341 10 3494 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. 880 Title A name given to the resource What do I say when I know that you know my language? Communication strategies Turkish EFL learners use when interacting with Turkish and native speakers of English Author Author Yakut, İlyas Bulut, Doğan Abstract A summary of the resource. Different kinds of research have been conducted on various aspects of communication strategies (CSs) that non-native speakers use when they lack the required linguistic item(s) in order to be able to maintain communication. Some of these aspects of research include teachability of CSs (Dörnyei 1995, Maleki 2007), the effect of proficiency level (Aliakbari&Allwar 2009; Tajeddin&Alemi 2010), the effect of L1 background (Rababah&Bulut 2007), the use of specific CSs (Bada 2010), and classification of CSs (Tarone 1977, Faerch& Kasper 1983, Bialystok 1983, 1990, Paribakht 1985, Willems 1987, Poulisse 1993, as quoted in Dörnyei & Scott 1997, Rababah 2002, Nakatani 2006). This paper aims to present the results of a descriptive study which investigated the CSs that university level Turkish EFL learners resort to when interacting with their Turkish and native speaker teachers of English. To our knowledge no research has been reported on this aspect of CSs. The study was conducted in the English Preparatory Program of a Turkish university during 2011-2012 academic year. In the program, students study at different levels for 8 weeks and during this period they take 6 oral weekly quizzes. The class selected for this study included 20 B1 level students. Two instructors – one Turkish and one American native speaker of English- took turns to give the oral quizzes. Each student had a 3-5 minute interview with the instructor to talk about a topic which was covered in Speaking/Listening module that week. Interviews were video-recorded, transcribed and coded in order to identify the CSs that students used when interacting with the instructors. The paper ends with the discussion of the results and their implications for second language acquisition and language learning in EFL context. It is hoped that results of this study shed light on the issue of whether learners’ use of CSs is affected by the participants’ coming from the same L1 background or not. 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/c13fa6fce4818f7030643885c1a4d130.pdf ee4d3b649867a78d1ce6335deab09fe8 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Teacher knowledge What Every Teacher Should Know about It Adna Lojo Faculty of Philosophy, the Golden Badge of the University Of Sarajevo Bosnia and Herzegovina adna.lojo@gmail.com Abstract: It is certain that all teachers must possess knowledge. The question, however, is: „What kinds of knowledge every teacher aspiring to be successful in his or her job should have?― The purpose of this paper is to provide, if not definitive, than at least an elucidating answer to this question. The paper deals with three kinds of knowledge all teachers should possess: content or subject matter knowledge, pedagogical knowledge and pedagogical content knowledge. Content knowledge refers to the teacher‘s knowledge of the subject matter he/she teaches, and increases the teacher‘s own confidence, which directly influences the level of confidence the students‘ have for the teacher. Pedagogical knowledge, on the other hand, is not directly associated with the subject matter, but can still have an immense impact on the final results of the learning process. It is concerned with improving the relationship between the students and the teacher by helping the teacher recognize a variety of different situations which can appear in the classroom and equipping the teacher with appropriate techniques which enable him/her to respond appropriately to each of those situations. The third kind of knowledge, pedagogical content knowledge, unites the previous two, and helps the teacher find the methodologically most appropriate ways to present the given content. As elaborated in the paper, taken together, these three kinds of knowledge improve rapport between the students and the teacher and maximize student achievement, which is the ultimate goal of any learning process. Teacher knowledge The word ―knowledge‖ is in its own nature closely associated with learning and teaching. It goes without saying that a teacher must possess knowledge. However, it is often unclear what this knowledge truly encompasses. Is teacher knowledge a matter of being able to recite piles of books from cover to cover? Is a successful teacher one who knows how to create a positive learning climate in which his students will feel motivated to explore the subject he teaches? Or is an effective teacher in fact a combination of these two elements, and many more? Even in the modern era, many of those not very familiar with the science of teaching and learning would claim that the only kind of knowledge a teacher should possess is subject matter or content knowledge, which can be defined as ―a teacher‘s quantity, quality, and organization of information, conceptualizations, and underlying constructs in their major area of study‖ (Zeidler, 1999). For those who claim so, the aforementioned avid reader would have just enough skills to transmit his knowledge onto everybody he attempts to teach. Practice, however, has proven that this is not the case. A person can indeed be the best expert in any field, and yet lack pedagogical training needed to successfully manage the classroom. When this is the case, discipline issues may arise, the students can become confused and uninterested, and the teacher, despite his tremendous subject matter knowledge, can feel helpless. In such cases, with the teacher unable to hold the attention of the students and inspire them to acquire new knowledge, learning – which is normally the ultimate goal of any teaching process - becomes of secondary importance. This fact emphasizes the need to introduce the second kind of knowledge a teacher needs to possess – pedagogical knowledge, knowledge which enables the teacher to create a motivating, student-centered environment conducive to learning. To acquire such knowledge, the teacher needs not only to have high qualifications in his subject area, but also undergo special pedagogical training, through which he would be made aware of the different affective, cognitive and developmental factors which influence the learning process. Through such training, the teacher would also acquire practical strategies for dealing with different situations which may arise in the classroom and providing the most appropriate responses for them. 24 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo However, when kept separately, these two qualities are still not sufficient to produce the desired results, as they remain unconnected and fragmented. The problem lies in the fact that neither of these two kinds of knowledge helps the teacher find the best, most appropriate strategies for teaching particular areas of the subject matter. When a teacher possesses no knowledge of such strategies, his teaching will suffer despite his knowledge of the content matter and the skills he acquired through pedagogical training. What is needed then is a combination of these two elements, an area which will unite the teacher‘s knowledge of the subject he teaches and his ability to make the classroom a place where that knowledge can be shared. This ‗common area‘ is called pedagogical content knowledge. These three main kinds of knowledge intertwine (amongst each other and with various other kinds of teacher knowledge) to create a solid base upon which the teacher can build his relationship with students and a more successful learning environment. Content knowledge It seems very logical that no teaching can take place if the teacher is not very familiar with the subject he/she is meant to teach others. This teacher trait is also recognized as extremely important by students, so, for example, Turkish preparatory school students describing an effective English language teacher listed teacher‘s knowledge of English as the most important characteristic (Arikan et al., 2008). Numerous other studies which examined the efficiency of teachers also yielded similar results, so Bruce D. Barnes (2010) reports that many of the studies he reviewed have found that students believe effective teachers: ― have sound content knowledge of their discipline (Chen, 2005; Faranda & Clarke, 2004; Lasagabaster & Sierra, 2005; Kutnick & Jules, 1993; Xiao, 2006) • are able to answer complex questions (Faranda & Clarke, 2004) • are proficient in English (ELT) (Lasagabaster & Sierra, 2005; Park & Lee, 2006; Rammal, 2006) • have a sound knowledge of grammar (ELT) (Lasagabaster & Sierra, 2005; Park & Lee, 2006)― Still, it seems this teacher characteristic is perhaps not yet fully understood and appreciated by teachers and education students, which results in teachers who have insufficient knowledge of their subject area and are thus unable to help students learn. A good grasp of the subject he/she teaches can make a tremendous influence on how the teacher manages the classroom and facilitates the process of learning. According to a research paper entitled ‗Why Teacher Content Knowledge Matters‘, content knowledge on the part of the teacher facilitates learning by influencing the way teacher present the content to their students (with more knowledgeable teachers making more connections with real life and drawing more on students previous knowledge). This characteristic, as reported by Barnes (2010), was deemed very important by students in studies conducted by Faranda and Clarke (2004) and Kelley et al. (1991). Content knowledge also influences the way teachers use teaching materials, so teachers who have a deeper knowledge of the subject tend to be more able to link lessons into a coherent sequence and identify the key points of each individual unit (MSPKMD, 2008). A study of outstanding university teachers, conducted by Hativa et al. (2001) has shown that these strategies were very highly or highly used by all the observed teachers (all university professors, experts in the area of their subject). By using their knowledge in such diverse ways, teachers with deeper content knowledge pose more difficult challenges before their students, thus further developing their cognitive skills and making them more involved in the learning process (Stronge, 2007; Neubrand, 2008). Still, all this does not necessarily mean that in all cases teacher subject matter knowledge will have a direct impact on student achievement. The debate on this issue is heated, and different studies have yielded different results. Perhaps the most accurate view is the one of Monk (1994) who argues that ‗teacher subjectmatter knowledge was related to student achievement only up to a certain point‘ (Marzano, 2003, p.64). What this means is that there is a threshold above