342 10 3494 https://omeka.ibu.edu.ba/files/original/a17c228b5cdf90ac0373ef2fbaadb93d.doc fa4ee80ffd49d1b74880309e8d40a7d4 https://omeka.ibu.edu.ba/files/original/136227ab575a54e6c1042efbc0a15ff4.pdf c8d482a6afb03d78ca3c2eb38fd6622e PDF Text Text 1st International Annual Student Symposium Who is English Language Teacher from The Point of Pre-Service Teachers` View? Future self-image of modern language teachers Kenan Kadušić International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT This study aims to provide an understanding towards the question “Who is English Language Teacher?” which may sound very simple to answer when it is heard for the first time, but in reality it is NOT so simple. “Education” covering many concepts under it is accepted inevitable from ancient times till todays. The investments for the education by governments are still not enough to fulfil the changing needs. “Teachers” are playing the main role in that important process. If that role is crucial what about the qualifications of teachers? Steps to be taken training are changing according to the needs of the time and developing technology. By conducting a questionnaire survey for the evaluation of those qualifications, we examined the current situation and expectations for that dynamic from the point of the pre-service teachers studying at a Faculty of Education. Ernest Hemingway’s The Old Man and the Sea Nejra Mulaosmanović International Burch University / Sarajevo, Bosnia and Herzegovina ABSTRACT “A man can be destroyed but not defeated”. In the Old man and the sea, Santiago says, “A man can be destroyed but not defeated. The true statement can be referred to throughout the novel. Santiago is in the end physically destroyed, but mentally he is not defeated. Santiago’s courage and pride pushes him forward throughout the novel, even when it looks like hope is lost, 32 | � 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. 1448 Title A name given to the resource Who is English Language Teacher from The Point of Pre-Service Teachers` View? Future self-image of modern language teachers Author Author KADUSIC, Kenan Abstract A summary of the resource. This study aims to provide an understanding towards the question “Who is English Language Teacher?” which may sound very simple to answer when it is heard for the first time, but in reality it is NOT so simple. “Education” covering many concepts under it is accepted inevitable from ancient times till todays. The investments for the education by governments are still not enough to fulfil the changing needs. “Teachers” are playing the main role in that important process. If that role is crucial what about the qualifications of teachers? Steps to be taken training are changing according to the needs of the time and developing technology. By conducting a questionnaire survey for the evaluation of those qualifications, we examined the current situation and expectations for that dynamic from the point of the pre-service teachers studying at a Faculty of Education. Date A point or period of time associated with an event in the lifecycle of the resource 2013-03-07 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/4018b97649c2eb4e3450fa71ee5c8bf0.docx af1df3848d00031056f11f5b2f4e68e0 https://omeka.ibu.edu.ba/files/original/845e9bee2f18ad0e92f20e8d14283bd5.pdf cba6cd39938324217191e1102599a163 PDF Text Text Who Is to Be Taught in Today’s Classroom? Edina Špago-Ćumurija & Džemal Špago &Adi Maslo Džemal Bijedić University of Mostar / Mostar, Bosnia and Herzegovina Key words: motivation, IT, teaching methodology, creativity in class ABSTRACT Nature of communication of young people requires new communication roles of teachers and pupils/students in today’s classroom. New technologies, social networks and speech communities that shape ways of communication of the youth force teachers to rethink their roles and “update their status” in the classroom. Having in mind that teaching foreign languages means teaching communicative competence and social knowledge, teachers have to learn about new identities of their students, shaped in a new, IT – supported society and virtual world of the internet. Such a world brings new learning habits and techniques of students, which forces teachers to adjust their own identities in the classroom, in order to establish good communication, teaching and finally learning channels with their students. Teachers also need to rethink their own role and competences when it comes to the most challenging aspects in the new inclusion school system in Herzegovina-Neretva Canton: teacher training, IT support and especially the element of creativity, which is necessary for final implementation of educational reform in the existing context in this Canton. The authors conducted a poll with forty seven elementary and high-school English teachers from HN Canton. This paper presents detailed results and conclusions gained through this combination of scientific research and practical exchange of experience with English teachers from HN Canton. It will bring a new light on the current situation in the English classroom in HN Canton, namely: IT competences of teachers, motivation of both teachers and students, teaching methodology and techniques used in the classroom, lifelong learning aspect, (non)existence of infrastructural and material support in their schools etc., with a specific view of teachers’ perception of all these aspects of their work. � 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. 1776 Title A name given to the resource Who Is to Be Taught in Today’s Classroom Author Author CUMURIJA, Edina Špago SPAGO, Džemal Špago MASLO, Adi Abstract A summary of the resource. Key words: motivation, IT, teaching methodology, creativity in class ABSTRACT Nature of communication of young people requires new communication roles of teachers and pupils/students in today’s classroom. New technologies, social networks and speech communities that shape ways of communication of the youth force teachers to rethink their roles and “update their status” in the classroom. Having in mind that teaching foreign languages means teaching communicative competence and social knowledge, teachers have to learn about new identities of their students, shaped in a new, IT – supported society and virtual world of the internet. Such a world brings new learning habits and techniques of students, which forces teachers to adjust their own identities in the classroom, in order to establish good communication, teaching and finally learning channels with their students. Teachers also need to rethink their own role and competences when it comes to the most challenging aspects in the new inclusion school system in Herzegovina-Neretva Canton: teacher training, IT support and especially the element of creativity, which is necessary for final implementation of educational reform in the existing context in this Canton. The authors conducted a poll with forty seven elementary and high-school English teachers from HN Canton. This paper presents detailed results and conclusions gained through this combination of scientific research and practical exchange of experience with English teachers from HN Canton. It will bring a new light on the current situation in the English classroom in HN Canton, namely: IT competences of teachers, motivation of both teachers and students, teaching methodology and techniques used in the classroom, lifelong learning aspect, (non)existence of infrastructural and material support in their schools etc., with a specific view of teachers’ perception of all these aspects of their work. 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/12c1452d7137914159c7eb96fd17ee3f.pdf 9e6575f056806b29069817a8e82e145a PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Who Supports the Eu-Led Reforms for Democratization ın Turkey? Evidence from the Turkish University Youths Yusuf TEKĠN Police Academy, Ankara, Turkey yusuftekin@yahoo.com Muhsin KAR Çukurova University, Adana, Turkey mkar@cu.edu.tr Birol AKGÜN Selçuk University, Konya, Turkey bakgun@selcuk.edu.tr Hüseyin AĞIR K. Maras Sutcu Imam University, K.Maras, Turkey huseyinagir@ksu.edu.tr Bülent ÖZ Osmaniye Korkutata University, Osmaniye, Turkey ozb1@hotmail.com Abstract:It is generally argued that Turkey seems to be different geographically, culturally, politically and economically from the EU. Transformation of Turkey towards the Europe in these terms requires overcoming a broad range of the obstacles and maintaining reforms process without losing public support. This situation exposes the importance of internal dynamics in the accession process in terms of carrying out necessary reforms for the full membership. However, Turkey recently experienced an unprecedented reform process as a result of the synergy between external and internal factors, particularly the EU. This research tries to empirically examine the youth support for the EU-led reform process by utilizing a novel data set obtained from the questionnaire carried out in 26 different universities about 2000 students, during November and December 2009, in Turkey. The empirical findings show that partisanship, both political and religious attachments and national identity are the important factors which explain differences of individual support for the EU-led reform process for democratization in Turkey. Keywords: Democratization, Public Support, European Integration, Partisanship, Religious attachment, National Identity, Turkey. Introduction The integration of Turkey with the EU constitutes an interesting case for several reasons. It is generally argued that Turkey seems to be different geographically, culturally, politically and economically from the EU. Transformation of Turkey towards the Europe in these terms requires overcoming a broad range of the obstacles, changes and maintaining reforms process without losing public support. In other words, the Turkish governments, on the one hand, try to fulfill the EU accession conditionality and, on the other hand, they face with an increasing opposition from the status quo or various segment of the society. This dichotomy exposes the importance of internal dynamics in the accession process in terms of carrying out necessary reforms for the full membership. However, Turkey recently experienced a rapid transformation as a result of the synergy between external and internal factors. The EU particularly has played an anchor role in this period. Especially, Turkey has carried out important political reforms to democratize the political structure after acceptance of an official candidate at the Helsinki summit in 1999. In addition, as the newly elected government in 2002 forced 347 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo aggressively for a date for the start of membership negotiations, it demonstrated an unprecedented performance in both the economic and political realms. However, it is argued that the dynamism of the reform was replaced by the stagnation in the recent years, starting roughly after Turkey secured the launch of the accession process in 2005. Confronted with the opposition and demands of increasingly irritating nationalist voices in the country, as well as adverse international conditions, the ruling AK Party lost the momentum of its reformist path, also leading to a stalemate in Turkish-EU relations. As far as the dynamics of reform process is concerned, one of the important questions is whether there was/has been a sufficient motivation for both reforms in the past and potential transformation in future within the Turkish public and civil society. Although there is a limited literature on why Turkish decision makers are pursuing integration with the Europe (McLaren and Müftüler-Baç, 2003) and why the Turkish citizens would vote for Turkey‘s accession to the EU in a possible membership referendum (Çarkoğlu, 2003; Kentmen, 2008), existing research on the EU-Turkey interactions lacks empirical analyses of whether and to what extent Turkish people support to the reform process in Turkey. In order to sustain the reforms, the public support is well needed for further reforms in the future in Turkey. The aim of this paper, therefore, is to investigate the determinants of individual support for the EU-led reforms on democratization in Turkey. In particular, this research tries to empirically examine the youth support for the EU-led reform process by utilizing a novel data set obtained from the questionnaire carried out in 26 different universities about 2000 students, during November and December 2009, in Turkey. The EU-led Reform Process in Turkey The ruling elite have long seen the economic and political integration into Europe a cherished goal for Turkey. However, Turkey‘s integration process reveals unprecedented challenges and opportunities for both sides in terms of economic and political gains. In particular, Turkey would differentiate from the previous enlargements in the context of its population, size, geographical location, economic, security and military potential, as well as cultural and religious characteristics. These features make Turkey special and interesting not only for the EU but also for researchers in many fields in the social sciences. This subject is still undoubtedly one of the Turkey‘s most important foreign policy problems and also an extremely powerful domestic issue as well. Turkey has been a member in many organizations in the Western Europe since the post war period (the Council of Europe in 1949, the European Convention for the protection of Human Rights and Fundamental Freedoms in 1954, the NATO in 1952, the Organization of Security and Cooperation in Europe in 1975). Turkey was officially recognized as a candidate for the European Union in Helsinki in 1999, given a date for the beginning of the accession negotiations in December 2004 at which this meeting decided to start the negotiations in October 2005. The negotiations for full membership came four decades after the Ankara Agreement signed between Turkey and the EEC in 1963. In addition, Turkey signed a Customs Union Agreement with the EU in 1995. This brief history states that Turkey qualifies as the longest standing associate partner of the EU. Although the Ankara Agreement was one of the critical turning in Turkey‘s relations with Europe in 1963, this relationship has not followed a smooth process. In particular, this relationship was interrupted by the intervention of the military into the politics in 1980. The EU proved to be an extremely active and vocal source of criticism of the military regime at a time when the US was relatively passive and indifferent actor for strategic and geopolitical objectives (ÖniĢ, 1999b:128). The EU‘s constant pressure clearly was very crucial and encouraged Turkey‘s early transition to democracy in 1983 and the relations were finally normalized in 1986. Turkey surprisingly made an application for membership in 1987 and was rejected mostly on economic grounds. The Commission‘s advisory report at that time makes a very short reference to the poor democracy in Turkey. However