80 10 3494 https://omeka.ibu.edu.ba/files/original/8eaa93678a504adca4f14aaa273689e4.docx 5ed69917dfe616dc39a96aa804637ae8 https://omeka.ibu.edu.ba/files/original/68b7a867daa7b8e6df54c94ea103df4b.pdf 1f1dac8c0b96900a386b9e8aeebfeb77 PDF Text Text Development of Intercultural Education through English language textbooks used in elementary schools in B&H Assist. Prof. dr. Senad Bećirović Abstract In today’s globalized world mono-cultural societies have been gradually disappearing. A trend towards the creation of multicultural societies began in 1960s. New multicultural societies were forced by the virtue of new conditions to engage themselves with others. The number of international institutions has adopted documents, which became the backbone of new education policy. Therefore, school systems worldwide began to work intensively on the promotion of intercultural values among young people. Intercultural education is most explicitly accomplished through textbook contents which encourage interaction, exchange, desegregation, interdependency and solidarity among people belonging to different cultural groups living in the same territory. Yet nowadays many multicultural nations encounter difficulties in holding together multicultural diversity and in establishing harmonious interpersonal relationships. This work deals with content analysis as one of the most frequently applied research methods in the field of education; and it is concerned with the analysis of the intercultural content in English language textbooks used in B&H in elementary schools. The main goal of this research is to determine the quantity and quality of content that point to intercultural education in the textbooks of English language used in elementary schools in the Bosnia and Herzegovina. The research involves both quantitative and qualitative analysis. We selected nine categories, important for intercultural education throughout English language textbooks: identity, cooperation and friendship, respect, tolerance, cultural relativism, stereotype, prejudice, oppression, and labeling. Results of textual analysis will offer scientific insight about the possible contributions of English language textbooks to intercultural education in B&H. This research for us is important because we believe that if multiculturalism is accepted as an asset not as a burden, with its proper utilization within the education system, multicultural nations would inevitably continue to benefit from their diversity. � 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. 3190 Title A name given to the resource Development of Intercultural Education through English language textbooks used in elementary schools in B&H Author Author BEĆIROVIĆ, Senad Abstract A summary of the resource. In today’s globalized world mono-cultural societies have been gradually disappearing. A trend towards the creation of multicultural societies began in 1960s. New multicultural societies were forced by the virtue of new conditions to engage themselves with others. The number of international institutions has adopted documents, which became the backbone of new education policy. Therefore, school systems worldwide began to work intensively on the promotion of intercultural values among young people. Intercultural education is most explicitly accomplished through textbook contents which encourage interaction, exchange, desegregation, interdependency and solidarity among people belonging to different cultural groups living in the same territory. Yet nowadays many multicultural nations encounter difficulties in holding together multicultural diversity and in establishing harmonious interpersonal relationships. This work deals with content analysis as one of the most frequently applied research methods in the field of education; and it is concerned with the analysis of the intercultural content in English language textbooks used in B&H in elementary schools. The main goal of this research is to determine the quantity and quality of content that point to intercultural education in the textbooks of English language used in elementary schools in the Bosnia and Herzegovina. The research involves both quantitative and qualitative analysis. We selected nine categories, important for intercultural education throughout English language textbooks: identity, cooperation and friendship, respect, tolerance, cultural relativism, stereotype, prejudice, oppression, and labeling. Results of textual analysis will offer scientific insight about the possible contributions of English language textbooks to intercultural education in B&H. This research for us is important because we believe that if multiculturalism is accepted as an asset not as a burden, with its proper utilization within the education system, multicultural nations would inevitably continue to benefit from their diversity. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PE English,PR English literature https://omeka.ibu.edu.ba/files/original/1cb4c73f4bc14d028a695da66835c8ff.pdf 56833697334c2965ccd05d51afe3f9a1 PDF Text Text 1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo Development of IT in Education in Bosnia and Herzegovina Example: Faculty of Economics, University of Sarajevo Aida HABUL Prof. Dr., Sarajevo University, Faculty of Economics 71000 Sarajevo, Bosnia and Herzegovina aida.habul@efsa.unsa.ba Merdžana OBRALIĆ International Burch University, Faculty of Economics Department of Business Administration 71000 Sarajevo, Bosnia and Herzegovina m.obralic@ibu.edu.ba Abstract: Use of technology is changing the way we work, learn, and communicateeven the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. Keywords: IT, Development, Education Introduction Computerization is a process that facilitates the flow, saving and access to information. Looking through education, IT, when it comes to communication between professors and students and saving time, represents the relief during the educational process. This model of work has certain infrastructural and demographic requirements, therefore it is important to decide whether BH is able to support, and when they will have this feature. (dr.Zlatko Lagumdzija, mr.Zlatan Šabić, Mr.Tarik Zaimović, mr. Kačapor Kemal, mr. Dragan Ivanovic, 2006) Computerization is one of the areas of study that in a positive sense, is transforming the profile and image of the organization. It transforms the existing and creates new, appropriate educational programs. Therefore, the computer helps each organization, through stable and evolutionary development, to become a leading educational institution in its field at the state and regional levels. Computerization helps to increase the productivity of the organization to the extent that any set goals of that organization are available. Employees use new tools that will help their communication through modern technology. Today, technological support is such that the participants in the organization can unload most of their daily problems of a practical nature. Therefore, they can be concentrated on the objectives and essence of the teaching process. Staff of organization should have at their disposal the most modern computer-communication aids. Each business unit should be computerized. Internal communication should be at an extremely high level. (Dr. Zlatko Lagumidžija, 2006) Distance Learning (DL) Distance learning, abbreviated DL, is very often linked to modern methods of learning and comes from encouraging the expression of Distance Learning and translated into the Bosnian language means ‘’learning remotely’’. The idea of DL rests on dislocating classical classes and assignments to the new virtual classroom, where a completely new opportunity for study is provided to students. In addition to professor – student interaction, there is also student-student interaction. The phase of synchronous and asynchronous learning is being combined. It also replenishes individual and group work. If you are involved in the educational process, you will see that all of these forms ultimately complement each other. Distance learning, as a new form of learning, offers to students who do not have time to follow the daily lectures, to learn the material and offers them the possibility of learning in a time when it is most convenient for 327 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo them. This form of educational process, in the last 20 years due to the rapid development of information technology, computers and computer network, has joined, or has almost completely replaced the previously known methods of education. Enormous importance in the expansion of this form of education is placed on the Internet, as a global computer network, which is fast and relatively cheap, can connect very remote participants, and helps us overcome technical, linguistic and other barriers in the educational process. An increasing number of students in the world conduct a significant part of their studies at home, by using information from the Internet that are prepared just for them and designed to lead them through the process of learning and absorbing content. At the Faculty of Economics in Sarajevo, this kind of learning started six years ago, where the student through the Courseware received additional materials from the professors. In addition it served professors and other students for further explanation, the exchange of information and to work on common tasks. In the world market there are great courseware tools for organizing remote learning, as commercial and free software packages. Of the commercial tools among the best software packages are WebTV and Blackboard, and the free: Moodle and Caroline. Applications for distance learning, made by Moodle Courseware tool on Windows XP operating system and Apache / MySQL / PHP platform in the form of a local Web server, presents a view of basic opportunities of the software Moodle package in the organization process of distance learning. There are many legitimate reasons for the establishment and expansion of remote education. We have loose-linked or partially isolated parts of the country, we have employed and unemployed people who need various forms of supplementary education in the age in which, because of other obligations, cannot come to a classic educational environment and invest time in learning programs. We have educational institutions with tradition and quality that do not meet in the world bidders of educational content, and have, on the other hand, a relatively viable network IT infrastructure that can solve more technical service needs to distance learning. Education today is considered to be the condition of survival and development of modern societies, because the importance of education, especially in the field of information technology, is at a proportional size with technological development of society. Existing State of Computerization in Bosnia and Herzegovina In general, computerization in Bosnia and Herzegovina is a slow process that does not enjoy such a growth trend, such as in developed countries. Many factors, including the economic condition of the state and the level of education are determining this trend. Information and communication technologies as an integral part of the modern movement are changing our business world, as well as household and government institutions more slowly than expected. These changes promise faster and cheaper communication of citizens, which indirectly affects the positive development of society as a whole. (Sadovic Mirza, prof.dr.Aida Habul, 2008) It was noted that the number of Internet users is still bigger in the Federation of Bosnia and Herzegovina than in the Republic of Serbia and is 36% versus 20%. The younger generation uses this method of communication more than adults. When it comes to students, 80% of them are using the Internet. This information is useful to indicate that we are ready to head to more systematic and better access to organizational IT in higher education. (Rizvić Amra, 2008) In this case we have decided to take a more detailed analysis of use and development of pre-existing IT systems - Distance Learning (DL), its advantages, the current suitability of this vision of study in Bosnia and Herzegovina, and provide any suggestions for improving it. IT at the Faculty of Economics in Sarajevo 1. Faculty of Economics in Sarajevo The Faculty of Economics in Sarajevo was founded in 1952. From then until 2005 13,246 students of four-year study graduated 541 students of three-years of study and 2,578 students of two-year study. The Masters of Science degree acquired 435 candidates and there were 174 doctoral dissertations. The entire period since the establishment of the Faculty is characterized by intensive development focused on the following lessons and educational processes, as it’s modernizing. 2. View of the state of IT at the Faculty of Economics in Sarajevo The Faculty of Economics is a leader in the whole process of E-education in Bosnia and Herzegovina by the number of advanced courses, access to e-education and standardization of developed courses, which have devoted special attention to the aim of obtaining international certification - accreditation. Project E-education, 328 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo meaning Distance Learning (DL), which is developing at the Faculty of Economics as a project of the MIT (Management and Information Technologies) Center, began in 2005. The first generation of DL students (of 150) entered the DL study in the 2006/2007 school year. It is necessary to mention that this is not classical DL studies, but the combination of DL study and standard studies (70% of classes take place online, 30% in class). The largest part of each exam is graded in class. Today at the Faculty of Economics in Sarajevo, about 980 students are participating in the DL study and about 120 professors and assistants are involved. The Faculty of Economics in Sarajevo, out of all the faculties in the University of Sarajevo, is equipped with the most technology. It has 340 PCs (20% of the total number of PCs at the University of Sarajevo), 20 laptops and 6 MAC's. Network infrastructure is well made; all desktop computers are linked to the LAN network. There is also infrastructure for wireless connections (The hot spot in the building is in the square of liberation and the building at the Skenderija Plateau). When it comes to the DL project, the technical infrastructure of the Faculty is used, but one mail service and a computer room with 30 computers is reserved for this project, while other infrastructure is used if necessary. Nonpermanent faculty employee is not related solely to this project. Carriers of the project are members of the MIT Department of Economics, University of Sarajevo, together with technical personnel (7 are actively involved), working on improving service and providing the necessary assistance relevant to professors who create the DL course, in terms of getting acquainted with the teaching staff from the Moodle platform and students, who work in the function of the DL operator (13). (Rizvić Amra, 2008) Research The comparison of different research may find that the students expressed agreement that the development of IT raises the quality of study. It is a very small percentage of students who do not agree with the above statement, with no significant differences by years of study. It is interesting to notice that the students with the most positive attitude are the students in the final years of study. The reason for this could be that these are students who began their studies