which teacher content knowledge becomes less relevant. For example, whereas teacher‘s knowledge of basic characteristics of English sounds and the way they interact with each other is important when teaching English phonetic alphabet to high school students, in-depth knowledge of dialectal variations is not. On the contrary, such knowledge, if the teacher attempts to transfer it onto students (for whom it has no relevance or practical usage) can even negatively interfere with students‘ learning and motivation. Of course, the threshold varies based on the level or grade of the students being taught (Marzano, 2003), so more content knowledge is needed when teaching advanced students than when dealing with young children. Pedagogical knowledge The exact opposite, however, may hold true for pedagogical knowledge. Since young learners possess many characteristics unique to their own age group, it may be far more challenging to balance the various elements of classroom management (discipline, rapport, motivation, staying on-task etc.) when teaching them than when dealing with teenagers or adults. Age, however, is not the only factor which influences how the 25 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo teacher should behave towards students. Many other characteristics, ranging from learning style to culturespecific attitudes and beliefs, must be taken into account when deciding how to treat individual students and the class as a whole. These characteristics pertain not only to students, but also to the learning environment and the society in which the learning process is taking place. Being able to identify, take into account and successfully deal with these differences is what constitutes the pedagogical knowledge of teaching. In fact, all teacher behavior in the classroom related to personal interaction with the students can be connected to pedagogical knowledge. A teacher who possesses this kind of knowledge knows which types of behavior are appropriate in which kinds of situations. Such teachers understand the variety of contexts which can appear within the classroom and are able to adjust their behavior accordingly. This notion shows that pedagogical knowledge is in fact very much connected with the personal characteristics of the teacher, and that, through knowledge, teachers can reflect on their traits and behaviors and, when necessary, alter them to suit the needs of their students. Such reflections and alterations directly influence student-teacher relationship and the classroom atmosphere, thus directly impacting students‘ learning. Perhaps the best way to show the importance of pedagogical knowledge is through a practical example. Let us consider the example of student misbehavior - one of the most debated issues and one of the biggest teacher problems in the classroom. Many new teachers are worried about handling misbehavior properly. The worry arises from the fact that, when handled wrongly, student misbehavior can lead not only to deterioration in the learning achievements of that particular student, but also undermine the whole class‘ trust in the teacher and, through a chain reaction, make the entire class unresponsive and unwilling to learn. These severe consequences show the importance of pedagogical knowledge. A teacher who has no pedagogical training, and possesses only content knowledge, might resort to such ineffective practices as yelling, threatening or humiliating the misbehaving student, which would only worsen the situation and ultimately lead to the teacher‘s loss of control over the class. On the other hand, a teacher with appropriate pedagogical knowledge will know that the right way to handle discipline issues is to prevent them from ever happening by setting rules early on and consistently enforcing them. Even if a discipline problem arises, a pedagogically-knowledgeable teacher would know that the right thing to do in such a situation is to remain calm, react immediately and react to the behavior and not the student (Harmer, 2007). When following these and similar instructions which are a key part of pedagogical knowledge of any teacher, the teacher helps foster a positive learning environment, practices good classroom management and improves his rapport with the students. Pedagogical content knowledge However, as has been previously noted, pedagogical and content knowledge alone do not constitute a framework strong enough for effective teaching. An effective teacher must also possess a third kind of knowledge, the one which unites and combines the previous two concepts and provides a kind of a common ground on which the different aspects of the professional called ‗teacher‘ meet to produce the best possible results. This third kind of knowledge is called pedagogical content knowledge or PCK. In order to fully understand the concept of ‗pedagogical content knowledge‘, it is necessary to introduce its definitions, as formulated by Lee S. Shulman, the educational psychologist who first introduced this term. In his landmark paper ‗Those Who Understand: Knowledge Growth in Teaching‘, he describes PCK as follows: ‗Within the category of pedagogical content knowledge I include, for the most regularly taught topics in one's subject area, the most useful forms of representation of these ideas, the most powerful analogies, illustrations, examples, explanations, and demonstrations - in a word, the ways of representing and formulating the subject that make it comprehensible to others...Pedagogical content knowledge also includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons.‘(Shulman, 1986, p. 7) After defining the term, it is time to explore the practical implications of pedagogical content knowledge for foreign language teachers. If we consider an EFL teacher attempting to teach his Bosnian students the usage of the Present Perfect tense in English, we will better understand why pedagogical content knowledge is so important. For the purposes of achieving this goal, we will compare the ways in which two very different teachers – one possessing PCK and the other lacking it – would attempt to teach this challenging grammar point. A teacher lacking PCK might attempt explain the usage to the students by using complex metalanguage, introducing too difficult oral explanations and presenting them with a myriad of abstract grammar-book rules. All of this could have inimical effects on students‘ learning, making them even more confused, which may lead to disinterestedness and lack of motivation, ultimately jeopardizing learning. The teacher possessing PCK, on the other hand, would first of all realize that that particular subject can be very difficult for Bosnian students because 26 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo there is no tense equivalent to Present Perfect in their own language. He would consider the students previous knowledge of the tense system in their own language and in English and attempt to tailor his teaching to suit this previous knowledge and build upon it, the teacher would also use his pedagogical knowledge to assess how the age of his students influences the way the grammar point should be presented, and avoid too much metalanguage if younger learners are in question. Finally, the teacher would attempt to find a wide variety of different techniques which would best serve to present the content and reinforce the student‘s knowledge of it. From this comparison, it is easy to see how a teacher possessing PCK differs from the one possessing only content knowledge. In short, an expert with no PCK will not be able to adequately explain certain concepts since he/she has not learned to ‗stoop‘ to the level of knowledge of the students and view things from their perspective. The teacher with PCK would, on the other hand, be able to identify himself with the learners, thus recognizing possible difficulties and misconceptions which may arise in the learning process. In this way he would not only facilitate learning, but also make the students confident in their knowledge, rather than intimidated as they would feel in the presence of a teacher without PCK. This confidence would then result in better student-teacher interaction and easier problem-solving. 27 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Stronge, JH (2007), Qualities of Effective Teachers, ASCD, Alexandria <http://books.google.com/books?id=0qi4i1las8C&printsec=frontcover&dq=qualities+of+effective+teachers&hl=en&ei=s8oXTIXuGtPgsAbE77HOC Q&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q&f=false> Harmer, J (2007), The Practice of English Language Teaching, Pearson Education Limited, Harlow. Neubrand, M (2008), 'Knowledge of Teachers – Knowledge of Students: Conceptualizations and outcomes of a Mathematics Teacher Education Study in Germany', viewed 3 May 2010 < http://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/NEUBR.pdf> Arikan, A, Taser, D, Sarac-Suzer, H S (2008), The Effective English Language Teacher from the Perspectives of Turkish Preparatory School Students, ERIC database, viewed 23 February 2010 http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/45/01/4d.pdf Shulman, L (1986), ‗Those who Understand: Knowledge Growth in Teaching‘, Educational Researcher, vol. 15, No. 2., pp 4-14, viewed < http://www.science.utah.edu/mssstfiles/thosewho.pdf> Why Teachers‘ Mathematics Content Knowledge Matters: A Summary of Studies, MSPKMD, viewed 15 June 2010 < http://www.mspkmd.net/pdfs/blast16/3b2.pdf> Marzano, R J (2003), What Works in Schools: Translating Research into Action., ASCD, Alexandria, viewed 15 June 2010 <http://books.google.com/books?id=MVyhsp10SIgC&pg=PA64&dq=teacher+knowledge+of+subject&cd=5#v= onepage&q=teacher%20knowledge%20of%20subject&f=false> Hativa, N., Barak, R. & Simhi, E. (2001) Exemplary University Teachers: Knowledge and Beliefs Regarding Effective Teaching Dimensions and Strategies. Journal of Higher Education<http://findarticles.com/p/articles/mi_hb172/is_6_72/ai_n28871046/pg_17/?tag=content;col1> Zedier, D L (1999) Dancing with Maggots and Saints: Past and future Visions For Subject Matter Knowledge, Pedagogical Knowledge and Pedagogical Content Knowledge in Science Teacher Education Reform <http://www.eric.ed.gov/PDFS/ED434834.pdf> Barnes, B D (2010) The Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University. <http://www.eric.ed.gov/PDFS/EJ908194.pdf> 28 � 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. 8 Title A name given to the resource What Every Teacher Should Know about It Author Author Lojo, Adna Abstract A summary of the resource. t is certain that all teachers must possess knowledge. The question, however, is: „What kinds of knowledge every teacher aspiring to be successful in his or her job should have?