20 10 3494 https://eprints.ibu.edu.ba/files/original/38a13a9b0d1b37b61d5f5f74ab7d1101.pdf a2178d5a6454c31ff377222dd89fb3b3 PDF Text Text Adpositions Derived From Nouns In Iranian Languages Güneş Muhip Özyurt Yıldırım Beyazıt Universitesi, Turkey Abstract: The purpose of this study is to explore the noun-derived adpositions in Persian language and other living Iranian Languages in the light of the relevant literature. To accomplish that, first the existing works that deal this type of grammaticalization will be discussed. Next, seven languages from the Iranian language family will be examined to reveal how adpositions develop out of nouns. Keywords: adposition, noun, grammaticalization, Iranian Languages, Persian 1. Introduction The present study deals with the adpositions in Iranian Languages that have been derived from nouns. There is significant research on the theoretical aspects of grammaticalization of nouns into adpositions as a phenomenon that pervades human languages, which will be reviewed in the first part of this paper. Yet, as will be discussed, Iranian Languages have not been paid due attention by the researchers of this pathway of grammaticalization. Thus, the second part of the paper is an attempt to find out whether noun-derived adpositions in Iranian Languages adhere to the rules observed in other human languages. To this end, instances of nouns grammaticalized into postpositions or prepositions in seven Iranian Languages will be scrutinized. The languages that will be reviewed are Balochi, Pashto, Mazandarani, Talysh, Zaza, Kurdish and Persian. 2. Literature Review: The Grammaticalization of Nouns into Adpositions There is no clear-cut definition of an adposition that all linguists agree on and making such a definition will not be attempted here. However, to make the subject matter clear, it should be stated that the term adposition in this paper is seen from a functionalist perspective. Svorou (1994) developed a classification based on function and grouped adpositions, affixes and case inflections with spatial functions altogether as “spatial grams”. While Svorou’s findings on the grammaticalization of adpositions are key for the theoretical framework of this paper, her delineation of the function of adpositions as limited to the expression of spatial relations does not work for all the instances that will be discussed below. A more comprehensive approach that is adopted in this study is that of DeLancey (2005) who noted that adpositions “show a range of rather distinct semantic functions” while adding that one of their major functions is to express “spatial and temporal relations” (p. 187). In human languages, adpositions are continuously grammaticalized from other parts of speech. Verbs and adverbs are two antecedents for new adpositions but nouns provide the main source (Heine & Kuteva, 2007). The process of change from nouns to spatial �adpositions was studied by Svorou (1986). According to her, new spatial expressions are derived not only through the combination of nouns with existing adpositions or case markers but also with the help of genitive constructions. During the genitive construction phase, which Svorou (1986) showed to be a step of grammaticalization that was common in many languages, the prospective adposition acts as the head noun. The semantic motivation here is to create a part-whole relation between two words where the part actually means the location beyond the limits of the part. The following desemanticization and phonetic erosion are the key components of the grammaticalization process and once the noun loses its original form and meaning to become a true adposition, further grammaticalization into categories such as case marker is also possible (Heine & Kuteva, 2007). Svorou’s (1994) comprehensive account of the grammaticalization of adpositions and other spatial grams based on a broad sample of genetically unrelated languages showed that nouns do not become adpositions randomly. Instead, clear semantic patterns common to all languages are observed in the choice of the nouns, from which adpositions are derived. Body part names, for instance, constitute the noun group most frequently grammaticalized into adpositions and more often than not, languages adhere to what is called “the anthropomorphic model” concerning the semantic connection between the source nouns and the derived adpositions. In the antropomorphic model, the spatial meaning of the noun-derived adpositions correspond to the location of the source body-part noun in relation to the rest of the human body. For example, as shown by Svorou (1994), in several languages nouns that mean “head” have become adpositions that mean “on”. Common paths for deriving adpositions from human body parts also include nouns that mean “back” becoming adpositions that mean “behind” and nouns that mean “heart” becoming adpositions that mean “inside” or “in”. Other noun groups that have a habit of giving rise to adpositions are body parts based on a zoomorphic model, environmental landmarks such as “field” or “doorway” and relational object parts such as “top” or “front”. In addition to the abovementioned comparative accounts, the grammaticalization of nouns into adpositions has also been scrutinized in works that deal with specific language groups such as Esseesy’s (2010) detailed study of the Arabic prepositions. As for Iranian Languages, Svorou (1994) did use examples from the Persian language but some of the most illustrative instances of nouns grammaticalized as adpositions in this language were not covered by her, not to mention the mistaken identification of dar “in” as indicating the exterior region (p. 258). Also, Persian is only part of the picture when it comes to the rich inventory of prepositions and postpositions found in various Iranian Languages. 3. The Iranian Languages The Iranian language family is a major part of the Indo-European language family and includes several languages descending from the unattested Proto-Iranian and are currently spoken in Iran and neighboring countries. They are further divided into Eastern, SouthWestern and North-Western Iranian sub-groups that represent a genealogical divide rather than a geographical one. The development of Iranian languages can be examined in three historical stages namely Old, Middle and New Iranian. One of the most noticable changes in grammar that occured through these stages is the demise of the case declensions in the �Middle Iranian period, which left adpositions as the only means to express cases and other semantic relations. Consequently, in the New Iranian period, Iranian Languages have developed many prepositions and postpositions. In the following part of this paper, examples of adpositions derived from nouns in seven living Iranian languages namely Balochi, Pashto, Mazandarani, Talysh, Zaza, Kurdish and Persian languages will be presented. Though making an exhaustive list of every noun-derived adposition in every living Iranian language is beyond the scope of this study, the seven languages reviewed here reflect the geographical distribution as well as the linguistic diversity of Iranian Language family and adpositions derived from cognate words in different languages are paid due attention to present an explanatory overview of the grammaticalization of adpositions in Iranian Languages as a whole. 3.1 Balochi Balochi is a North-Western Iranian language spoken in Southeastern Iran and Western Pakistan. Though prepositions do exist in Balochi, they are usually incorporated into circumpositional phrases where the postposition is the true vessel of meaning (Elfenbein, 1989). Postpositions can also be used alone. There are a number of Balochi postpositions that are actually oblique forms of body-part nouns: (1) čukh-ē dēm-ā (Jahani & Korn, 2009, p. 657) child-GEN face-OBL “in front of the child” As seen, the preceding noun is in the genitive case, which creates a possessive relationship with the postposition. The oblique case in Balochi can express the locative so the above phrase literally means “in the face of the child”. Two other examples of noun-derived adpositions in Balochi are sar-ā “on”derived from sar “head” and phušt-ā “behind”derived from phušt “back”. As for phad-ā “behind” derived from phad “foot”, the semantic motivation is probably “in the footsteps of” i.e. “in the wake of” (Jahani & Korn, 2009). 3.2 Pashto Pashto is an Eastern Iranian language primarily spoken in Afghanistan and Pakistan. David (2014) estimated a speaker population between 25 and 50 millions. Although dialects do exist, their differences are superficial and they are mutually intelligible according to Tegey and Robson (1996), who regarded Pashto a conservative language because it has retained some archaic linguistic features. In Pashto, the particle ki is employed as part of a circumposition to express the interior location: (2) pə koṭ-a ki (David, 2014, p. 310) in… room-F.DIR …in “in the room” ki essentially goes back to *kašē, which was the locative form of the Avestan word kasa“armpit”, literally meaning “in the armpit” (Hewson & Bubenik, 2007, p.150). In this case, the grammaticalization has reached its final phase where the particle can no longer be used �outside the adpositional phrase and its origin is only discernible to linguists. The source noun is also unique as there is no other known instance of this particular body-part name evolving into a locative particle. The circumposition pə … ki can be combined with several other adpositions to express more complicated spatial relations. One such adposition apparently derived from a noun is məkh: (3) də sinf pə məkh ki (David, 2014, p.340) of class in… face-M …in “in front of the class” When used as a noun, məkh means “face”, perfectly conforming with the antropomorphic model discussed earlier. Note that in some dialects of Pashto, we also come across sar “head” in a similarly combined form that means “at the top of, above” (David, 2014, p.315). 3.3 Mazandarani Mazandarani is a member of the Caspian Languages sub-family of North-Western Iranian Languages. Its speakers are concentrated in Iran’s Mazandaran Province and number over 3 millions. Although urbanization and proximity to Iran’s cultural and political center have led to the recent weaking of Mazandarani language by an influx of Persian vocabulary and grammatical forms, certain elements of Mazandarani resist being replaced such as the placement of adpositions. (Borjian, 2004) Mazandarani is a postpositional language so the adpositions follow the noun, which optionally gets an oblique marker. Two postpositions in Mazandarani have evident nominal origins: (4) nεfār sar (Borjian & Borjian, 2007) shed-DIR head “on the shed” (5) kεlum-e dele (Borjian & Borjian, 2007) stable-OBL heart “in the stable” Example (4) shows another instance of a consistent practice across the Iranian language family whereby sar “head” and its cognates are adopted as adpositions that mean “on top of”. The case of dele in (5) is not unique to Mazandarani either. Creating a semantic analogy between “heart” and “interior” is a widespread practice in human languages and as will be shown, Iranian languages are no exception. 3.4 Talysh Spoken as the native language by about 1 million people in the Northern part of Iran’s Gilan province, Talysh belongs to the Caspian group of North-Western Iranian Languages. It is divided into southern and northern dialects, which have a low level of mutual intelligibility. One of the key differences between Talysh dialects are the adpositions. The southern dialect employs postpositions whereas the northern dialect has a plethora of prepositions, postpositions and circumpositions that bring together multiple adpositions in complicated phrases. The selection of Talysh adpositional phrases provided by Stilo (2009) allows for the �detection of several items that have discernible nominal origins, two of which are shown in the following examples: (6) kœ-y dɪ̈ l-œdœ house-OBL inside-in “in the house” (7) zœmin-í sœ land-OBL on “on the land” In (6), dɪ̈ l is simply a reinterpretation of the Talysh noun that means “heart”. As for sœ, Paul (2011) showed that it is a phonetically eroded version of the word sar “head” and is endemic to the Anbarani i.e. Northern dialect. Stilo (2009) also reported about adpositional phrases that contain the word düm “tail” with the spatial meaning “behind”. 3.5 Zaza A North-Western Iranian language indigenous to eastern Turkey, Zaza is also called Dimili, a name that is thought to reflect its origin in Iran’s Daylam region that goes back to 12th century. This language is related to the Caspian Languages that include Mazandarani and Talysh but it has been geographically isolated from them for centuries (Astarian, 2011). In Zaza, postpositions dominate as far as spatial and temporal expressions are concerned: (8) kitabî sero (Malmisanij, Uzun & Espar, 2001, p. 464) book-OBL on “on the book” In the above example, sero is an adposition that has been derived from the noun sere “head”. Noun-derived adpositions in Zaza, are occasionally used in combination with other postpositions that complement the meaning: (9) derse ra pey Lesson from after “after the lesson” The phonetic similarity between pey “after” and pa “foot” may not be clear at first look. However, considering that the cognates of pa have formed adpositions that mean “behind, after” in at least two other Iranian languages namely Balochi and Persian, it becomes evident that the same relationship must also be valid for Zaza. Another postposition in Zaza that means “after” is dima, which is apparently connected with the noun dim “tail”. Finally, similar to what is seen in Mazandarani and Talysh, the Zaza noun zərri “heart” has provided the basis for the emergence of the adposition zərə “inside”, which usually precedes the postposition di for greater semantic precision: (10) čente zere di (Todd, 2008, p. 81) bag-OBL inside in “inside the bag” 3.6 Kurdish �Kurdish belongs to the North-Western Iranian Languages and is spoken in Eastern Turkey, Northern Iraq and Western Iran. The northern dialect spoken mainly in Turkey and known as Kurmanji, is the most widely spoken dialect. McCarus (2009) claimed Kurmanji is hardly intelligible with the Central and Southern dialects and went so far as to call Kurdish “a cover term” for a large group of languages. As Bedir Khan and Lescot’s (1970) study of Kurmanji grammar showed, Kurdish has a rich inventory of adpositions. In Kurdish, there are a number of fully grammaticalized primary adpositions that appear alone or in combinations to carry out a variety of case-like functions. Noun-derived adpositions work together with these primary adpositions to form adpositional phrases that describe complicated semantic relationships. A noun-derived adposition that is pervasive in Iranian Languages, namely sar “head” is also one of the widely used adpositional elements in Kurdish: (11) di ser dîwêr re (Bedir Khan & Lescot, 1970, p. 257) DI head wall-OBL RE “over the wall” In the above phrase, di is a primary adposition with a locative undertone while re implies motion through or towards something. Their union with a noun creates a new spatial meaning. Further instances of adpositions derived from body-part nouns in Kurdish can be found in adpositional phrases that mean “behind” such as di pişt … da and li duv. As a noun, pişt means the human back and duv is a tail. There is also du that is obviously an eroded version of duv. Another Kurdish body-part noun turned into an adposition is kelek that was originally a word for the side of the human torso and it has formed the phrase li keleke “next to”. One of the main comitative adpositional phrases in Kurdish has also developed out of a noun. The noun gal means folk or people. It has formed the prepositional phrase li gal “together with”. The semantic motivation is apparently “in the group of”. Interestingly, Kurdish ji … der literally means “out of”, in contrast to the Persian dar “in”. It should be noted that the two are essentially different words. While the Persian dar is a descendant of Old Persian antarə “between”, the Kurdish adposition der has developed out of the noun der “place” that also means “door”. According to Svorou (1994), the creation of adpositions that describe the outside location from nouns that mean “field” or “doorway” is one of the common paths of grammaticalization and the Kurdish dar fits this model. 