171 10 3494 https://omeka.ibu.edu.ba/files/original/ac51d04b069b305ab72e2c22a99ea38b.docx ba10f584adacdb5a26db596abcef29d6 https://omeka.ibu.edu.ba/files/original/0608de94444ac5a646c8adfb965cfc54.pdf 5767e3891bcb95522154fb01ea75bb70 PDF Text Text LATÎFÎ TEZKİRESİNDE OSMANLI SARAY HAYATI VE SULTAN ŞAİRLERİN TASVİRİ Mehmet ÜNAL – Mehmet PEKTAŞ Süleyman Demirel Üniversitesi, Fen-Edebiyat Fakültesi, Doğu Dilleri ve Edebiyatı Bölümü, Fars Dili ve Edebiyatı Anabilim Dalı, Isparta / Türkiye Anahtar Kelimeler: Latîfî, tezkire, Osmanlı Saray Hayatı, Sultan Şairler. ÖZET XV. yüzyılda başlayan tezkire geleneği XX. yüzyıla kadar devam etmiştir. Şairlerin hayat hikâyeleri açısından vazgeçilmez birer kaynak olarak kabul edilen tezkireler, XVI. yüzyıldan itibaren Anadolu sahasında da görülmeye başlamıştır. Anadolu coğrafyasında yazılan ilk tezkire Sehî Bey‟in Heşt Bihişt‟inden sonra Latîfî tarafından yazılan Tezkiretü‟ş-şu‟arâ ve Tabsıratü‟nnuzamâ isimli eserdir. Tezkiretü‟ş-şu‟arâ ve Tabsıratü‟n-nuzamâ, 1546‟da Latîfî tarafından tamamlanarak dönemin hükümdarı Kanuni Sultan Süleyman‟a sunulmuştur. Latîfî Tezkiresi 3 fasıl ve hatimeden meydana gelmiştir. “Fasl-ı evvel” adı verilen ilk bölümde, Anadolu‟da yetişen ya da sonradan buraya gelip yerleşen 13 şeyh şaire, ikinci bölümde, “El-Faslu‟s-sânî Fî-Beyân-ı Şu‟arâ-i Selâtîn-i Âl-i „Osmâniyân” başlığı altında şiir yazan Osmanlı padişah ve şehzadelerine yer verilmektedir. Son fasıl ise II. Murad devrinden H. 953 / M. 1546 yılına kadar Osmanlı ülkesinde yaşamış olan 334 şaire ait bazı biyografik bilgileri, bazı anekdotları ve şiir örneklerini ihtiva etmektedir. Latîfî, şiir üzerinde yaptığı objektif ve isabetli değerlendirmelerle çağdaşlarından ayrı bir yere konularak, tezkiresinde makam ve mevkileri ne olursa olsun, şairlere layık oldukları kadar değer vermesi, bazılarını ise çekinmeden eleştirmesi sebebiyle edebiyat araştırmacıları tarafından takdir edilmektedir. Bu çalışmada, tezkirede adları geçen II. Sultan Murad, Fatih Sultan Mehmed, II. Bayezid, Şehzade Cem, Şehzade Korkut, Yavuz Sultan Selim ve Kanuni Sultan Süleyman‟ın, Osmanlı hanedanının bir mensubu ve tarihe mal olmuş şahsiyetler olarak nasıl tasvir edildikleri, hangi yönlerinin öne çıkarılıp, hangi yönlerinin yüzeysel olarak anlatıldığı, askeri, siyasi başarılarına veya başarısızlıklarına nasıl bakıldığı ve şairliklerinin nasıl değerlendirildiği üzerinde durulmuştur. Tezkirenin bütünü incelenerek Osmanlının her bakımdan en ihtişamlı dönemini yaşadığı XVI. yüzyıldaki saray hayatının tezkirede nasıl tasvir edildiği tespit edilerek Latîfî‟nin bu dönem için kullandığı ifadeler, takındığı tutum ve zihniyeti tenkidî olarak incelenmiştir. � 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. 2233 Title A name given to the resource LATÎFÎ TEZKİRESİNDE OSMANLI SARAY HAYATI VE SULTAN ŞAİRLERİN TASVİRİ Author Author ÜNAL, Mehmet PEKTAŞ, Mehmet Abstract A summary of the resource. Anahtar Kelimeler: Latîfî, tezkire, Osmanlı Saray Hayatı, Sultan Şairler. ÖZET XV. yüzyılda başlayan tezkire geleneği XX. yüzyıla kadar devam etmiştir. Şairlerin hayat hikâyeleri açısından vazgeçilmez birer kaynak olarak kabul edilen tezkireler, XVI. yüzyıldan itibaren Anadolu sahasında da görülmeye başlamıştır. Anadolu coğrafyasında yazılan ilk tezkire Sehî Bey‟in Heşt Bihişt‟inden sonra Latîfî tarafından yazılan Tezkiretü‟ş-şu‟arâ ve Tabsıratü‟n- nuzamâ isimli eserdir. Tezkiretü‟ş-şu‟arâ ve Tabsıratü‟n-nuzamâ, 1546‟da Latîfî tarafından tamamlanarak dönemin hükümdarı Kanuni Sultan Süleyman‟a sunulmuştur. Latîfî Tezkiresi 3 fasıl ve hatimeden meydana gelmiştir. “Fasl-ı evvel” adı verilen ilk bölümde, Anadolu‟da yetişen ya da sonradan buraya gelip yerleşen 13 şeyh şaire, ikinci bölümde, “El-Faslu‟s-sânî Fî-Beyân-ı Şu‟arâ-i Selâtîn-i Âl-i „Osmâniyân” başlığı altında şiir yazan Osmanlı padişah ve şehzadelerine yer verilmektedir. Son fasıl ise II. Murad devrinden H. 953 / M. 1546 yılına kadar Osmanlı ülkesinde yaşamış olan 334 şaire ait bazı biyografik bilgileri, bazı anekdotları ve şiir örneklerini ihtiva etmektedir. Latîfî, şiir üzerinde yaptığı objektif ve isabetli değerlendirmelerle çağdaşlarından ayrı bir yere konularak, tezkiresinde makam ve mevkileri ne olursa olsun, şairlere layık oldukları kadar değer vermesi, bazılarını ise çekinmeden eleştirmesi sebebiyle edebiyat araştırmacıları tarafından takdir edilmektedir. Bu çalışmada, tezkirede adları geçen II. Sultan Murad, Fatih Sultan Mehmed, II. Bayezid, Şehzade Cem, Şehzade Korkut, Yavuz Sultan Selim ve Kanuni Sultan Süleyman‟ın, Osmanlı hanedanının bir mensubu ve tarihe mal olmuş şahsiyetler olarak nasıl tasvir edildikleri, hangi yönlerinin öne çıkarılıp, hangi yönlerinin yüzeysel olarak anlatıldığı, askeri, siyasi başarılarına veya başarısızlıklarına nasıl bakıldığı ve şairliklerinin nasıl değerlendirildiği üzerinde durulmuştur. Tezkirenin bütünü incelenerek Osmanlının her bakımdan en ihtişamlı dönemini yaşadığı XVI. yüzyıldaki saray hayatının tezkirede nasıl tasvir edildiği tespit edilerek Latîfî‟nin bu dönem için kullandığı ifadeler, takındığı tutum ve zihniyeti tenkidî olarak incelenmiştir. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/ca5e1a197c5a24247a713d160f088d62.pdf ab7b0298f893cdcd172eda15bbaf6358 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 LBMed - Consultation and mediation office app Author Author Damir Todić Abstract A summary of the resource. In a world where technology has become an integral part of everyday life, businesses are increasingly seeking ways to streamline their operations and improve client interactions. For this reason comes the need of LBMed, a consultation and mediation office app which faces the challenge of managing appointments efficiently while ensuring a seamless experience for both staff and clients. This project introduces a tailored appointment scheduling and management experience designed to automate the booking process, reduce administrative workload, and minimize scheduling conflicts. The system integrates user-friendly features for clients to book, ask about, or pay for appointments in real time, while providing administrators with tools for appointment and payment management, client tracking, and automated notifications. By leveraging modern web technologies, the application enhances operational efficiency, improves client satisfaction, and supports the growth of the business through reliable digital solutions. Keywords Keywords. appointment scheduling, booking automation, payment integration, notifications, web application, operational efficiency appointment scheduling sdp web application https://omeka.ibu.edu.ba/files/original/c9ed2af9bde90ef5953779d7df47ba12.pdf f682a8e2d9e977397938eff29b09ebc1 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Leadership and Identity Reconstruction in African Diaspora Tuba Gönel International Burch University Sarajevo, Bosnia and Herzegovina tgonel@ibu.edu.ba Abstract: The African’s New World experience was very traumatic in many ways. The forced immigration and the process of dehumanization and humiliation of African people contributed to their sense of unbelongling and inferiority besides the economic wealth and progress of Europe. The process of dehumanization and the imposition of a destructive identity caused two different attitudes in African