― The purpose of this paper is to provide, if not definitive, than at least an elucidating answer to this question. The paper deals with three kinds of knowledge all teachers should possess: content or subject matter knowledge, pedagogical knowledge and pedagogical content knowledge. Content knowledge refers to the teacher‘s knowledge of the subject matter he/she teaches, and increases the teacher‘s own confidence, which directly influences the level of confidence the students‘ have for the teacher. Pedagogical knowledge, on the other hand, is not directly associated with the subject matter, but can still have an immense impact on the final results of the learning process. It is concerned with improving the relationship between the students and the teacher by helping the teacher recognize a variety of different situations which can appear in the classroom and equipping the teacher with appropriate techniques which enable him/her to respond appropriately to each of those situations. The third kind of knowledge, pedagogical content knowledge, unites the previous two, and helps the teacher find the methodologically most appropriate ways to present the given content. As elaborated in the paper, taken together, these three kinds of knowledge improve rapport between the students and the teacher and maximize student achievement, which is the ultimate goal of any learning process. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 809 Title A name given to the resource What Goes Around Comes Around: Proverbs in Books Used to Teach English to Future EFL Teachers in Turkey Author Author Hatipoglu , Ciler Can , Nilufer Abstract A summary of the resource. In EFL settings, coursebooks are the main materials teachers depend on to teach the target language. Therefore, these materials should be designed to meet the needs and expectations of language learners (i.e., should help learners develop their communicative competence (CC)) (Celce-Murcia 2001). This need is even more apparent in the case of teacher trainees as language learners; before attaining pedagogic competence in the teacher education institution, teacher trainees need to attain CC so that they are not side-tracked by language weaknesses in their professional development (Cross, 1995:3). The aim of this study was to uncover whether or not the EFL books used in Anatolian Teacher Training High Schools (ATTHS) in Turkey help future language teachers develop their CC by providing enough information and instruction on proverbs, which are claimed to make an important contribution to the development of each of the competences in Bachman’s CC framework (Littlemore & Low, 2006). The data collection and analyses for this study were done in three stages: (1) a questionnaire was employed to identify the coursebooks used in ATTHS; (2) an analysis form was designed to identify the number, form of the proverbs and the way (method and purpose) they were presented in the selected coursebooks; (3) a checklist was designed to uncover the aspects of proverbs that were explicitly dealt with in these coursebooks. The results of the study showed that while the scrutinised local coursebooks contained only a few proverbs, the analysed international coursebooks included a relatively bigger number of proverbs. However, except for some of the semantic and cultural aspects of proverbs, there were hardly any explicit references to other aspects of proverbs in the examined coursebooks and a considerably big number of the proverbs included in the books were not among the frequently used ones by native speakers of English. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/1d8a815d3c8dc4a072eb87865dee0804.docx fb0e2d4e67d63fcd0055d2e56b42b59b https://omeka.ibu.edu.ba/files/original/637b02b16ae6f3d4f62fe1626c9b7d8b.pdf de1ddcac03cc308c9892e6ffe7219476 PDF Text Text WHAT Is XBRL (Extensible Business Reporting Language)? Use of XBRL in Balkan Countries and Turkey Ensar Ağirman Ataturk University Turkey ensaragirman@gmail.com Murat Serçemeli Ataturk University Turkey muratsercemeli@gmail.com Muhammet Özcan Ataturk University Turkey mhmmtozcan@gmail.com Abstract: XBRL (extensible Business Reporting Language) is a freely available, digital data encoding language and global standard for exchanging business information electronically between financial data producers and users. The purpose of XBRL is to standardize the automation of business intelligence (BI). Therefore, organizations, companies, firms, government agencies etc., could prepare and exchange their financial statements via XBRL instead of using pdf, html, doc, xls which might create some problems and consumes more and more time. In this study, there was given an overview, historical development of XBRL, benefits and uses of XBRL. Also it is exemplified the usage of XBRL in the World, with special focus on Balkan countries and Turkey. At the end, some suggestions about XBRL usage are made for Balkan countries and Turkey. Keywords: XBRL, Electronic Financial Reporting, XML. 116 �116 � 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. 2576 Title A name given to the resource WHAT Is XBRL (Extensible Business Reporting Language)? Use of XBRL in Balkan Countries and Turkey Author Author AGIRMAN, Ensar SERCEMELI, Murat OZCAN, Muhammet Abstract A summary of the resource. XBRL (extensible Business Reporting Language) is a freely available, digital data encoding language and global standard for exchanging business information electronically between financial data producers and users. The purpose of XBRL is to standardize the automation of business intelligence (BI). Therefore, organizations, companies, firms, government agencies etc., could prepare and exchange their financial statements via XBRL instead of using pdf, html, doc, xls which might create some problems and consumes more and more time. In this study, there was given an overview, historical development of XBRL, benefits and uses of XBRL. Also it is exemplified the usage of XBRL in the World, with special focus on Balkan countries and Turkey. At the end, some suggestions about XBRL usage are made for Balkan countries and Turkey. Keywords: XBRL, Electronic Financial Reporting, XML. 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/63486f0ea73198bec40e8a9277d5fc10.docx c313e4b19304f43d83100c7ff4d55aa7 https://omeka.ibu.edu.ba/files/original/229496607202c72599eae8b09841a8c2.pdf c2717ee43e1ddeea025a14fbeb340a5b PDF Text Text What User Thinks About Privacy on Social Networks: An Empirical Study Ahmet Murat ÖZKAN Cumhuriyet University Turkey ahmetmozkan@hotmail.com Abstract: Practically billions of users are using a wide selection of so called "social networks" which serve as a meeting point for individuals, groups etc. Recently, more and more people join multiple social networks on World Wide Web, such as Facebook, Linkedin, Twitter, Google Plus etc. to share information and updates of their lives and at the same time to monitor or participate in different activities. Social networking has become one of the most popular activities on the web, with the top sites boasting hundreds of millions of users, and social networking sites representing an important portion of world’s 100 most-visited web sites. On social networks, service providers (i.e. facebook, twitter, google plus) have the chance to create unique products or services for each customer where the information provided by users are actually an essential part of the service. For example, we all have a different profile page (and network) based on our information, location etc. and provided by social networking company (service provider). Very sensitive personal data are uploaded to user profiles including but limited to, personal identity, date of birth, photos, job/education information, and location. Scholarship on social networking on World Wide Web is flourishing and privacy issues can be considered as a popular topic on these studies. In this paper, based on a questionnaire, we try to understand what users think of regarding their private information on social networks. Questionnaire is based on the scale “information privacy: measuring individuals' concerns about organizational practices” developed by Smith, Milberg and Burke (1996). We argue that, if providers can come up with a secure infrastructure, transparent data usage policy and rich privacy options for users to opt-in and out, people will engage in more social networking activities and providers can make more profit. Keywords: privacy, user, social network, knowledge, management. 141 � 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. 2603 Title A name given to the resource What User Thinks About Privacy on Social Networks: An Empirical Study Author Author OZKAN, Amet Murat Abstract A summary of the resource. Practically billions of users are using a wide selection of so called "social networks" which serve as a meeting point for individuals, groups etc. Recently, more and more people join multiple social networks on World Wide Web, such as Facebook, Linkedin, Twitter, Google Plus etc. to share information and updates of their lives and at the same time to monitor or participate in different activities. Social networking has become one of the most popular activities on the web, with the top sites boasting hundreds of millions of users, and social networking sites representing an important portion of world’s 100 most-visited web sites. On social networks, service providers (i.e. facebook, twitter, google plus) have the chance to create unique products or services for each customer where the information provided by users are actually an essential part of the service. For example, we all have a different profile page (and network) based on our information, location etc. and provided by social networking company (service provider). Very sensitive personal data are uploaded to user profiles including but limited to, personal identity, date of birth, photos, job/education information, and location. Scholarship on social networking on World Wide Web is flourishing and privacy issues can be considered as a popular topic on these studies. In this paper, based on a questionnaire, we try to understand what users think of regarding their private information on social networks. Questionnaire is based on the scale “information privacy: measuring individuals' concerns about organizational practices” developed by Smith, Milberg and Burke (1996). We argue that, if providers can come up with a secure infrastructure, transparent data usage policy and rich privacy options for users to opt-in and out, people will engage in more social networking activities and providers can make more profit. Keywords: privacy, user, social network, knowledge, management. 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/0b974c5e9e06f19bb29ded75e5383f06.docx a6d2057e0d6493a3618e6a34ed433656 https://omeka.ibu.edu.ba/files/original/325f7a5c55eee844538c29d1e1b578ef.pdf 07f2649b6d2dd95d7371fa9908562554 PDF Text Text Where has Joyce Carol Oates's Fiction Gone? Entela Kushta University of Tirana/ Tirana, Albania Key words: violence, superficial, realism, gothic, parody ABSTRACT This study aims at presenting a chronological view on Joyce Carol Oates's fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, "Where are you going, Where have you been". A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades. � 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. 