38 10 3494 https://omeka.ibu.edu.ba/files/original/cbfc20a4da1eea83b18c69a9021abdeb.pdf c5bd6d138d294ed00641a1e97bb7f237 PDF Text Text Âşık Tarzı Şiir Geleneği Ve Günümüzde Bu Geleneğin Sürdürülebilirliği Üzerine Düşünceler Halil Altay GÖDE Fen Edebiyat Fakültesi Türk Dili ve Edebiyatı Bölümü Süleyman Demirel Üniversitesi Isparta / TÜRKİYE Halk edebiyatının manzum türleri içerisinde yer alan ve yazarı belli olmayan şiirler anonim halk şiiri, yazarı belli olanlar ise âşık şiiri içerisinde değerlendirilmektedir. İslamiyet öncesi dönemlerde ozan, baksı, kamlarla başlayan bu gelenek ürünleri, yazıya geçirilmediğinden yok olup gitmiştir. Sözlü geleneğe dayanan halk şiiri ürünleri elimizde bulunmamasına rağmen çeşitli kaynaklardan elde edilen bilgiler ışığında geleneğin çok eskilerden günümüze taşındığını da göstermektedir. Geçmişte kaybolmuş bu geleneğin ürünlerinin belli bir dönem sözlü olarak devam ettiğini, bu ürünlerin özellikle 13. yüzyıldan itibaren zaman zaman yazıya geçirilerek günümüze kadar geldiğini biliyoruz. 19-20 yüzyıllarda takip edilebilir âşık tarzı şiir geleneğinin, zaman zaman usta-çırak ilişkileri içinde geleneksel olarak devam edegeldiğini, fakat günümüzde geleneğin sürdürülebilirliği hususunda bazı sıkıntılar olduğu görüşünden hareketle bu bildirimizde çözüm önerileri sunulmaya çalışılacaktır. Âşık tarzı üzerine Fuat Köprülü’nün önemli çalışmaları vardır. Köprülü, âşık edebiyatının büyük kitlelere hitap eden bir edebiyat olduğunu vurguladığı bir yazısında, âşık edebiyatını, Türk memleketlerinin her tarafına, büyük şehirlerden ıssız köylere kadar her yere ve halkın muhtelif tabakaları arasına sokulan, ihtişamlı zengin konaklarında olduğu gibi, fakir kahvehanelerde de rağbet gören âşıklar ve onların edebiyatı eski Türk bediî hayatının –belki en dikkate değer olmasına rağmen- en meçhul ve tetkiki hemen hemen güç bir şubesi olarak değerlendirerek, âşık edebiyatını anlayabilmek için tarihî menşeine inmek gerektiğini vurgulamaktadır. (1) Reşit Rahmeti Arat ise Eski Türk Şiiri adlı eserinde âşık şiirinin temelini oluşturan şiir sanatı ile ilgi mefhumları, koşug, kojan, koşma, taksut, takmak, ır, yır, küg, şlog, padak, kavi, baş, başik gibi terimlerle ortaya koymakta ve en eski şiir geleneğinin ortaya çıkardığı, Aprınçur Tigin, Kül Tarkan, Sınku Seli Tutung, Ki-ki, Pratyaya-şiri, Asıg Tutung, Çısuya Tutung, Kalım Keyşi, Çuçu, Yusuf Has Hacib gibi şairleri gün yüzüne çıkarmıştır.(2) Eski devirlere ait Türk şairlerine verilen adlarla ilgili olarak ise Köprülü şu bilgileri vermektedir. “Tonguzlar’ın Şaman, Moğol ve Boryatlar’ın bo veya Bugue, Yakutlar’ın Oyun, Altay Türkleri’nin Kam, Samoitler’in Tadibei, Finovalar’ın Tietoejoe yani bakıcı, Kırgızlar’ın Baksı-Bakşı, Oğuzları Ozan dedikleri sahir şairlerdir.(3) Dönemine ve coğrafyasına göre değişik adlarla anılan ve Türk halk şiirinin örneklerini ortaya koyan sanatkârlara günümüzde taşıdıkları özelliklere göre âşık veya saz şairi demenin doğru bir görüş olduğunu savunan Saim Sakaoğlu, günümüzde ısrarla yerleştirilmeye çalışılan halk ozanı söyleyişine de karşıdır. (4) Ozan kavramının 16. yüzyıla kadar kullanıldığını ve her nedense bu yüzyıldan sonra kelimenin anlamında bir kayma olduğunu ve 17. yüzyıldan itibaren âşık adının yaygınlaştığını vurgulamaktadır. (5) Köprülü, Âşık edebiyatı hakkında eski tarih ve tezkirelerde hiçbir bilgiye rastlanamamasının sebebi olarak eski fikir adamlarının Arap ve Fars etkilerinde kaldıklarından halkın zevkini, rağbetini, temayüllerini göz ardı ettiklerini, halka ait olan şeyleri fena ve aşağı gördüklerini, küçümseyen bir gözle baktıklarını görmektedir. Bu bakış açısından dolayı, münevver sınıf ile âşıklar arasında halkın ruhunu birbirinden ayıran eserler ortaya konulurken, Anadolu’da yetişen halk şairleri de şairden sayılmamaktadırlar. Fakat, halkın anlayıp, hissettiği eserlere karşı gösterdiği rağbet de oldukça yoğunlaşmış, özellikle IV. Murat döneminde Anadolu’da, anlaşılması güç bir lisanla yazan mağrur ve hod-perest sanatkârlar, saz şairlerini ne kadar tahkir ve tezyif ederlerse etsin, saz şirinin yükselişi engellenememekte ve şair deyince akla âşıklar gelmektedir. (6) Sözlü gelenek, cönk adı verilen defterler, âşıkların hafızaları, bazı tarihi kayıtlar ve divanlarla az-çok bilgi edinebildiğimiz saz şiirinin ilk devirleri hakkında tam bir bilgimiz yoktur. Bunun sebebi ise Divan edebiyatı mensuplarının bu şiiri yaratan şairlere düşmanlık beslemesi ve tezkirelerinde onların biyografilerine ve eserlerine yer vermemeleridir. (7) Âşık tarzı mahsullerinden şimdiye kadar tesadüf edilen eserler en çok XVII. - .XVIII. yüzyıllara ait olanlarıdır. Daha öncesine ait elimizde çok fazla bir belge yoktur. Âşıkların hece vezniyle yazdıkları millî eserler muntazam divanlar halinde değil, muhtelif mecmualarda, cönklerde, perişan ve ekseriyası imlası bozuk bir halde yazılı bulunur. (8) Âşık edebiyatını devirler halinde inceleyecek olursak Boratav’ın tasnif etmiş olduğu dört devir karşımıza çıkmaktadır. Birinci devir, XIII-XV. asır sonlarına kadar olan zamanı içine alır ve bu devirde XV. 397 �asırda yaşamış bir şair olduğu tahmin edilen Ozan’dan kalmış bir parça vardır. Dede Korkut Hikâyeleri’nin manzum parçalarını da yazarı belli olmamasına rağmen bu devir içerisinde değerlendirmektedir. İkinci devir ise XVI.-XVII. asırları içine alır. Bu devirde şehirlerde ve kasabalarda yerleşmeye başlayan Bektaşi geleneğinin etkisiyle altın devrini yaşar. Bu altın devrenin halk şairleri de, diğer devirlerden kendilerini ayıran özelliklerle görünürler. Boratav’ın üçüncü devir olarak değerlendirmiş olduğu XVIII. asır sonlarından günümüze kadar bahsettiği devri gerileme devri olarak görür. Bu devir içinde halk şairlerini son bir himaye gayreti olarak görülen bir dönem görülmektedir. İstanbul’da padişahın himayesi altında bir halk şairleri teşkilatı meydana getirilir. Fakat bu dönem de, bir yere bağlı kalan, geniş dolaşma sahalarını yitiren halk şairlerinin eserlerindeki gerilemeyi durdurmasına engel olamamıştır. (9) Boratav’a göre Halk şairleri, şiirlerini yazı yoluyla değil, sözlü gelenek yoluyla yayarak en eski çağların şiir geleneğini devam ettiren sanatkârlardır. Eski ozanların kopuzlarına karşılık âşıkların sazları vardır ve bununla çalıp söylerler. Bu durumda halk şairi birkaç vazifeyi birden görür. 1. Kendi eserlerinin şairi ve aktarıcısıdır 2. Bazı hallerde hem kendi eserlerinin hem de başka eserlerin bestekârıdır. 3. Başka halk şairlerinin eserlerini yerden yere ve devirden devire götüren, yayan sanatkârdır. Boratav, halk şairlerini yetiştikleri muhitlere göre de ayırmaktadır. Bu tasnife göre ise: 1. Tasavvuf mevzularını işleyen, tarikat ve zümre fikirlerini temsil eden şairler 2. Kasaba ve şehir muhitlerinde yetişmiş şairler 3. Köy şairleri 4. Göçebe şairler (10) Köprülü ise âşıkları yetiştikleri muhitlere göre sınıflandırmış ve şehir muhitinde yetişen âşıklar ile köy ve aşiret çevrelerindeki âşıklar olmak üzere iki kısımda değerlendirmiştir. (12) Âşıkların kendi haklarındaki telakkiye göre ise şairler ikiye ayrılmaktadır. 1. Kalem şairleri; yani, yüksek sınıfa mahsus şiirler yazan klasik şairler 2. Meydan şairleri; yani halk toplantılarında irticalen de şiirler tertip eden ve onları sazları ile çalıp söyleyen saz şairleri. Bu telakkiye göre meydan şairleri olarak adlandırılan saz şairleri kendilerini türlü bakımlardan klasik şairlerden üstün sayarlar. Çünkü irticali söylemenin vezin ve kafiye uyumuyla gerçekten zor olduğu malumdur. (13) Geçmiş dönemle ilgili âşık ve âşıklık geleneğinin yayıldığı sahaları da değerlendiren Köprülü, “Şehir ve kasabalarda, muhtelif içtimai tabakalara mahsus ayrı ayrı kahvehaneler, bozahaneler, meyhaneler gibi umumi yerler vardı. Bazı büyük kahvehanelerde çalgı ve köçek takımları da bulunurdu. İşte, bu kahvehanelerden bazıları, bilhassa âşıkların toplantı yerleri idi. Onlar belli mevsimlerde buralarda toplanırlar, sazlarla şiirler terennüm ederlerdi. Büyüklerin ve zenginlerin konaklarında, saraylarında da çöğürcülere tesadüf edilirdi. Hükümetin kontrolü altında muntazam bir teşkilata malik olan bu âşıklar panayırlar gibi geçici toplantı yerlerinde kurulan kahvehanelerde bulunurlar, memleketi dolaşırlar, tekkelerde bilhassa Bektaşi tekkelerinde, büyüklerin zenginlerin konaklarına misafir olurlardı” (14) şeklinde açıkladığı XVI- XVIII. asır âşıklık geleneğinin bir dönem devletin kontrolü altında, geniş sahalara yayıldığının bir göstergesidir. Zaten bahsedilen dönemde yetişen âşıklar ve şiirlerinin değeri bütün araştırmacılar tarafından kabul görmektedir. Âşıklık geleneği yukarıda bahsettiğimiz tarihi geçmişle birlikte günümüze kadar sözlü gelenek yoluyla ulaşmayı başarmıştır. Bu geleneği Köprülü şu şekilde açıklamaktadır. “Esnaf teşekküllerinde olduğu gibi âşıklar teşkilatında da çıraklıktan başlayarak âşık oluncaya kadar geçirilmesi gereken birçok dereceler vardı. Bilhassa büyük şöhretli âşıkların etrafında saz şairliğine meraklı, istidatlı birçok genç çırak olarak toplanırlar, üstattan mahlas, yani şiirlerinde kullanacakları bir ad alırlar, âşık olmak için zarurî olan edebî ve meslekî terbiyeyi gördükten sonra fasıllara girmeye başlarlar, memleket içinde uzun seyahatlere çıkarlar, nihayet âşık olurlardı” (15) “Âşıklar, sazlı, sazsız, doğaçlama yoluyla, kalemle veya birkaç özelliği birden taşıyan, geleneğe bağlı olarak şiir söyleyenlere “âşık” bu söyleme biçimine “âşıklık-âşıklama”, âşıkları yönlendiren kurallar bütününe de “âşıklık geleneği” adını veriyorlar.” (16) Ayrıca gelenek içerisinde âşıkta istenen bazı özellikler vardır ki, bu özellikler, bir âşığın önce, kendi geleneği içinde kabul görmesi için gereklidir. Bir âşık; irticalen şiir söyleyebilmeli, saz çalabilmeli, atışma yapabilmeli ve bade içtiğini iddia ediyor olmalıdır (17) Bu dört madde içerisinde sayılan bade içme genellikle rüyada geçekleşir. Bu konuyla ilgili olarak Umay Günay, hazırlamış olduğu eserde, rüya motifinin planını özetle şöyle vermektedir. “Maddî ve manevî büyük bir sıkıntının ardından kahramanın Tanrı’ya yalvarmasıyla, kutsal mekânlarda görülen rüyada, Hızır, pir, kırklar, derviş yaşlı bir kadın veya adam kahramana bir veya üç bardak bade (dolu) sunar ve çok güzel bir kızı tanıtarak onun memleketini söyledikten sonra, âşığa şiirlerinde kullanacağı mahlası verir, zorda kaldığında ise yardımına geleceğini belirtir. Badeyi içen kahraman, vücudunu saran ateş üzerine düşer bayılır. Herkes âşığın delirdiğini zannederken yaşlı bir kadının sazın teline dokunmasıyla kahraman gözlerini açar, sazı eline alır, kendisine verilen mahlasla şiirler söylemeye başlar. Böylece hem badeli hem de hak âşığı olur.” (18) 398 �Sözlü kültür ortamında, âşık aranılan, davet edilen, sanatını icra ettiği mekâna gidip dinlenilen kişidir. Bu kişi hak vergisi olarak saz çalıp irticalen söz söyleme yeteneğini bir gecede kazandığı iddiasındadır. İcra töresi gereği karşısına çıkan âşıklarla atışarak üstünlüğünü ispatlamak zorundadır. Töreye göre sazını kazanana teslim edecek ve onu usta olarak tanıyacaktır. (19) 1966 yılından beri Konya’da Âşıklar Bayramı’nın düzenlenmesine ve âşıklık geleneğinin belki de günümüze taşınmasına vesile olan Feyzi Halıcı, âşığın tanımını şu şekilde yapmaktadır. “ Bir uyku veya düş anında, pîr elinden dolu yani aşk badesi içen, madde dünyasından sıyrılıp mânâ âlemine ve gönül zenginliğine kavuşan bir kimsenin dili çözülür, dursuz, duraksız, kendiliğinden şiir söylemeye, saz çalmaya başlar. (20) Usta-Çırak ilişkisi içerisinde yetişen âşıklar günümüze kadar değişik kollar halinde gelmişlerdir. XX. yüzyılın başlarında özellikle Kars, Erzurum, Ağrı illerinde yoğunluk gösteren âşıklık geleneği ve âşıklar, günümüzde gelişen teknoloji, ekonomik durum gibi sebeplerle ortaya çıkan doğudan batıya göçten dolayı geleneksel yapılarını yavaş yavaş kaybetmeye başlamışlardır. Bugün Anadolu’nun çok değişik ortamlarında, özellikle sanayi bölgelerinde karşımıza çıkan âşıklar yaşadıkları yerlerde âşıklıklarını sürdürmek gayretindedirler. Geçmişten günümüze âşıklık geleneği hakkında bilgiler veren Özkul Çobanoğlu, âşıklığın icra alanlarını şu başlıklar altında değerlendirmiştir. “Kahvehanelerde, âşık fasıllarında, düğünlerde derneklerde, köy odalarında ve köy ortamında, pazar ve panayırlarda, yeniçeri ortaları, kale, garnizon gibi askeri karargahlar ve zafer alaylarında; ağa, paşa konaklarında ve saraylarda; ulaşım araçlarında; herhangi bir sebeple toplanmış kalabalıklarda; yazılı kültür ortamında” (21) Günümüzde, âşıklar Anadolu’da yapılan bir takım toplantılarla daha çok bir araya gelmektedirler. İlki 1931’de Sivas’ta toplanan ve daha sonraki yıllarda 1938’de Bayburt’ta ve yine 1964’te Sivas’ta âşıklar bayramı günümüzde 1966 yılından beri Konya’da yapılmaktadır. Bir ara Erzurum’da birkaç yıl yapılan bu bayram sadece yetkililerin olaya yanlış bakmaları sonucunda durdurulmuştur. Ayrıca bazı âşıkları anmak için yapılan toplantılar da âşıkların bir araya gelmesi için güzel bir vesiledir. Şenlik (Çıldır), Emrah (Erciş), Sümmani (Narman), Veysel (Sivas), Seyrani (Develi) Ferahi (Ceyhan) v.s. (22) Âşıkların, bu geleneğin içinde yer almaları konusu çeşitli sebeplerle ortaya konulabilir. Bu sebeplerin ortaya konması icra yerleriyle birlikte düşünüldüğünde günümüz âşıklığının zor durumu daha açık bir şekilde görülecektir. İnsanları âşıklığa iten sebepleri Doğan Kaya bir bildirisinde şu şekilde sıralamaktadır. “1. Irsiyet ve şairlik istidadı; 2. Çevre; 3. Çıraklık; 4. Ustamalı şiir söyleme ve çevredeki âşıklardan etkilenme; 5. Türkülü hikâye dinleyerek veya okuyarak yetişme; 6. Sazlı sözlü ortamda yetişme; 7. Rüya sonrası âşık olma; 8. Manevî etki; 9. Dert; 10. Sevda; 11. Ruhi depresyon; 12. Millî duyguların galebe çalmasıyla âşık olma; 13. Diğer sebepler” (23) Kaya, aynı bildirisinde, yukarıda sayılan insanları âşıklığa iten sebeplerin birçoğunun günümüz teknoloji çağında sağlanamamasından hareketle çözüm önerilerini ve yapılması gerekenleri, âşıklar, kurum ve kuruluşlar ve devletin yapması gerekenler şeklinde tasnif etmekte ve maddeler halinde sıralamaktadır. Yaşayan âşıkların; ustamalı hikâyeleri öğrenerek anlatmaya devam etmeleri gerektiği; usta âşıkların kabileyeti olan gençlere ustalık yapmaları ve geleneğin getirdiği usta-çırak ilişkilerini yaşatmaları; sazı mutlaka çalabilmeleri; geleneğin yaşatıldığı illerde kurumsallaşmaları; geleneğe göre yetişmeyen âşıklara fazla değer vermemeleri; kendilerine ait olmayan şiirlere sahip çıkmamaları; sahanın ilim adamalarıyla ilişki içinde olmaları; orijinal olmaya çalışmaları; ideal insan tipine uygun olmaları gibi özellikleriyle geleneği sürdürmeleri gerekliliği önerilmektedir. Aynı şekilde kurum ve kuruluşların da yapması gerekenler şu şekilde sıralanmaktadır. Özellikle mahalli gazete, radyo, televizyon gibi yayın organlarının âşıklara önem vermeleri ve yayınları arasında onlara yer vermeleri ve bölgedeki derneklerin zaman zaman âşıkları bir araya getirmeleri gerekmektedir. Devletin de vazifelerini sıralayan Kaya, özellikle Kültür Bakanlığının üzerine düşen vazifeyi vurgulamakta, telif haklarıyla ilgili olarak devletin daha duyarlı davranması ve âşıkların mağduriyetinin giderilmesi gerektiğini; âşıklara devlet kurumlarında gerekli indirimlerin sağlanması; âşıklarla ilgili kitapların basılması; devlet kanalıyla âşıkların yurt dışına gönderilmesi; okul kitaplarında âşık edebiyatına daha fazla yer verilmesi; valilik ve kaymakamlıkların âşıklara daha fazla önem göstermesi gibi öneriler sunmaktadır. (24) “IV. Âşıklar Şenliğinin Ardından” adlı makalesinde âşıklık geleneğinin tarihçesi hakkında kısa bilgiler veren Ali Berat Alptekin, bayrama katılan âşıkları tanıttıktan sonra, 8 Mayıs 1982 tarihinde Erzurum’da yapılan bu toplantıda âşıklardan dinlediği, onların meselelerini şu şekilde sıralamıştır. 