slaves toward the issues of identity and self-appreciation. While one group of Africans, such as some intellectual and political leaders advocating the necessity of African recognition, resisted the social and racial discrimination, surprisingly enough, another group of Africans submitted to their statue as slaves and inferiors due to the influence of white society imposing the feeling of inferiority on them for centuries. Key Words: Diaspora, African experience, identity, leadership. “A person whose desires and impulses are his own- are the expression of his own nature, as it has been developed and modified by his own culture- is said to have a character.” “If a person possesses any tolerable amount of common sense and experience, his own mode of laying out his existence is the best, not because it is the best in itself, but because it is his own mode.” John Stuart Mill Introduction “A simple word…’diaspora’” (Dufoix 1). This simple word refers to a deeper meaning and importance not only for Diaspora communities but also for world history. The word has been assigned many different meanings referring to a phenomenon as old as human history. Diaspora, for a long time referred “only to physically scattered religious groups living as minorities among other people and other faiths” (Dufoix 1), was later, used in a wider sense to explain “any phenomenon of dispersion from a place; the organization of an ethnic, national, or religious community in one or more countries; a population spread over more than one territory; the places of dispersion; any nonterritorial space where exchanges take place” (Dufoix 2). Finally, today the term is used to refer to the “voluntary or involuntary migration of peoples; the maintenance or the recreation of identification with the country or land of origin; and the existence of communities that claim their attachment to a place or, on the contrary, “to their spatially free-floating existence” (Dufoix 2). Different from being a religious issue, as in the case of the voluntary dispersion of Christian and Muslim missionaries to Asia, Africa and Europe, Diaspora, in time, transformed into a socio-economic and political issue. In analyzing the Diaspora communities, it is evident that there is a huge variety of experiences the people of Diaspora had to endure. The most typical examples of Diaspora communities being spread over the world for centuries are black people, in the very center of dispersion, and Jews, perhaps representing “the classic Diaspora phenomenon (Dufoix 8). In our time, the technological developments minimizing the distance between time and places, have given rise to attempts to redefine the term Diaspora and the growing need of the dispersed to define themselves. These attempts and growing awareness make Diaspora a more complicated term related not only to socioeconomic or political issues, but also to the concepts of identity, multiculturalism, mis/recognition, ethnicity, and even hybridity. 275 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo For the sake of a better appreciation of Diaspora societies and the factors which contributed to the dispersion of these communities, in this paper, African societies and the various social structures within these societies will be analyzed in terms of their influence on African Diaspora. In an attempt to answer the question “What is African in the ‘African Diaspora?’” (Dufoix 15), the historian Joseph Harris describes African Diaspora as a concept that “subsumes the following: the global dispersion (voluntary and involuntary) of Africans throughout history; the emergence of a cultural identity abroad based on origin and social condition; and the psychological or physical return to the homeland, Africa” (Dufoix 13). Thanks to the nature of Diaspora causing dispersion, voluntary or forced migration and “ethno-cultural segregation” (Dufoix 26), diasporas, as the anthropologist Martine Hovanessian states, are often considered as “transmission belts between the minority culture and the national host culture” (Dufoix 29). That is because diasporas, who suffer from “social death”, as Orlando Patterson explains, and who “were uprooted from the African soil and separated from their families and communities for centuries, deprived of institutions, and yet condemned to existence” (Dufoix 14), were to create a new community to continue their existence to “give it visibility in the host community” (Dufoix 26). As it is taken in French studies, Diaspora, different from the commonly accepted perception of the term, refers to “the persistence of awareness and the community link in spite of dispersion” (Dufoix 27). The dispersed, away from their homeland and native culture, inevitably contribute to the formation of a new form of social structure resulting from close contact with the host community. As Benedict Anderson explains, “it is from confronting the other, the ‘non-self,’ that nationalism is born as an assertion of national purity in context where the prospect of mixing threatens one’s uniqueness” (qtd. in Dufoix 93). As historian William McNeill categorizes, there are four kinds of migrations: “the forced movement of one population by another; the conquest of one people by another, followed by a merger of the two; the welcomed arrival of strangers; and the importation of individuals or an entire people uprooted from their land” (qtd. in Dufoix 36). He continues stating that “the first kind corresponds to nomadism; the second, to enterprises of conquest; the third, to the establishment of commercial activities; and the fourth, to slavery” (Dufoix 36). The socio-economic and political developments of the twenty-first century are the most important motives driving people to question a possibility of developing the sense of identity for the groups who form “new and viable communities with those who do not share their backgrounds or beliefs” (Gomez 1). African Diaspora, which is “unique in its formation”, as Gomez states, and which is “a history of their [the people of African descent] experiences, contributions, victories, and struggles … and the massive movements and extensive relocations, resulting over long periods of time” (Gomez 1), is still of great importance for historians, anthropologists, sociologists and other scholars due to the valuable contributions of African people to world history and civilization. African Experience Not surprisingly, the most important reason that created the institution of slavery was the search for economic betterment. The trading process of Muslim Arabs, starting from the Northern Coastal regions of Africa and expanding to the coasts of Ghana and Saharan, the Red Sea, and the Indian Ocean, not only determined the slave routes, but also contributed to the enslavement of African people. Muslims, however, were not the only ones to drive Africans from their homeland. As Gomez states “European engagement with the Muslim world contributed to a cultural awakening and commercial expansion resulting in profound political transformations” (59). The growing demand for economic wealth, which would bring political power, motivated Europe to search for alternatives to achieve the expansion. The Christian-Muslim conflict and the economic and political strife