1775 Title A name given to the resource Where has Joyce Carol Oates's Fiction Gone? Author Author KUSHTA, Entela Abstract A summary of the resource. Key words: violence, superficial, realism, gothic, parody ABSTRACT This study aims at presenting a chronological view on Joyce Carol Oates's fiction, and thus its variation and evolution. The title of the paper springs from one of the most acclaimed short stories by the author in question, "Where are you going, Where have you been". A writing career which started with her first novel, With Shuddering Fall (1964), and continues to the day, speaks for an ongoing process of experimentation with the means of expression. If attempting to find a common thread pervading all her novels, violence can be said to carry the greatest weight in her thematic treatment. However, from the physical violence of the early stages, her novels of the 1980s move towards a more explicit featured violence reaching the phase where characters are able to verbalize violent incidents in the novels of the 1990s. The characters inhabiting her novels are as well a proof of this evolution process. Scholars have criticized the characters of the initial stage as being superficial and inarticulate, who sometimes commit suicide as they cannot bear the burden of their actions. Later novels witness characters, who despite their deficiencies, have learned to make their way through the dark reality of the American society, rarely resorting to suicidal attempts. The paper will also look at the issue of literary movements which have influenced and find reflection in the fiction of Joyce Carol Oates spanning over 5 decades. 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/95d6e28b17f6270c8ecdeab7988eb137.pdf 7572812c058f28ee0796067ff64b751c PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Which Way is More Suitable for Turkey's Real Estate Market? Erhan BĐRGĐLĐ Assoc.Prof., The Faculty of Economics and Administrative Sciences, Sakarya University Turkey birgili@sakarya.edu.tr Fatih GÜMÜŞ Researcher, The Faculty of Economics and Administrative Sciences, Sakarya University Turkey, fbgumus@sakarya.edu.tr Ali AKAYTAY Lecturer, Cilimli Vacational School, Duzce University, Turkey, akaytay@sakarya.edu.tr Abstract: Real Estate Finance or mortgage finance is more popular economic issue around the World and Turkey. Real estate markets are more productive markets than other markets. This market energize nearly 200 other main and submain sector. Because of that, after the economic crises and recessions countries start going to vitalize this sector for accelareting other sector and whole economy. Nowadays, Mortgage finance’s negative effects have been shocked to economies. Turkey is among to countries which effected less than other countries. The question of “ Which strategy is more sutiable and useful for Turkey’s real estate market?” is more controversial now adays in Turkey. Because of that we prepared a survey and studied to detemine more sutiable strategy for vitalizing to real estate market of Turkey. We applied to survey to certificated or working in any bank 200 real estate specialists. After the survey, we entered the data to SPSS program and we found the econometric market, credit structure, funding, demand, strategy models which suitable to Turkey. Keywords: real estate, mortgage, Turkey, Survey, models Introduction Housing market has an effect on national economies more than other markets. Housing market is directly connected to other sectors which are supposed to exceed 600. In addition, housing market has a direct or indirect stimulant effect on other sectors (Klein and Bestani, 2004:77). Housing sector is not only a technical application, but also is a sector which has some aims to control system risks, labour market and macro economic conditions (Stephens, 2006:60). According to a research conducted in USA in 1984, USA housing sector increased in value exactly seventeenfold from 1947 to 1982 (Koh and Edward, 2005:2). This show us the importance of housing sector in countries` development. States attaches priority to housing sector at the time of economic stagnation and economic crisis to restore their economies (Arslan, 2008:29). Housing sector has quite different attributes than other sectors. One of the important one of these attributes is that housing sector is accounted of a development indicator of other sectors. That is, sanitary housing sector means sanitary other sectors. On the contrary, unsanitary housing sector means unsanitary other sectors (Kirecci, 2005:7). Housing sector is an indicator and cause of prosperity. Housing sector gives us information about national economies. If looked at developed countries, it can be seen easily that housing market is quite in good condition in terms of economic indicators. Housing sector also gives us information about socio-cultural attributes of states as well as their economic conditions. The housing sector reflects personal preferences of citizens, their domestic attributes as well as attributes of human capital of states (Bicakova and Serminska, 2008:7). 331 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Mortgage System Mortgage system is the transfer of an interest in property to a lender as a security for a debt - usually a loan of money. Mortgage system is the lender's security for a debt. It is a transfer of an interest in land (or the equivalent) from the owner to the mortgage lender, on the condition that this interest will be returned to the owner when the terms of the mortgage have been satisfied or performed. In other words, the mortgage is a security for the loan that the lender makes to the borrower (Deloitte,2005:3). Since long term funds are provided by capital markets, mortgage system serves as bridge between housing markets and capital markets (Mufad,2007;126). In mortgages system, the agreement is that the loan is repaid in fixed periodic payments, typically monthly. The contract interest rate is the interest rate that the borrower pays the lender in exchange for having the money today. There are two risks connected with lending. The first, named default risk, is the prospect that the borrower fails to refund the loan. The second, named market risk, appear when interest rates change over time. The possibility of default has led societies to create laws and mechanisms to protect the lender. One of these is collateral. In the case of mortgages, the collateral is almost always the property being purchased. Loan agreements can also comprise a variety of restrictions. Some of these are aimed at protect the lender, while others protect the borrower. For instance, in the past, many mortgages were “assumable,” meaning that if the borrower sold the house, the mortgage could be assumed or transferred to the new owner. This harm lenders when interest rates increased as the new owner could get a “below market interest rate” by assuming the previous mortgage. Now, mortgages are typically not assumable. There was also a time when many mortgages had a prepayment penalty. Today, mortgage contracts typically stipulate that there is no penalty for paying the loan off before its maturity date. Mortgage System in the World Financial markets has been experiencing significant changes especially within the last 20-25 years. Today` financial markets, which base on technology, comprise of banks, insurance companies as well as hundreds of other financial institutions and financial instruments instead of banks and insurance companies of 1960s and 1980s. The market has been varied and deepened. In the world, the biggest and the most developed mortgage market is in the USA. The ratio of mortgage in GDP in 1949 was %20 and %73 in 2001 (Green and Watcher,2005:93). Prosperity of many people in this country comes from their investment in real estate sector and it constitute %50 of total assets (Klein and Bestani,2004:77). Citizens spends %25-30 of their incomes on their mortgage loans (Englund et.al, 2002:167). The application of mortgage systems goes back to the beginning of 1900`s, especially to the great depression in 1929. Before the great depression, the mortgage market of the USA was the market which could provide loan for 5 to 10 years and up to %50 of house` value (Green and Watcher,2005:93). House prices decreased significantly in 1930 as a result of the crisis leaving mortgager in a situation that they could not sell their houses as well as pay their debts (Green and Watcher,2005:94-95). In order to mitigate the effects of the great depression on financial markets, the Federal government founded financial institutions in the beginning 1930s. These were Freddie Mac, Fannie Mae and Ginnie Mae. These financial institutions afford implicit guaranty to banks in the case of default. By these institutions, banks reach the secondary markets and keep cash flow open as well as remove risks from their balance sheets (Covan,2003:2). That is, banks in the USA provide housing loan with the help of these financial institutions to market and sell their receivables converting them into property under the guaranty of these institutions. The customers of mortgage backed securities are mostly index directors, pension funds, banks and hedge funds (Heidari and Wu,2004:6). As a result of the balance between supply and demand, around the half of volume of security is provided by this market. (Heidari and Wu,2004:6) Mortgage System in Turkey Turkey’s dynamic economy and attractive demographical feauters show that real estate sectors future will be brilliant. Half of the population is under 25 in Turkey with 1,5 % of population increase rate, 2,7 % of urbanization rate and 2,8 % of household expanding level, is quite more when compared with the other countries. Its shown that in a recently research, close to half of the Turkey’s people’s first investment choice is to real estate market (www.gyoder.org.tr). Turkey begin mortgage system to put into practice in 2007 with a mixture of two different mortgage system thats are applied in the world. But with the global financial crisis and the absence of appropriate substructure conditions of mortgage system, it could not be applied efficiently in Turkey. 