gross violations of human rights in Turkey in the 1980s and 1990s overshadowed the normalized relations. The European Parliament played a leading role to draw the attention of the European states and public to the situation of minorities in Turkey, large limitations over political and civil rights, the fate of political prisoners, disappearances and anonymous killings (Dağı, 2001). In particular, the European Parliament declared in 1995, it would vote against the custom union on the grounds of gross human rights in Turkey and this caused the Turkish government to make certain democratic reforms immediately. However, developments after the agreement for the Customs Union with the EU showed that this agreement per se failed to provide an appropriate mix of conditions and incentives to induce a major transformation in domestic politics and economy in Turkey (ÖniĢ, 2003:9). The declaration of the Copenhagen criteria in 1993 opened a new era both in the EU history of enlargement and in Turkey. These criteria indicated that the membership was not only an issue of economic or political integration, but also an integration of democratic values and norms that are usually immaterial and intangible. Due to the terrorist movement in the southern Turkey, security was prioritized and the Turkish government was not ready for such a change and did not prepare a serious plan for democratization which was constantly postponed (Erdogan, 2006). In addition, Turkey‘s relations with the EU had its worst moment in 1997 348 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo at the Luxemburg summit which did not give Turkey as a candidacy status for full membership. This decision created a reaction in the Turkish side which decided to reject all conditions and not to discuss any issue with the EU. Turkey had to wait until the acceptance of an official candidate in 1999 at the Helsinki summit with the same conditions as the other candidates. This candidacy status represented a fundamental turning point in Turkey-EU relations and triggered the democratization in Turkey. Although significant constitutional and legal reforms have been adopted under the influence of the globalization of democratic norms and the encouraging effect of the prospect of the EU membership to strengthen and deepen the democratic values in Turkey ever since 1983, they are not sufficient to complete the transformation of its political system into a liberal or consolidated democracy. In particular, the 1995, 1999, 2001 and 2004 reforms are more important in terms of democratization and liberalization and modified the authoritarian nature of the 1982 constitution (Yazıcı, 2004; Özbudun, 2007). The authoritarian legacy was eliminated not only by these constitutional reforms, but also by several legal reforms, called as ‗harmonization packages‘, which adopted between February 2002 and August 2003. These packages enlarged the scope of certain fundamental rights and liberties such as the freedom of thought, freedom of expression, freedom of press, freedom of association (Yazıcı, 2004:99). In addition, role of the military over the politics substantially reduced by amending the structure of the National Security Council (NSC) which is a decision-making in the course of last two decades. Clearly, a change of this magnitude would have been impossible in the absence of a powerful and highly institutionalized EU anchor in the direction of full membership (ÖniĢ, 2003:13). It is generally argued that the dynamism of this first democratization period was replaced by the stagnation after Turkey secured the launch of the accession process in 2005. Confronted with the opposition and demands of increasingly irritating nationalist voices in the country, as well as adverse international conditions, the ruling AK Party lost the momentum of its reformist path, also leading to a stalemate in Turkish-EU relations. In particular, nature of the negotiation as being ‗open-ended‘, uncertainty about the future of the negotiations, existence of explicit opposition of some member states (i.e. France, Austria and to some extent Germany), internal opposition from the political parties, hard line Republicans and Nationalists and the government‘s reform fatigue seems to slow down the reform process. At this point, it is very important who has supported /supports the EU-led reform process in Turkey, since it is very difficult to continue this process without the internal support. Source of Public Support for the EU-led Reform Process There is a large literature to examine the differences among the public on the support for the EU integration. Several previous studies have identified systematic differences in individual-level support for integration related to partisanship (Inglehart, Rabier and Reif, 1991; Franklin, Marsh, and McLaren, 1994; Franklin, Marsh, Wlezien, 1994; Franklin, Van der Eijk, and Marsh, 1995; Cichowski, 2000, Tverdova and Anderson, 2004), age, gender (Carey, 2002), income (Anderson and Reichert, 1996; Gabel and Palmer, 1995; Gabel, 1998; Gabel and Whitten, 1997), occupation (McLaren, 2004; Venables, 2003; Jolly and Brinegar, 2003; Hooghe and Marks, 2004; Kentmen, 2008), cognitive skills (Inglehart, 1970a; Inglehart, Rabier and Reif, 1991; Janssen, 1991), political values (Inglehart, 1970b, 1990; Inglehart, Rabier and Reif, 1991; Anderson and Reichert, 1996), support for government (Franklin, Marsh, and McLaren, 1994; Franklin, Marsh, Wlezien, 1994; Tanasoiu and Colonescu, 2008), identity (Smith, 1992; Carey, 2002; Hooghe and Marks, 2004; Kentmen, 2008) and religious attachment (Nelsen et al., 2001; Çarkoğlu, 2003; Nelsen and Guth, 2003, Kentmen, 2008) Based on this vast literature, this paper tries to empirically investigate the support for the EU-led reform process in terms of partisanship and political self-description (ideology), religious attachment and national identity in Turkey. Partisanship and Political Attachment With the establishment of the Republic in 1923, the founders of the State clearly stated declared that their objectives were to catch up with and become part of ―contemporary civilization‖ which constituted the fundamentals of the Turkish modernization. The Turkish modernization effort in nature was elite and state driven and these bureaucratic elite controlled the course for the development (Mehmet, 1983:57; ÖniĢ, 1999; Barkey, 2000:88-90). The main characteristic of the Turkish modernization as argued by Black (1967) is that socio-economic developments were formed by this political elite whom play a central role in almost all affairs in a manner of traditional strong state which has acting capacity almost completely independent from civil society (Heper, 1985). Based on this background, a close relationship with the West and especially with the European integration has always been one of the important foreign policy objectives for Turkey. With the full membership perspective for Turkey in the early 2000, Turkey has experienced an increasing reform process and the EU has 349 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo played as an important external anchor in Turkey. The public support for the reform is very essential to push the democratization further. Inglehart, Rabier and Reif (1991:152) put it that the EU represents a vehicle for social, political, and economic reforms. However, every segment of the public may not be affected equally and in the same way by these reforms and therefore while the winners in this process may support the reforms, the losers may oppose the new reforms. In a democratic society, the power of the public is very important and, citizens may halt the reform process by withdrawing their support. Following the literature on the link between partisanship, political attachment and support for the EU integration (Inglehart, Rabier and Reif, 1991; Franklin, Marsh, and McLaren, 1994; Franklin, Marsh, Wlezien, 1994; Franklin, Van der Eijk, and Marsh, 1995; Cichowski, 2000, Tverdova and Anderson, 2004), this paper proposes that citizens adopt attitudes toward the reform process that reflect the position of the party they support. In other words, the party shapes its supporters' attitudes toward reform independent of their personal characteristics (e.g., occupation, income, and values) that might influence both their choice of party and support for integration. In addition, when the public make up their decision on something that there is not enough knowledge about it, they look at the behavior of the political figures (leaders) or political institutions (parties) they support or vote for. In addition, as Inglehart (1970b, 1990) posited that support for European integration, and therefore for the reform process in Turkey, is associated with value orientations regarding economic and political issues (Gabel 1998). According to the theory, citizens' political behaviors are structured by the socioeconomic conditions surrounding their formative, or preadult, years. These conditions are expected to shape certain values and attitudes that tend to persist over an adult's lifetime. To this end, political attachment of citizens in terms of self-description (social democrat, Turkish nationalist, democrat, Islamist, nationalist (ulusalcı) and Atatürkist (Atatürkçü) etc.) may explain variation in individual attitudes toward the reform process. In Turkey, the harmonization packages changed the military backed 1982 Constitution in the 2000s are more associated with the human rights, freedom of expression, democratic standards. It can be argued that these reforms are directly related with not only the physical security (materialist value) but also intellectual fulfillment and self-actualization (post-materialistic value). Consequently, one might expect that political attachment with the materialist and post-materialist values in terms of political self-description may explain the variation in individual attitudes towards the reform process. In other words, those who support a less nationalistic and a more egalitarian society would be more likely to be supportive for the reform process. Along the conventional leftright ideological divide those who consider themselves to be leftists are significantly more inclined to support the EU-led reforms. Specifically, individuals identifying with conservative parties are found to be more supportive of membership than left-oriented respondents (Shepherd 1975; Inglehart, Rabier & Reif 1991) As far as the attitudes of the main political parties in Turkey toward the EU are concerned, the Republican People Party (RPP) as a founder of the Republic is generally accepted to support the EU membership on the basis of the legacy of Kemalism, westernization, from the beginning (Ahmad, 1993; Özdemir, 2008). The RPP as an opposition party was usually positive in the reform process in 2000s and support the EU Harmonization Packages. Recently, the RPP has been very critical to go further reform on democratization in terms of solution for the Kurdish issue. Therefore the reluctance of the RPP is characterized to be a soft euroskepticism and to resist to reform process (Verney, 2007). ÖniĢ (2007) argues that a conservative, religious based party may play structurally a limited role in promoting Europeanization agenda and highlights the need of a major European-style social democratic party which promotes domestically democratization and supports Turkey‘s bid for full membership externally through the European social democrat parties. The National Action Party (NAP) as a Turkish nationalist party is generally against the reform process, although first two important harmonization packages passed the Parliament during a coalition government including itself. The NAP is against the democratization on the grounds that the reform process may encourage the separatist feelings and actions in the southeast of Turkey and would split the country in two separate entities. The Justice and Development Party (JDP) coming from a pro-Islamic political tradition, namely the National Outlook Movement (Milli GörüĢ Hareketi) (National Order Party (Milli Nizam Partisi) in the late 1960s, National Salvation Party in the 1970s, Welfare Party (WP) (Refah Partisi) from the early 1980s to 1997, Virtue Party (VP) (Fazilet Partisi) from 1997 to 199 and currently Felicity Party (Saadet Partisi)), established, after the closure of the Virtue Party, by ―the reformers‖ of this party in 2002 (Dağı, 2005; Toprak, 2005) and has been ruling the country for the last 8 years (2002-?). The JDP puts forward pro-western external relations in economic and political terms, aimed at being a full member of the EU at the end and has been very enthusiastic for the democratization in Turkey. The JDP‘s impressive politics of reform paved the way to EU accession negotiations and furthered the democratization of Turkey (Karakas, 2007). In particular, after the Copenhagen Summit in 2002 stated that if Turkey meets the Copenhagen Political Criteria until the EU Summit in December 2004, the accession negotiations will start ―without delay‖. Therefore, the JDP started a wave of reform period by amending the constitution and other legal documents to meet the Copenhagen Political Criteria. 