121 10 3494 https://omeka.ibu.edu.ba/files/original/6eb9150d28f226942a0553f753ff0768.pdf 07baada9bdb9e26d1a5bade9b37ae0b5 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Fransız ġâiri ġarl Verne‘nin Hayatında Türk Dilinin Yeri ve Önemi Setter Durmaz Qafqaz Üniversitesi, Eğitim Fakùltesi, Tùrk Dili ve Edebiyatı, Öğretim Gôrevlisi. sehdur@yahoo.com ; sdurmaz1@qu.edu.az Özet: ġarl Verne (Charles Verney), 19. Yùzyılda, Fransa‘da yaĢamıĢtır. Kùltùrlù bir aile ortamında yetiĢen Verne, divânında belirttiği ùzere, kısa bir sùre içinde Latince, Ġtalyanca, Ġspanyolca, Ġngilizce, Almanca, Yunanca, Arapça, Farsça ve Tùrkçe ôğrenir. Henùz çocuk denebilecek yaĢta, Doğu dilleri ve edebiyatları ile ilgilenen Verne, kendi kendine Osmanlı Tùrkçesi‘ni ôğrenir, ardından Tùrk kùltùr ve edebiyatına âĢık olur ve klâsik tarzda Tùrkçe Ģiirler yazmaya baĢlar. Daha on bir yaĢındayken anadili olan Fransızca ile yazdığı Ģiirlerini bu yaĢlarda kitap olarak bastıran Verne; Ġtalyanca, Tùrkçe ve Farsça yazdığı Ģiirlerini de 16 yaĢında litografya usølù ile Paris‘te bastırır. Verne‘nin divânı, 112 sayfadan ibaret olup, uzun bir dibâce ile birlikte, Tùrkçe ve Farsça Ģiirlerden oluĢur. Farsça Ģiirler, yaklaĢık 20 sayfadır. Bu makalede, ġarl Verne‘nin hayatı, Ģâirliği, dil ôğrenmeye olan merakı, ôzellikle Tùrkçe‘ye olan ilgisi, bunun ôtesinde de Klâsik Tùrk Dili‘ne olan hayranlığı ve bunun Ģiirlerine olan etkisi hakkında bilgi verilecektir. Bôylece edebiyatımızda ve cemiyetimizde Fransız tesirinin yoğun olduğu 19. Yùzyılda, Fransa‘da kendi kendine Tùrkçe ve Farsça ôğrenen ve her iki lisanda Ģiirler yazan genç Fransız Ģâiri ġarl Verne‘nin bir divân ortaya koyacak kadar- Tùrk diline ve kùltùrùne olan hayranlığı ortaya konmuĢ olacaktır. Anahtar Kelimeler: ġarl Verne, Fransa, Paris, Tùrk Dili, Klâsik ġiir, Divân. The Place and Importance of Turkish Language in Charles Verney`s Life Abstract: Charles Verney lived in France in 19th century. He was brought up in one of the civilized families, as he showed in his divan he managed to master Latin, Italian, Spanish, English, Germany, Greek, Arabic, Persian and Turkish languages in a short period of time. Though he was a child, Charles Verney was interested in the Eastern languages and literatures and he learned the Ottoman literature to himself, after he fell in love with the Turkish culture and literature and then he began to write classical poems in Turkish language. He was only 11 years old, when he published his poems book that he wrote in French in his mother tongue. He published his another poems book that he wrote in Italian, Turkish and Persian languages with lithography method when he was 16 years old, in Paris. Verney`s ―Divan-i Verne‖ in Turkish and French languages, was published with his own endeavor in Paris is on our hand. The ―Divan- i Verne‖ is composed of 112 pages with the long preamble and poems in Turkish and Persian. Poems in Persian occupy nearly 20 pages of the book. This article concerns Verne`s life, his poetry, his interest in learning a language, specially in Turkish language and Classical Turkish Literature and their influence on his poems. Thus, the admiration of Charles Verney, who was capable enough to learn Turkish and French to himself and write poems in both languages and put forward divan, towards the Turkish culture and language as well as the great French impact on our literature and society in 19th century, have been researched in this article. Key Words: Charles Verney, France, Paris, Turkish, Classical Poem, Divan. GiriĢ 1100 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Tùrk Edebiyatı‘nda Batı etkisi, 19. yùzyılda Tanzîmât Fermanı‘yla baĢlar. 1839‘da ilan edilen Tanzîmât Fermanı, Tùrk toplumu için bir dônùm noktası olur. Bu yùzyıl, Osmanlı Devleti‘nin değiĢme ihtiyacı hissetttiği bir zamandır. Bu değiĢme ihtiyacı, toplumun bùtùnùnde kendini hissettirir. Tùrk aydınları, Fransız dili ve kùltùrù vasıtasıyla Batı‘yı tanımaya baĢlarlar. Bôylece edebiyatımızda ve cemiyetimizde bu yıllarda meydana gelen Fransız tesiri kesintisiz olarak 1950‘lere kadar devam eder. Bu tarihe kadar Batı, bize Fransa yoluyla gelir. Diğer milletlere olan ilgi zaman zaman gôrùlse de ônemli ve devamlı olan Fransa ve Fransız tesiridir. Okullarda Batı dili olarak Fransızca ôğretilmektedir. Tùrk aydınları sanat, ilim, fikir gibi çok çeĢitli alanlarda Fransızca‘ya ilgi duyarlar, Fransız kùltùrùnù takip ederler ve Fransız mùelliflerini okurlar. Dùnyada geliĢmeleri Fransızca‘dan takip ederler. Siyasî, sosyal, kùltùrel alanda gôrùlen bu Fransız tesiri, siyasî iliĢkilerle izah edilebilir. Bundan baĢka Fransa‘nın, o devirde diğer Avrupa milletlerine de tesir eden ùstùn bir devlet olduğu unutulmamalıdır. (Ercilasun, 1997: 271) ĠĢte, edebiyatımızda Batı tesirinin hissdedildiği, Tùrk aydınlarının her yônden Fransa‘ya ilgi duydukları bôyle bir dônemde, Fransa‘da, klâsik Tùrk Ģiirimize hayran bir genç yetiĢir. ―ġarl Verne‖ adlı bu Fransız genci, kendi kendine ôğrendiği Tùrkçe ile henùz 14 yaĢındayken basılacak bir divançe oluĢturacak sayıda Ģiirler sôyler. 19. Yùzyıl edebiyatında dikkat çeken hadiselerden biri olarak tarihe geçen bu durum, Tùrk kùltùrùnùn Avrupa‘daki yansımalarının bu dônemde de devam ettiğini gôstermesi bakımından ônemlidir. (ġentùrk, 2004: 468) ġarl Verne‘nin Hayatı Verne‘nin hayatı ile ilgili bilgiler oldukça yetersizdir. Mevcut bilgilerin çoğunu, 1858‘de Paris‘te kendi gayretleri ile bastırdığı divânından ôğreniyoruz. ġarl Verne (Charles Verney), 1842‘de Paris‘te doğmuĢtur. Doğu Ģiirlerinde ―Verne‖, Fransız dilinde ise ―ġarl Verne‖ mahlasını kullanmıĢtır. Bu mahlasları tercih etmesinin sebebini, divânına yazdığı mukaddimede Ģu ifadesiyle açıklar: ―Familyamın ismi, yani ensâbımda nâm-ı pederi ―Verne‖ olmağla eĢ‘âr-ı Ģarkiyemde tahallusumdur. Ancak lisân-ı Fransavî‘de babamın nâmı olan adıma ―ġarl Verne‖ nâm-ı mahsûsumdur.‖ (Durmaz, 2007: 17) Babası, Paris‘in tanınmıĢ sîmâlarından olup, ilim ve irfan ehli, akıl ve hùner sahibi bir Ģahıstır. Annesi ise, kendi ifadesiyle asîl ve nezih bir kadındır. Verne, divânının ônsôzùnde anne ve babasını Ģôyle tavsif eder: ―…vâlide-i pâk-dâmenim ve nahl-i ilm ü maârif enîs-i dâniĢ, mukîm-i halvet-i sadâkat, sâkin-i kiĢver-i hüner, bu zamânede Ģâh-ı kelâm-ı mensûr-i inĢâ-yı Fransavî a‗ni be-peder-i sâhib hırednimin himmetleri ile derûn-i dilimde nuqr olunan ‗aĢqullaha âsârını fâĢ etmege kâm-bîn oldum...‖ (Durmaz, 2007: 14) Hem Fransız Edebiyatı, hem Tùrk Edebiyatı, hem de bildiği diğer dillerin edebiyatları için ônemli ve enteresan bir Ģahsiyet olan Verne, maalesef edebiyat tarihlerinde hak ettiği yeri alamamıĢtır. Tùrk edebiyatında, ancak bir iki yazıda kendisine temas edilmiĢ, onunla ilgili teferruatlı bir çalıĢma yapılmamıĢtır. Tespit edebildiğimiz kadarıyla Fransız Edebiyatı‘nda adından hiç sôz edilmemektedir. Ancak ilerleyen zamanda ve bazı imkanların elde edilmesi ile Verne‘nin doğduğu mahalle ve vaftiz edildiği kilisenin kayıtlarına ulaĢılabilirse onun hakkındaki bilgilerimiz daha da artacaktır. Verne‘nin kaç yaĢında ve nerede vefat ettiği, bu divânından baĢka eserlerinin varlığı Ģu an için bize malum değildir. (Bayram, 2002: 156 ġâirliği ve Türkçe ġiirleri Kendisini "Fransız, Ġtalyan, Tùrkî ve Fârisî Ģâir" diye tanıtan Verne, Fransızca Ģiirlerini, ilk kez 1854 yılında Paris'te basılan bir kitapta toplar. Aynı yıl III. Napolyon için 16 sayfalık bir baĢka Ģiir kitabı daha yayımlar. Bu sırada henùz 11 yaĢındadır. Henùz çocuk denebilecek yaĢta, Doğu dilleri ve edebiyatları ile de ilgilenen Verne, kendi kendine Osmanlı Tùrkçesi‘ni ôğrenir, ardından Tùrk kùltùr ve edebiyatına âĢık olur ve klâsik tarzda Tùrkçe Ģiirler yazmaya baĢlar. Verne‘yi ―Ondôrdùnde Dâhî Bir ġâir‖ olarak anan Ġskender Pala, genç Ģâirin klâsik tarzda yazdığı Ģiirlerini, aĢağıdaki beyitleri ôrnek gôstererek Ģôyle ôver: ―Dehânın gonca-i handâna benzer Lebin bir gevher-i rahĢâna benzer 1101 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Ruhun gül, kâkülün sünbül, sözün mül, Husûlî, ravza-i rıdvâna benzer‖ Bu beyitleri 14 yaĢında bir çocuğun yazdığını sôylesek Ģimdi kim inanır? Divân Ģiirinin yaygın teâmùlleri doğrultusunda ağzı, gùlen (açılmıĢ) bir goncaya; dudağı, parlak bir akike benzetip yanağa gùl, kâküle sùnbùl, (sevgilinin ağzından çıkan) söze de Ģarap etkisini yakıĢtıran bu çocuk, bùtùn bu saydıklarını cennet bahçelerinden bir kesit olarak algılayıp dinî bir kùltùrù de Ģiirine yansıtıyor. Evet, bu beyitleri ve bunlara benzer pek çok beyitleri yazan, ancak 14 yaĢında bir çocuktur. Hem de 14 yaĢındayken kendi kendine Tùrkçe ôğrenen bir Fransız çocuğu. (Pala, 2002: 191) ġiirlerinde aĢk, güzellik, ayrılık, tabiat vs. gibi klâsik Ģiirin konularını ele alan Verne, okuduğu Ģiirlerin tesirinde kalarak, benzer ifadeleri sık sık tekrar. ġiirlerinin dili standart Ģiir dilidir. Ancak Osmanlı Ģâirlerinin kullanmadığı bazı Batı kaynaklı kelimeler, Verne‘nin Ģiir dilinde yer almıĢtır. Bunlar, diploma, vapur, Napolyon, vb. kelimelerdir. Ayrıca Verne, Ģiirlerinde rediflere ağırlık vermiĢtir. Bazen bir kelime, bazen de iki ùç kelimeden oluĢan rediflerle Ģiirlerini tamamlamaya çalıĢmıĢtır. Yeni kelimeler ve ifadeler bulma zorluğu, onu daha çok redif kullanmaya sevk etmiĢ olabilir. (Durmaz, 2007: 4) Verne, Hristiyan olmasına rağmen, Ģiirlerinde ôzellikle Ġslâmî terminolojiyi elden geldiğince baĢarıyla kullanmıĢtır. (ġentùrk, 2004, 469) Onun, Ģiirlerine ―Besmele‖ ile baĢlaması, dibâcesinde Allah‘a hamd u senâ etmesi, Ġslâm kùltùrùnù de kullanmaktan çekinmediğini gôsterir. ġiirlerinin bazı kısımlarında ise, kendi dinine ait kelimeleri kullanmaktan çekinmez ve bir bakıma Ġslâm‘la ilgili kelimelerin yanında Hristiyanlık‘la ilgili ifadelerden de istifade eder: ―Bilir kim Îsevî olmakda vahdet din-i Verne‘dir Ana kâfir dese Allah‘ını bilmezlenir ol büt‖ (Divân-ı Verne, G. 14 / 7) ... ―Verne Ġncil‘i ġerif‘i oku hem tefsir et Lahn-i nutkun olacak dehre her âyetde lezîz‖ (Divân-ı Verne, G. 25 / 7) AĢağıda numøne olması açısından Verne‘ye ait bir Ģiir verilmiĢtir: ―Hikmet-i aĢkda üstâdım ben Manzar-ı hayret-i Bağdâdım ben Emr-i hattı rakam-ı kilkimdir Kâtib-i Hüsrev-i bî-dâdım ben Subh u Ģâm eĢk-feĢânlıkdır iĢim Nâzım-ı hâtır-ı nâ-Ģâdım ben Gurbet-i hicre bu dünyâda gelip MüsteĢâr-ı sefer-i yâdım ben Yazdı Verne bu gazelde hâlin Dedi sevdâ ile ber-bâdım ben.‖ (Bayram, 2002, 158) Pala da, edebiyat tarihlerinde hak ettiği yeri alamayan, -tespit edilebildiği kadarıyla- Fransız Edebiyatı‘nda adından bahsedilmeyen Verne‘yi Ģu gazeliyle yâd eder: ―Belki milletin seni unutmuĢtur. Ama biz unutmayacağız ve senin arzuna uyarak bir gazelinden beyitler okuyacağız: ―Ey dost, nâme-i gam u ahzânımı oku Tefsîr-i renc-i hâtır-ı giryânımı oku Ger bilmek istesen nola derdini gönlümün Bak levh-i sîneme varak-ı cânımı oku … Satr-ı vefâtım ile kodum temmetü‘l-kitâb Târîh-i aĢk-ı ömr-i perîĢânımı oku Ey yâr, nâm-ı Verne‘yi nisyân eyleme 1102 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Erdim kemâl-i aĢkına dîvânımı oku.‖ 1. Dostum, hùzùn ve gamlarımı yazdığım Ģu mektubumu oku da; ağlayan kalbimin sıkıntılarının tefsirini bir bir ôğren. 2. Gônlùmdeki derdin ne olduğunu bilmek istersen eğer; kalbime bak ve (orada aĢkınla dolu olan) can sayfasını oku. 3. PeriĢan ômrùmùn aĢkının tarihini oku ki; o kitabın son satırı (senin aĢkın ile) ôldùğùme dâir bir cùmleden ibarettir. 4. Ey sevgili! Sakın ola ki Verne adını unutma. Zira divânımı alıp okuyacak olursan, senin aĢkında kemâle erdiğimi gôreceksin. (Pala, 2002: 194) Divân-ı Verne Osmanlı Devleti‘ne karĢı derin bir muhabbet besleyen, Osmanlı Tùrkçesi‘ne bùyùk bir hayranlık duyan ġarl Verne (Charles Verney), gayretli bir çalıĢma neticesinde bir yılda Tùrkçe ôğrenir. Ardından Tùrk kùltùr ve edebiyatına âĢık olur ve Ģiirler yazmaya baĢlar. Birkaç yılda yazdığı Ģiirlerini, Paris‘te bastırıp, baĢ tarafına bir resmini de koyduğu bu Ģiir kitabına, Ģark geleneğine uygun olarak ―Divân-ı Verne‖ adını verir. Verne‘nin ―Divân-ı Verne‖ adıyla, kendi gayretleri ile Paris‘te bastırdığı Tùrkçe ve Farsça Ģiirleri, bugùn elimizdedir. -2007 yılında, ―ġarl Verne Divânı (Ġnceleme-Metin-Sôzlùk)‖ adı altında yùksek lisans tezi olarak çalıĢtığım- Verne‘nin Divânı, 112 sayfadan ibaret olup, uzun bir dibâce ile birlikte, Tùrkçe ve Farsça Ģiirlerden oluĢur. Farsça Ģiirler, yaklaĢık 20 sayfadır. Bir kısmı âdi talik ve litoğrafya ile, diğer kısmı nesîh ile basılmıĢtır. Kitabın kapak sayfası, ―Divân-ı Verne‖ ifadesi ile baĢlamaktadır. Sonra, ―On bir yaĢından on altı yaĢına kadar ġarl Verne‘nin inĢâ ve terkib eylediği Fransız ve Talyan ve Türkî ve Fârisî eĢ‘ârdır.‖ cùmlesi bulunmaktadır. Daha sonra ise Ġslâmî geleneğine uygun olarak ―Bismillâhirrahmânirrahîm‖ âyeti yer almaktadır. (Akùn, 1994: 422) Verne, divânına, dili ağır sayılabilecek bir dibâce ile baĢlamıĢtır. Bu dibâcenin ilk kısmında, Allah ôvgùsù ve ona Ģùkùr ifadeleri yer alır. Verne, Allah‘a olan sonsuz hamd ve Ģùkùr hislerini Ģu beyitleriyle dile getirir: ―Hamd u minnet ol hudâvend-i zemîn ü cennete ġükr-i bî-hadd ü sümâr ol hâlık-ı bî-illete‖ Dibâcenin ilerleyen kısımlarda: ―Gazeldir safâ- bahĢ-ı ehl-i nazar Gazeldir gül-i bostân-ı ehl-i hüner‖ beytiyle baĢlayan gazel bahsinde olan bir manzøme yer alır. Bu uzun dibâceden sonra, ―Ġbtidâ-yı EĢ‘âr‖ baĢlığı ile Ģiirler baĢlar. Ġlk Ģiirler, devlet bùyùklerine ôvgù mahiyetinde yazılmıĢ kasidelerdir. Bunlardan ilki Sultan Abdùlmecid‘in methine dâir bir kasidedir. AĢağıdaki beyitler o kasidedendir: ―Söyle kim açdım Fransa‘da kitab-ı ömrümü Söyle on bir yaĢda oldum Ģâir-i Ģîrin zebân Mahrem oldum hâcesiz elhamdülillah Türkî‘ye Eyledi ülfet benimle bu lisân-ı dilsitân Etmedim asla azimet belde-i Ġstanbul‘a Lîk Paris‘den beni îsal eder fikr u gümân.‖ (Divân-ı Verne, K. 1/ 27-29) Sultan Abdülmecid ôvgùsùndeki kasîdeden sonra Farsça olarak, Ġran ġahı Nasruddin hakkında, sonra sırasıyla, DıĢ ĠĢleri MüĢiri Fuad PaĢa, Maslahatgüzâr Haydar Efendi, Kıbrıslı PaĢa, Kaymakam Nasûhî Bey ôvgùsùndeki Tùrkçe Ģiirler yer almaktadır. Sonra ―elif-bâ‖ sırasına uygun olarak az miktarda Farsça gazeller, daha sonra da Türkçe gazeller vardır. Gazellerinin sayısı 84‘tùr. Gazellerden sonra bir terci-i bend ve bir de murabba yer almaktadır. Son kısım ise baĢkalarının Verne‘nin Ģiirlerini ve Ģâirliğini ôvdùkleri bazı manzømelere ayrılmıĢtır. Bu manzømeleri yazanlar, Ġran Vezir-i Âzâmı Ferruh Han, Maslahatgüzâr Haydar Efendi, Nezih Bey‘in babası Ata Bey, Nezih Bey, Emin Efendi ve Cemil Bey‘dir. Verne‘nin Ģâirliğini ve Ģiirini ôven Ata Bey onun için: 1103 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo ― Fünûn u hem fütüvvetde yegâne bir hüner-verdir Mürüvvetde nazîri Avrupa‘da yok desem bâhir Fransa‘da görülmüĢ mü bu yolda Türkçe bir nâzım Ata, Örfî gibi dense sezâdır misli yok Ģâir.