3.7 Persian Persian is a major member of the South-Western branch of Iranian language family and it not only enjoys a substantial speaker population of 110 million (Windfur & Perry, 2009, p.418) but also has the oldest written tradition that goes back to the 10th century, not to mention the pre-Islamic period. In addition to Iran, it is the official language of Afghanistan under the name “Dari” and of Tajikistan under the name “Tajik”. Modern Persian is an almost exclusively prepositional language and has two types of prepositions. What could be called “genuine prepositions” (Hewson & Bubenik, 2007) essentially perform case functions. The secondary prepositions, which need the assistance of a genuine preposition or a genitive construction called “ezafe”, are used to express a broad �range of spatial, temporal and semantic relations. Two of the secondary prepositions that refer to the posterior region have been derived from nouns: (12) pošt-e derakht back-GEN tree “behind the tree” (13) donbāl-e māšīn after-GEN car “after the car” The Persian noun pošt can mean the back of any object but its original meaning is anatomical. As discussed above, the cognates of the Persian pošt in Kurdish and Balochi are also employed as adpositions that mean “behind”. As for donbāl, it has been derived with the derivational affix –āl that adds a meaning of affinity from donb “tail” (Donbāl, n.d.), which is a rare alternative form of the noun dom. The cognates of Persian dom in Talysh, Zaza and Kurdish have also become adpositions that do the same job. Another preposition with a similar meaning is pay “in the wake of” linked to the noun pā “foot”. This noun is attested in some Early New Persian texts as pay allowing for the conclusion that the adposition pay evolved out of this alternative form. A Persian preposition that is unique concerning its source noun is jalū “in front of”. It developed from the Turkish word jilav that means a horse halter, a gear that is located in front of the animal. Although nouns that mean “face” often give rise to adpositions that mean “in front of” in other languages (Svorou, 1994), Persian rūy “face” has experienced a different semantic expansion: (14) rūy-e māšīn face-EZ car “on the car” Together with the genuine adposition bar “on”, rūy provides the means for reference to the space over an object, leaving little need for sar “head”, which still has some adpositional functions. The spatiotemporal connotation of sar in Persian appears to be more about the edge or the beginning of something than with the top of it as seen in sarāsar “from one end to the other”. In colloquial Persian, the use of the noun-derived preposition tū (inside) to express the locative case is more common than the use of the primary preposition dar (in). As a noun, tū is attested more in the medieval poetry than in modern language and means a layer or a curtain. The declining use of tū as a noun and its tendency to replace dar as the main locative preposition presents an interesting case of ongoing grammaticalization. 4. Conclusion The above examples from seven Iranian Languages reveal that the grammaticalization of adpositions from nouns in this language family has followed a path that is quite similar to what research shows to have happened in other languages. First of all, the types of nouns that enter such a process of grammaticalization is in line with Svorou’s (1994) findings. Bodypart nouns, for instance, contribute the most to the creation of new adpositions in Iranian �Languages just as they do in other human languages. In addition, the semantic motivation in many of the noun-derived adpositions in the languages examined in this paper fit the universal patterns such as the antropomorphic model. This is exemplified in the widespread use of sar “head” as an adposition that means “on”. Finally, the way nouns start off as adpositions in Iranian Languages verifies Svorou’s (1986) theory about the transition phase during which the newly derived adpositions are combined with older adpositions or found in genitive structures as this was the case in several of the above examples. An additional point revealed by this study is the pervasiveness of cognate adpositions that fulfill the same semantic role in different Iranian Languages. Concerning that the languages in question have separated more than two milennia ago and that some of the widespread cognate adpositions such as sar “head” appear rather new and at an early stage of grammaticalization, not every similarity can be ascribed to genetic relationship. In other words, there must have been some form of contact induced grammaticalization at work during the historical development of the adpositions in Iranian Languages, the details of which require further research to be uncovered. References: Astarian G. S. (2011). Dimlī. In Encyclopædia Iranica, Retrieved from iranicaonline.org/articles/dimli Bedir Khan E. D., & Lescot R. (1970). Grammaire Kurde (Dialecte Kurmandji). Paris: Maisonneuve. Borjian H. (2004). Mazandaran: Language and People (The State of Research). Iran and the Caucasus, 8(2), 289-328. Borjian M., & Borjian H. (2007). Ethno-Linguistic Materials from Rural Mazandaran: Mysterious Memories of a Woman. Iran and the Caucasus, 11(2), 227-248. David A. B. (2014). Descriptive Grammar of Pashto and its Dialects. Berlin: De Gruyter Mouton. DeLancey S. (2005). Adpositions as a non-universal category. In Frajzyngier Z., Hodges., & Rood D. (Eds.), Linguistic Diversity and Language Theories (pp. 185-202). Philadelphia: John Benjamins Publishing Company. Donbāl. (n.d.). Dehkhoda Lexicon. Retrieved from http://parsi.wiki/dehkhodaworddetaild01811c184f048c7ae81491600388df0-fa.html Elfenbein J. (1989). Baloci. In S. Rüdiger (ed.) Compendium Linguarium Iranicarum (pp. 350-362). Wiesbaden: Ludwig Reichert Verlag. Esseesy M. (2010). Grammaticalization of Arabic Prepositions and Subordinators. A Corpus-Based Study. Leiden: Brill. Heine B., & Kuteva T. (2007). The Genesis of Grammar A Reconstruction. New York: Oxford University Press. Hewson J., & Bubenik V. (2006). From Case to Adposition: The development of configurational syntax in Indo-European languages. Amsterdam: John Benjamins Publishing Company. Jahani C., & Korn A. (2009). Balochi. In Windfuhr G. (Ed.), The Iranian Languages (pp. 634-692). New York: Routledge. �Malmisanij M., Uzun M., & Espar J. I. (2001). Ferhenge Kirmanckî (Zazakî)-Tirkî. İstanbul: Vate Yayınevi. McCarus E. N. (2009). Kurdish. In Windfuhr G. (Ed.), The Iranian Languages (pp. 587-633). New York: Routledge. Paul D. (2011). A Comparative Dialectal Description of Iranian Taleshi (Doctoral dissertation). Retrieved from https://www.escholar.manchester.ac.uk/uk-ac-man-scw:119653 Stilo D. L. (2009). Circumpositions as an areal response: The case study of the Iranian zone. Turkic Languages, 13(1), 3-33. Svorou S. (1986). On the Evolutionary Paths of Locative Expressions. Proceedings of the Twelfth Annual Meeting of the Berkeley LinguisticsSociety, 515–527. Svorou S. (1994). The Grammar of Space. Amsterdam: John Benjamins Publishing Company. Tegey H., & Robson B. (1996). A Reference Grammar of Pashto. Washington DC: Center for Applied Linguistics. Todd T. L. (2008). A Grammar of Dimili Also Known as Zaza. Retrieved from forumlinguistik.de/de/_3277 Windfuhr G., & Perry J. R. (2009). Persian and Tajik. In Windfuhr G. (Ed.), The Iranian Languages (pp. 634-692). New York: Routledge. � 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. 3260 Title A name given to the resource Adpositions Derived From Nouns In Iranian Languages Author Author Muhip Özyurt, Güneş Abstract A summary of the resource. The purpose of this study is to explore the noun-derived adpositions in Persian language and other living Iranian Languages in the light of the relevant literature. To accomplish that, first the existing works that deal this type of grammaticalization will be discussed. Next, seven languages from the Iranian language family will be examined to reveal how adpositions develop out of nouns. Keywords: adposition, noun, grammaticalization, Iranian Languages, Persian 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 2016-03-22 Keywords Keywords. Article PeerReviewed PE English https://eprints.ibu.edu.ba/files/original/966a674f5ab4a71c21f8b890cd375c97.pdf 3fa1f2d657d4797f949681627f6b79b4 PDF Text Text Adsorption of Sizing Emulsion on Various Cellulosic Fibres Arif Karademir Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey arifkarademir@yahoo.com Hulya Varlıbas Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey Selim Karahan Kahramanmaras Sutcuimam University Faculty of Forestry, Department of Forest Product Engineering, Bahcelievler Campus Kahramanmaras, Turkey Sami Đmamoğlu Artvin Coruh University, Faculty of Forestry Department of Forest Product Engineering, Artvin, Turkey, imamoğlusami@gmail.com Abstract: Adsorption of any chemicals over pulp stock during wet-end operations in paper manufacturing is extremely important for effectiveness, waste treatment, close system operation and so on. This paper investigates the adsorption characteristics of AKD emulsions over various pulp blends containing bleached, unbleached fibres and secondary fibres obtained from some waste paper grades. Fibre suspensions with different properties were mixed with various amounts of sizing emulsions under different conditions and the amount of adsorbed sizing agents were monitored by gas chromatography studies. The optimum amount of sizing adsorption needs to be achieved giving higher retention, clear drainage and good water repellent properties. Work is believed to offer some useful information to especially papermills utilising waste papers at neutral or alkaline conditions. Keywords: Paper making, adsorption, sizing, retention, waste water, GC. Introduction Many paper and paper products are required to show some degree of resistance to liquids, such as water, drinks and so on. Various water-repellent materials, called sizing agent, have been tried to bring such properties to papers and some of them are currently used in the industry. Sizing agents can be added into the pulp suspension before formation or can be applied over dry paper. The first one is known as “internal sizing” while the latter is called as “surface sizing”. Until recently rosin was the most commonly used sizing agent which had been introduced to paper industry around 1850 by Morritz Illig. Rosin emulsion is prepared by the saponification of resin which is extracted from stands of softwoods and/or obtained from some chemical pulping processes as byproducts. Rosin emulsion must be used with alumunium sulphate to maintain attachments of rosin over cellulosic fibres in a pulp suspension. System works best at pH between 4,5-5,5, hence it is called as acid system and the product produced is named as acid paper (Roberts, 1992; Karademir and Imamoglu, 2005). Around 1990’ies, a new waxy sizing agent took a significant attention from papermakers which is manufactured from a stearic and palmitic acid, alkyl keten dimer (AKD). AKD is melted and mixed with cooked 780 �cationic starch to produce a milky emulsion. AKD is accepted a widespread wellcome from papermakers since it works at neutral-alkali conditions and attach to fibres via cationic starches on its particle shell. During drying, tiny wax in its particle melt and spread over fibres then eventually develop ester bonds with cellulose. AKD is, therefore, called as reactive sizing agent. Detailed information on subject is available in the literature (Roberts, 1991; Karademir et al, 2004; Hubbe, 2006). Paraffin is also a water repellent chemical which consists of a long aliphatic hydrocarbon chain. Some fibreboard and particle board manufacturer normally use paraffin emulsion as surface application. It is also used paper manufacturing too. Retention of sizing chemicals used in a pulp suspension is a crucial mechanism which must be maintained at high degree. Sizing chemicals must be firstly adsorbed onto the stock, preferably fibres, and should be evenly distributed in the paper matrix. The chemical retention mechanism plays real important role in the retention of such paper additives when using pulps with long fibres. If pulps having lots of fines, fillers and small particles are used, then the mechanical retention too would be very important in addition to chemical one. In such situation, sizing particles normally tend to attach on small components of pulp due to their greater surface area. Therefore, it is critically important to maintained higher fine retention (first pass retention) to be able to hold sizing chemicals in the forming sheets (Roberts, 1991; Voutilainen, 1996; Jian and Deng, 2000; Karademir et al, 2005; Hubbe, 2006; Ravnjack et al, 2007). Mechanical retention is quite difficult in recycling papermills since pulps naturally contain lots of small ingredients, fines and chemicals. The problem should be solved to run a close up system efficiently where used water is circulated in a loop and offers many environmental benefits (Imamoglu et al, 2005a; Imamoglu et al, 2005b). Experimental