1. Âşıkların derneklerinin lokallerinin bulunmadığı 2. Basının kendilerinin dertlerine eğilmediği 3. Maddî sıkıntı içerisinde oldukları 4. TRT’nin diğer sanatçılara para ödediği halde kendilerine bir şey vermediği 5. Yanlarında yetişen çırakların kendilerinin yanında durmamaları ve ustalarına ait olan şiirlere sahip çıkmaları 6. Madalyaların adaletli bir şekilde dağıtılmadığı 7. Âşıkların eserlerinin yayınlanmadığı(25) 399 �Yukarıda sıralanan problemler günümüzden 27 yıl öncesine aittir. Bu problemler de gösteriyor ki, ta o günlerden Anadolu’da âşıklık geleneğine olan ilgisizlik günümüze kadar yaşanan göçler ve hayat şartları sebebiyle mutlaka daha da artmıştır. Yazıda o zaman için belirtilen usta-çırak âşıkların sayısının 100 kişiyi bulmayacağı sözü de düşündürücüdür. Geleneği sürdürme çabasında olan yeni âşıklara maddi ve manevî desteğin o gün istendiği gibi bugün de verilmesi zarureti vardır. Benzer yazılar ve âşık toplantısıyla ilgili çeşitli araştırmacıların yazılarına Feyzi Halıcı hazırlamış olduğu çalışmada yer vermiştir. (26) Âşıklık geleneğinin günümüz teknolojisine uyması, yani kitle iletişim araçlarından etkilenmesiyle birlikte uğramış olduğu değişimle ilgili Erman Artun şunları ifade etmektedir: “Günümüzde âşık şiiri kitle iletişim araçlarıyla yayılmağa başlamıştır. Bu bir noktada teknolojinin sözlü geleneğin işlevini üstlenmesidir. Teknoloji, geleneği yayan gezginci aşığın yerini alarak geleneğin dar çevrelerde sıkışıp kalmasını önleyerek yayılmasını sağlamıştır. Âşık şiiri yeni ortamlara, yeni şartlara uyum göstermeğe, gelenek dışı ögelerle beslenmeğe başlamıştır. Son yıllardaki köyden kente göç olgusu âşıkların doğal ortamını da etkilemiştir. Şehir kültürüyle beslenmeğe başlayan âşık şiiri de kaçınılmaz olarak değişime uğramıştır. Yeni bir olgu olarak ortaya çıkan şehirli âşık tipi, kentleşme sürecini yaşayan kesimler arasında şiir söylemeğe başlamıştır, artık o ne köylü ne de kentleşme sürecini tamamlayamadığı için şehirlidir. Âşıkların şehirdeki bu yaşama biçimleri sanatlarını da etkilemiştir. Artık onların seslendikleri kitle eski çevreleri değildir. Yeni insan tipinin sanatçısı da farklı olacaktır. Günümüzde âşıkların çıraklık, yetişme dönemleri değişikliğe uğramıştır. Âşıklar artık âşık toplantıları yerine kaydedilmiş icralar aracılığıyla tanınıyorlar. Hatta mahlas almalarında ticari kaygıyla kasetçilerin önerileri öne çıkıyor. Bu gün katılalım katılmayalım âşıklık geleneği yeni bir değişim ve dönüşüm içine girmiştir. Âşıklık geleneğinde çağın getirdiği yeni bir görenek başlamıştır.” demektedir ve günümüzde yetişen âşıkların geleneğin içinde yer almamalarından şikayet ederek, yeni âşıkların âşıklık geleneğiyle ilgili pek çok temel bilgilerinin eksik olduğunu, kafiye, ayak, redif, nazım şekilleri, nazım türleri, âşıklık kuralları, âşık toplantıları ve fasıllarının düzeni vd. konulardaki bilgisizliklerinden hareketle bu doğrultuda hazırlanacak bir kaynak kitabın yeni yetişen âşıkların, geleneği öğrenmesinde yararlı olacağı düşüncesini taşıdığını ifade etmektedir.” (27) Aynı şekilde elektronik kültür ortamının geleneği etkilemesiyle ilgili olarak Özkul Çobanoğlu sunmuş olduğu bir bildirisinde, günümüzdeki âşıklık geleneği ürünlerinin artık sözlü, yazılı ve elektronik kültür ortamlarında üretilmekte olduğunu ve bu araçlarla kitlelerle buluştuğunu ifade ettikten sonra, geleneğin de değişime uğradığını, geleneğin gerektirdiği usta-çırak ilişkisinin yerini büyük şehirlerde saz ve bağlama kurslarının aldığını, bu imkanı bulamayanların ise kaset dinleyerek, âşıkları ve onların usta malı şiirlerini taklit ederek örtülü bir çıraklık dönemi yaşadıklarını belirtir. (28) Erman Artun, günümüz âşıklık geleneğiyle ilgili tespitlerini bir bildirisinde şöyle belirlemektedir: Âşıklık geleneğini besleyen sözlü geleneğin zayıfladığı; usta-çırak ilişkisinin çözülme noktasına geldiği; usta âşıkların yeni âşıklar üzerindeki denetiminin azalmasıyla, yeni âşıkların geleneği tam olarak öğrenemediğinden uygulayamadığı, geleneği bilen dinleyici kitlesi de çok azaldığı için yeni âşıkların denetlenemediği, dar çevrelerde yetişen âşıkların şiirlerinin sözlü gelenekle taşındığı ve günümüzde sözlü geleneğin yok olmasıyla bunun da sağlanamadığı gibi sebeplerle âşıklık geleneğinin geleceğiyle ilgili büyük problemlerin varlığı söz konusudur. Geçmişte usta âşıkların kahvelerinde, konaklarda onların denetiminde yapılan âşık toplantılarının günümüzdeki durumuyla ilgili olarak da Erman Artun’un, toplantıların düzensiz ve gelişi güzel yapıldığı, icra ve töreye uymak yerine seyircinin isteğine göre hareket edildiği, sazın doğal sesinin yerine elektro saz kullanımının ezgiyi bozduğu, usta malı söylenmediği gibi tespitleri vardır. (29) Âşık edebiyatı sahasında söz söylemiş ilim adamlarının da görüşleriyle ortaya koymaya çalıştığımız problem büyüktür. Günümüz âşık edebiyatının geleceğe taşınmasıyla alakalı herkese bazı görevler düşmektedir. Problemin ne olduğu, değişik bilgi şölenlerinde yapılan tartışmalarda ortaya konulmuştur. Herkesin gözüyle görmüş olduğu âşık toplantılarına ilginin azlığı, bu toplantılara katılan âşıkların birçoğunun da gelenekten habersiz yetişmiş olmaları veya yukarıda belirttiğimiz gibi âşıklığın gerektirdiği özellikleri taşımamaları gelecekle alakalı soru işaretleri bırakmaktadır. Acaba bu gelenek bir yerde kendiliğinden sona mı erecektir? Anadolu âşıklık geleneğinin çıkış noktası sayabileceğimiz Kars, Erzurum, Ağrı, Adana gibi illerimizde ustaçırak ilişkisi içerisinde geleneği yürüten kaç âşık kaldı? Hayat şartları bu âşıkları Anadolu’nun hangi köşesine serpiştirdi? Bu âşıklar yaşadıkları yerlerde neler yapmaktadırlar? Kendilerini dinleyecek dinleyici topluluğu bulabilmekteler mi? Onlara yaşadıkları bölgelerde sahip çıkan devlet yetkilileri var mı? Radyo televizyon gibi iletişim araçlarından faydalanabiliyorlar mı? Son zamanlarda yetiştirdikleri bir çırak var mı? Kendi ekollerini devam ettirebiliyorlar mı? Üniversitelerde âşık edebiyatı hâlâ teorik olarak mı anlatılıyor? Acaba kaç üniversite, öğrencilerine bu geleneğin temsilcilerini canlı olarak dinletebildi? Günümüzde Anadolu’da geleneksel yapılan kaç âşık bayramı kaldı? Âşıklar senede bir kere yapılan Konya Âşıklar Bayramına çağrılmayı mı beklemekteler? Bu soruları çoğaltmak mümkün, ama sorduğumuz bu soruların cevaplarının birçoğunun olumsuz olması gerçekten acıdır. Sonuç olarak diyebiliriz ki, sözlü kültür mahsullerimizin birçoğunda olduğu gibi, âşık tarzı şiir geleneğinde de büyük bir gerileme ve yok olma tehlikesiyle karşı karşıyayız. Bu yok olmayı durdurabilmek ve geleneğin sürdürülebilirliğiyle alakalı olarak önce, yaşayan âşıklara büyük görevler düşmektedir. Onlar 400 �ustalarından görmüş olduğu geleneği sürdürmek yolunda hayat şartları ne olursa olsun, yaşadıkları yerlerde ne kadar yalnız olurlarsa olsunlar son bir kez çırpınıp geleneği kurtarmak yolunda hareket etmeliler. İkinci olarak, ilim adamlarına görev düşmektedir. Bu geleneğin tarihi geçmişinin eskiliği ve günümüzdeki durumu hakkında idareci ve devlet yetkililerine gerekli bilgileri vermeli ve değişik toplantılarda tespit edilen problemler toplantılarda ve toplantı kitaplarında kalmamaları yolunda girişimler yapılmalı. Üniversite öğrencilerine verilen âşık edebiyatı derslerine kendisini ispat etmiş usta âşıklar çağırılarak ders verdirilmelidir. Üçüncü olarak, mahalli kurum ve kuruluşların bölgelerinde yaşayan âşıklara sahip çıkmaları gerekmektedir. Onların yapacakları organizasyonlara maddî ve manevî her türlü desteği göstermeleri gerekmektedir. Mahallî radyo, televizyon ve basın yayın organlarında seslerini duyurmalarına imkân sağlanmalıdır. Bu geleneğin temsilcisi olan birçok âşığın ekmeklerini sazlarıyla kazandıkları düşünülecek olursa mahallî idarelerin onlara sahip çıkmasının önemi daha da iyi anlaşılacaktır. Son olarak devletin, özellikle Kültür Bakanlığı’nın geleneğin sürdürülebilmesi için Anadolu’nun ücra köşelerine dağılmış olan âşıkları tespit ederek onları bir çatı altında toplaması ve kendi içlerinden seçecekleri temsilci ve kurullarla âşıklık geleneği için neler yapılabileceğinin çarelerinin aranması gerekmektedir. 1 Fuat Köprülü, Edebiyat Araştırmaları I, İstanbul 1989, s. 195 2 Reşit Rahmeti Arat, Eski Türk Şiiri, Ankara 1986, s. XI-XXIII. 3 Köprülü, Edebiyat Araştırmaları, s. 57 4 Saim Sakaoğlu, Türk Saz Şiiri Antolojisi (14-21 Yüzyıllar), Ankara 2006, s. 15-16. 5 Saim Sakaoğlu, “Türk Saz Şiiri”, Türk Dünyası El Kitabı, III Edebiyat, Ankara 1992, s. 282. 6 Köprülü, Edebiyat Araştırmaları, s. 196-207 7 Şükrü Elçin, “Türkiye’de Halk Edebiyatı” Türk Dünyası El Kitabı, Ankara 1976, s. 525 8 Köprülü, Edebiyat Araştırmaları, s. 212 9 Pertev Naili Boratav, İzahlı Halk Şiiri Antolojisi, İstanbul 2000, s. 14-18.; Aynı yazar, Halk Edebiyatı Dersleri, İstanbul 2000, s. 92-97 10 Boratav, Antoloji, s. 20-21; Halk Edebiyatı Dersleri, s. 81-91 11 Köprülü, Edebiyat Araştırmaları, s. 173-177 12 Fuat Köprülü, Türk Saz Şairleri, Ankara 1962, s. 18-19 ve aynı yazar, Edebiyat Araştırmaları, s. 170-171 13 Köprülü, Saz Şairleri, s. 25-26 14 Köprülü, Saz Şairleri, s. 27 15 Erman Artun, “Âşıklık Geleneği ve Âşık Edebiyatı” Türkler, C. 2 , Yeni Türkiye Yayınları, s. 593 16 Sakaoğlu, “Ozan, Âşık, Saz Şairi ve Halk Şairi Kavramları Üzerine” III. Milletlerarası Türk Folklor Kongresi Bildirileri I. Genel Konular, Ankara 1986, 247-251. 17 Umay Günay, Türkiye’de Âşık Tarzı Şiir Geleneği ve Rüya Motifi, Ankara 1992, s. 11 18 Özkul Çobanoğlu, Âşık Tarzı Kültür Geleneği ve Destan Türü, Ankara 2000, s. 199 19 Feyzi Halıcı, Âşıklık Geleneği ve Günümüz Halk Şairleri Güldeste, Ankara 1992, s. 1. 20 Çobanoğlu, a.g.e., s. 197-210 21 Saim Sakaoğlu, “Türk Saz Şiiri”, Türk Dili. Türk şiiri Özel Sayısı III (Halk Şiiri), S. 445-450, Ocak-Haziran 1989, s. 108 401 �22 “Âşıklık Geleneğinin Geleceğiyle İlgili Düşünceler ve Yapılması Gerekenler”, İletişim Çağında Halk Kültürleri ve Ozanlığın Geleceği Sempozyumu, 13-14. 10. 2000 ; Milli Folklor, 52, Kış 2001, s. 87-92. 23 Kaya, a.g.b., s. 87-92 24Ali Berat Alptekin, “IV. Âşıklar Şenliğinin Ardından”, Erciyes, 5 (56), Ağustos 1982, s. 14-15. 25 Feyzi Halıcı, a.g.e., s. 619-673 26 Erman Artun, “İletişim Çağında Âşıklık Geleneğinin Geleceği” tukolojji.cu.edu.tr 26 Özkul Çobanoğlu, “Elektronik Kültür Ortamında Âşık Tarzı Şiir Geleneği Bağlamında Çukurovalı Âşıklar Üzerine Tespitler”, 3. Uluslararası Çukurova Halk Kültürü Sempozyumu Bildirleri, Adana 1999, s.251-252. 27 Erman Artun, “Günümüzde Yeniden Yapılanan Âşıklık Geleneğinin Sosyo- Kültürel Boyutu” Emlek Yöresi ve Çevresi Halk Ozanları Sempozyumu Bildirileri. Ankara 1998. 402 � 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. 429 Title A name given to the resource Âşık Tarzı Şiir Geleneği Ve Günümüzde Bu Geleneğin Sürdürülebilirliği Üzerine Düşünceler Author Author GÖDE, Halil Altay Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3370 Title A name given to the resource ASKING STUDENTS TO READ IN CLASS: APPLYING NEW IDEAS IN TEACHING READING Author Author Bihter Sakin, Atiye Abstract A summary of the resource. The present study is an attempt to increase the amount of reading time of twenty two intermediate students in class. Six students at a preparatory school of Suleyman Sah University, Istanbul individually participated in a structured interview which focused on their possible reasons for not being able to read articles till the end in class. The qualitative data has revealed that these students have similar common reasons for not being able to give their full attention to their reading activities in class. The reasons were identified as; having large amount of unknown words in the texts, boring and uninteresting topics of the texts, long texts and not having prior knowledge about the topics of the texts. These possible reasons have led to new innovations and students have demonstrated a high level of concentration. It is clear that without discovering learners’ needs, it is not possible to attract their attention and motivate them to read. However, teachers should decide what serves best for the reading purposes of their particular student groups, and thus design materials accordingly. Keywords: EFL reading, learners’ needs, increase time of reading, motivation, design materials. 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. 3390 Title A name given to the resource ASPECT OF STORY IN NARRATIVE OF PAUL AUSTER'S NOVELS Author Author KOVAČEVIĆ, Darko Abstract A summary of the resource. The paper presents an overview of the aspect of story in the narrative of novels written by Paul Auster, a contemporary American writer. Starting from the theoretical basis set by Shlomith RimmonKenan in her study Narrative Fiction: Contemporary Poetics, where narrative fiction is observed from three aspects (story, text and characters), the paper will try to investigate the first of them (story) in Auster's novels written in the period from 1985 to 2009. That will be done through two parameters, also set by RimmonKenan: events and characters, which will be discussed, analysed and further subdivided at the level of the entire mentioned corpus of novels. Some general conclusions will be made at the end of the paper. Keywords: Paul Auster, narrative, story, novel, events, characters. