15 10 3494 https://omeka.ibu.edu.ba/files/original/60876f3b41a4e1247dfdd9821188c1c3.pdf c219d4eed6e807374ed2be1c389423d9 PDF Text Text A Study of Differences in Learning Orientations of EFL Students Öznur Semiz English Language and Literature Department Karadeniz TechnicalUniversity Turkey oznur@atauni.edu Makbule Küleri English Language Teaching Department Atatürk University gamzegen@yahoo.com Abstract: This study reports on an investigation into differences in learning orientations of EFL students at Atatürk University located in Erzurum, Turkey, using Vermunt’s (1977) Inventory of Learning Styles (ILS). The Inventory of Learning Styles (ILS) is an instrument aimed at measuring several components of student learning, namely, cognitive processing strategies, metacognitive regulation strategies, conceptions of learning, and learning orientations. This study focuses on determining patterns in student learning in only one learning style category: learning orientations. For statistical analyses, Mann Whitney U and Kruskal Wallis tests were used. No significant differences were found with regards to department. Some significant differences were present with respect to gender and class level. Introduction Students in higher education differ in what they hope to achieve from being in higher education. Some wish to gain a qualification, while for others their main concern is to pursue an interest. The orientation of the students towards learning and the higher education study is a significant determinant of what students in higher education attend to, how they study, and finally what they learn. Beaty, Gibbs, and Morgan (1997) introduced four learning orientations based on four main functions of higher education—academic, vocational, personal and social. They define learning orientations as “all those attitudes and aims which express the student's individual relationship with a course of study and the university. It is the collection of purposes which form the personal context for the individual student's learning. The idea of an orientation assumes that students have an active relationship with their studying. From the point of view of learning orientation, success and failure is judged in terms of the extent to which students fulfill their own aims”(p. 76). The work of Beaty and her colleagues on learning orientations overlaps with dimensions within Vermunt's (1998) Inventory of Learning Styles (ILS), discussed later, and also with the literature on goal orientation theory; however, it differs in important ways. Goal orientation theory has typically focused on students’ perceptions of why they are trying to achieve in academic settings with most of the research being centred on the study of task goals and ability goals (Urdan & Maehr, 1995). In contrast, learning orientations focus more on students’ perceptions of what they are trying to achieve in their studying (Entwistle & Peterson, 2005) . The concept of “learning orientation” refer to the whole domain of personal goals, intentions, motives, expectations, attitudes, concerns, and doubts students have in following a educational programme or a course (Gibbs, Morgan & Taylor, 1984). They are long-term general educational goals students set for themselves. There will thus always be a mixture of motives for attending higher education and choosing a particular set of courses. As students progress through higher education, their orientations usually change. This tends to happen with changing circumstances and in re-evaluating their own capabilities and intentions and develop when an individual interacts with a given higher education context at a particular time in her/his life (Webber,2004). In the ILS, the learning orientation domain (motivation) has five scales: personally interested, certificate oriented, self-test oriented, vocation oriented, and ambivalent. These sub-sections focused upon in this study are: 1. Personal interests where students are motivated from perceived intrinsic benefits to themselves. Students with this orientation are motivated by their interest in the subject and their own personal development; 101 �2. Certificate directed interests where learning is seen as being a means to an end – to pass exams or obtain a certification. Students with this orientation see education primarily as a means of obtaining a certificate or qualification; 3. Self-test directed interests where learning is seen as a personal challenge. This includes studying to test one’s own capabilities and to prove to oneself and others that one is able to cope with the demands of higher education. 4. Vocation directed interests where learning is a means to advance in a profession or trade learning. Students with this orientation see education primarily as a means of acquiring skills for a specific occupation and for securing employment; 5. Ambivalent directed interest where the process is perceived as too challenging and/or inappropriate. Students with this orientation have an insecure, hesitant attitude towards education and little confidence in their learning abilities. Table 1 shows sample items from the subscales. ___________________________________________________________________________ 1. Personally Interested 60. The only aim of my studies is to enrich myself. 73. I do these studies because I like to learn and study. 2. Certificate Directed 63. What I want in these studies is to earn credits for a diploma. 75. To me, written proof of having passed an exam represents something of value in itself. 3. Self-Test Directed 53. I want to prove to myself that I am capable of doing studies in higher education. 67. I want to discover my own qualities, the things I am capable and incapable of. 4. Vocation Directed 62. For the kind of work I would like to do, I need to have studied in higher education. 68. What I want to acquire above all through my studies is professional skill. 5. Ambivalent 54. I doubt whether this is the right subject area for me. 70. I wonder whether these studies are worth al the effort. Table 1. Sample Items from ILS The Study The Aim of the Study The aim of this study is to determine differences in learning orientations of EFL students with respect to selected variables, such as department, class level and gender. The research question guiding the present study is: Are there any differences in learning orientations of EFL students with respect to department, gender and class level? Participants EFL students at Departments of English Language Teaching (ELT) and English Language and Literature (ELL) were invited to participate in this study. Interested students were given a brief and informative overview of the nature and purpose of the study during a lesson. A total of 308 EFL students volunteered to participate in this study. Of these, 157 were ELT (50, 6%) and 152 were ELL (49, 4%). Of the participants, 79 (25, 6%) were male, 229 (74, 4%) were female. The total sample consisted of 74 (24%) sophomores, 89 (28, 9%) juniors and 145 (47, 1%) seniors. Freshmen students were not included in the study because they were absent Instrument The Inventory of Learning Styles (ILS) (Vermunt 1998) has been developed in the context of higher education, and helps to determine three different levels of student learning. Vermunt (1996,1998) uses the term ‘learning style’ as a superordinate concept in which the cognitive and affective processing of subject matter, the metacognitive regulation of learning, mental models of learning, and learning orientations are united. The Inventory of Learning Styles has both 100-item and 120-item versions and provides scores on four learning styles and four domains. The four learning domains were identified as cognitive processing strategies (cognition), metacognitive 102 �regulation strategies (metacognition), conceptions of learning (views about teaching and learning), and learning orientations (motivation). Each of these had five scales (Vermunt, 1996, 1998, 2005). This study focuses on determining patterns in student learning in only one learning style category: learning orientations. The survey instrument consisted of 25 items. Students were asked to indicate on a five-point scale (1.Disagree entirely, 2. Disagree for the most part, 3. Undecided, 4. Agree for the most part and 5. Agree entirely) the degree to which the described items correspond to their own practice, views or motives. Data Analysis Data were analyzed using the Statistical Package for Social Sciences (SPSS version 16, 0). Since the aim of the study is to assess whether there are significant departmental, gender and class differences in respondents’ perceptions and the data for the ILS consisted of ordinal variables, the Wilcoxon-Mann-Whitney and Kruskal Wallis tests were used. The Wilcoxon-Mann-Whitney test (also called the Wilcoxon rank sum test or the Mann-Whitney U test) is a non-parametric test and is analogous to the parametric two sample t-test. The Wilcoxon-Mann-Whitney test is used to test whether the difference between the medians of the two groups is significant. The Kruskal-Wallis test is used to determine whether differences among three or more groups are significant in situations that do not meet the assumptions necessary for ANOVA. These tests are used when the normality assumption is questionable and/or when data is ordinal, i.e. when the data can be ranked. Thus, they are most suitable for an analysis in this study. Findings Results of the Mann Whitney U-test for learning orientation