Materials and Methods Fibres and Chemicals Bleached both long and short fibres and also unbleached long fibres were used as virgin wood pulps. Pulps from old office paper, newspaper and corrugated box were also prepared as secondary fibres. Just long fibres (bleached and unbleached) were beaten in a PFI mill in accordance with Tappi T 248 sp-08 method until 37 SR° values are reached. Three commercial sizing emulsions were used. AKD and rosin emulsions were obtained from Kahramanmaraş Papermill (Kahramanmaras, Turkey) and paraffin emulsion was obtained from Caran Chemical (Izmir, Turkey). The solid content of AKD was %25 while rosin and paraffin emulsions were at %40. Handsheets Making and Testing Pulp from old newspaper was used to compare the effects of three sizing emulsions on the both Cobb and breaking force values (TAPPI T 494 om-88) of resultant papers. Long unbleached fibres were also used to see the effects of beating and increasing sizing addition on the Cobb and tensile index of sheets (TAPPI T 494 om-88). Tappi 205 sp-95 method was followed for papermaking. Gas Chromatography Study Calculated AKD emulsions were added to various pulp slurries prepared at 0,5 consistency in a Dynamic Drainage System (DDS). Mixture was initially stirred at 500rpm for 3 minutes, then at 200 rpm for 1 minute. And then, the suspension was filtered on 200 mesh wire just after 10 seconds waiting without mixing. Filtered fibre mats were allowed to air dry, then retained AKD was extracted from samples according to method followed by Karademir (Karademir, 2002). Extracts were analysed in a capillary gas chromatography (Perkin Elmer, Clarus 500). Results Sizing Emulsions and Contributions Pulp from old newspapers was prepared at a laboratory disintegrator and a number of sheets were made in a British sheet former at 100 g/m2 grammage with different addition levels of three sizing emulsions. It is clearly seen in figure 1 that AKD and paraffin emulsions were quite effective in making handsheets hydrophobic compared to rosin emulsion. Retention levels of sizing chemicals on dry basis and also reaction mechanisms with cellulosic fibres need to be discussed here to be able to evaluate the sizing emulsions. What is known is that rosin and AKD can develop chemical bonds in sheets during drying stage if retained, whereas paraffin just physically covers the surfaces making a barrier to penetrating liquids. Unfortunately, we can only plot the Cobb values versus theoretical sizing addition levels rather then exact retained amount. 781 �100 Rosin 90 Paraffin 80 AKD Cobb (g/m2) 70 60 50 40 30 20 10 0 0 2 4 6 8 10 12 14 16 18 20 22 Sizing Agent Added (mg/g) Figure 1: AKD emulsion gave the best Cobb value with little dry content. Figure 2 shows the contribution of sizing agents on paper strength, represented as the breaking force. It seems that despite presenting in very small amount in papers, AKD molecules are thought to have developed extra bonds between fibres and pulp ingredients hence increasing sheets strength. Paraffin, however, remarkably reduced strength value. Paraffin probably wrapped up fibres in different intensities and just hindered the potential bond formation between fibres. Rosin emulsion was found to be almost stable showing no negative effects on sheet strength (Figure 2). 782 �30 AKD Rosin Breaking Force (N) 26 Paraffin 22 18 14 0 2 4 6 8 10 12 14 16 18 20 22 Sizing Agent Added (mg/g) Figure 2: Sizing agents effecting sheet strength. Beating and Addition Levels on Cobb and Strength Increasing beatings were performed on the pulp of long unbleached fibres at PFI mill to see the changes on the sheet strength and Cobb value at %0,5 AKD emulsion level. As seen in figure 3, the beating represented, as Shopper Riegler value, improved tensile index of sheets to some degree, then level out. Cobb values show a rapid drop at the first beating, and then headed to gradual increase parallel to beating (Figure 3). 120 100 Cobb&Tensile Ind. 80 60 40 Tensile Index 20 Cobb 0 10 20 30 40 50 60 70 80 90 100 Shopper Riegler Degree Figure 3: Effects of beating on Cobb and tensile index of sheets. 783 �Moderate beating makes fibres flexible and produces new surfaces as a result of both internal and external fibrillation. These all favour in making stronger, denser and smoother sheets. Excessive beating, on the other hand, causes damages on fibres and produces lots of fibre breaks, fines which may lead to retention problem and weak sheet formation. These depend on the intensity of beating and the real damages generated on the fibres. Fines having greater surface area adsorb huge amounts of sizing chemicals compared to fibres and may not be retained in the sheets. Therefore, sizing degree would be expected to drop in any case if fines in pulps are increased. 100 90 Tensile Index Cobb 80 70 Cobb&Tensile Ind. 60 50 40 30 20 10 0 0,0 1,0 2,0 3,0 4,0 5,0 6,0 % AKD Addition Figure 4: Effects of beating on Cobb and tensile index of sheets. AKD addition made positive changes on both paper strength and cobb value as seen in figure 4. Findings are in agreements with those presented in both figure 1 and 2 that AKD addition creates new chemical bonds between fibres. It is noted that excessive addition level of AKD above % 1 did not make a significant change. AKD Adsorption on Pulps Various pulps were mixed with %0,5 AKD emulsions, filtered, air dried and extracted with dichloromethane for 12 hours. It is known that air drying did not develop any chemical bonds between AKD molecules and cellulose (Ref) since AKD melting point is over 60°C. Therefore it was expected all AKD retained in filtered fibre mat to be extracted. Results plotted in figure 5 as extracted percentage of total added emulsion. Results suggest that most of the emulsion mixed with bleached short fibres were lost to back water. The retention in old office paper was also seen very poor. Newspaper on the other hand, despite being quite dirty pulp, was noted to keep most of the AKD emulsion in it. The adsorption of AKD emulsion in studied pulps were governed by the opposite charge attractions, between cationic starch molecules around AKD droplets and pulp ingredients. Retention of adsorbed AKD particles however depends on how good or bad papermaking ingredients stayed over wire. Flocculation and coagulation in fibre slurry, in this respect, directly increased the AKD retention. It is suggested that fibre suspensions poor in AKD retention should be adjusted in terms of charges and supported by retention aids. 784 �120 % Retained&Extracted 100 80 60 40 20 0 Bleached Short Office Newspaper Corrugated Bleached Long Control Pulp Sample Figure 5: Amounts of retained AKD as extractable portion from filtrated pulps. Conclusion Some degree of sizing is required for many papers. Sizing agents should not reduce paper properties other then Cobb value. AKD works well at small addition levels compared to other sizing agents studied here. Beating improved paper strength to some extend and improved Cobb value too. Severe beating, however, may not develop paper strength; but actually may reduce it due to destructive effects over fibres. AKD adsorptions over fibres are improved by opposite charge attractions. Adsorbed AKD on stock may be lost to back water if especially fine retention is not well enough. Acknowledgement This research was partly carried out under the Project (No:105M273) granted by The Scientific and Technological Research Council of Turkey (TUBITAK). Authors sincerely thank to TUBITAK for this support. References Roberts, J. (1992). Neutral Sizing, PIRA Review of Pulp and Paper Technology, PIRA International, Leathered, Surrey, U.K. Karademir, A. and Imamoglu, S. (2005). Sizing of Lignocellulosic Fibres in Papermaking. Proceeding of First International Workshop, Novel Technologies in Pulp and Paper Industry Turkey, 28th-29th September 2005, Kahramanmaras, Turkey, pp. 1-13. Roberts, J. (1991). Alkyl ketene dimers-Reactivity in Paper Chemistry (J.C. Roberts, ed.), Chapman and Hall, New York, p.121. Karademir, A., Hoyland, R.W., H., Xiao, H. and Wiseman, N. (2004). A Study on the Effects of AKD and Ketone on Paper Sizing and Friction, Appita Journal, 57 (2), 116-119. Hubbe, A. M. (2006). Paper’s Resistance to Wetting-A Review of Internal Sizing Chemicals and Their Effects. BioResources 2 (1), 106-145. 785 �Karademir, A., Hoyland, R.W. (2003). The Sizing Mechanism of AKD and Its Effects on Paper Friction, Appita Journal, 56 (5), 380-384. Karademir, A., Chew, Y.S., Hoyland, R.W. and Xiao, H. (2005). Influence of Fillers on Sizing Efficiency and Hydrolysis of Alkyl Ketene Dimer, The Canadian Journal of Chemical Engineering, 83 (3), 603-606. Voutilainen, P. (1996). Competitive Adsorption of Alkyl Ketene Dimer (AKD) on Pulp Fibres and CaCO3 Fillers, 1996 International Paper and Coating Chemistry Symposium, Canadian Pulp & Paper Association, 195-200. Jiang, H. and Deng, Y. (2000). The Effects of Inorganic Salts and Precipitated Calcium Carbonate Filler on the Hydrolysis Kinetics of Alkylketene Dimer, Journal of Pulp and Paper Science, 26 (6), 208-211. Ravnjack, D. Plazl, I. and Moze, A. (2007). Kinetics of Colloidal Alkylketene Dimer Particles Deposition on Pulp Fibers, Colloidal Polymer Science, 285, 907-914. Imamoglu, S., Atik, C and Karademir, A. (2005a) Problems Faced by Recycling Papermills. KAU, Journal of Artvin Forest Faculty, 6 (1-2), 179-190. Imamoglu, S., Karademir, A., Kirci, H. and Pesman, E., (2005b). Performance of Recycled Fibre on the Runnability of Paper Machine. Proceeding of First International Workshop, Novel Technologies in Pulp and Paper Industry Turkey, 28th-29th September 2005, Kahramanmaras, Turkey, 85-97. Karademir, A. (2002). Quantitave Determination of Alkyl Ketene Dimer (AKD) Retention in Paper Made on a Pilot Paper Machine. Turkish Journal of Agriculture and Forestry, 26 (5), 253-260. 786 � 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. 628 Title A name given to the resource Adsorption of Sizing Emulsion on Various Cellulosic Fibres Author Author Karademir, Arif Varlıbas, Hulya Karahan, Selim İmamoğlu, Sami Abstract A summary of the resource. Adsorption of any chemicals over pulp stock during wet-end operations in paper manufacturing is extremely important for effectiveness, waste treatment, close system operation and so on. This paper investigates the adsorption characteristics of AKD emulsions over various pulp blends containing bleached, unbleached fibres and secondary fibres obtained from some waste paper grades. Fibre suspensions with different properties were mixed with various amounts of sizing emulsions under different conditions and the amount of adsorbed sizing agents were monitored by gas chromatography studies. The optimum amount of sizing adsorption needs to be achieved giving higher retention, clear drainage and good water repellent properties. Work is believed to offer some useful information to especially papermills utilising waste papers at neutral or alkaline conditions. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://eprints.ibu.edu.ba/files/original/45702958ffbc3b4de30388d481ad5fd4.pdf 9b64b288f39d434086d4d51b6a5b22bb PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Adult Education: Using Motivating Strategies and Techniques Alma Piric Department of English Language and Literature University of Zenica, Bosnia and Herzegovina almapiric@gmail.com Abstract:Motivation is a key to success. It helps us understand why we do the things we do, or why we learn and thrive to further develop our abilities to do something. In language learning motivation plays a crucial role, because only the motivated students will succeed. Without motivation our performance is diminished. Learners who are not motivated tend to be distracted, bored, unfocused, and even frustrated. On the other hand, motivated learners are eager to find out more, learn new things, pay attention in class and conduct additional research at home in order to better understand a given topic. That is why many teachers/instructors consider motivation a crucial part of the instructional process. As teachers/instructors, we can certainly contribute to the motivation of our students. We can motivate learners through interesting classes, positive attitude as well as attractive exercises. This paper will look into different types of motivation and their influence on the learners as well as some techniques and strategies teachers/instructors can use to motivate their students. Keywords: Adult education, andragogy, motivation Introduction Knowing what motivation is and that there are different types of motivations is not enough. Instructors need to find out more, explore what they can do to further motivate their students and thus help them learn not only the language they teach but also some skills that will help the learners in real life situations. There are some common characteristics as well as strategies and techniques that every instructor can learn in order to make the language learning experience a successful one for both the learner and the instructor. Types of motivations: According to Gardner and Lambert (1972) there are two main types of motivation: integrative and instrumental motivation. Integrative motivation is the desire to become one with the target-language culture, while instrumental motivation reflects the desire to succeed in a field of study or at workplace. Although these are important distinctions, teachers rather look at motivation as intrinsic and extrinsic, the first one being the cognitive drive that pushes the learner to learn for his/her own sake, whereas the extrinsic motivation is derived from external incentives, for example if a learner completes a language course he/she will get a promotion. Intrinsically motivated learners believe in what they are doing and consider it worthwhile. Extrinsically motivated learners do not learn because they want to. They learn because they expect a reward, praise from their parents or a promotion at workplace. Brown (1987) make s a distinction between global, situational, and task motivation. While the global motivation reflects the overall attitude of the learner toward language learning, situational motivation focuses on the context in which the learner finds him/herself. Task motivation is the most focused on, analyzing how the learner approaches a specific task. Types of learners: There is a huge difference between pedagogy (the study of teaching children) and andragogy (the study of teaching adults). While pedagogy has to reflect on the learner‘s abilities and attention spans at a given age, andragogy focuses on learners who can greatly contribute through collaboration with the instructor as well as each other. Andragogy recognizes the maturity of an adult learner. Given the maturity level of the learners, the classes can be learner centered. Instructors can conduct a survey at the beginning of the given course to find out what the adult learners would like to learn (in this case the learners do not determine the overall course description, but rather the focus of the lessons in a given field of studies). Another benefit of adult learners is that they bring in past experiences, which can for example confirm some of the theoretical parts of the course. At the end of each course, the learners can evaluate the course and make suggestions as to where they would like to see improvements. The instructors can then redesign the course based on these evaluations. 