between European nationals, “international commerce, sugar and New World incursion” (Gomez 59) gave rise to labor exploitation, finally leading to the capture and enslavement of African peoples. As Gomez points out, while the significance of African participation to the Muslim world is important, the transatlantic trade of Africans as slaves had a more acute impact on the people of African descent due to its “high volume and compact duration” (59). The Africans’ New World experience, however, was much more traumatic than their interaction with the Muslim world. The forced migration and the process of dehumanization and humiliation of African people not only contributed to their sense of unbelonging and inferiority, but, at the same time, facilitated Europe’s economic wealth and progress, which depended mainly on the physical, emotional and mental exploitation of African people. Being enslaved and performing both domestic and agricultural tasks under inhuman conditions raised one question: What was the motive that drove European people to choose Africans as their labor force? In analyzing the African Diaspora and the motives behind this phenomenon, it can be claimed that there are both external and internal factors. In addition to some factors such as their endurance to the inhuman conditions and the contagious diseases spread during the shipping process and on plantations, their dedication to hard work, 276 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo their docility and the feeling of inferiority also had an important role in the enslavement process of African people. As it is also stated in Douglass’s narrative of his life, the presence of black slaveholders and their inhuman practices on black slaves reveal another issue in African Diaspora; the destruction of African unity, in other words, the individualization of African people. As it is stated in Thompson’s book, the categorization of slaves according to their performance and ability, with disregard to their homeland, the separation from family members broke their understanding and chance for African unity. This individualization process and imposition of the feeling of inferiority led African people to submission and docility. As Charles Taylor states, their own self-depreciation, initiated by white society and carried on by African people themselves, “becomes one of the most potent instruments of their own oppression” (26). He also adds that “their first task ought to be to purge themselves of this imposed and destructive identity” (26). In addition to their feeling of inferiority and problematic sense of identity, an “interesting anomaly of North American slavery”, as Gomez states, “was the black slaveholder” (104). The History of Awakening Starting from the middle of the fifteenth century until the mid-sixteenth, Africans were driven from their homeland to another continent to contribute to the development of its economy by working the land to “sustain a plantation system of agriculture and to work the mines of South America in a new and unfamiliar environment” (Thompson 1). This slave trade, which forced millions of them to leave their homeland, took place until the end of the nineteenth century. Even though slavery was officially terminated earlier, the smuggling of slaves, as Thompson states, was “carried on by interlopers, by ships flying ‘flags of convenience’, and by nations which refused to accede to an international covenant on the ending of the trade in slaves” (Thompson 1). Even after the formal abolition of slave trade, recognized by first Britain in 1807 and then by the United States in1808, the smuggling of slaves did not end until some nations who did not recognize the abolition were compelled to withdraw from diplomatic activity (Thompson 1). However, as Thompson continues, despite the abolition, the acts of slavery were still supported by some countries such as France, Portugal, Spain, Brazil, Cuba and even the United States. The movement of the Europeans across the Atlantic, and their leading motivations, such as “greed, the quest for richness, political and religious persecution and economic failure at home” (Thompson 10), resulted in the “destruction and genocide upon the Amerindian civilizations of Central and South America” (Thompson 12). On the one hand, the newcomer nationals founded new settlements; on the other hand, they searched for the ways of wealth. Following their “foremost aim of exploration and colonization of the New World, essentially what was involved was an all embracing preoccupation with material enrichment and personal aggrandizement” (Thompson 13). This search for acquisition of wealth encouraged the advent of many European nationals, the establishment of new settlements and plantations, and the development of mining for material enrichment (Thompson 10). Preoccupied with the search for wealth and power, the growth of trading companies and the competition to “achieve commercial supremacy” (Thompson 29) and “the persistence of labour scarcity” (Thompson 25) in the Americas caused the forced migration of the Africans from their homeland to the plantation of the foreign continent. The European’s quest for commercial and political supremacy, and the African’s forced participation in this process, however, was full of pain, violence and suffering from the very beginning. Starting from the shipping period, hundreds of slaves committed suicide, and some could not survive due to the unbearable conditions they had to endure during the acclimatization process and their time on the plantations. The African people had to endure not only physical torture, but also mental and psychological oppression and humiliation that led to self-depreciation and lack of dignity in individuals. These traumatic experiences not only brought the issues of identity and recognition into discussion, but also helped to develop a sense of collective consciousness among black people. Due to this consciousness and the demand to be heard, they created their own struggle and their own leaders to guide them in their quest for both physical and spiritual freedom. In his article, Charles Taylor points to the destructive influences of the white attitude towards black people. As he states, “white society has for generations projected a demeaning image of them, which some of them have been unable to resist adopting” (26). He also claims that the ceaseless imposition of self-depreciation on black people contributed to their faulty perception of themselves. As a recommendation to correct this perception as the first step to building a peaceful notion of identity and to remove the oppression which had continued for generations, Charles states that it was their first task “to purge themselves to this imposed and destructive identity” (26). The growing popularity of some concepts such as identity, mis/recognition, mis/interpretation, and selfrealization, encouraged the demand for self representation among some minority groups including black people. 