350 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo The ruling JDP‘s enthusiastic efforts for Turkey‘s EU membership, in contrast to the hesitations of the Kemalists, is indicative of the changing positions of political forces in Turkish politics. As the Kemalists seemed to have abandoned the idea and ideal of westernization, the Islamists have moved towards advocating further westernization, which entails deeper democracy, broader human rights, closer integration with the EU and a lesser (Kemalist) state (Dağı, 2005). Verney (2007) argues that the moderate Islamists of the JDP have become the most vigorous elements of the globalizing pro-reform coalition, being transformed in the process into selfprocessed ‗Muslim democrats‘. With the entrance of the JDP to the political arena, the Turkish politics cannot be evaluated in the traditional left-right axis. While the JDP pushes for reform, the RPP resists to it. Normally it is expected that reluctance of the RPP as agent for westernization for a long time and central left for asking further democratization is not well understood in Turkey. Therefore, in order to emphasize the complexity in the political arena, ÖniĢ (2007) states that the political struggle currently goes on between ‗conservative globalists‘, promoting the domestic reform process, and ‗defensive nationalists‘, resisting it. Many of the secular elites which have traditionally supported Westernization, including the military, are uncomfortable with the political reforms promoted through EU conditionality. There is also a shift on the attitudes of the Felicity Party (FP) toward the EU. In the past, Coming from the National Outlook Movement tradition, the parties (the WP and the VP) before the FP was against the EU and openly declared this discourse in the 1980s and 1990s. The 28 February Process seems to be an important element and has resulted in a change in the attitudes of the party towards the EU (Taniyici, 2003). Since then the FP emphasizes the democratic principles and human rights and seems to be in favor of the EU membership. It is expected that the supporters of the FP would approve the EU-led reform process. On the other hand, the Democratic Society Party (DSP) as a Kurdish nationalist party (banned by the constitutional court and re-structured under the Peace and Democracy Party recently) pushed for further reform in terms of minority rights, cultural right, asking the military to stop the military actions against the Kurdish separatist in the southeast of Turkey. The DSP was supportive in the Parliament in these harmonization packages. Based upon these ideological backgrounds and political practices, one might argue that the central left (RPP) and central right (JDP) parties, in addition to the pro-Kurdish one (DSP), favor for reform which proposes further democratization in the country. On the other hand, the Turkish nationalist party (NAP) is against for the reform process. Following this discussion, it is claimed that: H1: The supporters of the mainstream political parties (central-left and central-right) are more likely to be in favor of the EU-led reforms. H2: The supporters of the Kurdish nationalist party are more likely to be in favor of the EU-led reforms. H3: The supporters of the Turkish nationalist party are more likely to be skeptical about the EU-led reforms. H4: Type of political attachment (ideological self-description) may explain the variation in individual attitudes towards the reform process. Religious Attachment Recently, there is a growing literature whether social norms and religious beliefs are predictors of individual opinion about European integration. In order to evaluate complex and relatively new social issues, individual attachment to a religion might be very important. In particular, Seul (1999) argues that religious beliefs may have implications for evaluating political and social life and therefore may propose specific rules to provide sense stability for individuals in a changing world. New and relatively unknown developments in the social, economic and political areas may bring about insecurity and ambiguity for the future and may result in resistance for these new formations. The topic is covered in the researches whether a Protestant or a Catholic behaves differently towards the European integration (Hagevi, 2002; Nelsen and Guth, 2003; Nelsen et al., 2001; Vollaard, 2006). In addition, this literature emphasizes that the degree of attachment to religious norms and values might be matter. In particular, the effect of religion on the behaviors may change with the religiosity of the individual (Nelsen et al., 2001; Nelsen and Guth, 2003, Kentmen, 2008) However empirical research on how Islamic beliefs shape attitudes toward the EU is very limited (Çarkoğlu, 2003; Kentmen, 2008). A popular perception is that Islamist fundamentalists disapprove of Western values and the West‘s cultural, political and economic hegemony. This link between Islam and the West has long been one of the hotly debated issues on two grounds (Kentmen, 2008). First one is about a popular perception on whether Islam is anti-western, following the attacks of 11 September 2001 (Dagi, 2005). If this argument is valid, alienation of Muslim from Europe would lead Muslim individuals with strong religious beliefs to be less supportive for the EU. In this case, Muslims are more likely to be reluctant for supporting main principles of the western ideals. Second one is whether the religiosity plays any role in supporting the Western ideas. To what extent, greater attachment to Islamic norms and values may influence the individual approaches toward the West. 351 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo In order to truly evaluate Turkish Islamic attitudes towards the West, one should go back to the period of Ottoman Empire. Especially when the Empire lagged behind the West in terms of political and economic developments and technological achievements, some Islamic elites mainly directed their criticism to the West and did not look for the roots of the collapse in the Empire. After the collapse of the Ottoman Empire, many Islamists continued to criticize Western influences because they believed that the secular reforms achieved by the Turkish Republic had originated in the West and therefore did not have any place in Islamic teaching (Kentmen, 2008). The Islamic elite in the 1970s and the 1980s generally saw the European Community as a Christian Club, further secularism, and new form of westernization and opposed to Turkey‘s attempt to join in it (Canefe and Bora, 2003). This perception radically changed after indirect military intervention into the politics in 1997, known as ―the 28 February Process‖. This intervention was the result of accepting the political Islam as a threat to the Republic and tried to control ―all forms of Islamist expression in the public sphere‖ (Dağı, 2004:138). This move from the secular forces of the Republic increased the fear among the Islamic elite who evaluate that a more radical and oppressive form of implementation of secularism is unbearable. As a result, many Islamists have become supporters of ‗Western ideals‘ and loud advocates of Western values such as liberalism, democracy, freedom of thought and freedom of religion in recent years as a response to state control over religious expression in Turkey (Dağı, 2004). Canefe and Uğur (2004) specifically revealed that compared with the past, the state elite had become relatively cautious about accession, whereas antiestablishment groups, such as Islamists and ethnic minorities, had become more supportive in Turkey. Given this very brief historical background, it seems plausible to expect many Muslim individuals in Turkey at the present time to have a positive view of the EU, which is seen as promoting and guaranteeing liberal rights (Kentmen, 2008). Following this discussion, it is claimed that: H5: Level of attachment to religion may explain the variation in individual attitudes towards the EU-led reforms. H6: Level of attachment to Islam may explain the variation in individual attitudes towards the EU-led reforms. National Identity Recently there is a growing literature which points to national identity as an important explanation of (lack of) support for European integration (Carey 2002, Marks and Hooghe 2003, Hooghe and Marks 2004, Netjes and Edwards 2004). The discussion on identity draws on psychology of group membership to consider how national identity affects support for European integration (De Vries and van Kersbergen, 2007). Urry (2000) argues that individuals rely on their national identity to frame their needs and to differentiate themselves from others. The literature developed by Smith (1992), Shore (1993), Christin and Trechsel (2002) and Hooghe and Marks (2005) emphasizes that individuals who have strong attachments to their national identity might perceive the integration of member states as a threat causing to lose their national identity, because it dissolves the differences among the national communities. Carey (2002:393) highlights that individuals may prefer the ―protection of the in-group (the nation), and the group identity at stake, from the out-group (the EU)‖. However Hooghe and Marks (2004) points to the multi-layered and flexible nature of social identity and suggest that some individual can prefer two identities (national and European identities) simultaneously. This preference imply that these individuals do not see their national identity as their only reference point and are happy with weakening of national identity in the process of the unification (Kentmen, 2008). At this point, Marks and Hooghe (2003) make an important classification which argues that one needs to distinguish between several types of national identity, by evaluating the extent to which national identity is exclusive or inclusive. Individuals who consider their national identity as exclusive will see supranational governance as a threat, whereas those with multiple identities will be favorably disposed to governance beyond the nation-state (Kentmen, 2008). As far as empirical research on this issue is concerned, the link between national identity and support for the European integration is ambiguous. On the one hand, Marks (1999) and Haesly (2001) argue that national identity is consistent with European identity and support for European integration and, on the other hand, Carey (2002) and Ketmen (2008) reveal that attachment to national identity have a significant negative impact on support for European integration. In other words, the literature states that individuals who attach themselves more closely with their nation than with the EU to be less supportive of European unification (Hooghe and Marks, 2004).Based on the discussion above, one might argue that there is a direct link between national identity and support for the EU-led reforms. As far as the political discussion recently taking place in Turkey on further democratization is concerned, especially the Turkish nationalist considers that democratization in the way to the EU membership and attempts to build the unity and peace in the country may result in breaking away of Turkey. Following this discussion, it is claimed that: 352 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo H7: Level of attachment to national identity may explain the variation in individual attitudes towards the EU-led reforms. Empirical Analysis Data In order to test the hypotheses about the micro-level determinants of support for the EU, a novel data set, collected through the questionnaires which were applied to 2047 university youths in 26 universities in November and December 2009 throughout Turkey, is utilized. Distribution of the universities in 7 regions is as follows: Ġstanbul, Uludağ (Bursa), Kocaeli and Beykent Universities in the Marmara Region; Dokuz Eylül University (Ġzmir), Ġzmir Economics and Ege Universities in the Agean Region; Akdeniz Bölgesinden Akdeniz (Antalya), Çukurova (Adana) and KahramanmaraĢ Sütçü Ġmam Universities in the Mediteranean Region; Selçuk (Konya), Ankara, Erciyes (Akyseri) and Afyon Kocatepe Universities in the Central Anatolia Region; Zonguldak Karaelmas, Ondokuz Mayıs (Samsun), GaziosmanpaĢa (Tokat) ve Karadeniz Teknik Universities in the Black Sea Region; Kafkas (Kars), Ġnönü (Malatya), Atatürk (Erzurum) and Van Yüzüncü Yıl Universities in the East Anatolia Region and Dicle (Diyarbakır), Fırat (Elazığ), Gaziantep and Harran (ġanlıurfa) Universities in the South East Anatolia Region. Distribution of the student in each university is presented in the Appendix A. Initially, the base line date for the registered student in each university is obtained from the Educational Statistics of the Higher Educational Council of Turkey. The number of target student for the questionnaire in each university is determined by weighing the registered students in each university. During the application of the questionnaire to target students, the number of students in each department in each faculty in each university and gender are carefully designed to get random information to represent the full sample, the university youths. The distribution of the sample in terms of gender is 52,6 percent man and %47,4 percent female. The logistic regression is employed in the empirical analysis. The use logistic regression is commonly utilized statistical tool for the analysis which uses the binary dependent variable (approval or disapproval of the EU-led reforms in Turkey). Logistic regression results provide probabilities that an individual will support for the EU-led reforms, given a certain combination of values on the independent variables. It proves to be a useful tool as it allows us to differentiate between groups of respondents and compare the likelihoods that they will support for the EU-led reforms. Operationalization of Variables Support for the EU-led reforms, the dependent variable is operationalized using the question: ―The reforms carried out in the framework of the EU membership in Turkey is necessary‖ The answer for this question is constructed in terms of a 5-item Likert- Scale (1= strongly disagree, 2= disagree, 3= undecided, 4== agree and 5= strongly agree). The final distribution of the dependent variable is 51,2 percent in favor (agree plus strongly agree) and 25,4 percent opposed (strongly disagree plus disagree) or 23,4 percent undecided as presented in Table 1. It is very interesting that about 23 percent of the student did not provide any information and stated as ―undecided‖. ―The reforms carried out in the framework of the EU membership in Turkey is necessary” Valid Missing Total strongly disagree disagree undecided agree strongly agree Total System Frequency 177 324 462 680 332 1975 72 2047 Percent 8,6 15,8 22,6 33,2 16,2 96,5 3,5 100,0 Valid Percent 9,0 16,4 23,4 34,4 16,8 100,0 Cumulative Percent 9,0 25,4 48,8 83,2 100,0 Table 1: Distribution of the Answers for the Necessity of Reforms For the purposes of this study, support for the EU-led reforms is operationalized as a binary variable, coded 1 when the respondent (agree plus strongly agree) believes in necessity of the reforms, and 0 when the respondent (strongly disagree plus disagree plus undecided) do not support the reforms or when s/he is undecided. This sort of coding has significant methodological advantages, in terms of larger sample size and more equal distribution, compared to a ‗clean‘ dichotomy of ‗in favor‘ and ‗against‘ answers (Ehin, 2001). Also, 353 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo the theoretically interesting question is not what distinguishes firm supporters of reforms from firm opponents but what distinguishes firm supporters from everybody else (Ehin, 2001:43). The proposed hypotheses require the introduction of five concepts that need to be operationalized: Partisanship, political attachment (ideological self-description), religious attachment, Islamic attachment, national identity. Partisanship, the first set of the independent variable is operationalized using the question: ―If there is a general election tomorrow, which party would vote for?