‖ diyecek kadar ona gùvenir ve hakkında hùsn-i muamelede bulunur. (Pala, 2002: 193) ġarl Verne‘nin Hayatında Türk Dilinin Yeri ve Önemi Ġlk eğitimini, ailesinden alan dâhi Verne‘nin, diğer ilimlerden ziyade dil ôğrenmeye hevesi vardır. Ailesinin ona sağladığı imkânlarla, yabancı dil ôğrenme merakı daha da artar. Evlerine gelen muallimler vasıtasıyla, henùz çocuk sayılacak bir yaĢta, zengin bir asilzâde olan babasının da teĢvikiyle, birçok yabancı dili, çok kısa zamanda ôğrenmeyi baĢarmıĢtır. Verne‘nin, divânında ôğrendiğini belirttiği yabancı diller Ģunlardır: Latince, Ġtalyanca, Ġspanyolca, Ġngilizce, Almanca, Yunanca ve Yahudi dillerinin yanı sıra Arapça, Farsça ve Türkçe. Pala, Verne‘nin dil ôğrenme merakını ve ôğrendiği dilleri Ģôyle ôzetler: ―Zengin bir asilzâde olan babasının teĢvîkiyle yabancı dil ôğrenmeye heves etmiĢ. Ancak bir mùddet sonra yabancı dil zevki onun çocuk ruhunda bir sevdaya dônùĢmùĢ olmalı ki arka arkaya Ġngiliz, Alman, Ġspanyol, Ġtalyan, Grek, Yunan, Latin, Yahudi lisanlarını ôğrenivermiĢ. Malikâneye gelip giden hocalara her gùn bir yenisi eklenmiĢ. Sonra eve Arapça ve Farsça hocaları da girmiĢ. Verne, lisandan arda kalan zamanında Ģiirle meĢgul olmuĢ ve henùz 11 yaĢında iken Fransızca Ģiirlerini bir kitap olarak bastırtmıĢ. Bu arada ġark lisanları ile birlikte ġark Ģiirini de tanımıĢ. O yıllarda Mùslùman ġark‘ın en bùyùk devleti olan Osmanlı hakkında tarifi zor bir iĢtiyak duymaya baĢlamıĢ ve Osmanlı lisanına hasret çeker olmuĢ. Kim bilir ôyle bir cihan devletinin lisanı ve edebiyatı nasıl muhteĢem olmalıdır, diye bir Tùrkçe hocası aranmıĢ. Ancak bu mùmkùn olamamıĢ. Verne için bu bir engel teĢkil etmemiĢ ve oturup kendi kendisine Tùrkçe ôğrenmeye koyulmuĢ. Sıkı bir çalıĢma ile bir yılda Tùrkçe ôğrenmiĢ. Ardından Tùrk kùltùr ve edebiyatına âĢık olmuĢ ve Ģiirler yazmaya baĢlamıĢ. Nihayet 16 yaĢına kadar yazdığı Tùrkçe Ģiirlerini Farsça Ģiirleriyle beraber litoğrafya usulùyle bastırmıĢ.‖ (Pala, 2002: 191-192) Genç Ģâir, Abdùlmecid Han‘a sunduğu bir arîzada, Paris‘te doğduğunu, Fransa‘da ikamet ettiğini, kendi kendine Tùrkçe ve Farsça‘yı ôğrendiğini Ģôyle ifade eder: ―ġevketlü mehâbetlü kerâmetlü pâdiĢâh-ı Âli Osmân Gâzi Sultân Abdülmecid Hân Hazretleri; Hak-i pây-ı Ģâhânelerine arzû beyân kılmağa bu bende-i bî-mikdârdır cesâret eder ki Paris Ģehrinde tevellüd edip ve Fransa‘da dâimâ ikâmetimle hod be hod yani hocasız elsine-i behiye-i Türkî ve Fârisîye âĢina olduğumda bu iki zebânın rüsûm-ı Ģîvesini hakîrâne tahsil eylediğimden on dört yaĢımdan on altı yaĢıma kadar tasnîf ettiğim eĢ‘ârı Fransavîye ve Ġtaliyaneyi müĢtemil diğer bir dîvânımın dahî tab‘ı neĢrolunduğu…‖ (Ġnal, 1988: 1984) Verne, Tùrkçe‘yi kaç yaĢında ve nasıl ôğrendiğini Ģu mısra ile beyan eder: ―Hâcesiz on dört yaĢında Ģâir oldum Türkî‘de.‖ Henùz 14 yaĢındayken bu dilleri ôğrenen ve bunlardan Ġtalyanca, Farsça ve Tùrkçe ile Ģiirler yazan bir Ģahsın dâhi olduğunu sôylemek herhalde hata değildir. Ġnal da Verne‘nin Tùrk dilinde gôsterdiği Ģâirlik kudretini Ģu ifadeleriyle takdir eder: ―Paris‘te kendi kendine Tùrkçe ve Farsça tahsil eden ve ùstùnde hoca hakkı olmayan bir Fransız çocuğunun, o iki lisanda nazım ve nesir yazması takdir ve taacùbe Ģayandır. Çùnkù bir çocuğun kendi lisanında nazım ve nesre -mùmkin mertebe- muktedir olması bile mùhim bir mesele iken yabancı lisanda, bâhusus çocuklukta o yolda kudret gôstermek doğrusu fevkalade bir keyfiyettir.‖ (Ġnal, 1988: 1985) Sonuç ―ġarl Verne‘nin Hayatında Türk Dilinin Yeri ve Önemi‖ konulu bu çalıĢmadan elde edilen sonuçları Ģu maddelerde bir araya getirmek mùmkùndùr: 1. Edebiyatımızda Batı tesirinin hissededildiği bir dônemde, Fransa‘da Tùrk diline ve klâsik Tùrk Ģiirimize hayran bir genç yetiĢir. ―ġarl Verne‖ adlı bu Fransız genci, kendi kendine bir yıl gibi kısa bir sùrede Tùrkçe‘yi ôğrenir ve henùz çocuk yaĢında bir divânçe oluĢturacak sayıda Ģiirler yazar. ġâirin, çocukluğunda okuduğu tarih kitapları nedeniyle Osmanlı ile Ġran dilleri ve kùltùrlerine ilgi duyduğu sôylenmektedir. 1104 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 2. Verne, sonradan ôğrendiği hem Tùrk, hem de Fars dilinde gùzel Ģiirler yazacak kadar Ģâir tabiatlı bir insandır. BaĢka bir ùlkede, klâsik Tùrk Ģiirinin hayâl dùnyasına aĢina olacak kadar bu kùltùrù tanımıĢ ve okuyucuya hiç de yabancılık çekmediği, mazmunları, edebî sanatları, dil ve ùslup ôzelliği ile mùkemmele yakın bir Ģiir sunmuĢtur. Verne‘nin bu Ģiir dùnyasına Tùrkçe yazılmıĢ divânları okuyarak girdiği dùĢùnùlebilir. Ayrıca, Fransa‘da bulunan Osmanlılar‘la sohbet etmiĢ ve bu Ģekilde malumat almıĢ olabilir. 3. Hem Fransız Edebiyatı, hem Tùrk Edebiyatı hem de bildiği diğer dillerin edebiyatları için ônemli ve enteresan bir Ģahsiyet olan Verne, maalesef edebiyat tarihlerinde hak ettiği yeri alamamıĢtır. Tùrk edebiyatında, ancak bir iki yazıda kendisine temas edilmiĢ, onunla ilgili teferruatlı bir çalıĢma yapılmamıĢtır. Tespit edilebildiği kadarıyla Fransız Edebiyatı‘nda adından hiç sôz edilmemektedir. Bu bakımdan 2007 yılında, Qafqaz Üniversitesi‘nde ―ġarl Verne Divânı (Ġnceleme-Metin-Sôzlùk)‖ adı altında çalıĢtığım yùksek lisans tezi, edebiyat âlemine kazandırılmıĢ bir yeniliktir. 4. Verne, Tùrk Edebiyatı Tarihi‘nde, ilk defa Ġbnùlemin Mahmut Kemâl Ġnal‘ın himmetiyle satırlara geçmiĢtir. Ġbnùlemin, ―Son Asır Türk ġâirleri‖ eserinde Verne Divânı‘ndan istihraç ettiği bilgilerle gayet gùzel bir terceme-i hâl yazmıĢ ve Verne‘yi, ôverek ihya etmiĢtir. Ġbnùlemin, onun hakkında ―Paris‘te kendi kendine Türkçe ve Farsça tahsil eden ve üstünde hoca hakkı olmayan bir Fransız çocuğunun, o iki lisanda nazım ve nesir yazması takdir ve taaccübe Ģayandır. Çünkü bir çocuğun kendi lisanında nazım ve nesre mümkün mertebe muktedir olması bile mühim bir mesele iken yabancı lisanda, bahusus çocuklukta o yolda kudret göstermesi, doğrusu fevkalâde bir keyfiyettir‖ buyurur. 5. Verne, divânından da açıkça anlaĢıldığına gôre, Ġstanbul‘a gittikçe çoğalan bir hasret duyar ve Osmanlı‘yı yakından tanıyabilmek için can atar. Hattâ bir ara PâdiĢâh‘a da -19. asır Tùrk nesrinin ideal ôrnekleri arasında yer alabilecek- bir arîze sunarak Ġstanbul‘a gelmek istediğini yazar. Divânında bu arîzeye de yer verir. Ancak daha sonra onun Ġstanbul‘a gelip gelmediği hakkında bir malumat verilmez. Yazdığı Ģiirlerde de bu konuda bir ip ucuna rastlanmaz. Bize gôre herhâlde Ġstanbul‘u gôrmeden, Osmanlı insanının hasretiyle bu dùnyaya veda etmiĢtir. Zira eğer aksi vârid olsaydı, kim bilir bôyle bir seyahatten iki ùlke adına ne mùkemmel neticeler çıkabilirdi? Belki de, eldeki divânından baĢka nice Ģiirleri ve nesir ôrnekleri, bugùn dillerde dolaĢacak ve ihtimâl ki kùltùrùmùz yeni bir Pierre Loti ve bir Aziyâde daha kazanmıĢ olacaktı. (Pala, 2002: 191-192) 6. Son olarak, bu çalıĢma ile Tùrk kùltùrùnùn 19. yùzyılda Fransa‘daki yansımalarının bir gôstergesi olan ġarl Verne‘nin Tùrk diline olan hayranlığı ve bu dildeki Ģâirlik istidâtı gùn yùzùne çıkarılmaya çalıĢılmıĢtır. 1105 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo References Akùn, Ömer Faruk (1994). ―Divan Edebiyatı‖, Ġslam Ansiklopedisi, C. 9., Ġstanbul: Tùrkiye Diyanet Vakfı Yayınları. Ayverdi, Ġlhan (2006). Misâlli Büyük Türkçe Sözlük, I-II-III Cilt, Ġstanbul: Kubbealtı NeĢriyâtı. Bayram, Ömer (2002). ―Verne: Klâsik Tùrk Edebiyatına Hayran Bir ġair‖ AMEA Nizami Adına Edebiyat Ġnstitutu, Azerbaycan-Hollandiya Dostluk Cemiyeti, Anane ve GloballaĢma Uluslararası Ġlmi Sempozyumu Materyalleri, s. 156-158. Durmaz, Setter (2007). ―ġarl Verne Divânı (Ġnceleme-Metin-Sôzlùk)‖, (YayımlanmamıĢ Yùksek Lisans Tezi), Bakù: Qafqaz Üniversitesi. Ercilasun, Bilge (1997). Yeni Türk Edebiyatı Üzerine Ġncelemeler, C. 1, Ankara: Akçağ Yayınları. Ġnal, Ġbnùlemin Mahmut Kemal (1988). Son Asır Türk ġairleri, C. IV. Ġstanbul: Dergâh Yayınları. Pala, Ġskender (2002). ġairlerin Dilinden, Ġstanbul: L&M Yayınları. Sami, ġemseddin (2002). Kâmûs-ı Türkî, 12. Baskı, Ġstanbul: Çağrı Yayınları. ġentùrk, Ahmet Atillâ, KARTAL, Ahmet (2004). Eski Türk Edebiyatı Tarihi, Ġstanbul: Dergâh Yayınları. Verne, ġarl (Charles Verney) (1858). Divân-ı Verne (Arap Alfabesi ile), Paris. 1106 � 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. 588 Title A name given to the resource Fransız ġâiri ġarl Verne‘nin Hayatında Türk Dilinin Yeri ve Önemi Author Author Durmaz, Setter Abstract A summary of the resource. ġarl Verne (Charles Verney), 19. Yùzyılda, Fransa‘da yaĢamıĢtır. Kùltùrlù bir aile ortamında yetiĢen Verne, divânında belirttiği ùzere, kısa bir sùre içinde Latince, Ġtalyanca, Ġspanyolca, Ġngilizce, Almanca, Yunanca, Arapça, Farsça ve Tùrkçe ôğrenir. Henùz çocuk denebilecek yaĢta, Doğu dilleri ve edebiyatları ile ilgilenen Verne, kendi kendine Osmanlı Tùrkçesi‘ni ôğrenir, ardından Tùrk kùltùr ve edebiyatına âĢık olur ve klâsik tarzda Tùrkçe Ģiirler yazmaya baĢlar. Daha on bir yaĢındayken anadili olan Fransızca ile yazdığı Ģiirlerini bu yaĢlarda kitap olarak bastıran Verne; Ġtalyanca, Tùrkçe ve Farsça yazdığı Ģiirlerini de 16 yaĢında litografya usølù ile Paris‘te bastırır. Verne‘nin divânı, 112 sayfadan ibaret olup, uzun bir dibâce ile birlikte, Tùrkçe ve Farsça Ģiirlerden oluĢur. Farsça Ģiirler, yaklaĢık 20 sayfadır. Bu makalede, ġarl Verne‘nin hayatı, Ģâirliği, dil ôğrenmeye olan merakı, ôzellikle Tùrkçe‘ye olan ilgisi, bunun ôtesinde de Klâsik Tùrk Dili‘ne olan hayranlığı ve bunun Ģiirlerine olan etkisi hakkında bilgi verilecektir. Bôylece edebiyatımızda ve cemiyetimizde Fransız tesirinin yoğun olduğu 19. Yùzyılda, Fransa‘da kendi kendine Tùrkçe ve Farsça ôğrenen ve her iki lisanda Ģiirler yazan genç Fransız Ģâiri ġarl Verne‘nin - bir divân ortaya koyacak kadar- Tùrk diline ve kùltùrùne olan hayranlığı ortaya konmuĢ olacaktır. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/2dd0e1324efcdf5f8b1361b840c3a3bb.pdf 6f5022d594a255cb5a786e4754eb2fc3 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo French Foreign Language Teacher Candidates‘ Evaluation of the Computer Assisted Language Teaching Course Erdogan Kartal French Language Teaching Department Faculty of Education Uludag University, Bursa/TURKEY ekartal@uludag.edu.tr Abstract: The aim of the present study is to determine the foreign language teacher candidates‘ evaluation relating to the elective Computer Assisted Language Teaching course which was conducted for four semesters between the academic years of 2007-2010 at Uludag University. The study group consists of 40 teacher candidates enrolled at Uludag University Faculty of Education, French Language Teaching Department. A questionnaire composed of one open-ended question was administered to the teacher candidates who had taken the course. At the end of the course, the candidates were asked to evaluate their experiences of the course, classroom practices, gains and teacher-student interaction. Therefore, a blank sheet of paper was distributed so that the candidates could write their answers in detail. The candidates‘ answers were decoded and interpreted by means of content analysis, a qualitative analysis method. Findings of the research revealed that the course was learner centered, the candidates had gained wide knowledge in both technical and educational points of language teaching, they were able to critically evaluate the language teaching websites, and finally, they had concerns relating to course assessment. Key Words: French language teaching, teacher candidates, computer assisted language teaching, course evaluation. Introduction In today‘s modern societies, the formal teaching process is one of the most important processes in the raising of the individual. The institution called school embeds programs designed for individuals of the same age group and same level. Teachers have a vital role in the implementation of these programs in organized educational processes. Therefore, in order to preserve the importance of the teacher‘s role, teacher training programs need to be continuously evaluated so that problems arising within the system can be traced and overcome effectively. The most important aims of teacher training programs is to define how to prepare quality teachers, explore how to train the teacher candidates in this direction, and to evaluate their achievement of these aims. As known, program development is a dynamic and continuous process. BaĢtùrk (2009), states that the effectiveness of teacher training programs can be reached by overcoming the problems and deficiencies of the program. Technology, especially in the last quarter of the century has become an indispensible component of educational settings (BiriĢçi, ve Karal, 2010). The computer is the primary type of technology used in an educational setting. Today, it can be clearly seen that in every level of education, from pre-school to higher education, the process of teaching is supported with information and communication technologies. One of the most widely spreading areas of this support is language learning/teaching. An investigation of the related literature in our country, shows that there are studies based on the teacher candidates‘ evaluations of courses conducted in the various programs of Faculties of Education (Gùven, 2006; Çoklar & ġahin, 2008; Öztùrk & Darıca, 2003; Acer, 2011; Arıkan, Ünver & Saraç-Sùzer, 2007). However, it was observed that there was no research based on the evaluation of the Computer Assisted Language Teaching (CALT) course. The present study aims to determine the teacher candidates‘ evaluation of the CALT course. At the end of the semester, the teacher candidates‘ were asked for a pedagogically-oriented evaluation of the CALT course that they had taken. The findings revealed by this aim, will assist CALT instructors in teacher training programs to evaluate the current program and reorganize their course material by developing the course context for future semesters. 1338 � 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. 685 Title A name given to the resource French Foreign Language Teacher Candidates‘ Evaluation of the Computer Assisted Language Teaching Course Author Author Kartal, Erdogan Abstract A summary of the resource. The aim of the present study is to determine the foreign language teacher candidates‘ evaluation relating to the elective Computer Assisted Language Teaching course which was conducted for four semesters between the academic years of 2007-2010 at Uludag University. The study group consists of 40 teacher candidates enrolled at Uludag University Faculty of Education, French Language Teaching Department. A questionnaire composed of one open-ended question was administered to the teacher candidates who had taken the course. At the end of the course, the candidates were asked to evaluate their experiences of the course, classroom practices, gains and teacher-student interaction. Therefore, a blank sheet of paper was distributed so that the candidates could write their answers in detail. The candidates‘ answers were decoded and interpreted by means of content analysis, a qualitative analysis method. Findings of the research revealed that the course was learner centered, the candidates had gained wide knowledge in both technical and educational points of language teaching, they were able to critically evaluate the language teaching websites, and finally, they had concerns relating to course assessment. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/6187fc74066a9215b3e7711581b838c0.docx 2c1678996d7c0ebe8a241392805195e7 https://omeka.ibu.edu.ba/files/original/094a14a0e8360d0f3bed5d18c53d3b15.pdf 846c5a62cf911cf34c245d69ca4b03e6 PDF Text Text French Literature and E-Learning: An example of Moodle Courses Iva Šarić UTM/University of Zadar/ Zadar, Croatia Key words: French literature, e-learning, Moodle, Merlin, blended learning ABSTRACT French-literature teaching programme at undergraduate and graduate level at the University of Zadar provides a training focused on developing skills such as the acquisition of theoretical knowledge required for the analysis and interpretation of literary texts but also proficiency in the French language and knowledge of another culture. In other words, the objective of the course is to provide a dynamic combination of knowledge, understanding and skills and abilities of students. Having this in mind, learner-focused e-learning is introduced into the teaching process, which in this way becomes more creative and autonomous to meet the individual demands of each student and provides no more clear answers, bur more of guidelines to the learning material.The purpose of this communication would be to present the three courses, the Chosen chapters of French novel, the French novel of the 19th century, and the French novel of the 20th century that are designed on the model of blended learning: they consist of courses offered in the classroom but also virtual classes supported by the Merlin system based on the Moodle open source platform. This system includes five types of tools: 1. tools for the presentation of materials 2. communication tools 3. tools for knowledge control 4. assessment tools 5. administrative tools. What makes the most important advantages of this system are more effective communication between all participants in the educational process; the continuous availability of material; continuous controls that allow students to self-assess and ultimately self-engagement of each student as a guarantee for future training. � 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. 