277 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The need for recognition and proper presentation is one of the inspiring motives that gave rise to the birth of black leadership and literature. The demand for recognition in these later cases is given urgency by the supposed links between recognition and identity, where this later term designates something like a person’s understanding of who they are, of their fundamental defining characteristics as a human being. The thesis is that our identity is partly shaped by recognition or its absence, often by the misrecognition of others, and so a person or group of people can suffer real damage, real distortion, if the people or society around them mirror back to them a confining or demeaning or contemptible picture of themselves. Nonrecognition or misrecognition can inflict harm, can be a form of oppression, imprisoning someone in a false, distorted and reduced mode of being. (Multiculturalism 25) Motivated by the demand for recognition and the right to be heard, some writers and intellectuals of African origin supported the necessity of producing their own work describing themselves. The quest for selfrealization and self-description, however, would be painful and require a long process of self-questioning. As Baldwin states in the “Notes of a Native Son”, the most difficult phase of self-recognition was when he had to face the question: who he was for himself and for the West. I know, in any case, that the most crucial time in my own development came when I was forced to recognize that I was a kind of bastard of the West; when I followed the line of my past I did not find myself in Europe but in Africa…. What was the most difficult was the fact that I was forced to admit something I had always hidden from myself, which the American Negro has had to hide from himself as the price of his public progress; that I hated and feared white people; on the contrary, I despised them,… (Baldwin 7-8) As an alternative to the documents produced by the whites or slaveholders, black people gained the voice to narrate their own story. During the quest for freedom, black society created many leaders its own people. Motivated by the inspiration of independence, these leaders shared the common experience of humiliation, sufferings and in-betweenness. As John Iliffe states in his book Honour in African History, “resentment of racial contempt was a primary source of nationalist thought and action” (306). Even many years after abolition, the experiences of black people and leaders show similarities in terms of humiliation and oppression. Nationalists believed that “It is only when people are politically free, that other races can give them respect that is due to them” (Iliffe 307). To achieve this, some leading figures such as Chimpembere and Nkrumah advocated that “Africa’s traditions of heroic leadership” and racial pride should be appreciated and resurrected for racial uplifting. Other leaders, such as Mandela, also followed the heroic tradition. Leadership and the speeches of leaders are of vital importance to wake people to the consciousness of freedom. Selfexpression and “the experiences of addressing a crowd”, as Mandela states, “gave strength and inspiration” (Iliffe 307) to the leaders. Nkrumah who believed that the function of a leader was “to convince his audience that [freedom] was possible”, stated that “the sight of a crowd before me was all I needed to encourage the words to flow” (Iliffe 309). To provoke the desire for freedom and independence in his people, the task of a leader “is simply to rouse the people to a confidence in their own power of protest” (Iliffe 309). As Thompson states, the commonly accepted impression of slaves is that they “accepted their status and that even after emancipation many of them preferred their previous condition of bondage to liberty” (255). This situation, however, was the result of the economic, social and political oppression that the people of African descent had to survive for four centuries. The common image of black people in the 1800s is described in the quotation from Harriet Martineau: There is no reason to apprehend serious insurrection; for the Negroes are too degraded to act in concert, or to stand firm before the terrible face of the white man. Like all deeply-injured classes of persons, they are desperate and cruel, on occasions, kindly as their nature is; but as a class, they have no courage. The voice of a white, even of a lady, if it were authoritative, would make a whole regiment of rebellious slaves throw down their arms and flee…. They will never take the field, unless led on by free blacks. (qtd. in Thompson 255) Having suffered the unbearable brutality and the ongoing harshness of society, the slaves, believing that they had experienced enough pain and humiliation, were motivated by the possibility of revolt and a chance of victory that would provide them with a space “to overturn the system and establish a more tolerable society” (Thompson 259). The slaves, driven by the dream of a “more tolerable society”, had a list of reasons for revolt. The reasons not only encouraged many slaves to revolt against the unlawful practices of slavery, but also contributed to the birth of a variety of scholars and ideas. As an example, Dr. Orlando Patterson categorizes the two types of resistance under the titles of passive resistance and violent resistance. The subdivisions of passive resistance are as follows: “(i) refusal to work, general inefficiency deliberate laziness; (ii) satire; (iii) running away; (iv) suicide” (Thompson 261). He subdivides violent resistance into two; individual violence and collective violence. The principles of resistance and its subtitles including individual participation emphasize the importance of the requirement of individual consciousness and contributions of individuals to the resistance acts. The oppression and acts of brutality that were common to the slave experience started to be heard by slaves from different parts of the country, and led to the emergence of a kind of collective “consciousness of 278 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo oneness in oppression” (Thompson 264). As a natural result of this growing consciousness, and the contribution of the causes of revolt listed above, “the society itself was conditioning its collective outlook and was to produce in time what DuBois described as Africans from various parts united in experience and beginning to ‘think of Africa as one idea and one land’” (Thompson 265). Following the principles of the French Enlightenment, many intellectual, political and economic movements were initiated by some free black people, and the mulattos. The intellectual, political and economic context of the time prepared the background for the Haitian Revolution, which merits attention due to the fact that it “was a revolt of an uneducated and menial class of slaves, against their tyrannical oppressors, who not only imposed an absolute tax on their unrequited labour, but also usurped their very bodies” (Thompson 306). In the analysis of Haitian Revolution and the reasons behind its success, the concept of leadership takes the first place. Toussaint L’Ouverture, the prominent leader of the revolution, as Thompson states, “in a space of ten years, converted slaves into one of the most effective of fighting forces, second to none in valour, discipline and consciousness of the cause for which they fought” (351). Besides military leaders who