332 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo This system planned to setup secondary markets and work it together with international markets. Also in primary markets there are many regulations that the bank and the customer come face to face. Its called as “mortgage financing agency” that buy or take over the receivables of “mortgage credit establishments”. These establishments will obtain of funding these establishments that are acting in primary markets like, banks, special financing agencies, real estate developers, leasing companies, Housing Development Administration of Turkey (TOKĐ), by lending or by buying these receivables with guarantee of receivables got from given credits. These agencies that are acting in the secondary markets and buy or take over the receivables will find new funds by exporting bonds or mortgage-backed securities with a guarantee of receivables that they lend or buy. There are 2 kinds of securities in the system. First one is “mortgage-backed securities” that are exported by banks by showing their receivables in their balance sheets and showing them with their financial power as guarantee without lending them to secondary market enstitutions. The second one is “mortgage-based securities” that banks lend their receivables to intermediaries or secondary market establishments that give possibility to show their balance sheets less risky and more liquid. With the mortgage law two different funds are formed. “Housing Finance Fund” for whom wants to invest to mortgage-backed securities, “Assets Finance Fund” for whom wants to invest to assets-backed securities. These funds can be called as “special aimed establishments” as we know from the samples in other countries. Methodology In this study, We aimed to design a real estate finansing model for Turkey’s real estate market using a survey and we think over carefully to be special to Turkey’s culturel, social and economical condition Our survey paper was filled by 200 real estate specialist working in a bank or not. Survey expressions designed like ; 1: I strongly agree……5: I do not strongly agree in accordant to 5 likert scale. Survey took into practise usinng witk 2 different style. One of them is by telephone and other web page. The data recorded by cd and limevire survey program. Our web site was www.mortgageanket.com The survey took 3 month ( february, march, april) and analyses of survey took nearly 1 week. Results of Survey In accordane to survey result, we constitute 5 factor. First of all is finding fund factor. Finding Fund Factor Analyses: Our first factor is divided to 3 secondary factor. These are encouragement, state assistance and small funds aid. Our factor’s Cronbach Alpha value is 0,599. This means that our factor passed to reliability test. The result of KMO test is %73. becauese of 0,73>0,50, data set is suitable for factor analyses. Bartlett’s test shows this data (0,00<0,05). This means that there is a high coralation between variables. Thus data set is suitable for factor analyses Constitution Of Statistical Model With Multiple Regression Model Multiple regression model is like this: y = β 0 + β 1 x1 + L + β n x n + ε Factors represent to variables of Model. We found this opinion using with R Square test. R Square test was found % 97. This means that independent variables explain to model with very powerfully. The estimation result of model is below; FF = 3,69 + 0,38 .ENC + 0,32 SA + 0,24 SFA + e FF: Finding fund ENC: Encouragement SA: State Assistance SFA: Small Funds Aid This means; When the encouragement subfactor increase 1unit, finding fund factor will increaes 0,38 unit. This means; When State Assistance subfactor increase 1unit, finding fund factor will increaes 0,32 unit. This means; When : Small Funds Aid subfactor increase 1unit, finding fund factor will increaes 0,24 unit. Credit Sructure Factor Analyses: Our second factor is divided to 2 secondary factor. These are personel credit and personel peciluarities. Our factor’s Cronbach Alpha value is 0,584. This means that our factor passed to reliability test with low degree 333 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo The result of KMO test is %58. becauese of 0,58>0,50, data set is suitable for factor analyses. Bartlett’s test shows this data (0,00<0,05). This means that there is a high coralation between variables. Thus data set is suitable for factor analyses R Square test. R Square test was found % 99. This means that independent variables explain to model with very powerfully. The estimation result of model is below; CS = 3,77 + 0,54 .PC + 0,35 PP + e CS: Credit Structure PC: Personel Credit PP: Personel Peciluarities This means; When the Personel Credit subfactor increase 1unit, credit structure factor will increaes 0,54 unit. This means; When Personel Peciluarities subfactor increase 1unit, credit structure factor will increaes 0,35 unit. Role Of The State And Market Structure Factor Analyses : Our thirth factor is divided to 6 secondary factor. These are market organisation, adequacy, REIP ( Real estate investment partnership) , local market, central establishment and foreign partner . Our factor’s Cronbach Alpha value is 0,701. This means that our factor passed to reliability test with strong degree. The result of KMO test is %70. becauese of 0,70>0,50, data set is suitable for factor analyses. Bartlett’s test shows this data (0,00<0,05). This means that there is a high coralation between variables. Thus data set is suitable for factor analyses R Square test. R Square test was found % 99. This means that independent variables explain to model with very powerfully. The estimation result of model is below; RS _ MS = 3,85+ 0,28 MO + 0,20 REIP + 0,17 AD + 0,13 LM + 0,15 CE + 0,10 FP + e RS_MS: Role Of The State And Market Structure MO: Market organisation LM: Local Market REIP: Real Estate Investment Partnership CE: central establishment FP: Foreign Partner AD: Adequacy This means; When the Market organisation subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,28 unit. This means; When the REIP subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,20 unit This means; When the Adequacy subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,17 unit This means; When the local market subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,13 unit This means; When the central establishment subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,15 unit This means; When the Foreign Partner subfactor increase 1unit, Role Of The State And Market Structure Factor factor will increase 0,10 unit Demand Factor Analyses Our fourth factor is divided to 2 secondary factor. These are decrease to cost and increaes to demand. Our factor’s Cronbach Alpha value is 0,687. This means that our factor passed to reliability test with strong degree The result of KMO test is %67. becauese of 0,58>0,50, data set is suitable for factor analyses. Bartlett’s test shows this data (0,00<0,05). This means that there is a high coralation between variables. Thus data set is suitable for factor analyses R Square test. R Square test was found % 37. This means that independent variables explain to model with %37 rate The estimation result of model is below; DM = 3,85+ 0,23 DC + 0,13 ID + e DM: Demand Factor DC: Decrease To Cost ID: Increaes To Demand This means; When the decrease to cost subfactor increase 1unit, demand factor will increase 0,23 unit This means; When the demand subfactor increase 1unit, demand factor will increase 0,13 unit 334 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Other Alternate Suggestion factor Analyses: Our fifth factor is divided to 8 secondary factor. These are HDAT ( Housing Development Administration of Turkey), Turkey’s condition, Market Data, rent prices, Istanbul finance center, dual structure, European Union, partnership Our factor’s Cronbach Alpha value is 0,745. This means that our factor passed to reliability test with strong degree. The result of KMO test is %77. becauese of 0,70>0,50, data set is suitable for factor analyses. Bartlett’s test shows this data (0,00<0,05). This means that there is a high coralation between variables. Thus data set is suitable for factor analyses R Square test. R Square test was found % 97. This means that independent variables explain to model with very powerfully. The estimation result of model is below OAS = 3,91+ 0,23 HDAT + 0,21TC + 0,19 MD + 0,17 RP + 0,15 IFC + 0,11 DS + 0,11EU + 0,10 PA + e OAS: Other Alternate Suggestion HDAT: Housing Development Administration of Turkey TC: Turkey’s Condition MD: Market Data RP: Rent Prices IFC: Istanbul Finance Center DS: Dual Structure EU: European Union PA: Parthnership This means; When Housing Development Administration of Turkey subfactor increase 1unit, other alternate suggestion factor will increase 0,23 unit This means; When the Turkey’s Condition subfactor increase 1unit, other alternate suggestion factor will increase 0,21 unit This means; When the Market Data subfactor increase 1unit, other alternate suggestion factor will increase 0,19 unit This means; When rent prices subfactor increase 1unit, other alternate suggestion factor will increase 0,17 unit This means; When the Istanbul Finance Center subfactor increase 1unit, other alternate suggestion factor will increase 0,15 unit This means; When the Dual Structure subfactor increase 1unit, other alternate suggestion factor will increase 0,11 unit This means; When the European Union subfactor increase 1unit, other alternate suggestion factor will increase 0,11 unit This means; When the parthnership subfactor increase 1unit, other alternate suggestion factor will increase 0,10 unit Conclusions Turkey’s real estate market is very strong structure. Turkey is the country which has alot of advantages which more country have not these advantages. For example, house demand is very high, builder sector is very strong, building resource is very plentiful. This is the most importtant work is that advantegeus must be used productive and thinking of common benefit. Turkey is in the financial crises of which its effects feel less in accordant to other countries like USA and developed european countries. It is not true that to behave fast and in panic.This conditions mark to recession period all of world. Turkey’s real estate market is stable period. This period must be though to solve this problem “ How we will set a new and strong real estate market and finance?” There is no a concensus on optimal real estate market and finance. Every country had established to real estate market in accordance to their culturel, sociel, geographic, economic conditions. In according to our survey and last financial cirises, turkey need to new real estate structur and finance. Common benefit, working together inside or outside of Turkey will be most important issues in near future. At this important point, new conditions must be read very carefully and true. This period is open to new financial and economic period. References Klein, Johanna and Robert Bestani (2004), “Housing Finance In Asia”, Asian Development Bank Working Paper. Koh, Winston and H. K. Edward (2005), “Investing in Real Estate: Mortgage Financing Practices and Optimal Holding Period” February, www.ssrn.com. Arslan, Cenk Murat (2008), “Konut Finansmanının Uygulaması ve Birlikte Getirilen Vergisel Teşvikler”, Vergi Dünyası Dergisi, Yıl: 27, Sayı: 320, Nisan 335 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Kireççi, Tebernüş (2005), Emlak Yatırım Rehberi, Neden Kitapçılık, Temmuz, Đstanbul Bicakova, Alena and Eva Sierminska (2008), “Mortgage Market Maturity and Homeownership Inequality among Young Households: A Five-Country Perspective” April, www.ssrn.com Ceylan, Ali (2002), Finansal Teknikler, 4. Baskı, Ekin Kitapevi, Bursa Stephens, Mark (2006), “The Role of Housing Finance in the Housing Policy of Transition Countries” Open Society Instıtute, Housing finance Congress, Hungary, Edited By Jozsef Hegedus And Raymond J. Struyk, 12-26 March 2006, pp.43-63 Green, Richard; Watcher, Suzan M. ; “The Amerıcan Mortgage In Hıstorıcal And Internatıonal Context ” Journal of Economic Perspectives; Volume: 19, Number: 4 Fall 2005—Pages 93–114 Covan, Cameron (2003), “Hearing On Protecting Homeowners, Preventing Abusive Lending While Preserving Access To Credit, American Securitization Forum, November 5 Klein, Johanna and Robert Bestani (2004), “Housing Finance In Asia”, Asian Development Bank Workig Paper. Heidari, Massud and Louren WU (2004), “What Constitutes a Good Model? An Analysis of Models for Mortgage Backed Securities”, August, www.ssrn.com. IMF Country Report (2007), “Denmark: Financial Sector Assesment Program - The Danish Mortgage Market: A comparative Analyses”, International Monetary Fund March. www.deloitte.com (www.gyoder.org.tr). 