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/1ee2dcaa9e20d3d2fb35a039259afb02.pdf e6d9a252832efbd6b938c1e417d8b34d PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ASPECTS OF GT PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Dr. Volkan Cicek Faculty of Education Ishik University, Iraq volkancicek@gmail.com Abstract: GT (Gifted and Talented) program is one of the three major educational programs, implemented in each and every US Kindergarten thru 12 public schools, that is subject to extra funding along with other two programs of SPED (Special education) and ESL (English as a Second Language). In this review, technical details of Gifted and Talented Program currently implemented in Kindergarten thru 12 US Public School System that may be applicable to educational systems of other regions and countries are discussed within the context of goal and benefits of the program, terminology, identification of GT students via nomination, assessment, testing, selection, and notification; other related issues such as appeals, re-evaluations, transferring from other schools, grade acceleration, GT program implementation, and pull-outs. Key Words: Gifted and Talented, Nomination, Assessment, Selection, Notification, Modifications, Regular and Specific Class Settings, Pull-outs, Furlough, Reevaluation Introduction Basis US Law, Education Code, Chapter 29, Subchapter D §29.121 defines a Gifted and Talented student as a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: (1) exhibits high performance capability in an intellectual, creative, or artistic area; (2) possesses an unusual capacity for leadership; or (3) excels in a specific academic field. Renzulli states that it is important to point out that no single characteristic "makes giftedness." Rather, it is the interaction among three clusters of characteristics that research has shown to be the necessary ingredient for creative-productive accomplishment in his study dated 1978. These clusters consist of above average (though not necessarily superior) ability, task commitment, and creativity. Differences betwwen bright children with gifted learners are established well in the litrature. Major differences stated by Janice Szabos are; A bright child knows the answers, while a gifted learner asks questions A bright child is interested, while a gifted learner is highly curious A bright child is attentive, while a gifted learner is mentally and physically involved A bright child has good ideas, while a gifted learner has wild, silly ideas A bright child works hard, while a gifted learner plays around yet tests well A bright child answers the questions, while a gifted learner discusses in detail, elaborates A bright child is in the top group, while a gifted learner is beyond the group A bright child listens with interest, while a gifted learner shows strong feelings and opinions A bright child learns with ease, while a gifted learner already knows A bright child needs 6 to 8 repetitions for mastery of a subject, while a gifted learner needs 1 to 2 repetitions A bright child understands ideas, while a gifted learner constructs abstractions A bright child enjoys peers, while a gifted learner prefers adults A bright child grasps the meaning, while a gifted learner draws inferences A bright child completes assignments, while a gifted learner initiates projects A bright child is receptive, while a gifted learner is intense A bright child copies accurately, while a gifted learner creates a new design A bright child enjoys school, while a gifted learner enjoys learning A bright child is a techinician, while a gifted learner is an inventor A bright child is a good memorizer, while a gifted learner is a good guesser A bright child enjoys straightforward sequential presentation, while a gifted learner thrives on complexity A bright child is alert, while a gifted learner is keenly observant 1279 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A bright child is pleased with own learning, a gifted learner is highly self-critical Goal As a result of implementation of Gifted and Talented Program in schools, the gifted student is expected to  Develop a realistic concept of self and work cooperatively with peers and adults,  Develop the higher level and critical thinking skills of knowledge comprehension, synthesis, application, analysis, and evaluation in order to solve problems logically,  Create original projects that reflect critical thinking skills as supplemental learning to the regular classroom curriculum,  Develop research skills and use information gathered to implement a group research project,  Demonstrate the ability to use creative problem solving strategies,  Recognize how change in and around their world affects their relationships. Findings and Discussion Identification Process The identification process usually consists of three steps; 1. Nomination 2. Assessment/Testing 3. Selection Nomination Students may be nominated by;      Parent(s), Teacher(s), Peers, Other Professional Personnel, and/or themselves Nomination forms must be completed by the individual who nominates the child; however parents must give consent that the student be tested and evaluated. Parent Nomination Forms and Teacher/Professional Nomination Forms shall be available at an accessible location such as the front office. Forms that are out by parents, teachers, peers, etc. and submitted to Gifted and Talented Identification committee. Nominations can be made at any time during the school year, however, testing and identification will be completed periodically during the academic year. Minimum periodicity should be twice a year, in the beginning of each academic year when there are new enrollees to the school. Written parental permission is required before screeninGTesting begins. No student may be denied access to Gifted and Talented Programs on the basis of race, creed, or handicapping conditions. Transfer Procedures Students newly enrolled to the school who were active GT students in their previous schools may be directly placed in the GT program provided necessary official documentation. Without appropriate documentation, and/or upon recommendations from the receiving teacher or counselor, the incoming student may be screened for the GT Program off-schedule using the standard procedures and measurements. Assessment and Testing Students seeking admission to GT Program are usually assessed via two kinds of tests:  Ability Tests which consist of two parts: Part I: To measure cognitive abilities through verbal and quantitative skills Part II: To measure non-verbal abilities in reasoning and problem solving using spatial symbols  Achievement Tests are used to determine student academic level in the academic core areas of English/Language Arts, Math, Science, and Social Studies. Testing may take place during the school hours, after-school, and/or weekend. Selection Selection is based on the following:  The student's ability and achievement test scores 1280 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo      Nomination forms Report card grades AR and STAR reports Teacher observations Previous GT enrolment The GT Committee convenes and uses both Quantitative and Qualitative data when making selection decisions Notification Parents are notified in writing of the GT Committee's decision. This is done usually using two forms that are parent notification of assessment results and parental permission to enroll, in which the parents are informed officially of the assessment results and are asked for legal permission. The parents may have the right to approve or reject this request given that the parents are legal guardians and the student is under 18 years of age. Appeals Appeals to the decisions of GT Committee shall be made within 7 days of the notification of placement or non-placement in the GT program. Appeals must be made in writing by presenting additional information to the committee not previously seen by the committee. Furlough At times a student may seek a furlough or have such a "time-out" recommended for many reasons: emotional trauma, family considerations, health issues etc. The GT Committee, the parent(s), and the student may agree to grant the student a furlough, by executing a Furlough Contract, for a period not to exceed one year. During the period of the contracted furlough, the GT Facilitator or designee shall monitor the student‘s academic status and periodically report to the GT Committee. At the end of the time period stated in the Contract, the student may be considered for readmission to the GT Program conditional upon the decision of the GT Committee. The exited student may apply for admission to the GT Program again at any time in the future, at which time the application will be processed following standard screening and placement procedures. Re-evaluation All students who are identified as gifted and talented should be re-tested for no longer than two years. During the current school year, if the program appears to no longer meet the needs of the student, a re-evaluation may be requested. Exiting the Program Occasionally, there may be students who are identified for the GT Program who do not perform at expected standards in the program. Before a student is exited from the program, the student's teacher(s), and/or school administrator will talk with the student's parent and explain the procedural safeguards to request a review of the decision to exit the student. The following guidelines specify when a student may be exited from the GT program:  Repeated failure to complete work assigned.  Substantial difficulty in understanding work that other students do independently (without parental or tutorial assistance).  Consistent pattern of low grades (C's, D‘s or F's) over 6 weeks.  Behavioral concerns, distractions, etc. If a teacher or parent requests a student be exited, the student may not re-enter the GT program during that school year. The student may not return to the program the following school year without re-testing. Grade Acceleration If a teacher or parent recommends grade acceleration for a child who outperforms his/her peers in class, then the GT coordinator and parent meet to discuss the student‘s case. The GT coordinator collects data from the student‘s teachers and if there is agreement that the student will socially and academically succeed, then the student is scheduled for a state-accredited grade acceleration test (Exam for Acceleration). Tests are ordered in four core areas: Math, English/Language Arts, Science, Social Studies, which the student is expected to score 90 and above. Implementation of GT Program 1281 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The GT program is available for students from Kindergarten thru twelfth grade. Identified students are provided with options of taking Honors courses, GT courses, and Advanced Placement courses, where they have the opportunity to work with other GT students, non-identified students, and to work independently. Differentiated GT curriculum shall be taught in the academic core areas of English/Language Arts, Math, Science, and Social Studies to begin with and may be broadened based on resources and demand. The gifted curriculum will offer enriched and accelerated learning opportunities for the gifted learner. The curriculum will be differentiated in terms of content, process, and products. Students will be involved in inquiry based lessons, group problem-solving settings, independent investigations, and group discussions. Pull-Outs The Pull-Out Program design allows students to be grouped homogeneously with other gifted and talented students and participate in enriched academic experiences. Students meet for one or two periods every week to work on activities, labs, and projects outside the scope of the standard curriculum. Enrichment and extension of advanced concepts are explored through a project-based application. Students in the Pull-Out Program are required to complete all regular class activities and assignments that are due or were assigned on the day/period that they leave these classes to attend the Pull-Out Program. Exemplary enrichment activities in the regular classroom settings for the purpose of GT program implementation are; for Kindergarten thru 3rd Grade Math Pull-out sessions (1 period per week) Language Arts/Reading Pull-out sessions (1 period per week) Upper level reading books in Accelerated Reader (AR) Program Vocabulary and Literacy tests in AR will be mandatory for identified students while optional for regulars Studying more advanced and challenging curriculum Opportunity to participate in Elementary-level academic competitions such as science fairs, project competitions, Olympiads, etc for 4th thru 8th Grade Accelerated Math after school sessions (2 hours per week) Accelerated Language Arts/Reading after school sessions (2 hours per week) Upper level reading books in Accelerated Reader (AR) Program Vocabulary and Literacy tests in AR will be mandatory for identified students while optional for regulars Studying more advanced and challenging curriculum Opportunity to participate in Middle school level academic competitions Opportunity to work on advanced science fair projects Enrichment activities in the classroom Participation in Advanced Writing Programs Eligible to take Pre-AP and/or Honor courses Participation in G/T camps for 9t thru 12th Grade Graduation under Distinguished High School Plan Eligible to take Pre-AP, AP, and/or Honor courses Upper level reading books in Accelerated Reader (AR) Program Vocabulary and Literacy tests in AR will be mandatory for identified students while optional for regulars Opportunity to participate in High school level academic competitions Opportunity to work on advanced science fair projects Enrichment activities in the classroom Participation in Advanced Writing Programs Participation in G/T camps Conclusions and Recommendations US Kindergarten thru 12 Public School System is among the largest public school systems in the world with the most number of foreign students incorporated into the system each year. US public school system is a very dynamic system that is updated regularly with the latest findings in research done in many Colleges of Education throughout the country. Postgraduate research done in Educational Sciences in US is amongst the 1282 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo leaders of the world in terms of quality and quantity. Thus, it would be very reasonable to evaluate and try to adapt parts of this system as needed. Unlike systems of other sciences, which would need the appropriate infrastructure to adapt, educational systems are relatively easier to adapt due to little physical infrastructure involved. However, one cannot underestimate the human factor that is the readiness of the society, thus it would be a safe bet to say that adapting portions of such a system would be easier for smaller school systems. References Renzulli, J.S. (1978), What Makes Giftedness? Reexamining a Definition. Phi Delta Kappan, 60(3), pp. 180-184 Janice Szabos (1989), Note the Difference, Challenge Magazine, Tennessee Association for the Gifted, Issue 34 Adaptations for Special Populations 19 TAC Chapter 29, Subchapter D§29.121 (2007), US Division of Policy Coordination Gifted and Talented Handbook (2009), Harmony Science Academy, Fort Worth, US, pp. 4-17 National Excellence (1993), A Case for Developing America‘s Talent, United States Department of Education, pp.1 1283 � 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. 