encouraged and disciplined the African people to fight for their freedom, there are some others who contributed to the social betterment of the black society. (To mention some prominent names of African origin during the British anti-slavery period, we can talk about some leaders such as Ottobah Cugoano, Olaudah Equiano, Edward Jordan and Robert Osborne.) The aim of these leaders was, through their writings and publications, to wake people to the consciousness of “the moral arguments against the trade and system of the enslavement of man” (Thompson 361). As a part of society, black people deserve to be heard and recognized. They needed to be given the opportunity to contribute to the betterment of society. However, the brutality and the harshness of white society did not give them the opportunity for self-expression and social participation. This movement of moral awakening (through petitions), however, was not the only contribution of black people to their own revival. The numerous newspaper letters, autobiographies, newspapers and books published by black people contributed to the argument against slavery. As David Walker states in his book An Appeal to the Colored Citizens of the United States, “slaves should rise up and break of their shackles, and unless white Christian Americans changed their ways disaster would eventually overtake them” (Thompson 371). The publication by Frederick Douglass is of significance both to introduce his ideology of universal emancipation advocating the necessity of “the entire anti-slavery struggle with a wider international framework” (Thompson 372), and to“[demonstrate] its ability to act independently” (Thompson 375). Provoking the international spirit Douglass inspired a more radical, but gradual anti-slavery activity pioneered by Canadian blacks such as Henry Bibb, A. Bickford Jones, Wilson Abbot, George Brown, John Roat and Samuel Ring-gold Ward. (Thompson 379) In order to comprehend the important acts of these figures, a proper appreciation of the concept of leadership is necessary. The huge diversity of African social and historical background and the experiences of slavery created a huge diversity of principles and inspirations of leadership. As Thompson states, leadership determined by some factors such as environmental and psychological factors encouraged different responses. While some leaders advocated the inevitability of “outright confrontation”, others followed “moral guiding principles often derived from an understanding of religion” (Thompson 396). Thompson mentions the three categories of leadership; “first, those, who for want of a better term, constituted a kind of ‘physical force’ leadership; second, there were moral suasionists; and, finally, those who often employed organization and platforms to agitate a burning issue with a view to reaching a wider audience and, thus, inducing change” (396). Regardless of the fact that the changing circumstances, the political, social and economic context influenced these acts of leadership, all leaders focused on the question “After freedom what?” (Thompson 399). There are three rhetorical questions: “first, to be integrated and assimilated in the wider society in which they lived, second, to emigrate either within the confines of the nation to an area not yet densely settled on beyond the frontiers of the nation including emigration to Africa; and third, by expressing their separate identity within the wider framework of the same society” (Thompson 399). In discussing the leadership in African diaspora, it is important to remember that besides “the characteristics and beliefs in which these leaders had in common” (Thompson 401), they had divergence in “their approach to the alternatives posed by the societies in which they lived” (Thompson 401). The divergence of experiences of slavery and the social and political needs of the societies they lived in determined the roles of the leaders and the principles of leadership. Dubois’s belief in his people and the history of black people justified his struggle to establish a strong concept of leadership. For DuBois, “the Negro people, as a race, have a contribution to make to civilization and humanity, which no other race can make” (qtd. in Rabaka 405). As Rabaka states in his article: Each human group has its philosophy, which is to say that each group of human beings harbors a certain ‘habit of reflection’ that helps them interpret and understand the world in which they live…. In DuBois’s thinking, it is the African ‘world outlook,’ African conceptions of history, religion, politics, social organization, and art, among other things, that has provided and promises to provide Africa’s contribution to human culture and civilization. Indeed for DuBois, African peoples have a ‘great message… for humanity,’ and it is only 279 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo through careful, critical, and concerted study of their history and culture that they will be able to discover and recover and extend and expand not only what it means to be African but also what it means to be human in the modern movement. (405) In order to understand the leading motive that drove DuBois to develop his own understanding of leadership that would serve to the betterment of African society, it is necessary to focus on his interpretation of the issues that bring African and European societies into close contact. As Reed states, “DuBois’s pride in race coexisted with his enthusiasm at participation at the forefront of modern (European) culture and values, and statements lauding that latter and depreciating spontaneous Afro-American behaviour coexisted with statements that exalt black behaviour and values, and decry the bankruptcy of the European heritage” (433). For Reed, DuBois’s reflections of black folk life in his writings during the Harlem Renaissance, “emphasized what he considered its primitive aspects” (433). As he continues, “[DuBois] ‘lauds blacks’ ‘sensuous, tropical love of life, in vivid contrast to the cool and cautious New England reason’. ‘The Negro, [DuBois proclaimed], ‘is primarily an artist’” (434). Believing in the necessity to voice the natural need of African people, such as recognition and self-expression, DuBois supported the establishment of a coalition of the best “men of black and white races to attempt rationally to reorganize life in the South” (Reed 434). The idea of the coalition of the bests brought a new discussion into question: “the role of the elite”. For DuBois, the rise of the race’s natural leaders should be supported since even “if the group is to speak for itself, still not everyone can speak at once especially not if a single, collective agenda is to be fashioned” (Reed 434). However, the organization of this novel system of spokesmen brought new problems to the surface. The contribution of the elite required the necessity of “interracial organization”. Realizing that the postwar socioeconomic context created problems related to economic issues rather than political ones, DuBois decided to shift focus to developing an economic strategy. This perspective gave him the opportunity to analyze the white world. The social and political context of the late nineteenth century deprived black people of the