336 � 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. 241 Title A name given to the resource Which Way is More Suitable for Turkey's Real Estate Market? Author Author BiRGiLi, Erhan GÜMÜS, Fatih AKAYTAY, Ali Abstract A summary of the resource. Real Estate Finance or mortgage finance is more popular economic issue around the World and Turkey. Real estate markets are more productive markets than other markets. This market energize nearly 200 other main and submain sector. Because of that, after the economic crises and recessions countries start going to vitalize this sector for accelareting other sector and whole economy. Nowadays, Mortgage finance’s negative effects have been shocked to economies. Turkey is among to countries which effected less than other countries. The question of “ Which strategy is more sutiable and useful for Turkey’s real estate market?” is more controversial now adays in Turkey. Because of that we prepared a survey and studied to detemine more sutiable strategy for vitalizing to real estate market of Turkey. We applied to survey to certificated or working in any bank 200 real estate specialists. After the survey, we entered the data to SPSS program and we found the econometric market, credit structure, funding, demand, strategy models which suitable to Turkey. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/d30b9c1cbeabbc93db636a5842c052dc.doc cef5a556218b9ffb4b7dc754b72bba53 https://omeka.ibu.edu.ba/files/original/fa3c4155b1e0a4a4f9240c3c6bbc3bb8.pdf da4a4a9f9a2f95b31d373286019a33ab PDF Text Text BOOK OF ABSTRACTS White box Mustafa Hasanovic International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT The Villa Savoye was the culmination of many years of design, and the basis for much of Le Corbusier's later architecture. The plan of the building is square; one of the ideal shapes which the architects so admired. Within this strict geometry, dynamic curved forms are added, like the staircase and the solarium on the roof screened by curved walls. Interlocking ribbon windows are repeated on all sides of the building providing openness and light. The whole structure is painted in pure colour - white on the outside, a colour with associations of newness, purity, simplicity, and health and planes of subtle colour in the interior open living areas. One is never clear as to what is outdoors and what is indoors: the villa is a homage to light, and air, as well as a complex geometry and plan that can be quite baffling on first encounter. | 55 � 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. 1447 Title A name given to the resource White box Author Author HASANOVIC, Mustafa Abstract A summary of the resource. The Villa Savoye was the culmination of many years of design, and the basis for much of Le Corbusier's later architecture. The plan of the building is square; one of the ideal shapes which the architects so admired. Within this strict geometry, dynamic curved forms are added, like the staircase and the solarium on the roof screened by curved walls. Interlocking ribbon windows are repeated on all sides of the building providing openness and light. The whole structure is painted in pure colour - white on the outside, a colour with associations of newness, purity, simplicity, and health and planes of subtle colour in the interior open living areas. One is never clear as to what is outdoors and what is indoors: the villa is a homage to light, and air, as well as a complex geometry and plan that can be quite baffling on first encounter. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/e3a9f49ae30ccf0038017d963f740ae2.pdf efd4cfd4e274faa2cb67c30fed71cd7a PDF Text Text Who are Our Students? Investigating Learners’ Risk Taking Ability and Achievement on Second Language Acquisition Assiye BURGUCU Kafkas University, Faculty of Science and Letters, Department of English Language and Literature, Kars, TURKEY sybrgc@gmail.com Turgay HAN Kafkas University, Faculty of Science and Letters, Department of English Language and Literature, Kars, TURKEY turgayhan@yahoo.com.tr Ali Osman ENGĐN Kafkas University, Faculty of Education Department of Education Sciences, Kars, TURKEY aosmanengin@gmail.com M. Dursun KAYA Atatürk University, Vocational College of Erzurum, Erzurum, TURKEY dursun@atauni.edu.tr Abstract : Teachers of second language, to be most effective, should be aware of who their students really are. It means that teachers must comprehend diversities among their students in many individual characteristics, such as age, self-esteem, motivation and motivation span, sex, cooperation, competition, language learning techniques, strategies, styles, and the last and one of the distinctive individual characteristics is risk-taking ability. All of these variables are directly related to achievement; however the general purpose of this study is to overview the links between learners’ risk-taking ability and achievement on second language acquisition in a comprehensive manner. The study examines three stages. The first part of this paper presents the general overview of learners’ risk-taking ability and behaviors on language acquisition process and its effects on learners. The second part introduces how it affects achievement, the proportion between risk-taking ability and achievement. The third part of the article is related to advantages and disadvantages of risk-taking on second language teaching. The article concludes with how teachers and learners use this character positively. Key words: Risk-taking ability, L2 learning, achievement, individual differences. “The world lies in the hands of those who have the courage to dream and who take the risk of living out their dreams- each according to his or her own talent.” Paul Coelho �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Introduction The term “risk-taking” is defined “a situation where an individual has to make a decision involving choice between alternatives of different desirability; the outcome of the choice is uncertain; there is a possibility of failure” (Beebe, 1983, p. 39). On the other hand, according to some linguists, they define risk-taking as the ability of being eager and ambitious to experience new information intelligently regardless of embarrassment in linguistics. (cited in Hui-An Yu, 2005). Risk-taking is not only one of the dimensions of individual differences (IDs), but also, it is one of the important parts in second language learning process; moreover, it is a language learning strategy for good language learners who are willing to take risks (cited in Gass & Selinker, 2000). Language learners are willing to understand new knowledge from their teachers; however, how should they communicate or interact with teacher? or how should language teachers understand important learning-related differences among their students? how should they courage and support their students? For students, the answer is taking risk (Dörnyei, 2005, Hui-An Yu, 2005). For teachers, the answer is about encouraging students to take risk (Oxford, 1992). Therefore, in order to reinforce risk-taking, language teachers should organize risk-taking process. Oxford, (1992; p.38) implicated that classroom atmosphere affects learners’ learning process in risktaking situation; “[…] a non-threatening classroom climate, class discussion of fears, individual counseling with inhibited students, and training in strategies that facilitate taking risks (e.g., compensation strategies like guessing or using synonyms). Teachers can help learners relax and not be worried if they do not understand everything right away; and at the same time, they have the ability to assist learners in knowing when and how to take risks, particularly in conversational settings”. It means that it is necessary to develop positive classroom climate and to reinforce risk-taking, [language] teachers should arrange and develop an ample affective framework to overcome learners’ anxiety of learning the target language (Brown, 2000). Table 1 shows that Skehan (1989), and Dörnyei (2005) look insight IDs such as language aptitude, personality, motivation and the other less central IDs. Nevertheless, they have an important role in L2 learning process; for instance, intelligence, self-esteem and “risk-taking” (Ellis, 2008). In the literature, many different studies focused on IDs and second language learning. For example, “Aptitude, attitude and motivation in second language proficiency” by Clement and Kruidenier (1985), “Personality and speech production: a pilot study of second language Learners” by Dewaele and Furnman (2000), “Individual differences in second language learning” by Dörnyei (2005) and Skehan (2003), “Language anxiety and achievement” by Horwitz (1986), and “Risk-taking and language learner” by Beebe (1983). Skehan (1989) Robinson (2002) 1- Language aptitude 1- Intelligence 1- Personality 2-Motivation 2- Motivation 2- Language Aptitude 3-Language learning strategies 4- Cognitive and affective factors: a) extroversion/ introversion b) risk-taking c) intelligence d) field independent e) anxiety 3- Anxiety 3- Motivation 4- Language Aptitude 4- Learning and cognitive strategies 5- Other learner characteristics a) anxiety b) creativity c) willingness to communicate d) self-esteem e) learners beliefs 5-Working memory 6-Age Dörnyei (2005) Table 1: Factors listed as influencing individual learner differences in language learning three surveys Source: Adopted from Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: OUP, p.644 2 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo “Explaining Individual Differences” In this paper we will focus on one particular