at the Faculty at a time when it was not at this level of IT maturity, and were witnesses of the progress. Unlike them, students of first, second and third years of study at the faculty come to the time when the use of information technology is almost the same as today. Conclusion Widespread use of technology is changing the way we work, learn, and communicate-even the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. The process of education in the distance is, "old" is more than a hundred years, and its temporal development depends on the development and availability of communication media. The first forms of remote education were based on letters and postal delivery as a communication tool. Recently the field of DL learning has been intensively studied for several reasons. The belief that the end of any secondary school or faculty stops the need for learning and education was long ago abandoned. From the introduction of the computer in daily human environment, human life has required change and adjustment, and training employees in an adequate way. In the past 20 years, distance education has become very popular in the world due to the rapid development of IT. In such a communication based environment, it becomes quite clear that modern communication has become the basis of human life. So learning with computers and computer networks has replaced the previously known methods of distance instruction, such as correspondence schools and educational programs on radio and television. This especially took place in countries where large distances always presented a problem in the organization of education, which today have developed IT infrastructure, such as Canada, USA, Australia and South Africa. Internet in these countries successfully overcame spatial distances and very well replaces all other known media. The purpose and meaning of Web lectures to listeners is that at any time they have access to teaching materials which are easier and better to be prepared for the coming lessons and exam preparation. New opportunities and responsibilities in the career of young people in terms of changes in places of work, change jobs because of better financial conditions, variable working hours, and a large number of meetings and business trips, work on the ground, etc., give the new generation of students who are able to finance their education by working, more and more access to learning programs from a distance. Learning from a distance is a form of modern learning which is applicable to all forms of education (schools, universities, specialist and postgraduate studies, etc.). Distance learning includes almost all the 329 �1. International Symposium on Sustainable Development, June 9-10 2009, Sarajevo essential features of classical learning and by accepting all the benefits of new telecommunications and computer technology, it is becoming modern. The process of DL study can be improved with better technical equipment and appropriate standardization. The need for international accreditation of Faculty, as a carrier of E-education is of extreme importance. E-education and this kind of study is the future of the world so Bosnia and Herzegovina should work hard to be in line with the world’s E-education. Reference Bajgorić N., (2005), Management of Information Technology, Faculty of Economics in Sarajevo, Sarajevo Bajgorić N., Kenjić V., (2006), ECTS - information package, Faculty of Economics in Sarajevo, Sarajevo Capgemini study, (2007), The User Challenge Benchmarking The Supply Of Online Public Services Colorful D. Seifer, 2003, The Use of Technology in Higher Education Service-Learning Jellassi T., Enders A., (2005), Strategijes for e-Business Creating Value Through Electronic & Mobile Commerce - Concepts & Cases, Prentice Hall, New Jersey Kotler, P., and Fox, K. (1995). Strategic Merketing for Educational Institutions, Prentice Hall, New Jersey Lagumdžija Z., Bajgorić N., N. Brkic, Šabić Z., Kačapor K., Zaimović T., Kenjić V., (2006) Basic project “Distance learning” Ekonmskom studies at the University of Sarajevo Lagumdžija Z., Zaimović T., Šabić Z., K. Kačapor, Ivanovic D., (2005), Management Information Systems, Faculty of Economics in Sarajevo, Sarajevo Mehić E., S. Brkic, Kenjić V., (2006), a guide for freshmen, Faculty of Economics in Sarajevo, Sarajevo Mujačić S., Z. Gajic, D. Matic, R. Beinhauer, (2007), Cross cutting report 2007 Bosnia and Herzegovina, WUS Austria, Graz Policy for Information Society Development in BiH, (2004), UNDP, Sarajevo Shaik, N., (2005),''Marketing Distance Learning Programs and Courses: A Relationship Marketing Strategy'', Online Journal of Distance Learning Administrator, Volume VIII, Number II. www.efsa.unsa.ba 330 � 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. 238 Title A name given to the resource Development of IT in Education in Bosnia and Herzegovina Example: Faculty of Economics, University of Sarajevo Author Author HABUL, Aida OBRALIĆ, Merdžana Abstract A summary of the resource. Use of technology is changing the way we work, learn, and communicateeven the way we carry out our regular, daily activities. In high education, technology has had a dramatic impact on teaching and learning, including service-learning experience. Service-learning classes and activities can be augmented through the use of technology to provide more effective experience for faculty, students and community participants. With their ready access to new technologies, higher education institutions are well-positioned to take advantage of rapid changes in the field. 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 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. 980 Title A name given to the resource Development of the Intercultural Competence in the Initial Foreign Language Teacher Education Author Author Mardesic, Sandra Abstract A summary of the resource. The contemporary research in initial teacher education is oriented towards development of student - teacher teaching competences through the reflective approach and experiential learning. In 2008 in Croatia, in the context of changes in teacher education at the university level within the 'Bologna reform process', a new competence-development curricula was introduced in initial foreign language teacher education. The development of foreign language teacher competence and its components within the new university curricula were examined through the application of the reflective approach and a new instrument, the European portfolio for foreign language teachers. The participants in this study were 66 student- teachers of English, French, and Italian from three Croatian universities. Research was conducted during the practical part of their education in Croatian schools. A mixed research method was applied. It included a quantitative analysis of students’ self- evaluations of gained competences according to the descriptors in the portfolio and a qualitative analysis of a semi - structured interview with the participants about their experiences in working with a portfolio. The results of this research show that new foreign language teacher education programs do not sufficiently develop certain components of teacher competence such as the intercultural competence. Even though that component is stressed in the ministerial programs for foreign language teaching in public schools and it is formally included in the university curricula, the students seem to fail to recognize the connection between language and culture and are more oriented towards teaching methodology of reading, listening, speaking and writing. Date A point or period of time associated with an event in the lifecycle of the resource 2012 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/005c18087b690c8c477cede5039c17ff.pdf 68108dc7c5262e16e8c9cf24a733a2f6 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Deyimlerin Kültürel Özellikleri (Azerbaycan, Türk, Özbek ve Uygur Dillerinde) Günel Ġsayeva Bakù Slavyan Universitesi, Azerbaycan gunel.isa81@gmail.com Özet: Bildiride Turk kùltùrùnù; tùrklerin ulusal ôzelliklerini, ayrıca, dùnyaya bakıĢ açısını, dini gôrùĢlerini, tefekkùr tarzını, psikolojisini, tarihini, inanclarını, ôrf ve adetlerini, mitoloji ve kosmoloji tasavvurlarını, yaĢam koĢullarını yansıtan deyimlerin ôzellikleri araĢtırılmıĢtır. ÇağdaĢ Tùrk dillerinde bugùn de iĢlenen deyimlerin meydana gelme sebepleri incelenerek kùltùrel açıtan semantik anlamları ùzerinde dayanılmıĢtır. Tùrk dùĢùnce yapısını aksettirmesi açısından bakıldığında deyimlerin turkçe geleneksel deyimlerin izlerini taĢımakta olduğunu gôrùyoruz. Deyimlerin kùltùrel temele sahip olması onların toplumun kùltùr yaĢantısından izler taĢıması ve kanıtlar sunması doğaldır. Anahtar kelimeler: deyim, kùltùr, Tùrk dilleri GiriĢ Ġnsanlar arasında karĢılıklı iliĢki yaratan tek ve aynı zamanda benzersiz bir araç olan dil hemde insana ôzgù eylemlerin bir sonucudur. Çevrenin bu araçla yansıtılması, pratik ve teorik bilgilerin pekiĢtirilmesi, bu bilgilerle dùnyanın kavranması dilin varlığının iletiĢimde çok ônemli olduğunu gôsteriyor. Ġnsan dùĢùnceleri dile aktarılarak çôzùmlene, değerlendirilebilir ve bu değerlendirme, çôzùmlenme dilbilim ile yapılmaktadır. Dilin dilbilim nesnesi olarak bilimsel araĢtırmaların konusu olması kùltùrlerin gizli kalmıĢ ôzelliklerinin açılmasının bir amacıdır. Bu açıdan dil kùltùr arasında sıkı iliĢki ve dayanıĢma dil, kùltùr, hatta tarih araĢtırılmalarında çok etkili yardımcıdır. Kùltùrlerarası iletiĢimde baĢlıca rol oynayan deyimler dilin kùltùrel iliĢkisini kendisinde tecessùm ettiriyor. Bu da deyimlerin ulusal-kùltùrel yanlarının sayesinde gerçekleĢir. Dilbilimin diğer alanlarına nazaran deyimbilimin araĢtırma tarihi genç olsada, bu alanda sayısız araĢtırma eserlerine rastlanır. Etnokultur içerik taĢıyan frazeoloji birimler çeĢitli ùlkelerin dilbilimcilerinin defalarca araĢtırma nesnesi olmuĢtur. Bir dilin sôz varlığı ve deyimbilimi belli dùzeyde benimsenilmelidir, bu da konuĢmada onların dùzgùn ve akıcı kullanımını sağlıyor. Dilbilimde belirtildiği gibi, "eğer anlambilim mahiyet itibariyle hayat gerçeklerini, olaylarını, faktôrlerini, sùreçlerini tùmùyle yansıtıyorsa, deyimbilim ôncelikle his ve heyecan, ùzùntù ve sevinç, sevgi ve dostluk, çekiĢme ve mùcadele gibi, kalite belirtilerini kapsamaktadır (Royzenzon ve Avaliani, 1967). Dilin deyim (frazeoloji birim) katını oluĢturan çeĢitli frazeoloji birimler deyimbilime karmaĢık dil iĢaretlerini ôğrenen dilbilim alanı gibi bakmaya esas veriyor. Genelde, dilin deyim sistemi farklı tùrlù ve çok yanlı olaydır. "Deyimbilim daha canlı, hareketli ve çeĢitli hizada olan dil olaylarını inceler (Vinoqradov,1946). Frazeoloji birimler gerçeğin obrazlı kabul edilmesi temelinde oluĢur, herhangi dil topluluklarının gùnlùk yaĢamını, kùltùrel ve tarihi birikimini yansıtıyor. "Onlar (frazeoloji birimler - G.Ġ.) kendisinde masal, mitolojik, dini ve edebi metinlerin parçalarını taĢıyor ve bağlamdan canlılığa sahiptir" (Teliya, 1981). Deyimbilim dilbilimin diğer alanlarından farklı olarak, kuĢaktan kuĢağa, hemen hemen hiçbir değiĢikliğe uğramadan yollanır. Bilindiği gibi, "deyimler dil dùzeylerinin (fonetik, sôzcùksel, morfolojik ve sintaktik) tam teĢekkùlù zamanı oluĢur" (Әlizadə, 2009). Bu bakımdan dilin frazeoloji birimlerini derinden ôğrenmek o dilin kanunlarını benimsemektir. Frazeoloji birimler; kùçùk metin, tarih ve mitoloji gôrùĢler (mikromətn, mikrotarih, mikromif) – bu "kùltùr kodu"nda iletiĢimin tùm hattı, olayı Ģifrələnib" (Kovaleva ve Yakuçakova, 2010). ĠĢte bu açıdan da dilin deyim katı karmaĢıktır. Aynı zamanda dil "onun koruyucusunun milli kùltùrùnùn aynasıdır: dil birimleri halkın - dil taĢıyıcılarının yaĢam tarzına Ģu veya bu ôlçùde uygun içeriği yansıtıyor" (Felisina ve Mokienko, 1990). Herhangi bir etnosun dilinin derin katlarını, ulusal ôzelliklerini, ayrıca, tefekkùr tarzını, psikolojisini, kùltùrùnù, tarihini, yaĢam koĢullarını ve diğer niteliklerini içeren, koruyan dil birimlerinden en ônemlisi frazeoloji birimlerdir. "Frazeoloji birimler dil ve tefekkùrùn karĢılıklı abstraksisinin ùrùnù olmasaydı, dilin bilgeselliyi ve ulusal doğasının, halkın etnik psikolojisinin gôstergesine dônùĢmezdi‖ (Әlizadə, 2009). 533 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ―Halkın dili onun ruhudur ve halkın ruhu onun dilidir – bundan gùçlù aynı bir hadise yoktur‖ (Zveqinsev, 1965). Frazeoloji birimler ise bu ruhu dıĢarıya yansıtan ve tùrk dillerinin dil manzarasını yaratarak dùnyanın dil manzarasına dil ve kùltùr açısından ôzellik katan dil birimleridir. Her milletin dilinde onun dunyaya bakıĢ açısı, hayat yolu, tarihi geliĢmeler bir Ģekilde kendini gôsteriyor (Axundov, 2006). ÇalıĢma Yöntemi AraĢtırmada tarihi karsılaĢtırmalı dilbilim yôntemi kullanılmıĢtır. Frazeoloji birimlerin iç yapısını açmak için onların etimolojisi de araĢtırılmıĢtır. Amaç, ÇağdaĢ Azerbaycan, Tùrk, Özbek ve Uygur dillerinde iĢlenen deyimlerin yaranma sebeplerini ôğrenmek, kùltùrel ôzellik taĢıyan faktôrlerin deyimlerin yaranmasında ne gibi rol oynadığını aĢkarlamaktır. Örnekleme AraĢtırmaya sevkedilen Azerbaycan, Tùrk, Özbek ve Uygur dillerinde sôzlùklerden, deyimler sôzlùğùnden ôrnekler seçilmiĢ, onlardan dini, simgesel, mitoloji ôzellikleri, inanc sisteminin unsurlarını, kult izlerini taĢıyan deyimler ôrnek olarak verilmiĢtir. Veri Analizi Süreçleri Kùltùrù içeren kavramlar deyimlerde kendini gôsteriyor; renklerin, rakamların simgeselliyi, tùrk mitoloji dùĢùncelerin ilkin ôgeleri, Ġslamdan ônce ve sonrakı dini gôrùĢler, hayat tarzı ve gelenekler, inanıĢlar deyimlerin kùltùrel nitelik taĢımasını sağlıyor. Bu ôzelliye sahip deyimler tùrk dillerinin sôzlùklerinden alınmıĢ karĢılaĢtırılmıĢtır. Deyimler renk adlarının deyimlerde rolu, sayıların sembolik nitelikleri, mitoloji tasavvurlardan ve inançlardan tùreyen deyimler gibi gurublaĢtırılarak farklı ve benzer ôzellikleri ortaya koyulmuĢtur. Tùrk dillerinde, ôzellikle, Azerbaycan, Tùrkiye, Uygur ve Özbek Tùrkce`lerinde deyimler arasındaki sôzcùksel bağlar ortaya koyularak bu diller arasındaki ortak kullanımların, ortak fikirlerin tespiti sağlanmıĢtır. Bu dillerin kôkenleri aynı tarihe ve aynı kùltùre dayandıkları için deyimleri arasında benzerlikler vardır. ĠĢte bu çalısma aynı kôkenden gelen, aynı kùltùrù paylaĢan toplum arasındaki ortak dùsùnceleri ve ortak kullanımları ortaya koymuĢtur. Aynı kùltùrùn bir parçası olan bu deyimler arasındaki farkın sadece Ģekil yônùnden olduğu ve anlam olarak aynı dùĢùnceleri ifade ettiklerinin tespiti sağlanmıĢtır. Fakat bazı farkların da olmadığını da sôylemiyoruz. Bu farkların olması doğal, cùnkù farklı hayat tarzı sùrmùĢler ve bu da kendini deyimlerde gôsteriyor. Bulgular ve Yorum Her milletin kendine ôzgù tarihî ve kùltùrel değerleri vardır. Bir millet baĢkalarından farklı kılan da, sahip olduğu bu değerleridir. Dùnyanın en kôklù ve bùyùk milletlerinden olan Tùrkler, tarihî ve kùltùrel değerlerini, ôrf, adet ve geleneklerini, dinî inançlarını, mitoloji tasavvurlarını dùnden bugùne bùyùk bir itina ile taĢımıĢlardır. TaĢıdıkları tùm bu nitelikler dillerine de yansımıĢtır. Tùrk dili, Tùrk milletiyle birlikte, çok geniĢ alanlara yayılmıĢ zengin bir dildir. Tarihin derinliklerinden gùnùmùze uzanan bu zengin dil, dùnyada en çok konuĢulan diller arasında yer almaktadır. Yayılma alanlarına kesin sınırlar konulamayan Tùrk dili, çok geniĢ alanlara yayılmakla kalmayıp kendi içinde tekrar bùyùklù kùçùklù kollara bôlùnmùĢ kendine has ôzelliklere sahip olan dillere dônùĢmùĢler. Tùrk dillerinin sıkı dil bağları olduğu için onların sôzcùk sistemi de ortak dil birimleriyle zengindir. Tùrk dillerinin kelime hazinesini zenginleĢtiren, eski Tùrklerin genel anlamda kùltùrel ôzelliklerini kendinde taĢıyarak koruyan ve savunan dil birimlerinden biri de deyimlerdir. Deyimler, dilin sôzcùk sistemindeki boĢlukları doldurmakta ve çoğu zaman bir nesneyi, niteliği, sùreci, koĢulu ve buna benzer durumları tek bir ifade haline getirmektedir. Deyimlerin oluĢumu, dùsùnce gereksinimi ile dilin sınırlı sôzvarlığı kaynakları arasındaki çeliskiyi azaltmaktadır. Deyimler bir dilin hazinesidir ve genelde açık bir sekilde ulusal karakter taĢımaktadır. Bir halkın tarihi, kùltùrù ve yasam zenginliği deyimlerde anlam bulmaktadır. Dilin anlatım gùcùnùn en iyi tespit edilebildiği sôz varlıkları, deyimler olduğu kabul edilmektedir ve onların oluĢturulmasında, sôz konusu kùltùrùn temel değerlerinin baĢ rolù oynadığı bilinmektedir. Bunlar arasında renk adlarının, rakamların simgeselliyi ve bùyùlù nitelik taĢımalarının, inanc sistemini oluĢturan kult ve dinin, ôrf ve adetlerin, mitoloji ve kosmoloji dùĢùncelerin, hem toplumun temel kùltùr değerlerinden, hemde deyimlerin yapısında ônemli bir iĢlev ùstlenen ôgelerden olduğu muhakkaktır. 