scores of ELT and ELL groups are presented in Table 2. Mann-Whitney U-test (P<.05) test showed that ELT and ELL students do not appear to differ in their learning orientations. Most of the differences found between departments were very small. Some moderate differences were: ELT students were more personally interested, certificate directed and self-test directed. ELL students were slightly more vocation directed and ambivalent. Subscale Department N Mean Z Rank PersonallyInterested CertificateDirected SelfTestDirected VocationDirected Ambivalent ELT 156 ELL 152 Total 308 ELT 156 ELL 152 Total 308 ELT 156 ELL 152 Total 308 ELT 156 ELL 152 Total 308 ELT 156 ELL 152 Total 308 Asymp. Sig. 161,38 147,44 155,39 153,59 ,859 - ,741 - ,652 - ,870 ,452 153,68 155,34 - ,330 152,25 156,81 ,167 ,178 156,15 152,81 1,380 ,164 Table 2. Results of the Mann Whitney U-test for Learning Orientation Scores of ELT and ELL Groups In regard to class level differences, Kruskal-Wallis test (p < .05) revealed that sophomores had the highest 103 �rank on personal interest (170, 24), Sef-test directed (164, 79) and vocation directed (170, 57) scales. Seniors had the highest rank on certificate-directed (168, 99) and ambivalent (164, 92) scales. Juniors occupied the middle rank position on all five scales. Table 3 displays the results of the Kruskal-Wallis test. Subscale Class N Mean Rank PersonallyInterested CertificateDirected SelfTestDirected VocationDirected Ambivalent Asymp. Sig. Sophomore 74 170,24 Junior 89 161,44 Senior 145 142,21 Total 308 Sophomore 74 129,47 Junior 89 151,71 Senior 145 168,99 Total 308 Sophomore 74 164,79 Junior 89 153,89 Senior 145 149,62 Total 308 Sophomore 74 170,57 Junior 89 162,04 Senior 145 141,67 Total 308 Sophomore 74 137,88 Junior 89 151,34 Senior 145 164,92 Total 308 ,059 ,007 ,487 ,047 ,095 Table 3. Kruskal Wallis Test results of Class Level Differences Table 4 shows the results of the Mann-Whitney U-test (P<.05) that was used to test for group differences between male and female students. With respect to gender, the results of the Mann-Whitney U test showed there were significant differences in the perceptions of female and male students. Female students were found to be more personally interested more self-test directed and more vocation directed than male students. However, male students scored high on ambivalent and certificate-directed scales. 104 �Subscale Gender N Mean Z Rank PersonallyInterested CertificateDirected SelfTestDirected VocationDirected Ambivalent Female 229 Male 79 Total 308 Female 229 Male 79 Total 308 Female 229 Male 79 Total 308 Female 229 Male 79 Total 308 Female 229 Male 79 Total 308 Asymp. Sig. 163,97 127,05 150,97 164,73 ,235 - ,010 - ,012 - ,012 2,509 150,42 166,32 - 2,576 161,95 132,91 ,001 1,188 162,15 132,32 3,192 1,372 Table 4. Results of the Mann Whitney U-test for Gender Differences Conclusion The aim of this study was to determine whether there are differences in learning orientations of EFL with respect to department, class grade and gender. The results show that both departments in this study generally held similar views about what motivates them to learn. For that reason, it seems possible to conclude that learning orientations of EFL students do not vary by educational context. The results showed that gender and class level are important sources of variations in learning orientations. Fore example, female students were found to have more personal interest than male students and male students are more certificate-directed than female students. It seems that in Turkish culture, gender is still a key variable that may directly influence or even determine attitudes or motivations or behaviors (Tercanlıoğlu, 2005). Another finding is that as students progress through higher education, they more likely become less personally interested, self-test directed ,vocation-directed and more certificate-directed and ambivalent. Although the results of this study are limited in terms of sample size and generalization, it gives some insight into what motivates students to learn in an academic environment and the motives, objectives and attitudes they may have with regard to their studies. Students may display several goals for studying, for instance gathering knowledge, passing exams, avoiding failure, pleasing parents, and qualifying for later studies or a future profession. These orientations are believed to influence the way learning takes place (Boekaerts, 1996 and Pintrich & Schunk, 1996). To understand the academic behaviors of university students, researchers and educators must begin by understanding what motivates university students to engage in such behaviors in the first place. Therefore, a learning orientation provides a useful construct for understanding a student’s personal context for study (Beaty et al, 1997) and contributes to our understanding of what students learn. As France and Beaty (1998) point out, they provide a means of gaining a better understanding of the complexities of learner motivations and how these influence learning. An understanding of learning orientations may be extremely useful to both educators and students in understanding student motivations and making the most of learning opportunities. Focusing on orientations to learning could prove an effective means of helping students to challenge their own assumptions about higher education and explore possibilities which they would otherwise not have considered. 105 �References Beaty L, Gibbs G, Morgan A. Learning orientations and study contracts. In: Marton F, Hounsell D, Entwistle N, editors. The Experience of Learning. 2nd ed. Edinburgh: Scottish Academic Press, 1997, 72–86. Boekaerts, M. 1996. Personality and the psychology of learning. European Journal of Personality 10, pp. 377–404 Coeffield, F. M. D. Hall, E. and Ecclestone, K. (2004) Learning Style and Pedagogy in Post–16 Learning: A systematic and critical review. London: Learning and Skills Research Centre. Entwistle, N.J. & Peterson,E. R. 2004. Conceptions of Learning and Knowledge in Higher Education: Relationships with Study Behaviour and Influences of Learning Environments. International Journal of Educational Research, 41.407–428. Entwistle, N. J. 1979 Motivation, styles of learning and the academic environment. University of Edinburgh, Scotland: Scottish Academic Press. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: theory, research and applications. Englewood Cliffs, NJ: Prentice Hall. Slaats, A. Lodewijks, H.G.L.C., & Vander-Sanden, J.M.M.(1999). Learning styles in secondary vocational education: Disciplinary differences. Learning and Instruction, 9, 475–492. Tercanlioglu, L. (2005). Pre-service EFL teachers’ beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5-3(1), 145-162. Urdan, T., & Maehr, M. L. (1995). Beyond a two-goal theory of motivation: A case for social goals. Review of Educational Research, 65, 213–244. Vermetten, Y.J. Vermunt, J.D. & Lodewijks, H.G. (1999b). A longitudinal perspective on learning strategies in higher education: Different viewpoints towards development. British Journal of Educational Psychology, 69, 221–242. Vermunt, J.D. (1995). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10, 325–349. Vermunt, J.D. (1996). Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis. Higher Education, 31, 25–50. Vermunt, J.D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149–171. Vermunt, J.D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49, 205–234. Vermunt, J.D. & Verloop, N. (1999a). Congruence and friction between learning and teaching. Learning Instruction, 9, 157–180. Vermunt, J.D. & Verloop, N. (1999b). The regulation of constructive learning processes. British Journal of Educational Psychology, 68, 149–171. (See Van Eekelen, et al, 2005, p. 451). Vermunt, J. & Vermetten, Y. (2004). Patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16, 359–384. Webber, Trix(2004)'Orientations to learning in mid-career management students',Studies in Higher Education,29:2,259 — 277 Wlodkowski, R.J. (1999). Enhancing adult motivation to learn (Rev. ed.). San Francisco: Jossey-Bass Publishers. 106 � 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. 348 Title A name given to the resource A Study of Differences in Learning Orientations of EFL Students Author Author Semiz , Öznur Küleri, Makbule Abstract A summary of the resource. This study reports on an investigation into differences in learning orientations of EFL students at Atatürk University located in Erzurum, Turkey, using Vermunt’s (1977) Inventory of Learning Styles (ILS). The Inventory of Learning Styles (ILS) is an instrument aimed at measuring several components of student learning, namely, cognitive processing strategies, metacognitive regulation strategies, conceptions of learning, and learning orientations. This study focuses on determining patterns in student learning in only one learning style category: learning orientations. For statistical analyses, Mann Whitney U and Kruskal Wallis tests were used. No significant differences were found with regards to department. Some significant differences were present with respect to gender and class level. 