96 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Being a Motivating Language Instructor: No matter which type of motivation, one is clear; the learners have a reason for taking a language course, and it is up to the instructor to help the student reach their goal. So how do we recognize motivated learners? A motivated learner is someone who is willing to take risks and appreciates challenges. He or she promotes a positive self-image and has specific goals that he/she wants to reach. A motivated learner is ambitious and not discouraged when he/she makes mistakes. But motivated learners are not a recipe for a successful language course, the language instructor needs to be motivated as well. Here are some common characteristics that can be learned for the purpose of becoming a motivating language instructor. 1. Offer expertise (both knowledge and preparation) Learners deserve to have knowledgeable and prepared instructors. An instructor does not need to have the knowledge of all things, but at the same time, it is wise to review some grammar points or the essay structure prior to teaching them. There are times when the instructor simply does not have the answer to a question the learner raises. There is no need to be ashamed; instead the instructor can use it to his/her advantage. Tell the student that you do not have the answer right at that moment, but that you will look it up and answer it next time you have class. You can then make a whole lesson about it if you feel that the rest of the learners would also benefit from knowing this. Instructors whose native language is not English should not feel uncomfortable if they do not know how to pronounce something. All they need to do is spend more time preparing for the class. Today, there are many online dictionaries that not only provide the definition, but also the pronunciation of a given word. An instructor‘s job is not only to be present in class, but also to prepare for it. Every now and then we all improvise, but it is unfair to the learners if the instructor constantly improvises. Just as the learners are dedicating their time and effort into the course they are taking, the instructors are expected to invest time in preparing the lessons. Adult learners are more likely to notice it if the instructor is unprepared. This will certainly cause them to be less motivated in class. NOTE: Too many ―ums‖ and ―ahs‖ may cause your adult learners to question your competence. 2. Have empathy Adult learners are most likely parents and have jobs. The instructors need to keep that in mind. Instead of assigning lots of homework, the instructor can design the class so that most of the work is done there and then. It is important to have rules, but at the same time, when it comes to adult learners, the instructors have to be more flexible with the schedule and the attendance. Afternoon and late evening courses are better than morning classes for those who are employed. Attendance should be taken seriously, but the instructors need to understand that every parent will spend time with a sick child rather than attend a class. The instructors can ask that the learners notify them if they will miss a class, so that the instructor can adjust the lesson or some of the activities (if necessary) to a smaller group of students. 3. Be enthusiastic If we show that we love what we do, people will notice and approach it with a positive attitude. Instructors need to be enthusiastic about their positions and transfer the positive attitude to their students. Grammar is dry, but with the right approach, the instructor can make it fun and thus more interesting. 4. Be clear Instructors should use the power of language and organization to make sure that every aspect of their course is clear. A very helpful tool is a syllabus. If it is clearly written, distributed at the very beginning of the course and followed by the instructor there will be less confusion. Additional Motivating Strategies: In addition to the motivation that the learner brings to the classroom, teachers can contribute through interesting lessons, as well as positive feedback. How do we make sure that we add to learner‘s motivation? There are several strategies and techniques that guaranty success and thus motivate students. 1. Friendly atmosphere Learners need to feel recognized and valued. Learning is much easier if the learners feel safe and comfortable. Sometimes it is not enough to praise correct answers only. Instructors need to pay close attention 97 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo to learner‘s progress and acknowledge it. It is not always the matter of grading. Instructors can simply point out that the progress is noticeable by nodding when the learner raises his/her hand and thus acknowledging the learner. These seemingly small gestures help the learner build confidence and further develop his/her intrinsic motivation, as well as encourage him/her to participate more. NOTE: Some instructors tend to push their students. This approach my actually help in a given situation, but the downside of it is that the learners do not learn to be responsible, because every time they are in the classroom setting the instructor pushes them to produce language, for example. 2. Sense of accomplishment Another way to ensure motivation is through tests and competitions. Learners want a reward, and in the classroom the reward comes in form of a grade. So, testing and grading students will certainly be a motivating factor. Though taken individually, tests are used to compare the learners‘ abilities. Instead of focusing on tests only, instructors can also organize competitions through which the learners will have an opportunity to present their knowledge. If the individual learners do not feel comfortable being on their own in a competition, they can be paired up, or even put into small groups. If the competition is not graded, the instructors can come up with a small reward, such as movie theater tickets or a book for each member of the group that has won the competition. If the student who usually does not win or get a very high grade finds him/herself on the winning team, he/she will be intrinsically motivated to continue the good work, as they will feel the sense of accomplishment. 3. Connecting language to learner‘s interests and needs outside of class Each learner has interests outside of class. Instructors can ask the learners to share those and then focus the lessons on these topics. For example, if the learners play a particular sport, the instructor can create a lesson on the history of the given sport. Lots of times, the learners do not have the necessary vocabulary to describe things, so the instructor can ask that each learner prepares a short presentation in which he/she will present their favorite sport (how it‘s played, what the rules are, naming some teams and competitions, etc.). 4. Creating life situations in the classroom Adult learners usually take language courses to improve their skills for a specific purpose. A lawyer may have some new clients who speak another language; a businessman may be conducting business with foreigners and feels the need to speak their language. If, at the beginning of the course, the learners share the purpose of their language learning, the instructor can make connections to their needs. For example, one whole class can be dedicated to teaching learners how to make phone calls and leave a message. Adult learners appreciate the pragmatic aspects of a class, especially if they end up using the things they have learned in class in real life situations. Conclusion: It can be concluded that along with the intrinsic and the extrinsic motivation that the learner brings to a language course, the instructor can also greatly contribute by offering expertise, having empathy, being enthusiastic, and clear. There are also some additional strategies and techniques such as creating a friendly atmosphere, acknowledging the progress a learner has made, basing the lessons on the learners‘ interests outside of class, and or creating real life situations in the classroom to teach learners how to handle them in a foreign language, that can contribute to the learners‘ existing motivation to learn. Instructors should be aware of the fact that all these skills and characteristics can be easily learned. They need to keep an open mind and be willing to try the suggested strategies and techniques. 98 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Brown, H.D. (2000). Principles of Language Learning and Teaching (4th ed.). Englewood Cliffs NJ: PrenticeHall. Ellis, R. (1986). Understanding Second Language Acquisition. Oxford: Oxford University Press. Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press. Gardner, R.C., & Lambert, W.E. (1972). Attitudes and Motivation: Second Language Learning. Newbury House. Larson-Freeman, D., & Long, M.H. (1994). An Introduction to Second Language Acquisition Research. Longman. 99 � 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. 18 Title A name given to the resource Adult Education: Using Motivating Strategies and Techniques Author Author Piric, Alma Abstract A summary of the resource. Motivation is a key to success. It helps us understand why we do the things we do, or why we learn and thrive to further develop our abilities to do something. In language learning motivation plays a crucial role, because only the motivated students will succeed. Without motivation our performance is diminished. Learners who are not motivated tend to be distracted, bored, unfocused, and even frustrated. On the other hand, motivated learners are eager to find out more, learn new things, pay attention in class and conduct additional research at home in order to better understand a given topic. That is why many teachers/instructors consider motivation a crucial part of the instructional process. As teachers/instructors, we can certainly contribute to the motivation of our students. We can motivate learners through interesting classes, positive attitude as well as attractive exercises. This paper will look into different types of motivation and their influence on the learners as well as some techniques and strategies teachers/instructors can use to motivate their students 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://eprints.ibu.edu.ba/files/original/417b5d28379477c5c25e2c929d0909c6.pdf 2f03371545e7eb0bb9cd0e36a1ec30a4 PDF Text Text ADULT L2 ACQUISITION OF REFLEXIVE VERBS IN RUSSIAN AND POLISH A.V. Peeters-Podgaevskaja & Alicja Verhagen University of Amsterdam, The Netherlands Article History: Submitted: 07.06.2015 Accepted: 21.06.2015 Abstract From previous research, perceptual saliency and morphophonological and morphosyntactic regularity significantly contribute to a successful acquisition of morphemes (Goldschneider & DeKeyser 2001). This pilot study investigates if and to what extent these features are predictors in the acquisition of reflexive verbs in adult L2 Polish and Russian. Despite these languages being closely related, their reflexive verbs differ dramatically. Polish uses a particle siẹ that has a high sonority value and can be freely placed in a sentence. Russian uses a reflexive affix which is placed directly after the finite verb ending and has two phonetically reduced variants -sja and -s’ that depend on the phonological context. In this pilot study, we hypothesized that i) perceptual saliency (understood as higher sonority and a prominent position in a sentence) facilitated perception and sentence repetition; ii) morphosyntactic regularity and predictability positively affected written production. Two groups of Dutch first-year students learning Russian and Polish respectively as L2 at the University of Amsterdam were recruited. Russian and Polish native speakers served as controls. In order to test perception/comprehension and (re)production of reflexive verbs in L2, a sentence repetition task (SRT) was used. The task consisted of 15 target sentences and 10 distractors for each language (syllable length: 17–22), and was administered in e-prime. The sentence position of the target structure and semantic categories of reflexive verbs were controlled. In order to test written production, a sentence translation task (STT) was developed that contained 15 Dutch items. For the controls, accuracy in both tasks was at ceiling. The Dutch-L2 groups performed significantly worse. The accuracy scores on target structures in SRT were better in Polish (61% vs. 40%). In the STT, the Russian L2 students outperformed the Polish L2 participants (84% vs. 58%). The results of this study support the idea that perceptual saliency and morphophonological uniformity affect perception and 1 �(re)production, while morphosyntactic regularity and predictability (boundness) is relevant for written production. 1. Introduction L2 acquisition of reflexive verbs in the Slavic languages is a challenging issue, given the fact that there is much more variation in form and meaning as compared to languages, such as English, German, or French. From teaching experience we know that acquisition of reflexive verbs is problematic in bilingual children as well as in adult foreign language learners. However, it is not yet clear which properties slow down or even impede a successful learning process. It takes sometimes years before the most basic reflexive verbs are acquired, and even highly proficient Slavic L2 learners still have difficulty with automatized production of target verbs: reflexive markers are frequently omitted when needed, or added to verbs when dispensable and redundant. 