1783 Title A name given to the resource French Literature and E-Learning: An example of Moodle Courses Author Author SARIC, Iva Abstract A summary of the resource. Key words: French literature, e-learning, Moodle, Merlin, blended learning ABSTRACT French-literature teaching programme at undergraduate and graduate level at the University of Zadar provides a training focused on developing skills such as the acquisition of theoretical knowledge required for the analysis and interpretation of literary texts but also proficiency in the French language and knowledge of another culture. In other words, the objective of the course is to provide a dynamic combination of knowledge, understanding and skills and abilities of students. Having this in mind, learner-focused e-learning is introduced into the teaching process, which in this way becomes more creative and autonomous to meet the individual demands of each student and provides no more clear answers, bur more of guidelines to the learning material.The purpose of this communication would be to present the three courses, the Chosen chapters of French novel, the French novel of the 19th century, and the French novel of the 20th century that are designed on the model of blended learning: they consist of courses offered in the classroom but also virtual classes supported by the Merlin system based on the Moodle open source platform. This system includes five types of tools: 1. tools for the presentation of materials 2. communication tools 3. tools for knowledge control 4. assessment tools 5. administrative tools. What makes the most important advantages of this system are more effective communication between all participants in the educational process; the continuous availability of material; continuous controls that allow students to self-assess and ultimately self-engagement of each student as a guarantee for future training. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/47cc1480c05be8ce4784728fad48daf6.pdf 843f19d4ea0cc138a1fad05ef34545a9 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/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. 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/. Title A name given to the resource Frent - Film renting system Author Author Edin Bajrić Abstract A summary of the resource. Frent is an online movie renting system designed for busy individuals seeking a cheaper alternative to subscription-based streaming services. Instead of paying for monthly subscriptions, users can rent movies only when they want to watch them, saving money and providing flexibility. Frent's robust technology stack includes Java and Spring for backend development, MongoDB for data management, and React with TypeScript for a dynamic frontend. Docker ensures consistent and scalable deployments. The modular and well-documented architecture makes it easy to add or update features. Looking ahead, the plan is to implement microservices to handle growth efficiently. Continuous user feedback helps prioritize new features and improvements. By focusing on maintainability, security, and user satisfaction, Frent aims to provide a reliable, user-friendly, and cost-effective movie renting service. Keywords Keywords. movie renting, Spring, React, user-friendly, scalable, streaming alternative Language A language of the resource English language sdp software engineering web development https://omeka.ibu.edu.ba/files/original/47803e1a263bd6b4f783f59726b172fb.pdf 8395c7aba58aaf5fd5f5cbca54796c01 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/. Title A name given to the resource Journal of Natural Sciences and Engineering Identifier An unambiguous reference to the resource within a given context 2637-2835 DOI Digital object identifier 10.14706 Publisher An entity responsible for making the resource available International Burch University Description An account of the resource Journal of Natural Sciences and Engineering (JONSAE) is a peer-reviewed, biannually published international journal focusing on empirical and theoretical research in all branches of Engineering and Natural Sciences. It is published on the behalf of Faculty of Engineering and Natural Sciences of International Burch University and aims to provide the best content regarding by publishing original research papers, review articles, special issues, feature articles, and book reviews. All manuscript submissions are subject to initial appraisal by the Editor, and, if found suitable for further consideration, to peer review by independent, anonymous referees. All peer review is double-blind and submission is online. The journal welcomes theoretical, applied, interdisciplinary and methodological work, with preference on empirical research, critical approach and problem-solving methods in manuscripts. Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Frequency Locked Loop in Estimating Active, Reactive and Apparent Powers Author Author Meris Lihić, Slobodan Lubura Abstract A summary of the resource. In this paper, a new power calculation method has been presented. This method is based on a second-order generalized integrator frequency locked loop (SOGIFLL) and has enhanced features over classical methods for power calculation widely used in industry. The FLLs have a wide variety of applications such as power converters, grid synchronization, sensorless flux estimation, and control of motor drives. The nature of the FLL allows for it to be a potentially perfect calculation method for power calculation. The obtained results showcase the effectiveness of the proposed power calculation method. Keywords Keywords. Power measurement, addition theorems for trigonometry, DC component elimination, gain normalization, grid frequency synchronization, MAF filters, MATLAB/Simulink. Identifier An unambiguous reference to the resource within a given context ISSN 2637-2835 DOI Digital object identifier 10.14706/JONSAE2021323 Publisher An entity responsible for making the resource available International Burch University Language A language of the resource English language Type The nature or genre of the resource Original research 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. 3479 Title A name given to the resource FREQUENCY OF ENGLISH LANGUAGE USE IN B&H UNIVERSITY STUDENTS AND ITS INFLUENCE ON LANGUAGE PERCEPTIONS AND IDENTITY Author Author Bilkić, Maida Osmanović, Džalila Abstract A summary of the resource. Although many studies have been conducted on second language acquisition and bilingual education, there is a lack of research-based information on developing foreign language identity, especially regarding the frequency of language use and its influence on language perceptions and identity. EFL is taught in most primary and secondary schools in Bosnia and Herzegovina, as well as at the university level, resulting in foreign language learners who spend approximately twelve years studying the language. However, the length of studies does not guarantee that the learners will use the language frequently or efficiently, and there is a lack of an instrument which would indicate how often the students use the language and how this affects their language perceptions and identity development. Therefore, the research questions of this study are: what is the frequency of using English as a foreign language in B&H students, how this frequency affects students' identities, and how language perceptions are reflected in students' language practices. This study explores the perceptions which students have about the significant roles English plays as a foreign language, and how students’ identities are constructed through these perceptions. For this study we use semistructured questionnaires. Questions are focused on the subjects’ background information, the frequency of English language use, and students’ perceptions and attitudes to English. Subjects are students of different faculties and universities in B&H. This paper aims to raise the awareness of relevant bodies in forming foreign language learning strategies which would benefit the efficient foreign language learning and internationalisation of B&H. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/c9bc9bd08a41c2f0cb7e46da3d40d643.pdf 47435c76c4af54c3edf7994c716d1fbe PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Frequency of Sustainable Consumption Behavior of People: A Research on Class Teachers Rıdvan KARALAR Yasar University, Izmir, Turkey ridvan.karalar@yasar.edu.tr Hakan KĠRACI Dumlupinar University, Kutahya, Turkey hkiraci@dumlupinar.edu.tr Abstract: The world‘s sources about to running out have been realised as a result of that population increase and economic development to be lived in the twentieth century have caused the transformation from the notion of unlimited economic development to sustainable development notion. Sustainable development is a model that predicts existing generation satisfies their needs without that next generation‘s satisfy their need. The target of sustainable development notion in regard of consumption is to be accepted sustainable consumption behavior. It requires inquiring the frequency of sustainable consumption behavior in question because sustainable consumption pattern to be accepted and spread to the world. This paper gives place to various definition about sustainable consumption behavior and then presents the findings of a research. In the study examined that frequency of sustainable consumption behavior of class teacher who work at elementary schools in Kutahya, Turkey. At the end of this study, it was found that there was a difference between frequency of sustainable consumption behaviors. Also, it was found that means of frequency of all sustainable consumption behavior is mid-level. The results of this research have significant implications for stakeholders of sustainable consumption and future research. Introduction The idea of sustainable development, which has been recorded in Brundtland Report of 1987 and entered into literature, asserts the necessity of satisfying the today‘s needs without having danger the necessities of the next generations. In this context, in order to leave a livable world for the next generations, it is frequently stated to make necessary reforms for the next generations. The concept of sustainable consumption has been developed in accordance with the paradigm of sustainable development. The concept and phenomenon of sustainable consumption has been emerged with the awareness of non-disregarding the needs of the next generations, having risk of excessive consumption and lessening the possible choices and alternatives. Sustainable consumption is the act of consuming by regarding the needs and alternatives of next generations. Definition of Sustainable Consumption Concept The environmental impact of humans in a modern society is relied on the behavior of consumers. Consumers in industrial countries damage the natural resources and cause environmentally pollution by consuming products and services. Natural resources is consumed during their composition, production, transportation, consumption, disposing and recycle. If natural resources is consumed in sustainable limits, this situation is named as ―sustainable consumption behavior‖. As Peattie (2001, p.131) explained it: ―A sustainable approach to consumption and production involves enjoying a material standard of living today, which is not at the expense of the standard of living of future generations. It therefore involves using natural resources at a rate at which environmental systems or human activity can replenish them (or in the case of nonrenewable resources, at a rate at which renewable alternatives can be substituted in)‖. When it has been analysed the literature, it has been seen that there are a lot of definitions about sustainable consumption (SC). Here, some of them has been taking place some of them. Sustainable consumption behaviors (SCB) are behaviors by individuals or groups that contribute to three sustainability objectives which reducing resource consumption, waste and pollution (Williams and Dair, 2007). 406 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo SC is phenomenon that depends on persuasion, both of individual consumers and policy makers (Veenhoven, 2004). SC is a discourse that try to find a solution to the ecological problems associated with industrial economic production (Dolan, 2002). SC, is a consumption pattern about meeting our needs without destroying the environment or overexploiting natural resources, thereby not jeopardising the potential of future generation to meet their needs (Mortensen, 2006). At the household level is considered, SC means buying less and changing lifestyle in the short run. (Kong et al., 2002). But, someone may not willing to change their buying behavior and lifestyle. SC, at least, means that reduce natural resources using in terms of industrialised countries (Cooper, 2002). Less natural resources using have been helped turn to cyclic economic system from linear system. SC is a consumption style that based on limiting using of world‘s resources and that look for the best ways which not damaged or fewest damaged natural living. In this sense, SCB is approach based on finding radical solutions. For example, SCB is to be found a solution which not using water and detergent instead of using detergent which damaged less natural environment. It is required to advert which ways SCB must goes as it accomplishs. There are two fundemantal solution for exhibiting SCB (Mont and Pleyps, 2008; Schaefer and Crane, 2005): - Transforming behavior to more sustianable consumption behavior, - Reducing material consumption. The first solution is exhibiting consumption behavior more environmetally sensibly and the second solution is reducing total consumption level. Method The main aim of the study is to reveal the frequency of sustainable consumption behaviors of individuals. To these ends, it was determined class teachers who had been working in Kutahya city as both a population and sample of the study. Then, a questionnaire form was formed including sustainable consumption scale which was composed by searching various studies (Kaiser et al., 2003; Barr and Gilg, 2003; Thogersen, 2002; Karalar et al., 2008). There are 36 items in sustainable consumption scale. Frequency of behaviors in that scale were measured by using a five-point Likert type scale ranging from 1 (never) to 5 (always). The study was conducted on 614 class teachers but only 343 usable questionnaires were returned. Descriptive research model was used in the study. It was exposed that demographic characteristics and frequency of sustainable consumption behaviors of participants of study by utilised descriptive statistical analysis. Cronbach‘s alpha coefficient was used to determine the internal consistency reliability of the sustainable consumption scale was used in this study. Considering the result (α=0,86) of the reliability analysis, it can be seen that reliability of the scale is in high level. In other words, this scale is can be easily used in order to utilize statistical analysis. Results Respondents in the study were asked several demographic questions, including gender, school type, place where he/she grown up, age, marital status, educational level of him/his, his/her father and mother‘ and income level. Demographic characteristics of sample are shown in table 1. It was found that nearly half of participants were female teachers and other half of participants were male teachers. On the other hand, results indicated that large majority of participants (% 93,9) were not member of any environment institute. % 6,1 of participants were member a unique enviromental institution (TEMA). Most of teachers are in 26-45 age group, whereas % 20 are over 46 and % 5,5 under 25. Nearly half of those who responded (% 47,2) are in 1251-1500 TL income group, whereas only % 3,8 of respondent in 2001 TL and upper income. Only % 6,1 of respondent are member of any environmental institution and they are member of unique institution called ―TEMA‖. This finding explains that TEMA is widespread among class teachers. 