676 Title A name given to the resource ASPECTS OF GT PROGRAM IN US PUBLIC SCHOOL SYSTEM APPLICABLE TO OTHER EDUCATIONAL SYSTEMS Author Author Cicek, Volkan Abstract A summary of the resource. GT (Gifted and Talented) program is one of the three major educational programs, implemented in each and every US Kindergarten thru 12 public schools, that is subject to extra funding along with other two programs of SPED (Special education) and ESL (English as a Second Language). In this review, technical details of Gifted and Talented Program currently implemented in Kindergarten thru 12 US Public School System that may be applicable to educational systems of other regions and countries are discussed within the context of goal and benefits of the program, terminology, identification of GT students via nomination, assessment, testing, selection, and notification; other related issues such as appeals, re-evaluations, transferring from other schools, grade acceleration, GT program implementation, and pull-outs. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/853d6e6b5c1725a7f75b97a7516ef3f4.pdf 4722aaa5e58385bb4154ca8bc820bfa7 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Aspects of intercultural communication in Romania Helena Maria Sabo Faculty of Psychology and Science of Education UBB, Cluj-Napoca, Romania helena-maria.sabo@gmx.net Abstract: Education in our country must take into account cultural diversity. Diversity in which we live can be regarded as a source of conflict as well as wealth, that problem (that needs solving), but as resource (generating development). This diversity requires special education policy that addresses the relationship between people belonging to cultures and different ethnic groups. Multicultural and intercultural education is of particular interest. The difficulties of social policies in different systems can be overcome if social reality known and accepted. A social life quality is not possible other than understanding, dialogue as a means of resolving the conflict, ability to open to other cultures and understanding differences as richness. Key Words: intercultural, multicultural, culture, communication, education. Introduction Romania is a country that because of its rich history has a dowry of intercultural communication, illustrated by the fact that here coexist long and successful intercultural experience with outbreaks of ethnic tension maintained by cultural differences, the extensive social imbalances, mostly politicized, but also a terminological and conceptual inconsistencies in the official documents of the Romanian state also designed to create solid foundations for the democratic development of the society. Romania is obliged to study the issue of intercultural and especially to choose an appropriate methodology to achieve the goal of intercultural dialogue. Cultural minorities Topics related to intercultural, multiculturalism, ethnic relations, etc. are topics of general interest for Romanian society resulting in a heterogeneous mixture of public and private opinions, prejudices, statements and political speeches, emotional outbursts, with scientific truths. This blend is added and that the differences between common and scientific language used in discussions on these issues are sometimes minimal, which generates enormous difficulties of communication (Mincu, M. E. 2001) Romanian society is multicultural, if we assume that ethnic groups are registered as bearers of specific crops. Analysis of intercultural relations allows on the one hand, the possibility of an intercultural society argument, and on the other hand, the relationships between groups that compose a given society. Analyses facilitate understanding both the causes and mechanisms of problematic relations and formulate relevant strategies to stimulate the developments leading to the legitimate needs both individually and Community. In terms of desirability reasons, intercultural society, the promotion of minority rights, and legitimizing their demands and strategies used to obtain their achievement, we face two basic choices (Schifirneţ, C. 2001) The first options are the grounding of this perspective on the principle of equal recognition of cultures and the importance of search and maintain social stability. The second option is the location of the fundamental rights of the human person from appearing and the related recognition and affirmation of identity (including rights that allow such things), as a source of legitimacy of societal relations. The Banat and Transylvania have accumulated a rich intercultural experience. This experience must be addressed in light of the new order, specifically in the context of the existence and development of Europe. Legislation. Culture. Education The Romanian constitution Article 6 (1) The State recognizes and guarantees persons belonging to national minorities to preserve development and express their ethnic, cultural, linguistic and religious 601 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo (2) The protection measures taken by the state for preservation, development and expression of persons belonging to national minorities shall conform to the principles of equality and discrimination in relation to other Romanian citizens (Education Law 84 / 1995) Human language is a set of rules and legal principles that are meant to facilitate the reproduction of institutionalized and regular use of languages. Language policies are administrative measures by which states manage pluralism, understand the language of complex societies. Legislation on culture and education was not always oriented towards protecting the right of minorities to preserve the identity of ―national‖ culture in their own language by ensuring at the same time, and the protection situation of the majority of Romanians, whose culture National should not be affected if we use a stereotype than circulated 1989 circulated cultures, ―nationalities‖. In the post 1989 rights of national minorities in Romania have been promoted in several dimensions of public policy: the institutionalization of various ways of participation in the legislative and executive act, that through various legal and institutional measures designed to ensure the protection, preservation and development of various sizes particularities of identity of minorities in Romania (political culture, language, educational and administrative). As a major component (even central) to an ethnic identity is language, a considerable part of these policies focused on providing institutional reproduction and public use of minority languages in Romania. Linguistic rights of minorities in Romania have made some significant improvements. Compared with the first half of the nineties legal rules which allow the reproduction of institutional and regular use in official contexts of another language than the language of a state, have become more permissive, with more opportunities for legal-institutional ownership and use of minority languages. An observation of the effectiveness of public policies in the use of minority languages in Romania can be approached in two relatively distinct plans: 1. Implementation of legislation – aimed at the extent to implement the provisions on linguistic rights of minorities. 2. The degree of political-noting the project to what extent and in what direction change dynamic relations phenomena (economic, social, cultural, etc.) that the political class wanted to amend legislation promoting the rights of linguistic minority. In the broader political project pursued by the public policy importance of the content of Article 6.1. of the Romanian Constitution, which provides recognition and ensure ―persons belonging to national minorities to preserve, develop and express their ethnic, cultural, linguistic and religious. Official language, compared with other languages in that company, acquires a higher status. In context, a preferential relationship between a language and a state authority to shape the problematic situation of those persons, which express the current that is identified with a language other than enjoy state protectionism. This may take the question: to what extent and in what forms can oblige states citizens to participate and identify with a minimum public culture (whose central element is the official language) promoted by a particular state? In this respect, excesses of states, which have tended even aggressive towards cultural and linguistic homogenization, characterized the nineteenth century and much of the last century. Addressing this issue has resulted in decades of last century, supporting the idea, as similar to the rights and a fundamental freedom is necessary wording, coding, promotion and institutionalization of human rights language. The fact is that in Romania to promote linguistic rights of minorities (in education and administration) had a significant positive contribution to managing relations with the Hungarian minority in particular. Reproduction cultural societies, concerning the idea of complementarity between science and education (EĢi: 2010, 4101-415), education institutional process as having a crucial role (perhaps most prominent in modernity) in the reproduction of language, becomes the legitimate monopoly of states. In the management of the company, we are witnessing an unprecedented penetration of various spheres of social life by the states, resulting in a process of expanding both the volume and the powers of state bureaucracy, leading to the inevitability of increasing contacts with the administration. But how to streamline the working of the administration involved accuracy and communication has become one linguistic code as privileged environment, processing and information management. Thus both processes (the exercise by the state monopoly of legitimate education, that of expanding the role of state administration in managing various aspects of social calves) have involved the reconfiguration of the role of language in society, introducing major differences in terms of social functions and status and authority between the different languages spoken in a given society. Following the result of an unprecedented reconfiguration language markets meaning above all rule-imposing language codes to other languages used in society, above all in education and administration, seeking an extension of this logic of language dominance in all spheres of public communication. As regards culture and education legislation, but always turned towards protecting the right of minorities to preserve the identity of ―national‖ culture in their own language by ensuring at the same time, and the protection situation of the majority of Romanians, whose national culture should not be affected by crop ―nationalities‖. 602 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo How to treat crops, giving them each ―the right of the ghetto‖ was not to encourage intercultural exchanges or to foster intercultural development of those born in modern Romania. Education Law 84 of 1995 followed the same principles as previous legislation on minorities, although the terminology is more nuanced, with alternate terms of family, ―national‖ with others, recent Romania vocabulary: ethnic (on the Romanian citizens of the Republic of Moldova) and multicultural. This law guarantees equal access to all levels and forms of education for all Romanian citizens, regardless of social and material condition, sex, race, nationality, political affiliation or religion. Article 8. – (1) stipulates that education at all levels shall be in Romanian, but also in minority languages and the languages of international circulation. A special chapter, Chapter XII, is dedicated to education for persons belonging to national minorities, stressing that the people belonging to them are entitled to study and instruction in their mother tongue at all levels and forms of education and types of education for which there is sufficient demand, with the possibility that, depending on local needs, to organize the application groups, classes, sections or schools teaching in minority languages. Continuous improvement of this law is seen by many changes such as that made by the Government Emergency Ordinance which provides that ―upon request and by law can be multicultural higher education establishments‖. Languages teaching in the higher education institutions are established in the law establishing and ―to encourage higher education institutions with multicultural structures and activities to promote harmonious inter-ethnic coexistence and integration at national and European level‖. The Babes-Bolyai University has a multicultural university status, stating his aim to develop intercultural and interreligious dialogue in the local community, regional, national and international (Mincu, M. E. 2001). In the Gypsy minority, the second of numerically after Hungarian, the most difficult economic and social situation, the lowest level of education and with a huge baggage of negative perception of all other ethnic groups in Romania, Government adopted in 2001 a strategy to improve the situation of this ethnic group. Among the goals of this strategy and that is to build an ―institutional system of community development, combating discrimination against Roms, promote intercultural education, the creation of elites among the Gypsy, to consolidate the social and identity reconstruction‖. Intercultural enters therefore in the Romanian legislation. As regards education, are introduced in the curriculum Romanian language as optional subject, and the positive discrimination of Gypsies university system, by subsidizing the State of additional seats in the social sciences and the study of Romanian in universities for Gypsy. The strategy also includes ―designing and implementing training programs for school mediators and training teachers in intercultural education‖. In terms of communication and civic participation, the Government strategy to improve the situation of Roma aims to build a national public information and fighting ethnic