2. Reflexivity in Slavic languages According to the most recent classification of reflexive verbs (Knjazev 2007: 260), the Slavic languages are dealing with two types of reflexivity: heavy reflexivity expressed by means of reflexive personal pronouns (sebja or siebie ‘oneself’); and light reflexivity coded by reflexive particles and affixes. Reflexive affixes which are placed directly after a finite verb ending (bound morphemes) are characteristic for the East-Slavic languages, whereas reflexive clitic particles (free morphemes) occur in other Slavic languages. Moreover, all reflexive verbs can be divided into two major groups of Subject reflexives and Object reflexives (Knjazev 2007: 265). Subject reflexives are connected to the notion of agentivity which always involves causation and volition. Object reflexives lack the idea of a willing causer with his energy, control and intentions, and are hence related to inanimate objects, processes etc. Within these two groups Knjazev (2007: 268-297) distinguishes ten semantic categories which are not necessarily present in all Slavic languages. The Subject reflexive verbs contain proper reflexives (co-referential), reciprocal, possessive, causative, absolutive and autocausative reflexives, whereas the Object reflexive verbs include decausative, conversive, modal quasi-passive and passive reflexives. Next to it, there are different impersonal reflexive constructions which remain beyond the scope of this paper. As concerns the relationship between reflexive verbs and verbs they are originally derived from, two groups can be distinguished: reflexiva tantum (such as bojat’sja ‘to be scared’ or skitat’sja ‘to wander’ in Russian), and motivated reflexive verbs that are formed on 2 �the basis of transitive counterparts by adhering a reflexive marker (sometimes together with a prefix) that creates a new meaning, which can be either transparent (consider vstrečat’ ‘to meet’ and vstrečat’sja ‘to meet each other’, or myt’ ‘to wash’ and myt’sja ‘to wash oneself’ in Russian), or idiomatic (e.g. naxodit’ ‘to find’ and naxodit’sja ‘to be situated’, or torgovat’ ‘to deal/trade in’ and torogovat’sja ‘to bargain’ in Russian). A combination of grammatically marked reflexivity and new semantics causes difficulty in learning process. 2.1 Reflexivity in Polish and Russian Although the semantic range of reflexive categories in Russian and Polish show considerable overlap, they are not identical. Moreover, morphological coding of reflexivity in both languages is completely different. First of all, there is no passive reflexivity in Polish. Therefore, Russian sentences as exemplified in (1) have no Polish equivalents: 1) Dom stroitsja izvestnym arxitektorom. house build-PRS-3SG-REFL famous-INSTR architect-INSTR ‘This house is being built by a well-known architect.’ Secondly, reciprocity is insufficiently distinctive in Polish. For example, verbs, such as bawić siȩ ‘to amuse oneself/each other’ or wynagrodzić siȩ ‘to award oneself/each other’, can be interpreted either as possessive reflexive or as reciprocal. Thirdly, the Polish particle siȩ is a free morpheme and can relatively freely move in the sentence. In contrast, the Russian affix -sja is a bound morpheme, and its position in the sentence is fixed which makes it syntactically more predictable. Finally, the Polish reflexive particle consists of one syllable with a nasal vowel that has a high sonority value (see Goldschneider & DeKeyser 2001: 22), while the Russian affix is always unstressed and has a smaller phonetic substance by virtue of the post-tonic vowel reduction of /ja/ to a schwa or even to a zero phoneme in certain finite forms.1 Thus, the Russian reflexive affix has two phonetically weak allomorphs (-sja [s’ә] occurring after consonants, and -s’ [s’] after vowels),2 whereas the Polish siȩ is morphophonologically regular and salient. 3. The current study 3.1 Research goals and predictions Previous research has shown that perceptual saliency, morphophonological regularity, morphosyntactic predictability, semantic complexity, and frequency significantly contribute 3 �to a successful acquisition of morphemes (Goldschneider & DeKeyser 2001). Although Polish and Russian are quite similar with respect to semantic categories and functions of reflexive verbs, they differ dramatically regarding perceptual saliency and morphosyntactic regularity and predictability of their reflexive markers. This study aims at determining whether or not the abovementioned features affect L2 acquisition of reflexive verbs, and if so, which linguistic tasks this concerns. In the study, we predicted that (i) perception and sentence repetition would be favored by higher sonority and morphophonological uniformity of the reflexive marker and by a prominent position of a reflexive verb in the sentence; (ii) morphosyntactic predictability of the reflexive marker would positively affect written production. 3.2 Method Subjects For this study, two groups of Dutch first-year students learning Russian (n=10) and Polish (n=6) respectively as L2 at the University of Amsterdam were recruited. Both groups were at the end of their first year (an intermediate level), had no previous knowledge of Russian or Polish, received the same amount of input and worked with comparable language courses. Russian (n=5) and Polish (n=5) native speakers were used as controls. Experimental tasks Two tasks were developed to test perception/comprehension and (re)production of reflexive verbs in L2. A sentence repetition task (SRT) was used to test perception and oral (re)production of reflexive verbs. In a paper-and-pencil translation task (STT) written production of reflexive verbs was tested. The choice of the SRT was determined by its high reliability as an indicator of overall language proficiency (see references in Marinis & Armon-Lotem 2015). If sentences are long enough to disallow ‘parroting’, participants must rely on their knowledge of lexicon and grammatical system to be able to repeat the sentences verbatim. Therefore, structures which are not fully acquired will not be reproduced. In our study, if the participants would have some trouble with perception and processing of verbal semantics, and the basic grammar was not automatized yet, it would be measurable in their responses. Because we needed to control for target structures, other types of tasks were not appropriate. In retelling, for instance, the students would be free to choose any structures they wanted and might make use of an avoidance strategy. 4 �Stimuli The items were selected from the study books used in the language courses, and controlled for semantics of the reflexive verbs: they must be frequent and belong to one of the following five semantic categories: proper reflexive, possessive, autocausative, decausative, and reciprocal. The SRT consisted of a set of 15 target sentences and 10 distractors for each language, and was administered in e-prime. All items were well-known and slightly adjusted with respect to syntactic complexity and sentence length varying between 17 and 22 syllables. The target structure was in the beginning, in the middle, or in the end of the sentence (as exemplified in 2-7). The Polish się was used in a pre-verbal (as in 5) and post-verbal position (as in 6-7), and with distant placement with respect to the main verb (as exemplified in 8). Russian items: 2) Ja poproščalsja s nej i povtoril obeščanie prislat’ ej I say.goodbye-PST-REFL with her and repeated promise send lekarstvo. her medicine ‘I said goodbye to her and repeated my promise to send the medicine to her.’ 3) Vozle školy naxoditsja nebol’šoj park attrakcionov. next.to school find-PRS-3SG-REFL small park amusements ‘A small amusement park is (situated) next to the school.’ 4) Esli ty if ne perestaneš’ rugat’ menja, ja obižus’. you not stop scold me I get.offended-PRS-1SG-REFL ‘If you don’t stop with scolding me, I will get offended.’ Polish items: 5) Kiedy się when REFL poznaliśmy, miała długie warkocze i meet-PST-1PL had long różową sukienkę. hair braids and pink dress ‘When we met each other she had long hair braids and a pink dress on.’ 6) Zamykam oczy, kiedy już I.closed chcę położyć eyes when already I.want lie.down-INF ‘I close my eyes when I want to go asleep and przytulić się do ciebie cuddle-INF to you REFL to cuddle with you.’ 5 się spać i REFL sleep and �7) W tej sytuacji radzę wyjechać do domu i in that situation rather depart nie martwić się to house and not worry-INF studiami. REFL lessons ‘In this situation you should rather go home and should not worry about your study.’ 8) Chciałem się I.wanted REFL z najładniejszą japońską konkubiną żenić, with most.beautiful Japanese concubine marry-INF ‘I wanted to marry a beautiful Japanese concubine, to ona nie chciała. but she not wanted but she did not want to.’ In the STT, the participants were given ten Dutch target sentences and five distractors for each language. Every sentence contained five to seven content words. By virtue of the task we could not control for the position of the verb and the reflexive particle in the sentence. In order to avoid the effect of positive language transfer no Dutch reflexive equivalents were used that could be interpreted as a cue for reflexivity in the target language. Procedure For the SRT, each student was tested individually. Every sentence was played twice without any interval between two trials. Then, the students had to repeat what they heard. All coding for accuracy was done automatically in e-prime. Two practice items were administered to familiarize the students with the task and the electronic equipment. Including instructions and practice items, the task took approximately 20 minutes to administer. The STT was taken in a classroom setting. Before the test started, the students were given a list with all (both reflexive and non-reflexive) verbs used in the task. They had three minutes to refresh their knowledge of the target verbs, after that the list was withdrawn, and the students started with the translation task. The task took approximately 25 minutes. Accuracy scores were used as a measure of students’ ability to correctly perceive and (re)produce sentences and target structures. No reaction time was measured. 4. Results Sentence Repetition task For the controls, accuracy in both tasks was almost at ceiling, whereas both Dutch-L2 groups performed significantly lower. There was almost no difference observed between the two languages on full sentence repetition accuracy: 33% for Polish vs. 31% for Russian. Two 6 �thirds of the sentences were either not completed, or contained grammatical errors, or were repeated with omissions and lexical substitutions. In Russian, only 47 out of a total of 150 items were target-like repeated. In Polish, 30 out of 90 sentences were correctly reproduced. The results on target structure accuracy in the SRT were, however, higher: with an average of 57% in Polish vs. an average of 43% in Russian. Table 1 Position of the target structure in the sentence (SRT) Beginning target without verb other Middle target without End other target without other reflexive lexemes verb reflexive lexemes verb reflexive lexemes Russian 48% 0% 2% 49% 24% 2% 32% 4% 12% Polish 3% 3% 53% 0% 8% 44% 17% 11% 75% From table 1, the Polish L2 participants were much better in reproducing the target structure than the Russian L2 students. The Russian scores on the fronted position and the position in the middle of the sentence of the target structure were almost alike. In the middle of the sentence, however, the Russian L2 students attempted to repeat the verb stem, while forgetting the reflexive affix in 24% of all items. Thus, trying to capture the meaning they failed to reproduce the correct morphological form. In Polish, a clear decline of the scores was observed, with the highest score on fronted position, and the lowest on final position. Interestingly, the Polish L2 participants repeated the verb stem without reflexive particle in the end of the sentence considerably more often than the Russian L2 students did. As regards the position of the Polish reflexive się, a slight difference between the preverbal and post-verbal placement was observed. The distant placement caused more difficulty which led to many lexical substitutions (see table 2). Table 2 Position of the Polish reflexive się (SRT) 7 �Target verb Without reflexive Other lexemes Pre-verbal 60% 3% 7% Postverbal 64% 6% 0% Distant placement 54% 4% 17% Sentence Translation task In the STT, on the contrary, the Russian L2 students significantly outperformed the Polish L2 students on full sentence accuracy (77% vs. 15%), and scored much better on target structure accuracy (84% vs. 58%). 5. Discussion and conclusions In this pilot study, we investigated which linguistic properties could be seen as good predictors of accurate acquisition of reflexive verbs in Russian and Polish. We also investigated for which tasks these features could be of importance. The most striking outcome of the study was a very low score on full sentence repetition accuracy in both language groups. Some plausible explanations can be found for this fact. First, it might have to do with a relatively low proficiency of the students. Although the items were extracted from the learning materials which were extensively used in the course, the cognitive load of the task was obviously too high for this proficiency level. The knowledge of grammar and semantics was proceduralized but not automatized yet which led to a poor performance. Second, the mean length of sentences possibly exceeded the memory span of most students. While a mean utterance length (MUL) for young (bilingual) children is established between 7 to 13 syllables (Marinis & Armon-Lotem 2015), the information on a MUL for adult foreign language learners is contradictory (see Munnich, Flynn & Martohardjono 1994; Bley-Vroman & Chaudron 1994). We determined a MUL on our own that seemed to be too demanding for the participants involved. Third, poor performance might have to do with a lack of training in memorizing and recalling verbal information in a foreign language. These skills were not specifically trained during the course. Fourth, the participant’s own perception of the nature of the task cannot be excluded: some students tried to repeat as verbatim as possible, while other students probably tried to convey the approximate meaning only. When comparing the accuracy scores on target structures one can see that the results were certainly dependent on the position of the target verb in the sentence: fronted position 8 �facilitated accuracy. The students were able to recall the beginning of the sentence better than the end which is not so strange. However, this tendency was much more clear in Polish than in Russian. In Polish, the target structure in fronted position was perceived and reproduced in 75% of all responses, whereas in Russian only in 48%. Despite the lower scores on final position, the percentage of the target-like responses was still higher in Polish than in Russian, where final position in combination with reduction led to an extremely poor performance: the reflexive verb as given in (4) was reproduced only once. The distant placement of the Polish particle with respect to the main verb also affected the scores. The target structure as given in (8) was correctly reproduced only twice. However, the phonological context also played a role, as in Russian example (2). Despite the fronted position in the sentence, and because of consonant assimilation and contraction with the preposition s ‘with’, the target verb was correctly repeated only by one student. In contrast to Russian, an adjacent position of the reflexive particle and the preposition z ‘with’ had less effect on target structure accuracy in Polish. These facts can be explained by a higher sonority value of the reflexive particle się that was easier perceived than the Russian reduced affix -sja. Importantly, full sentence accuracy in the translation task was significantly higher in Russian than in Polish. The Russian L2 students were five times as good as their Polish L2 peers. Although the procedure was the same for both language groups, the Polish L2 students showed very poor proficiency in written skills which can partially be explained by insufficient practice. (This was also emphasized by the students themselves.) However, morpheme boundness and morphosyntactic predictability of reflexive verbs cannot be ignored. Russian verbs have to be learnt as one whole, while Polish verbs are seen as two words, whereby the grammatical marker is of less importance. Although we controlled for positive language transfer by avoiding Dutch reflexive verbs, negative language interference was observed. Posture verbs, decausative verbs, and reflexive verbs expressing emotions that correlated in Dutch to not-reflexive or ambitransitive verbs, or to a combination of a state verb with an adjective/a participle, repeatedly missed the reflexive marker in the STT. To conclude, the results of this pilot study support the idea that perceptual saliency, understood as a combination of phonetic substance and a prominent position in the sentence, and morphophonological uniformity are relevant in acquisition of morphemes with respect to perception and repetition, while morphosyntactic regularity and predictability are influential in written production. Still, we need more statistical power to confirm our observations. 