407 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo Gender Bay Bayan Total F 169 174 343 % 49,3 50,7 100 Marital Status F % Single 45 13,1 Married 293 85,4 Other Total 5 343 1,5 100 Educational Level of Father F % Primary school 224 65,3 High school University Postgraduate Other 63 24 2 30 18,4 7,0 0,6 8,7 Educational Level of Mother Primary school High school University Postgraduate Other Total 343 100 Total Working Year 0-10 11-20 21-30 31-40 Total F 124 132 69 18 343 % 36,2 38,5 20,1 5,2 100 School Type Government Private Total Educational Level College Bachelor's level Postgraduate Total Membership Yes No Total F 331 12 343 % 96,5 3,5 100 Place Urban Rural Total F 288 55 343 % 84,0 16,0 100 F % Age F % 15 313 4,4 91,3 0-25 26-35 19 123 5,5 35,9 15 343 4,4 100 36-45 46-55 56+ Total 129 68 4 343 37,6 19,8 1,2 100 F % Income Level (TL) F % 259 75,5 11 3,2 20 7 0 57 343 5,8 2,0 0,0 16,6 100 28 162 110 19 13 8,2 47,2 32,1 5,5 3,8 343 100 F 21 322 343 0-1000 1001-1250 1251-1500 1501-1750 1751-2000 2001 ve Üzeri Total % 6,1 93,9 100 Table 1: Sample Characteristics As mentioned before, 36 sustainable consumption behaviors measured according to frequency items (neveralways) and findings was presented in table 2. These behaviors are presented in table 2, along with the mean scores. The findings in this table indicate that means of behaviors vary from 1,27 to 4,40. ―Buying energy saving white goods‖ has the highest mean. Besides, ―buying high efficiency bulbs‖, ―donating old household items to charity or friends‖ and ―keep off tap when cleaning teeth or soaping up‖ behaviors have high mean score. As for the behavior which has the least mean score, it can be seen that the behavior which stated as ―when I need a car, I rent one‖ exhibited less than others. 408 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Behavior I buy energy saving white goods (B, A, A+ energy label). I buy high efficiency light bulbs to save energy. I donate old household items to charity or friends, instead of putting them warehouse or garbage can them. I keep off tap when cleaning teeth or soaping up. At home, I keep computer on even if I do not it. (-) I reuse scrap paper (e.g. for writing notes) I wait until I have a full load before putting on the washing machine I control all taps, if there were any problem I would repair or have someone to repair them. When electrical appliance like iron, vacuum cleaner, blowdryer, toaster breakdown, I prefer to have someone repair them rather than buy a new ones. I keep TV on if I‘m at home even I don‘t watch it (-) Some of my doors, walls, loft and windows are insulated I buy organic products I buy local produce whenever possible In winter, I turn down the heat when I leave my apartment for more than 4hours. I drive on freeways at speeds under 100 kph. I buy recycled writing paper or toilet paper. I leave electronic apparatus in the position ―stand-by‖ (-) I use rechargable batteries instead of disposable batteries. I do not demand receipt when I transact by ATM. I put dead batteries, used paper and bottles in recyling bin. I want they to send to me the receipts of credit card, telephone, internet vb. only by e-mail. Dirty dishes is cleaned in dishwasher In the winter, I leave the windows open for long periods of time to let in fresh air. (-) I avoid products in aerosol containers. I go to work by public transportation I reduce the heating in rooms that aren‘t being used I drive my car in or into the city (-) At home, vegetables and fruits is cleaned in a pots and pans. For long journey, I drive the car instead of bus or train. In winter I keep the heat on so that I do not have to wear a sweater I bike or walk to work I share some household appliances (with effects of ecological concern) I use my own bag when going shopping, rather than one provided by the shop. I use solar panels to produce energy I buy second-hand (used) products When I need a car, I rent one Mean 4,40 4,37 4,32 S.D. 0,95 1,15 1,01 4,30 4,28 4,23 4,20 4,17 1,08 1,15 0,98 1,17 1,17 4,14 1,20 4,04 3,97 3,94 3,83 3,81 1,24 1,22 1,19 1,22 1,42 3,66 3,62 3,45 3,42 3,42 3,33 3,32 1,31 1,41 1,48 1,42 1,43 1,31 1,53 3,31 3,20 1,51 1,11 3,10 3,08 3,02 2,90 2,81 2,80 2,69 2,54 2,31 1,44 1,66 1,56 1,50 1,34 1,57 1,27 1,63 1,31 1,83 1,19 1,65 1,63 1,27 1,31 0,95 0,71 Table 2: Means of Sustainable Consumption Behaviors Considering the whole sustainable consumption behaviors, means of those were mid-level with 3,34 mean score. On the other hand, means of some behaviors by the respondents was very high. Table 3 shows that the behaviors which were exhibit frequently with over 4 mean score. 409 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo No 1 2 3 4 5 6 7 8 9 10 Behavior I buy energy saving white goods (B, A, A+ energy label). I buy high efficiency light bulbs to save energy. I donate old household items to charity or friends, instead of putting them warehouse or garbage can them. I keep off tap when cleaning teeth or soaping up. At home, I keep computer on even if I do not it. (-) I reuse scrap paper (e.g. for writing notes) I wait until I have a full load before putting on the washing machine I control all taps, if there were any problem I would repair or have someone to repair them. When electrical appliance like iron, vacuum cleaner, blowdryer, toaster breakdown, I prefer to have someone repair them rather than buy a new ones. I keep TV on if I‘m at home even I don‘t watch it (-) Mean 4,40 4,37 4,32 S.D. 0,95 1,15 1,01 4,30 4,28 4,23 4,20 4,17 1,08 1,15 0,98 1,17 1,17 4,14 1,20 4,04 1,24 Table 3: Behaviors Which Have High Means - Finally, it require that mention the behavior which exhibit fewer than others. Aforesaid behaviors are: Car renting instead of buying it Product sharing instead of buying it Second-hand product buying instead of buying a new one Using his/her bag instead of bag provided by the shop Sharing household appliances instead of buying them Biking or walking instead of driving a car Conclusion As mentioned before, it is possible to pose the sustainable consumption behavior by transforming the behavior of the individual much more sustainable and using fewer amounts of resources. Thus, the problem of excessive consumption has been emerged. Many studies prove that the level of consumption has been rapidly increased within last 50 years. However, it has been predicted that people will consume twofold of the amount which they can produce until 2050. All of these data shows the importance of sustainable consumption behavior for future of the world. If we want our child to live in a livable world, we realize the real which sustainable consumption behavior is necessary not a choice. This paper gaves place to various definition about sustainable consumption behavior and then presented the findings of a research. In the study, only a part of the research findings was mentioned and frequency of sustainable consumption behavior of class teacher was presented in brief. According the results, it can be stated that very few of class teachers in Kutahya city is member of an environmental institution. At the end of this study, it was found that there were differences between frequency of sustainable consumption behaviors.. Behaviors which stated as ―when I need a car, I rent one‖, ―I buy second-hand (used) products‖, ―I use solar panels to produce energy‖, ―I use my own bag when going shopping, rather than one provided by the shop‖, ―I share some household appliances (with effects of ecological concern)‖ and ―I bike or walk to work‖ exhibited less than others whereas behaviors which stated as ―I buy energy saving white goods (B, A, A+ energy label)‖, ―I buy high efficiency light bulbs to save energy‖, ―I donate old household items to charity or friends, instead of putting them warehouse or garbage can them‖, ―I keep off tap when cleaning teeth or soaping up‖, ―At home, I keep computer off if I do not it‖, ―I reuse scrap paper (e.g. for writing notes)‖ and ―I wait until I have a full load before putting on the washing machine‖ were exhibit more frequently. The results of this research exposed that it required to be strive to increase the frequency of some of sustainable consumption behaviors like ―product sharing‖, ―biking‖, ―walking‖ and ―second-hand buying‖. After has mentioned the findings of research about the first way which transforming behavior to more sustianable consumption behavior, it is useful to touching on the second way which reducing material consumption of people.The global financial crisis which has been suffered within the last period of time has influenced directly consumption behaviors of Turkish people like the others. The rapid decrease has been observed in consuming the group of product and it has been determined that people lessen their expenditure. By regarding the sustainable consumption behavior, it can be welcomed but actually this shift towards the sustainable consumption behavior may be compulsory. Because the idea of the sustainable consumption behavior desires that the individuals should 410 �2nd International Symposium on Sustainable Development, June 8-9 2010, Sarajevo decrease their levels of consumption by focusing the ecological concern and changing voluntarily their behaviors towards the sustainable consumption behavior. Ġn this study, frequency of sustainable consumption behavior was examined. The best impartant limitation is that this research was carried out on class teacher instead of determining a sample including huge and different segments of society. References Barr, S., & Gilg, A. (2006). Sustainable Lifestyles: Framing Environmental Action in and Around the Home, Geoforum, No.37, 906-920. Cooper, T. (2002). Durable Consumption: Reflections on Product Life Cycles and The Throwaway Society, LifeCycle Approaches to Sustainable Consumption Workshop Proceedings Interim Report, International Institute for Applied Systems Analysis, Laxenburg, Austria. Dolan, P. (2002). The Sustainability of Sustainable Consumption, Journal of Macromarketing, Vol.22, No.2, 170-181. Kaiser, F.G. & Doka, G., Et Al. (2003). Ecological Behavior and Its Environmental Consequences: A Life Cycle Assessment of A Self-Report Measure, Journal of Environmental Psychology, No.23, 11-20. Karalar, R. & Erdoğan, B.Z. & Kiraci, H. (2008). Çevreye ĠliĢkin Bilgi Düzeyi ve Sürdürülebilir Tüketim DavranıĢı ĠliĢkisi: Üniversite Öğrencileri Üzerinde Bir Uygulama, 13. Ulusal Pazarlama Kongresi, Adana, Turkey, 368-375. Kong, N. & Salzmann, O. Et Al. (2002). Moving Business/Industry Towards Sustainable Consumption: The Role of NGOs, European Management Journal, Vol.20, No.2, 109-127. Mont, O. & Pleyps, A. (2008). Sustainable Consumption Progress: Should We Be Proud or Alarmed?, Journal of Cleaner Production, Vol.16, No.4, 531-537. Mortensen, L.F. (2006). Sustainable Household Consumption in Europe?, Consumer Policy Review, Vol.16, No.4, 141-147. Peattie, K. (2001). Towards Sustainability: The Third Age of Green Marketing, The Marketing Review, No.2, 129-146. Schaefer, A. & Crane, A. (2005). Addressing Sustainability and Consumption, Journal of Macromarketing, Vol.25, No.1, 76-92. Thogersen, J. & Ölander, F. (2002). Human Values and the Emergence of a Sustainable Consumption Pattern: A Panel Study, Journal of Economic Psyhology, Vol.23, No.5, 605-630. Veenhoven, R. (2004). Sustainable Consumption and Happiness, Driving Forces and Barriers to Sustainable Consumption, International Workshop, University of Leeds. Williams, K. & Dair, C. (2007). A Framework of Sustainable Behaviours that Can Be Enabled Through the Design of Neighbourhood-Scale Developments, Sustainable Development, No.15, 160-173. 411 � 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. 219 Title A name given to the resource Frequency of Sustainable Consumption Behavior of People: A Research on Class Teachers Author Author KARALAR, Rıdvan KİRACI, Hakan Abstract A summary of the resource. The world‘s sources about to running out have been realised as a result of that population increase and economic development to be lived in the twentieth century have caused the transformation from the notion of unlimited economic development to sustainable development notion. Sustainable development is a model that predicts existing generation satisfies their needs without that next generation‘s satisfy their need. The target of sustainable development notion in regard of consumption is to be accepted sustainable consumption behavior. It requires inquiring the frequency of sustainable consumption behavior in question because sustainable consumption pattern to be accepted and spread to the world. This paper gives place to various definition about sustainable consumption behavior and then presents the findings of a research. In the study examined that frequency of sustainable consumption behavior of class teacher who work at elementary schools in Kutahya, Turkey. At the end of this study, it was found that there was a difference between frequency of sustainable consumption behaviors. Also, it was found that means of frequency of all sustainable consumption behavior is mid-level. The results of this research have significant implications for stakeholders of sustainable consumption and future research. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed HB Economic Theory https://omeka.ibu.edu.ba/files/original/075fee0b35fda7cb687261410e6166f6.pdf 3317f9dd25d3e5c11e653aa7fbe88e4d PDF Text Text Freshman Students’ Attitudes Toward Issues of Computer Ethics Ali ACILAR The Department of Business Administration Bilecik University, Turkey ali.acilar@bilecik.edu.tr; Muzaffer AYDEMİR The Department of Business Administration Bilecik University, Turkey muzaffer.aydemir@bilecik.edu.tr Abstract: Computers and Internet have become a part of our life. Our dependence on these technologies has been continuously and rapidly increasing. Computers and Internet use also has become a necessity for instructional purposes in academic environments. Although the widespread use of computers and Internet has many benefits for almost everyone, it has also increased the use of these technologies for illegal purposes or unethical activities such as piracy and privacy invasion. Taking these issues into consideration, the main purpose of this study is to explore freshman students’ attitudes toward several issues of computer ethics. This study was conducted using a survey method and data were collected among freshman students in the Department of Business Administration at a public university in Turkey. Hypotheses were tested for investigating whether age, gender and duration of computer usage in a week have a significant impact on freshman students’ ethical judgments regarding computer and Internet usage. Keywords: Computer ethics, freshman students Introduction Computers have become a part of society. Computers and internet change the way we live, the way we communicate, the way we get education, the way we make business. Societies are changing with information and communication technologies. Many businesses depend on computers and Internet for its operations. Computers and Internet have increasingly become necessity in education and industry as well as in daily life. There is no doubt that these technologies have had considerable impact on our lives. However, the tradeoff between the benefits and dangers for a person or a society is controversial. Today’s advanced information and communication technologies have enlightened many people but, also have increased the use of computers for illegal purposes or unethical activities such as piracy, privacy invasion, unauthorized access and use of computer systems (Banerjee et al, 1998; Mason, 1986; Sedlet, 1999, Lee and Chan, 2008; Maslin Masrom and Zuraini Ismail, 2008; Akbulut et al, 2008, a). Technological developments create new opportunities for action and new sets of choices that are ultimately of a moral nature (Mullen and Horner, 2004). As living in the information age, also known commonly as the computer age or information era, we constantly confronted with important technological changes and the need to create new attitudes towards new situations arose from the computer technology (Maslin Masrom and Zuraini Ismail, 2008). Technological changes penetrate societies faster than new attitudes are formed for them or legal and ethical codes are adopted (Bercu, 1991). As the use of computers and Internet has become widespread, misuses of these technologies have increased dramatically (Banerjee et al, 1998). The easy of reaching, storing, changing and transmitting information provided by Internet has made unethical behaviors much easier, particularly among students in academic settings (Abdul Karim, Zamzuri, and Nor, 2009). Internet has provided a new dimension to human computer interaction. There is no doubt that proper use of Internet is beneficial to both, students and academicians. However there is no code of ethics for users in the Internet. There is an ethical vacuum in cyberspace (Laudon, 1995). According to Sackson (1996) as the general public becomes increasingly ‘computer literate’, the gap between technology and peoples’ intellect noticeably shrinks. Students enter universities from different backgrounds and with different experiences. Many students are unaware of ethical issues of computer usage such as software piracy (Cohen and Cornwell, 1989). According to Calluzzo and Cante (2004) many if not most, students had misconceptions about what represented ethical and unethical behaviors in the use of software and information technology and systems. It is important to measure the 213 �level of computer ethics awareness in the first year of undergraduate education to take necessary measures about ethical computer usage among students before graduation. Teaching computer ethics is a critical task in the Department of Business Administration. There are several reasons computer ethics is an important issue for students in the Department of Business Administration. It is possible that if college students are uncertain about what constitutes appropriate and inappropriate behavior then this uncertainty will be carried forward into their workplaces after graduation (Calluzzo and Cante, 2004; King and Case, 2007). Employee abuse of company information technology resources can slow a system’s network, hurt the productivity of all workers trying to access information on the system and even dangerous network can be infected by a downloaded virus. These cases may generate huge losses for company and can result in lawsuit or dismissal (Perreault and Keith, 2004). Even though some organization adopted code of ethics for members, not every computer user and information system professional is a member of these organizations, and therefore does not necessarily follow these codes (Harris, 2000). Computer abuse is widespread issue around the world. To prevent financial losses from computer abuse, companies need to employ people who are aware of ethical computer usage (Pierce and Henry, 1996). Since many companies depend on people who are computer literate and computer users face ethical problems everyday in the work-place. For these reasons college students should be aware of ethical computer usage before graduation (Pierce and Henry, 1996; Calluzzo and Cante, 2004). Given these issues, this study was conducted among freshman students in the Department of Business Administration at a public university in Turkey to gain insight about their awareness and understanding of the computer ethics issues. Literature Review Computer ethics awareness among undergraduate students in different fields of study has been the subject of several studies. Different dimensions of computer ethics have been addressed by these studies. Cohen and Cornwell (1989) conducted a study on college students to determine their attitude toward copying of computer software. They determined that 58% of the college students, who are participated the survey, had personally pirated. Cohen and Cornwell (1989) determined that an overwhelming majority of students feel that software piracy and other forms of information system unethical behavior are acceptable, also many students feel that it is okay for them to pirate software but they feel that piracy is normative behavior. Athley (1993) surveyed sixty-five computer science and computer information systems students to determine their ethical beliefs on seven scenarios and nineteen ethical problems. She found significant differences between high-tech students and computer experts based on ethical beliefs in computer-related situations. Harris (2000) investigated information systems ethical attitudes among college students with a survey including ethical situations of 20 individual situations. He found that there is a difference in attitudes as students mature through the educational process in 12 of the 20 individual situations, and between genders in 8 of the 20 individual situations. Siegfried (2004) investigated student attitudes on software piracy and related issues of computer ethics. He determined from the study that students generally felt that copying commercial software and downloading music from the Internet was acceptable and found that there was no significant correlation between student attitudes and their school’s religious affiliation or lack thereof. He found that a small but significant percentage of responding students considered the other questionable behaviors as ethically acceptable. Students do not see any problem with downloading music over the Internet. Siegfried (2004) determined that there is no sense among college students that the unauthorized copying of commercial software is wrong. Calluzzo and Cante (2004) conducted a research among graduate and undergraduate students to gain insight into their attitudes, perceptions and understanding of ethics in information technology and software use. They found that the sample were quite ethical in those behaviors associated with personal privacy, personal property or outright theft. This study couldn’t find significant differences among genders based on ethical judgements. McCarthy, Halawi, and Aronson (2005) studied to determine whether there are significant differences between undergraduate and graduate students in their perception of information technology ethics. The study found that significant differences do not exist between undergraduate and graduate computer information systems students but significant differences existed between male and female computer information systems students in their ethical beliefs related to information technology usage. Gan and Koh (2006) examined perceptions of software piracy and studied to discover its underlying factors in three universities at Singapore. They found that while age was negatively related to software piracy, computer experience or computer usage demonstrated an ambiguous relationship to software piracy. 214 �Halawi and Karkoulian (2006) investigated ethical attitudes of business information systems student toward information systems. They found that there is a difference in perception to ethical situations between undergraduate and graduate students as well as between females and males in certain ethical situations. King and Case (2007) investigated undergraduate student behavior and perceptions about e-cheating. They founded that even cheating is common among undergraduates only four percent of students admit to cheating on exams using information technology. Masrom, Ismail, and Hussein (2008) investigated the ethical awareness of computer use among undergraduate computer science students at two public Malaysian universities. They found that the ethical awareness of computer use of the students differ most significantly on the basis of the university itself. They found no major differences across gender, age and duration of computer use. Namlu and Odabasi (2007) carried out a survey with 216 undergraduate students from Anadolu University, Turkey computer engineering and computer and instructional technologies teaching departments and developed unethical computer using behavior scale (UECUBS). Akbulut et al (2008, b) investigated influence of gender, program of study and PC experience on unethical computer using behaviors of Turkish undergraduate students from five different departments (not including the Department of Business Administration) at Anadolu University using UECUBS. Akbulut et al (2008, a) explored the types and reasons of Internet-triggered academic dishonesty among undergraduate students in department of education at Anadolu University and developed Internet-Triggered Academic Dishonesty Scale (ITADS). Beycioglu (2009) conducted a study aimed to determine prospective teachers’ unethical computer using behaviors at a faculty of education in Turkey. Beycioglu (2009) in his study concluded that prospective teachers undermine ethical computer use. The results revealed that female candidate teachers were more concerned about ethical issues than male candidate teachers and that prospective teachers who had up to five years of PC experience considered ethical computer use more than those with five years and beyond. Research Methodology Hypotheses In this study three research hypotheses were stated to guide the research. These are as follows: H0(1): 18-19 years old students and 20-24 years old students have the same ethical beliefs about computer usage. H0(2): Female and male students have the same ethical beliefs about computer usage. H0(3): Students with less computer usage (1-4 hours) and students with more computer usage (more than 4 hours) in a week have the same ethical beliefs about computer usage. Participants The study was conducted in the spring semester in 2009. 143 full time freshman students in the Department of Business Administration participated the study. The total number of questionnaires used after the exclusion of missing values was 110. Respondent students (excluding missing values) consisted of 36% of all freshman students in the Department of Business Administration (309). Sample characteristics are provided in Table 1. 215 �Frequency Percentage 1) Male 49 44.5 2) Female 61 55.5 18-19 57 51.8 20-24 53 48.2 52 47.3 58 52.7 57 51.8 53 48.2 97 88.2 13 11.8 13 11.8 97 88.2 Gender Age Duration of Computer Usage in a Week 1-4 hours > 4 hours Internet Experience 1-4 years > 4 years E-Mail Users Yes No Internet shopping Yes No Table 1. Participants’ characteristics Instrument The questionnaire used in this study consists of two parts. The first part was developed to collect demographic information. The second part comprised of 28 items measuring computer ethics awareness. 10 items in the second part of the questionnaire are adapted from “Ten Commandments of Computer Ethics”. Remaining 18 items are adapted from “unethical computer using behavior scale (UECUBS)” developed by Namlu and Odabaşı, 2009. Respondents answered each item in the survey on a five-point scale ranging from 1 (Strongly Disagree), 2 (Disagree), 3 (Neutral), 4 (Agree) to 5 (Strongly Agree). Results The results indicate sensitivity toward unethical behavior in various situations among freshman students. The highest mean score (Q12: 2.44, with standard deviation (SD): 1.345) regarded “Copying licensed CDs, DVDs”, second highest mean score (Q6: 2.15, with SD: 1.322) regarded “Copy or use proprietary software for which you have not paid”. Other high mean scores were “Using crack programmes” (Q11: mean: 2.05, SD: 1.244), “Using materials like pictures, animations, etc., without the consent of the owner” (Q14: mean: 2.03, SD: 1.207). The lowest mean score (Q23: mean: 1.11, SD: 0.367) regarded “Sending pornographic mail to people without request”. Other low mean scores were “Use a computer to steal” (Q4: mean: 1.13, SD: 0.386), and “Deliberately sending a virus by e-mail” (Q24: mean: 1.15, SD: 0.473). Table 2 shows descriptive statistics of the items. The results of the hypotheses testing are summarized in the following paragraphs. The results of t-test are shown in Table 3 and the group means are presented in Table 4. 