prejudices in public institutions, start a program to combat discrimination in the media, organizing and developing information programs and intercultural education of the majority, with the participation of the roms. The general plan measures to implement strategies to improve the situation of Gypsy provides education , presentation, in collaboration with NGOs and Gypsy communities, the training programs of school mediators and training and training for teachers on intercultural education. Culture and religion in the states initiating cultural projects for the reconstruction of Gypsy identity and increase self esteem, presentation of an annual plan of action for intercultural education in schools, by which to facilitate communication between students of different ethnicities and learning social tolerance, supporting research projects and intercultural education. A study on intercultural education in countries of Eastern Europe, concluded, in a perfectly valid for Romania, that theoretically, there are prerequisites for supporting an intercultural education in the broadest sense of the term and the general sense that draws attention to the category of pluralism (CucoĢ, C. 2000) During the 90‘s there was an increase in communication between the scientific communities of Eastern Europe and Western, and this also led to a dialogue on intercultural issues and sometimes a joint theoretical development. Discrepancy between theory and practice and intercultural educational history and culture is a constant, and therefore it characterizes both western countries and Eastern countries, to the extent that awareness of cultural discourse could be evaluated in a manner similar to the East and West. Protecting and promoting diversity and the potential of culture on social cohesion and inclusion are fundamental principles in the relationship between the citizen and the cultural and cultural policy. For presentation and publication of the most representative organizations of national minorities in Romania and taking into account that some publications have tradition in our country, especially in Transylvania and Banat again reinforce the idea that the Romanian provinces boast a ―life intercultural‖. 603 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Conclusion Romania as a EU candidate has received numerous programs and community projects. An important role is communication and therefore it has an education in intercultural communication. Through various research there have been found varying degrees of communicative competence in children depending on the type of relationship exists between family members, social environment, and culture. Given the value that power for the social integration of individuals to eliminate frustrations arising from the failure of issue or affective reception of the message, to remove errors of communication and so on, should be a concern as it can close the achievement related to development communication ability, at the training school for all grades. Both in education and in the ―daily‖ should be expected to develop and apply a ―science‖ of communication that endorses and is growing through learning. Objective can be achieved if all knowledge of communication will find the interest due in the concerns of educators from all levels of education and organizational structures. From the perspective of ―lifelong learning‖, it can be argued that to increase the general level of culture on the one hand and professionalism on the other hand it must be permanent concerns communication at all levels of education and his later, in adulthood becomes a necessity. This goal takes into account both the expression language and dialogue tends to achieve a seamless communication. In any case the specific process of education and its characteristics should become a communication experience, an experience of interpersonal relations, dialogue and collaborations, a way to remove the obstacles that stand in the way of communication between individuals and/or social groups and of course, thereby improving and enhancing professionalism, considered in terms of its inherent communication needs. Diversity in which we live can be regarded as a source of conflict as well as wealth, that problem (that needs solving), but as a resource (generating development). This diversity requires special education policy that addresses the relationship between people belonging to cultures and different ethnic groups. Multicultural and intercultural educations are of particular interest. The difficulties of social policies in different systems can be overcome if social reality known and accepted. A first step in this approach is to define the cognitive and operational concepts and intercultural multiculturalism. Although overlap, they are used in different situations to express specific types of manifestation of social education. As discussed during the work starting from the fact that we live in societies faced with massive immigration/emigration, in which minorities or living together for centuries in societies that tend to preserve national identity with the price infringement of minority rights, intercultural education it will cover: 1. Educational policies aimed at ―minorities‖, ―problem groups‖ 2. Educational policies aimed at ―education for all‖. These measures are the result of understanding the idea that society is not possible other than understanding, dialogue as a means of resolving the conflict, ability to open to other cultures and understanding differences as richness. 604 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References CucoĢ, C. (2000). Education / Cultural and Intercultural Dimensions, Polirom Publishing House, IaĢi. EĢi, M. (2000) The idea of complementarity between science and education, in International Conference on Biology, Environment and Chemistry (ICBEC 2010), 28-30 decembrie 2010, (the conference proceedings of this conference is indexed in Thomson ISI, Ei Compendex, and IEEE Xplore), IEEE Catalog Number: CFP1002MPRT; ISBN: 978 – 1- 4244-9155-1; ISBN: 978 -1 4244-9157-5, pp. 410-415; Mincu, M. E. (2001). Le pluralism interculturelle et l‘éducation dans les pays de l‘Europe de l‘Est, VIIIème Actes du Congrès de l‘Association pour la Recherche InterCulturelle (ARIC), University of Geneva – 24-28 September, on website: http://www.unige.ch/fapse/SSE/groups/aric. Schifirneţ, C. (2001). Genesis modern national idea. Romanian psychology and ethnic identity, Albatros Publishing, Bucharest. Education Law 84 / 1995; Law 151/1999 approving Government Emergency Ordinance no. 36/1997 for the amendment of the Education Law no. 84/1995, Article 123, par. 1; 605 � 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. 89 Title A name given to the resource Aspects of intercultural communication in Romania Author Author Sabo, Helena Maria Abstract A summary of the resource. Education in our country must take into account cultural diversity. Diversity in which we live can be regarded as a source of conflict as well as wealth, that problem (that needs solving), but as resource (generating development). This diversity requires special education policy that addresses the relationship between people belonging to cultures and different ethnic groups. Multicultural and intercultural education is of particular interest. The difficulties of social policies in different systems can be overcome if social reality known and accepted. A social life quality is not possible other than understanding, dialogue as a means of resolving the conflict, ability to open to other cultures and understanding differences as richness. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/f660ff85c404e3c93aa6691658bab333.docx 8ac1d7136859dc3424a65f4e1f1f3bcd https://omeka.ibu.edu.ba/files/original/2ecbb1bb824cc52cd7cc9a4e4fcc2235.pdf 1462637cc07a8cff61198b9262d2c8eb PDF Text Text ���������������� 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. 3150 Title A name given to the resource Aspekti vanjske politike Evropske unije u Bosni i Hercegovini Author Author OBAD, Kemal Abstract A summary of the resource. Stupanjem Lisabonskog ugovora na snagu 2009. godine, te uspostavom Evropske službe za vanjsko djelovanje (EEAS) 2010. godine, Evropska unija je poduzela potpuniji korak u definiranju svoje vanjske politike, konkretnijeg djelovanja u okviru međunarodnih odnosa te jače institucionalne organizacije u zastupanju svoje vanjsko-političke ideje. Bosna i Hercegovina kao potencijalni kandidat za članstvo, zbog svoje historijske i političko-pravne uređenosti, predstavlja velik izazov za vanjsko-političku i sigurnosnu praksu Evropske unije. U ovom radu nastoje se predstaviti perspektive i smjernice Evropske unije u definiranje vanjske politike prema Bosni i Hercegovini u proteklom periodu te naznačiti mogući odnos EU prema BiH u kontekstu vanjske i regionalne politike. U tom kontekstu obrađuje se uloga visokog predstavnika Unije za vanjske poslove i sigurnosnu politiku u procesu normalizacije političkih problema u BiH. Kroz analizu međunarodnog odnosa EU sa BiH, nastoji se odgovoriti na pitanje položaja BiH kao interesne sfere u domenu trenutne vanjske politike Evropske unije. U radu se razrađuje i shvatanje interesa EU za Bosnom i Hercegovinom kao sigurnosno-stabilnom zemljom u regiji, ali i buduće višedimenzionalne saradnje Unije i BiH do konačnog stupanja u članstvo. U konačnici, rad nastoji predstaviti utjecaj uspostavljene vanjske i sigurnosne politike Unije na BiH u njenom napretku ka evroatlanskim integracijama. Publisher An entity responsible for making the resource available Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Article PeerReviewed K Law (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2744 Title A name given to the resource Assesment of Coal Import Prices and Import Years in Turkey Author Author YEREL KANDEMIR, Suheyla Abstract A summary of the resource. Statistical analysis techniques are one of the important analysis techniques for the energy issues. In this paper, coal import prices ($) and coal import years (2000-2010) in Turkey are assessed by using the statistical analysis techniques including cluster analysis and block diagram. Through the results from the cluster analysis, it was determined that three different groups of coal import years and two different groups of coal import prices. After, the results of cluster analysis supported the block diagram. Finally, this study shows that the beneficial to statistical analysis techniques such as cluster analysis and block diagram for grouping in the coal import prices ($) and coal import years (2000-2010). Keywords: energy; coal, import prices, cluster analysis, block diagram, turkey. 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) https://omeka.ibu.edu.ba/files/original/91186382ddc39da61233fdedfb7b8f5e.pdf 2ef4ec349ec07acb7a37c10240cf3980 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Assesment of Cultural Aspects of Hofstede with Socio-Economical Factors in new Product Acceptance Ercan TAŞKIN Assist. Prof. Dr., Institute of Social Sciences, Dumlupinar University, Turkey Hasaan ÖZYAŞAR Economic Science Expert H. Yelda ŞENER Ph. D. candidate, Dumlupinar University, Turkey Abstract: Enterprises should be able to know and appreciate different cultural environments in order to be successful in international marketing. Companies in international marketing should form their marketing activities by taking different cultural characteristics of different countries into account. They should also perform the necessary adaptations to different cultures in such activities as product, pricing, decision of distribution channel and promotion. On the other hand, in adapting marketing activities to different cultures, Hofstede’s study about cultural dimensions including avoiding uncertainties, individualism, power distance and masculinity has guided many related researches. In this study, assessing Hofstede’s cultural dimensions in terms of such products as internet, PCs and cell phones, and such socio economical factors including GDP, urbanisation and literacy, the effect of these factors on the acceptance of new products were analysed. The data were then interpreted with regression analysis. Key Words: New product, international marketing, culture Aim & Importance of the Research The aim of the research is to explain the factors affecting the acceptance rates of new products introduced to international markets, to determine the environmental factors from these and to reveal from these environmental factors how and to what extent cultural dimensions affect the acceptance rates. As competition increases in internal market, many of the companies go for external markets. Many companies like Daimler-Chrysler and Unilever try to overcome the shrinkage in internal markets by going for markets overseas. However, even the companies which are very successful in their own internal markets might fail in international markets. In the 1990s, many big firms like Kellogs, Mercedes Benz and Whirlpool made many high-cost mistakes while introducing their products to new markets.(Tellefsen, 1999) Avoiding these kinds of mistakes is possible by analysing the cultural and socio-economical structure of the target countries seriously and introducing such products that are appropriate for this structure or making the required adaptation on the products to adapt it to this structure. Most of the scientific studies in Turkey are unfortunately by no means at the level of being practicable or directive. In this study, it was tried to provide a guide of analysis for enterprises, which introduce new products to international markets, to enable them to make the required adaptations about cultural factors especially by showing them the effect of uncontrollable external environment on the acceptance rate of new products. At this point, with our regression equation, companies which will introduce new products to international markets or which will make important changes on the current product will be able to predict the amount of demand in each of the 80 countries. Development of Hypotheses Literature scanning was conducted about the subject and depending on the studies hypotheses were developed about the environmental factors thought to affect the acceptance rate of new product. Table 1 summarizes the findings about how which factors affect the acceptance rate of new product in the studies carried out on different products and different countries at different times. Depending on this and other studies in the literature, the following hypotheses and the model shown in Figure 1 were developed about the factors thought to affect the acceptance rate of new product. 