‖ The answer for this question constitutes of the mainstream political parties in Turkey. In addition, the respondent is free to write down any other party which is not in the answer. The JDP, the RPP, the NAP, the FP and the DSP denotes the Justice and Development Party, the Republican People Party, National Action Party, Felicity Party and Democratic Society Party (recently banned by the Constitutional Court and re-established currently under the Peace and Democracy Party). Distribution of possible vote for the political parties is presented in Table 2. The other parties are DP, Democrat Party; DLP, Democratic Left Party; GUP, Great Unity Party. These small parties are not included in the analysis. As can be seen from Table 2, the biggest party student would vote for is ―none of the established party‖. This information is very interesting and implies that the university youths are not happy with the existing parties. Five dummy variables for mainstream political parties (JDP, RPP, NAP, FP, DSP) are created. This dummy is obtained in the binary form, coded 1 when the respondent would vote one of the political parties and 0 when the respondent would vote for the other parties or when s/he is undecided. In addition, one more dummy as ―None‖ created as the same methodology to represent the biggest group who would not vote for ―none of the existing parties‖. If there is a general election tomorrow, which party would vote for? Valid Missing Total JDP RPP NAP FP DP DLP DSP GUP Other None Not Classified Total System Frequency 420 425 256 36 18 22 92 47 99 524 Percent 20,5 20,8 12,5 1,8 ,9 1,1 4,5 2,3 4,8 25,6 1966 81 2047 96,0 4,0 100,0 Valid Percent 21,4 21,6 13,0 1,8 ,9 1,1 4,7 2,4 5,0 26,7 1,4 100,0 Cumulative Percent 21,4 43,0 56,0 57,8 58,7 59,9 64,5 66,9 72,0 98,6 100,0 Table 2: Distribution of Possible Vote for the Political Parties Political attachment (ideological self-description), this independent variable is operationalized using the question: ―Which of the following identities commonly used in Turkey describes you best?‖ The answer for this question includes ―Turkish Nationalist, Atatürkist, Kemalist, Nationalist (Ulusalcı), Feminist, Social Democrat, Socialist/Marxist, Islamist, Other (please state:…..)‖. For the purpose of this study, five dummies for each mainstream self-description (Atatürkist, 27,9 percent; Turkish nationalist, 21,7 percent; Social democrat, 14,3 percent; nationalist (ulusalcı), 9,9 percent; Islamist, 7,8) is created in a binary form as coded 1 if the respondent describes himself as one of the above identities, and 0 if the respondent describes himself as the others of the above identities. Religious attachment, this independent variable is operationalized using the question: ―How would you define yourself in terms of your approach towards religion?‖ There is a ten-item scale in the questionnaire, and the answers 1 to 10 means that zero if the respondent is disinterested in religion in extreme case (atheist) and 10 if the respondent is interested in religion in the other extreme case (radical). Distribution of the students‘ answers is presented in Table 3. 354 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo How would you define yourself in terms of your approach towards religion? Frequency Percent Valid Percent Valid 1,00 57 2,8 2,9 2,00 51 2,5 2,6 3,00 94 4,6 4,7 4,00 72 3,5 3,6 5,00 320 15,6 16,0 6,00 291 14,2 14,6 7,00 366 17,9 18,3 8,00 458 22,4 22,9 9,00 175 8,5 8,8 10,00 116 5,7 5,8 Total 2000 97,7 100,0 Missing System 47 2,3 Total 2047 100,0 Cumulative Percent 2,9 5,4 10,1 13,7 29,7 44,3 62,6 85,5 94,2 100,0 Table 3: Approaches of Students towards Religion As seen in Table 3, the answers are unevenly distributed and focus on 5-8 range. Two binary variables are created from these answers. First one is ―Moderately Religious‖, accounted for 48,9 percent, coded 1 if the respondent describes himself (herself) as 5-7, and 0 if the respondent describes himself (herself) as others. Second one is ―Religious‖, accounted for 22,9 percent, coded 1 if the respondent describes himself (herself) as 8, and 0 if the respondent describes himself (herself) as others. Islamic attachment, this variable is operationalized using the question: ―How would you describe yourself in terms of adherence to Islamic values?‖ There is a ten-item scale in the questionnaire, and the answers 1 to 10 means that zero if the respondent does not adhere to Islamic values at all and 10 if the respondent completely adheres to Islamic values. Distribution of the students‘ answers is presented in Table 4. How would you describe yourself in terms of adherence to Islamic values? Frequency Percent Valid Percent Valid 1,00 54 2,6 2,7 2,00 66 3,2 3,3 3,00 93 4,5 4,6 4,00 79 3,9 3,9 5,00 270 13,2 13,5 6,00 257 12,6 12,8 7,00 345 16,9 17,2 8,00 442 21,6 22,1 9,00 212 10,4 10,6 10,00 183 8,9 9,1 Total 2001 97,8 100,0 Missing System 46 2,2 Total 2047 100,0 Cumulative Percent 2,7 6,0 10,6 14,6 28,1 40,9 58,2 80,3 90,9 100,0 Table 4: Adherence of Students to Islamic values National identity, this independent variable is operationalized using the question: ―How would you feel/define yourself whether you are European or not?‖ The answer for this question is ―European, European and Turkish, Turkish and European, Turkish, European and Other (please write down:…..), Other (please write down:…..) and European, Other (please write down:…….)‖. Distribution of the answers is presented in Table 5. As can be seen from Table 4, 56,6 percent of the students feel themselves as ―Turkish‖, 21,2 percent of them feel as ―Turkish and European‖ and 4,3 percent feels as ―European and Turkish‖ and 1,3 percent feel as ―Kurdish‖. As far as ―European and Other‖, ―Other and European‖ and ―Other‖ together account for 12,1 percent which might also include some Kurdish, albeit uncertain. Four binary dummies are structured from this information. ―European‖ coded 1 if the respondent feels himself (herself) as European and 0 if the respondent feels himself (herself) as the other identities. ―European and Turkish‖ coded 1 if the respondent feels himself (herself) as European and Turkish (simultaneously) and 0 if the respondent feels himself (herself) as the other 355 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo identities. ―Turkish and European‖ coded 1 if the respondent feels himself (herself) as Turkish and European (simultaneously) and 0 if the respondent feels himself (herself) as the other identities. ―Turkish‖ coded 1 if the respondent feels himself (herself) as Turkish and 0 if the respondent feels himself (herself) as the other identities. ―Kurdish‖ coded 1 if the respondent feels himself (herself) as Kurdish and 0 if the respondent feels himself (herself) as the other identities. How would you feel/define yourself whether you are European or not? Valid Missing Total European European and Turkish Turkish and European Turkish European and Other Other and European Other Kurdish Not Classified Total System Frequency 36 84 416 1110 20 43 174 25 Percent 1,8 4,1 20,3 54,2 1,0 2,1 8,5 1,2 1961 86 2047 95,8 4,2 100,0 Valid Percent 1,8 4,3 21,2 56,6 1,0 2,2 8,9 1,3 2,7 100,0 Cumulative Percent 1,8 6,1 27,3 83,9 85,0 87,1 96,0 97,3 100 Table 5: National Identity Other variables, Gender: 1 if the respondent is a man, and zero otherwise. Urban: 1 if parents of the respondent live in city center and zero otherwise. Residence: 1 if the respondent lives at least 3 months in any EU countries and zero otherwise. Statistical Findings The logistic regression is employed to empirically investigate the determinants of ―support for the EUled reforms‖ in the empirical analysis because the dependent variable is dichotomous and the results are presented in Table 6. In order to test the above proposed hypothesis, a model for each category is developed. In particular, Model I provides evidence how and to what extent the partisanship contributes to determine the support for the reform in Turkey. Model II deals with the issue whether the political attachment (self-description) is an important factor to explain the variation in individual attitudes towards the reform. Model III and IV look at the role of religion and the adherence to Islam whether they play any role in this issue respectively. Model V examines whether the national identity explains the variation in individual attitudes towards the reform. Model VI includes all the variables in the previous models (I-V). Finally Model VII shows the most important factors which contribute to explain the determinants of the EU-led reforms in Turkey. Table 1 show that the empirical findings are robust. In particular, Hosmer-Lemeshow goodness-of-fit test indicates that the utilized models in the analysis are well-fit with the data set at hand. In addition, the predicted powers of the estimated models are at statistically acceptable level. Model I reveals that whereas the supporters of the JDP and the DSP approve the EU-led reforms, those of both the NAP and the FP disapprove this process. Interestingly the coefficient for the RPP, albeit negative, is statistically insignificant. These findings show that supporters of the RPP as a mainstream party are skeptical about the reforms. Model II indicates that political attachment may be important to explain the variation in individual attitudes towards the reforms. While those who describe themselves as Atatürkist are against the reforms, social democrats are in favor of the reforms. The self-description of the university students in terms of Turkish nationalist, Nationalist (Ulusalcı) and Islamist does not contribute to explain the variations in individual attitudes. Model III and IV provide evidence on the attachment to religion and adherence to Islam. The findings show that whereas attachment to religion has a statistically significant impact on the individual attitudes toward the reform, adherence to Islam does not indicate a significant influence on this issue. Model V examines the effect of national identity on the individual attitudes toward the reforms. The results indicate that while those who feel as European are in favor of reforms, those who feel as Turkish are against the reforms. 356 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Explanatory Variables Model I Model II Model III Model IV Model V JDP 0,57 (0,18)*** RPP -0,21 (0,17) NAP -0,76 (0,19)*** DSP 0,84 (0,30)*** FP -0,85 (0,38)** None -0,14 (0,17) Political Atatürkist -0,30 (0,14)** Attachment Turkish Nationalist -0,05 (0,15) Social Democrat 0,92 (0,18)*** Nationalist 0,14 (0,18) Islamist 0,14 (0,20) Religious Moderately Religious 0,26 (0,11)** Attachment Religious 0,36 (0,13)*** Islamic Moderately Muslim 0,06 (0,14) Attachment Devoted Muslim 0,08 (0,11) National European 0,75 (0,42)* identity European and Turkish 0,38 (0,27) Turkish and European 0,02 (0,16) Turkish -0,60 (0,13)*** Kurdish 0,69 (0,49) Other Residence 0,36 (0,25) 0,48 (0,26)* 0,37 (0,25) 0,37 (0,24) 0,20 (0,25) variables Urban 0,09 (0,09) 0,00 (0,09) 0,03 (0,09) 0,04 (0,09) 0,04 (0,09) Gender 0,50 (0,09)*** 0,45 (0,10)*** 0,51 (0,09)*** 0,52 (0,09)*** 0,47 (0,09)*** Constant -0,19 (0,16) -0,26 (0,14)* -0,44 (0,12)*** -0,27 (0,09)*** 0,09 (0,15) N 1851 1787 1877 1881 1866 Predicted Correctly (%) 62,4 57,3 56,7 56,8 59,2 Hosmer Lemeshow Test 8,15 9,64 2,46 1,57 1,59 2 Nagelkerke R 0,08 0,06 0,03 0,02 0,07 Note: Values in the parenthesis are the standard error. ***, ** and * denotes significance at 1, 5 and 10 percent level respectively. Partisanship Table 6. Results of Logistic Regression on Determinants of the Support for the EU-Led Reforms in Turkey 357 Model VI 0,62 (0,20)*** -0,06 (0,20) -0,6 (0,21)*** 0,39 (0,34) -0,53 (0,40) -0,08 (0,18) -0,08 (0,17) 0,25 (0,18) 0,75 (0,19)*** 0,16 (0,21) 0,004 (0,23) 0,23 (0,13)* 0,33 (0,16)** 0,13 (0,16) 0,02 (0,14) 0,85 (0,47)* 0,57 (0,30)* 0,20 (0,19) -0,36 (0,17)** 0,82 (0,59) 0,51 (0,27)* 0,05 (0,10) 0,46 (0,11)*** -0,50 (0,24)** 1712 63,1 6,89 0,14 Model VII 0,73 (0,14)*** -0,39 (0,15)** 0,78 (0,16)*** 0,28 (0,12)** 0,37 (0,14)*** 0,74 (0,45)* -0,57 (0,11)*** 0,50 (0,26)* 0,44 (0,10)*** -0,31 (0,13)** 1728 62,3 2,99 0,13 �In the econometrical analysis, adding the model may change the significance of the independent variables. Considering the multi-facet nature of the reform process, one should take into account these factors. Model VII provides an overall picture on this issue as a final model. In particular, statistical findings show that signs and significance of the variables for the NAP and Turkish (proxy for the national identity) states that supporters of the NAP and those who feel Turkish does not approve the reform process. On the other hand, the variables for the JDP, Social Democrat (proxy for the political attachment), both Moderately Religious and Religious (proxies for the religious attachment), European (proxy for the national identity), Residence (proxy for social learning) and Gender are positive and statistically significant. These findings show that these variables explain the variation in individual attitudes toward the reform. In particular, the supporters of the JDP, social democrats, religious people, feeling to be European, living in the member countries and finally man approve the EU-led reforms in Turkey. Interestingly while supporters of the RPP disapprove the reforms, the Social Democrats approve the reforms. Similarly the coefficients of the DSP (pro-Kurdish party) and Kurdish (as a national identity) are not significant in final model (VII). Conclusion It is usually argued among the academics and policy makers that the Turkey‘s EU perspective is very important because it plays as an external anchor to push further the democratization of the country. On the hand, reforms process for the democratization needs to be designed very carefully because the internal support are very vital for the sustainability of the reforms in every society. The approval of the reforms are especially very important for Turkey as a divided society in terms of secular and conservative, Turks and Kurds, center and periphery. Turkey has experiencing a reform process with the support and conditionality of the EU since 2000. The reforms for democratization show a cycle process which is very closely associated with the EU‘s perspectives for Turkey. In other words, when the EU send a clear signs for the possible full membership, democratization has increased in Turkey or vice versa. It is generally argued that reform process has been slowed especially after 2005 when Turkey got the negotiation for the full membership. One of the reasons might be the lack of support for further reform on democratization in Turkey because the recent reform attempts has started to exacerbate the decades-old political problems such as the Kurdish issue in the country. This paper, therefore, tries to examine the youth support for the EU-led reforms in Turkey. In order to test the possible source of the support for the EU-led reforms in Turkey, a novel data set is collected from the university students in Turkey and utilized by the logistic regression. The Empirical findings reveal that the partisanship, political attachment, religious attachment and national identity contribute to explanation of the variations in individual attitudes. 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Margulies, (1988), ―Austery Packages and Beyond: Turkey since 1980‖, Capital and Class, 36. 361 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Appendix A Distribution of the Student in Each University University Frequency Valid Ġstanbul 216 Uludağ 107 Beykent 25 Kocaeli 97 Dokuz Eylül 120 Ege 128 Ġzmir 27 Akdeniz 35 Çukurova 98 Sütçü Ġmam 33 Selçuk 182 Ankara 136 Erciyes 75 Afyon Kocatepe 52 Zonguldak Karaelmas 34 Ondokuz Mayıs 104 GaziosmanpaĢa 29 Karadeniz 126 Kafkas 30 Ġnönü 53 Atatürk 111 Yüzüncü Yıl 42 Dicle 66 Harran 21 Fırat 64 Gaziantep 36 Total 2047 Percent 10,6 5,2 1,2 4,7 5,9 6,3 1,3 1,7 4,8 1,6 8,9 6,6 3,7 2,5 1,7 5,1 1,4 6,2 1,5 2,6 5,4 2,1 3,2 1,0 3,1 1,8 100,0 362 Valid Percent 10,6 5,2 1,2 4,7 5,9 6,3 1,3 1,7 4,8 1,6 8,9 6,6 3,7 2,5 1,7 5,1 1,4 6,2 1,5 2,6 5,4 2,1 3,2 1,0 3,1 1,8 100,0 Cumulative Percent 10,6 15,8 17,0 21,7 27,6 33,9 35,2 36,9 41,7 43,3 52,2 58,8 62,5 65,0 66,7 71,8 73,2 79,3 80,8 83,4 88,8 90,9 94,1 95,1 98,2 100,0 � 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. 