psychological dimension about risk-taking and its effects on second language learning and achievement. After the review of the literature, we shall discuss advantages and disadvantages of risk-taking ability and how language teachers stimulate their students to be riskier in oral proficiency. The Literature Review Risk-taking behavior appeared in the literature of psychology in 1960s (Kogan & Wallach, 1967), and 1970s (Bem, 1971) and it appeared in literature of linguistics and English as a Second Language (ESL) in 1960s, (Labov, 1969), 1980s (Beebe, 1983, Ely, 1986a). Kogan and Wallach correlated two personality dimensions, motivation and risk-taking behavior to this basis McClelland –Atkinson position, which is a theory of achievement motivation developed by McClelland, Atkinson, Clark and Lowell in 1953, (cited in Beebe, 1983). In this context, Kogan and Wallach (1967) implicates that high motivated persons are prone to achieve moderate but not high risk takers contrary to popular belief. Also Beebe (1983) advocates that “[…] low need achievers, persons who strongly fear failure, and those with a high need for approval, are likely to take courses of action which are extremely risky or extremely conservative. They are less likely to change their risk-taking behavior even when it leads to failure” (p. 41). According to Kogan and Wallach, this theory has been repeatedly tested out and confirmed, however, they do not admit that it controlled for individual differences in skill and studied chance condition. Another study about risk-taking is of Bem (1971) who studied risk-taking behavior through three categories; all of these categories are external as: the situation (e.g.: previous experience), the individual (e.g.: personality factors) and the social setting (e.g.: cultural value for risk) (cited in Beebe, 1983). Studies on language learning and risk-taking are few in number. We turn to examine some research studies literature in linguistics and ESL related to risk-taking. Labov (1969) had a study on black students who never speak teachers in class or during conversational and oral practice. These students and ESL students, who behave like this, are in common. However, we should not label them “nonverbal” (Labov, 1969). Although they are often quite talkative students in their peer groups, they are quiet with their teachers. Their perception of risks involved in oral skill in classroom atmosphere. On the other hand, Beebe (1983, p.43) emphasizes that when students act with their peers, speaking is a low risk – high gain situation. Trimpop (1994) named risk-takers in two characters depending on their base-levels; one of them is “risk-avoider (… Coward) and the other is riskseeker (…Hero). Thus, we can deduce that the risk-avoider students, basically, could be risk-seeker in their peer groups. It depends on atmosphere and situation. Language teachers should know how to behave their students both inside and outside of the class, because it affects students’ risk-taking behavior. Beebe (1983) illustrated that “encouraged dread of risk-taking both in classroom and in natural settings can cause some of negative ramifications, such as a bad trade in the course, a fail on the exam, a scolding from teacher, a sneer from a classmate, punishment or embarrassment either inside the classroom or outside the classroom” (p. 40). It means that the negative factors both inside and outside of the classroom may affect language learners’ intention and aptitude of risk-taking. Moreover, language learners who fear the frequent ambiguities of language learning often suffer reduced risk-taking ability (cited in Beebe, 1983). Because of these important reasons, as Woolfolk (2001) noted and advised that activities can be done in order to increase the confidence of silent students in the classroom; 1. Break instructions into small steps and provide short activities, chosen and sequenced by the teacher. 2. Cover material thoroughly and at a moderate pace, give plenty of practice, immediate feedback and specific praise. 3. Have students work as a whole class so that the teacher can supervise. Avoid individualized, self-paced, or independent work. 4. Maintain a level of difficulty that guarantees high rates of success. 5. Ask convergent questions – one correct answer. 6. Make sure to call on everyone, and stay with a student until a question has been answered. 7. Avoid interpretations, open-ended questions, and non-academic conversations. 8. Emphasize short, frequent paper-and-pencil exercises, not games, arts, craft, discovery or inquiry learning activities (Johannessen, 2003). These activities, especially to improve students’ oral skills, reduce anxiety level, and risk-taking ability improves. Hence, students show that they are not afraid of their possible off beam guesses and as a result take the risk of going wrong (Woolfolk, 2001). Ely (1986a) studied risk-taking behavior of university students and studied the relationship between risk-taking tendencies and classroom participation. At the end of the study, Ely (1986a) found that a correlation 3 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo between risk-taking tendencies and classroom participation, the students’ risk-taking behavior was a positive predictor of students’ voluntary classroom participation. On the other hand, although the correlation of risktaking and participation was high, the relationship with actual success was relatively weak. This result supports the idea that individual differences and personality affect language learning in a specific manner. Personality (risk-taking behavior) does not affect longer tem success (Gass & Selinker, 2000). Besides, Ely (1986b) reported that “the learners with a high level of discomfort were less likely to take risks in class suggesting that high anxiety negatively affected motivation” (Ellis, 2008, p.694). Another study about classroom participation and risk-taking ability, Beebe (1983) tried to find the reason why L2 learners are shyer a second language around peers or classmates from their mother tongue group than around native speaker and teachers is that they perceive the risk of looking foolish as a greater in the presence of peers from their own country. Beebe (1983) presented data from twenty Puerto Rican bilingual (Spanish-English) children who were selected randomly from one school in the New York area. The study maintained in four occasions with these children. The children were interviewed in English once by a bilingual (Spanish dominant) interviewer, once by a monolingual English-speaking interviewer and then again by a bilingual interviewer, but this time the interviewer is English dominant, and once by all three interviewers (in groups of three children). In this context, Gass and Selinker (2000) explains that “Beebe operatically defined risk-taking in terms of a number factors, among them number of attempts to use particular grammatical factors avoidance, amount of talk, amount of information volunteering” (p. 361). At the end of the study, the results showed that risk-taking was the greatest with monolingual interviewer (Gass & Selinker, 2000). It means that taking risks may depend on situation and learners’ willingness, not only with their general type (Beebe, 1983, Gass & Selinker, 2000). Beebe (1983), also states willingness and risk-taking relationship, willing to guess and accurate guesser, willing to appear foolish in order to communicate, willing to use what knowledge they do have of the target language, we know these three strategies from seven general strategies research by Rubin (1975) that the Good Language Learner. Beebe asserts that they are related risk-taking although Rubin does not directly say. For Rubin, these strategies are abilities for poor language learners need to develop. Beebe states that all of these three strategies are related risk-taking, for example willing to guess is a part of risk-taking and willingness to appear foolish is willing to take risk. Beebe also added about motivation which Rubin claims to be second crucial variable in good language learning. The students do not want to look foolish in the classroom and do not take risk. I have practically observed this behavior among some students in my speaking class. Some of my students are silent and look like stressful throughout the lesson. After the lesson, when I asked the reason, why they did not attend the conversations, their explanation about that their friends might laugh them and this situation could disturb their psychology and learning enthusiasm. This is a common student thought about them. However, as Beebe’s cogitation, “willingness to appear foolish is willing to take risk.” Willingness is a part of risk-taking. Advantages and disadvantages of risk-taking on second language teaching When we see again Skehan (1989), Robinson (2002), Dörnyei (2005) researches about individual differences table, we can realize that risk-taking behavior is one of the personality - cognitive - affective factors. It is clear that all of these factors are correlated each other like a chain. For instance, “extrovert students tend to participate more in classroom interactions, worry less about accuracy and have a tendency to take risks with their language, all of which are assets when it comes to communicative oral competence” (Kelly, 2004). Extroversion may well have a role to play in the development of oral skills. Last of all, these students are motivated, have less anxiety and are in an advantaged position while L2 learning process. However, introvert students have some problems about L2 learning, because they have anxiety of speaking inhibition themselves and anxiety causes ambiguousness. So, risk-taking is related to competitiveness and in these kinds of situation, risk-taking may cause anxiety; anxiety may encourage or discourage risk taking; and inference, insofar as it involves an element of guesswork, is a risk-taking activity. For these reasons, some students keep in the background while risk-takers have chance to speak, attend to the lesson, be more active, learn better etc. Shortly, sometimes risk-taking behavior brings disadvantaged position for some students who are mostly introvert. Consequently, “the advantage for a learner is to motivate them to learn language and increase their imagination; the disadvantage for a learner is to deduce theory impulsively” (Hui-An Yu, 2005, p.9). Discussion and Conclusion In the conclusion, risk-taking ability effects L2 learning in many ways and has a significant role in L2 acquisition, risk-taking ability is associated with success in second language teaching (Emerson, 2005) and it 4 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo affects oral proficiency (Beebe, 1983, Ely, 1986b, Gass & Selinker, 2000; Johannessen, 2003, Kelly, 2004, Labov, 1969, Hui-An Yu, 2005). Teachers should establish an encouraging class atmosphere in their classes to reveal risk takers. Oxford (1992) noted that “risk-taking ability, though sometimes considered inherent character traits, can be developed through a nonthreatening classroom climate, class discussion of fears, individual counseling with inhibited students, and training in strategies that facilitate taking risks (e.g., compensation strategies like guessing or using synonyms)” (p. 38). Language teachers should be aware of who their students are, what are the individual differences among their students. Because, learners need teacher’s reward and respect to boost their learning style. If the teachers assure this atmosphere in their classes, learners are not afraid of being blamed and humiliated, also, they can be risk-takers in many situations when they talk and share their ideas, they will take part in the class willingly and do well on L2 acquisition unconsciously. Researches suggest that language learners should take moderate but intelligent risks to learn L2 better, for instance “guessing meanings based on background knowledge and speaking up despite the possibility of making occasional mistakes, rather than taking no risks at all or taking extreme, uninformed risks” (Oxford, 1992, p. 38). In many research shown, the key point to accomplish L2 learning, be sure the personality differences among learners, classroom should be student-centered and being a risk taker in many situations, because an outgoing and risk-taking person inclining to take advantage of learning the language. Further research may search relationship between the strategies language learning and risk-taking they feel might help the learners to become more effective in their learning experience and also researching may be done with questionnaires or the whole year (in the first and second term) language teacher may observe his/her speaking class (for speaking skill), but firstly, at the beginning of the year, she makes an interview in English with the students about English, its difficulties, personal differences and then at the end of the year , she may ask the same questions (make the same interview) to the students. Between these two terms, most probably, teacher, also students realize the differences. Results may show us “risk avoiders” or “risk seekers” (Trimpot, 1994). References Bebee, L.M. (1983). Risk-taking and language learner. In Seliger H.W & Long M.L. Classroom oriented research in second language acquisition. Rowley, Mass: Newbury House: 36-66. Bem, D.J. (1971). The concept of risk in the study of human behavior. In R.E. Carvey (Ed.), Risk-taking behavior Springfield, III : Charles, C. Thomas. Brown, H. D. (2000). Principles of language learning and teaching. NY: Addison-Wesley. Clément, R. & Kruidenier, B.G. (1985). Aptitude, attitude and motivation in second language proficiency: a test of Clément's model. Journal of Language and Social Psychology, 4, 21-37. Dewaele, J-M., & Furnham, A. (2000). Personality and speech production: A pilot study of second language learners. Personality and Individual Differences, 28, 355-365. Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman. Dörnyei, Z., & Skehan P. (2003). Individual differences in second language learning. In Doughty C. and Long M. (Eds.), Handbook of Second Language Acquisition. Oxford: Blackwell. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N.J.: Lawrence Erlbaum. Ellis, R. (2003). Second language acquisition. Oxford: OUP. Ellis, R. (2008). The study of second language acquisition. Oxford: OUP. Ely, C. (1986a). An analysis of discomfort, risk taking, sociability and motivation in L2 classroom. Language learning 36: 1-25 Ely, C. (1986b). Language learning motivation: a descriptive and casual analysis. The Modern language Journal. 70: 28-35 Emerson D. C. (2005). English 418-Course notes. session twelve. Retrieved April 14, 2010 from California State University Bakersfield website: http://www.csubak.edu/~ecase/Session_12_notes.htm. Johannessen, L. R. (2003). The Clearing House 77: Achieving Success for the Resistant Student. 1, 6-1 Retrieved March 28, 2010 from Education Full Text. 5 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Gass, S.M., & Selinker, L. (2000). Second language acquisition: An introductory course (2nd Ed.). Retrieved March 25, 2010 from. Horwitz, E., M. Horwitz & J. Cope. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 2: 125-132. Hui-An Yu, C., & McCarty, K. (2005). How risk-takers succeed on second language acquisition. Retrieved April 12, 2010 from http://it.snhu.edu/EFL-537/yuhuian/EFL%20501/How%20Risktakers%20Succeed%20on%20SLA.doc Horwitz, E. (2001). Language A-anxiety and achievement. Annual review of applied linguistics. 21: 112-26 Horwitz, E., Horwitz M., & J. Cope. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 2: 125-132. Kelly, M. (2004). Taking account of affective learner differences in the planning and delivery of languagecourses for open, distance and independent learning. Retrieved April 14, 2010 from University of Southampton website: http://www.lang.ltsn.ac.uk/resources/resourcesitem.aspx.resourceid=1315. Kogan, N. & Wallach, M. A. (1967). Risk Taking as a function of the situation, the person, and the group. New directions in psychology III. New York: Holt, Rinehart and Winston. Kelly, M. (2004). Taking account of affective learner differences in the planning and delivery of language courses for open, distance and independent learning. Retrieved April 14, 2010 from University of Southampton website: http://www.lang.ltsn.ac.uk/resources/resourcesitem.aspx.resourceid=1315, Labov, W. (1969). The Logic of Nonstandard English. Georgetown Monographs on Language and Linguistics, Vol. 22:1-31. McClelland, D. C., Atkinson, J. W., Clark, R. A., 4 Lowell, E. L. (1953). The Achievement Motive. New York: Appleton-Century-Crofts, Oxford, R. (1992). Who are our students? A synthesis of Foreign and Second Language Research on Individual Differences with Implications for Instructional Practice. TESL Canada Journal, 9, 2: 30-48. Robinson, P. (2002). “Learning conditions, aptitude complexes and SLA: A Framework for research and pedagogy” in P. Rubin, J. (1975). What the "good language learner" can teach us. TESOL Quarterly, 9, 41-51. Skehan, P. (1989). Individual differences in second and foreign language learning. London: Edward Arnold. Trimpop, R. M. (1994). Advanced in psychology, the psychology of risk-taking behavior. Holland: Acid Free Paper: 48-51. Woolfolk, A. (2001). Motivation: issues and explanations. In educational psychology (8th Ed.), Needham Heights, MA: Pearson Education Company. 6 � 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. 320 Title A name given to the resource Who are Our Students? Investigating Learners’ Risk Taking Ability and Achievement on Second Language Acquisition Author Author BURGUCU, Assiye HAN, Turgay ENGİN, Ali Osman KAYA, M. Dursun Abstract A summary of the resource. Teachers of second language, to be most effective, should be aware of who their students really are. It means that teachers must comprehend diversities among their students in many individual characteristics, such as age, self-esteem, motivation and motivation span, sex, cooperation, competition, language learning techniques, strategies, styles, and the last and one of the distinctive individual characteristics is risk-taking ability. All of these variables are directly related to achievement; however the general purpose of this study is to overview the links between learners’ risk-taking ability and achievement on second language acquisition in a comprehensive manner. The study examines three stages. The first part of this paper presents the general overview of learners’ risk-taking ability and behaviors on language acquisition process and its effects on learners. The second part introduces how it affects achievement, the proportion between risk-taking ability and achievement. The third part of the article is related to advantages and disadvantages of risk-taking on second language teaching. The article concludes with how teachers and learners use this character positively. 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/85aaef7e04458f0c173ef83a71bc64c5.docx eb63a87b23a7759b9b593a4b99a99c4e https://omeka.ibu.edu.ba/files/original/3d259ce727fa9657d93d3446d317f3f2.pdf 25effad744bfb2d4f671afefcc385d27 PDF Text Text Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents Almir Mustafić & Jasmina Stuhli Tuzla University/Tuzla, Bosnia and Herzegovina ABSTRACT Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another. However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains. Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means. The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama. � 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. 1835 Title A name given to the resource Who is America and Where Does She Go? Cognitive Mechanisms in Inaugural Addresses of American Presidents Author Author MUSTAFIC, Almir STUHLI, Jasmina Abstract A summary of the resource. Language makes it possible to use and understand complex language structures and cognitive mechanisms describing our reality. Scientists have made a number of attempts at understanding and using these conceptual mechanisms for various purposes. Phenomena which have fairly recently started attracting increasing attention in cognitive science are conceptual metaphor and metonymy. These linguistic mechanisms had for long been perceived as figures of speech in which one notion is understood trough another. However, scientific disciplines exploded during the last century and linguists discovered interesting things which largely clarified conceptual processing of language as well as various language phenomena. What we know about metaphor and metonymy today tells us that they are not just figures of speech comparing and replacing one notion by another but rather specific phenomena in which one notion is used to present another in a different way or, in case of metaphor, to map some of the source domain features to a target domain creating completely new concept which is a mixture of both source and target domains. Politics is the area which abounds in metaphors and metonymies and from a linguistic perspective it is impossible even to imagine how a serious political speech would look like without these linguistic means. The paper analyses this aspect of the American society and, as the prototype of the American political discourse, we analyse presidential inaugural addresses. Understanding the importance of this event, it is impossible not to think about the messages and linguistic means inaugural addresses contain. Inspired by these questions, we decided to analyse several inaugural addresses and determine how mataphors and metonymies are used in American political discourse over the last three decades. The analysis focuses on inaugural addresses of Ronald Reagan, George H. W. Bush, Bill Clinton, George W. Bush and Barack Hussein Obama. 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