political and social progress due to white rule. The political disenfranchisement of the black leaders led them to develop different alternatives to fight against the problems of their time such as “segregation, economic exploitation, legal discrimination, and racial violence” (Mia E. Bay 921+). The “creative conflict”, as Wilson Jeremiah Moses describes it, between black leaders, developed divergent characteristics and principles. “Moses characterizes Douglass’s thinking as ‘thoroughly inconsistent, usually opportunistic, and always self-serving,’ and he describes Garvey as a ‘defiant megalomaniac’” (Mia E. Bay 921+). Two of the most prominent figures among black leaders Booker T. Washington and W.E.B Dubois, had an intellectual disagreement about the advancement of black people. The most important difference between Washington and DuBois was their different opinions about the educational needs of black people, especially after the Reconstruction period. In exploring new alternatives to the progress of black Negro race, both DuBois and Washington focused on the importance of education but with different characteristics. As Bauerlein states, “Washington was of the opinion that through vocational or so-called industrial training blacks would win white respect by demonstrating a commitment to hard work.” He continues explaining that DuBois, on the other hand, “wanted blacks to be more confrontational with white segregationists. He contended that black progress could be achieved through an educational grounding in the arts and sciences which would result in the development of a black intellectual elite” (106). The contact of these two leaders started when DuBois sent a letter to Washington for a position as Tuskegee. At that time, Washington, known as the “‘Wizard of Tuskegee’, was the most distinguished black educator in the country”, while “DuBois was still an unknown figure, not yet what he was to become: a prominent public intellectual and forceful advocate of civil, political, and economic parity of blacks and whites in America” (Bauerlein 106). During the following years, the two intellectuals developed opposite ideas concerning “race policies in post Reconstruction America” (Bauerlein 106). As Bauerlein states, the growing disagreement between DuBois and Washington arose from the alternative ways to respond to segregation and determine their basic principles in their struggle for a place in society. Following the segregation years, during which they were neither free, nor slaves anymore, black people had to go through a traumatic period. The most difficult issue for blacks was to develop certain equalities in a context totally deprived of the notion of equality. Blacks started to take control of their life moderately but still they had a long way ahead before they could enjoy their social, economic and political freedom. While Washington, the gradualist and evolutionist, supported the idea of gradual progress and industrial education that would equip black people with the manual skills to afford their lives, DuBois, supporting race pride and higher education, opposed this vision of black people as manual workers and claimed that it was intellectual education that would uplift black society. In his Atlanta speech (1895), Washington, who believed in the priority of economic power over political power, clearly states his social principles. “The wisest among my race understand that the agitation of questions of social equality is the extremist folly”(qtd. Bauerlein 113). 280 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Conclusion In conclusion, regardless of different demands of the leaders for black society, such as DuBois’s demand for racial pride, Washington’s for vocational education, Garvey’s for capitalism, and C.R.L. James’s belief in the “need to coordinate anti-colonial and antiracist struggles throughout Africa, the African Diaspora and Asia” (Gomez 181), as Stanley Crouch states, all leaders “were well aware of that education was the best weapon against racism and that being open to education an all that it made possible was the highest form of rebellion against the perception and the limited social access of an ethnic group considered ‘naturally’ stupid and incompetent” (Bauerlein 109). Moreover, the variety of experiences and methods offered by the leaders, all committed to the betterment of the socio-economic plight of black people, contributed to the creation of a new social and cultural order formed by the participation of contributors from different segments of the society. Despite the internal factors contributing to African Diaspora, it was again African people who woke to the consciousness of self-realization and self-identity. In time, thanks to the social awakening initiated by the leaders of African descent, they questioned their place in the society that they worked for. Believing that positive changes in society could only be managed if a new social order developed vis-à-vis socio-economic betterment aimed at every member of society, including black population, they aimed to minimize the destructive influence of colonialism and the diasporic experience. References Baldwin, James. (1998). Collected Essays: The Notes Of A Native Son. New York: Literary Classics of the United States,. 5-117. Bauerlein, Mark. (Winter, 2004-2005). Booker T. Washington and W.E.B. DuBois: The Origions of a Bitter Intellectual Battle. The Journal of Blacks in Higher Education, 46, 106-114. Bay, Mia E. (2005). Creative Conflict in African American Thought: Frederick Alexander Crummell, Booker T. Washington, W.E.B. DuBois, Marcus Garvey. Journal of Southern History (0022-4642), 71, 921-923. Dufoix, Stephane. (2003). Diasporas. Los Angeles, University Of California P. Gomez, Michael A. (2005). Reversing Sail A History of the African Diaspora. Cambridge, Cambridge UP. liffe, John. (2005). Honour In African History. Cambridge, Cambridge UP. Rabaka, Reiland. (2003). W.E.B. DuBois's Evolving Africana Philosophy Of Education. Journal Of Black Studies, 33, 399-449. Reed,Jr., Adolph L. (1985). W.E.B. DuBois A Perspective on the Bases of His Political Thought. Political Theory, 13, 431-56. Taylor, Charles. (1994). The Politics of Recognition, Multiculturalism. New Jersey, Princeton UP, 25-73. Thompson, Vincent B. (1987). The Making Of the African Diaspora in the Americas 1441-1900. New York, Longman. 281 � 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. 707 Title A name given to the resource Leadership and Identity Reconstruction in African Diaspora Author Author Gönel, Tuba Abstract A summary of the resource. The African’s New World experience was very traumatic in many ways. The forced immigration and the process of dehumanization and humiliation of African people contributed to their sense of unbelongling and inferiority besides the economic wealth and progress of Europe. The process of dehumanization and the imposition of a destructive identity caused two different attitudes in African slaves toward the issues of identity and self-appreciation. While one group of Africans, such as some intellectual and political leaders advocating the necessity of African recognition, resisted the social and racial discrimination, surprisingly enough, another group of Africans submitted to their statue as slaves and inferiors due to the influence of white society imposing the feeling of inferiority on them for centuries. 