194 Title A name given to the resource Who Supports the Eu-Led Reforms for Democratization ın Turkey? Evidence from the Turkish University Youths Author Author TEKİN, Yusuf KAR, Muhsin AKGÜN, Birol AĞIR, Hüseyin ÖZ, Bülent Abstract A summary of the resource. It is generally argued that Turkey seems to be different geographically, culturally, politically and economically from the EU. Transformation of Turkey towards the Europe in these terms requires overcoming a broad range of the obstacles and maintaining reforms process without losing public support. This situation exposes the importance of internal dynamics in the accession process in terms of carrying out necessary reforms for the full membership. However, Turkey recently experienced an unprecedented reform process as a result of the synergy between external and internal factors, particularly the EU. This research tries to empirically examine the youth support for the EU-led reform process by utilizing a novel data set obtained from the questionnaire carried out in 26 different universities about 2000 students, during November and December 2009, in Turkey. The empirical findings show that partisanship, both political and religious attachments and national identity are the important factors which explain differences of individual support for the EU-led reform process for democratization in Turkey. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/5549b98cedc69ef5aa2f951e2c4d3320.docx e4c79892e9b258ac1868db4bc445253e https://omeka.ibu.edu.ba/files/original/c866869f5b0dfcf8342264a706d0b2af.pdf a3196a328852a6e58fe86c7b4c6c1bc4 PDF Text Text Whose Business is it to Teach English Numerals Mohamed Fazlulla Khan King Abdulaziz University/ Jeddah, Saudi Arabia Key words: Teaching Numerals, Business, L1interference ABSTRACT A queer incident happened at an Arab airport. The immigration officer detected an anomaly in the documents of a minor child. While the passport of the minor indicated that she was born on March 13, the visa issued by the Arab government was for a child born on March 31. The family was stranded. It took several hours for the error to be detected, and many more before the minor was allowed into the country. The error was because of the way numerals are stated and written in Arabic which is distinctly different from that in English. Teaching numerals is the domain of Mathematics. But teaching the linguistic aspects of the numerals is a language teacher’s task. Most languages employ a uniform method in stating cardinal numbers from 1 to 20. But between 21 and 99, barring the double numbers, there is no uniformity. As an illustration, the number 37 could be stated in five different ways. While some languages state the ‘tens’ first followed by the ‘units’, (thirty + seven), some state the ‘units’ followed by the ‘tens’ (seven + thirty). A third states the ‘tens’ and uses an ‘and’ before the ‘units’ (thirty and seven), while the fourth states the ‘units’ and employs an ‘and’, before the ‘tens’ (seven and thirty). So, when adults learn an L2, learners could face problems, especially in writing these numerals. This researcher, engaged in teaching English as L2 to Arab learners, encountered some problems unique to them. For example, when asked to write the numeral ‘twenty four’, several learners wrote 42. This error could have disastrous consequences in the banking industry. This paper attempts to present this problem to teachers of Business English, account for their occurrence and suggest methods to overcome it. � 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. 1905 Title A name given to the resource Whose Business is it to Teach English Numerals Author Author KHAN, Mohamed Fazlulla Abstract A summary of the resource. Key words: Teaching Numerals, Business, L1interference ABSTRACT A queer incident happened at an Arab airport. The immigration officer detected an anomaly in the documents of a minor child. While the passport of the minor indicated that she was born on March 13, the visa issued by the Arab government was for a child born on March 31. The family was stranded. It took several hours for the error to be detected, and many more before the minor was allowed into the country. The error was because of the way numerals are stated and written in Arabic which is distinctly different from that in English. Teaching numerals is the domain of Mathematics. But teaching the linguistic aspects of the numerals is a language teacher’s task. Most languages employ a uniform method in stating cardinal numbers from 1 to 20. But between 21 and 99, barring the double numbers, there is no uniformity. As an illustration, the number 37 could be stated in five different ways. While some languages state the ‘tens’ first followed by the ‘units’, (thirty + seven), some state the ‘units’ followed by the ‘tens’ (seven + thirty). A third states the ‘tens’ and uses an ‘and’ before the ‘units’ (thirty and seven), while the fourth states the ‘units’ and employs an ‘and’, before the ‘tens’ (seven and thirty). So, when adults learn an L2, learners could face problems, especially in writing these numerals. This researcher, engaged in teaching English as L2 to Arab learners, encountered some problems unique to them. For example, when asked to write the numeral ‘twenty four’, several learners wrote 42. This error could have disastrous consequences in the banking industry. This paper attempts to present this problem to teachers of Business English, account for their occurrence and suggest methods to overcome it. 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/20d662f154dd70ffc8a17b9892a50faa.pdf 01cea28969cb613ef139aea5d03df306 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Robinson JC (2001) Theory And Practice İn The Design Of Physician Payment İncentives. The Millbank Memorial Fund Quarterly 79(2): 149–177 Steffensen J, Larsen H. 2005. Conceptual Basis For Performance-Based Grant Systems And Selected İnternational Experiences. Background Paper For National Stakeholder Workshop İn Nepal, Kathmandu, 31 May 2005. Turhan,E., Inandi, T., Ceylan A.,Gun, I., One, S. The Effects Of Performance Based Supplementary Payment On Physician Practice; A Cross Sectional Questionnaire Study, Journal Of Society For Development İn New Net Environment İn B&H, Healthmed - Volume 5 / Number 4 / 2011 World Health Organization. The World Health Report 2008: Primary Health Care Now More Than Ever. ISSN 1020-3311. Switzerland Yıldırım, A. Ve Şimşek, H. (2000). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık. Why Gold Dinar in International Trade as Medium of Exchange: Descriptive Analysis of History of Gold Money, Trends, Perspectives and Implications Ramo Palalic, Narela Bajram Faculty of Economics and Business \ Administration, International University of Sarajevo E-mails: rpalalic@ius.edu.ba, ramopal@gmail.com, narela@ius.edu.ba Abstract This paper argues certain perspectives of using Gold Dinar in bilateral or multilateral exchange between any nations worldwide. It is to show stability and security of the trades where no one is negatively affected by fluctuations if merchandises were exchanged in a particular currency. Globalization and advancement in IT had a huge impact on the world’s economy in general, and many nations suffer from it while others become richer and richer. Therefore it is urged to find a better solution for the present and the future generations. It is obvious that something is not compatible in all those things. In recent times many scientists and Islamic scholars stress on importance of gold standard and Gold Dinar as a medium of exchange which a few countries have already introduced. It is the prime time where all Islamic scholars, economists, professors and any other contributors should be involved to come up with the best alternative to current fiat money. After the Malaysian and Indonesian crises in 1997-98 it indeed has happened that many of the aforementioned are involved to search the way out of this turbulent economic era. In this regard, we will try to explain fundamentals of Gold Dinar or gold money since the ancient time where exchange was either in dinar (gold) or dirham (silver). In addition it will be shown possible implications whether are permanent or temporary issues in international trade. 36 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Others, like some statistical data will be introduced throughout the history until today. This paper is divided into several parts like introduction, historical background of the gold, statistical facts of the gold money/Gold Dinar, fiat money in brief, benefits and disadvantages of Gold Dinar as well as fiat money, limitations and further research and conclusion. Keywords: gold, Gold Dinar, silver, dirham, international trade, history, bilateral trade, multilateral trade, currency, nations, 1.INTRODUCTION When we mention Gold Dinar, or gold money we cannot neglect the fact that this dates back since ancient time and nowadays is being put aside as a possible solution for the world economy to be a future perspective. Why gold as a money? If we get back in the ancient time, during the last Prophet p.b.u.h., we will find out that he has described money with its features as following: Precious metals or other commodities as described above, money with intrinsic value, Money located within Allah’s creation with value assigned to such money by Allah Most High Himself, Who is the Creator of wealth. (I.N. Hosein, 2007, pg 16). One of the reasons why the gold money has been removed from the trade is that the barter from early times proved to be insufficient so the money was being used to facilitate trade (N. A. Siegfried, 2001). As we know that every coin has its two sides this paper will introduce a reader with main principles and its benefits of using gold in international trade as well as implications that may come true. So, this paper consists of eight main parts. The first part is introduction. Second one is a brief literature review regarding Gold Dinar.. The third part is about its historical background of the gold money throughout the history since ancient time. It includes its roots of Gold Dinar its facts via history. In the fourth part we are going to try to prove the gold as a real wealth which has its intrinsic value from early centuries until today. Data on Stability of Gold Prices will be introduced. The fifth part argues the fiat money in short and benefits and disadvantages of gold money and the paper money. The sixth part is about Usage Gold Dinar in Bilateral and Multilateral Trade. Then we will see the limitation of the research and possible future mining as the seventh part. And finally, in eight part we are going to conclude briefly the stand about Gold Dinar or gold money as a possible solution in international trade between any nations around the globe. 1.1.Literature Review As any think in this world has its two sides, positive and negative, beautiful and ugly, worth and useless, etc, usage of the Gold Dinar in nowadays varies depending on how people sees things. There were many books and articles been written on this topic where discussion has taken place and both “opposers” and so called dinarists3. The time has been proved as 3 Dinarists have been described as those who promote use of gold dinar especially among Muslim countries 37 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo rude and very hard for the world economy as a whole. One may argue that is because of the world disorder caused by different things. Others might say that is because of the total world’s debt circulating between countries, especially the biggest economy in the world, the USA. Also, it may be reasonable to say that it this is happening because of the unjust monetary system based on the Interest (Usury), which is from the Islamic perspective strongly prohibited and this has caused all of the chaos in this world. Recent time has been full of discussions especially when Malaysian financial crises happened. From that time onward, Malaysian’s experts, prominent economists and professors, as well as professors in Islamic areas (especially in the field of fiqh) put this event as study to be researched and solution need to be found. In this arena we have many different views regarding the Gold Dinar to be introduced as a medium of exchange. Meera (2002) in his book Islamic Gold Dinar promotes an idea that returning back to the Gold Dinar is a solution for the current world financial chaos. He argues that current fiat money has capability of creating itself alone. Which may imply that today we have electronic money recorded somewhere on the binary as a part of memory in the computer. On the other hand, Z. Hasan, (2008) stands that introduction of the Gold Dinar is not idea that will work. One of the reasons he poses is that gold standard does not attain internal or external stability. He also argues that money is just an instrument and what it does – good or bad – depends on how we use it (2011). M.A. Haneef argues in his paper that Islamic scholars have (fuqaha4) different views whereas some stands that the money must be either in gold or silver, while other scholars do not limit money to these two commodities (2006). Another view regarding introducing the Gold Dinar is also negative (C. Murat, 2010). He argued ten points against this trend for the Gold Dinar to be introduced. 