534 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Renklerin deyimlerdeki anlamı Renklerin ifade ettiği anlamlar ve anlam çağrıĢımları toplumdan topluma hem değisiklik gôsterirə hemde farklılıklar arz edebilir. Tùrk tarihinin en eski devirlerden baĢlayarak, çesitli renklerin sembol anlamlardan baska, manevî ve millî anlamlar da kazandığı gôrùlmektedir. Deyimlerde renk bir kavram gôstermektedir. Mesela, ak çoğu durumda iyi, olumlu kavramı; kara ise kôtù, olumsuzluğu gôstermektedir. Dolayısıyla renklerin gôsterdiği kavramlar ùzerinde de durulması gerekmektedir. Mesela, ak renginde ―iyi, olumlu; temizlik, arılık; dùrùst, doğru (insan için); beyaz tenli, gùzel; yaslılık, basarı‖ gibi kavramlara tùrk dillerinde rastlanmaktadır. Ak rengi ÇağdaĢ Uygur ve Özbek dillerinde ak sünek//ak suyak deyimlerinde iĢlenmiĢtir. Bugùn de tùrk dillerinde iĢlenen ak kemik deyimi asıl soylu kimse, çok saygılı, çok temiz kisiler için kullanılmaktadır (Uyqursko-russkiy slovar, 1968). Ak rengin, Tùrklerin en eski inançlarından olan ġamanist dônemle ilgili bazı manevî inançlarından kaynaklanarak ululuk, adalet ve gùçlùlùk anlamları kazandığı gôrùlmektedir. Tùrk ġamanizminde Ülgen, hayır ilâhıdır. Ülgen‘in altın kapılı sarayı ve altın tahtı vardır. ġaman dualarında ona Beyaz Parlak (Ak Ayas), Parlak Hakan (Ayas Kaan) vb. Ģekilde hitap edilir. ĠnanıĢa gôre Ebem Kusağını (Gôk Kusağı) da o yaratmıĢtır (Ġnan, 1987). Bu sebeple ġamanlar kùlâhlarını bilhassa beyaz kuzu derisinden yaptırırlardı. Çùnkù, itikatlarına gôre beyaz renk, temiz ruhların hosuna giderdi (Ġnan, 1987). Buradan giderek ak sôzù ve rengi ġamanizm Tùrk inançlarında arılık ve yùceliğin bir sembolù haline gelmiĢtir. Bu yùzden ak renk için ―baĢ renk‖, ―esas taraf‖ da diyenler vardır (Genç, 1997). Yine bu inançlardan kaynaklanarak Tùrklerde ―aklık‖ temizliktir, arılıktır, yùceliktir, ululuktur. YaĢlılık, tecrùbe ile dolu oluĢ ve bir kocalıktır, bùyùklùktùr. Devletin ululuk, adalet ve gùçlùlùğùnùn bir sembolù, devlet bùyùklerinin, ôzellikle savaĢlarda giyindikleri bir giysi, elbise rengidir. Beyaz renk elbise, bilhassa Hun bùyùklerinin ve subaylarının bir ùniforması gibi algılandığı gôrùlmùstùr. Beyaz at da ordu içindeki bùyùk rùtbelileri askerlerden ayıran bir isaretti. Bu gelenek Tùrklerden Moğollara da geçmis ve Cengiz Han devletinde de devam etmistir (Ögel, 1991). Eski Tùrklerde ak sôzù daha çok Oğuzlarda kullanılmıĢ, diğer Tùrklerde ise ak yerine daha çok ―ùrùng‖ sôzù yayılmıĢtır. Batı Tùrklerinde ―aksakal‖ deyimi, yaslı, akıllı ve bilge bir kiĢiyi aklımıza getirirken, Kutadgu Bilig‘de Doğu Tùrklerinde ôlùmùn yaklaĢtığını hatırlatır, ―sakalın ùrùng olunca ôlùmùn yaklaĢtı‖ demektir (Ögel, 1991). Ak – soy, ak soylu anlayıĢı da Karahanlı kùltùr çevresinde ürüng kelimesinin tanıtılmasıyla yapılmıĢtır. Özellikle Çingiz Han devletinin etkileri altında kalan Tùrk bôlgelerinde, ak – kemik, kara – kemik deyimleri; idare edenlerle edilenleri birbirinden ayırmak için kullanılmıĢtır. Gôktùrk yazıtlarında, yalnızca kara – kamıg, yani kara – kemik sôzù bulunmaktadır. Bu deyimle halk kitlesinin anıldığı gôrùlmektedir (Ögel, 1991). Tùrklerde boz kelimesi renk anlamından baĢka ―genç‖ anlamını da taĢıyor. Boz kelimesi ÇağdaĢ Özbek ve Uygur dillerinde bўz bola (Uzbeksko-russkiy slovar, 1959)//bўz ẏiqit//boz bola (Uyqursko-russkiy slovar, 1968) frazeoloji birimlerinin tarkibinde iĢlenmektedir. Harfiyan ―boz oğlan‖, anlamca her Ģeyin sağını solunu tam anlamıyla daha anlayamamıĢ; ergenlik çağına ermiĢ, fakat henùz delikanlılık olgunluğuna eriĢememiĢ genç erkek demektir. Boz kelimesi, açık toprak rengi, kùl rengi, boz renk olarak açıklanmıĢtır. Ayrıca açılmamıĢ ve sùrùlmemiĢ (toprak) anlamında kullanılmaktadır. DTS‘de boz ―gri‖, ―kır dùsmùs‖, gri tonları (tùy rengi, don) olarak gôsterilmiĢtir (Drevnetyurkskiy slovar, 1969). Bu frazeoloji birimin içerdiği "boz" sôzù hakkında çeĢitli gôrùĢler ileri sùrùlmùĢtùr. Öyle ki, boz bola frazeoloji birimindeki boz kelimesi "Boz ayğırlı Bamsı Beyrek" adı almıĢ oğlanın "Bozoklar" kavmına ait olduğunu belirtmek için iĢlenmiĢ deyimdir. BaĢka tahminlere gôre ise bu deyimdeki boz kelimesi "genc, yetiĢkin" anlamını bildiriyor (Elekberova, 2007). DùĢùnùyoruz, bu ônerme daha doğrudur, çùnkù Tùrk dillerinde de bu deyim aynı anlama geliyor. Kırgız dilinde de boz bala Ģeklinde rastlıyoruz ve bu dilde de aynı anlam veriyor. Ayrıca, boz bala frazeoloji biriminin Uygur dilinde boz jiqit seçeneğine de rastlıyoruz. Onun anlamı ise "bekar erkek" demektir. Deyimlerde sayıların sembolik nitelikleri Genelde, Tùrk dillerinde frazeoloji birimlerin oluĢmasında sayılar da rol oynuyorlar. Sayılardan oluĢan frazeoloji birimlerin anlamlarında her bir rakamın semantikası ve onlardakı kutsallık deyime yansıyor. Bu da bazı rakamların kutsallığının Tùrklerin dini-mitolojik gôrùĢlerinde, inançlarında, felzefi dùĢùncelerinde taĢlaĢıp kalması ile ilgilidir. Öyle ki, bir -Allah'ı, iki - yeraltı ve yerùstù dùnyayı, dôrt - dùnyayı yaratan dôrt unsuru, yani ateĢ, su, hava, ve toprağı, dokuz - gezegenleri, yedi - çoğulluk kavramını bildiriyor, beĢ danıĢık organlarını, altı ise tarafların sembolù gibi alqılanılıyor. Tùrk halk inançlarında rakamların bùyùlù gùcùne olan inancın, eski kamlık dùsùncesinin etkisi ve Ġslâm‘ı kabul ettikten sonra Arapların alfabe dùzenlerinde her harfe bir sayı değeri verdikleri ―ebced hesabı‖nın (Mercanlıgil, 1960) etkisiyle Ģekillendiğini dùĢùnmekteyiz. Tùrk halk kùltùrùnde 3, 7, 9, 40 gibi rakamlardan ôzellikle kırk rakamının ônemli bir yeri vardır. Kırk gùnlùk, kırklamak, kırk yıllık v.b. gibi sùrelerin oynadığı 535 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo rolùn ônemine binaen, bu rakamın mistik bir kuvvet kazandığına inanılmaktadır (Karahan, 1951). Halk inançlarında genelde 3, 7, 9, 40, 41 rakamlarında mistik bir yôn ve bùyùsel bir gùç olduğu savunulmaktadır. Bu sayılardan 3 ve 7 yaygın bir sekilde kullanılmaktadır. 9 sayısı sonsuzluğun,ululuğun simgeselliyi gibi algılanılıyor. Özbek dilinde tôrenle ilgili yaranmıĢ bir deyim vardır 9 rakamı o deyimde semboliktir. Örneğin, tomsa tўққuz, oқsa ўtuz (Umarov, 1971) frazeoloji biriminin harfiyan anlamı "damcılasa dokuz, aksa otuz" demektir. Bu frazeoloji birim eski tôrenle bağlı oluĢmuĢtur. Öyle ki, eğlence gecelerinde eğer kimse Ģarabı yere dağıtsaydı, onda o kiĢiyi zorluyorlardı ki, dokuz Piyale Ģarap içsin. Eğer Ģarap tamamen yere dağılsaydı, onda o kiĢi mecburen otuz kadeh Ģarap içme idi. Uygur dilinde Yette ata (Uyqursko-russkiy Slovar,1968) frazeoloji birimi mevcuttur ki, çok uzak, ulu nesil anlamını taĢıyor. Yedi arka ulusuna, neslin yedinci kôkùne kadar olan akrabalık iyerarxiyasını bildiriyor. Tùrkçe'de bu deyimin baĢka bir varyantına yedi arka dönen//yedi arka geçinen ifadesine rastlanır. M.Adilov bu deyimin en eski kabile yapısının izlerini muhafaza ettiğini yazıyor; Ata-baba kultuna, bùyùklere, ihtiyarlara derin saygı besleyen Tùrk milleti içerisinde yedi arka ulusun (dônen) tanımak çok zor olarak gôrùlùyordu, Ģunları tanımayanlar asılsız ve genellikle yaramaz adam olarak gôrùlùyordu, saygıdan, otoriteden, gôzden dùĢùrdù. Yedi arka neslini tanımayanı eski qırğızlar "kul" olarak yapıyorlardı. Onlar hatta ana hattı ile yedi arkasını (dônənini) tanımayanlara "kul" diyorlardı (Adilov, 1988). Genellikle, yedi arka ulusunu (dônənini) tanımak eski Tùrk kabile gelenekleri ile ilgili olmuĢtur ve "yedi arka dônen" birimi tùrklerin yaĢam ve aileiçi iliĢkileri ile alakalıdır. Tùrk dilinde mevcut olan yedi kat yabancı (Aksoy, 1988) frazeoloji birimi "akraba veya tanıdık gibi yakınlığı bulunmayan" anlamına gelir. Özbek dilinde de tamamen yabancı, akrabalık iliĢkisi olmayan bir insanı belirten etti ѐt beqona (Uzbek tilininq izoxli lugati, 1981) frazeoloji birimine rastlıyoruz. Hatta frazeoloji birimin anlamını gùçlendirmek için "yabancı" anlamına bildiren ѐt ve beqona kelimeleri birlikte iĢlenmiĢtir. Genellikle, yedi sayısı diğerlerinden daha gùçlù kutsallığa sahiptir ve onun bu seviyeye yùkselmesi "insan dùĢùncesinde çoğulluk kavramının geliĢmesi ile doğrudan ilgilidir" (Qıpçaq, 2002). Birçok halkların, ôzellikle de Tùrklerin mitolojik tasavvurlerinde yedi sayı kutsallığın simgeselliyi olarak yaĢıyor. Ve bu tasavvurlar frazeoloji birimlerde kendini gôsteriyor. Mitoloji, dini görüĢlerden, adet ve törelerden türemiĢ deyimler Her ùlkenin, kùltùrùn, kuĢağın içinde bulunduğu evreni, dùnyayı, çevresindeki nesneleri kendine ôzgù bir algılama biçimi vardır. Tùrk mitolojisinde ve inanç sisteminde atalar kùltù, tabiat kùltleri, gôk tanrı kùltleri, dini tôrenler gùnùmùzde iĢlenen deyimlerin oluĢmasında esas rôl oynadıklarını onların etimolojisini araĢdırırken gôrùyoruz. Tùrk mitolojisinde gùneĢ, ônceleri daha bùyùk bir ôneme sahipti. M.S. 763 de Uygurlar "Mani" mezhebini kabul edince, yavaĢ yavaĢ "Ay"da bùyùk bir ônem kazanmağa baĢlamıĢtı. Bununla beraber Bùyùk Hun Devleti zamanında hem gùneĢe, hem de aya, ayrı ayrı saygı gôsterildikten sonra, kurbanlar kesildiğini de biliyoruz. ÇağdaĢ Özbek dilinde kullanılan kўzi ѐrimoқ fiili frazeoloji biriminin harfiyan anlamı "gôzù iĢıqlandı" demektir. Ёrimoқ fiili "aydınlatmak, aydınlık olmak" anlamını ifade etse de, frazeoloji birimin anlamı "doğurmak, dùnyaya çocuk getirmek" demektir. ÇağdaĢ ôzbek dilinde iĢlenen bu frazeoloji birime "Oğuzname"nin Uygur versiyonunda rastladık: ... Ay қağanuң közü yarıp bodadı, erkek oğul toğurdı (Oğuznamələr, 1993). Uygurca Oğuznâme'de Oğuz-Han'ın babasının adının, "Ay-Han" olduğu sôylenir. Maalesef, bu Oğuznâme'nin baĢkısmı kaybolmuĢtur. Bu sebeple, bu "Ay-Han"ın kim olduğunu anlayamıyoruz. Bilindiği ùzere, Oğuz Han'ın ikinci oğlunun adı da, Ây-Han" idi. Burada "Ay-Han" yalnızca bir ùnvandır. Yoksa bazılarının dedikleri gibi, Ay-Han, "Ay'ın Han"ı, Kùn-Han da "GùneĢ'in Han'ı değillerdi. Elbetteki Ay-Han, Tùrk mitolojisinde Ay'ı temsil eden sembolik bir ad idi. Tùrklere gôre ay, erkek idi. "Ay-Ata" deyim ve adları, buradan geliyordu. Tùrk-Moğol efsanelerinde "Ay'ı, çocuk doğurtan bir baba olarak" da gôrùyoruz. Özbek dilinde ise kўzi ѐrimoқ frazeoloji birimi xotunin kўzi ѐridi Ģeklinde iĢleniyor. "Öğuzname"deki versiyon ÇağdaĢ Özbek dilinde iĢlenen kўzi ѐrimoқ frazeoloji biriminin invarinatının (ilkin varyantının) seçeneği hesap edilecektir. Tùrk mitolojisinde Aydan ıĢık doğması tasavvurları mevcut olmuĢtur. ĠĢte bu elementin "Oğuznae"de yansıyan Ay kağana aktarılması invarinat anlamın variantını dahil frazeoloji anlamı meydana getirdi. Ayrıca metn`de kўzi ѐrimoқ frazeoloji birimine "doğurmak" anlamını taĢıyarak ѐrimoқ seçeneği de kullanılıyor: Töl boğaz boldı. Künlәrdәn son, keçәlәrdәn son ẏarudı, üç erkek oğulңı toğurdı (Oğuznamələr, 1993). Bu da onun gôstergesidir ki, Tùrk dillerinde tek kelimeden oluĢan frazeoloji birimlerin varlığı eski kôklere bağlıdır. Gôrùldùğù gibi, Tùrk halklarının mitolojik tasavvurlarında yansıyan stereotiplər frazeoloji birimlerde de kendini gôstermektedir. Eski Tùrklerde, yas alâmeti olarak yùksek sesle ağlanmakta, yùzler parçalanmakta ve kesilmektedir. Orhun Abideleri'nde yas tutarken saçların ve kulakların kesildiği, feryat ederek ağlanıldığı zikredilmektedir. ÇağdaĢ Tùrk dillerinde mevcut olan kan ağlamak veya Azerbaycan dilinde qan yaĢ tökmek (Orucov, 1976) frazeoloji birimi de eski tùrklerin defin tôreni zamanı yaptıkları adetlerden kalmıĢtır. Tùrklerin defin tôrenlerine gôre ôlùyù çadıra koyarlarmıĢ sonra ôlmùĢ kiĢinin oğulları, torunları ve baĢka akrabaları çadırın karĢısında 536 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo koyun yahud at kurban kesermiĢlerdi. Sonra çadırın etrafına yedi defa dolanır, yùzlerini bıçakla keser sesli ağlarlardı; gôz yaĢları kana karıĢıb akardı. Defin ederken de ağlar ve yùzlerini keserlerdi (Rəcəbov ve Məmmədov, 1993). OĢuқi alçı kelivatidu frazeoloji birimi "iĢleri yolunda gitmek, Ģans getirmek" anlamında birçok Tùrk dillerinde iĢleniyor. Bu ifade Tùrk uluslarında "aĢık oyunu" gibi mevcut olan oyundan oluĢan ve deyimleĢerek Tùrk dillerinde Ģimdiye kadar da iĢlenmektedir. Tùrklerde "âĢık" koyunun arka ayağının diz kemiğine deyilirmiĢ. Oyunun içeriği Ģu ki, aĢığı atarken onun yan tarafı yukarı dùĢerse, aĢığı atan kiĢinin "aĢığın alçı kalkıp", yani kazanmıĢtır demektir. Bu oyun Azerbaycan'da Ģimdi de çocuklar arasında oynanır. Özbek dilinde bu frazeoloji birim oĢiği olçi (Uzbeksko-Russkiy Slovar, 1959) Ģeklinde, ismi frazeoloji birim gibi mevcuttur. OĢuқi alçı kelivatidu frazeoloji birimi Tùrk dilinde aĢığı bey (cuk / cuk) oturmak (Aksoy, 1988) seçeneğinde iĢleniyor. Bu frazeoloji birimin içerdiği bey ve cuk sôzlerine Ö. Aksoy Ģôyle izah etmiĢtir: "cuk aĢığın çukur gôbek tarafı, bey "cuk" arkasındaki yuvarlak tarafsız" (Aksoy, 198). Tùrkçe'de iĢlenen bu frazeoloji birim maçası alçı kalkıp (Aksoy, 1988) Ģeklinde de kullanmaktadır. Özbek dilinde iĢlenen anқoninq tuxumi//uruği frazeoloji biriminin harfiyen anlamı "anko kuĢunun yumurtası" demektir. "Anko" mifik kuĢ ismi olup Ġbranice anak kelimesinden tùremiĢtir, isim olarak anlamı gerdanlık, uzun boyunlu div, fiil olarak ise gerdanlık takmak, boğmak, boğazı sıkmak anlamlarına gelir (Batislam, 2002). ―Anka; uzun boyunlu, ismi olup cismi olmayan bùyùk bir kuĢtur. Simurg, Zùmrùdùanka adlarıyla da bilinir. Cennet kuĢuna benzer yeĢil bir kuĢ olduğu için bu ad verilmiĢtir. Bu adların dıĢında Anka, Semender, Devlet KuĢu, Phoenix, Tuğrul, Hùmâ adlarıyla da bilinir" (Batislam, 2002). Arapça'da Anka, Farsça'da Simurg adı verilen; Tùrkçe'de ise, bu iki isimle ya da bu iki ismin birleĢmesinden meydana gelen Zùmrùdùanka (Simurg u Anka) adıyla anılan, Ġslâm tasavvuf ve sanatında da ônemli yer tutan efsanevî kuĢ, benzer nitelikteki baĢka kuĢlarla karıĢtırılmıĢtır. Genellikle, Anka, Simurg, Humay gibi efsanevi kuĢlar hakkında çeĢitli yorumlar vardır. M.Adilov Simurg kuĢu hakkında Ģôyle yazıyor: "Eski esatirlere gôre Elbrus Dağı'nda yaĢıyor. Bazı kaynaklarda bu dev ve efsanevi kuĢa Әnqa (veya Ünqa) denir" (Adilov, 1988). Anka kuĢunun yumurtası olması konusunda ama kimse bahsetmiyor. Yalnızca M. Adilov Humay kuĢundan bahsederken bu kuĢ hakkında varolan rivayetlerden birine gôre onun yumurtladığını yazıyor; "Bir rivayete gôre, Bùyùk Okyanus adalarında, Hindistan'da, Çin'de, Kıpçak bozkırlarında yaĢayan kuĢtur ki, gôlgesi herkesin ùstùne dùĢerse, o kiĢi veya padiĢah, yada zengin, zengin, mutlu kiĢi oluyormuĢ. Gùya havada yumurtlar ve yavrusu havadaca yumurtadan çıkıp uçmaya baĢlarmiĢ ..." (Adilov, 1988). Bôylece, Anka veya Simurg, Humay kuĢlarının aynı efsanevi kuĢ olma ihtimali ortaya çıkıyor. DùĢùnùyoruz, Humay kuĢunun havada yumurtlaması hakkındaki rivayeti anқoninq tuxumi frazeoloji birimi doğruldur. Özbek dilinde bu frazeoloji birim çok ender bulunan