216 �Age Differences The first hypothesis is about whether students in different ages have the same ethical beliefs about computer usage. Respondent students were grouped according to age as 18-19 years old and 20-24 years old. The results show that 5 of the 28 items resulted in differences between 18-19 years old students and 20-24 years old students. Table 3 shows where there was a difference among group means between 18-19 years old students and 20-24 years old students for the items. In all cases but two, mean score of 18-19 years old students is higher than mean score of 2024 years old students. This finding coincides with the results to other studies (ie. Masrom, Ismael and Hussein, 2008). Age is an important factor for students to their understanding of ethics become mature. Two groups believed that use a computer to harm other people is unethical (Groups’ mean scores are 1.26). There is no difference between age groups regarding to “Copying licensed CDs, DVDs” and “Copy or use proprietary software for which you have not paid” items. These items have the highest mean scores for these groups. “Sending pornographic mail to people without request” item has the lowest mean score for two age groups. There is no statistically significant difference between two groups regarding to this item. Gender Differences The second hypothesis is about whether female and male students have the same ethical beliefs about computer usage. The results show that 15 of the 28 items resulted in statistically differences between male and female students. Table 3 shows where there was a difference among group means between male and female students for the items. In all cases, mean score of male students is higher than mean score of female students. Female students are more sensitive than male students regarding to unethical use of computers. The lowest mean score of males is 1.12 (1.11 for females) related to “Sending pornographic mail to people without request” item. Male and female students accept this as an unethical behavior. The highest mean scores of males are 2.78 and 2.71 related to “Copying licensed CDs, DVDs” and “Copy or use proprietary software for which you have not paid” items. Female students’ mean scores of these items are 2.16 and 1.7 respectively. Duration of Computer Use in a Week Differences The third hypothesis is about whether students with less computer usage and students with more computer usage in a week have the same ethical beliefs about computer usage. The results show that 14 of the 28 items resulted in differences between students with less computer usage and students with more computer usage in a week. Table 3 shows where there was a difference among group means between students who use computer 1-4 hours in a week and students who use computer more than 4 hours in a week for the items. In all cases, mean of students who use computer more than 4 hours in a week is higher than mean of other group. These results indicate that more computer experienced students show less ethical attitudes toward computer usage. The highest mean score for these groups is also related to “Copying licensed CDs, DVDs.”. Mean scores of this item are 2.81 and 2.02 respectively. The lowest mean score for more computer experienced students is 1.16 and it is related to “Use a computer to steal.”. The lowest mean score for less computer experienced students is 1.02 and it is related to “Sending pornographic mail to people without request.”. In this study, we couldn’t find statistically significant difference between groups in 5 of 28 items regarding all three hypotheses. These items are Q5, Q8, Q19, Q20, and Q25. Conclusions As computer and Internet use continues to grow, users and institutions face some ethical and legal issues related with using these technologies. The aims of this study were to test three hypotheses regarding freshman students’ attitudes toward issues of computer ethics. To achieve these objectives, authors collected data from one hundred and ten freshman students in the Department of Business Administration. The study found that there were significant differences in ethical attitudes about computer usage between 18-19 years old students and 20-24 years old students. 20-24 years old students were more aware about ethical behavior using computer than 18-19 years old students. In terms of gender factor, the results of this study indicated that significant differences existed between male and female freshman students. It is found that, female students' attitudes about ethical computer usage better than 217 �male students in all 28 cases. The study showed 15 of the 28 items resulted in statistically significant differences between male and female students. The study shows that more computer experienced students show less ethical attitudes toward computer usage. In all cases, mean scores of students who use computer more than 4 hours in a week is higher than mean scores of students who use computer 1-4 hours in a week. The results show that 14 of the 28 items resulted in statistically significant differences between students depending on duration of computer usage in a week. There are some limitations of this study. The respondent sample of the study is composed students in the Department of Business Administration. Students in other departments may show differences. Another limitation is that study is conducted in a public university in Turkey. Besides all the limitations, this study makes meaningful contribution to field of study in computer ethics awareness among undergraduate students. References Abdul Karim, Nor Shahriza; Zamzuri, Nurul Hidayah Ahmad; and Nor, Yakinah Muhamad. (2009). Exploring the relationship between Internet ethics in university students and the big five model of personality. Computers & Education, doi:10.1016/j.compedu.2009.01.001, (Article in Press). Akbulut, Yavuz; Şendağ, Serkan; Birinci, Gürkay; Kılıçer, Kerem; Şahin, Mehmet C., and Odabaşı, Hatice F. (2008, a). Exploring the types and reasons of Internet-triggered academic dishonesty among Turkish undergraduate students: Development of Internet-Triggered Academic Dishonesty Scale (ITADS). Computers & Education, 51(1), 463–473. Akbulut, Yavuz; Uysal, Ömer; Odabaşı, Hatice F.; and Kuzu, Abdullah. (2008, b). 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In Proceedings of the Conference: 1999 International Symposium on Technology and Society, Women and Technology: Historical, Societal, and Professional Perspectives. 29-31 July 1999, Page(s): 249-253 Siegfried, Robert M. (2004). Student attitudes on software piracy and related issues of computer ethics. Ethics and Information Technology, 6, 215– 222. 219 �Mean SD Q1) Use a computer to harm other people. 1.26 0.585 Q2) Interfere with other people’s computer work. 1.53 0.786 Q3) Snoop around in other people’s computer files. 1.41 0.782 Q4) Use a computer to steal. 1.13 0.386 Q5) Use a computer to bear false witness. 1.17 0.446 Q6) Copy or use proprietary software for which you have not paid. 2.15 1.322 1.50 0.843 Q8) Appropriate other people’s intellectual output. 1.50 0.886 Q11) Using crack programmes. 2.05 1.244 Q12) Copying licensed CDs, DVDs. 2.44 1.345 Q13) Selling licensed CDs, DVDs which are reproduced against regulations. 1.62 0.948 Q14) Using materials like pictures, animations, etc. without the consent of the owner. 2.03 1.207 Q9) Do not think about the social consequences of the program you are writing or the system you are designing. 1.51 0.763 Q10) Do not use a computer in ways that ensure consideration and respect for your fellow humans. 1.28 0.608 1.38 0.69 Privacy Property Q7) Use other people’s computer resources without authorization or proper compensation. Social Impact Q15) Disturbing people by using the advantage of virtual environment. Q16) Carrying a propaganda in Internet that threatens social peace. 1.23 0.501 Q17) Allowing children to play computer games of violence. 1.53 0.936 Q18) Permitting children to enter inappropriate sites on Internet in Internet Cafes. 1.28 0.731 Q19) Web masters’ delivering the personal information of members to other people. 1.20 0.503 Q20) Deliberately damaging the hardware of computers designed for public use. 1.16 0.418 Q21) Copying the data in a computer without the consent of the owner. 1.27 0.573 Q22) Sending a private mail to others without the consent of the sender. 1.49 0.875 Q23) Sending pornographic mail to people without request. 1.11 0.367 Q24) Deliberately sending a virus by e-mail. 1.15 0.473 Q25) Using others’ personal information without permission. 1.23 0.553 Q26) Sending one’s personal information to a web page without permission. 1.19 0.459 1.91 1.253 1.60 1.051 Safety and Quality Q27) Using the network of an individual or institution to access Internet without permission. Q28) Hacking through Internet. Table 2. Descriptive Statistics of the Items 220 �Privacy Ha(1) Ha(2) H(3) p p p Q1) Use a computer to harm other people. 0.993 0.002** 0.056 Q2) Interfere with other people’s computer work. 0.015* 0.019* 0.019* Q3) Snoop around in other people’s computer files. 0.016* 0.032* 0.118 Q4) Use a computer to steal. 0.172 0.028* 0.426 Q5) Use a computer to bear false witness. 0.024 0.062 0.676 Property Q6) Copy or use proprietary software for which you have not paid. 0.236 0.000** 0.001** Q7) Use other people’s computer resources without authorization or proper compensation. 0.142 0.053 0.010** Q8) Appropriate other people’s intellectual output. 0.915 0.332 0.520 Q11) Using crack programmes. 0.111 0.000** 0.037* Q12) Copying licensed CDs, DVDs. 0.387 0.017* 0.002** Q13) Selling licensed CDs, DVDs which are reproduced against regulations. 0.340 0.001** 0.012* Q14) Using materials like pictures, animations, etc. without the consent of the owner. 0.033* 0.170 0.022* Q9) Do not think about the social consequences of the program you are writing or the system you are designing. 0.043* 0.011* 0.106 Q10) Do not use a computer in ways that ensure consideration and respect for your fellow humans. 0.546 0.033* 0.605 Social Impact Q15) Disturbing people by using the advantage of virtual environment. 0.147 0.000** 0.026* Q16) Carrying a propaganda in Internet that threatens social peace. 0.051 0.478 0.022* Q17) Allowing children to play computer games of violence. 0.424 0.002** 0.009** Q18) Permitting children to enter inappropriate sites on Internet in Internet Cafes. 0.034* 0.182 0.004** Q19) Web masters’ delivering the personal information of members to other people. 0.076 0.224 0.088 Q20) Deliberately damaging the hardware of computers designed for public use. 0.221 0.184 0.817 Q21) Copying the data in a computer without the consent of the owner. 0.138 0.015* 0.036* Q22) Sending a private mail to others without the consent of the sender. 0.046* 0.194 0.155 Q23) Sending pornographic mail to people without request. 0.141 0.734 0.011* Q24) Deliberately sending a virus by e-mail. 0.084 0.080 0.036* Q25) Using others’ personal information without permission. 0.078 0.520 0.090 Q26) Sending one’s personal information to a web page without permission. 0.009** 0.494 0.097 Q27) Using the network of an individual or institution to access Internet without permission. 0.089 0.017* 0.086 Q28) Hacking through Internet. 0.493 0.001** 0.262 Safety and Quality * indicates significant at the 0.05 level ** indicates significant at the 0.01 level Table 3. The Results of t-test 221 �Ha(2) Ha(1) 18-19 20-24 years old years old H(3) Male Female 1-4 hours >4 hours N 57 53 49 61 52 58 Q1 1.26 1.26 1.47 1.10 1.15 1.36 Q2 1.70 1.34 1.73 1.36 1.35 1.69 Q3 1.58 1.23 1.59 1.26 1.29 1.52 Q4 1.18 1.08 1.22 1.05 1.10 1.16 Q5 1.26 1.08 1.27 1.10 1.15 1.19 Q6 2.30 2.00 2.71 1.70 1.73 2.53 Q7 1.61 1.38 1.67 1.36 1.29 1.69 Q8 1.49 1.51 1.59 1.43 1.44 1.55 Q11 2.23 1.85 2.63 1.57 1.79 2.28 Q12 2.54 2.32 2.78 2.16 2.02 2.81 Q13 1.70 1.53 1.96 1.34 1.38 1.83 Q14 2.26 1.77 2.20 1.89 1.75 2.28 Privacy Property Social Impact Q9 1.65 1.36 1.71 1.34 1.38 1.62 Q10 1.32 1.25 1.43 1.16 1.25 1.31 Q15 1.47 1.28 1.65 1.16 1.23 1.52 Q16 1.32 1.13 1.27 1.20 1.12 1.33 Q17 1.60 1.45 1.84 1.28 1.29 1.74 Q18 1.42 1.13 1.39 1.20 1.08 1.47 Q19 1.28 1.11 1.27 1.15 1.12 1.28 Q20 1.21 1.11 1.22 1.11 1.15 1.17 Q21 1.35 1.19 1.43 1.15 1.15 1.38 Q22 1.65 1.32 1.61 1.39 1.37 1.60 Q23 1.16 1.06 1.12 1.10 1.02 1.19 Q24 1.23 1.08 1.24 1.08 1.06 1.24 Q25 1.32 1.13 1.27 1.20 1.13 1.31 Q26 1.30 1.08 1.22 1.16 1.12 1.26 Q27 2.11 1.70 2.22 1.66 1.69 2.10 Q28 1.67 1.53 2.00 1.28 1.48 1.71 Safety and Quality Table 4. Group Means 222 � https://omeka.ibu.edu.ba/files/original/ec9b8cdd49e4e6d4f698cbcab5b5aa35.doc 06471204d203c8f2497ab8a2d4287525 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. 402 Title A name given to the resource Freshman Students’ Attitudes Toward Issues of Computer Ethics Author Author ACILAR, Ali AYDEMİR, Muzaffer Abstract A summary of the resource. Computers and Internet have become a part of our life. Our dependence on these technologies has been continuously and rapidly increasing. Computers and Internet use also has become a necessity for instructional purposes in academic environments. Although the widespread use of computers and Internet has many benefits for almost everyone, it has also increased the use of these technologies for illegal purposes or unethical activities such as piracy and privacy invasion. Taking these issues into consideration, the main purpose of this study is to explore freshman students’ attitudes toward several issues of computer ethics. This study was conducted using a survey method and data were collected among freshman students in the Department of Business Administration at a public university in Turkey. Hypotheses were tested for investigating whether age, gender and duration of computer usage in a week have a significant impact on freshman students’ ethical judgments regarding computer and Internet usage. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/7c7b49bbbc669b807449e3267c1d6f01.pdf ff31acaeb94e6a228f5f94e40e95305e PDF Text Text Friction Welding And Its Applications In Today’s World Mehmet UZKUT Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Bekir Sadık ÜNLÜ Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Selim Sarper YILMAZ Celal Bayar Üniversitesi, Turgutlu MYO, Makine Bölümü, Turgutlu, Manisa, Turkey Mustafa AKDAĞ Gediz Üniversitesi, Đzmir, Turkey Abstract :By developing technology of today, the necessity of using different materials by joining came out. The most suitable method in joining two different alloyed steel is to weld. The fact that the properties of welding zone are naturally different from the properties of steels in different alloyed at post welding process has came up and these differences occur some important problems. Among many kinds of welding methods, using the melting welding methods has also increased the number of these problems. However, in the connecting zone, many different zones come out by depending on composition and properties of the connecting materials. Deposite remain of the melting welding methods, welding faults of porosity and inside tightens of cooling are the important disadvantages of these methods and they decreases the strength of welding. For this reason, solid state welding methods are more suitable due to these melting welding faults. The most important and applicability of these methods are friction welding. For these reasons, in this study importance and application areas of friction welding were explained. 1. Introduction The ideas of using heat obtained by friction in welding and forming of materials are not new. Friction welding obtained by frictional heat is a commercial process, which has found several applications in different parts of the world with the advancement in technology. First, simple devices having lathe machine type and metal rods have been used in butt welding trials. However, these studies can onl be regarded as preliminary technical trials with little practical importance. The firts trial of friction welding goes back to the 15th century and the first patent was granted to J.H. Bevington, who then was a machinist. Bevington first applied friction welding in elding of metal pipes. Friction welding which was first applied to cutting tools in metal processing industry has found several applications. W. Richter patented the friction welding process in 1924 (in England) and 1929 (in Germany) and H.Klopstock patented the same proces in the USSR (1924). H. Klopstock and A.R. Neelands obtained a patent for friction welding of cylindrical parts. Studies on welding of plastic materials were carried out in the 1940s in the USA and Germany [1, 2]. A Russian machinist named A. J. Chdikov has realized scientific studies and suggested the use of this welding method as a commercial process. He has successfully done a welding process between two metal rods and patented this process in 1956. Vill and his colleagues have further investigated the process with a number of studies. Researchers of American Machine and Foundry Corporation named Holland and Cheng have worked on thermal and parametrical analysis of friction welding [3]. By the way, the first studies of fricton welding in England were carried out by the Welding Institute in 1961. By modifying the friction welding, the Caterpillar Tractor Co. in the USA developed the method of inertia welding in 1962. After this study, conventional friction welding has been regarded as the Russian type process and inertia welding as the Caterpillar type process. With these advances, applications of friction welding have found several applications throughout the world. Friction welding is one of the most widely used welding methods in the industry after electron beam welding [4]. This study addresses friction welding, its significance and types, welding capability, welding parameters and their applications. 