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 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/f9577055be2b85002ee90f6a975cc16f.pdf ab9c8122cc3768e197c14c78e7fb7aa3 PDF Text Text International Conference on Economic and Social Studies, 10-11 May, 2013, Sarajevo Leadership Crisis in Organisations and Islamic Leadership as Value-based Leadership Fatima Jasarevic International Burch University, Sarajevo, Turkey fatima.jasarevic@yahoo.com Ahmed Obralic International Burch University, Sarajevo, Turkey ahmedobralic@hotmail.com Leadership crisis is evidnent in public and private sector in different parts of the world. This leadership has been critisized and charged for commercial and ethical failures. In recent time, modernization of leadership started and it places strong emphasize on values and ethics. Value-Based Leadership disuccion appeared and it put the importance on ethics and values in leadership. Through many leadership failuers in America and Europe and than search for leaders who cares for ethics and positive values in the organisation showed the importance of values for for successful management in the organisation. Islamic leadership is a value based leadership. As a set of ethical rules, islamic leadership is an excellent model of leadership for a successful organisation. In this research we are going to use content analysis. In a comparison to a conventional leaderhip islamic leaderhips promisses higher succes and benefit for the organisation ant its memebers. Keywords: Leadership, Islamic Leadership, Crisis, Value-Based Leadership. 115 � 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. 1541 Title A name given to the resource Leadership Crisis in Organisations and Islamic Leadership as Value-based Leadership Author Author JAŠAREVIĆ, Fatima OBRALIĆ, Ahmed Abstract A summary of the resource. Leadership crisis is evidnent in public and private sector in different parts of the world. This leadership has been critisized and charged for commercial and ethical failures. In recent time, modernization of leadership started and it places strong emphasize on values and ethics. Value-Based Leadership disuccion appeared and it put the importance on ethics and values in leadership. Through many leadership failuers in America and Europe and than search for leaders who cares for ethics and positive values in the organisation showed the importance of values for for successful management in the organisation. Islamic leadership is a value based leadership. As a set of ethical rules, islamic leadership is an excellent model of leadership for a successful organisation. In this research we are going to use content analysis. In a comparison to a conventional leaderhip islamic leaderhips promisses higher succes and benefit for the organisation ant its memebers. Keywords: Leadership, Islamic Leadership, Crisis, Value-Based Leadership. 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 2013-05-10 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 https://omeka.ibu.edu.ba/files/original/cd18470d18746ace799f76f8ac019758.pdf ed9bda21b877f39320a75dea3eafe3d3 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo TANIŞ, Veyis Naci (1999), Faaliyete Dayalı Maliyet Yönteminin Anlamı, Önemi ve Faydaları, Hacettepe Üniv. İ.İ.B.F Dergisi Sayı:2 YUAN, Fong Ching (2007), The Use of a Fuzzy Logic Based System in Cost-Volume-Profit Analysis Under Uncertainty, www.sciencedirect.com Leadership Traits Of Managers In Health Sector: Sample Of Isparta Orhan Adigüzel, Nurittin Arikan2, Seher Derya2, Belma Keklik1 1Süleyman Demirel University, Department of Health Administration, Turkey 2Süleyman Demirel University, Department of Business Administration, Turkey E-mails: orhanadiguzel@gmail.com,nurittin_arikan@hotmail.com, seherderya@gmail.com, belmakeklik@sdu.edu.tr Abstract Leadership is a process that affect the activities of people who gathered around the goals and objectives. Leader is a person who directing the behavior of group members in the group’s purposes. In this sense, the business leaders exhibit different behaviors when they leading others to perform the jobs and activities. These different behaviors which are exhibited by the leader is his/her management style. Management style is depend on manager’s personality, company’s sector, organizational structure and members of organization can changeable. The health sector is a developing with techonological innovations and scientific researches day by day. Behaviors of managers and leaders in this sector also attracted the attention of social scientists and executives. In this project, behaviors of managers in health sector will be examined and which leadership styles trend is maximum and this trend how change related to the sex, age, the year of work in the company will be analyzed. Thus, the output of our project will help managers to know their behaviors and academicians for new studies. Keywords: Manegers, Leadership, Leadership styles, Health sector 1.INTRODUCTION Management concept started very long time ago. Human being beginning from their existence was always the part of this management concept. Even in a small and primitive community management could be said to exist. This concept always affected the life of the people, communities and socities deeply and this concept was always current for the socities 166 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo and individuals. People make organizations in order to make their life easier and more stable,they want to reach to their goals and aims with the help of these organizations, and they want to make use of this organizations to succeed the things they could not as individuals.Organizations life, persistance, activity and efficiency are all going to be possible with rational,current, and such a management concept that would satisfy the desires of the organization members and its applications. At that point, it could be claimed that management concept had been one of the most important activity for human being and it would continue being like that in the future. 2.LEADER AND VE LEADERSHIP CONCEPTIONS Leaders are the people whom the followers follow by their desires. Leaders are the people who have confidence and trust on the followers. Dictionary meaning of leader requires the power, authority, giving order, awarding, and having followers. (Doğan, 2007: 32-33) Researhers make the definitions of the leadership using their own personal perspective and the conceptions that they value. Together with the leadership research which was common in 1950s, many definitions started to take place. (Zel, 2001: 90-91). Leadership is the action of affecting the people`s and the organized group`s behaviours within the reason of realizing their aim.(Haas ve Tamarkin, 2000: 6). Leadership is the art of affecting the people`s actions and behaviors. Leadership is the ability to make the other people to accept the leader`s desires and and will by gaining the other people`s respect trust and loyalty. (Garih, 2004: 249). In 20 th century, leadership has been one of the dominant topics which was having deep scientific work included. In this century, in different fields, not only theoretician but also implementers worked hard to analyse the leadership. (Erçetin, 1998: 5). 