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/8f9f024dd8aec18c6a10d7a8f5c27db0.docx 305cee0abd22b418602d7c6d82cbafaf https://omeka.ibu.edu.ba/files/original/0a3fad7890c60af48680f6163c02ce80.pdf 80c5ddfc8609ec05c1fd434816677115 PDF Text Text A Study of First Person Singular Pronouns in Malay Child Language Petani Mohd Noor University Of Malaya/ Kuala Lumpur, Malaysia Key words: First Person Singular Pronouns, Malay Child Language ABSTRACT This study had been carried out in order to investigate the first person singular pronouns used by children in Malay. In this language, the most prominent first person singular pronouns are "saya" and "aku". However, for kids, the usage of these pronouns sometimes has been substituted by other pronouns. This research used a comedy drama entitled "Lontong" as a text to seek for the findings. The results showed that besides "saya" and "aku", children also use "kita" as well as their own names as the first person singular pronouns. In terms of politeness, using names is considered as the most humble way, followed by "kita" and "saya". Hence, using "aku" is deemed as impolite. Nevertheless, it is not unusual to see "aku" used by kids among their close friends. � 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. 1907 Title A name given to the resource A Study of First Person Singular Pronouns in Malay Child Language Author Author NOOR, Petani Mohd Abstract A summary of the resource. Key words: First Person Singular Pronouns, Malay Child Language ABSTRACT This study had been carried out in order to investigate the first person singular pronouns used by children in Malay. In this language, the most prominent first person singular pronouns are "saya" and "aku". However, for kids, the usage of these pronouns sometimes has been substituted by other pronouns. This research used a comedy drama entitled "Lontong" as a text to seek for the findings. The results showed that besides "saya" and "aku", children also use "kita" as well as their own names as the first person singular pronouns. In terms of politeness, using names is considered as the most humble way, followed by "kita" and "saya". Hence, using "aku" is deemed as impolite. Nevertheless, it is not unusual to see "aku" used by kids among their close friends. 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 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. 993 Title A name given to the resource A Study of the Frequency of Language Related Episodes (LREs) in Homogeneous and Heterogeneous Dyadic Interaction and its Comparative Role in Improving EFL Learners’ Writing Ability Author Author Ghafoori, Nasser Javashi, Ramak Abstract A summary of the resource. The study compared the relative frequency of the Language Related Episodes (LREs) in the pair talk data of homogenous and heterogeneous pairs of English learners and investigated the effect of two types of dyadic interaction on the learners’ writing ability. Ninety-eight female students of TEFL participated in the study. The participants’ English language proficiency was initially tested by First Certificate English (FCE) test the results of which were the basis for designing two groups of pairs. In the heterogeneous group, 15 participants who had low scores were paired with partners who had high scores in the test while in the homogeneous group, 15 participants were paired with partners who had similar English proficiency test scores. The pairs in both groups were assigned to perform six oral pair works including picture description and table description tasks. The transcribed pair-talks were analyzed for the frequency of the LREs. The Independent-groups t-test analysis showed a significantly higher occurrence of LREs in the heterogeneous pairs. Furthermore, the participants’ writing scores in the writing section of the FCE test, as the pretest, were compared with their writing scores in another version of FCE test considered as the posttest. The Paired samples t-test and the Univaiate Analysis of Variance analyses showed significant increases from pretest to posttest for both groups but no significant difference between the two groups’ gains. The findings of the study were explained in reference to Vygotsky’s notion of ZPD within the Socio-cultural theory. The study had several pedagogical implications and suggestions for further research. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2752 Title A name given to the resource A Study on Micropropagation as a Tool for Sustainable Utilization of Jujube (Zizyphus jujuba Mill.) Genotypes Author Author SAN, Bekir YILDIRIM ADNAN, Nurhan YILDIRIM, Fatma MUSTAFA ECEVIT, Fevzi Abstract A summary of the resource. Micropropagation is as a tool for sustainable utilization and allows the production of a large number of virus-free clones within a short period. Also, micropropagationis fundamental for the conservation of genetic resources. The presentstudy was carried out to establish protocols for the invitropropagation of Jujube (Ziziphusspp)and contribute to the conservation of plant geneticresources.In the study, shoot tips of two selected jujube genotypes (20-C-10 and 20-C-22) were used as a material. MS (Murashige and Skoog) medium supplemented with both TDZ (thidiazuron) and BAP (benzylaminopurine) as a cytokinin was used for micropropagation of jujube genotypes. The highest percentage of explants forming shoots (93.3 %) and the highest number of shoot per explants (5.7) was obtained on the MS medium containing 0.1 mg/l TDZ+0.5 mg/l BAP+0.1 mg/l IBA (indolebutyric acid)+0.3 mg/l GA3(gibberellic acid) in 20-C-10 jujube genotype. The highest rooting percentages of 20-C-10 and 20-C-22 jujube genotypes (83.3 % and 80.0 %, respectively) were obtained on half-strength MS medium supplemented with 2.0 mg/l IBA. Keywords: jujube, micropropagation, thidiazuron, benzylaminopurine, in vitro rooting Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-06 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233 - 0054 T Technology (General) https://omeka.ibu.edu.ba/files/original/c4e5f2e349db546f0221d814445def77.docx 0d70f6152586c1eec246c58b25e284c4 https://omeka.ibu.edu.ba/files/original/96e1419f7ff6c9886369f2eb4c6263c5.pdf 282702d9bbb80adc9d4cb9adb5adfe13 PDF Text Text A STUDY ON MICROPROPAGATION AS A TOOL FOR SUSTAINABLE UTILIZATION OF JUJUBE (ZIZYPHUS JUJUBA MILL.) GENOTYPES Bekir San Süleyman Demirel University, Isparta, Turkey Adnan Nurhan Yıldırım Süleyman Demirel University, Isparta, Turkey Fatma Yıldırım Süleyman Demirel University, Isparta, Turkey Fevzi Mustafa Ecevit Süleyman Demirel University, Isparta, Turkey Keywords: jujube, micropropagation, thidiazuron, benzylaminopurine, in vitro rooting. ABSTRACT Micropropagation is a very important propagation technique for fruit trees based on especially obtaining virus free sapling. In the present study, shoot tips of two selected jujube genotypes (20Ç-10 and 20-Ç-22) were used as a material. The effects of different growth regulator combinations, carbon sources (sucrose, glucose and fructose) and silver nitrate concentrations on in vitro propagation of jujube were investigated. Shoot formation was observed on the medium containing TDZ alone as a cytokinin, but shoots were very short and unhealthy. In addition that, when the medium supplemented with BAP alone was used, new shoot regeneration from explants was not observed. Therefore, MS medium supplemented with both TDZ and BAP as a cytokinin was used for in vitro micropropagation of jujube genotypes. The highest percentage of explants forming shoots (93.3 %) and the highest number of shoots per explant (5.7) were obtained on the MS medium containing 0.1 mg/l TDZ+0.5 mg/l BAP+0.1 mg/l IBA+0.3 mg/l GA3 in 20-Ç-10 jujube genotype. Different amounts of carbon source and silver nitrate did not increase the percentage of explant forming shoots and the number of shoots per explants in the both genotypes compared to control treatment. The highest rooting percentages of 20-Ç-10 and 20-Ç-22 jujube genotypes (83.3 % and 80.0 %, respectively) were obtained on half-strength MS medium supplemented with 2.0 mg/l IBA. � 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. 2123 Title A name given to the resource A STUDY ON MICROPROPAGATION AS A TOOL FOR SUSTAINABLE UTILIZATION OF JUJUBE (ZIZYPHUS JUJUBA MILL.) GENOTYPES Author Author SAN, Bekir NURHAN YILDIRIM, Adnan YILDIRIM, Fatma ECEVIT MUSTAFA, Fevzi Abstract A summary of the resource. Keywords: jujube, micropropagation, thidiazuron, benzylaminopurine, in vitro rooting. ABSTRACT Micropropagation is a very important propagation technique for fruit trees based on especially obtaining virus free sapling. In the present study, shoot tips of two selected jujube genotypes (20-Ç-10 and 20-Ç-22) were used as a material. The effects of different growth regulator combinations, carbon sources (sucrose, glucose and fructose) and silver nitrate concentrations on in vitro propagation of jujube were investigated. Shoot formation was observed on the medium containing TDZ alone as a cytokinin, but shoots were very short and unhealthy. In addition that, when the medium supplemented with BAP alone was used, new shoot regeneration from explants was not observed. Therefore, MS medium supplemented with both TDZ and BAP as a cytokinin was used for in vitro micropropagation of jujube genotypes. The highest percentage of explants forming shoots (93.3 %) and the highest number of shoots per explant (5.7) were obtained on the MS medium containing 0.1 mg/l TDZ+0.5 mg/l BAP+0.1 mg/l IBA+0.3 mg/l GA3 in 20-Ç-10 jujube genotype. Different amounts of carbon source and silver nitrate did not increase the percentage of explant forming shoots and the number of shoots per explants in the both genotypes compared to control treatment. The highest rooting percentages of 20-Ç-10 and 20-Ç-22 jujube genotypes (83.3 % and 80.0 %, respectively) were obtained on half-strength MS medium supplemented with 2.0 mg/l IBA. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/af5bc8d389b1d0e0c87aca4dfecae658.pdf f4b57ab94a1e46d58762e3f142364787 PDF Text Text A Study on Teacher Leadership Styles of Teacher Candidates Studying at the Departments of Secondary Education Muhammet Hanifi ERCOŞKUN Fatih BEKTAŞ Ahmet NALÇACI Kazım Karabekir Education Faculty Atatürk University, Erzurum Turkey ercoskun@atauni.edu.tr Abstract: The aim of this research is to determine teacher leadership styles of teacher candidates studying at the departments of secondary education. Sample of the study is composed of candidate teachers studying at the departments of secondary education in The Kazım Karabekir Education Faculty, Atatürk University. Candidate teachers from the departments of History, Geography, Mathematics and Chemistry studying 1st-5th grade have been chosen. “Teacher Leadership Styles Scale” has been used as data gathering tool. The gathered data has been analyzed with SPSS packaged software. Results of analysis have been presented as findings. Keywords: Teacher Leadership Styles, Secondary Education, Teacher Candidate Introduction Education provides manpower necessary for the development of a society. Leaders educated in education institutions leads the society. Most of the researches which was done was about leadership qualifications of schoolmasters (Akgün, 2001; Şahin, 2003; Kılıç, 2006), but there has been researches on leadership qualifications of teachers, though rare (Muijs & Harris, 2006; Frost & Harris, 2003). However, it seems that it is impossible to grow leaders without leading teacher in classroom. Therefore, it is important to research leadership qualifications of teachers for the development of societies. Leadership may be defined as guiding group actions in order to achieve a goal and effecting members of the group (Şimşek & Fidan, 2005, 41); having the ability to gather a group of people for the same purpose (Zel, 2006, 110); being capable of effecting others for certain objectives and stimulating them to take action (Şişman, 2004, 3). The common point of these definitions is that leadership has power to effect (Çelik, 2007, 1). When all of these taken into consideration, leadership in education and training is a qualification necessary not only for schoolmasters but also for teachers who guide the students and shape their behaviors. Various leadership theories have been formed about leadership. It is possible to separate leadership theories into 3 main titles. These are qualifications theory, behavioral theory and situational theory (Şişman, 2004, 5). In behavioral theories what the leader does and how he behaves others is important. In addition, according to behavioral approaches it is possible to educate people to be a leader (Çelik, 2007, 11; Celep, 2004, 11, Erçetin; 200, 31; Özden, 2005, 90). In this study, a scale which has been developed based on the approach which uses X and Y theory of McGregor as a base, being one of behavioral leadership theories has been used. According to X and Y theory of McGregor, thoughts of leaders about human behaviors can be separated into two opposite approaches (Deniz and Hasançebioğlu, 2003, 57). According to X theory defining classical management theory; 1. People do not like working and try to find ways to escape work. 2. People prefer to be directed and escape from responsibility. 3. People are selfish and prefer their own objectives to organizations objectives. 4. People do not like innovation and change and try to resist against these facts. 5. People’s creativity is limited in solving organizational problems. 6. Monetary award is needed for people to take action. 21 �According to Y theory in which individual and organizational objectives are combined, 1. It is as normal for people to make physical and spiritual effort as playing or resting. 2. If people become engaged in the organization and like their work and colloquies, they try to be more useful to the organization. 3. Ordinary people not only accept responsibility but also begin looking for it. 4. Ability and creativity is shared equally among people. 5. Specializing makes it possible to make use of abilities and skills, but it is limited to only some of them. Thus, McGregor tries to explain the importance of social relations in organizations (Eren, 2004, 26). It is thought that this study is important because knowing teacher leadership styles of candidate teachers will have affect on profiles of students who are going to be leaders in the future. Method Sample of the study is composed of candidate teachers studying at the departments of secondary education in The Kazım Karabekir Education Faculty, Atatürk University. Candidate teachers from the departments of History, Geography, Mathematics and Chemistry studying 1st-5th grade have been chosen. In this study, “Teacher Leadership Styles Scale” developed by Deniz and Hasançebioğlu (2003) has been used. In the end of the analysis done by these researches, internal consistency coefficient was found out 0,88. According to grade averages of the scale leadership styles of teachers have been found out that the teachers between 17-64 is autocratic/oppressive, the ones between 65-76 is semi-democratic and the ones between 77-85 democratic/participant. Findings Some findings about teacher leadership styles of candidate teachers are given as tables: Gender Male Female n X sd t p 164 147 66.59 67.24 7.092 6.367 -0.851 0.395 Table 1. Arithmetic Mean, Standard Deviation and t Value on Teacher Leadership Styles According to Gender Variable of Candidate Teachers There is not a significant difference between thoughts of candidate teachers about teacher leadership styles according to gender variable (0.05). This finding shows that gender variable does not affect teacher leadership styles of candidate teachers. Grade n X sd t p Grade 1 Grade 5 173 138 66.68 67.18 6.966 6.498 -0.654 0.514 Table 2. Arithmetic Mean, Standard Deviation and t Value on Teacher Leadership Styles According to Grades Variable of Candidate Teachers There is not a significant difference between thoughts of candidate teachers about teacher leadership styles according to grades variable (0.05). This finding shows that grades variable does not affect teacher leadership styles of candidate teachers. 22 �Departments n X sd Mathematics Geography History Chemistry Total 94 84 73 60 311 66.21 69.68 66.75 64.27 66.90 6.380 5.016 6.938 7.919 6.756 Table 3. Arithmetic Mean and Standard Deviation on Teacher Leadership Styles According to the Department Variable of Candidate Teachers When the table analyzed, it is possible to say that because the grade average that candidate teachers at the Departments of Mathematics, Geography and History got from the scale is 65-76, their teacher leadership style is semi-democratic, and because the grade average of candidate teacher at the Department of Chemistry is 17-64, their teacher leadership style is autocratic/oppressive. Variance Analysis Between Groups Within Groups Total Sum of Squares 1110.549 13039.361 14149.910 df 3 307 310 Mean Square 370.183 42.473 F p 8.716 0.000 Table 4. Variance Analysis on Teacher Leadership Styles of Candidate Teachers according to the Department Variable When the Table 4 is analyzed, it is seen that there is a significant difference of 0.05 between thoughts of candidate teacher on teacher leadership styles according to the department variable. Dunnett’s T3 Test has been done in order to find out between which groups there is a difference. Difference has been found out in favor of Geography among the departments of Geography, Mathematics, History and Chemistry. High School n X sd t p Teacher High School Others 44 267 66.43 66.98 5.724 6.918 -0.496 0.620 Table 5. Arithmetic Mean, Standard Deviation and t Value on Teacher Leadership Styles According to the High School Variable of Candidate Teachers There is not a significant difference between thoughts of candidate teachers about teacher leadership styles according to high school variable (0.05). This finding shows that high school variable does not affect teacher leadership styles of candidate teachers. Conclusions 1. There is a significant difference of 0.05 between thoughts of teacher candidates about teacher leadership styles according to gender, grade and high school variables. 2. It is possible to say that because the grade average that candidate teachers at the Departments of Mathematics, Geography and History got from the scale is 65-76, their teacher leadership style is semi-democratic, 23 �and because the grade average of candidate teacher at the Department of Chemistry is 17-64, their teacher leadership style is autocratic/oppressive. 3. It is seen that there is a significant difference of 0.05 between thoughts of candidate teacher on teacher leadership styles according to the department variable. Difference has been found out in favor of Geography among the departments of Geography, Mathematics, History, and Chemistry. Suggestions 1. There seem to be significant differences in favor of the Geography department within the pre-service teachers' departments. Further qualitative studies that focus on the reasons of these differences can be conducted. 