404 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Table 1. Factors Affecting Acceptance of New Products Study carried out by Power Avoiding Individualism Masculinity GNP Urbanization Literacy Distance Uncertainity Sean Dwyer, hani (-) (-) (-) (+) mesak, maxwell hsu Luis E. Boone (+) (+) (+) Yvonne Van (-) (-) (+) (-) Everdingen, Eric Waarts Dipak Jain, Suvit (-) (+) Maesincee Sangeeta Singh (-) (-) (+) (+) Debabrata Talukdar, (+) (+) (+) Sudhir Kale, Andrew Ainsslie Kallol Bagchi, P. (-) (-) (+) (-) Hart, M. Peterson Lawrance Rhyne, M., (-) (-) (+) (+) Teagarden, W. Panhuyzen Chol Lee (+) (+) (+) Jan Steenkamp, F. (-) (+) (+) Hofstede, M. Wedel Gerard Tellis, S. (-) (+) (+) (+) Stremersch, E. Yin Michael Lynn, Betsy (-) (+) (+) Gelb Janell Tovnsend, Ş. (-) (-) (+) (+) Yenyurt Hypotheses about Cultural Dimensions The cultural structure of a social system affects the acceptance rate of innovations by either facilitating or complicating the dissemination of innovations. Countries open to innovations have different cultural characteristics than those close to innovations. (Lee,1990) Researches have shown that culture of a country has a significant effect on its people’s acceptance rate of new products.(Tellis,2003) The most common culture classification in international marketing was developed by Hofstede. Cultural dimensions of Hofstede and the scores he developed for these dimensions have been used to provide a theoretical base for inter-cultural studies and to support the hypotheses. (Soares,2007) In measuring international consumer innovation and acceptance and dissemination of innovations, cultural dimensions of Hofstede have been used in many studies. (Waarts, Everdingen, 2005) Avoiding Uncertainity According to Hosfstede, avoiding uncertainity denotes the timidity level of people of a culture when encountering unknown or uncertain situations. In societies where avoiding uncertainity is common, people face uncertain and complex situations with anxiety. Members of such societies lower their stress level by laying down some rules that will help them see ahead. In societies where avoiding uncertainity is uncommon, people consequences of uncertainity is already accepted. Members of such societies perpetually want changes in their lives.( Dwyer S., Mesak H., Hsu M,2005) As a result, there is a negative relation between avoiding uncertainity and acceptance of new product. In countries where avoiding uncertainity is common, the acceptance rate of new product will be low, while in others where avoiding uncertainity is uncommon, the acceptance rate of new product will be high. In the light of these opinions; H1: There is a significant and negative relation between the dimension of avoiding uncertainity and acceptance rate of new product. Individualism 405 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Individualism-socialism is the basic cultural variable dimension of inter-cultural studies.(Aaker, Maheswaran,1997) The dimension of individualism is about the dominance level of the wishes of the group on the wishes of the individual. In individualist cultures, ties between individuals are weak and people are primarily interested in themselves and their close folks. In socialist cultures, on the other hand, there are strong group ties of loyalty and trust. Whereas there is a conscious of “we” in socialist cultures, in individualist cultures it is replaced by conscious of “I”. (Hofstede,1983) in countries where individualism is common, people are eager to try the new product earlier than the other members. (Lynn, Gelb, 1996)After all, we can say that in cultures where individualism is common, the acceptance rate of new product will be high and vice versa. In the light of these opinions; H2: There is a significant and positive relation between the dimension of individualism and acceptance rate of new product. Power Distance The meaning of power distance is whether power is distributed equally among the members of a society or not. In some national and local cultures, inequalities might appear in power distance. In societies where power distance is high, power is in the hands of a small group. Those without power are dependent on those with power. According to Hofstede, the hierarchical pyramid in the organizations is high in societies where power distance is high; centralism and formalism stand out and upward communication is low. (Çerik,1998) In a research on centralism and formalism, it was determined that in organizations where centralism and formalism is at a high level, the acceptance level of innovations is low.( Zmud,1982)Hofstede stated that in practice, there is a negative relation between power distance and individualism dimension. In countries where power distance is high, individualism is low; however, in countries where power distance is low, individualism is high.( Jain D, Maesincee,2005) Depending on our previous hypothesis on individualism dimension, we can say that in cultures where power distance is high, the acceptance rate of new products will be low and vice versa. In the light of these opinions; H3: There is a significant and negative relation between the dimension of power distance and acceptance rate of new product. Masculinity This dimension of culture is based on the relations between genders. In societies where masculine values are dominant, the roles are separated with bold lines between genders. Such masculine values as success and efficient use of power form the outstanding elements of culture. In societies where feminine values are dominant, the differences in roles between genders are few. ( Aydemir M., Demirci,2006) The common values in societies showing masuculinity character are success, competition, and struggle, winning and being powerful. On the other hand, the common values in societies showing feminine characterare cooperation, service, life quality and warm relations between individuals. (Çerik,1998) Hofstede believed that while the individuals in masculine societies believe in the philosophy of “living to work”, those in feminine societies belive in the philosophy of “working to live”. (Hofstede,1997) Focusing on ambition, competition, tangible values and performance is a characteristic of masculine culture. In organizations of masculine cultures, it is important to appreciate and favour performance, to educate and improve individuals. These characteristics are, at the same time, the characteristics of innovative organizations. Rogers, who have done extensive researches on the diseemination of new products, state that there is a positive relation between success motivation and innovation.(Waarts, Everdingen, 2005) Depending on these ideas we can say that in cultures where masculinity is high, the acceptance rate of new products will be high too and vice versa. In the light of these opinions; H4: There is a significant and positive relation between the dimension of masculinity and acceptance rate of new product. Hypotheses about Socio-economical Dimensions Acceptance and dissemination of new proıducts and ideas are affected by socio-economical factors, social interaction moulds and cultural interaction.(Ganesh,1998) There is a close relation between socioeconomical structure and innovation. Social characteristics of those who accept innovations earlier show that they are more educated, have higher statues, are better off and have wider influence.(Everest ,1995) 406 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo GNP The researches have shown that wealth has an important effect on the acceptance rate of new product in a country. For wealthy people, the cost of the new product forms only a little of their income. Therefore, they can take the risk to accept a new product. After all, risk is an important concept in the process of accepting innovations. ( Dickerson,Gentry ,1983) In the light of these opinions; H5: There is a significant and positive relation between the dimension of GNP and acceptance rate of new product. Urbanization Urbanization causes a decrease in traditional values and appearance of modern life styles by bringing the consumers of different cultures together. Modern production techniques, mass communication tools and consumption-oriented life style cause appearance of new consumption moulds and thus acceptance of new products rapidly. ( Hill, Stıll,1984) When people live and work, information and experience disseminate among individuals more rapidly. Cities where a large number of people live together involve convenient conditions for the application and development of new ideas and products. (Lambooy,2002) In the light of these opinions; H6: There is a significant and positive relation between the dimension of urbanization and acceptance rate of new product. Literacy Education open people’s minds and thus facilitates disseamination of new ideas. At the same time, it makes people sensitive about the importance of technology in personal development.(Tellis G., Stremersch,2003) Everest Rogers, who developed the theory of dissemination of innovations, determined that a positive relation between innovation and attitudes towards education was found in %73 of the researches having been carried out on the characteristics that determine the acceptance rates of innovations. Those who accept innovations earlier have a higher literacy rate than those who accept innovation later. (Rogers,1995) In the light of these opinions; H7: There is a significant and positive relation between the dimension of literacy and acceptance rate of new product. Research Model Figure 1 shows the model developed for the research. On this model, not only the direction of relations is shown but also dependent and independent variables are presented. In the research, the independent variables are power distance, individualism, masculinity and avoiding uncertainty, all of which constitute cultural dimensions, and GNP per capita, urbainzation rates and literacy for individuals above 15 years of age are control variables, all of which constitute socio-economical dimensions. Scope & Limitations of the Research In the research the aim was to analyse the effect of cultural dimensions which are among the factors affecting the acceptance rate of new product, and therefore, product-focsed factors and other environmental factors were not included into the scope of the research. Only the such socio-economical factors as GNP per capita, urbanization and literacy- which Hofstede suggested using as control variables while doing research about cultural dimensions- were used as control variables. As in all national cultural studies, this study also considers cultural borders as national borders. However, cultural homogeneity does not appear with political borders. Every country might include different cultural groups who socially stand out or lag behind. At this point, our study didn’t take sub-cultures into consideration. 407 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Independent Variables (Cultural Dimensions) - Avoiding Uncertainity Dependent Variables (Acceptance rates of New Products) - Internet H1 - PCs - Individuality H2 - Cell Phones - Power Distance H3 -Masculinity H4 Control Vriables (Socio-economical Dimensions) H5 - per capita GNP H6 H7 - Urbanization - Literacy Figure 1. Research Model Method The differences in the acceptance rates of new products among 80 countries were tried to be explained through cultural dimensions and such socio-economical factors as GNP per capita, urbanization and literacy were included into the model as control variables. While trying to explain a case with cultural variables, this type of socio-economical variables should be checked and included into the scope of research. (Tomasz, Kendall,1999) Hofstede also said that if, in a study, certain factors like economical and biological variables can explain a case, using cultural dimensions is not necessary and when they are used as a variables, such factors as GNP per capita should be used as an additional control variable. (Bagchi, Hart, Peterson,2004) Sampling The sampling is composed of 80 countries for which Hofstede developed scores about cultural dimensions. Data Collection The research was completely done by using secondary data. While determining the cultural dimensions of the countries, dimensions and scores calculated for these countries about these dimensions which the Dutch scientist Hofstede had developed by conducting 120.000 surveys in 80 countries were used. Hofstede’s study about cultural dimensions forms a theoretical base in researching the effect of cultural differences on the dissemination and acceptance of innovations.(Straub,1997) In order to measure the acceptance of new products, the study used the usage rates of cell phones, PCs and Internet as new products in the population of 80 countries. In 2004 “International Telecommunication Union” provided the numbers (http://www.itu.int/ITU-D/icteye/Indicators/WTI_Technotes.pdf., 14/01/2007) of Internet connection determined electronically by “Internet Software Concortium” according to the country code, of cell phones determined through subscriber number and of PCs determined through rgular surveys and different resources. The control variable- GNP per capita in 2004, urbanization and literacy of individuals above the age of 15- was provided by World Bank. 408 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Statistical Methods Regression analysis is used to analyse whether there is relation between two or more variables, if any, its direction and strength, and what kind of a change other variables change when one of the variables have a certain unit of change.