İngilizcenin yabancı dil olduğu iki farklı bağlamda öğretmenlerin inançları ve uygulamaları: Türkiye ve Makdeonya

The aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia. The theoretical framework is based on the National Association for the Education of Young Children’s (NAEYC) policy statement for developmentally appropriate and inappropriate reported practices (Johnson and Ivrendi, 2002). One hundred and thirty two (n=132) Turkish and one hundred and thirty four (n=134) Macedonian fifth grade English teachers working in public schools participated in the study. The data came from a Teacher Belief Scale (TBS) and a focus group interview. The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.Bu çalışmanın amacı beşinci sınıf İngilizce öğretmenlerinin algılanan inançlarını ve belirtilen uygulamalarını yabancı dil olarak İngilizce olan Türkiye ve Makedonya gibi iki ayrı ortamda incelemektir. Kuramsal çerçeve Ulusal Genç Çocukları Eğitim Derneği’nin (NAEYC) gelişimsel olarak uygun olan ve olmayan uygulamalar ile ilgili politika beyanına dayanmaktadır (Johnson ve Ivrendi, 2002). Çalışmaya devlet okullarında çalışan yüz otuz iki (n=132) Türk ve yüz otuz dört (n=134) Makedon beşinci sınıf İngilizce öğretmeni katılmıştır. Veriler Öğretmen İnanç Ölçeği (TBS) ile bir odak grup görüşmesinden elde edilmiştir. Çalışma yabancı dil öğrenme sürecine dair farklı dil öğrenme ortamlarında beşinci sınıf İngilizce müfredat tasarlarken Milli Eğitim Bakanlığı tarafından dikkate alınması gereken önemli sonuçlar ortaya çıkarmıştır

Komunikimi i integruar i marketingut i ndërmarrjes Inox, Gjakovë

Integrated Marketing Communication presents all the forms, strategies of a business which communicates with client including direct communication and the use of different channels and forms of communication. This includes the choice of different channels and multiple activities, not only advertisments but communication too, like social media, but participation as well and sponsorships in humanitarian, cultural, sport events etc. to be an active enterprise and with public and social responsibility. This study handled exactly those activities at INOX enterprise in Gjakova adding main hypothesis if marketing activities are self-sufficient, or Integrated marketing coommunication is more useful for a business. Findings testify that clients appreciate more an active and contribution enterprise on developments in society and Integrated Marketing Communication affects more than only marketing in enhancing the brand's empowerment of that business

Teachers’ Perceived Beliefs and Reported Practices in Two Distinct EFL Contexts: Turkey and Macedonia

Bu çalışmanın amacı beşinci sınıf İngilizce öğretmenlerinin algılanan inançlarını ve belirtilen uygulamalarını yabancı dil olarak İngilizce olan Türkiye ve Makedonya gibi iki ayrı ortamda incelemektir. Kuramsal çerçeve Ulusal Genç Çocukları Eğitim Derneği’nin (NAEYC) gelişimsel olarak uygun olan ve olmayan uygulamalar ile ilgili politika beyanına dayanmaktadır (Johnson ve Ivrendi, 2002). Çalışmaya devlet okullarında çalışan yüz otuz iki (n=132) Türk ve yüz otuz dört (n=134) Makedon beşinci sınıf İngilizce öğretmeni katılmıştır. Veriler Öğretmen İnanç Ölçeği (TBS) ile bir odak grup görüşmesinden elde edilmiştir. Çalışma yabancı dil öğrenme sürecine dair farklı dil öğrenme ortamlarında beşinci sınıf İngilizce müfredat tasarlarken Milli Eğitim Bakanlığı tarafından dikkate alınması gereken önemli sonuçlar ortaya çıkarmıştırThe aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia. The theoretical framework is based on the National Association for the Education of Young Children’s (NAEYC) policy statement for developmentally appropriate and inappropriate reported practices (Johnson and Ivrendi, 2002). One hundred and thirty two (n=132) Turkish and one hundred and thirty four (n=134) Macedonian fifth grade English teachers working in public schools participated in the study. The data came from a Teacher Belief Scale (TBS) and a focus group interview. The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts

KERAGAMAN GEN PROLAKTIN (PRL) SEBAGIAN INTRON 3 SAMPAI AWAL INTRON 4 PADA ITIK BAYANG MENGGUNAKAN METODE SEKUENSING

Penelitian ini bertujuan untuk mengetahui keragaman genetik gen prolaktin (PRL) sebagian intron 3 sampai awal intron 4 pada itik Bayang dengan menggunakan metode sekuensing. Penelitian ini menggunakan 118 sampel darah itik Bayang. Sampel darah diisolasi dengan menggunakan Genomic DNA Purification Kit (Promega). DNA diampilifkasi menggunakan sepasang primer L: 5’- GCA CAG TTG TTC TTA CTA GTT CG -3’ dan R: 5’- TCT GAG AAC TTT GCA GCT ATC T -3’ yang menghasilkan fragmen sepanjang 586 bp. Produk amplifikasi disekuensing menggunakan jasa dari 1st Base Singapore. Hasil penelitian menunjukkan bahwa terdapat 16 polimorfisme di sebagian intron 3 sampai awal intron 4 yaitu pada posisi -223C>del, -218A>del, -136G>A, 157G>A, +9T>G, +11G>A, +16T>C, +20A>C, +25T>C, +29A>C, +35T>A, +38A>G, +43C>A, +71G>A, +84G>A dan +91T>A. Berdasarkan hasil penelitian dapat disimpulkan bahwa keragaman gen prolaktin (PRL) sebagian intron 3 sampai awal intron 4 pada itik Bayang ditemukan adanya polimorfisme dan hasil frekuensi genotipe dari populasi itik Bayang ini tidak dalam keseimbangan Hardy-Weinberg. Kata kunci : Keragaman Genetik, Gen PRL, itik Bayang, Sekuensin

Using Digital Differentiation to Improve EFL Achievement and Selfregulation of Tertiary Learners: The Turkish Context

Purpose: The current study examines the impact of Differentiated Instruction (DI) on students’ EFL speaking proficiency and Self- Regulated Learning (SRL) during online learning at a Turkish higher education institution’s English preparatory program. Design/methodology/approach: Carried out as a sequential explanatory mixed-methods approach, this quasi-experimental study first collected quantitative data from two intact classrooms, experimental group (n = 16), control group (n = 15), through a speaking proficiency test and the Turkish translation of a Likert-type Online Self-Regulation Questionnaire (OSRLQ) as pre-/post-test; and qualitative data through a semistructured focus group interview with six students. The qualitative data were coded and interpreted through content analysis. Findings: Based on Tomlinson’s (2001) DI framework, the intervention plan of this study involved differentiating the process, product and learning environment of the online learners based on their readiness levels and interests. The results revealed that the DI-group improved its speaking significantly higher than the non-DI group whereas the overall SRL of the both groups did not differ meaningfully. The DI-group improved its help-seeking strategy use significantly. The analysis of qualitative data indicated that the students held positive views of online practices used for DI purposes such as formative assessment, differentiated speaking tasks while questioning group work arrangements. The participants also stated that they improved their use of target setting, help seeking and self-assessment. Originality/value: This study contributes to the literature in providing insight into the effects of differentiation practices during online learning and suggests implications for designing innovative differentiated EFL learning experiences during remote learning

The ERASMUS Teaching Staff Mobility: The Perspectives and Experiences of Turkish ELT Academics

The purpose of this study is to investigate the perspectives and experiences of the Turkish ELT academics about joining ERASMUS Teaching Staff Mobility Program. Under the light of former studies and literature, this study attempts to investigate the preferences of the ELT academics for participating in the ERASMUS Teaching Staff Mobility, to examine the contribution of the enrollment in this program to their professional development and home institution, and finally, to learn about the problems they faced during the mobility period(s). Purposive sample method was used to select seventeen Turkish ELT academics to participate in this study. The data were obtained through a triangulated approach, in which questionnaires, semi-structured interviews and reflective essays were administered to the participants. The findings revealed that apart from some problems experienced before and during the program, the Turkish ELT academics preferred to participate in the ERASMUS Teaching Staff Mobility due to its positive impact on their professional development and their home institution