9 �Endnotes 1 Russian is a stress-based language which has systematic vowel reduction in unstressed syllables. This concerns the vowels /a/, /o/, and /e/. In contrast, Polish has a fixed stress pattern on the penultimate syllable and no qualitative vowel reduction. 2 Moreover, the [s’] of -sja is incorporated into an affricate [c] after /t/ that is found in the palatalized infinitive suffix -t’ (borot’sja ‘to fight’) and in the non-palatalized -t of the 3 singular and plural forms (boretsja ‘he/she fights’, borjutsja ‘they fight’). This makes perception even more complex. References Bley-Vroman, R. & Chaudron, C. (1994). Elicited Imitation as a Measure of Second Language Competence. In E.E. Tarone, S.M. Gass & A.D. Cohen (Eds.), Research Methodology in Second Language Acquisition. Hillsdale – Hove: Lawrence Erlbaum, 245-261. Goldschneider, J.M. & DeKeyser, R.M. (2001). Explaining the “Natural Order of L2 Morpheme Acquisition” in English: A Meta-analysis of Multiple Determinants. Language Learning 51:1, 1-50. Knjazev, Ju.P. (2007). Grammatičeskaja semantika. Russkij jazyk v tipologičeskoj perspektive. Moscow: Jazyki slavjanskix kul’tur. Marinis, T. & Armon-Lotem, S. (2015). Sentence Repetition. In S. Armon-Lotem, J. de Jong & N. Meir (Eds.), Assessing Multilingual Children: Disentangling Bilingualism from Language Impairment. Bristol – Buffalo – Toronto: Multilingual Matters, 95-150. Munnich, E., Flynn, S. & Martohardjono, G. (1994). Elicited Imitation and Grammaticality Judgement Tasks: What They Measure and How They Relate to Each Other. In E.E. Tarone, S.M. Gass & A.D. Cohen (Eds.), Research Methodology in Second Language Acquisition. Hillsdale – Hove: Lawrence Erlbaum, 227-243. Verhagen, A.Z. (2014). T2 acquisitie van Poolse en Russische reflexieve werkwoorden. MA thesis, University of Amsterdam. 10 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2883 Title A name given to the resource ADULT L2 ACQUISITION OF REFLEXIVE VERBS IN RUSSIAN AND POLISH Author Author Peeters-Podgaevskaja, Alla Verhagen, Alicja Abstract A summary of the resource. From previous research, perceptual saliency and morphophonological and morphosyntactic regularity significantly contribute to a successful acquisition of morphemes (Goldschneider & DeKeyser 2001). This pilot study investigates if and to what extent these features are predictors in the acquisition of reflexive verbs in adult L2 Polish and Russian. Despite these languages being closely related, their reflexive verbs differ dramatically. Polish uses a particle siẹ that has a high sonority value and can be freely placed in a sentence. Russian uses a reflexive affix which is placed directly after the finite verb ending and has two phonetically reduced variants -sja and -s’ that depend on the phonological context. In this pilot study, we hypothesized that i) perceptual saliency (understood as higher sonority and a prominent position in a sentence) facilitated perception and sentence repetition; ii) morphosyntactic regularity and predictability positively affected written production. Two groups of Dutch first-year students learning Russian and Polish respectively as L2 at the University of Amsterdam were recruited. Russian and Polish native speakers served as controls. In order to test perception/comprehension and (re)production of reflexive verbs in L2, a sentence repetition task (SRT) was used. The task consisted of 15 target sentences and 10 distractors for each language (syllable length: 17–22), and was administered in e-prime. The sentence position of the target structure and semantic categories of reflexive verbs were controlled. In order to test written production, a sentence translation task (STT) was developed that contained 15 Dutch items. For the controls, accuracy in both tasks was at ceiling. The Dutch-L2 groups performed significantly worse. The accuracy scores on target structures in SRT were better in Polish (61% vs. 40%). In the STT, the Russian L2 students outperformed the Polish L2 participants (84% vs. 58%). The results of this study support the idea that perceptual saliency and morphophonological uniformity affect perception and (re)production, while morphosyntactic regularity and predictability (boundness) is relevant for written production. 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 2015-07 Keywords Keywords. Article PeerReviewed P Philology. Linguistics https://eprints.ibu.edu.ba/files/original/d9648e78e3f76cc41fd2e5cfd32a1ed7.pdf 30a193a433913eebb09ac7fb04fd4644 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Frese, R. and Sauter, V. (2003) Project Success and Failure: What is Success, What is Failure, and How Can You Improve Your Odds for Success? Glock, C.Y. (1967) Survey Research in the Social Sciences. Russell Sage Foundation, New York. Hastie, S. (2006) What Makes Information Systems Projects Successful? HJPC (High Judicial and Prosecutorial Council) of Bosnia and Herzegovina (2011) Informatisation of the judiciary in Bosnia and Herzegovina 2004-2011. Haughey, D. (2010) The Four Levels of Project Success, Project Smart 2000-2010. IJC (Independent Judicial Commission) – Head Office Sarajevo (2004) Development of Information and Communication Technology in the Cours and Prosecutors’ Offices of Bosnia and Herzegovina. Prabhakar, G.P. (2008) What is Project Success: A Literature Review, International Journal of Business and Management, 3-10. Valacich, J. and Schneider, C. (2010) Information Systems Today (4th ed), Pearson Education. Advanced Techniques And Application Of Learning Content Management Systems In Enterprises Šemsudin Plojović1, Muzafer Saračević2,Enis Ujkanović3, Suad Bećirović3 1Department of Economics, International university of Novi Pazar, Serbia 2Faculty of Science and Mathematics, University of Niš, Serbia 3Department of Economics, International university of Novi Pazar, Serbia 319 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo E-mail: s.plojovic@uninp.edu.rs, muzafers@gmail.com, e.ujkanovic@uninp.edu.rs s.becirovic@uninp.edu.rs Abstract Several organizations are looking for a way how to manage the overall job performance of their employees, regardless of where the "working age" they are. Learning and competence development, along with management skills is noticeable development, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. In the process management capabilities and potentials occupy a key role in content management systems learning (LMS). One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own internal resources. Keywords: Business LMS, e-Learning, LCMS, Virtual Classroom, CMS. 1.INTRODUCTION Learning Management System (LMS) is a key application in the model of e-Learning. Includes a set of features designed for the "delivery", monitoring, reporting and administration of learning content, student progress, and interaction of students and mentors and students together. Serious e-Learning system cannot be imagined without the complex software. LMS can be used in a very simple system, and the highly complex enterprise-wide distributed environments, such as public administration, large companies and the like. LMS is software for managing learning events organized, including online, virtual classroom. The focus of LMS is to manage employees, track their progress and performance in all types of training. Learning and competence development, along with management skills is a noticeable development in addition to education there is a niche, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own inner resources [1]. Learning Management System (LMS) is software that allows you to fully administer the global learning process of employees of enterprises. Some research has found that 60% of current LMS, with monitoring of the achievements of its users, and 38% giving timely feedback and have a plan to boost performance. 320 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo LMS for registration of employees, enables the courses in the catalog of courses, description of data on employment, and enables reporting on completed. In addition, LMS is typically designed to be operated courses that deliver different publishers and providers of services. LMS is usually not included in its configuration authoring tools for creating educational content. LMS system manufacturers typically offer additional tools to create content that is flexible for employees or teams. Reuse a wide course (one course can be delivered to multiple employees, the monitoring of achievements). 2.ADVANCED TECHNOLOGY EMPLOYMENT APPLICATIONS IN EDUCATION AND Learning Content Management System is a system for creating, storing, preparation and delivery of e-Learning content in the form of learning objects. Search new LCMS and compared to the LMS (least according to SCORM-in) is a Automated Authoring Application and applications for automated authoring process. This application automates authoring (content creation process) introducing authors with templates and storyboarding capabilities that include the principles of instructional design. Using these templates, authors can develop a whole course on the basis of the existing buildings in the repository, creating new facilities or a combination of both principles. Content management system learning (LCMS) enables management of creating, storing, using and re-using content for learning within a firm or organization. Content learning is structured in the form of particles of knowledge - learning objects or learning objects [4]. Structure LCMS system may be viewed as an upgrade structure LMS systems, which add a content management system (CMS - Content Management System) and re-usable learning objects (RLO - Reusable Learning Objects). The term originated from the CMS on-line publishing industry, where such systems enable the creation and administration of various content (articles, reports, pictures, banners and the like) [5]. The CMS system article is entirely made up of a number of particles of knowledge, called content component, whose level is guaranteed, and reuse. One and the same component may be involved in numerous articles and it can be read by many readers. If you bring it in connection with the work, then we talk about re-usable learning objects, which can figurate content in different domain knowledge and can be delivered to different students. 321 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Figure 1: Management in Custom Portal CMS is a software for effective creation, development and content management web site in internet, intranet and extranet use variants. It is designed for large numbers of business users to efficiently and managing web content as a way of presenting the entire business firms and business activities on the Internet. Characteristics of CMS in a business environment:    322 Better information and communication between business functions and staff CMS is used as an Internet information portal for employees in the company. Applied in this way provides a comprehensive and timely information of employees and the ability to transfer information to the clients of the company. Each employee can participate in creating and updating the site - CMS allows the inclusion of "ordinary users' computers to develop and update the site with no previous training to work with specialized tools. In particular it is important that marketing personnel and other sectors of the company without hiring professionals such as web designers and developers the content, create and modify hand, real and connects the menus and links etc.. In addition to users, LINK CMS is available to help system (Help). (Only) quality control - CMS allows the user at any time to have an insight into the condition of the structural and functional checks of all the connections. In this way, the user shall establish the correctness of its procedures and controls the quality of entered element. CMS allows the creation of material for later publication on the network with the previous review of the author, and responsible person. �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo  Integration with databases and Office applications - basically a CMS is reliable and financially viable MySQL database that provides great benefits for the entry, use and organization of stored materials. Content created in some of the Office applications in a simple way of being integrated into the content of the website which is operated by CMS. It is important that these systems can be applied in a very simple system, and the highly complex enterprise-wide distributed environments, such as public administration, large companies and the like [3]. 