veya çok zor bulunan, bulunması mùmkùn olmayan bir Ģeyi belirtmek için kullanılır. Humay kuĢunun havada yumurtladığı yumurtanın da elde edilmesi muhtemelen mùmkùn olmayan bir iĢtir. Buradan da ihtimal olabilir ki, Anko, yani Simurg ve Humay aynı kuĢtur. Örneğin, Ҩavas bўlsa, anқoninq tuxumi ҩam topiladi. (Oybek, "O.v. Ģabadalar") Bunqa iĢonadiqan odam ҩozir anқoninq tuxumi (Uzbeksko-Russkiy Slovar, 1959). Tùrkçe'de anқoninq tuxumi frazeoloji birimine "kuĢ sùtù" (Aksoy, 1988) frazeoloji birimi uygun geliyor. Özbek dilinde қўlini yuvub <қўltikқa urmok> frazeoloji birimi ayrıca "kul yuvmok" biçiminde de dilde iĢleniyor. ġ.Raxmatullayev tahmin ediyor ki, Özbek dilinde "қўl yu vmoқ" "қўlini yu vub қўltikқa urmok" frazeoloji biriminin kısaltılmıĢ varyantıdır. Fakat E.A.Umarov yazıyor, Özbek dilinde el yuvmoқ//ilik yuvmoқ frazeoloji birimi XIX yùzyılda artık қўl yu vmoқ biçiminde iĢlenmeye baĢlamıĢtır. Bu da "el" ve "ilik" kelimelerinin aynı dônem için artık dilden çıkmasıyla bağlıyor (Umarov, 1971). A.Zayonçkovski "el yumak" frazeoloji biriminin Fars dilinden tùrk dillerine geçen bir taklit olduğunu sôylùyor. E.A.Umarov ise A. Zayonçkovskinin fikrine itiraz ederek yazıyor: "Birincisi, "қўl yu vmoқ" frazeoloji birimi eski Tùrk yazılı yapılarında gôrùlùr ve yaygın olarak seçenekleri ile birlikte iĢlenmiĢtir. Ġkincisi ise, ÇağdaĢ tùrk dillerinde sadece yazılı dilde değil, ayrıca sôzlù dilde de iĢlenir" (Umarov, 1971]. Rus dilinde de bu deyim iĢlenmektedir ve ―iĢin içinden sıyrılmak, bir kenara çekilmek, bir iste artık sorumluluk almamak‖ anlamını taĢıyor. Aslı Eski Slavca‘dan geçen taklittir rus etimol. Bazı eski topluluklarda hakim ve savcilar verilen karara razı olmadıklarını gôstermek için sembolik bir tôrenle ellerini yakarlardı. Bunu yaparak, alınmıĢ olan karara karĢı sorumluluğu ùzerinden attıklarına inanırlardı. Bu gelenekten Ġncil‘de de sôz edilmektedir (Vtorozakoniye, 21, 6-7). Ġncil‘de belirtildigine gôre, Ġsa‘nın çarmıha gerilme kararına onay vermek zorunda kalan Pilatus‘un, halkın ônùnde ellerini yıkayarak ―Bu kutsalının kanında benim suçum yoktur‖ (Matfey, 27, 24) demesinden sonra bu deyim yaygın bir Ģekilde kullanılmaya baĢlamıĢtır (Mokiyenko, 2005). Tùrk dillerinde her iki Ģekilde, қўl yuvmoқ ve қўlini yuvub қўltikқa urmok Ģekillerinde mevcut olan frazeoloji birimlerin anlamı "umudunu kaybetmek" demektir. Iki seçenekten hangisinin daha erken olmasını ayırt etmek biraz zor olsa da, fikrimizce, E.A.Umarovun da gôrùĢùne gôre de bu frazeoloji birim "қўl yuvmoқ" Ģeklinde mevcut olmuĢ, "қўlini yu vub қўltikқa urmok" seçeneği ise sonra oluĢmuĢtur. Oğuz grubu Tùrk dillerinde el yıkamak, Kıpçak grubunda ise kol yıkamak Ģeklinde mevcut olması da қўlini yuvub қўltikқa urmok seçeneğinin daha sonra oluĢtuğunu sôylemeye esas 537 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo veriyor. Örneğin, Azərb. el yıkamak//el yüzmek//el çekmek; tm. el yuvmak; tr. El yıkamak//el çekmek; gr. kol juup kaluu. Örneklerden gôrùldùğù gibi, bu frazeoloji birimin hatta seçeneklerine da rastlamak oluyor. Gùnùmùzde, Azerbaycan dilinde ―Gôyden ùç alma dùĢdù. Biri menim, biri ôzùmùn, biri de nağıl sôyleyenin‖ (Seyidəliyev, 2004) deyimini tez tez kullanıyoruz. Bu deyimin tùreme sebepleri çok ilgiçekicidir. ―Gôyden ùç alma dùĢtù‖ deyiminin kôkù eski Tùrk inanıĢına bağlıdır. Geleneksel Tùrk dini içerisinde, tabiat kuvvetlerine inanç çerçevesinde "orman ve ağaç inanıĢı" da ônemli bir yer tutmuĢtur. Ötùgen dağının ormanlarla kapalı olmasının ve buraların Gôktùrkler ve Uygurlarca kutsal sayılmasının tesiri bùyùk olmuĢtur. Gerçekte orman inanıĢının, ormanda yaĢayan ve yiyecek derleyip avcılık yaparak geçinen ilkel topluluklara mahsus olduğu; Tùrklerin de gôçebe çoban hayatına oradan geçtikleri ône sùrùlmùĢtùr. Tùrkler arasında bozkır kùltùrùnùn hakim olduğunu kabul eden bazı bilim adamları bu gôrùĢe karĢı çıkmıĢtır (Gùngôr, 2002). Gùnùmùzde Uygurlar arasında bazı ağaçlara ôzel ônem vererek kutsal sayma inancı hala devam etmektedir (Rahman, 1996). Uygurların inancında, elma kôtù ruhlu olmayan sihirli ağaç sayılır. Onun için cinlerin ruhuna değsin diye elma ağacı ve elma kurusunu kullanarak tùtsù yaparlar. Bunun için Perihunluk geleneğinde tuğ bağlandığında onun dalına bir elma ağacı asılır. BahĢi‘nin (dinî hekim) elinde de elma sopası olur. Tùrklerin dini inanıĢlarından da tùreyip gùnùmùze kadar gelen deyimler de çoktur. Ġslami tasavvufla bağlı deyimlere rastlıyoruz. Mesela, Tùrk dilinde abası kırk yerinden yamalı (Tasavvuf terimleri ve deyimleri sôzlùğù) deyimi, dilimize tasavvuftan geçmiĢtir; derviĢlerin abalarının yırtık pırtık olmasını ifade eder. Eskiden derviĢler, hırkalarının helal maldan olmasına itina gôsterirler, bu yùzden mallarının helal olduğuna inandıkları sufilerden kumaĢ parçaları toplarlar, bunları birbirine dikip ekleyerek kendilerine aba yaparlardı. Ayrıca, "abalı" kelimesi, fakir ve yoksul kimseler için kullanılır. Deyimlerde tùrk dillerinin ifade gùcùnù, gùzelliğini gôrmek mùmkùndùr. Aynı zamanda Tùklerin Ġslamiyet ôncesi dini, tarihi, kùltù ve toplum hayatıyla ilgili dùnya gôrùĢleri ve hayata bakıĢları konusunda ip uçları verir. Sonuç ve Öneriler Malum olduğu gibi de, oldukça geniĢ bir coğrafyada yaĢayan Tùrk ulusu zengin ve kôklù bir dil ve kùltùr geleneğine sahiptir. Bu geleneğin bir parçası Ģùphesiz deyimlerdir. Yıllar geçse de ortaklığını kaybetmeyen deyimler onların arasındaki kùltùr bağının ne kadar eskiye dayandığını ve ne kadar sağlam temele sahip olduğunu gôsterir. Bu bildiriyi daha bilimsel dayanaklarla ispat etmek için bazı deyimlerin etimolojisini kaynaklara dayanarak araĢtırtık ve bu alanda araĢtırma yapmıĢ dilbilimcilerin de eserlerinden faydalandık. Tùrk deyimleri Tùrk ulusunun binlerce senelik yaĢam felsefesinin ùrùnùdùr. Onlar binlerce senelik tarih içerisinde kuĢaktan kuĢağa geçip gùnùmùze kadar ôzlùğùnù korumuĢtur. Gùnùmùzde oldukça geniĢ bir coğrafyada yaĢayan ÇağdaĢ Tùrk topluluklarının kelime hazinesinde pek çok ortak deyimlerin bulunması bunun bariz bir delilidir. Bu durum aynı zamanda yine ÇağdaĢ Tùrk toplulukları arasındaki kùltùr bağının ve birliğinin ne kadar derinlere uzandığını ispat etmektedir. Bu çalıĢmada, Azerbaycan, Tùrk, Uygur ve Özbek deyimleri arasında ne kadar ortaklık ve ne kadar farklılık olduğunu gôrmek amacıyla, bu dillerde olan bazı deyimleri inceledik ve onların iç yapısındakı semantik ôzelliyin tùreme sebeplerinden kaynaklandığını gôrmùĢ olduk. Eski Tùrklerin mitoloji tasavvurlarına, rivayetlerine, efsanelerine, inanc sistemine, kùlt inanıĢlarına, ôrf ve adetlerine, yazıtlarına bir seyahet ettiğimiz zaman deyimler kendi kendiliğinde bu kavramların bir ôzeti olduğunu isbat ediyor. Bunlar aslında deyimlerin dil niteliğini ortaya çıkaran faktôrlerdir. Bir dilin semantik açıdan araĢdırılması deyimlerin de araĢdırılmasını içine almalı, Tùrk dillerinde deyimler daha detaylı incelenmelidir. 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Ġstoriya yazıkoznaniya XIX-XX vekov v oçerkax i izvleçeniyax. Çast II. Moskva. 540 � 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. 81 Title A name given to the resource Deyimlerin Kültürel Özellikleri (Azerbaycan, Türk, Özbek ve Uygur Dillerinde) Author Author İsayeva, Günel Abstract A summary of the resource. Bildiride Turk kùltùrùnù; tùrklerin ulusal ôzelliklerini, ayrıca, dùnyaya bakıĢ açısını, dini gôrùĢlerini, tefekkùr tarzını, psikolojisini, tarihini, inanclarını, ôrf ve adetlerini, mitoloji ve kosmoloji tasavvurlarını, yaĢam koĢullarını yansıtan deyimlerin ôzellikleri araĢtırılmıĢtır. ÇağdaĢ Tùrk dillerinde bugùn de iĢlenen deyimlerin meydana gelme sebepleri incelenerek kùltùrel açıtan semantik anlamları ùzerinde dayanılmıĢtır. Tùrk dùĢùnce yapısını aksettirmesi açısından bakıldığında deyimlerin turkçe geleneksel deyimlerin izlerini taĢımakta olduğunu gôrùyoruz. Deyimlerin kùltùrel temele sahip olması onların toplumun kùltùr yaĢantısından izler taĢıması ve kanıtlar sunması doğaldır. 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/a3afa45938f183245ced3eeae4a9c029.docx 9e6d2a7808052961f9f2e185f26bf70a https://omeka.ibu.edu.ba/files/original/7223e00f189fb815c8e08171e7ed3dca.pdf 95cebdc732618c2f6c3d066f0ead2ca3 PDF Text Text DĠNÎ ġAHSĠYETLER ETRAFINDA OLUġAN ANLATI TÜRLERĠNĠN TASNĠFĠ ÜZERĠNE DÜġÜNCELER: AZĠZ MAHMUD HÜDAYĠ ÖRNEĞĠ Oğuz ERDOĞAN Ağrı İbrahim Çeçen Üniversitesi, Fen Edebiyat Fakültesi, Türk Dili ve Edebiyatı Bölümü, Ağrı / Türkiye Anahtar Kelimeler: Efsane, Menkıbe, Memorat, Dini Şahsiyet, Aziz Mahmud Hüdayi. ÖZET Dini şahsiyetlerin etrafında oluşan sözlü anlatı türlerinin tam anlamıyla ne olduğu ve sınırları hakkında kesin yargıların oluşmadığı; üzerinde ittifak edilmiş bir literatür birliği sağlanamadığı görülmektedir. Bu durum efsanelerin ve alt türlerinin bugün itibarıyla farklı icra ortamlarında anlatılıyor olması ve oluşum süreçlerinin tamamlanmış olmamasının sonucudur. Çeşitli sosyal ortamlarda kutsal sayılan dinî şahsiyetler etrafında birçok sözlü anlatı icra edilmektedir. Bu anlatı türlerinin tarifi, tasnifi üzerinde çeşitli görüşler ortaya konmaktadır. Bu çalışmalar daha çok sözlü kültürden elde edilen yeni anlatı metinleri üzerinde yapılan tespit ve değerlendirmelere dayanmaktadır. Bu da bize folklorun yenilenebilir doğası gereği sözlü kültür ortamından derlenerek ortaya konan yeni çalışmalarla söz konusu tarif ve tasnif gayretlerinin devam edeceğini göstermektedir. Bu çalışmada amaçlanan, Aziz Mahmud Hüdayi etrafında oluşan ve tarafımızdan derlenen sözlü anlatı metinleri üzerinden dinî şahsiyetler etrafında teşekkül eden anlatı türleri üzerine bir tasnif denemesi yapmak ve bu suretle bundan sonra yapılacak çalışmalara katkı sağlamaktır. Çalışmamızda dinî şahsiyetler etrafında oluşan sözlü anlatı türleri üzerine daha önce yapılan tasnifler değerlendirilmiş ve konu ile ilgili düşüncelerimiz ortaya konulmuştur. Aziz Mahmud Hüdayi etrafında teşekkül eden ve tarafımızdan yazılı sözlü ve elektronik ortamdan derleme metoduyla elde edilen “metin”ler, işlevleri doğrultusunda hangi türe dâhil edilmelidir ve bu metinler kaç grupta incelenmelidir sorularına cevap aranmıştır. Ayrıca dinî şahsiyetler etrafında oluşan anlatılar üzerine yapılan çalışmaların kapsamı ve bu çalışmaların nasıl yapılması gerektiği konusu üzerinde de durulmuştur. � 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. 2157 Title A name given to the resource DĠNÎ ġAHSĠYETLER ETRAFINDA OLUġAN ANLATI TÜRLERĠNĠN TASNĠFĠ ÜZERĠNE DÜġÜNCELER: AZĠZ MAHMUD HÜDAYĠ ÖRNEĞĠ Author Author ERDOĞAN, Oğuz Abstract A summary of the resource. Anahtar Kelimeler: Efsane, Menkıbe, Memorat, Dini Şahsiyet, Aziz Mahmud Hüdayi. ÖZET Dini şahsiyetlerin etrafında oluşan sözlü anlatı türlerinin tam anlamıyla ne olduğu ve sınırları hakkında kesin yargıların oluşmadığı; üzerinde ittifak edilmiş bir literatür birliği sağlanamadığı görülmektedir. Bu durum efsanelerin ve alt türlerinin bugün itibarıyla farklı icra ortamlarında anlatılıyor olması ve oluşum süreçlerinin tamamlanmış olmamasının sonucudur. Çeşitli sosyal ortamlarda kutsal sayılan dinî şahsiyetler etrafında birçok sözlü anlatı icra edilmektedir. Bu anlatı türlerinin tarifi, tasnifi üzerinde çeşitli görüşler ortaya konmaktadır. Bu çalışmalar daha çok sözlü kültürden elde edilen yeni anlatı metinleri üzerinde yapılan tespit ve değerlendirmelere dayanmaktadır. Bu da bize folklorun yenilenebilir doğası gereği sözlü kültür ortamından derlenerek ortaya konan yeni çalışmalarla söz konusu tarif ve tasnif gayretlerinin devam edeceğini göstermektedir. Bu çalışmada amaçlanan, Aziz Mahmud Hüdayi etrafında oluşan ve tarafımızdan derlenen sözlü anlatı metinleri üzerinden dinî şahsiyetler etrafında teşekkül eden anlatı türleri üzerine bir tasnif denemesi yapmak ve bu suretle bundan sonra yapılacak çalışmalara katkı sağlamaktır. Çalışmamızda dinî şahsiyetler etrafında oluşan sözlü anlatı türleri üzerine daha önce yapılan tasnifler değerlendirilmiş ve konu ile ilgili düşüncelerimiz ortaya konulmuştur. Aziz Mahmud Hüdayi etrafında teşekkül eden ve tarafımızdan yazılı sözlü ve elektronik ortamdan derleme metoduyla elde edilen “metin”ler, işlevleri doğrultusunda hangi türe dâhil edilmelidir ve bu metinler kaç grupta incelenmelidir sorularına cevap aranmıştır. Ayrıca dinî şahsiyetler etrafında oluşan anlatılar üzerine yapılan çalışmaların kapsamı ve bu çalışmaların nasıl yapılması gerektiği konusu üzerinde de durulmuştur. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/fef42c0f2e365d343ab6b0407d044617.pdf a4ec7f9ad451b4fcd615e6b3957de035 PDF Text Text PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 DIAGNOSING SLEEP APNEA VIA FEATURE SELECTION ON SINGLE CHANNEL ECG Huseyin Guruler1, Abdullah Ferikoglu 2 1 Mugla Sitki Kocman University, Faculty of Technology, Department of Information Systems Engineering, Mugla-Turkey hguruler@mu.edu.tr 2 Sakarya University, Faculty of Technology, Department of Electrical & Electronics Engineering, Sakarya-Turkey af@sakarya.edu.tr 1 Corresponding Author ABSTRACT This article is based on a combination of time-frequency domain functions, and nonlinear techniques in the analysis of heart rate variability (HRV) for diagnosing obstructive sleep apnea (OSA) using only single-lead electrocardiography (ECG) signals. The contribution of the presented study to earlier ones is that it enables numerically determining what type of HRV features better represent the aforementioned target by using correlation matrices and neural networks (NNs). Keywords: Diagnosing disease, neural network, sleep apnea, heart rate variability, feature selection, correlation matrices 159 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS 1. INTRODUCTION Study on variations in the instantaneous heart rate (HR) time series using the beat-to-beat RR intervals are known as HRV analysis. HR increases with sympathetic activity and decreases with parasympathetic (vagal) activity. The balance between the effects of the sympathetic and the parasympathetic systems, the two opposite acting branches of the autonomic nervous system (ANS), is referred to as the sympathovagal balance (SB) (Acharya, Joseph, Kannathal, Lim, & Suri, 2006). Spectral analysis is typically used to estimate the effect of the sympathetic and parasympathetic modulation of the RR intervals. The two main frequency bands of interest are referred to as the low frequency (LF) band and the high frequency (HF) band. Sympathetic tone is believed to influence the LF component, whereas both sympathetic and parasympathetic activities have an effect on the HF component. The ratio of the power contained in the LF and HF components has been used as a measure of the SB (Jos & Spaan, 2007). OSA is a serious disorder caused by intermittent airway obstruction in sleep (Abdullah, Maddage, Cosic, & Cvetkovic, 2010), (Lado, et al., 2009). OSA causes changes in cardiac and neuronal activity and discontinuities in sleep pattern when observed via ECG and electroencephalogram (EEG). OSA is usually diagnosed using polysomnography (PSG) conducted in sleep laboratories (Roche, Celle, Pichot, Barthélémy, & Sforza, 2007). PSG is utilized to define physiological sleep and its different stages, to assess sleep quality and to diagnose many types of sleep disorders such as insomnia, OSA, restless legs syndrome and periodic leg movement disorders. However, PSG is very expensive and the technology requires not only the connection of various sensors and electrodes (e.g. EEG, Electrooculogram (EOG) and Electromyogram (EMG), and ECG etc.) but also spending the night in a bed (Yilmaz, Asyali, Arikan, Yetkin, & Ozgen, 2010). Detection of OSA can be performed and significantly improved through HRV analysis, since fluctuations of oxygen saturation in blood accompanied by apnea, cause variations in the HR (Quiceno-Manrique, Alonso-Hernandez, Travieso-Gonzalez, Ferrer-Ballester, & CastellanosDominguez, 2009), (Al-Abed, Manry, Burk, Lucas, & Behbehani, 2009). SB has been used for detection of OSA in many studies. The review (Penzel, et al., 2002), presents systematic comparison of studies using different algorithms for OSA detection based on the same ECG recordings (Moody, Mark, Goldberger, & Penzel, 2000). In these researches, HRV with or without respiratory signals are generally analyzed in three main areas: Time, Frequency and Non-linear Analysis. Each analysis technic produces some features, which are usually numerical values. These values are used in decision-making algorithms or mathematical models that may involve neural networks (NNs), support vector machines (SVMs), wavelet etc. So far, many combinations of time, frequency and non-linear domain features of HRV obtained from ECG have been used with different type of classification methods. Although high accuracies of OSA detection and significant successes on apnea classification can be achieved, it is still unclear which feature parameters are more effective for classification. This study aims to classify pre-collected sleep data into one of the three basic types; apnea, hypopnea, and healthy episodes, with fewer parameters obtained from single-lead ECG recordings. Besides that, it determines numerically what features of HRV better represent the classification. 