710 �2. Friction Welding All welding methods can be investigated in one of the two main categories; melt and pressure welding. Friction welding is a type of pressurized welding method. Friction welding is a solid state process, where no electric or other power sources are used, mechanical energy produced by friction in the interface of parts to be welded are utilized. Using heat efficiently in the welding region is only possible by efficiently distributing heat on surfaces, to which welding will be applied. During the welding process, surfaces are under pressure and this period called the heating phase continues until plastic forming temperature is achieved. The temperature in the welding region for steels is between 900 and 1300 oC. Heated metal at the interface accumulates by incerasing pressure after heating phase. Thus, a type of thermomechanical treatment occurs in the welding region and this region has stable particle structure. Metals and alloys, which cannot be welded by other welding methods, can be welded using friction welding. In order to obtain welding connection between parts, untreated surfaces need to be contacted to one another. This contact is efficient because friction corrects contacting problems. The melting process does not normaly occur on contacted surfaces. Even though, a small amount of melting may occur, accumulation caused by post-welding process makes it invisible. Figure 1 gives the stages of friction welding. One of the parts is stationary while the other one rotates (Figure 11). When the roational speed rises to a certain value, axial pressure is applied and locational heating occurs in parts at the interface. Then, rotation is stopped, heated material at the interface accumulates (Figure 13) [5, 6]. The stages of friction welding during the welding process are given in Figure 2 [7]. Figure 1. The schematic stages of friction welding [7]. 711 �Figure 2. Actual look of friction welding process [11]. Applications of friction welding are generally used in the welding of pipes and circular rods. The basic movement in this kind of application is the rotational movement causing friction [8]. Figure 3 shows conventional friction welding methods in joining of certain size rods and pipes. 712 �Figure 3. Applications of friction welding [9, 10]. Figure 3-a shows the most simple and used application. In this application, the axes of parts to be welded are the same and rotate around other axes. Under the rotational pressure, friction forces occur on cotact surfaces. Figure 3.b suits best to the small size samples requiring higher rotational speed. It is used in applications where higher relative rotational speeds are required. Figure 3.c is for the applications where parts being very long are efficiently joined. Even though it could not find widespread applications, Figure 3.d is mainly used in welding of pipes rotating under radial forces [9, 10]. It needs to be known that a high quality welding connection can only occur in parts having claen and smooth surfaces. Several inclusions, oxides formed on the surface, films absorbed by the surface are always present and negatively affects bond formation and welding quality. These problems are removed from welding connections by wearing off surfaces during friction [8]. In friction welding, orbital movement as well as rotational movement, linear vibration movement and angular vibration movement can be applied. Orbital movement is fr the welding of non-cylindrical parts. Application shown in Figure 4 is between a stable part and a part rotating circularly [5]. Figure 4. Friction welding including orbital movement [5]. One of the parts in figure 5 moves forward and backward in linear vibration movement. This method has firs been suggested by Vill. In angular vibration movement, one of the parts makes an orbital movement under applied pressure [3]. Figure 5. Friction welding including linear rotation movement [3]. 713 �2. 1. Types of Friction Welding Friction welding can be applied by using one of the two methods depending on the source of mechanical energy. With current advances, a combined welding method including both of the methods aforementioned has been developed. These are continuous driven friction welding, flywheel driven friction welding and a combination of the two [1, 5]. 2.1.1. Continuously Induced Friction Welding A inducement driven group provides the necessary energy for rotation. Mechanical energy is converted to heat by applying pressure from rotating part to non-rotating part. This method is generally mentioned in the literature for friction welding. One of the parts is connected to the engine inducement unit and rotates at a constant velocity; a constant axial force is applied to parts. Working parts interact with each other during welding or until axial shortening occurs. Then, braking system stops the process. Pressure applied during welding is increased and stays at a certain value until weld cools down. The essential welding parameters are rpm, friction force on the surface, the length of friction period, forging force and forging time [1, 5]. A schematic of continuous inducement friction welding machine is given in Figure 6 and process parameters in Figure 7. Figure 6. A schematic of continuous inducement friction welding machine [1, 5]. (1.Inducement engine, 2. Brake 3 a. Spindle of rotating working part, 3 b. Spindle of stationary working part, 4 a. Rotating working part, 4 b. Stationary working part, 5. Accumulation cylinder) Figure 7. Process Parameters versus time in friction welding [1, 5]. 714 �2.1.1. Flywheel Induced Friction Welding In this welding method, flywheel induced system constantly rotates and is joined to flywheel shaft system to achieve a certain speed. After reaching a certain speed, engine flywheel is separated from shaft flywheel. Shaft flywheel having a low moment of inertia stops without braking. Therefore, this welding method is known as welding of inertia in the literature. One of the parts is connected to the flywheel and accelerates at a certain speed and thus mechanical energy is stored in the flywheel. Then, the two parts are contacted and a certain welding pressure is applied. Parts under this pressure interact with each other and energy stored in the flywheel is spent for friction. The speed of flywheel decreases as welding region heats up. In some circumstances, pressure is increased before flywheel completely stop and the effect continues for some time. Flywheel induced friction welding has better seam, narrower ITAB region, better serial production, lower power need and more simple apparatus than continuous induced friction welding. The essential welding parameters are rpm, forging force on the surface, the mass of flywheel, and forging time [1, 5]. A schematic of flywheel induced friction welding machine is given in Figure 8 and process parameters in Figure 9. Figure 8. A schematic of flywheel induced friction welding machine [1, 5]. (1.Inducement engine, 2. Changeable Flywhell, 3 a. Spindle of rotating working part, 3 b. Spindle of stationary working part, 4 a. Rotating working part, 4 b. Stationary working part, 5. Accumulation cylinder) Figure 9. Process Parameters versus time in flywheel induced friction welding [1, 5]. 715 �2.1.3. Combined (Hybrid) Friction Welding This method is a combination of aforementioned the two methods of friction welding. It has advantages in joining parts with high capacity. This method is also sometimes termed as flywheel induced friction welding. The essential welding parameters are rpm, friction force on the surface, the length of friction time, and forging time on the surface, forging time and time of brake [1, 5]. Process parameters for the combined friction welding is given in Figure 10. Figure 10. Process Parameters versus time in combined friction welding [1, 5]. The process of welding includes friction and accumulation stages as given in Figures 7, 9, and 10. Moment curves are essential to understanding of process parameters in all the welding methods studied. Dry friction between parts exists in the beginning of process and moment curve stabilizes after reaching the maxima. Naked surface interactions increase due to disintegration of oxide layers among contacted surfaces and strong atomic bonding occurs as a result of these interactions. These bonds are forced to be broken due to friction. However, strong adhesion forces occur, moment increases and temperature reaches to the desired level. Velocity decreases quickly due to braking and moment becomes zero [1, 5]. 2.2. Expected Properties of Friction Welding Machine Friction welding machines are generally similar to lathe and drill. The first friction welding machines are modified forms of these machine tools. The schematic of friction welding machine is given in Figure 6 or Figure 8. As can be seen from the figures, a friction melding machine has the main body, joining parts, rotate and accumulate mechanisms, brake system, power supply, control unit and control panel. Fricton welding machines are all-mechanized machines. Joining and releasing of parts, turning of capaklar produced due to accumulation after welding are automatically accomplished. The main functions in friction welding are joining, compressing and releasing of parts, rotation and friction under pressure, braking, accumulation and meticulous adjustments of required processing times. Sample joining apparatus needs to have a certain rigidity, must resist increased moments, must eliminate vibrations and leaks. Especially, possible vibrations during welding process need to be taken into account while designing the friction welding machine. In addition to vibrations, other radial and axial forces have to be accounted for. Therefore, joining apparatus has to have a design which will counter compressing forces. For this process, V type two chaps or special chaps are used [6]. 716 �All stopping apparatus used to hold friction equipment must be highly dependable. A slight deformation in parts to be joined may result in a low quality welding and may also damage brake system. Brake systems automatically centerd are used in most of the applications. Friction welding machines have certain particle size and material limitations. For example, a machine having 120KN compressed force and 15KW electric engine can be used in the welding of stells with cross-sectional areas of 130-800mm2. All machines can be adjusted to meet certain specifications and can automatically be controlled. This process is sometimes done by just manually turning off the switch or protectors [11]. 2.3. The Suitability of Friction Welding and Friction Welding Capability of Materials Knowledge on material properties and applicability of metallic materials and material combinations for friction welding is not completely clear. Experimental studies and practical applications have been giben to address this problem. Preliminary trilas have been carried out in order to determine optimum parameters of welding, the applicability of welding process for every new material or material combinations. The results of these studies are not concrete since they are experimental. They can be modified or redefines as new facts come out [12, 13]. The citeria needed for other welding methods are not valid for friction welding because friction welding is applied to materials which can not be processed with other welding methods [10]. The strength of a material and its deformation capacity under heat are the two parameters needed for the test of suitability of a material to welding. The strength of material has to be high enough to resist axial pressure and torque, which may occur due to excessive deformation. Morover, the material to be joined needs to exhibit enough heat treatment deformation behavior for the quality of joining process [12]. Materials and their combinations can be categorized into two groups depending upon the characteristics of materials to be joined. The first group of materials are the ones showing the same type of heating behavior and the second group includes materials having different hor material strength and melting temperatures. The direct welding process is applied to the first group of materials. But, preliminary trials are carried out for the second group of materials before applying welding process [10]. Several iron based and non-iron materials can be joined using the friction welding. In addition, friction welding can be used in joining of metals exhibiting different thermal and mechanical properties. Most of the time, these materials can not be processed using conventional welding methods. Friction welding method is more preferred than any other conventional welding method because metals can be joined at temperatures lower than their melting point and welding time is a lot shorter. Friction welding of metals having different thermal amd mechanical properties causes asymmetrical deformations. A higher welding strength is generally achieved for the materials giving symmetrical deformations. To achive this, Vill suggested a 15 to 25% increase in ductile parts during the welding process [11]. Any material not having good friction properties but forgable with friction welding can easily be welded. Alloy elements supplying dry oiling prevent the joining section from reaching welding temperature. Ferrous based material from soft steel to high alloyed steels can be processed using friction welding. Steels with lower strength can be more easily joined with a large parameter range. High alloyed steels, on the other hand, requires critical processing parameter range and higer axial forces. Heat-treated stainless steels can be welded in a more sensitive parameter range just as in high alloyed steels. For high alloyed steels, higher forces on the surface and long friction time are needed due to their lower deformation capability. Especially for “air watered steels”, a suitable ITAB region is required to minimize cooling rate of welding region. Since crack formation is very fast in high strength materials, joined surfaces have to be rid of crack effects [11]. Sintered materials, Al, Cu, Ti, tr, Mg alloys, heat resistant Ni and Co alloys and refractory materials such as Ta and Mo alloys can successfully be joined by friction welding [13]. - Austentistics steels due to their higher ductility and heat deformation capability need lower friction time and pressure, - Higher stregh alloys due to their lower heat conductivity and higher heat strength capability need higher friction time and lower friction pressure, 717 �- Cu, Al, Ti and their alloys are subjected to friction welding at higher rpm and lower friction pressures. A successful friction welding can not be achived in some metals and alloys due to their inherent metallurgical properties. These are as follows: - All pig iron due to its friction temperature limitation caused by free graphite, - bronze and grass having Pb concentration of more than 0.3% and automat steels having S or Pb concentrations more than 0.13%, -highly anisotropic materials due to their high fractureability in the transtition region -materials having graphite, Mn, S and free Pb in their structure [10, 13]. 