3.BUSINESS LMS LMS in the future should be the basic business applications in large companies (the so-called Trade LMS) in order to increase worker efficiency, facilitate the decision making and automation of work processes. These LMS's need to manage knowledge and competences and cooperation employees. Cooperation employees is established through virtual conferences, forums, chat rooms, blogs. Business LMS should provide career management, to be of assistance in employment, to manage the WBT and CBT in the companies. Workplace paid attention to education and training at a time, in fact in the work environment. In the context in which to improve workforce skills and competency for rapid change in the labor market and business, e-learning has proven to be very popular as an effective solution [2]. The main beneficiaries of the ICT sector now meet 60% of its needs in training for teaching e-learning. This form of training has the advantage of organizations that cannot bear the cost and waste of time for training in the classroom. Further efforts are needed to small organizations understand, plan and use e-learning in line with their requirements and needs. Figure 2: benefits of LMS 323 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo LMS integration with ERP and CRM. ERP (Enterprise Resource Planning) system that enables the integration of engineering, customer service, planning, manufacturing, finance, human resources through a single facility or multiple locations. CRM (Customer Relationship Management) system that helps manage customer relationship [1]. Grouping (integration) of organizations that use the same LMS, brings many benefits in implementing the education of its participants. This is particularly reflected in lower total cost of training, the time to create competence and provides a consistency of delivery activities encompassed the needs of education. What is the LMS needs to become usable in integrated systems is the necessity of moving on to more advanced levels, in fact LCMS (Learning Content Management System), a system where much attention is given to patterning and evolution of educational content, taking the principles of instructional design. According to the data 60% of current LMS and LCMS has a function. 4.APPLICATION OF VIRTUAL CLASSROOM IN ENTERPRISES Virtual classrooms make it possible to develop and enrich the entire range of generic skills, users such as:     group work and team work (so as to define roles in teams, solve critical problems and discuss the team). Virtual classrooms have a separate "rooms" where users can meet and work on solving the tasks set them. problem solving and consideration of various solutions for solutions through discussion that takes place in the group. In the group may consider different ideas for solving the problem and try different strategies to solve, communication skills - asking questions and giving answers, the fact that users are required to take a stand in certain situations, to agree or to express their disagreement, to explain his position, effective use of new technologies - users get used to new technologies used in different activities. Figure 3: Collaboration in enterprises 324 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Characteristics:     Usually includes live audio and video communication among employees. Participants use the microphone and headphones (headsets) and communicate with your voice. There are many free tools that can be used for the virtual classroom. They can include joint panel to display text and drawing sketches. Lecturer and participants can work together to search the Web ling and joint visits to sites. The employer may exchange files with users. Users can join and transfer images from a Web camera when the network capacity to provide. There is a possibility that the presentation include guests from abroad, which is a very good way to include experts in the field. May include "Break out" rooms, the environments in which small groups can work together. Sessions can be archived and remember to be reviewed later. These technologies are increasingly integrated into the LMS systems (for example Blackboard, Moodle or Janisons) or CMS systems. 5.M-LEARNING IN ENTERPRISES AND SOCIAL NETWORKING The future of e-learning, m-learning (mobile learning) - learning anytime and anywhere. Thoughts on learning through mobile, wireless internet and so on. The future of education lies in portable devices, primarily mobile phones, iPods, PDAs and laptop computers. In the near future, e-learning systems will be integrated into mobile technologies such as mobile phones, handheld scanners, tablet PCs, Kindle, IPAD and devices that no longer exist. In the long run, e-Learning System (LMS), will be integrated in almost all electronic devices and machines [6]. Social networking increase in virtual social interaction on a global scale, is increasingly growing, creating a space in which to share information, knowledge and experience. The newly created space is often the target of testing needs, opinions and ways of organizing as in other sectors, as well as organizing training. Social cooperation is becoming an indispensable way of gathering and management's LMS, where the learning experience, knowledge and a variety of valuable information placed in the lap of social interaction. 325 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Figure 4: World-Wide Social Networking Users The newly arrived participants in this form of communication, very quickly learn from their domesticated counterparts, a new generation growing up in this virtual social environment. What is the big problem is, what is expected of the LMS and what is expected from the only form of social learning, which is present in social networking. In social learning, learning is largely informal character. The challenge is to design (design) LMS, which significantly by using social interaction through collaborative learning, learning, provides a formal sense. For now, many of the existing LMS is not a satisfactory level of use of Web 2.0 technologies. Some numerical indicators of the situation with existing LMS products are 42% let index, 20% use blogs, 17% of a wiki page. Strategy for social e-education include: 1. Co-authorship - Users use Web tools to generate and edit together some content. 2. Collaboration in problem solving and collaborative research - Users work together to find solutions to target problems and select strategies to access the following tasks. Social software tools enable users to easily communicate in order to cooperate, be it in textual form or in direct conversation. 3. Tacit knowledge sharing with others - through communication, cooperation in the project, through research and conversations users have the opportunity to share their opinions with others and to participate in adopting common conclusions. Social, networks also allow users to express their specific views, to challenge their opinions and others to participate in building a common attitude and reach consensus. 4. Monitoring-employed, professionals, experts and experienced users can involve the social network in occasionally as an instructor who will guide users in the learning process. 326 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo All these software will, as more time is devoted to adoption, as well as simplification of administrative and user interfaces, lead to an increase in simultaneous amateurism (level of knowledge management systems and content creation) and widespread use in all areas of education (school education institutions and in enterprises) as in the domain business since learning can easily be replaced with the term "information" or "relationships with clients." The future will be different for everyone ranging from hairdressing shops for dogs, medical clinics... until of course, an organization that has to do with learning, as delivered by each individual contribution and use for themselves. 6.CONCLUSION We can conclude that the appearance of more powerful portable communications devices, resulting in the need for future LMS aims to accessibility, independent of the dominant or pre-defined platform for access to educational content and educational activities. The increasing spread of virtual social interaction, gets a significant role in creating applications that are supported by the LMS. In social interaction, consumers are increasingly sharing resources for learning, as well as their ideas and opinions through discussions, presentations, blogs, comments, tools for this purpose... In this way, learning moves from the corporate model to the global, and therefore the organization LMS need the same adjustment. Accordingly, we conclude that any existing LMS needs to be developed and improved. Flexibility and adaptability LMS individual and social community, whether real or virtual, individually or through collaborative learning, accompanied by educational standards, is one of the main objectives which aims LMS future. Accessible to large repositories of learning objects, monitoring of standards for the creation of compatible content an increase of structural, as opposed to instructional content, forcing non linear ways of learning, follow-up of new IT is the default. REFERENCES Ally, M. (2004), Foundations of educational theory for online learning, Theory and Practice of Online Learning, Athabasca University. Mašović S., Saračević M., Kamberović H., Međedović E. (2011), Modern trends in higher education and the future of e-learning, ITRO-conference: Information technology and development of education, pp.321-326, Technical Faculty "Mihajlo Pupin", University of Novi Sad, Serbia. 327 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Međedovic E., Saračević M., Bisevac E., Mašović S., Kamberovic H.(2011), System Infrastructure for E-Learning on University of Novi Pazar, 10th International Scientific Professional Symposium INFOTEH-JAHORINA. Saračević M., Međedović E., Mašović S., Selimović F., Kamberović H. (2011), Application learning content management systems, virtual classroom and m-learning in enterprises, ICT for SME2011 - Information and Communication Technologies for Small and Medium Enterprises, ISBN 978-86-7672-140-5, Technical Faculty "Mihajlo Pupin", University of Novi Sad. Saračević M., Međedović E., Mašović S., Selimović F., Kamberović H. (2011), Sistemi za upravljanje sadržajem učenja kao podrška zaposlenim u preduzećima, 9. Međunarodna naučno-stručna konferencija - Na putu ka dobu znanja, Fakultet za menadžment, UDC005.94, ISBN978-86-85067-31-0, COBISS.SR-ID: 266277895, Novi Sad. Saračević M., Mašović S., Selimović F., Novalić F. (2011), Unapređenje informisanosti, komunikacije i obrazovanja zaposlenih u agrobiznis sektoru i način realizacije primenom LCMS-a, Naučna konferencija - Agrobiznis2011, u okviru projekta “Bolja saradnja za bolju budućnost“, Univerzitet u Novom Pazaru. A Hybrid Digital Video Watermarking Method Based on DCT and DWT Haldun Sarnel, Kadir Ünal Dokuz Eylül University, Department of Electrical and Electronic Engineering, İzmir, Turkey E-mail: haldun.sarnel@deu.edu.tr, kadirunal1985@yahoo.com Abstract Digital video watermarking is one of the solutions for copyright protection of digital multimedia data and draws great attention of both researchers and digital video owners. In this work, a new hybrid digital video watermarking method which uses the discrete cosine transform (DCT) and discrete wavelet transform (DWT) is proposed. Each frame is processed with one of the DCT and DWT methods or a combination of them, half of a frame by the DCT method and the other half by the DWT method. Selection of the watermarking for each frame in the video is determined randomly. The proposed method has undergone several attacks in order to check its robustness and compare to the DCT and DWT methods. The proposed hybrid method including a watermarking diversity throughout the video improves robustness against attacks. 328 � 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. 1181 Title A name given to the resource Advanced Techniques And Application Of Learning Content Management Systems In Enterprises Author Author Šemsudin , Plojović Abstract A summary of the resource. Several organizations are looking for a way how to manage the overall job performance of their employees, regardless of where the "working age" they are. Learning and competence development, along with management skills is noticeable development, therefore, that organizations want to maximize the capacity of its staff, and with them the skills that the new business conditions become necessary. In the process management capabilities and potentials occupy a key role in content management systems learning (LMS). One capability that users LMS never had this kind should be developed. In this way, the organization gained greater success using his own internal resources. Keywords: Business LMS, e-Learning, LCMS, Virtual Classroom, CMS Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) 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. 922 Title A name given to the resource Advertising Myths in Modern Text-Image Ad Formats Author Author Mirza, Dzanić Abstract A summary of the resource. In the advertising industry today, it is notable that the use of visual elements such as images is fast growing. Earlier ads stated their messages mostly via the textual medium, but in the contemporary advertising the use of images has become more and more common and the relationship between text and visual image became complementary (Leiss et al. 1990: 199). It is up to the readers to decode the intended message that the advertiser conveys. The advertiser’s aim is to make the message more ambiguous. How the reader will interpret it depends on their understanding of the elements (textual and visual) that constitute the ad and how these elements complement each other. According to Leiss et al. (1990: 198), semiotics is a method that is used in studying social phenomena. As far as advertising discourse is concerned, it is one of the fields in which meaning must be inhered and thus can be investigated from the standpoint of semiotics. The French theorist Roland Barthes was one of the first to apply semiotic tools in analyzing popular culture (including advertising discourse), In his work Barthes presents advertising as a myth, which he defines as a type of speech. It can refer to how an ad is presented to us, i.e. which techniques (verbal or non-verbal) are exploited as persuasive tools. Also Barthes (1972: 107) points out that ‘everything can be a myth provided it is conveyed by a discourse’. Myths can be expressed by both writing and some sort of representation (images, drawings etc.). In this sense, when analyzing an ad (text plus image, for instance) we are dealing with that particular image, which is given for that particular signification. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://eprints.ibu.edu.ba/files/original/ce109b0a5a4b667bd1f94b47fd587bd7.docx ebef44a855ede0c4f014d84ffff6c712 https://eprints.ibu.edu.ba/files/original/49dbf027a553c7955abc3905ec9c91b1.pdf 3dbfb506d1393e4364c1f40aad87580c PDF Text Text Affecting Factors of Call Center Employees’ Job Satisfaction and Impact of Job Satisfaction on Performance Devran Deniz Balikesir University Turkey devrandeniz@balikesir.edu.tr Çağrı İzci Balikesir University Turkey cagriizci@balikesir.edu.tr Abstract: The aim of this study is to examine factors which influence job satisfaction of call center employees and investigate impact of job satisfaction on job performance for call center employees. Research data were collected from a public bank (n=101). In this context; result of the research literature, questionnaire forms which are used 5-point Likert scale was enforced reliability analysis. Cronbach alpha values of study were measured high level. After the obtaining data were analyzed, some solutions were offered to researchers. 6 fundamental factors which are thought to affect job satisfaction were planned as wage policy, promotion policy, attitudes of team leader, work friends, working conditions and job security. Job security, promotion policy and work friends were determined explaining factors of job satisfaction from these 6 factors. Correspondingly, it was detected that some linear relationships in the same direction between job satisfaction and job performance in this study. Although it is not a primary object of this study, it was examined whether the relationship has been between demographic information and job satisfaction. To be obtained the conclusions of this study, it was utilized from independent samples t tests, simple-multiple regression and correlation analysis. Keywords: Job Satisfaction, Job Performance, Call Center. 153 �153 � 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. 2614 Title A name given to the resource Affecting Factors of Call Center Employees’ Job Satisfaction and Impact of Job Satisfaction on Performance Author Author DENIZ, Dervan IZCI, Cagri Abstract A summary of the resource. The aim of this study is to examine factors which influence job satisfaction of call center employees and investigate impact of job satisfaction on job performance for call center employees. Research data were collected from a public bank (n=101). In this context; result of the research literature, questionnaire forms which are used 5-point Likert scale was enforced reliability analysis. Cronbach alpha values of study were measured high level. After the obtaining data were analyzed, some solutions were offered to researchers. 6 fundamental factors which are thought to affect job satisfaction were planned as wage policy, promotion policy, attitudes of team leader, work friends, working conditions and job security. Job security, promotion policy and work friends were determined explaining factors of job satisfaction from these 6 factors. Correspondingly, it was detected that some linear relationships in the same direction between job satisfaction and job performance in this study. Although it is not a primary object of this study, it was examined whether the relationship has been between demographic information and job satisfaction. To be obtained the conclusions of this study, it was utilized from independent samples t tests, simple-multiple regression and correlation analysis. Keywords: Job Satisfaction, Job Performance, Call Center. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://eprints.ibu.edu.ba/files/original/5d7ec9885e4aeb7e7383c4751bc9eef2.docx 62e42e3cab9771f3f06b0766ae073f3f https://eprints.ibu.edu.ba/files/original/9b493c714af9f0f2d510acfdd95beda1.pdf 61c34f607befc13185d81615493b0c0b PDF Text Text Affective and Cognitive Variables and the Acquisition of EFL Magda Pašalić University of Split/ Split, Croatia Key words : second language acquisition, cognitive variables, affective variables, beliefs about foreign language learning, success in foreign language learning ABSTRACT Research trend in the SLA changed in the last two decades. It focused more on how students acquire foreign languages and which factors influence that process and less on various teaching methods. This paper is supposed to contribute to reaching a more detailed answer to the question why some students accomplish a language task successfully and some achieve poor results. It has been established that many variables, cognitive and affective ones, influence the ability to acquire foreign languages (e.g. language aptitude, learning strategies, beliefs about language learning). Beliefs about language learning, frequency of using learning strategies and their correlation with beliefs as well as with the success accomplished in learning English among Croatian students was analysed in this paper. Our subjects were the I. and II. year students of the Faculty of Economics in Split, University of Split. According to research data, which will be included in the paper, statistically significant correlation was established between majority of beliefs included in BALLI questionnaire, used to gain data on students’ beliefs, and success in FL. This proved the hypothesis that beliefs correlate with success in FL. We established that there are beliefs which are accepted in our as well as in other socio-cultural communities (e.g. beliefs that there are people who are born with a special ability which helps them learn a foreign language and that it is easier for children to learn a foreign FL). Our results proved that success in EFL correlates stronger to beliefs than to learning strategies. Statistically significant correlation was established only between cognitive learning strategies and success in EFL. The strongest correlation was established between beliefs and cognitive and metacognitive learning strategies. The research results will hopefully raise awareness of the importance of analysed variables among teachers of foreign languages. � 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. 1840 Title A name given to the resource Affective and Cognitive Variables and the Acquisition of EFL Author Author PASALIC, Magda Abstract A summary of the resource. Key words : second language acquisition, cognitive variables, affective variables, beliefs about foreign language learning, success in foreign language learning ABSTRACT Research trend in the SLA changed in the last two decades. It focused more on how students acquire foreign languages and which factors influence that process and less on various teaching methods. This paper is supposed to contribute to reaching a more detailed answer to the question why some students accomplish a language task successfully and some achieve poor results. It has been established that many variables, cognitive and affective ones, influence the ability to acquire foreign languages (e.g. language aptitude, learning strategies, beliefs about language learning). Beliefs about language learning, frequency of using learning strategies and their correlation with beliefs as well as with the success accomplished in learning English among Croatian students was analysed in this paper. Our subjects were the I. and II. year students of the Faculty of Economics in Split, University of Split. According to research data, which will be included in the paper, statistically significant correlation was established between majority of beliefs included in BALLI questionnaire, used to gain data on students’ beliefs, and success in FL. This proved the hypothesis that beliefs correlate with success in FL. We established that there are beliefs which are accepted in our as well as in other socio-cultural communities (e.g. beliefs that there are people who are born with a special ability which helps them learn a foreign language and that it is easier for children to learn a foreign FL). Our results proved that success in EFL correlates stronger to beliefs than to learning strategies. Statistically significant correlation was established only between cognitive learning strategies and success in EFL. The strongest correlation was established between beliefs and cognitive and metacognitive learning strategies. The research results will hopefully raise awareness of the importance of analysed variables among teachers of foreign languages. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://eprints.ibu.edu.ba/files/original/cd46ba90431e9e3e8f6ec59e62e4a0d0.pdf b899f740f006ff12bd3e1b29d35f80f6 PDF Text Text BİLDİRİ ÖZETLERİ - UTEK 2014 günümüz Hakas Türkçesine aynı şekilde ulaşanlar çalışmamızda verilmiştir. Ayrıca bu fiillerden anlamsal yönden farklılaşanlar da belirtilmiştir. Daha sonra ise araştırmamıza konu olan üç eski Türk yazıtındaki fiil kök veya gövdelerinden Hakas Türkçesine bazı ses ve yapı değişiklikleriyle ulaşmış şekiller verilmiştir. Bu şekillerde tespit edilmiş farklar ses ve yapı açısından incelenmiştir. Bu bölümde yine anlamsal yönden oluşmuş bir fark varsa açıklanmıştır. THE VIEW OF OLD TURKISH VERBS IN KHAKAS TURKISH Key words: Old Turkish, Khakas Turkish, etymology, linguistics. In this work, the old Turkish verbs having reached today’s Khakas Turkish have been identified. In terms of phonology, morphology and meaning, the old Turkish verbs have been compared to today’s Khakas Turkish according to the comparative method. Some etymological explanations have also been taken place when they are in need . In this study, the method we use can be summarized as follows: The verbs of three inscriptions in the Old Turkish Inscriptions have been determined by checking the fundamental works in the field. Some of the determined Turkish verbs and their roots have reached Khakas Turkish. Their current appearance, meanings and examples were listed. Thus, some differences occurred in some sound, structure and meaning between Old Turkish and Khakas Turkish have been identified. Some lexical developments have also been identified through diachronic comparative method. Some verbs having some differences in terms of transcription and meaning have been scanned in the fundamental and current etymological dictionaries. After giving the findings of scanning, the contemporary meanings of these verbs have been indicated. Some verbs which have reached contemporary Khakas Turkish in the same form in terms of phonems and structure have also been listed in our work. 26 � 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. 2639 Title A name given to the resource AFGANİSTAN’DA TÜRK DİLLERİ VE TÜRKÇE ÇALIŞMALARI HAKKINDA BİR ARAŞTIRMA Author Author FEVZİ, Firuz RAHMAN, Zahir Abstract A summary of the resource. Türkiye ile Afganistan dostluğu Mustafa Kemal Atatürk döneminde en iyi dönem olarak bilinir. Atatürk Afganistan’ın modern eğitim sistemine ulaşması için askeri, mülki, alanlarında birçok öğretim üyesini göndermiştir. Kabil Üniversitesi’nde ilk Tıp, Hukuk ve Siyasal Bilgiler Fakültelerini kuranlar Türkiye’den gönüllü olarak giden Türk subaylar ve mülki erkânlar olmuştur. Bu Fakültelerde Eğitim ve öğretim yıllarca Türk akademisyenleri tarafından verilmiştir. Türkiye’nin Afganistan’a eğitim ve sağlık alanındaki çalışmaları 1960’lı yıllara kadar devam etmiş, fakat bu yıllardan sonra Afganistan Sovyetler Birliği’ne yönelince Türk akademisyenleri Türkiye’ye geri dönmüştür. Bildiride Kabil Devlet Üniversitesi Türkoloji bölümün ve Afgan-Türk okullarının Afgan halkına Türkçe eğitim ve öğretimi hakkında, bu güne kadar yapmış oldukları kültürel çalışmaları hakkında bilgi verilecek, ayrıca Afganistan ordusunun askeri liselerinde Türkçe dersleri üzerine durulacaktır. 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 2014-05-23 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-582X P Philology. Linguistics,PA Classical philology,PI Oriental languages and literatures,PN Literature (General) https://eprints.ibu.edu.ba/files/original/d6e7a7396ba3fd95dfac3e1cbc056775.docx 052c929936e57df1178e7e23f7aa7dcf https://eprints.ibu.edu.ba/files/original/09c374cd89251fcaa6a6b68c1e7d2c8d.pdf fb52b1dac2c0e7b297338e4afd4db09a PDF Text Text AFGANİSTAN’DA TÜRKOLOJİ VE TÜRKÇE ÇALIŞMALARI HAKKINDA BİR ARAŞTIRMA Firuz FEVZİ / Hasan CANKURT Kabil Üniversitesi, Türkoloji Bölümü, Kabil / Afganistan - Celal Bayar Üniversitesi, Edebiyat Fakültesi, Manisa / Türkiye Anahtar kelimeler: Türkiye, Türkçe, Özbekçe Afganistan, Kabil, Türkoloji. ÖZET Türkiye ile Afganistan dostluğu Mustafa Kemal Atatürk döneminde en iyi dönem olarak bilinir. Atatürk Afganistan’ın modern eğitim sistemine ulaşması için askeri, mülki, alanlarında birçok öğretim üyesini göndermiştir. Kabil Üniversitesi’nde ilk Tıp, Hukuk ve Siyasal Bilgiler Fakültelerini kuranlar Türkiye’den gönüllü olarak giden Türk subaylar ve mülki erkânlar olmuştur. Bu Fakültelerde Eğitim ve öğretim yıllarca Türk akademisyenleri tarafından verilmiştir. Türkiye’nin Afganistan’a eğitim ve sağlık alanındaki çalışmaları 1960’lı yıllara kadar devam etmiş, fakat bu yıllardan sonra Afganistan Sovyetler Birliği’ne yönelince Türk akademisyenleri Türkiye’ye geri dönmüştür. Bildiride Kabil Üniversitesi Türkoloji bölümün ve Afgan-Türk okullarının Afgan halkına Türkçe eğitim ve öğretimi hakkında, bu güne kadar yapmış oldukları kültürel çalışmaları hakkında bilgi verilmiş, ayrıca Afganistan ordusunun askeri liselerinde Türkçe dersleri üzerine 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. 2314 Title A name given to the resource AFGANİSTAN’DA TÜRKOLOJİ VE TÜRKÇE ÇALIŞMALARI HAKKINDA BİR ARAŞTIRMA Author Author FEVZİ, Firuz CANKURT, Hasan Abstract A summary of the resource. Anahtar kelimeler: Türkiye, Türkçe, Özbekçe Afganistan, Kabil, Türkoloji. ÖZET Türkiye ile Afganistan dostluğu Mustafa Kemal Atatürk döneminde en iyi dönem olarak bilinir. Atatürk Afganistan’ın modern eğitim sistemine ulaşması için askeri, mülki, alanlarında birçok öğretim üyesini göndermiştir. Kabil Üniversitesi’nde ilk Tıp, Hukuk ve Siyasal Bilgiler Fakültelerini kuranlar Türkiye’den gönüllü olarak giden Türk subaylar ve mülki erkânlar olmuştur. Bu Fakültelerde Eğitim ve öğretim yıllarca Türk akademisyenleri tarafından verilmiştir. Türkiye’nin Afganistan’a eğitim ve sağlık alanındaki çalışmaları 1960’lı yıllara kadar devam etmiş, fakat bu yıllardan sonra Afganistan Sovyetler Birliği’ne yönelince Türk akademisyenleri Türkiye’ye geri dönmüştür. Bildiride Kabil Üniversitesi Türkoloji bölümün ve Afgan-Türk okullarının Afgan halkına Türkçe eğitim ve öğretimi hakkında, bu güne kadar yapmış oldukları kültürel çalışmaları hakkında bilgi verilmiş, ayrıca Afganistan ordusunun askeri liselerinde Türkçe dersleri üzerine 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