(http://www.toraks.org.tr/mse-ppt-pdf/Kenan_KOSE3.pdf., 20/02/2007) Because we aimed to determine whether there is relation between cultural dimensions and the acceptance rate of new products and the direction of this relation, we also used regression analysis. Firstly, we analysed how cultural dimensions affect the acceptance rate of new products with multipl-regression method. Then, after including the control variables into the model as done in similar studies in the literature, we analysed how cultural dimensions affect the acceptance rate of new products with hierarchical regression method. Findings In order to form a more descriptive model and to make more accurate predictions, after checking socioeconomical dimensions, in order to determine what kind of an effect cultural dimensions have, as done in similar studies in the literature, ‘Hierarchical Regression Model’ was applied. In this way, socio-economical factors were kept under control; in other words, in order to determine what kind of an effect cultural dimensions have when socio-economical factors have the same level in all the observation units, socio-economical control variables were added to hierarchical regression model in the first step and then cultural dimensions were added. Table 2 shows the findings about hierarchical regression model. Table 2. Findings about Hierarchical Regression Model Model Internet PCs Cell Phones Ayarlanmış F Significance Modulated F Significance Modulated F Significance R2 Level R2 Level R2 Level 1.Step %43,5 18,964 0,000 %50,9 24,141 0,000 %55,3 29,864 0,000 2.Step %70,7 25,178 0,000 %79,6 38,247 0,000 %64,3 19,013 0,000 Table 2 shows the results about the appropriateness and importance of hierarchical regression model. Analysing F values, it can be seen that the model is important in explaining the relation between independent variables and the acceptance rate of new products. (Internet; F=25,178, p<0,001, PCs; F=38,247, p<0,001, Cell Phones; F=19,013, p<0,001). Analysing the values of R2 coefficient, which denotes how much of the change in dependent variable is explained by independent variables and which is a measure of consistency of the model, it can be seen that the model has a high coefficient in explaining the change in the dependent variable. (Internet; R2= %70,7, PCs; R2=%79,6, Cell Phone; R2= %64,3). This shows that the model explains %70,6 of the change in acceptance rate of internet dependent variable in international markets. The remaining %29,3 can be explained by other factors not included into the model and thought to be product-centred. For PCs, the model explains %79,6 of the total change and the remaining %20,4 can be explained by other factors thought to be about the characteristics of the computer itself. Similarly, for cell phones, the model explains %64,3 of the total change and the remaining %35,7 are explained by other factors. Findings about Culturel Dimensions In the hierarchical regression analysis, in the first step, socio-economical variables were put into the model while in the second step cultural dimensions were included and what kind of change cultural dimensions experienced after socio-economical factors were checked was analysed. As seen in Table 2, values of R2 caused a change of %27,7 for internet, of %28,6 for PCs and of %10,7 for cell phones in the second stage when cultural model was included into the model. In other words, after checking the socio-economical factors, the cultural dimensions explain %27,7 of the change in the acceptance rate of internet in the international market, %28,6 of PCs and %10,7 of cell phones. (p<0,001). This shows that cultural dimensions have a strong effect on the acceptance rate of new products. Table 3 presents the analyses results that show the effects of each independent variable in the model. Tablo 3 also shows β coefficients and p values of each independent variable as a result of hierarchical regression analysis. β Coefficient is defined as a curve and it shows the change in the dependent variable when the independent variable increases one unit. (http://analiz.ibsyazilim.com/egitim/kk.html.,04/03/2007) Some of the β coefficients in the Table are positive while some are negative, which show the direction of the relation.( Çatı, Yılmaz,2002) P values give information 409 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo about whether there is a statistically significant relation between the dependent and independent variables. In social sciences, it is accepted that there is a statistically significant relation when the p value is smaller than 0,05. Table 3. Results of Hierarchical Regression Model Internet 1. Step 2. Step β Coefficient 0,278 0,320 0,304 0,103 0,244 0,242 -0,256 GNP Urbanization Literacy GNP Urbanization Literacy Avoiding Uncertainity Individualism 0,380 Power -0,125 Distance Masculinity -0,139 PCs 0,004 0,005 0,009 0,151 0,006 0,006 0,001 β Coefficient 0,458 0,347 0,161 0,272 0,288 0,099 -0,233 0,000 0,155 0,047 P Value Cell Phones 0,000 0,001 0,140 0,000 0,000 0,177 0,000 β Coefficient 0,330 0,281 0,395 0,222 0,190 0,309 -0,005 0,000 0,006 0,000 0,006 0,050 0,002 0,953 0,295 -0,249 0,001 0,002 0,304 -0,121 0,005 0,215 -0,093 0,124 -0,001 0,994 P Value P Value Findings about Avoiding Uncertainity As a result of the analyses, when the p values (Internet p=0,001, PCs p=0,000, cell phone p=0,953) are analysed, it can be seen that there is a statistically significant relation between the acceptance rates of Internet and PCs in international markets and the dimension of avoiding uncertainity, but no significant relation for cell phones. When the β values (Internet β= -0,256, PCs β= -0,233, cell phone β= -0,005) are analysed, it can be seen that the relation between avoiding uncertainity and dependent variables is negative. These results support our H1 hypothesis except for cell phones. The fact that there isn’t a significant relationship for cell phones might be because relative advantages of cell phones- which are among product-centred characteristics- are very much. In the periods when cell phones first entered the Turkish market the sales rose rapidly. Analysing this consumption tendency, it can be argued that the idea that possessing a cell phone gives a status made the product a symbol of status, which caused such a rapid acceptance rate of this product.(Gegez,2003) This rapid acceptance rate decreased the uncertainity rate we analysed in 2004. Findings about Individualism The dimension of individualism was determined to be the factor with the biggest effect on the acceptance rate of the new product. Analysing the p values (Internet p=0,000, PCs p=0,001, cell phones p=0,005), it can be seen that there is a statistically significant relation between the acceptance rates of Internet and PCs in international markets and the dimension of individualism. When the β values (Internet β= 0,380, PCs β=0,295 cell phones β=0,304) are analysed, it can be seen that the relation between individualism and dependent variables is positive. These results support our H2 hypothesis strongly. Findings about Power Distance As a result of hierarchical regression, when the p values for the dimension of power distance (Internet p=0,155 PCs p=0,002, cell phones p=0,215) are analysed, it can be seen that there is a statistically significant and strong relation between the acceptance rate of PCs in international markets and the dimension of power distance, but no important relation for Internet and cell phones at all. When the β values (Internet β= -0,125, PCs β= -0,249, cell phones β= -0,121) it can be seen that the relation between the dimension of power distance and dependent variables is negative. These results partly support our H3 hypothesis through PCs. The reason why there isn’t a strong relation for Internet and cell phone as foreseen might be due to product-centred factors. While forming our hypothesis about power distance, depending on the literature, we said that in societies in which power distance is high centralization and formalization will be high, that in organizations in which centralization is high, top management won’t be aware of operational problems and the top management won’t be able to put the innovations into use to solve these problems. However, Internet and cel phones have a characteristic to ease communication between senior and junior management. Due to these characteristics, they are such products that decrease power distance. 410 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Findings about Masculinity When p values about masculinity dimension (Internet p=0,047 PCs p=0,124, cell phones p=0,994) are analysed, it can be seen that there isn’t a statistically significant relation between the acceptance rates of PCs and cell phones and masculinity dimension, but there is just a little relation for Internet. Contrary to what we foresaw, the β values (Internet β= -0,139, PCs β= -0,093, cell phone β= -0,001) have negative values for all dependent variables. These results do not support our H4 hypothesis for the three dependent variables. According to Hofstede, in societies whose masculinity level is low, what is small and slow is nice; however, in societies whose masculinity level is high, the opposite is true. The products in our research are generally both small and fast. Due to such complexity about the products, it can be argued that there is no relation between masculinity dimension and acceptance rate. Findings about Socio-economical Dimensions As seen in Table 1, when the F values of the first step in which socio-economical factors were included into the model as independent factors are analysed, it is seen that the first model is an important model in explaining the relation between socio-economical variables and acceptance rates of new products. (Internet; F=18.964, p=0,000, PCs; F=21.141, p=0,000, Cell Phones; F=29.864, p=0,000). When R2 values, which denote how much of the change in dependent variable is explained by independent variables and which is a measure of consistency of the model, are analysed, the following is found: for Internet R2= %43,5, for PCs R2=%50,9, and for Cell Phones R2= %55,3; that is, such socio-economical factors as GNP, urbanization and literacy explain %43,5 of Internet’s, %50,9 of PCs’ and %55,3 of cell phone’s acceptance rate in international markets. Findings about GNP When we analyse the p values to measure the relation between GNP and the new product, it can be seen that in the first step, during which only socio-economical factors were put into the model, p values for Internet is p=0,000, for computer is p=0,000, and for cell phones it is p=0,000. That is to say that, for the three products, there is a strong relation between GNP and acceptance rates of the products. In the second step, during which cultural dimensions were put into the model, p values for Internet is p=0,151, for PCs is p=0,000, and for cell phones it is p=0,006, which means that when cultural dimensions were included into the model, the explainability of the change in GNP did not exist for Internet and decreased for the other two products. When the β values are analysed, it is seen that the relation is positive. These results support our H5 hypothesis. Findings about Urbanization When we analyse the p values to measure the relation between urbanization rates and acceptance rates of new products, in the first step in which only socio-economical factors were put into the model, the following are seen: p=0,005 for Internet, p=0,001 for PCs and p=0,006 for cell phones. That is, for the three products there is a strong relation between GNP and acceptance rates of these products. In the second step in which cultural dimensions were included into the model, the following p values were found: p=0,006 for Internet, p=0,000 for PCs, p=0,050 for cell phones. That is, when cultural dimensions were included into the model, the explainability of the independent variable urbanization decreased a little but did not disappear. When the β values are analysed, it can be seen the the relation is positive. These results support our H6 hypothesis strongly. Findings about Literacy When we analysed the p values to measure the relation between GNP per capita and the new product, in the first step in which only socio-economical factors were put into the model, the following are seen: p=0,009 for Internet, p=0,140 for PCs and p=0,000 for cell phones. That is, there is strong relation between the acceptance rates of these products and Internet and cell phones but there is no significant relation between PCs. In the second step in which cultural dimensions were included into the model, the following p values were found: p=0,006 for Internet, p=0,177 for PCs and p=0,002 for cell phones. That is, when cultural dimensions were included into the model, there wasn’t an important change in the explainability of the rate of urbanization. When the β values are analysed, it can be seen the the relation is positive. These results support our H7 hypothesis except for PCs. 411 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Result & Suggestions In our research on 3 products in 80 countries, it was shown that socio-economical factors and cultural dimensions have significant effects on the acceptance rates of new products in international markets. In general, in countries where GNP, urbanization and literacy rates and individualism scores are high and in those where avoiding uncertainity and power distance scores are low, the acceptance rates of new products are higher. In the analysis, during which the effects of socio-economical control variables were checked, it was found that the strongest effect on the acceptance rate of new products was caused by individualism dimension and urbanization rates. This was followed by literacy rates, avoiding uncertainity and power distance dimensions respectively; however, no relation was found between masculinity dimension and the acceptance rate of new products. Another important result of the research is about the notion of globalisation. In the literature, contrary to the thesis that globalisation eliminates cultural dimensions and drags the world into a one-cultured structure, it was determined that cultural factors were still important determiners in 2004. Presentation of new products is one of the most complicated decisions international marketing managers come up against. Cultural differences in international markets are another important factor that increases this complexity and affects all its dimensions. Understanding the factors that affect the acceptance of new products enables international marketing managers to predict the demand level they will get in the target market and to make the required adaptations on the product according to the characteristics of ther market. The results can help the companies that will introduce new products to international markets in presentation tactics. It will be a successful presentation tactic to introduce the new products to such markets that will accept them easily due to high rates of individualism and urbanization because the extensive acceptance rates in these markets will decrease uncertainity about the product for the customers in other markets and thus enabling them to be accepted more easily in other markets. The research is a sort of guide for international marketing managers in marketing tactics for new products. Especially in efforts for sustainability of the market it will yield effective results if adaptations are done in accordance with these results. For example, in countries where individualism level is low and level of power distance is high, international marketing managers can delegate their efforts for sustainability of the market to opinion leaders because the effect of opinion leaders on group members is more in such societies. The products and ideas opinion leaders accept are adopted by other members. In societies where avoiding uncertainity and power distance levels are low and individualism level is high, according to our findings, the acceptance rates of new products are high. Therefore, in such markets, emphasizing the innovation and difference of the product will attract the customers’ attention. On the other hand, in societies where avoiding uncertainity is high, since people give importance to factors decreasing risks applications like warranties, aftersales service, product samples must be emphasized as a part of such a tactic that increases acceptance in such societies. References Aaker, J. L., Maheswaran, D. (1997). “The Effect Of Cultural Orientation On Persuasion”, Journal Of Consumer Research, V:24, p. 315. Aydemir M., Demirci M. K. (2006). Đşletmelerin Küreselleşme Stratejileri ve Kobi Örnekleminde Bir Uygulama, Ankara, Gazi Kitabevi, p. 33. Bagchi K., Hart, P., Peterson, M. F. (2004). National Culture And Information Technology Product Adoption” Journal Of Global Information Technology Management, V:7 I:4, p. 29. Çatı, K., Yılmaz, A. (2002). “Hastaların Hastane Hizmetlerinin Kalitesini Algılama Düzeylerinin Araştırma”, Pazarlama Dünyası Dergisi, Sayı: 2002-4, Temmuz-Ağustos 2002, p. 49. Ölçümüne Yönelik Bir Çerik, S. (1998). 