160 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 2. MATERIALS and METHODS The present study uses a variety of significant and relevant characteristic features include morphological information, duration and complexity details of the ECG to classification. Table 1. summarize all the HRV measures. Table 1. Summary of the HRV Measures Nonlinear Frequency Time-Domain Measures RR SDNN HR STD HR RMSSD NN50 pNN50 HRV triangular index TINN Peak frequencies Absolute powers Relative powers Normalized powers SD1, SD2 ApEn SampEn D2 DFA Alfa 1 Alfa 2 RPA Lmean Lmax REC DET ShanEn Description The mean of RR intervals Standard deviation of RR intervals The mean of HR Standard deviation of instantaneous HR values Square root of the mean squared differences between successive RR intervals Number of successive RR interval pairs that differ more than 50 ms NN50 divided by the total number of RR intervals The integral of the RR interval histogram divided by the height of the histogramwidth of the RR interval histogram Baseline VLF, LF, and HF band peak frequencies Absolute powers of VLF, LF, and HF bands Relative powers of VLF, LF, and HF bands Powers of LF and HF bands in normalized units The standard deviation of the Poincare plot perpendicular to (SD1) and along (SD2) the line-of-identity Approximate entropy Sample entropy Correlation dimension Detrended fluctuation analysis Short term fluctuation slope Long term fluctuation slope Recurrence plot analysis Mean line length Maximum line length Recurrence rate Determinism Shannon entropy The feature sets obtained from analysis methods those are time-domain, frequency-domain and non-linear methods. Time domain analysis involved statistical and geometrical calculations. Frequency domain analysis was performed using fast Fourier transform (FFT) and autoregressive (AR) modelings. Non-linear methods including Poincaré and recurrence plots, approximate and sample entropies, detrended fluctuations and correlation dimensions were used. WFDB (WaveForm Databases) software package used for viewing, analyzing, and creating recordings of physiologic signals. “Kubios HRV” software used for HRV analysis (Niskanen, Tarvainen, Ranta-Aho, & Karjalainen, 2004). Matlab NN toolbox was used for classification. Classification of OSA was realized on Apnea-ECG Database in PhysioBank (Penzel, Moody, Mark, Goldberger, & Peter, 2000). Table 2 shows Demographic and Clinical Features of the dataset. The data consists of 70 records, divided into learning and test sets equally. Learning and test recordings involves three classes namely Apnea, Hypopnea, and Healthy depending on apnea-hypopnea index (AHI) (Ruehland, et al., 2009). 161 | P a g e �th ISSD 2014 The 5 International Symposium on Sustainable Development_______ PROCEEDINGS Table 2. Demographic and clinical features of apnea-ECG dataset Subjects (n) Age (years) Males (n) BMI (kg/m2) Records (h) AHI (e/h) All subjects 70 45.6±10.6 57 28.1±6.5 8.2±0.5 - Apnea 40 51.5±7.6 38 30.8±4.6 8.4±0.4 45.4±22.5 Hypopnea 10 47.2±5.9 8 30.4±9.2 8.0±0.6 12.1±12.0 Healthy 20 32.9±5.4 11 21.3±1.9 7.9±0.4 0.0±0.0 p-value NS p<0.01 NS NS p<0.01 Data are presented as mean ± SD or n; BMI: Body mass index; NS: no significant statistical difference Depending of AHI: Apnea: Recordings with clear occurrence of sleep apnea (100 min or more). 40 recordings fulfilled this criterion. Hypopnea: Recordings with some degree of sleep apnea (between 5 and 99 min). The recordings revealed either mild apnea, up to an apnea index of 10 events per hour, or obstructive snoring in otherwise healthy subjects. 10 recordings fulfilled this criterion. Healthy: Recordings of healthy subjects with neither sleep apnea (fewer than 5 min) nor habitual snoring. 20 recordings fulfilled this criterion. Figure 1 describes the classification process. Figure 1. OSA Classification Process Feature extraction was realized on HRV by time, frequency and non-linear techniques. Due to the feature extraction involves number of parameters having various degrees of importance for classification, CMs were used to select the parameters, which are preferred for neural networks (NNs) as an input. Better correlation provides better classification ability for NNs. CMs are simply tables, in which correlation coefficients “see (1)” for every single column in relation to target column take place. (1)  Feed forward back propagation NNs can give high accuracy results with small number of hidden layers. Hence, the classification process was realized with feed forward back propagation NNs. 3. RESULTS Table 3 and Figure 2 shows the classification and iteration results for 6 methods. Here, only highly correlated parameters in each methods were noticed. CMs helps to find lower correlated parameters, which could be eliminated by looking their correlation coefficients. Methods 1 to 4 indicates classification ability of parameters belonging to each HRV analysis method individually. Methods 5 and 6, on the other hand, involves mixed parameters from methods 1 to 4. Method 6 use only high correlated parameters in its groups. 162 | P a g e �PROCEEDINGS th ______ The 5 International Symposium on Sustainable Development_______ ISSD 2014 Table 3. Classification results Classes 1 Method Accuracy Iterations 2 Method Accuracy Iterations 3 Method Accuracy Iterations 4 Method Accuracy Iterations 5 Method Accuracy Iterations 6 Method Accuracy Iterations A, B, C (A+B), C Temporal parameters 0.63 0.85 100 60 FFT spectral parameters 0.78 0.93 500 300 AR spectral parameters 0.78 0.93 300 70 Non-Linear parameters 0.72 0.96 400 100 All parameters from 1 to 4 methods 0.78 0.96 600 50 High correlated parameters from 1 to 4 methods 0.82 0.96 600 30 * Three Classes are A, B, C and two classes are (A+B), C (A:Apnea B:Hypopnea C:Healthy) Classification Accuracy Iterations Figure 2. Classification and Iteration Results Series 1 the results for two classes (A+B) and C, Series 2 the results for three classes A, B and C Accuracy was high using the parameters of non-linear, frequency and time domain respectively. The accuracy was found 96.42% for the classification to A and C (A- Apnea C- Healthy) and 82% for the classification to A, B and C (AApnea B- Hypopnea C- Healthy) respectively. When certain parameters selected only higher correlated from 1 to 4 methods, highest accuracy observed with minimum iteration numbers using NNs. 4. CONCLUSIONS This work offers a method for feature selection and regularization of classifier parameters that were used to optimize classifier performance. The accuracy of the results with the dimension reduction on the feature sets clearly shows that correlation matrices can be focused on minimizing the feature sets used for sleep classification. Classification performance was highest with non-linear equations and lowest with time domain features, with frequency features at midpoint on OSA diagnosis. On the other hand, computational works were in opposite direction in terms of iterations, which required to obtain reasonable results on NN structures. 163 | P a g e �ISSD 2014 th The 5 International Symposium on Sustainable Development_______ PROCEEDINGS 5. ACKNOWLEDGMENTS We would like to acknowledge the funding support for this project from The Scientific and Technological Research Council of Turkey (TÜBİTAK), (2214) International Research Fellowship Program, December 2010-December 2011. 6. REFERENCES Abdullah, H., Maddage, N. C., Cosic, I., & Cvetkovic, D. (2010). Cross-correlation of EEG frequency bands and heart rate variability for sleep apnoea classification. Medical & biological engineering & computing, 48(12), 1261-1269. Acharya, U. R., Joseph, K. P., Kannathal, N., Lim, C. M., & Suri, J. S. (2006). Heart rate variability: A review. Medical and Biological Engineering and Computing, 44(1), 1031-1051. Al-Abed, M. A., Manry, M., Burk, J. R., Lucas, E. A., & Behbehani, K. (2009). Sleep disordered breathing detection using heart rate variability and R-peak envelope spectrogram. IEEE Engineering in Medicine and Biology Society, EMBC 2009, (pp. 7106-7109). Jos, S. M., & Spaan, A. E. (2007). Advances in Cardiac Signal Processing. Berlin Heidelberg: Springer-Verlag. Lado, M. J., Vila, X. A., Rodriguez-Linares, L., Mendez, A. J., Olivieri, D. N., & Felix, P. (2009). Detecting Sleep Apnea by Heart Rate Variability Analysis: Assessing the Validity of Databases and Algorithms. Journal of medical systems, 35(4), 473-481. Moody, G. B., Mark, R. G., Goldberger, A. L., & Penzel, T. (2000). Stimulating rapid research advances via focused competition: the computers in cardiology challenge 2000. IEEE Computers in Cardiology 2000, (pp. 207-210). Cambridge, MA, USA. Niskanen, J. P., Tarvainen, M. P., Ranta-Aho, P. O., & Karjalainen, P. A. (2004). Software for advanced HRV analysis. Computer methods and programs in biomedicine, 76(1), 73-81. Penzel, T., McNames, J., Murray, A., de Chazal, P., Moody, G., & Raymond, B. (2002). Systematic comparison of different algorithms for apnoea detection based on electrocardiogram recordings. Medical and Biological Engineering and Computing, 40(4), 402-407. Penzel, T., Moody, G. B., Mark, R. G., Goldberger, A. L., & Peter, J. H. (2000). Apnea-ECG database. IEEE Computers in Cardiology 2000, (pp. 255-258). Cambridge, MA, USA. Quiceno-Manrique, A. F., Alonso-Hernandez, J. B., Travieso-Gonzalez, C. M., Ferrer-Ballester, M. A., & Castellanos-Dominguez, G. (2009). Detection of obstructive sleep apnea in ECG recordings using timefrequency distributions and dynamic features. IEEE Engineering in Medicine and Biology Society, EMBC 2009, (pp. 5559-5562). Roche, F., Celle, S., Pichot, V., Barthélémy, C., & Sforza, E. (2007). Analysis of the interbeat interval increment to detect obstructive sleep apnoea/hypopnoea. European Respiratory Journal, 29(6), 1206-1211. Ruehland, W. R., Rochford, P. D., O'Donoghue, F. J., Pierce, R. J., Singh, P., & Thornton, A. T. (2009). The new AASM criteria for scoring hypopneas: impact on the apnea hypopnea index. Sleep, 32(2), 150-157. Yilmaz, B., Asyali, M. H., Arikan, E., Yetkin, S., & Ozgen, F. (2010). Sleep stage and obstructive apneaic epoch classification using single-lead ECG. Biomedical engineering online, 9, 39. Huseyin Guruler is academic staff in the Department of Information Systems Engineering in Mugla Sitki Kocman University, Turkey. His bachelor's degree is in the field of electronics and computer from Marmara University. MSc is in the field of statistics and computer in Mugla Sitki Kocman University. PhD is in the field of electronics and computer in Sakarya University. PhD thesis is about diagnosing sleep apnea using ECG signals. His research interests merge in data mining and knowledge discovery besides dealing with computational biology and multi-user computers architecture. 164 | P a g e � 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. 2516 Title A name given to the resource DIAGNOSING SLEEP APNEA VIA FEATURE SELECTION ON SINGLE CHANNEL ECG Author Author GURULER, Huseyin FERIKOGLU, Abdullah Abstract A summary of the resource. This article is based on a combination of time-frequency domain functions, and nonlinear techniques in the analysis of heart rate variability (HRV) for diagnosing obstructive sleep apnea (OSA) using only single-lead electrocardiography (ECG) signals. The contribution of the presented study to earlier ones is that it enables numerically determining what type of HRV features better represent the aforementioned target by using correlation matrices and neural networks (NNs). Keywords: Diagnosing disease, neural network, sleep apnea, heart rate variability, feature selection, correlation matrices 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 2014-05-15 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 978-9958-834-36-3 Q Science (General),QH301 Biology,QH426 Genetics 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. 1012 Title A name given to the resource Dialogical Voices and Construction of the Diasporic Identity Author Author Okuroglu Ozun, Sule Abstract A summary of the resource. In the last decades, diasporic communities across the world and global shifts in the movement of people have provided critical spaces for both essentialist and traditional binary frameworks of ethnicity, nation and identity encapsulated in colonial and nationalist metanarratives. Worn out researches carried out in the field of post-colonial and diaspora studies have emphasised identity formation of immigrants as a linear process in which non-Western European immigrants reconstitute their identities as citizens of the First World especially by focusing mostly on Edward Said and his Orientalism. However - in the wake of increasing global interactions and border crossings - various discursive practices, cultural and personal positions of the diasporic communities have led to the construction of hybrid identities. This productive hybridity opens up dialogic spaces for diasporic subjectivity where discussions about “identity” challenge unchanging narratives of the stable self and welcomes multiplicity of continuous and discontinuous selves in relation to “other”. This point of view, by challenging set boundaries and silenced others, uncovers importance of different voices in the diasporic evaluation of the ‘self’. In this sense, identity formation of diasporic communities is a dialogical process which involves multiple cultures and histories; never ending moving back and forth movement between incompatible cultural and discursive positions. The construction of diasporic self, just like the characters of different contexts, involves the dynamic relation of the various self-positions in other spaces through dialogue with others. Today the term diaspora has been moving away from its static definition as forced displacement, home and away places, or home and alien place toward transnational, fluid and multiple movements resulting in contemporary transnational diasporic conditions and identities. This paper will specifically discuss the never ending and unstable dialogic identity formation within the context of diaspora experience. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics,Q Science (General) https://omeka.ibu.edu.ba/files/original/915155296430507061aedbbd6a0f08e4.docx 32554588ae15b68afadfadf02214f747 https://omeka.ibu.edu.ba/files/original/a9c39a83bf0c13818aa0a5a28a86cb3a.pdf 98d828d45d26d909f177730ba96c1ab0 PDF Text Text DIATRYPELLA (CES. & DE NOT.) DE NOT., A NEW ASCOMYCETE GENUS RECORD FOR TURKISH MYCOTA Hakan Allı Muğla Sıtkı Koçman University, Muğla, Turkey hakanalli@gmail.com Bekir Çöl Muğla Sıtkı Koçman University, Muğla, Turkey bekircol@gmail.com İsmail Şen Muğla Sıtkı Koçman University, Muğla, Turkey frapesle@gmail.com Keywords:Diatrypella favacea, Ascomycetes, Kütahya, Turkey ABSTRACT Turkey has a large macrofungi potential with over 2600 species reported and proceeding studies about macrofungal biodiversity. After routine field studies in Kütahya province, some macrofungi specimens were collected and identified. Among these specimens, Diatrypella favacea (Fr.) Ces. & De Not. is found as a new record at the genus level for Turkish mycota. � 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. 2093 Title A name given to the resource DIATRYPELLA (CES. & DE NOT.) DE NOT., A NEW ASCOMYCETE GENUS RECORD FOR TURKISH MYCOTA Author Author ALLI, Hakan COL, Bekir SEN, Ismail Abstract A summary of the resource. Keywords:Diatrypella favacea, Ascomycetes, Kütahya, Turkey ABSTRACT Turkey has a large macrofungi potential with over 2600 species reported and proceeding studies about macrofungal biodiversity. After routine field studies in Kütahya province, some macrofungi specimens were collected and identified. Among these specimens, Diatrypella favacea (Fr.) Ces. & De Not. is found as a new record at the genus level for Turkish mycota. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/3c70f4025f992607086d95143b802978.pdf e2c4962aa5c012ce157cab55d3dd923f PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Dickens and his Memorable Characterization Dr. Hasan ÇAKIR Selcuk University, Faculty of Education, Department of English Language Teaching, 42090 Meram, Konya, Turkey. Email: hasan_cakir63@hotmail.com hasan_cakir63@yahoo.com Abstract:Charles Dickens is a distinguished novelist and an influential figure in the Victorian period. In spite of that, some superficial observation and generalization is rife in critical commentaries about his novels. Such repeated assertions are not always the case when respectively applied to the characters and the novels of the writer. One of the achievements that Dickens possesses in connection with the art of his novels is his obvious success in creating memorable characters in his substantial novels. The power that lies under his striking success is that he uses so many interesting techniques to describe characters in detail. He uses many fixed phrases, styles of clothing, parts of jewelry, typical pets, chronic diseases, handy tools, elements of decorations, positions of the body, and mannerisms in using some external organs and the manners associated in daily life. Characters are marked with such techniques and these become indispensable parts of their characterization. Based on the actions and the manners, characters seen with these objects are easily recognized and remembered by the reader to the end of a particular novel. The vivid, colorful, credible and lifelike characters and the techniques used for their creation prove the matchless mastery of the writer. INTRODUCTION The character is an indispensable element of fiction. Certain techniques are used to create and develop a character representative of an individual. In direct characterization, the writer may create a character through simple reports. The writer makes certain explanations about the personality of the character. In addition, he may have other characters speak about him. The thought of other characters about a character is an effective indication to his personality. Moreover, the character can give some information about his own personality. He may attach some attributes to his personality or he may make a confidential confession. In indirect characterization, the character reveals his personality in his actions, emotions and conduct. The author shows his characters performing some kind of action, occupation, and profession. The reader can make a definite inference about the personality of a character when put in these situations. Another way is to show his emotional reactions. Also useful in characterization is the information about a character pertinent to his faith, ideology, thought, obsession, prejudices, his norm to decide right and wrong, his beliefs concerning the relationship of man to society, to his creator, to other creatures, to his physical and psychological environment and more importantly some information about the attitude of a character toward life. The novelist often uses speech features of his characters as a different technique for characterization. The writer often describes the personal speech properties of a character: his mannerisms, gestures, or way of speaking. The author usually shows certain levels of language: his diction, choice of vocabulary from formal, informal, standard and slang words, his regional dialect or occupational register, and his pet phrases that he habitually uses. The mask is a special device of direct and indirect characterization. According to Tomashevsky (1925), ―the descriptions of the external appearance of the character, and his clothes, his decoration of his house are elements of the mask.‖ (in Lemon and Reis: 1955, 88) The imaginative writer generally describes the 565 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo appearance of a character. In fiction, physical appearance of a character is frequently described to foster the mental picture or the visualization of a character. The description of physical appearance may include the physique and facial features, his clothes, his diseases, his bodily defects, his noticeable scars and warts. The author needs to use almost every particular active and unique trait about a character. Physical details are functional in the creation of a character. In the following part of this study, a character analysis will be done on Charles Dickens‘ characterization with specific page references to some of his works and the explanation presented to the reader may prove illuminating and reasonable. For this practical purpose, some of his common characterization techniques will be explained. Dickens and his Interesting Technique in Characterization To begin with, an abstract generalization is usually observed in literary commentaries over Dickens‘s novels. These generalizations and remarks are due to the assertions of several theoretical and practical novelists. Their observations may not be equally parallel to their fame or notoriety. For instance, certain critics hold that Dickens does not give a mental life and doctrine to his characters in a theoretical sense. Collins (1964:194) makes such an observation that Dickens is generally an anti-intellectual and anti- heroic writer. The life of characters representing educated men and women is seen as satisfactory when they get a respectable position in society or a well-paid job. Doctors are respectable men if they are not bad. Lawyers and clergy man are comic creatures. Seldom are policemen portrayed. Dickens‘s characterization is susceptible to criticism in this regard. Similarly, Orwell (1965:136) says following assertions about his characterization: Dickens‘s characters have no mental life. They say perfectly the thing that they have to say, but they cannot be conceived as talking about anything else. They never learn, never speculate. Some critics hold a common observation that Dickens‘ characters seem to be types or caricatures rather than individuals. James (1981:9) takes the matter a little further and criticizes his characterization, claiming that Dickens has created nothing but figure. He suggests that Dickens has added nothing to the understanding of human character. Although the repeated sweeping assertions of some critics holds partly true for certain characters, a fastidious analysis of his characterization technique will prove to be otherwise for most characters. To illustrate the point, Dickens never overlooks the thoughts of the characters in characterization in Hard Times. Thomas Gradgrind talks about his educational philosophy in the opening chapter of Hard Times. Utilitarianism is only the philosophy on which he brings up his children. According to Leavis (1970:235), Dickens is unmistakably possessed by a comprehensive vision in Hard Times. Fostered and sanctioned by a hard philosophy, the inhumanities of Victorian civilization are described as the aggressive formulation of an inhumane spirit. The philosophy is represented by Thomas Gradgrind, Esquire, Member of Parliament for Coketown, who has brought up his children on the lines of the experiment recorded by John Stuart Mill as carried out on himself.‖ In Hard Times, Mr Gradgrind will become disappointed with the negative results of his of educational principles in the life of his children. He explains his philosophy in the class as follows: Now, what I want is, Facts. Teach these boys and girls nothing but facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts; nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir! (HT:3) Believing in utilitarianism, Thomas Gradgrind is a man of realities, facts, and calculations. He never accepts anything he could not measure and weigh. He thinks that any parcel of human nature is a mere question of simple arithmetic. He never finds it useful to have imagination. He never wonders about human nature, human passion, and human hopes and fears. The struggles, triumphs, defeats, the cares, joys and sorrows, the life and death of common men and women are not significant for Thomas Gradgrind. Generally speaking, Dickens‘s characters are not fully developed in a single page or in a chapter. Dickens goes on conferring new particulars and new dramatic features to them until the last chapter of the novel. His characters are akin to dramatis personae, rather than novel characters. They are individualized particularly with their speech features. Ford (1967:61) asserts a similar view about their speech properties when he says: 566 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo The whole question of particulars and universals ought to be related to the context in which the characters are placed rather than be settled off hand by rigid prescription. The uniqueness of Dickens‘s most successful creation is readily apparent in their speech. Linguistic writers define idiolect as a definitive word denoting the specific and personal speech quality of an individual, which differentiates individuals from each other like finger prints. Visible in diction, pronunciation, structure and sense, an individual has a unique speech quality at different language levels. Sometimes an individual continually uses certain linguistic expressions. Aware of these language differences, a novelist pays particular attention to these features and highlights them when creating a character. As a result, characters become different in terms of language at the very beginning. They appear to the reader as unique individuals. Of the particular idiolectial characteristics, fixed phrases and expression are frequently used in characterization. Williams (1973:32) points to the same observation, claiming that Dickens‘s characters, either men or women, are heard to speak in some fixed phrases and in some fixed expressions. Almost every character reveals his own personality, background, and reality with these fixed phrases. The fixed expressions, or to use linguistic term of the idiolectial features, imply to the reader the social position, class, regional and ethnic distinctiveness, educational level of characters, and even their real personality, along with their differentiation through bold lines. Dickens pays much attention to their speech qualities and diligently forms a different language for his characters. Brook (1970:138) voices a similar view about his characters when he says: Dickens took a lot of trouble to individualize the speech of his characters, and for many of them he devised what has been called special language. What Dickens often applies in characterization as an interesting technique is to use various fixed phrases. In David Copperfield, Barkis wants David to take a message to Pegotty. The content of the massage is that ―Barkis is willin.‖ This simple coach-driver expresses his intention to marry Pegotty with such a fixed phrase. (DC:66) However, the reader hears that expression from Barkis wherever he appears in the novel. Even when he dies, the reader hears him say that ―Barkis is willin.‖ Some characters seem to be caricatures because of too much stress on such individual features of speech. Penny (1920:112) suggests a similar view about the characterization of Barkis: In David Copperfield, ― Barkis is always "willin.‖ These repeated idiosyncrasies of talk, or face or disease, of manner undoubtedly help to accentuate the individuality of the character, but if too exclusive reliance is placed upon them it is just to turn them, whether in a book or upon the stage, into caricatures. Likewise, Uriah Heep is always heard to say ―I am much too Umble‖ in David Copperfield and he is marked with such an expression with an ironic tone. Heep learns this word at a boarding school. ―I‘m umble‖ (DC:2) He repeats this sentences to mask all his mischief. As in creation of other characters, Dickens is not slow to show his repetition and intonation. At first, he makes Heep a different person from other characters and makes him a distinct though bad character. Leech and Short (1981:167) clearly explicate the relevant point when they say: The most familiar lexical contribution to characterization (combined with graphological marker) is Uriah Heep's harping on the adjective ―umble‖ in David Copperfield a good example of how even a single word may encapsulate idiolectial expression of a character. By the same token, Mr Micawber, one of Uriah Heep‘s victims in David Copperfield, always addresses to David as ―my dear Copperfield.‖ In Bleak House, Jo becomes a memorable character with his words ―I dont know nothink‖ (BH:574) This simple street sweeper, who only knows his name is Jo and simply expresses his ignorance with multiple negations in his words: ―I dont know nothink about no.‖ In Little Dorrit, Mrs Plornish, able to deceive any human being under any circumstances, has a peculiar way of taking a turn in speech with such a phrase, ―Not to deceive you‖ (LD:178) Her trick to deceive people is to use such a form of speech. Blandois conceals the awful aspect of his personality using such a phrase as ―Frankness is a part of my character.‖ (LD:394) Blandois makes a thick catalogue about his own personality: filling in the subject position of this remark, he attaches some nice attributes to his evil character. ―Fairness is a part of my character‖, and ―Chivalry towards the sex is a part of my character.‖ (LD:401) In spite of being a mean blackmailer and prison dweller, Blandois has other positive qualifications. As he usually claims, Blandois is an ardent, sensitive, conscientious, and imaginative man. (LD:408) 567 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Dickens uses a further idiolectial feature in character creation. Interjections and exclamations are frequently employed to depict a character. Mr Dorrit has difficulty finding proper words in his daily conversation during his new life after his imprisonment for his debts. He fills the pause in his speech with some strange sounds or interjections ―Ha hum.