2.Historical Background of the Gold and Gold Dinar One may define money as everything that could be exchanged in buying or selling transactions. The money has appeared a few thousand years ago. From that time until recent centuries money had been adopted as precious metals, cowry shells, barley, beards, and later on it was gold, silver, copper and similar. The first coin money was from bronze and copper. Gold and silver coins were made in Lydian (current Turkey) - as early as around 560 BC, which could be classified as the earliest forms of metallic coins (Z. Hasan, 2011). The issue of debasement of money (gold and silver) first occurred in the year 64 A.H During the Prophet s.a.w.s. (M. A . Haneef and E. R. Barakat, 2006). Muslims were using row metal or Byzantine coins as money while for economic transactions there were used three kind of precious commodities, gold which implies Dinar, silver; representing Dirham and the copper (N. A. Siegfried, 2001). Many verses in God’s Divine Book- Qur’an proof that our Creator is encouraging mankind to use gold or silver as a medium of exchange, or the money. The next verses are from the Qur’an mentioning the gold and silver in mutual transactions: 4 Fuqaha are Islamic scholars who deal with Islamic Jurisprudence 38 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo “Amongst the People of the Scripture (i.e., the Torah) there are those who if entrusted (by a bellow Israelite) with a Qintār (a treasure of money such as a heap of gold coins) for safekeeping, would return it upon demand. Yet amongst them there are those who if entrusted (by a Gentile, i.e., one who was not an Israelite) with a (single) Dinār (a gold coin) for safekeeping, would not return it on demand unless the owner were to persist in demanding the return of his property. The reason for this (double standard) is because they argue that the (religious law) placed no obligation on them to be just and fair in their dealings with Gentiles. But they tell a lie against Allah (Most High), and they know full well (that it is a lie).” And for Dirham, “And they sold him for a few measly Dirham and they did so because they considered him to be of little worth.” It is mentioned for many times in the Qur’an that gold and silver are referred as wealth. Those Qur’anic verses are the following: Āle ‘Imrān: (3:14; 3:91), al-Tauba (9:34), Zukhruf (43:33-5; 43:71;43:53), an-Nisā (4:20), al-Insān (76:21), al-Fātir (35:33), al-Hajj (22:23), alKahf (18:31), al-Isrā (17:93), (I.N. Hosein, 2007, pp. 17 -24). According to Islamic Law the Islamic Dinar is a specific weight of 22k gold (917.) equivalent to 4.25 grams. The Islamic Dirham is a specific weight of pure silver equivalent to 3.0 grams. Umar Ibn al-Khattab established the known standard relationship between them based on their weights: "7 dinars must be equivalent to 10 dirhams." So the World Islamic Trading Organisation following the standard of caliph Umar Ibn al-Khattab (http://www.goldcentro.com/home) 3.Recent History: Data on Stability of Gold Prices Any currency or commodity to be internationally recognized as medium of exchange it must be a quite stable and not extreme fluctuating. Particularly, for the gold it is crucial to know the stability of its price. Following figure, in a chronological order in a range from 1833 to early 1930s shows that the aggregate price of gold was stable amounting $20.67 per ounce. However, a few years ahead, starting with the year of 1935, the price has begun to increase gradually up to $35 per ounce. Later on, it has started to fluctuate even in more extreme as we 39 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo can observe a few years back to present. There are two important events that can justify those changes: 1. The Creation of Brenton Wood System 2. The Abandonment of the Brenton Woods System (A. B. B. M. Yusuf, et al., 2002) Figure 1. Stability of prices of Gold from 1833 to early 1930s (www.kitco.com, accessed from3.2.2012) In early 1990s we can observe that was a dramatic change in gold prices. In fact it was the most fluctuated period of time for gold prices. It could be justified of the world crises (Golf war in 1991s, war on ex-Yugoslavia’s region, Central Asia, etc.). See Figure 2. Figure 2. Gold price from 1990-1994 (www.kitco.com, accessed from 3.2.2012) Figure 3 shows that from 1995 it was a gradual increase and decrease in gold price. However, starting from new millennium the gold price rapidly has increased. It could be justified by certain events in the world, such as World Trade Center attack in 2001, Iraq, Afghanistan, as well as other natural disasters around the globe. 40 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Figure 3. Gold price from 1995-2012 (www.kitco.com, accessed from 3.2.2012) As we have mentioned that silver has been described in the Qur’an as wealth and recommended to be also the medium of exchange in the trade. The following figure ensures that fact and we also may conclude that the silver has its stability over time (up to early 1970s) and its intrinsic value. Its aggregate price was quite stable throughout this period of time. Figure 4. Stability of prices of Silver from 1792 to early 1970s (www.kitco.com, accessed from 3.2.2012) 4.Usage of Gold Dinar in International Trade: Bilateral and Multilateral Trade Transactions in international trade between nations are done either by transferring money via current accounts of companies or bringing cash in briefcase to perform a payment. Landry money is present worldwide and it is not possible to clear it out forever. Transactions’ costs are high and there is always risk which for some will be in favor while for other it will be as extra costs, known as currency exchange costs. It is also important to note that every currency must be hedged and protected from speculators which in turn derive additional costs. 41 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Therefore, according to these facts, less wealthy countries or developing countries cannot survive in this trading arena because of all transactions related to the trade where the fiat money is involved. However, using of gold as the money or Gold Dinar is much better and protected from such issues in the bilateral and multilateral transactions. Recent crisis in Malaysia and Indonesia, in 1997-1998, caused a turn point whereas the many Muslim and non-Muslim scholars urged to think about the Gold Dinar to be as medium of exchange between nations. According to Meera and Larbani (2003), the central bank will play a vital role in keeping the national trade Accounts ensuring a safe place to keep the gold. In bilateral trade, let say between Malaysia and Indonesia, the total Malaysia’s export to Indonesia 500 million of Gold Dinar and Malaysia has imported from Indonesia goods and services in amount of 450 million of Gold Dinar. So, Malaysia has its surplus of 50 million of Gold Dinar. In this case Indonesia needs to settle ONLY difference of 50 million of Gold Dinar to Malaysia. However, this amount Malaysia can use for the future use to settle transactions between these two countries and hence the physical transfer of the gold is not necessary. Another benefit is that exchange avoided. No exchange costs like in fiat money! The table below shows the multilateral trade how it would be if certain countries agreed to have Gold Dinar in their mutual trade transactions: Table 2: Gold in Multilateral Trade Arrangement (A. K. M. Meera & M. Larbani, 2003,) Gold Dinar (million) Export to Malaysia Iran Indonesia Total Import Malaysia X 2.8 2.2 5.0 Iran 3.0 X 3.7 6.7 Gold Dinar (million) Export Malaysia 5.0 Iran 6.8 Indonesia 5.9 Indonesia 2.0 4.0 X 6.0 Import 5.0 6.7 6.0 Total Export 5.0 6.8 5.9 17.7 Net payment Nil +0.1 -0.1 In multilateral trade, countries who are trading in Gold Dinar may have one custodian bank, like any famous non-interest bank in the world, to keep accounting of the trade (i.e. IDB bank) (A. K. M. Meera & M. Larbani, 2003,) 5.Limitations and Further Research As any research it has its limitations, and this paper does so. It is urged to refer more deepen to the Islamic literature to prove that Islamic money or Gold Dinar is possible and 42 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo recommended by the wholly Book –Qur’an and the hadith by the Prophet s.a.w.s. On the other hand, it is necessary to analyze all the parameters of the current world economy in order to see causes that can be replaced by Islamic alternatives such the Gold Dinar. It is necessary, indeed, for Islamic scholars as well as world’s economists and experts to merge and together come up with the solution for the better future. We owe the future generations since we observe it and did little or nothing to solve current economic crises around the globe. 6.CONCLUSION Today’s world suffers from economic instability with consequences worldwide known. Recent scholars and economists recommend changes in today’s economy. On one side, there are proponents of the Islamic Gold Dinar which states and support for the Gold Dinar to be introduced in the international trade. They have their reasoning and we are witnesses that a few countries, have already introduced Gold Dinar in the trade (one state in USA and in Malaysia). On the other side, there are scholars who oppose the introduction of the Gold Dinar, arguing that there will be no change and will be no impact on the world economy. However, it is important to say that indeed the gold has many benefits over the fiat money by its nature. It is commodity and it has its intrinsic value which cannot be damaged or faded over time and since the beginning of the trade on the earth, it was known as wealth till now. We have proved by the Qur’anic verses where the Creator has stressed and recommended to use the gold and silver as medium of exchange in daily transactions. As A. K. M. Meera & M. Larbani (2003) said, instruments backed by gold are vulnerable for easy abuse, which brought about the failure of the gold standard. In other words whatever currency has been backed in gold, or in any other currency it is not as gold backed by itself. It is protected from speculators as well as other abuses. Upon all of this, if we follow the God’s Will, we will definitely have prosperity, described as just and comfortable for all. Finally, concluding remarks would be based on all said so far. Therefore, main factor in our success, in introducing Gold Dinar in international trades (bilateral or multilateral) is that only if all nations will be willing to back to the base (to use the gold in trades’ transactions) to use the gold as their monetary system and to let the gold to be freely traded in commodity market. REFRENCES [1] I. N. Hosein (2007) The Gold Dinār And Silver Dirham: Islam and The Future of Money, Masjid Jāmi’ah, City of San Fernando,Trinidad and Tobago. [2] N. A. Siegfried (2001) Concepts of Paper Money in Islamic Legal Thought, Arab Law Quarterly, University of Hamburg, Kluwer Law International. Printed in the Netherlands. [3] Z. Hasan (2008) Ensuring Exchange Rate Stability: Is Return to Gold (Dinar) Possible?, Professor, Department of Economics, Faculty of Economics and Management Sciences International Islamic University of Malaysia, Selangor Dar-ul-Ehsan 43 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo [4] Z.Hasan (2001-2002) Recent Financial Crisis in Malaysia: Response, Results, Challenges, “The Indian Economic Journal, Vol. 49 No.1, pp.28-49 [5] Z. Hasan (2010) Dubai Financial Crisis: Causes, Bailout and After, Journal of Islamic Banking & Finance, Vol. 27, No. 3, pp. 47-55 [6] http://www.cato.org/pubs/pas/pa017.html (accessed from 31.01.2012) [7] http://208.43.71.196-static.reverse.softlayer.com/english/politics/3410/429108.html (accessed from 02.02.2012) [8] Z. Hasan (2011) (unpublished), Money creation and control from Islamic perspective, Department of Economics & Governance, INCEIF: Global University of Islamic Finance [9] M. A . Haneef and E. R. Barakat (2006) (A.D/1427 A.H), Must Money Be Limited to Only Gold and Silver?: A Survey of Fiqhi Opinions and Some Implications, JKAU: Islamic Econ., Vol. 19, No. 1, pp: 21-34 [10] C. Murat (2010): The Case Against the Islamic Gold Dinar, INCEIF, Kuala Lumpur, Unpublished. [11] A. B. B. M. Yusuf, et al. (2002) The Implementation of Gold Dinar is It the End of Speculative Measures?, Journal of Economic Cooperation, 23-3, pp. 71-84 [12] Reuters. "Malaysia Plans To Initially Use Gold Dinar Within Small Group" The Star, 2/5/2002. [13] A. K. M. Meera & M. Larbani (2003) The Gold Dinar: The Next Component in Islamic Economics, Banking and Finance, International Conference on Banking, Monash University, Prato, Italy. [14] A.K.M. Meera (2002) The Islamic Gold Dinar, Pelanduk Publications, Kuala Lumpur, [15] http://www.goldcentro.com/home (accessed from 25th January 2012) [16] www.kitco.com (accessed from 4.2.2012) Quality Costs Accounting And A Firm Application Hilmi Kirlioğlu, Zülküf Çevik, Sakarya University, Sakarya, Turkey E –mails: hilmik@sakarya.edu.tr, zcevik@sakarya.edu.tr Abstract Contemporarily, the competition in the markets has thoroughly heated up. Many companies try to decrease their costs in order to survive in this cruel market. In this respects, the quality costs gain importance in all over the world and in Turkey, too. Companies need to gaining profit for sustainability. And also gaining profit is one and first of companies’ two basic goals. In order to achieve this first goal and to gain sustainability, companies have to provide customers’ and potential costumers’ needs and demand as well as 44 � 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. 1278 Title A name given to the resource Why Gold Dinar in International Trade as Medium of Exchange: Descriptive Analysis of History of Gold Money, Trends, Perspectives and Implications Author Author Ramo , Palalic Abstract A summary of the resource. This paper argues certain perspectives of using Gold Dinar in bilateral or multilateral exchange between any nations worldwide. It is to show stability and security of the trades where no one is negatively affected by fluctuations if merchandises were exchanged in a particular currency. Globalization and advancement in IT had a huge impact on the world’s economy in general, and many nations suffer from it while others become richer and richer. Therefore it is urged to find a better solution for the present and the future generations. It is obvious that something is not compatible in all those things. In recent times many scientists and Islamic scholars stress on importance of gold standard and Gold Dinar as a medium of exchange which a few countries have already introduced. It is the prime time where all Islamic scholars, economists, professors and any other contributors should be involved to come up with the best alternative to current fiat money. After the Malaysian and Indonesian crises in 1997-98 it indeed has happened that many of the aforementioned are involved to search the way out of this turbulent economic era. In this regard, we will try to explain fundamentals of Gold Dinar or gold money since the ancient time where exchange was either in dinar (gold) or dirham (silver). In addition it will be shown possible implications whether are permanent or temporary issues in international trade. Others, like some statistical data will be introduced throughout the history until today. This paper is divided into several parts like introduction, historical background of the gold, statistical facts of the gold money/Gold Dinar, fiat money in brief, benefits and disadvantages of Gold Dinar as well as fiat money, limitations and further research and conclusion. Keywords: gold, Gold Dinar, silver, dirham, international trade, history, bilateral trade, multilateral trade, currency, nations, Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),HB Economic Theory,HG Finance,HJ Public Finance https://omeka.ibu.edu.ba/files/original/5a5396a0265cbe372aebf4e74f9a9844.pdf fa7642c0f049283ead17e00250c9ef25 PDF Text Text Why Is Five Much More Than Four? On The Description of Numeral Words in Croatian as a Second and Foreign Language Ana Grgić & Milvia Gulešić Machata University of Zagreb/ Zagreb, Croatia Key words: numeral words, second language acquisition, morphology, syntax, grammatical description ABSTRACT Already at the very beginning of learning a foreign language, there is a need to use numeral words, regardless of which language it is. In three thousand most frequent words of the Croatian language (Moguš, Bratanić, Tadić 1999), there are some thirty numeral words very different in their grammatical properties. In Croatian, as in other Slavic languages, the issue of numeral words is a complex one and several morphological and syntactic rules should be mastered in order to be able to utter a simple sentence with such words. In addition, the knowledge of numeral words that the non-native speakers of Croatian have in their first language often does not correspond to what they need to know about numeral words in Croatian. Therefore, deviations in their interlanguage with regard to numbers are very frequent. In order to achieve better mastery over numeral words in Croatian as a foreign language, one first needs to describe them properly, hence this presentation attempts to answer certain questions about numeral words for the needs of Croatian as a foreign language, e.g. which words in the Croatian language can be included under numeral words, i.e. what the sub-types of numeral words are, which principles the authors of handbooks should be guided by in their description etc. We will briefly describe the classification and description of numeral words in contemporary handbooks of Croatian as the first language. The paper is based on insights into numeral words in general and in the Croatian language (Huang et al. 2011; Musolino 2004; Tafra 1989, 1999, 2000, 2004, 2005, 2007, 2011; Pišković 2011; Marković 2011, 2012; all contemporary grammar books of the Croatian language), on insights into interlanguage (Selinker 1992), on the need to teach grammatical rules directly (Novak Milić 2005), and on insights into the lexical approach in teaching foreign languages, with a particular emphasis on Croatian (Bergovec, M. 2007). � https://omeka.ibu.edu.ba/files/original/f8440215172555ec2f2c4360e9c2888a.docx 08d5818c3f8c8df6aa55de486a9671e4 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. 