2. This study can be broadened to include candidate teachers from different universities. References Akgün, N. (2001). İlköğretim Okulu Müdürlerinin Öğretimsel Liderliği, Yayınlanmamış Doktora Tezi, Abant İzzet Baysal Üniversitesi, Bolu. Celep, C. (2004). Dönüşümsel Liderlik, Anı Yayıncılık, Ankara. Çelik, V. (2007). Eğitimsel Liderlik, Pegema Yayıncılık, Ankara, 4. Baskı. Deniz, L. & Hasançebioğlu, T. (2003) Öğretmen Liderlik Stillerini Belirlemeye Yönelik Bir Ölçek Çalışması, Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, Sayı 17, Sayfa: 55-62 Erçetin, Ş. Ş. (2000). Lider Sarmalında Vizyon, Nobel Yayın Dağıtım, Ankara, Genişletilmiş 2. Baskı. Eren, E. (2004). Örgütsel Davranış ve Yönetim Psikolojisi, Beta Basım Yayım, İstanbul, 8. Bası. Frost, D. & Harris, A. (2003). Teacher Leadership: Towards a Research Agenda, Cambridge Journal of Education, Vol. 33, No. 3. Kılıç, G. (2006). Eğitim Kurumlarında Liderlik Tarzları ve Örgüt Kültürünün Performans Üzerindeki Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Erciyes Üniversitesi, Kayseri. Muijs, D. & Harris, A. (2006). Teacher Led School Improvement: Teacher Leadership in The UK, Teaching and Teacher Education, 22, 961–972. Özden, Y. (2005). Eğitimde Yeni Değerler, Pegema Yayıncılık, Ankara, 6. Baskı. Şahin, S. (2003). Okul Müdürlerinin Liderlik Stilleri ile Okul Kültürü Arasındaki İlişkiler, Yayınlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, İzmir. Şimşek, N. & Fidan, M. (2005) Kurum Kültürü ve Liderlik, Tablet Kitabevi, Konya. Şişman, M. (2004). Öğretim Liderliği, Pegema Yayıncılık, Ankara, 2. Baskı. Zel, U. (2006). Kişilik ve Liderlik, Nobel Yayın Dağıtım, Ankara, 2. Baskı. 24 � 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. 314 Title A name given to the resource A Study on Teacher Leadership Styles of Teacher Candidates Studying at the Departments of Secondary Education Author Author ERCOŞKUN, Muhammet Hanifi BEKTAŞ, Fatih NALÇACI, Ahmet Abstract A summary of the resource. The aim of this research is to determine teacher leadership styles of teacher candidates studying at the departments of secondary education. Sample of the study is composed of candidate teachers studying at the departments of secondary education in The Kazım Karabekir Education Faculty, Atatürk University. Candidate teachers from the departments of History, Geography, Mathematics and Chemistry studying 1st-5th grade have been chosen. “Teacher Leadership Styles Scale” has been used as data gathering tool. The gathered data has been analyzed with SPSS packaged software. Results of analysis have been presented as findings. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3504 Title A name given to the resource A STUDY ON THE IDENTIFICATION OF THE READING STRATEGY TYPES USED BY STUDENTS Author Author Dikmen, Nazım Abstract A summary of the resource. This study is conducted in order to investigate the generic awareness of reading strategy use of students and state the types of reading strategies used by them while performing a reading task. The students responded to a 45-item scale that included three categories of reading strategies; before, during and after. The findings obtained in this study indicated that the overall usage-level of the designated reading strategies were at a medium frequency-level; therefore, it revealed that the students use the designated strategies but not necessarily enough. On the other hand, the overall frequency of before-reading strategy use was found to be highest among three categories, so it indicated that the students are generally conscious of their comprehension process and they are planned before performing a reading task. Keywords: Reading, Reading Comprehension, Awareness of Reading Strategy Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3586 Title A name given to the resource A Study on Word Formation Processes in English and Turkish Languages Author Author Huyuk, Nazife Akbarov, Azamat Abstract A summary of the resource. Word formation is a process of creating new words with some processes such as derivation, abbreviation, acronym, compounding, generified words, borrowing, and blending. In our always changing world it becomes a need for the languages to create new words. This paper aims to start with the language itself. Some definitions of language are given, and the fundamental unit of language, word, is defined, as an answer to the question; “What is a word?” Another part deals with “Neologisms: Creating new words” After this part, six processes of word formation; derivation, abbreviation, acronym, compounding, generified words and borrowing are explained and related examples from both English and Turkish are given by which it is aimed to propose a general approach to word formation processes in English and Turkish. Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/604e22f88a78daf6226a53f6e8af6ef9.pdf 063f437985f7a4be5282fde087d5f47c PDF Text Text A Suggestion for Forestry: Assigning Idle Public Lands to Private Sector by Projecting and Provisioning Mustafa Durman,Murat Fatih Köymen F.E.&A.S. of DPÜ E –mails: durman007@hotmail.com,siffah@gmail.com Abstract Land is a widespread natural resource and commonly used by humans. It is commonly used distributed for agriculture, forestry, urbanization, resting, transportation and settling. Land is not a renewable resource and is under the threat of erosion, polluting and salinization because of agricultural irrigations. In consequence of increasing population and industrialization wetlands, agricultural lands and forests are used for settlement and industrial areas. Maximizing utility of resources is an essential issue for environmental economics. Thus maximizing utility of land uses is an essential issue for land using strategies. When viewed from this aspect it is obvious that land areas of a country are shared by public (state) and private sectors. In public areas forest areas have an important share.There are enormous amount of areas which are owned by state but they are waiting idle. In this paper after analyzing present administrations we will make a suggestion. We will focus on assigning these idle areas to private sector for forestry use. It is hoped that this assignment will contribute the problems of unemployment, income, cleaning the atmosphere, preventing erosion and input for industrial production. Despite the subsidies, private foresting is inadequate. We will suggest publicizing investors by projecting the proper lands, subsidizing and presenting economic potentials of these areas. 1.INTRODUCTION Forests create distinctive climates on large land masses. Organisms forming forests are trees lives on significant altitudes, soil and density, bushes, alga, fern, mushrooms, underground and surface microorganisms, insects and animals (Ayanoğlu 1999). The 6831 numbered forest law defines as “Trees growing naturally or by planting and woods are ranked as forests with their land areas. But…” Then the law defines exceptions. Forests occupy an important place in human life. They are one of the most important renewable raw materials and energy resources. Forests clean the weather and protect the moisture balance of atmosphere. Because they oxygenate for carbon dioxide balance forests 398 �are essential. Forests decrease the negative effects of drought, frost, high temperature, spankings and protect earth against erosion. They help protecting plant and animal diversity. Forests as a natural resource which are subject to distribution between generations should be protected for future generations while providing today’s human needs (Aras, Çalışkan 2004). Forests are natural resources which affect water and earth regimes, economy, the need of recreation, climate and health positively (Korkmaz 2010). While reviewing contributions of forests economically it is possible to divide these like pecuniary and non pecuniary contributions. Timber based first order forest products, non timber based second order products, decreasing effect on difference between regional development levels, contribution to other sectors and positive effect on balance of payments can be examples to their pecuniary contributions. On the other hand their help on climate, water and soil can be examples to their non pecuniary contributions (Ormanlarımızın Faydaları OGM). 2.Material and Method Literature review on forestry and private forestry is made and works on this field are tried to be presented. Share of private forests on world and Turkey will be revealed by percentage. Subsidies for private forestry in Turkey, the expectations of private afforestators, sum of private afforestation in last years will be revealed and will be tried to analyze the disruptions. Then with a review, a suggestion will be enhanced. 