural modernity" has emerged. This paper has attempted to review the terms of lifestyle and indicators. And then it pays to examine the effect of pistachio orchards spread over the rural lifestyle both quantitative and qualitative methods. In this study, theories of sociologists Bourdieu and Giddensare used to study lifestyle, and Ronald Inglehart and other sociologists’ to analyze generational replacement. In qualitative research method, we have used rapid rural assessment, participatory approach, and semi-structured interviews. Interviews transcend walk, and group discussion were among the techniques used in this study. In quantitative part, 440 people from three generations living in the villages were sampled at random Research findings show that consistent with Bourdieu's “distinction theory” economic capitalist associated with lifestyle as the main hypothesis of the research. But the greatest impact is related to generation. As Bourdieu's theory, economic status does not determine the lifestyle changes. Keywords: economic capital - lifestyle – generational changes – pistachio cultivation – Kerman Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/6a1ad64e9f5bdeecc1b7c5ac0c5b4e01.docx 51fcfaa4fd775aa168d27b795979f2ed https://omeka.ibu.edu.ba/files/original/af2d317a9f29f4cf3401c65599801837.pdf 7fb5c3847ea086fd0fc4dcc4ea3cbecd PDF Text Text The Study of Intercultural Competence Profiles of Students in Learning Turkishas a Foreign Language Hatice Vargelen Gazi University/ Ankara, Turkey Key words: Intercultural Comminication ABSTRACT In recent years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village. To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore. Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance. In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area. � 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. 1805 Title A name given to the resource The Study of Intercultural Competence Profiles of Students in Learning Turkishas a Foreign Language Author Author VARGELEN, Hatice Abstract A summary of the resource. Key words: Intercultural Comminication ABSTRACT In recent years, with the development of technology and transportation facilities people of different languages and cultures communicate with each other more and more because of such reasons education, trade, tourism, etc. Nowadays, national borders lose its significance. An event anywhere in the world can affect the lives of people who live in the other parts of the world. According to Marshall McLuhan, the world turned to a global village. To know foreign languages has become a necessity to keep pace with the developments and changes in the world. As a parallel to this situation, the methods developed for the teaching of a foreign language have increasingly diversified. For language teaching, it is not enough to teach specific words and grammar structures. In order to use a language in a competent manner, the language of the dominant culture is also required. A behavior adopted as appropriate in a culture may not be considered appropriate in another culture in accordance with the behavior of a culture, customs, traditions, social experiences, belief systems, etc. Non-verbal communication behavior does not express the same meaning in all cultures. Language learners should have cultural awareness and ability to deal with different cultures. With these needs of foreign language teaching, the concept of intercultural competence came to the fore. Intercultural competence is ability to communicate effectively among individuals from different cultures. These individuals can learn about different cultures and accept them while gaining awareness of their own culture. The approach of intercultural competence in foreign language teaching aims to get language learners’ curiosity towards the target culture, to understand the others by emphasizing and to tolerate the differences. This situation avoids misunderstandings and conflicts due to the features of different cultures. For effective communication of people learning a foreign language, intercultural competence is of great importance. In this study, on the basis of the importance of foreign language teaching intercultural competence, the proficiency of the students who learns Turkish as a foreign language in Gazi University TÖMER is tried to be determined. In the survey, some questions are directed to students about Turkish culture and the links between their own culture and Turkish culture as a target culture have been tried to determine. For the interpretation of the questionnaires, Milton Bennet’s Development Model of Intercultural Sensitivity is used as a sample. In this study, the concepts of intercultural competence have been introduced and the importance of cross-cultural competence, cultural interaction in teaching Turkish as a foreign language is discussed. It is stated that it is necessary to promote the acquisition of intercultural competence in foreign language teaching. In recent years, the number of people who want to learn Turkish as a foreign language has been increased and thus, the studies in the field of teaching Turkish as a foreign language are speeding up. In this study, it is tried to make a contribution to the studies conducted in this area. 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