1688 Title A name given to the resource Why Is Five Much More Than Four? On The Description of Numeral Words in Croatian as a Second and Foreign Language Author Author GRGIĆ, Ana GULEŠIĆ MACHATA, Milivia Abstract A summary of the resource. Key words: numeral words, second language acquisition, morphology, syntax, grammatical description ABSTRACT Already at the very beginning of learning a foreign language, there is a need to use numeral words, regardless of which language it is. In three thousand most frequent words of the Croatian language (Moguš, Bratanić, Tadić 1999), there are some thirty numeral words very different in their grammatical properties. In Croatian, as in other Slavic languages, the issue of numeral words is a complex one and several morphological and syntactic rules should be mastered in order to be able to utter a simple sentence with such words. In addition, the knowledge of numeral words that the non-native speakers of Croatian have in their first language often does not correspond to what they need to know about numeral words in Croatian. Therefore, deviations in their interlanguage with regard to numbers are very frequent. In order to achieve better mastery over numeral words in Croatian as a foreign language, one first needs to describe them properly, hence this presentation attempts to answer certain questions about numeral words for the needs of Croatian as a foreign language, e.g. which words in the Croatian language can be included under numeral words, i.e. what the sub-types of numeral words are, which principles the authors of handbooks should be guided by in their description etc. We will briefly describe the classification and description of numeral words in contemporary handbooks of Croatian as the first language. The paper is based on insights into numeral words in general and in the Croatian language (Huang et al. 2011; Musolino 2004; Tafra 1989, 1999, 2000, 2004, 2005, 2007, 2011; Pišković 2011; Marković 2011, 2012; all contemporary grammar books of the Croatian language), on insights into interlanguage (Selinker 1992), on the need to teach grammatical rules directly (Novak Milić 2005), and on insights into the lexical approach in teaching foreign languages, with a particular emphasis on Croatian (Bergovec, M. 2007). 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/bef3ef51a45240643689431efd06a0bb.pdf 7e885757e04714e099c25f1f964ddf98 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Why objectives in teaching English? Shpresa Delija Faculty of Foreign Language Semantics Applied Linguistic and Glotodidactica Tirana University Albania delija.sh@gmail.com Abstract: Being under constant political, economical and social change especially after the 90-s our country has had an urgent need to change its education system. So in recent years, the Albanian Government has shown great interest in teaching and learning English in accordance with European standards by amending new laws (law no. 10 307, dated 22.07.2010) to promote English teaching and learning in order to meet the needs and interests of students. In order to make English teaching available for our students it is important to lead EFL teachers towards successful teaching, which means having a well designed lesson plan via well organized objectives. As Agni Malderez and Caroline Bodòczky say in their book (1999, 22), objectives will be addressed concurrently and throughout the course, which means that without objectives there will be no language lesson. So the paper deals with the reasons why teachers need to be upgraded professionally and how objectives help them enhance language teaching in their language classes. The paper also gives answers to the following questions: What principles should the language teachers consider while setting objectives? Why should they follow them? How do students benefit from a well planned lesson plan? Data collection from these questions pointed out the importance of professionalism in teaching English in our schools. Identifying the reasons of the big changes made teachers become aware of their professional development in order to implement contemporary teaching methods. Key words: design lesson plan, implement teaching methods, objectives, professionalism, set objectives. Why objectives in teaching English? Over the last 21 years Albania has changed a lot in all spheres of life, education system included. The opening of Albania to Europe and the world set big tasks to the people to learn foreign languages especially English as an international means of communication. People of all ages and especially young people love to go abroad for different reasons: study, work, research or travel. So learning English as a foreign language has become a necessity for every one by making it a must. Nowadays, English teaching and learning comprise an important part of the school curricula, which reflect the National Strategy for the Development of pre university education (2008) that states Foreign languages policy of the Ministry of Education and Science are designed and applied in accordance with the development in our country and in concert with the EU policy in this regard, following two basic EU directives, multilingualism and intercultural education. Being the Government‘s priority new laws and amendments are passed by the Government and the Parliament in order to further develop English teaching in Albania. According to the Law of the Higher Education in Albania (law no. 10 307, dated 22.07.2010) everyone has the right to be educated, and in 2012 the high school students are not going to do four exams but five, where English is obligatory (Revista Mësuesi no.1, 2010). Therefore, great tasks were set forth to the English teachers to change their way of teaching that leads towards communicative learning. The need to regulate the Albanian school system to the European standards and to the levels of foreign language competence as described by the Council of Europe (The Common European Framework of Reference for Languages Learning, Teaching, Assessment (CEFR) 2002), asks for professional English teachers that meet the above standards. There is a growing demand for wellqualified EFL teachers who are able to teach communicatively but also have the desire and responsibility for growing professionally in order to keep up with the changing needs and interests of their students. This demand can be met if methods of teaching and learning are modified in line with 1123 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo the curricula and syllabus objectives in oder to provide them with language skills. As Don Snow has pointed out (2007, 3, 19) students‘learning depends ultimately on their own efforts and the teachers on their own side should be reasonably successful learners of English, which means that they themselves should give their students a better understanding of how to learn and use the language correctly. In 2005 an analysis of the higher education in Albania was made in order to see which statndards were to be fulfilled hence the implimentation of Bologna System would be easier. This study concerned the following: a) Get sufficient information about Bologna System; b) Teaching quality in our schools; c) ELP for university and high school students d) Language text books and other teaching materials. In the study, therefore, we, faculty teaching staff made a deep analysis of all the problems we encountered such as the qualification of teaching staff in line with the European standards in education, authentic textbooks, the design of ELP, and improvement of teaching methods. We made a deep analysis on these problems, and after getting the sufficient information about Bologna System, and then afterwards we started to apply it in all levels of high education. These changes asked for teaching quality in English and the best thing to start with was through setting clear objectives and goals in teaching. Focus on Objectives The focus of this paper is on the importance the teacher growth has in setting clear objectives and goals during the course planning. Don Snow emphasizes the idea that the goals of the language course serve as the focus around which everything else is built (2007, 37). Through a good planning of the course the teachers know where their students are going. They also lead students to climb up the ladders of the language knowledge towards the acquisition of communicative language skills through cooperative learning, thus making possible the throw out of their traditional lessons (Spencer Kagan & Miguel Kagan, 2009, 1.5, 1.6). There are two assumptions in this research: Why professionalism in the teaching process and Why objectives help teaching EFL? The first assumption has to do with learning teaching and how teachers could be throughout the teaching career (Jim Scrivener, 2009, 370). They should understand curriculum content and goals, including the subject matter and skills to be taught, and the students‘ needs as well. Teachers should know their students‘ needs and interests and at the same time they should know how their students learn and develop during the teaching and learning process within social contexts. The second assumption concerns the way teachers should set objectives in order to accomplish successfully their duty. Course aims and objectives should be: a) explicit and shared, b) knowledgeable and c) practicable (Angi Malderez & Caroline Bodòczky, 1999, 22 – 23). In studies conducted about Teacher Education by Viljo Kohonen (2002, 40) it is stated that teachers should clarify their personal aims and interests for themselves to promote reflective learning. He goes further with the idea of the teacher‘s portfolio as a tool for teachers to get upgraded professionally (40). To have portfolio teachers need to know how to identify students‘ needs and interests which help them set course objectives in order to cascade them in objectives for their lesson plans. This assertion was based on research which has shown that without group discussion you cannot come to the right solutions. Providing teachers with sufficient knowledge on teaching and learning objectives results from the research prove that training teachers how to design course objectives should influence professional development of teachers. Method In the context of the drawbacks traditional teaching methods have I constructed a study to identify teachers‘ professional development via the set of teaching objectives that could benefit English language student teachers in Albania. I started with the proposition that teachers‘ growth could affect better organized course design and lesson plans, which, with well designed objectives, could affect English language learning. Participants I did a case-study which was focused on some questions addressed to some student teachers (A), newly assigned teachers (B), and experienced teachers in 5 primary schools in Tirana. I examined the following research questions: 1124 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A: What pedagogical skills and strategies should the student teachers need to have in EFL learning and teaching? B: What methods can be used to create a communicative language environment in your classes? Both groups of participants of this research (A and B) answered the above questions, which data was used for this study. Group A and B were composed of student teachers and newly assigned teachers, whose goal in life was to become English language teachers in undergraduate levels of schooling. The young teachers teach in 5 primary schools, whereas the student teachers study to become English teachers. There were mainly 10 newly assigned teachers and 20 student teachers, all of them females of 21 – 26 years old. They were selected randomly. There were no male because there are few male teachers in the primary schools in Albania. It has not yet become a profession for men to teach young learners. The study occurred in a six - month period (January- June 2008), in course of which I observed the needs and interests of the respective study groups. I handed out questionnaires and then interviewed the young teachers and the student teachers as well. I had talks with them in order to get sufficient data for my research. I made the interviews once in a month for three months in a row (from January – April). The interviews concerned professional development of the young EFL teachers in Albania. Each interview lasted 15 minutes. There were experienced teachers that participated in this research. They played mostly a shaded role but of student teachers‘ benefit. The student teachers and the newly assigned teachers observed the experienced teachers‘ lessons for exchanging experiences. Procedure The data was collected at the end of April 2009 from all the actors that took part in the study. I interviewed them randomly. I interviewed the newly assigned and the student English language teachers at different times of the day to get to know better their needs, interests and their mood. I used