2.4. Preparation of Materials for Friction Welding and the Design Parts to be processed using griction welding method have different design considerations from those processed with conventional welding methods. Paint, oil and other impurities do not pose a problem in friction welding. Though not preferred, surfaces cut by oxygen can be welded. Moreover, additional layer on the surface such as corrosion layer does not affect welding process. However, thick oxide layers, pin sand needles on the surfaces, deep cuts and holes habe to be avoided. A poor heat distribution may occur if too many indent and bulge are present. Bulges behave as bracket beam when surface roughness is very high. Inner layers occur and addition layers occur even with deformation because root (base) structure is cold. Deformation in welding region must remove these structures. In addition, surface pre-teratment of different metals and alloys is significant. A special form of a material on surfaces to be weld is not needed as in the case of traditional welding processes. However, spherical or conical mouth may be necessary in high diameter parts to assit in friction. Mininum axial loss is required in parts to be welded. The tolerance of welding depens on not only defects in working parts but also the welding machine itself [12, 14]. The tolerance value for lenth is given as 0.203 mm. Begg and Humpreys have reported 0.2mm axial KACIKLIK tolerance and 0.001 rad angular tolerance [15]. Basic design of friction welding includes rod-rod, pipe-pipe, pipe-sheet, rod-sheet and pipe-disc combinations. Based on friction welding theory, at least one of the parts has to be able to rotate. Mixed type parts and difficult to be forged parts can be joined using more than one friction welding machine. The angular range in friction welding is given to be between 30 and 45 or 45 anf 600. D. L. Kuruzar suggested an angle more than 30°. In some of the designs, welding joints are specifically designed to account for problems in removing metal parts after welding [14]. 2.5. Parameters of Friction Welding Apart from traditional welding methods, several welding parameters can be controlled in friction welding. These parameters include diameter of experimental rod, rpm of the part, rpm of parts in to lathe, friction contact time, forging delay time, forging time, time of increased friction pressure, friction pressure. Moreover, other parameters such as geometry of parts and material properties are also significant. The rpm of rotating parts, friction time, friction pressure, forging pressure and time are the parameters needed to be take into account while optimizing the welding process. A successful welding process can occur if parameters are optimized [8]. The lower rpm of roating parts causes enormous moments and nonuniform heating results in. On the other hand, lower rpm values minimize formation of intermetallic compounds. With higher rpm of rotating parts, ITAB widens, and power supply is not affected. To prevent overheating in the welding region, friction pressure and friction time have to be carefully controlled. Pressure values applied in welding is very significant bcause it controls temperature gradient and affects rotoational torque as well as power. Friction and forging pressure are directly related to geometry and material properties of parts to be welded and have a wide range. Over applied pressure values increase power needs accordingly. Due to increased energy input, higher pressures decrease the width of ITAB, accelerate metal displacement ratio and reduces welding time resulting in heat band on the boundary. The variable of pressure can be controlled by the temperature in welding region and decrease in 718 �axial length. Optimum pressure must be applied to materials in order to get uniform deformations throughout [13]. Friction pressure has to be high enough to allow the removal of oxides, to get uniform heating throughout and to interrupt the affinity between surfaces and the air. The application of forging pressure especially during friction process improves welding properties. Forging pressure depends on the heat yield stress of the material. It should neither be high enough to cause welding accumulation nor is it low enough to cause under welding. Forging pressure in some materials are determined depending on the lower strength material. The diffusion of macro particles from surfaces to surfaces occur during forging. Bonds continuously form and break down during friction at interface locations. In the beginning of forging maximum bonding have to occur on the surface because permanent bonds are these lastly formed bonds. Parts need to interact with each other under pressure and this pressure should not be reduced until welding heat cools down. [11]. Friction and forging times are directly related to material properties. The friction time should allow plastic deformation to occur or remove possible residuals and particles. For a high quality welding joint, minimum friction time needs to be exceeded. Lower friction times as well as nonuniform heating result in nonjoined areas at the interface and inadequate plastic deformation. This brings the problem of low quality weld. Higher friction times, on the other hand, causes rough structure and wide ITAB region formation. This is especially important to the welding of different materials because poor mechanical properties may be obtained due to formation of undesirable substances. Moreover, overheating and material loss are also possible [13]. 2.6. Applications of Friction Welding This method is especially useful for the serial production. Relatively high overhead cost is balanced with higher production rate and lower labor requirement. Process has several dimensions and hardware could easily be adjusted. Thus, the method also becomes useful for the production of relatively smaller parts. With these advantages, friction welding has found widespread application in the industry. Friction welding can generally be applied in the following industries with listed applications: -Machine production and spare part industry: cogwheels, piston rods, hydraulic cylinders, radial pomp pistons, shaft with worm screw , crankshafts, drill bits, valves. -Automative industry : valves, clack valve, drive shafts, gear levers, axle fasteners, break spindles, transmission mechanisms, preheat rooms, pipe spindles, banjo axles. - Aviation and space industry: repulsion jets, combustion chambers, spindles, turbines, rotors, pipes, fittings, flanges. - Work set industry: Spiral drills, milling cutters , borers, reamers, cutting tools. - Electrical, electronics, and chemical industry: receiver camera for gas analysis, segregation columns forchromatograph, Electrical connectors, continuous solder top, swing contacts, pipe fittings [16]. 719 �2.7. Some Examples of Applications of Friction Welding Phase 1 Phase 2 Phase 3 Phase 1: Low temp interface heat cycle by spinning one component against another stationary component. Phase 2: Solid forging cycle showing displaced plastic state material when final axial forging force is applied. Phase 3: Plastic state flashing is removed easily, even for hardenable materials that would otherwise require grinding [17]. Electrical connectors Air bag canisters Airbag component Gear levers Stanley tools Drill bits Engine valves 720 �Pump shafts Piston rods Drive shafts Track roller Bent axle API drill pipe Truck banjo axle Gear cluster 721 �Blisk Large piston rod Hydraulic cylinders [18]. 2.8. Advantages and Disadvantages of Friction Welding Friction welding has better technical and economical properties than conventional welding methods. Friction weldinfg is generally compared to electrical resistance welding. However it can also be compared to other welding methods such as electron beam welding and electrical arc welding. [11]. - One of the main advantages of friction welding is lower energy requirement. The process has unusual high yield and lower energy requirement and power supply. Moreover, power requirement of friction welding is about one tenth of electrical resistance welding (Figure 11). Friction welding causes triphase in the engine and the power factor is Cos ϕ = 0.80-0.85. However, electrical resistance welding is one phase process and the power factor is Cos ϕ = 0.40- 0.60. Figure 11. The power requirement during welding for different welding methods (1. Friction welding 2. Electrical resistance welding). 722 �3. Results - Cooling time is very short because the amount of heated metal during friction welding is very small. The timeframe ranges from several seconds to several minutes. This allows us to achieve friction welding at very high speeds (only comparable to electrical resistance welding). - Heat in friction welding occurs in welding region and is distributed to the surfaces of parts to be welded. However, heat loss is very high in other conventional welding methods because heating is applied to the all material in a nondiscrimating manner. - Material loss during friction and forging is minimum making the friction welding a viable economic alternative. - Surface preparation is minimum and the process does not produce vast amount of waste and a high quality seam is obtained. - Friction welding can be considered a serial method since the process is very fast. - The control of parameters affecting welding quality is very easy and is easily accomplished. - Friction welding system can also bea automated easily. - Since friction welding is a solid state welding method, no slack and waste are present. - The efficiency of the process is very high because several parameters including axial load, speed of rotation and YIGMA amount can easily be controlled. -The disadvantages include geometrical limitations of parts, excessive material accumulation and the need for its removal, and higher capital cost. Table 1 lists the comparison of several welding methods in terms of material and process variables. Property Friction Welding Electron Beam Welding a a a - Electrical Resistance Welding a - Material to be welded a Crossectional area a Welding geometry Preparation of parts a Accretion of Weld Materials Additive ofMaterials Compatibility Cross Section to a Welded Joint Process Control a Accounting Rate of Return a Table 1. Comparison of Different Welding Methods (13) Electrical Arc Magnetic Active Welding a - 4. References 1. Bahrani, A. S., Crossland, B., 1976, Friction welding, CME, 61-66. 2. Duffin, F. D., Crossland, B., 1971, Friction welding with sudden relase of the fixed component, Advances in welding processes, Solid phase joining processes, proceeding of the conference, The welding Institute, Abington Hall, Cambridge, 25-33. 3. Vill, V. I., 1962, Friction Welding of Metals, AWS, Newyork 4. Wang, K. K., Lin, W., 1974, Flywheel friction welding research, Welding Journal, 233-241. 5. Welding Handbook, 1980, Resistance and solid state welding and other joining processes, AWS, Miami, 5876, 239-262. 723 �6. Nicholas, E.D., 1983, Radial friction welding, Welding Journal, 17-29. 7. KUKA kaynak makinasi ürün kataloğu,1990. 8. Anık, S., 1983, Kaynak Teknolojisi El Kitabı, Ergör Matbaası, Đstanbul, 259-269. 9. Tylecote, R. Y., 1968, The solid phase welding of metals, Edward Arnold (Publisher) Ltd., London, 1-150. 10. Yılmaz, M., 1993, Farklı takım çeliklerinin sürtünme kaynağında kaynak bölgesinin incelenmesi, Doktora Tezi, Y.T.Ü., 1-55, Đstanbul. 11. Uzkut, M., “Yüksek Alaşımlı Đki Farklı Çeliğin Sürtünme Kaynağı Đle Birleştirilmesinde Optimum Kaynak Parametrelerinin Tesbiti ve Birleşme Bölgesinin Đncelenmesi”, Doktora Tezi, C. B. Ü. Fen Bilimleri Enstitüsü, 1999, Manisa 12. Ganowski, F. N., 1973, Practical considerations for friction welding, Welding Engineering, 40-44. 13. Metals Handbook, 1983, Welding and brazing, ASM, Metals Park, Ohio, 557-580, 719-728. 14. Kuruzar, D. L., 1979, Joint design for the friction welding process, Welding Journal, 31-35. 15. Begg, G. H. C.,Humphreys, B.A., 1981, Rotational – friction welding, Engineering, Tech. File no 91, 1-4. 16. Ellis, C., R., G., 1976, Friction welding: where industry uses it, Welding Design and fab., 78-81 17. http://www.nctfrictionwelding.com/process.php 18. http://www.thompson-friction-welding.co.uk 724 � 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. 621 Title A name given to the resource Friction Welding And Its Applications In Today’s World Author Author UZKUT, Mehmet ÜNLÜ, Bekir Sadık YILMAZ, Selim Sarper AKDAĞ, Mustafa Abstract A summary of the resource. By developing technology of today, the necessity of using different materials by joining came out. The most suitable method in joining two different alloyed steel is to weld. The fact that the properties of welding zone are naturally different from the properties of steels in different alloyed at post welding process has came up and these differences occur some important problems. Among many kinds of welding methods, using the melting welding methods has also increased the number of these problems. However, in the connecting zone, many different zones come out by depending on composition and properties of the connecting materials. Deposite remain of the melting welding methods, welding faults of porosity and inside tightens of cooling are the important disadvantages of these methods and they decreases the strength of welding. For this reason, solid state welding methods are more suitable due to these melting welding faults. The most important and applicability of these methods are friction welding. For these reasons, in this study importance and application areas of friction welding were explained. 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) 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. 1028 Title A name given to the resource From ‘Public sphere’ to the ‘Crowd Symbols’. How Serbian Students of Modern Greek Language Perceive Greek Culture. Author Author Stojicic , Vojkan Gogas, Themistokles Abstract A summary of the resource. The present paper investigates the way cultural aspects are formatted through learning of a foreign language. It focuses on the views Serbian students possess on Greek culture. More specifically, it examines the way Greek culture is perceived by the students of the Department of Modern Greek Language in the University of Belgrade. The study is realized in two levels. On the one the research investigates the way 1st year students perceive Greek culture. In a sense, they carry the norms provided by their secondary schooling, along with a mentality cultivated in the Habermasian ‘public sphere’ of the Serbian life-style. In parallel the research examines on the way 4th year students of the same department perceive Greek culture, which takes the form of a more normative perception, based on the ‘crowd symbols’, i.e. the theoretical frame of Elias Canetti. The difference appeared in the way Greek culture is reflected among students, indicates the catalytic role a foreign language plays on the way culture is perceived, in a more holistic approach. 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