‖ (LD:531). With some sounds, he takes time to speak correctly. (LD:675). Though often unable to keep the physical property of a character in his mind, the reader can easily remember the usual fixed phrases precisely. In Hard Times, Dickens reflects the manner of articulation for Mr Sleary. His speech seems to be heard by the reader while reading. ‗Any way,‘ said Sleary, after putting his lips to his brandy and water, ‗ith fourteen month ago. Thquire, thinthe we wath at chethter. We wath getting up our children in the wood one morning, when there cometh into our ring, by the thtage door, a dog. He had travelled a long way, he wath in very bad condition, he wath lame, and pretty well blind. He went round to our children, one after another, as if he wath a teheeking for a child he know‘d: and then he come to me, and throwd hithelf up behind, and thotood on hith two fore-legth, weak ath he wath, and then he wagged with tail and died. Thquire, that dog wath Marryleght. (H.T:290) Dickens individualizes Mr Sleary with his eccentric pronunciations. That dialogue runs between Mr Sleary and Gradgrind. Dickens inserts ‗th‖ sound into his speech instead of the ―S‖ sound. Dickens records his speech features so sensitively and precisely almost as if he were a tape-recorder. Dickens employs clothing style to create a colorful character. In Great Expectations, Miss Havisham dressed in rich materials- satins, and lace, and silks- all of white. ―Her shoes were white. And she had a long white veil dependent from her hair, and she had bridal flowers in her hair, but her hair was white. Some bright jewels sparkled on her neck and on her hands, and some other jewels lay sparkling on the table. Dresses, less splendid than the dress she wore, and half-packed trunks, were scattered about. She had not quite finished dressing, for she had but one shoe on - the other was on the table near her hand - her veil was but half arranged, her watch and chain were not put on, and some lace for her bosom lay with those trinkets, and with her handkerchief, and gloves, and some flowers, and a prayer-book, all confusedly heaped about the looking-glass.‖ (GE:62) Pip infers that everything within his view which ought to be white, was white long ago, and lost its luster, and is faded and yellow. The bride within the bridal dress has withered like the dress, and like the flowers, and has no brightness except for the brightness of her sunken eyes. With words, Dickens paints the disappointment of a bride whose bridegroom did not come to the wedding ceremony. It is difficult to imagine a better way to show Miss Havisham and her disappointment than this vivid description though it may seem comic to some. Through the description of her possessions, the verbal picture of the disappointed bride becomes more long lasting and more colorful. Although Miss Havisham is statically portrayed, her conscience develops. She expresses her repentance to have nurtured Estella to wreak revenge on men without mercy. Professing her repentance to Pip, she begs his pardon before the fire has erupted in Satis House. In the same manner, Mrs Joe almost always wears a coarse apron full of pins and needles. She never takes it off during her life in Great Expectations. In addition, her meek husband, Joe Gargery puts on a leather apron in his forge, not to mention his pipe which he smokes when he needs some speculations. The leather apron is so integrated into his characterization that his Sunday suit seems strange on him when he visits Pip in Barnard‘s Inn in London. On top of that, Joe Gargery‘s black hat becomes a big problem for him during this visit. He feels at a loss as to where he should put it and keeps it in his hands just like a birds nest. His clumsy behavior makes Pip ashamed of him before his gentleman friend Herbert Pocket. (GE:266). It would be rather difficult to think of these characters without their unusual garments in the novel. Spectacles and some objects have a similar function in characterization. In Oliver Twist, Mr Brownlow is an old gentleman, with gold spectacles. He is dressed in a bottle-green coat with a black velvet collar. He wears white trousers and carries a smart bamboo cane under his arm. With such a description Mr Brownlow gains a white-haired respectable personage. (OT:114). In Bleak House, Sir Leicester reads the article in the newspaper through his double-glassed spectacles. (BH:458). In Little Dorrit, Bar waves his double eye-glasses several times while speaking with Mrs Merdle. (LD:770). From character to character, the structure of eyeglasses and the material of which they are made change. But they become indispensable parts of these characters and conspicuously complete their characterization. 568 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Symbolically making considerable contribution to their characterization, pet animals are used to create characters. In Oliver Twist, Sikes is a cruel member of Fagins‘ gang. He has a devoted dog which never leaves him. In the story, Sikes kills Nancy and runs away. Walking and running on the roofs of the houses so as not to be arrested by the police and people behind him, he loses his balance and accidentally falls down from the roof. In the accident, the murderer swings lifeless against a big wall. At the same time, his dog runs to and fro on the parapet and jumps for the dead man‘s shoulders with a dismal howl. Missing his aim, the dog falls into a ditch, striking his head against a stone, dashing out his brains. Sikes and his loyal dog are so integrated that even their destiny is the same. (OT:453) In Little Dorrit, the painter Gowan has a dog named ―Lion,‖ which begins to roar when he sees Blandois. Gowan smothers the dog, kicks him several times, and threatens to kill if it does not calm down. Gowan‘s merciless behavior towards his dog symbolically reveals his cruel personality under his artistic soul. (LD:346). In Hard Times, Mr Jupe possesses a trained dog named Merrylegs, which likes him so much. Unsuccessful in his shows, Mr Jupe runs away from the circus. Because of his recent failures, he does not want to be a disgrace for his only daughter. Nobody knows where he is. One day Merrylegs comes back to the circus in a terrible condition to find Cecilia. Too weak, lame and blind, the dog dies in front of Mr Sleary. The circus people infer that Mr Jupe has died. Otherwise, his trained dog would have never deserted him. Its loyalty to him is so strong that it will never separate from his master as long as he lives. (HT:290) In Bleak House, Mr Krook is characterized with his cap, eye-glasses, and a grey cat on his shoulder. Ada and Miss Summerson visit Mr Krook in his shop. When they leave the shop, they look back and see Mr Krook standing at his shop-door, in his spectacles looking after them, with the cat upon his shoulder, and her tail sticking out from one side of his hairy cap, like a tall feather.(BH:108) In addition, a little old lady, one of Mr Krook‘s neighbors, keeps a bird collection. When Ada, Richard Carstone, and Ester Summerson look for Mr Krook, a little old lady invites them to her simple house. This old lady is a partner in the Jarndyce inheritance case. The old lady partly draws aside the curtains of the long low garret window, and calls their attention to a number of bird cages hanging there, perhaps at least twenty. Some of the cages contain several birds. There are larks, linnets, and gold-finches in the cages. She keeps these little creatures with the intention of restoring them to liberty when the Jarndyce case has settled. She has no hope to set them free since they die one by one in cage. The life of the poor creatures is so short in comparison with the Chancery proceedings, that the whole collection has died over and over again. The little old lady thinks that it will be such a mortifying situation for her that even one of them will not live to be free though they are all young. The death of the birds is a contrastive symbol of the long Chancenery proceedings, for it takes forty years to solve this inheritance case even with the fiasco.(BH:104). Mr Boythorn is associated with a very precious canary. When he speaks with Mr Jarndyce, Mr Boythorn says that he has left an annuity for the sole support of this little canary, in case he should outlive him. The canary is so tame that he is brought down by Mr Boythorn‘s man, on his forefinger, and after taking a gentle flight round the room, alights on his master‘s head. Mr Boythorn is a happy, sincere and mild man. Quietly perching on his forehead, the tame canary is an amusing illustration of his temperament. (BH:168) As Ghent (1967:24) stated, ―things like animal pets have adopted the disposition and expression of their masters.‖ Animal pets associated with these characters symbolically reflect their personalities. Dickens successfully uses chronic diseases to create excellent characters. In Bleak House, the lawyer Mr Vholes turns down the invitation made by Mr Jarndyce to have lunch, for his digestion is impaired. The consequence might be bad for him if he is to partake of solid food at that period of the day.(BH:673) Mr Snagby, a law-stationer, displays a habit of coughing which expresses his comportments. When Mr Tulkinghorn questions him about Nemo‘s death, Mr Snagby‘s coughs assume several meanings during the inquiry. Mr Snagby replays all the questions with an apologetic cough, with a cough of general propitiation, and with his deferential cough. He continues his explanation after a cough of consideration behind.(BH:192) Mr Tulkinghorn offers wine to him. Mr Snagby drinks and murmurs with an admiring cough. (BH:360) Mr Snagby coughs as if to determine the function of his sentence. In order to make them more remarkable, Dickens assigns several interesting gestures and mimics to his characters. In Bleak House, Mr Chadband stretches his flabby hands, like a bear paw when he speaks. Fixing some members of his congregation with his eye, Mr Chadband fatly argues his points with that particular person. (BH:412) Mr Bucket also has a fat forefinger. When he has a matter under his consideration, his fat forefinger seems to rise to the dignity of a familiar demon. He put it to his ears, and it whispers information; he puts it to his lips, and it enjoins him to secrecy; he rubs it over his nose, and it sharpens his scent; he shakes it before a guilty man, and it charms him to his destruction. The Augurs of Detective Temple invariably predict that when Mr Bucket and that finger are in much conference, a terrible avenge will be heard of before long. (BH:768) Brook (1970:185) points out the character gestures and explains the following concerning Dickens‘s character: 569 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Just as many Dickensian characters use habitual phrases, by which they can be recognized, some of them have habitual gestures... Gesture language is most common among low-life characters, but it is not confined to them. As stated by Brook, some of the characters, either from high or from low class, have habitual gestures during their speech. In this way, the reader is able to tell the difference between them. Furthermore, various tools and objects are used to create unforgettable characters. In Bleak House, the reader always sees Jo with his broom. Jo is so simple and pure that he only knows that lies are lies and it is necessary to be grateful to the person who does something good for him. Jo always sweeps the marble steps of the church and those of Mr Krook‘s grave, who has given him some money in the street. As a sign of gratitude, Jo cleans the steps of his grave very often. (BH:272). The objects in Mrs Badger‘s house contribute to her characterization. Mrs Badger gets married three times. Two portraits of her diseased husbands are on the wall. The first is Swosser, a captain in the Royal Navy. The second is Professor Dino , a famous man in Europe. To keep Dickens‘s style, Mrs Badger is surrounded in the drawing-room by various objects, indicative of her painting a little, playing the piano a little, playing the guitar a little, playing the harp a little, singing a little, working a little, reading a little, writing poetry a little, and botanizing a little. She is a lady of fifty, youthfully dressed and of a very fine complexion. If the writer adds, to the little list of her accomplishments, that she roughed a little, the narrator does not mean that there is any harm in it.(BH:224). Moreover, wheel chairs are also used in the same manner. In Little Dorrit, Mrs Clennam sits in her wheel-chair because she becomes a disabled woman. Whenever someone wants to speak with her, he must push her chair towards the table in the sitting room. Mrs Clennam also keeps a stool beside the table for the person to speak with her. It becomes usual to push her chair to the table in the house. Her step son, Mr Arthur Clennam pushes her chair to the table when he wants to have a special talk with her. (LD:745). In Great Expectations, Miss Havisham holds a wheel chair in Satis house. Miss Havisham sits in her chair when Pip comes there. She first makes her exercise for her joints walking in the rooms resting on Pip‘s shoulder. When she gets tired, Miss Havisham sits in the chair and Pip pushes her wheel chair through all the dark rooms of Satis House.