these techniques for the interview because I wanted to judge them from the psychological point of view and what the effect their mental state at different times of the day gave on the teaching process. I evaluated their background in English as well. I involved these actors in the study in order to better see how teacher professionalism can help learning in the English class. The student teachers also observed 10 English classes in primary schools and attended the classes of experienced teachers in order to see the pedagogy they used. The student teachers talked with the experienced teachers and noted down the skills and the strategies they should have as future teachers to make the lessons effective. After the observed lesson they exchanged ideas about teaching and especially about course design and lesson plan. They were concerned mainly in the setting of course and lesson plan objectives. During the observation of the EFL classes the student teachers were divided into groups of five because classes are very big in the Albania. As the focus in this study was to find ways to professionalize EFL teaching I asked the student teachers to dot down all the steps that experienced teachers used during their teaching. The student teachers contrasted their teaching with their own theoretical background together with the theory they were provided at the university. So, during the observation 5 student teachers focused on lesson planning mainly on objectives, the next 5 focused on course design mainly on course objectives, the other 5 focused on the objectives of the tests, and the last 5 focused on the objectives the learners have set for their own learning. I used the following rubrics for the observation, questionnaires, and the interview. The ranking was: ―strongly disagree,‖ ―disagree,‖ ―neutral,‖ ―agree‖ and ―strongly agree‖, and the ranking of ―never‖, ―sometimes‖, and ―always‖. Participants in this study collected data about classroom setting, classroom conditions, the students conduct during the English lesson, the teachers‘ behavior and their communication in class (gestures, eye contact, and intonation). The use of all these techniques in data collection provided me with evidence from which strategies and teaching tips were identified. Findings and Results Data collected from the interviews, questionnaires and observations are presented in Tables 1, 2, and 3 in the Appendix. The data were not only in quantity but also qualitative while examining the questions. In examining the collected data either in quality or quantity, there were clear distinctions between what the student teachers get at the university and what they face in the real life in the schools they have started teaching. So the newly assigned teachers confessed that they never face the same situation as they are taught at school. Four of them said that they are sometimes treated well by the senior teachers, and what is very much to be deserved is the training. They never get training at schools, which affect their teaching and especially the setting of the course and lesson objectives. As for their psychological state concerning teaching during the parts of the day they emphasized that they always feel good while teaching in the morning. This shows that in the morning they are fresh and full of energy to give their utmost in their teaching process. This means that they sleep well during the night which according to Gais and Born (2001) sleep debt affects considerably the teachers‘ thinking and mood, whereas Sirito 1125 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo (2003) says that lack of sleep brings loss of energy, lethargy and emotional instability. The teachers‘ mood in teaching is very important during the teaching process. The merrier, the more tranquiller, the more organized and the more love they put on their teaching, the better the results are on the students and the teachers‘ sides. Class conditions also affect teaching. According to the results of table 1 I may say that classroom environment in the piloted schools does not attract the language learners towards a standardized learning, which needs to be improved. Conclusion This study gives evidence on the importance of teacher training at school and outside it. It also emphasizes the fact that EFL course design and lesson plans in terms of clear set objectives are very crucial in teaching in line with the European standards. It is also important to point out what works best in teaching EFL to student teachers and the newly ones in order to give them the possibility to get developed professionally. The collected data provided by all the actors in this study made possible the identification of the actual situation in our schools and what is more important the tasks set for the national trainers in order to apply teacher trainings in the schools. Training EFL teachers and especially the young teachers for professional growth can be applied in all the schools in Albania. This will increase the desire for students to learn English better and at the same time it will motivate the student teachers to teach professionally. 1126 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Agni Malderez and Caroline Bodòczky (1999), Mentor Course A resource book for trainer-trainers, 2223. Don Snow, (2007), From Language Learner to Language Teacher, 3, 19. Gais, S., Plihal, W., Wagner, U and Born, J., 2000. Midlife in Insomnia. National Neuroscience Journal, 13 Pp 1335 – 1339. Jim Scrivener, (2009), Learning Teaching, 370. Julian Edge, Continuing Professional Development, 2002, 40. Sirota, A., Csisovari, J. Buhl, D and Buzsaki, G., 2003. Proceeding of National Academy of Science, U.S.A. 100: Pp 2065 – 2069. Spencer Kagan & Miguel Kagan, 2009, Kagan Cooperative Learning. 1.5, 1.6. Revista Mësuesi no. 1, May 2010. The Law on Higher Education amended by a new law no. 10 307, dated 22.07.2010 Strategjia Kombëtare për Arsimin e Lartë ‗SKALA‘ - 2008-2013 APPENDIX 1 Table 1. Observation by student teachers and newly assigned teachers Strongly Disagree Neutral disagree Lessons are done in lively and comfortable classrooms. Quotes and posters on the walls inspire teaching. Bulletin boards are found in all the language classrooms. Students are interested in the language lesson. Teachers are kind, helpful and do their best to upgrade professionally. Language teachers attract their students by using authentic materials in class. Teachers use only communicative teaching methods Students are always in the center of teaching. Total 15 - - 12 - 8 3 13 14 Agree Strongly agree 3 22 - 15 10 5 - 20 7 - 4 - 3 7 - 13 5 - - 11 3 - 20 12 66 37 73 49 15 15 APPENDIX 2 1127 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Never Sometimes Always Table 2 The interview to the newly assigned teachers 3 4 5 1 2 APPENDIX 3 1. Are you faced with the same teaching situation you were taught at school? 2. Do you find a friendly situation in the school since at the very beginning of the school year? 3. Do you exchange experience with the older teachers at your school? 4. Do you get teacher training at your school by the senior teachers? 5. Do you read professional books in order to develop professionally? 6. Have you observed classes from the experienced teachers? 7. Do all of you talk about your teaching methods and especially about course objectives? 8. Do you find setting objectives to your teaching difficult? 8. Do you feel good while teaching in: a. the morning? b. the afternoon? c. the evening? TOTAL 10 - - - - 6 4 - - - 3 5 - - 2 - - - 10 - 2 - 8 - - 6 - - - - 25 2 4 - 3 31 7 - - 3 20 8 Always 4 - 3 1 2 - 4 Never Sometimes 8 5 1128 37 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 1. Do student teachers study teaching because they have a goal in their life? 2. Do they take part in micro-teaching while they have seminars in class? 3. Are they conscious of what they study and why they study teaching English? 4. Do you find teaching English interesting? 14 7 5. Does teaching make you feel always inspiring? 2 6. Are the teaching materials useful for you in the future career? 3 6 12 8 16 4 3 10 12 6 9 7. Do you set objectives easily? 9 5 3 12 8. Do setting objectives help you in your teaching? TOTAL 20 - 33 62 - 1129 10 � 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. 591 Title A name given to the resource Why objectives in teaching English? Author Author Delija, Shpresa Abstract A summary of the resource. Being under constant political, economical and social change especially after the 90-s our country has had an urgent need to change its education system. So in recent years, the Albanian Government has shown great interest in teaching and learning English in accordance with European standards by amending new laws (law no. 10 307, dated 22.07.2010) to promote English teaching and learning in order to meet the needs and interests of students. In order to make English teaching available for our students it is important to lead EFL teachers towards successful teaching, which means having a well designed lesson plan via well organized objectives. As Agni Malderez and Caroline Bodòczky say in their book (1999, 22), objectives will be addressed concurrently and throughout the course, which means that without objectives there will be no language lesson. So the paper deals with the reasons why teachers need to be upgraded professionally and how objectives help them enhance language teaching in their language classes. The paper also gives answers to the following questions: What principles should the language teachers consider while setting objectives? Why should they follow them? How do students benefit from a well planned lesson plan? Data collection from these questions pointed out the importance of professionalism in teaching English in our schools. Identifying the reasons of the big changes made teachers become aware of their professional development in order to implement contemporary teaching methods. 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. 3461 Title A name given to the resource WHY THING IS NOT THE –ING FORM OF THE? Author Author Perkić, Lidija Joldić, Dženita Abstract A summary of the resource. Knowing that the progressive aspect adds the morpheme –ing to the verb's base, why is it that it needs to be further complicated by the fact that there are verbs which in their very base form already have this morpheme (bring, fling, etc.)? Why is it that nouns and verbs can look like building, and yet we may be completely baffled when we see that word at the very beginning of a sentence? How do we know when such words act as gerunds, which are, mind you, basically nouns? As if this were not enough, English has created more ways in which to confuse its learner: adjectives in –ing may be interesting, and adverbs may be surprisingly frequent too, but wait till we mention the power of prepositions, such as during, according to which we cannot fail to mention subordinators, either! This paper leaves nothing to chance, as nearly two thousand examples have been analyzed in order to try to describe as many –ing forms of the English language as possible. Specifically, we address the basic principles of word formation and discuss why morphology alone is not sufficient for a proper understanding of the syntactic roles of this morpheme in a sentence. The paper shall also offer some of the most efficient ways in which to avoid getting stuck in this "gridlock" of –ing words, which may be implemented immediately for a variety of purposes. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English 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. 864 Title A name given to the resource Will the Girl in “Hills Like White Elephants” Undergo the Operation? Author Author Rahmani , Hussein Roshan , Belghais Abstract A summary of the resource. “Hills Like White Elephants,” set in Spain, is the story of an American man and a girl sitting at an outdoor café in a Spanish train station and waiting for a fast, non-stop train coming from Barcelona to take them to Madrid. Referred to by the American man as “Jig,” the girl is trying to decide whether or not to have an abortion; the man, while urging the girl to have the operation, says again and again that he really doesn’t want her to do so if she really doesn’t want to. The girl is trying to be brave but she is clearly frightened of undergoing the operation; the man is clearly insisting that she do so because according to what he’s heard, it’s “natural” and “not really an operation at all.” Finally, the express train arrives and the two prepare to board without having solved anything. The tension remains and Hemingway put it for the reader to conclude how the story ends: whether the girl undergoes the operation or she lets the child to be born. Written, like his other short stories, on the principle of Iceberg, “Hills Like White Elephants” provides the reader with the necessary details, and then leaves him to decide what the couple are going to do about the girl's pregnancy. The present essay aims at the examination of the ending of Hemingway's short story “Hills Like White Elephants,” and suggests a radically different outcome from those so far considered - the girl will not indeed have the abortion and afterwards the American will abandon her. Various indications are found in the story to support this interpretation: having the child is always accompanied by “fields of grain and trees along the banks of the Ebro,” a river which signifies creation while aborting the child leads to a life of barrenness and sterility. 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 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. 2764 Title A name given to the resource Wind and Solar Energy Potential Assessment in B&H Based on Real Measurements and Studies Author Author MERZIC, Ajla REDZIC, Elma ADEMOVIC, Alma MUSIC, Mustafa Abstract A summary of the resource. The current generation capacity structure of the Public Power Company Elektroprivreda B&H (EP B&H) of 70%:30% in favour of TPPs provides some advantages like safe and reliable supply, but promoting RES and their use in the generation portfolio of the company is a commitment in order to contribute to sustainable development plans and environmental preservation. The ongoing measurement campaign performed by EP B&H investigates wind and solar energy potential on the territory of B&H. This creates preconditions for techno-economic evaluations of exploiting wind and solar power, with the final aim of building wind power plants (WPP) and photovoltaic power plants (PVPP) in the country. Particularly in terms of wind power, high altitude abandoned areas are assessed for potential WPP construction. Experience from the three year measurement campaign has shown promissing results in the available wind and solar potential of B&H, providing good preconditions for future techno-economic assessments and planning activities. Keywords: wind potential, solar potential, harsh weather conditions 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 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General)