2.1.Findings Forests are not homogenous on natural diversity and property basis. Forests grow without human effort is called natural forests and forests planted by humans are called artificial forests. They can be described in three ways. Forests which help the protection of water, earth and climate are defined as conservation forests. These cannot be operated. Forests which help tourism, help recreation need, embody natural beauties and serves science and art are defined as national parks. Operating these parks is tied to strict rules. Forests which are used for harvesting forest products are defined as operation forests (Korkmaz 2010). All world attach importance to forests and there are researches for utilizing from them more efficiently. The idea ‘private forestry increases efficiency of producing, management and protection’ spreads. Some countries extend private forestry with respect to this idea. The proportions of private forests in the continental basis are: Africa 2%, Asia 5%, South America 17%, Oceania 24%, North and Central America 30% (Yeşildağ 2009). “Percentage of forests in total land area for countries: Germany 31.5%, Austria 47%, Spain 51.3%, Sweden 68.1%, Finland 77.8%, and the world average is 40.9%” (Korkmaz 2010). Countries appreciate both forests and private forestry. Thanks to this appreciation and subsidies 399 �percentage of private and public corporationforests in total forest areas in Germany 42%, Spain 61%, Sweden 71%, Finland 71%. But in Turkey it is only about 1% (Korkmaz 2010). According to Orman Genel Müdürlüğü (General Directorate of Forestry) the view of afforestation efforts in world and Turkey are like this: 24% of world forests are private forests. This percentage reaches to 61% in EU (VII. Five Year Development Plan). In Turkey 99.5% of forests are belong to state. The percentage of registered private forests is only 0.05% (URL2). Turkey’s location on world is very proper for afforestation. 75% of Anatolian lands were forests ten thousands years ago but unfortunately today it is 26%. Sufficient productive forests are only 14% of Anatolian area. A country can be counted as a rich forest country she should have 33% forest of total lands. Therefore Turkey’s forests are not enough with this statistics (Seval Aras, meb, 182). If we look at Turkey’s forests 27% of forests are marsh forests (19% non yielding, 8% yielding), 73% woods (31% non yielding, 42 yielding) (Ormanlarımızın Faydaları, OGM). Ağaçlandırma Genel Müdürlüğü (General Directory of Forestation) defines private forestation like this: “Properties protected and utilized by owner; non yielding forest lands, idle forest lands, treasury lands, properties of individuals and corporations; which are projected and approved by Ministry of Environment and Forestry are “private forestation”” (URL2). Figures which can afforest are: Village Corporations, Municipalities, Public Institutions and Corporations, Agricultural Development co-ops, Village Serving Units, Chambers, Clubs, Foundations, Commercial Corporations and Individuals. There is no difference between private forestation as an individual or corporation in Turkey. Subsidies given to private forestation by General Directory of Forestry: In purpose of private forestation grants given to village corporations and loans given to individuals or other corporations. Groups can get grants or loans are; -Land clearing (clearance of undesirable ground cover of area and plowing), -Sowing and planting costs, -Seedling (grafted or ungrafted) and seed costs, -Barbed tape, fence, surrounding wall costs, -3 year maintenance costs, -Projecting costs, -Pruning costs, -Grafting costs, Grants or loans are assigned by General Directory according to General Directory of Forestation and Erosion Control’s constant prices with regard to projected work’s amount. After project is done interim payments are given. Therefore projectors should sign an 400 �obligation or estate mortgage. For obligation there should be two respected and solidary bailsmen and public notary approval. Bailsmen should be registered to Commercial or Industrial Chambers or Craftsman’s Associations. (URL3). Loans given for trees like pine, cedar and fir will be paid after the end of 30th year as only capital. Loans given for trees like walnut, chestnut and pistachio will be paid after the end 15th year with an interest rate which equals 1/7 of T.C. Ziraat Bank’s agricultural loan interest rate for small business stock (URL3). Despite these subsidies private forestators have some demands: -To be informed by experts about buying seedlings, planting and maintaining, -Faster bureaucratic transactions for subsidies, -Increase in loan unit prices or increase in number of components -After reaching a point of land area permission to build a wooden shelter for tools, -Disengage village headmen and abolish the need of their permission, -Grants or loans should be given by a unique institution, -Permission to graft for olive groves, -Permission to second order plants and their loaning (Özkurt, A., Yeşilkaynak, B) The results of private forestation efforts in last 10 years in Turkey are given below. Year State Forests Treasury (decare) (decare) 2002 17,110 4,851 29 21,990 2003 43,177 6,228 25 49,430 2004 77,683 6,344 2,213 86,240 2005 90,535 10,178 4,317 105,030 2006 69,611 37,241 3,168 110,020 2007 55,663 22,987 3,250 81,900 401 Areas Private (decare) Areas Total (decare) �2008 77,759 11,217 1,364 90,340 2009 71,858 18,337 5,155 95,350 2010 145,581 16,116 11,363 173,060 2011 70,785 7,909 6,966 85,660 Total 719,762 141,408 37,850 899,020 Table 1: The Results Of Private Forestation Efforts In Last 10 Years In Turkey Source:URL3 Despite the subsidies private forestations are not even 100.000ha/year in last ten years. There are 3,715,642 real estates registered to Turkish Treasury with an areas 211,151 km2. This area is 25.92% of Turkey’s total land surface. Only 651,585 of these areas are allocated. These areas are 13.39% of Turkey’s total land surface. Therefore Turkey’s lands’ 12.53% is waiting idle or utilized illegally (URL4). 3. Review and Conclusion Pecuniary and non pecuniary benefits of forests and forestation are indicated above. Plus these benefits while a country has a serious problem of unemployment and low income problem laying aside these areas idle doesn’t seem rational. If the present administrative applications are not enough then disruptions and inabilities should be determined, problems should be asked to investors. And then the precautions believed to solve the problem should be taken. In this paper we found that despite all these subsidies, idle treasury and state owned lands and the unemployment rate above 10% there is no enough private forestation. Cause of this situation is not the scarce of labor, capital or natural resources. Most important reason here is inadequacy of information flows. Lots of investors are unaware about this investment option. We suggest that: Opportunities in this investment field should be announced clearly and may be the most importantly this investment options should be projected properly and be reported to individuals. This work is agriculture focused. And people who interest in agriculture might give up because of the technical difficulties as projecting. 402 �REFERENCES Aras,S., Çalışkan, V., Türkiye’nin Beşeri Ve Ekonomik Coğrafyası, Meb Basımevi, İstanbul, 2004 Ayanoğlu, S. Anayasa Hükümleri Karşısında Orman Mevzuatımız, Ormancılık Hukuku, Türkiye Çevre Vakfı Yayını, Ankara 1999. Korkmaz, Y., Özel Ormanlar ve Mülkiyet Açısından Değerlendirilmesi, Gazi Üniversitesi Hukuk Fakültesi Dergisi, C.XIV, 2010 Orman Genel Müdürlüğü, http://www.agm.gov.tr/AGM/AnaSayfa/faliyetler/ozelagaclandrma.aspx?sflang=tr URL2, Orman Genel Müdürlüğü, URL3, http://www.agm.gov.tr/AGM/Files/faaliyetler/ozel_agaclandirma/sorularla_ozel_agaclandirm a.pdf Ormanlarımızın Faydaları, OGM, http://web.ogm.gov.tr/Resimler/sanalkutuphane/ormanin_faydalari.pdf URL1, Özkurt, A.,Yeşilkaynak, B., Özel Ağaçlandırma Çalışmalarının Sosyal Ve Ekonomik Boyutu - Mersin Örneği-, Iı. Ormancılıkta Sosyo-Ekonomik Sorunlar Kongresi, Isparta, 2009 URL3, http://www2.tbmm.gov.tr/d24/7/7-3270sgc.pdf URL4, http://www.milliemlak.gov.tr/istatistiksel-bilgiler Tarih:07.03.1 Yeşildağ, G., Dünyada Bazı Ülkelerde Özel Orman Mülkiyetinin Gelişimi, Ormancılıkta Sosyo-Ekonomik Sorunlar Kongresi, Isparta, 2009 403 � 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. 1195 Title A name given to the resource A Suggestion for Forestry: Assigning Idle Public Lands to Private Sector by Projecting and Provisioning Author Author Mustafa , Durman Abstract A summary of the resource. Land is a widespread natural resource and commonly used by humans. It is commonly used distributed for agriculture, forestry, urbanization, resting, transportation and settling. Land is not a renewable resource and is under the threat of erosion, polluting and salinization because of agricultural irrigations. In consequence of increasing population and industrialization wetlands, agricultural lands and forests are used for settlement and industrial areas. Maximizing utility of resources is an essential issue for environmental economics. Thus maximizing utility of land uses is an essential issue for land using strategies. When viewed from this aspect it is obvious that land areas of a country are shared by public (state) and private sectors. In public areas forest areas have an important share.There are enormous amount of areas which are owned by state but they are waiting idle. In this paper after analyzing present administrations we will make a suggestion. We will focus on assigning these idle areas to private sector for forestry use. It is hoped that this assignment will contribute the problems of unemployment, income, cleaning the atmosphere, preventing erosion and input for industrial production. Despite the subsidies, private foresting is inadequate. We will suggest publicizing investors by projecting the proper lands, subsidizing and presenting economic potentials of these areas. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),T Technology (General) https://omeka.ibu.edu.ba/files/original/d81943d5437961711d62b0eee53683a0.pdf 7b0f44563ee119b17cc60b833e38dde2 PDF Text Text A Survey Of Network Modelıng And Sımulatıon Tools: Devs Comparıson Bülent Çobanoğlu Sakarya University Electronics and Computer Science Department 54187 Sakarya, TURKEY bcobanoglu@sakarya.edu.tr Ahmet Zengin Sakarya University Electronics and Computer Science Department 54187 Sakarya, TURKEY azengin@sakarya.edu.tr Sinan Tüncel Sakarya University Electronics and Computer Science Department 54187 Sakarya, TURKEY stuncel@sakarya.edu.tr Hüseyin Ekiz Sakarya University Electronics and Computer Science Department 54187 Sakarya, TURKEY ekiz@sakarya.edu.tr Abstract: Speed, hardware, cost, diversity of user demands and interoperability requirements of today’s network systems cause several difficulties in network research. In design phase, due to time and cost advantage of modeling and simulation science it is widely used by researchers working on network systems. In order to expedite and simplify the design process, to design and develop network simulation tools is an active research area. Today, many modeling and simulation tools are available in computer networks research and education. In this study, to assist researchers working on computer networks in the selection of modeling and simulation tools, several best-known simulators are selected and compared. Especially to examine the advantages and disadvantages of network simulators used for training purposes, an OSPF protocol implementation was devised to discuss strengths and weaknesses of simulators. At the same time, executing a general purpose DEVS based OSPF model in DEVS-Suite simulator; the advantages of the method are summarized. 1. Introduction The primary aim of computer networks is providing connection among users to access resources. Currently, computer networks has become a very complex structure including variety of applications such as operating systems, communication protocols, link technologies, traffic flow, routing algorithms and protocols. Network design process is a difficult task in case of meeting user requirements, cost and capacity. To simplify the design process, researchers and manufacturers maintain different network modeling and simulation (M & S) tools have already developed and still under development. These network modeling and simulation tools (M & S) can be used for practical purposes and they can be also used for educational and research purposes. Modeling and simulation (M & S) methodologies play an important role in computer network research and design. Real networks can be investigated by modeling the new networking technologies that efficient development and testing, various network conditions and scenarios under the communication protocol development and evaluation [7] [8] [12]. To investigate interactions with other protocols and to make comparisons with other approaches, to study the behavior and properties of the protocols are very important. There are a wide range of network modeling and simulation tools used today. In general, these tools can be divided into four classes: analytics, simulation, network topology discovery and production tools. Analytical tools help the design of a network model calculation (eg, reliability, usability, etc.). Analytical model, among 418 �other methods have the advantage of simplicity and often simplified assumptions. If network discovery tools available to a system, real network components and their graphic or textual (text) can be obtained. Simulation tools are used to simulate the dynamic behavior a network components such as packet switch, link errors, TCP protocol, etc [1, 12]. Today, number of network simulators and simulation tools are found to design and analysis of networks (see Figure 1). Tools Analytical Topology Generation Simulation Educational tools Commercial tools Network Discovery Specialized tools Figure 1. Classification of the network design and simulation tools. 2. Network Sımulatıon Tools Network simulators were developed to help researchers in network design and development processes. The large number of network simulators for training purposes and commercial purposes are available. Their features and capabilities will be examined in this. In this study we compared OPNET, ns-22 and OMNET with specialpurpose simulator DEVS Suite. Most known simulators for training are ns-2, pdns, Netsim, GTNetS, WIPSIM, OMNET++ and commercial simulators are OPNET, QualNet, COMNET, REAL, SSFNet and Ted, special-purpose simulators are Glomosim, QUIPS-II, the ATM-TN, and Devs Suite. In this study, commonly used network simulation software and tools are given in Table 1 and a survey research conducted among the results obtained [1, 3, 9, 20]. 2.1 Educational tools 2.1.1 OMNET++ Figure 2. OMNET screenshot of the simple network consisting of router nodes and duplex links 419 �OMNET + + (Objective Modular Network Testbed in C + +), object-oriented (object-oriented) and this software is a modular discrete event network simulator itemized below can be used in the simulation of the process. - Communication modeling of traffic - Modeling of communication protocols - Multi-processor and other distributed hardware systems, modeling - Hardware structure review - Evaluation of performance analysis of complex systems - Discrete event approach is suitable for modeling of other systems. OMNeT + + software models a network as composed of interconnected modules. The top-level module is network module. The depth last module is connected to the user so that models of complex systems can be realized easily. Modules can be divided into two categories: simple and compound. A simple module is to describe the behavior of a model associated with C + + file. This file is written by the user using OMNET + + simulation class library. Compounds from a combination of the modules consists of the simple modules and are not directly associated with a C + + file. Modules communicate among themselves and with the help of the messages of the simulation time, a module receives a message from the module itself or another is progressing. The structure of modules and interfaces and the simulation parameters can be organized using Network Definition Language (Network Description Languages - NED) and are created as a startup file (. Ini) which is easily adjustable. [22], [6] 2.1.2 The network simulator ns-2 The network simulator ns-2 is developed based on REAL network simulator project. It is designed for research for local and wide-area network simulations and network education. Ns-2 is an object-oriented, open source, discrete event network simulator, which is written in C++ and uses OTcl as a command and configuration interface. It is based on a seven-layer network synthesis and designed as packet-based, which means that all packet interactions are in focus during simulation. It implements network transmission protocols such as TCP and UPD, traffic source behavior such as FTP, Telnet, Web, CBR and VBR, router queue management mechanism such as DropTail, RED and CBQ, routing algorithms such as Dijkstra , and other algorithms. Network simulator 2 provides an important support for modeling and simulation of TCP, routing, and multicast protocols over wired and wireless networks and is primarily useful for simulating local and wide area networks. Although ns-2 is fairly easy to use once you get to know the simulator, it is quite difficult for a first-time user, because there are few user-friendly manuals and it is difficult to install. Various extensions of parallel and distributed variations are developed to achieve execution scalability (e.g., pdns). Many researches including design, test and comparison of new network algorithms, protocols, and technologies are done with ns-2. Some deficiencies of ns-2 include limited support for visualization and complex simulator design. Since ns-2 is dependent on different technologies, it can be very difficult to make changes to the existing models. Furthermore, from the modeling methodology vantage point, ns-2 can be considered a domain-specific simulator which is intimately tied to the computer network concepts. 2.2 Commercial tools 2.2.1 OPNET (OPtimised Network Engineering Tool) OPNET, which was developed in 1987 is the first commercial network simulation tool. Network can be established very easily, with a graphical interface, user-friendly, widely used in industry, a powerful discrete event network simulator. Figure. 