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(1999). “A Framework For Culture Assessment”, Journal Of International Business Studies, v:30, ı:4, p. 784. Waarts, E., Van Everdingen, Y. (2005). “The Effect Of National Culture On The Adoption Status Of Innovations: An Empirical Study Of Firms Across Europe”, European Management Journal, V: 23 I:6, p. 603. Zmud, R. (1982). “Diffusion Of Modern Software Practices: Influence Of Centralization And Formalization”, Management Science, v:28, ı:12, p. 1429. http://analiz.ibsyazilim.com/egitim/kk.html., (04/03/2007) http://www.itu.int/ITU-D/icteye/Indicators/WTI_Technotes.pdf., (14/01/2007) http://www.toraks.org.tr/mse-ppt-pdf/Kenan_KOSE3.pdf., (20/02/2007) 413 � 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. 283 Title A name given to the resource Assesment of Cultural Aspects of Hofstede with Socio-Economical Factors in new Product Acceptance Author Author TASKIN, Ercan ÖZYASAR, Hasan SENER, H. Yelda Abstract A summary of the resource. Enterprises should be able to know and appreciate different cultural environments in order to be successful in international marketing. Companies in international marketing should form their marketing activities by taking different cultural characteristics of different countries into account. They should also perform the necessary adaptations to different cultures in such activities as product, pricing, decision of distribution channel and promotion. On the other hand, in adapting marketing activities to different cultures, Hofstede’s study about cultural dimensions including avoiding uncertainties, individualism, power distance and masculinity has guided many related researches. In this study, assessing Hofstede’s cultural dimensions in terms of such products as internet, PCs and cell phones, and such socio economical factors including GDP, urbanisation and literacy, the effect of these factors on the acceptance of new products were analysed. The data were then interpreted with regression analysis. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/cb12062cf0db21631be893dfef976746.docx ec1dc7e823e3018eb647868feda0b6ae https://omeka.ibu.edu.ba/files/original/15774d3926419e5d9199ec2c3fef562f.pdf 82cb486a63342a7fac47c65430af7863 PDF Text Text Assessing democracy in post-parliamentary elections 2013 in Albania Alba Gerdeci Epoka University Albania agerdeci@epoka.edu.al MirelaAlhasani Epoka University Albania malhasani@epoka.edu.al Abstract: Recently, there has been a growing interest in the reforms being taken by the Socialist Government in the Republic of Albania, in terms of deepening and promoting a ‘good sustainable democracy’ in the country after two decades of rocky, challenging democratic transition. This majority came in power after the overwhelming victory in the parliamentary elections held in June 2013 being credited in compliance with the European standards in terms of reliability, fairness and political honesty. This paper will evaluate the effectiveness of this ‘successful political rotation’ towards establishment of a governmental accountability tradition with regard to equal, respectful and fair job chances to every official of the public administration sector, which has been the most sensitive corrupt and over-trodden segment as highlighted by the Socialist electoral rhetoric. The research analysis will demonstrate that despite the elections triumph results, the Socialist Government is pursuing and even deepening the democratic deficit in respect of rule of law, and in particular in compliance with the civil status of public administration officials that have to be hired based on professional meritocracy instead of political affiliation be it right or left wing. In order to achieve this analysis, we refer to social constructivism theoretical framework to explore, identify and analyze the specific features of Albanian society, its cultural identity, and its economic context; in addition, we refer to democratization literature on challenges of fragile democracies. Finally, having drawn an objective picture of the current link between the newly elected decision-makers and the social-economic circumstantial factors, we highlight the democratic deficit and provide policy recommendations towards establishment of non-politically biased public administration a very significant component for the integration process of the country. Keywords: Democracy consolidation, rule of law, public administration 22 � 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. 2449 Title A name given to the resource Assessing democracy in post-parliamentary elections 2013 in Albania Author Author GERDECI, Alba ALHASANI, Mirela Abstract A summary of the resource. Recently, there has been a growing interest in the reforms being taken by the Socialist Government in the Republic of Albania, in terms of deepening and promoting a ‘good sustainable democracy’ in the country after two decades of rocky, challenging democratic transition. This majority came in power after the overwhelming victory in the parliamentary elections held in June 2013 being credited in compliance with the European standards in terms of reliability, fairness and political honesty. This paper will evaluate the effectiveness of this ‘successful political rotation’ towards establishment of a governmental accountability tradition with regard to equal, respectful and fair job chances to every official of the public administration sector, which has been the most sensitive corrupt and over-trodden segment as highlighted by the Socialist electoral rhetoric. The research analysis will demonstrate that despite the elections triumph results, the Socialist Government is pursuing and even deepening the democratic deficit in respect of rule of law, and in particular in compliance with the civil status of public administration officials that have to be hired based on professional meritocracy instead of political affiliation be it right or left wing. In order to achieve this analysis, we refer to social constructivism theoretical framework to explore, identify and analyze the specific features of Albanian society, its cultural identity, and its economic context; in addition, we refer to democratization literature on challenges of fragile democracies. Finally, having drawn an objective picture of the current link between the newly elected decision-makers and the social-economic circumstantial factors, we highlight the democratic deficit and provide policy recommendations towards establishment of non-politically biased public administration a very significant component for the integration process of the country. Keywords: Democracy consolidation, rule of law, public administration Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/038efa922963e2b4fdd86ba7972ce76b.docx ad561ac85d2b043f2f34d6fae2c408f8 https://omeka.ibu.edu.ba/files/original/d03c5d7212bf2e507b2a6603f363a7ea.pdf 9f8210d4d25540cdbdd7adf1a095c1cd PDF Text Text Assessing In the Credibility of the Company for Loan Application Belma Peskić International Burch University Bosnia and Herzegovina belma_ibu@hotmail.com Ali Goksu International Burch University Bosnia and Herzegovina ali.goksu@ibu.edu.ba Abstract: The banks are financial institutions that provide loans not only for physical persons but also to the legal entities or companies. The credit analysis of the company as borrower of the loan must determine the credibility of the company in order to establish the level of credit risk. The credit analysis includes character, capacity, capital, collateral and conditions of the company, in this case the borrower. The purpose of this thesis is to develop appropriate model which will raise a focus on the financial and non-financial criteria crucial for assessing in the credibility of the company for the loan application. There are varieties of reasons why companies take out bank loans: to purchase equipment, real estate or inventory, to expand their operations, to increase their working capital, to reinvest, or to repay existing debts, etc. The bank loans can be expensive and risky for a certain company, thus many companies take that risk when it comes to financing their business operations. I will try to show which criteria, including both financial and non-financial, is crucial in assessing in the credibility of the company. I will also attempt to empirically verify my model, using Analytic Network Process in combination with scoring model, in order to improve the decision-making regarding the approval of bank loan for a certain company. The bankers must respond to the demands of their clients who seek for the loans and in the same time discover the factors which must be taken in to account during the whole assessment of the loan application. Before any actual analysis of loan application, the banker must have answers to the following questions: the quality of the borrower and of the given information; the purpose of the loan; the amount to be approved; and the source of the repayment of the loan. The data which will be used in this thesis is information and data collected from books, websites and journals. The data which will be used is company’s three-year-period financial statements as well as non-financial data such as credit history, the character and the structure of the company, the resources and circular-flow of activities. For evaluating this data, it will be used Scoring model, which represents a multidimensional instrument for evaluating alternative actions. An essential advantage of scoring model is to assist in decision-making in a systematic procedure to solve the problem, so it significantly contributes to the rational decision-making process. As a comparison to this model, it will use Analytical network process (ANP), which is used in multi-criteria decision analysis. Keywords: Credibility of the company, Loan application, ANP, Scoring model, Decision-making 132 � 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. 2596 Title A name given to the resource Assessing In the Credibility of the Company for Loan Application Author Author PESKIĆ, Belma GOKSU, Ali Abstract A summary of the resource. The banks are financial institutions that provide loans not only for physical persons but also to the legal entities or companies. The credit analysis of the company as borrower of the loan must determine the credibility of the company in order to establish the level of credit risk. The credit analysis includes character, capacity, capital, collateral and conditions of the company, in this case the borrower. The purpose of this thesis is to develop appropriate model which will raise a focus on the financial and non-financial criteria crucial for assessing in the credibility of the company for the loan application. There are varieties of reasons why companies take out bank loans: to purchase equipment, real estate or inventory, to expand their operations, to increase their working capital, to reinvest, or to repay existing debts, etc. The bank loans can be expensive and risky for a certain company, thus many companies take that risk when it comes to financing their business operations. I will try to show which criteria, including both financial and non-financial, is crucial in assessing in the credibility of the company. I will also attempt to empirically verify my model, using Analytic Network Process in combination with scoring model, in order to improve the decision-making regarding the approval of bank loan for a certain company. The bankers must respond to the demands of their clients who seek for the loans and in the same time discover the factors which must be taken in to account during the whole assessment of the loan application. Before any actual analysis of loan application, the banker must have answers to the following questions: the quality of the borrower and of the given information; the purpose of the loan; the amount to be approved; and the source of the repayment of the loan. The data which will be used in this thesis is information and data collected from books, websites and journals. The data which will be used is company’s three-year-period financial statements as well as non-financial data such as credit history, the character and the structure of the company, the resources and circular-flow of activities. For evaluating this data, it will be used Scoring model, which represents a multidimensional instrument for evaluating alternative actions. An essential advantage of scoring model is to assist in decision-making in a systematic procedure to solve the problem, so it significantly contributes to the rational decision-making process. As a comparison to this model, it will use Analytical network process (ANP), which is used in multi-criteria decision analysis. Keywords: Credibility of the company, Loan application, ANP, Scoring model, Decision-making Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General)