The Place of learner autonomy in language preparatory programs: a case study

Conference: International Conference on Education and Social Sciences (INTCESS) -- Location: Istanbul, TURKEY -- Date: FEB 03-05, 2014The concept of autonomy is not new in the field of foreign language teaching but recently there has been an increasing interest in learner autonomy in particular, as new trends in foreign language teaching support a learning environment which enables learners to take control of their own learning. In other words, language classrooms have become more learner-centered than they used to be. The purpose of this study is to find out how language teachers perceive learner autonomy based on their classroom practice. The study was conducted at an English Preparatory Program of a foundation university located in Istanbul. Data were collected through questionnaires and semi-structured interviews. The findings of the study revealed significant implications in terms of learner autonomy in language classrooms.Int Org Ctr Acad Re

The EU as a coherent (cyber)security actor?

The last three decades have seen the development of the European Union (EU) as a security actor. The transnational character of the security threats and the challenges identified by the EU have led to progressive integration between internal and external security concerns. These concerns have often led to calls for greater coherence within EU security policies. The literature, however, indicates that this need for coherence has, so far, not been systematically operationalized, leading to a fragmented security field. This article has two main aims: To devise a framework for the analysis of the EU's coherence as a security actor, and to apply it to the cybersecurity field. By focusing on EU cybersecurity policy, this article will explore whether the EU can be considered a coherent actor in this field or whether this policy is being implemented according to different and unco-ordinated rationales

EFFICACY OF MULTI-LEVEL EXTENSIVE READING IN YOUNG LEARNERS’ READING MOTIVATION

Reading has always been open to research and development of new theories in the field of English language education. Many language teachers find it hard to tailor the level of any reading text to a common level that can appeal to every single L2 learner and each language level in the classroom. The hard-copy reading materials or the course books at hand are mostly unbreakable or unable to provide the teachers with the ease of editing the content to tailor it for each individual student. The present study, therefore, aims to investigate the effect of extensive reading lessons through the use of tablets and designed on the grounds of differentiated instruction (DI) on students’ motivation and comprehension skills. The participants were 24 fifth grade Turkish EFL learners studying in a private k-12 school in Turkey. Data were collected from two questionnaires, Motivation for Reading Questionnaire (Wigfield & Guthrie, 1997) and Favourite Book Types (www.raz-plus.com) as well as semi-structured interviews. The findings revealed that there was a positive relationship between a students’ motivation for reading and multi-level extensive reading lessons. Besides, there was an improvement in the comprehension skills of the participants as well. Keywords: differentiated instruction, extensive reading, reading motivation, using tablets

Quality of life as a predictor of work ability of employees of Sarajevo Tobacco Factory

Introduction: Our aim was to evaluate quality of life (QOL) as a predictor of work abilities of employees in a tobacco factory.Methods: The study was performed in the period between 2011 and 2012. The sample comprised of 270 workers, males and females, aged from 20-65, with different educational backgrounds. The study was performed as cross-sectional research, on a voluntary basis, using two standardized and anonymous questionnaires: The World Health Organization Quality of Life-Brief Version questionnaire (WHOQOL-BREF) and the Work Ability Index questionnaire (WAI).Results: The participants subjectively perceived high values of QOL in general, with the highest values in the area of living environment. The lowest value was in the area of social interactions. Statistically significant differences were observed in the subjective assessments of QOL, especially in three defined areas (physical health, mental health, and social interactions).  Workers age 50-65 years and workers with basic (primary) level of education exhibited a suboptimal (<70%) values in total value and the values of individually defined areas of QOL.Conclusions: Strong predictors of exemplary work ability of employees are good physical and mental health, younger age, and higher level of education. A link was observed between suboptimal work ability and dissatisfaction with profession and working environment, frequent illness, absenteeism, and exposure to health risks at the workplace.