3. NAM screenshot of the simple network consisting of router nodes and duplex links OPNET software of the system behavior and the analysis of discrete event simulation can be performed. OPNET simulation program has three levels: network, node and process. These levels can be developed using the visual 420 �editor. The programs also edit the parameters of the simulation and data analysis tools to create the graph contains. Network structure, node and process models are included in a project file is created in the scenarios. Simulation tool will be collected with the help of the design is complete, statistics are determined and work. Even with the program analysis tool obtained data can be displayed in the desired chart type. Of data from more than one scenario is also possible to compare the same show on the graph [1,10,11,13]. Node model and process model, with the help of an editor for creating user-defined nodes and protocols can be created. Profile descriptions and application definitions can be changed with the help of the editors. Figure 4. OPNET screenshot of the simple network consisting of router nodes and duplex links 2.3 Specialized tools 2.3.1 DEVS Suite: To use modeling and simulation as problem solving technique, there is need for a modeling formalism. As a formal system definition, formalism renders possible to create virtual worlds in our limited computation frameworks and tools. Limitations of the computation environments demand new high performance modeling formalisms and approaches. Large scale network systems exhibit very high level complex, dynamic and parallel characteristics. Therefore, complex and distributed behaviors of the large scale systems make modeling effort of the networks difficult. However, discrete event modeling formalisms bringing abstraction and simplification mechanisms to modeling and simulation discipline facilitates modeling and simulation study systems such as computer networks demonstrating complex, dynamic, distributed and unpredicted behavior. The dynamics of network systems can be described using discrete event modeling. This is because the dynamics of network systems can be characterized in terms of components that can process and generate events. Among discrete event modeling approaches, the Discrete Event Systems Specification (DEVS) is well suited for formally describing concurrent processing and the event-driven nature of arbitrary configuration of nodes and links forming network systems. This modeling approach supports hierarchical modular model construction, distributed execution, and therefore characterizing complex, large-scale systems with atomic and coupled models. Atomic models represent the structure and behavior of individual components via inputs (X), outputs (Y), states (S), and functions. Parallel DEVS, which extends the classical DEVS, is capable of processing multiple input events and concurrent occurrences of internal and external transition functions. Parallel DEVS atomic model supports local control on the handling of simultaneous internal and external events. 421 �Figure 5. DEVS Suite OSPF Simulator screenshot of the simple network consisting of router nodes and duplex links DEVS formalism can be executed using simulation engines such as DEVS-Suite and DEVSJAVA. DEVS-Suite and DEVSJAVA are object oriented realization of Parallel DEVS and its associated simulators. They support describing complex structures and behaviors of network systems using object-oriented modeling techniques and advanced features of the Java programming language. The formal foundation of DEVS, its efficient execution, and the availability of sequential, parallel, or distributed simulation engines using alternative computational environments such as CORBA, HLA, and Web-services are important considerations. Furthermore, the DEVS models are extended with other kinds of models such as fuzzy logic. 3. Comparison Of The Simulation Tools As shown in Table 1, network simulators characteristics and their capabilities can be examined under the following aspects: Purpose: commercial, educational and private purposes to indicate the intended use. License: simulator open source (free) if you indicate whether a commercial product. Ease of Use: Graphical interface to support the flexibility of existing models and interfaces to enhance the new models can be added User Interface: Graphical user interface (GUI) to have Parallel Operation: Parallel simulator can run in a distributed environment Scalability: The maximum number of nodes that can be used in the simulation (Medium: thousands Good: Ten thousand, Very Good: hundreds of thousands) Programming language: programming language that specifies the simulator is written Documentation: Network simulator, presented in conjunction with / accessible documentation indicates Rate: indicates the operating speed of the simulation. Platform: simulator operating environment (operating system) indicates. Level Simulation (Abstraction): Simulation indicates the lowest level of abstraction. This level of package, the message transfer or may nodal. Properties OPNET QualNet NS-2 SSFNet OMNET DEVS Suite Purpose Commercial Commercial Educational , Resource Commercial, Resource Resource Specialized License Commercial Commercial Free Free Free Free Ease of Use Very Good Very Good Bad Good Good Good Flexibility Good Good Medium Good Very Good Very Good User Interface Good GUI Good GUI Poor GUI Good GUI Good GUI Good GUI 422 �Parallelism Yes Yes No Yes Yes Yes Scalability Medium Very Good Medium Very Good Good Good Programming Language Documentation C++ C++ Java, C++ C++ Java Very Good Good C++ OTcl Good Good Good Good Speed Bad Medium Medium Good Good Good Platform X window Unix Linux, Unix, Windows Windows Windows, Linux Simulation Level (Abstraction) Packet Level Linux, Unix, Windows Packet Level Packet Level IP Packet Packet level Packet Level and Table 1. Simulators comparison 4. Conclusions To choose between the existing hundreds network simulators is very difficult. In this study, modeling and simulation tools that used for studying on the network are examined, especially in network simulators used for training purposes as the advantages and disadvantages are analyzed. DEVS is also taken into consideration which is providing useful features for network community. In addition, this study can help to most researchers in the selection of appropriate network modeling and simulation tool. References [1] M.A. Rahman et al. / Simulation Modelling Practice and Theory 17 (2009) 1011–1031 [2]http://en.wikipedia.org/wiki/DEVS [3] Zeigler, B.P., Mittal, S., Modeling and Simulation of Ultra-large Networks: A Framework for New Research Directions, supported by NSF Grant ANI-0135530, ULN Workshop, July 2002 (addendum to the ULN Workshop 2001) {http://www.acims.arizona.edu/EVENTS/ULN/ULN_doc2.pdf } [4]. {http://qualnet.com/pdf/glomosim.pdf } [5].{http://www-static.cc.gatech.edu/computing/compass/pdns} [6] http://www.omnetpp.org/ [7] Bajaj, S., Breslau, L., Estrin, D., et al., Improving Simulation for Network Research, 1999, USC Computer Science Dept. Technical Report 99-702. [8] http://www.isi.edu/~johnh/PAPERS/Breslau00a.pdf [9] Richard M. Fujimoto, Kalyan Perumalla, Alfred Park, Hao Wu, Mostafa H. Ammar, George F. Riley. Large-Scale Network Simulation: How Big? How Fast?, Modeling, Analysis and Simulation of Computer Telecommunications Systems, 2003. MASCOTS 2003. 11th IEEE/ACM International Symposium on [10] B.P. Zeigler, H. Praehofer, T.G. Kim, “Theory of Modeling and Simulation,” Academic Press, 2000. [11] Zengin, A. “Dağıtık Simülasyon Sistemleri Đçin Yeni Bir Yönlendirme Algoritması ve Uygulaması” , Doktora Tezi, Fen Bilimleri Enstitüsü, Sakarya Üniversitesi, 2004 [12] Richard M. Fujimoto, Kalyan S. Perumalla and George F. Riley, “Network Simulation”, Morgan & Claypool, 2007 423 �[13] Ming Zhang , “Toward A Flexible And Reconfıgurable Dıstrıbuted Sımulatıon: A New Approach To Dıstrıbuted Devs” PhD Dissertation, Electrical and Computer Engr, University of Arizona, May. 2007.{http://acims6.eas.asu.edu/PUBLICATIONS/PDF/Thesis_Zhang.pdf} [14] Saurabh Mittal, “Devs Unified Process For Integrated Development And Testıng Of Servıce Orıented Archıtectures” PhD Dissertation, University of Arizona, 2007 [15] X. Liu and A. A. Chien, “Realistic Large-Scale Online Network Simulation”, Performance Computing Applications, 2006 International Journal of High [16] http://www.modelica.org [17] Zengin A, Ekiz H., Çobanoğlu B., Tuncel S., "Ağların Eğitimi ve Araştırılması için DEVS Tabanlı Simülatör Tasarımı ve Uygulaması" 5. Uluslararası Đleri Teknolojiler Sempozyumu (IATS’09), 13-15 Mayıs 2009, Karabük, Türkiye [18] Steenstrup, M. E. (Ed.). (1995). Routing in Communications Network. Prentice-Hall. [19] http://www.faqs.org/rfcs [20] R. Waupotitsch, S. Eidenbenz, L. Kroc, and J. Smith, “Multi-Scale Integrated Information and Telecommunications System (MIITS): First Results From A Large-Scale End-To-End Network Simulator”, wsc, pp.2132-2139, Proceedings of the 2006 Winter Simulation Conference, 2006 [21] William Buchanan, “Distributed Systems and Networks”, pp. 380-381, McGraw-Hill Pub., 2000 [22] Çakıroğlu, M. Doktora Tezi, “Kablosuz Algılayıcı Ağlar için Dinamik Kanal Atlamalı Güvenlik Sistemi Tasarımı”, Doktora Tezi, Fen Bilimleri Enstitüsü, Sakarya Üniversitesi, 2008 424 � 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. 538 Title A name given to the resource A Survey Of Network Modeling And Simulation Tools: Devs Comparison Author Author Çobanoğlu, Bülent Zengin, Ahmet Tüncel, Sinan Ekiz, Hüseyin Abstract A summary of the resource. Speed, hardware, cost, diversity of user demands and interoperability requirements of today’s network systems cause several difficulties in network research. In design phase, due to time and cost advantage of modeling and simulation science it is widely used by researchers working on network systems. In order to expedite and simplify the design process, to design and develop network simulation tools is an active research area. Today, many modeling and simulation tools are available in computer networks research and education. In this study, to assist researchers working on computer networks in the selection of modeling and simulation tools, several best-known simulators are selected and compared. Especially to examine the advantages and disadvantages of network simulators used for training purposes, an OSPF protocol implementation was devised to discuss strengths and weaknesses of simulators. At the same time, executing a general purpose DEVS based OSPF model in DEVS-Suite simulator; the advantages of the method are summarized. 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)