(GE:104) While creating a particular character, Dickens maintains a striking perspective naturally attaching importance to the obvious typical details. A close relationship is obtained between perspective and typology. According to Lukas (1969:64), it is not a coincidence that such writers as Balzac, Stendhal, and especially Tolstoy and Dickens have created typical and universal characters. Only great realist novelists are able to comprehend different actions and new directions in a historical process and reflect them precisely. Great writers recognize new directions in which human behavior forms, existing types develop and newer types emerge. In addition, Lukas (1969:108) also discusses the novel techniques which reflect society within and without. Many realist writers use these techniques and both of them may be put into practice in the same work. As said by Lukas, Dickens sets the best example for these methods. Dickens examines aristocratic and noble people from the outside, common people from inside. Dickens is an illuminative writer in the social background of these events. Every novelist tends to reflect from inside the life of the society in which he lives. He will work on the characterization of a representative character for the other social classes from outside. On the other hand, Dickens creates hundreds of characters to populate a small town. The characters in his novels are so crowded that it is rather difficult to count all of them. Unforgettable men and women in literature, most characters diffuse into the daily routines and language of English people with their specific vivacity. They are diverse and comic but equally entertaining creatures. According to Zweig (1949:235), Dickens creates many kinds of individuals with traits as if he took their photographs. They have unusual occupations, and plunge into unusual adventures. No matter how crowded they are, none of them are similar to one another. The personality of each character is described from the obvious traits to the utmost details. Almost each of them represent an existing and living individuality, rather than remaining a human outline and rough draft. Seen though the comic perspective of an exceptional novelist, the characters are depicted as they are in reality, rather than in isolation. More importantly, Dickens has his character act in accordance with the expected persona in the situation into which he was placed. In psychology, persona is defined as the mask that an individual ought to wear in compliance with the social expectations. An individual frequently possesses some tendencies to behave in a proper way as is expected of him, to meet the educational and social expectations in life, to develop certain behaviors suitable to the established social traditions and norms. G. C. Jung is the first to use the concept of persona. According to Jung, individuals come into interaction and keep the external relations with the society through ‗persona‘. Dickens places most of the characters in different situations in his novels and reflects their 570 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo personas in various actions and occupations. Through their personas, characters inevitably reveal their inner world and deeper personalities. Sucksmith (1970:46) stresses this point: Often Dickens represents the inner life of a character through the activity of the persona, a process which is not only psychologically accurate but typical of the way most people do express an inner life of which they are unconscious. Action is a sound and safe way to reveal and develop a character. Dickens therefore shows the actions of his characters. He describes their mannerisms, their reactions, and their behaviors towards other characters. Full and round characters are those that develop with their actions. In Hard Times, almost all characters are round since they develop with their actions. Mr Gradgrind is a serious utilitarian character. However, a great change is observed in his character when he gets the result of his philosophy. After Lousia has explained her unhappiness in her marriage, Mr Gradgrind changes drastically; he makes himself responsible for her sorrow. His suspicion about his system grows comprehensive to include the past, the present, and the future. He feels overwhelmed. Mr Gradgrind thinks that the grounds on which he stands have ceased to be solid under his feet. He is stunned by the discovery that his daughter is not pleased with her matrimony and his well-educated son is a disgraceful burglar. With a freezing frustration, he later realizes the truth. He has administered his hard system to his children. He bears the responsibility for their failures though he meant to bring them up properly. Mr Gradgrind‘s sympathetic action in Sissy‘s case makes his well wishing personality by far clearer. Together with Mr Bounderby, he goes to the circus to meet Mr Jupe. Sissy will not be admitted at his school any more. Mr Gradgrind learns that Mr Jupe has gone away lest he should be a disgrace to his daughter because of the recent failures in his job. Circus people have no expectation about his return. In the new circumstances, Mr Gradgrind makes a different proposal regarding her education. He expresses his new decision to take charge of Sissy at his private school again. Accepting his suggestion, Cecilia goes to Stone Lodge to get some practical education. Mr Gradgrind makes an effective effort to send Tom, his son, abroad as he has learned about the theft in the bank. As a result, Tom will not be punished for his crime. In the circus scene, Mr Gradgrind implores Bitzer, his graduate student, to let his son go. But for the change in his personality, he would have no mercy for his son and let him suffer for his crime in prison. All these well-meaning actions and conduct make Mr Gradgrind a round and full character. Dickens creates Cecilia Jupe as a symbol of goodness. Showing her grateful action, Dickens depicts her as a compassionate and considerate girl. Always assistant to Mrs Gradgrind in the housework, Cecilia tenderly looks after her little daughter Jane. Cecilia changes the atmosphere of this hard-disciplined house into a loving and affectionate home. Helpless and miserable with her marriage, Lousia comes back to the stone lodge. Cecilia always supports Lousia. Sucksmith (1970:125) asserts that ―without a full appreciation of the sympathetic link between Sissy and Lousia, we cannot grasp either Lousia‘s character or the function of Sissy in the novel.‖ Cecilia always protects Louisa when she is in trouble. Cecilia also goes to the hotel and tells Mr James Harthouse to leave the town. In addition, Cecilia becomes a consoling and comforting friend for Racheal when Stephen disappears. Stephen is not the culprit responsible for the bank robbery, which is clear from his last words to Mr Gradgrind. Tom is the only person responsible for the robbery. Making a plan, Cecilia advises Tom to go to the circus people, who will be willing to harbor him for her sake. But for her simple plan, Tom would be arrested. Her thoughtful action saves Tom from being punished for the robbery. Racheal is also characterized with her actions. Anxious about his problems, Racheal sends Stephen a message and tells him to return Coketown. The workers begin to suspect Stephen of the bank robbery. She strives to prove that Stephen is an honest and respectable man. She requests that Lousia should make an explanation about her visit to Stephen‘s house. During her visit, Lousia offers Stephen Blackpool a large sum of money to help him. Stephen accepts her offer only as a debt and takes two pounds for his fare. Moreover, Mr Bounderby is developed with his rough and practical manners. He is a self-made humbug. Dragging by the collar, Mrs Sparsit brings his real mother, Mrs Pegler to his mansion. A group of curious people gathers in his dining room. At the sight of this uninvited party, Mr Bounderby becomes confounded rather than hospitable. He shouts at Mrs Sparsit for her meddling into his private life. He shows the door to the people, and orders them to go away immediately. There follows a conversation about the cruelty to her son between Mr Gradgrind and Mrs Pegler, Mr Bounderby‘s real mother. Her responses to all the questions clarify her son‘s deceptive conduct. Additionally, Mr Bounderby is always characterized with his rough and arrogant behavior. His conduct is also violent and careless when he looks for Lousia, his young wife in Stone Lodge. Such are his manners in the circus, where he and Mr Gradgrind have paid a quick visit to inform them that they do not want Cecilia at the school. 571 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Mrs Sparsit‘s actions are not different from those of her boss, Mr Bounderby. She drags Mrs Pegler to make an explanation about Stephen‘s whereabouts, for Mrs Pegler was seen with Stephen Blackpool in front of Mr Bounderby‘s house. Mrs Sparsit is jealous of Lousia. Sparsit imagines a staircase, from the steps of which Lousia goes lower and lower in her friendship with Mr James Harthouse. For this reason, Mrs Sparsit always wishes Lousia to make a scandalous mistake and bring disgrace to the reputation of her husband. Watching her relationship with Mr Harthouse, she always pursues Lousia. Mrs Sparsit keeps an unrelenting watch on her in the country house. She chases Lousia across the entire road dividing Coketown from the country house. Mrs Sparsit maintains a cat-like observation of Lousia, through her husband, through her brother, through James Harthouse, and through the outside of letter and packets. Mrs Sparsit also uses Bitzer as a spy in the bank. Often seated with her iron needlework at the window, Mrs Sparsit acts as a guardian over the bank. To reveal and develop their persona in most cases, Dickens uses the idiosyncratic actions and conduct of all these characters in Hard Times. CONCLUSION Charles Dickens is a successful novelist in characterization. In spite of the sweeping assertions over his characters, many memorable characters are created through his excellent genius and warm heart in English literature. Because he has unique talent with characterization, many readers all over the world believe that his characters are interesting enough. They can easily count several of his characters when questioned. It is not a sheer coincidence that various readers still know his characters very well. Many readers are able to remember them due to his interesting creation. In contrast to some views of the critics, Dickens must have an unusual characterization technique. Otherwise, most readers would have already forgotten all of his characters. A number of his characters seem so flat and simple as to be explained in a few words. However, an unnoticed aspect of his mastery may emerge when his characters are thoroughly examined. The suggestion of some critics is partly true that Dickens‘s characters have no inner life. Many of them do not have inner life because they do not need to in the general artistic structure of the novels. For my part, critics must have a clearer conscience and a truer perception. Dickens is simply a novelist, not God. They had better be more merciful, more reliable, and more precise in their criticism. One of the things they often overlook is that Dickens creates character through their action, where they are seen in interaction, transaction, and not simply with a physical description in a flash. Proper or improper by the norms of Victorian society, most characters come alive with their usual actions, reflecting their inner world. Dickens creates many memorable characters in his novels and makes them equally credible. In this regard, the reader should decide on the credibility and the vitality of his characterization on safer grounds. When postulating a fictional world, Dickens bestows such compound personal traits as may be missed at first glance to stress the individuality of a character. Dickens especially shows the choices, habits, inclinations, consciousness, intelligence, and sentimentality of almost each significant character in the story. Precise information about these points is frequently influential to understand accurately the identity and social image of a character. Furthermore, Dickens uses the thoughts of a character on specific subjects. The thoughts such characters intensify the depth and dimension. Without some thought, these characters would seem like a dummy model. They have certain thoughts, ideology, and prejudices. Their thoughts are revealed in discussions, in materials and in flashbacks. To give his due rights, Dickens shows the thought and the reasoning processes of his characters when dictated by the structure of the novel. 572 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo REFERENCES Brook, G. L. (1970). The Language of Dickens. London: Andre Deutsch. Collins, Phillip. (1962). Dickens and Crime. London: Macmillan. (Ref:1964) Dickens, Charles. Bleak House, London: Penguin. (ref:1971 and abbreviated as BH) _____________. David Copperfield, London: Longman. (ref:1966 and abbreviated as DC) _____________. Great Expectations, London: Longman. (ref:1975 and abbreviated as GE) _____________. Hard Times, London: Longman. (ref:1973 and abbreviated as HT) _____________. Little Dorrit, London: Penguin Books. (ref:1985 and abbreviated as GE) _____________. Oliver Twist , London: Penguin Books. (ref:1985 and abbreviated as OT) Ford, George H. (1967). The Poet and the Critics of Probability. Dickens: a Collection of Critical Essays. Martin Price. (Ed.) Englewood Cliffs, New Jersey: Prentice Hall. Ghent, Dorothy Van. (1967). The Dickens World: a View from Todger‘s Dickens. Dickens: a Collection of Critical Essays. Martin Price. (Ed.) Englewood Cliffs, New Jersey: Prentice Hall. James, Henry. (1981). Selected Literary Criticism. Morris Saphira. (Ed.) Cambridge: Cambridge University Press. Leavis, F. R. and Q. D. Leavis. (1970). Dickens the Novelist. Harmondsworth: Penguin Books. Leech, N. Geoffrey and Michael Short. (1981). Style in Fiction. London: Longman. Lucas, Gyôrgy. (1969). The Meaning of Contemporary Realism. (ÇağdaĢ Gerçekçiliğin Anlamı. Cevat Çapan. (trans.). Ġstanbul: Payel Yayınevi.) Orwell, George. (1953). Decline of English Murder and Other Essays. London: Penguin Books. Perry, Bliss. (1920). A Study of Prose Fiction. Cambridge: the Riverside Press. Boston, Massachusetts: Houghton Mifflin Company. Sucksmith, Harvey Peter. (1970). The Narrative Art of Charles Dickens. Oxford: The Clarendon Press. Thomashevsky, Boris. (1955). Thematics. Russian Formalist Criticism Four Essays. Lee T. Lemon and Marion J. Reis. (trans.) Lincoln: University of Nebraska Press. William, Raymond. (1973). The English Novel. London: Chatto and Windus. Zweig, Stefan. (1979) Three Great Men: Dostoyevsky, Balzac and Dickens. (Üç Bùyùk Adam: Dostoyevsky, Balzac and Dickens Ayda Yùrùkan. Ankara: Tur yayınları.) 573 � 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. 86 Title A name given to the resource Dickens and his Memorable Characterization Author Author ÇAKIR, Dr. Hasan Abstract A summary of the resource. Charles Dickens is a distinguished novelist and an influential figure in the Victorian period. In spite of that, some superficial observation and generalization is rife in critical commentaries about his novels. Such repeated assertions are not always the case when respectively applied to the characters and the novels of the writer. One of the achievements that Dickens possesses in connection with the art of his novels is his obvious success in creating memorable characters in his substantial novels. The power that lies under his striking success is that he uses so many interesting techniques to describe characters in detail. He uses many fixed phrases, styles of clothing, parts of jewelry, typical pets, chronic diseases, handy tools, elements of decorations, positions of the body, and mannerisms in using some external organs and the manners associated in daily life. Characters are marked with such techniques and these become indispensable parts of their characterization. Based on the actions and the manners, characters seen with these objects are easily recognized and remembered by the reader to the end of a particular novel. The vivid, colorful, credible and lifelike characters and the techniques used for their creation prove the matchless mastery of the writer. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3457 Title A name given to the resource DICTIONARY OF ABBREVIATIONS IN LINGUISTICS: TOWARDS DEFINING FUNCTIONAL ASPECTS AS STRUCTURAL ELEMENTS OF THE ENTRY Author Author Fabijanić, Ivo Abstract A summary of the resource. The article deals with general information about the project of compiling a dictionary of abbreviations in linguistics.It also contains a short overview of past research together with their main results.Theoretical solutions refer to the Multi-level approach in collecting data for submorphemic wordformations, which consists of three aspects: 1) Structure and Modes of Production, 2) Cognitive Aspects, and 3) Functional Aspects. Practical solutions for the structure and modes of production, as well as for the cognitive aspect, have already been recommended with the results properly substantiated by the examples of abbreviations. This research presents results for the functional aspect, which refers to stylistic and sociolinguistic, pragmatic and text-linguistic aspects. We provided solutions for analysing stylistic features of the abbreviations andthe expressive means and stylistic devices used in their formation. Keywords: dictionary, abbreviations, linguistics, micro-structure, analysis, multi-level approach, functional aspect, stylistics 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