2.1. LEADERSHIP FORMS If leaders are to be classified according to their understanding and behaviour, there are dictator, authoritarian, exact freedom provider, and democratic leaders, in addition to these according to their behaviours, there are charismatic, humanist, autocratic, natural, and transactional, transformational and promotional leaders, and more variety of leaders could be classified. It would be convenient to clearify having the different types of leaders in both sense of behaviours and understanding, the positive and negative effects of these variety of leader types with their general properties. 3. RESEARCH 3.1. Objective and Content of the Research Objective of this research; to determine the leader properties of the managers in available health associations in Isparta It is stated that what properties, the people such as city health adminitrator in manager position, his assistants, govenrmental and private hospital administrators and their assistants, head doctors, and assistants in health sector in example city Isparta, show when they lead 167 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo their teams. There are 133 manager as being administrator, assistant to administrators, department administrators, hospital managers , assistants, head doctors and their assistants, head nurse and head nurse assistants, in 12 associations such as City Health Directorship, Isparta Governmental Hospital, Gulkent Governmental Hospital, Gynecology and Pediatry Hospital, Dr. Sadik Yagci Mouth and Teeth Health Center, S.D.U Medicine Faculty Hospital, Private şifa Hospital, Private Davraz Yasam Hospital, Private Isparta Hospital, Private Kariyer Eye Hospital, Private Atanur Eye Hospital, Private Incident Dental Hospital.In this research, questionnaires were done with 108 managers and 25 managers could not be included in these questionnaires. 81% of the managers of the management position were reached and 19 % of them could not be reached. 3.2. Research Findings 108 managers joined in this work to evaluate the leadership properties of managers in the health sector in Isparta. 65 % of the 108 people who had this sample generated, is male. Almost all of them ( 92%) is married. %58 of them between 25 and 40 years old. Among these 108 people who had this sample formed, there had not been any people who claimed that being highschool graduate or being less then 25 years old. It is observed that half ( 53 %) of the participants are bachelor degree and half (%54) of them is working in the available position for a period of 1- 4 years. 32% of 108 people who has formed this sample have the working period of 16-20 years in management position. 3.2.1. Confindence Analyze Confidence of this questionnaire form which was done about the leadership properties of managers in health sector was tested. According to this test, 34 questions scale, confidence coefficient comes out to be as alfa=0,915. That confidence is high enough level confident scale. In the scale, the average of the questions is 4.281. The average variation range is found as 1.213 (3,546 – 4,759). The difference between the question averages, Hoteling Test and in order to measure the difference that destroy the integrity, the Between Items value in variance analyze werechecked out. According to Hotelling test (P=0,000), averages variances are different and it was observed that there are some differences destroying the integrity of questions. (P=0.000). At that point, in order to determine the position of every single question in general scale Item- Total correlation should be checked. These correlations are observed to have the range between -0,239 and 0,679 Item –Total correlation constants should not be negative, in fact they should be greater than 0,30. This could destroy the scale addition property. Likewise, in the questions, additive property is mostly destroyed. (Nonadditivity P=0,000). In this case, the questions which do not obey the rule are advised to taken out of the scale. But that is not definite rule. With deleting the questions, change in alpha and averave should be checked out. 168 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo With taking the questions that have negative correlation coefficients out, (i provide the regulation on my business, i have a consistent form, i have a clear and honest management, i am reassuring, i always know who is responsible with what, i give orders clearly, i respect juniors, i examine the events and i decide with thinking, i am fair to juniors, i am very keen on inspection of business, i give importance to rules and principals, i do plans carefully, my aims are clearified, i defend juniors, i insist on the plans which are being applied) alpha value has become 0,922. This value shows that scale is highly confident. After this point, if we were to repeat the values which we checked in the beginning; average of the questions in the scale is 4,099. The range of the change in the averages is found as 0,833(3,546 – 4,759). In this case, it is seen that there are differences between question averages but there are not big differences that destroy the integrity of the questions. In this case, when we checked out the Item-Total correlation, it is seen that correlations are changing in between 0,104 and 0,679. When we took the questions that have negative correlation value out, new additive value is determined as (Nonadditivity P=0,998). This value shows that in this work questions having the additive property is provided. According to this, ,analyze was conducted with remained 19 definitions from stated 34 definitions . 3.2.2. Factor Analyze While factor analyze was being used in this work, it was available that the easy evaluation of the meaningfull common structures related to original datas by using varimax rotation Before starting the factor analyze, KMO (Kaiser-Meyer-Olkin Measure) test was done to understand if this sample convenient and with Bartlett test, factors were tested whether they are dependant to others or not. According to this, KMO= 0,895 was found. This shows us that it has a good sample magnitude to use the factor analyze. Bartlett Test of Sphericity was found as 0,000(Bartlett Test of Sphericity=0,000) . This shows that there is meaningfull difference between factors in factor analyze which was done. That means factors are independant. That also confirms the varimax rotation that was used in factor analyze. According to this, result of the factor analyze was shown as below(to see total results, please look at appendix 9 table) Table 1:Rotational Scores 169 Eigenvalue Variance Cumulative Variance 1 3,701 19,480 19,480 2 3,688 19,408 38,888 3 3,135 16,497 55,386 4 1,685 8,871 64,257 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo According to this, definitions are gathered in 4 groups (factors). Total variance which these 4 factors clearifies is found as %64,257. The variance which Factor 1 explains is %19,480, the variance which Factor 2 explains is %19,408, the variance which Factor3 explains is %16,497, the variance which Factor 4 explains is %8,871, and these were found. 3.2.3. Regression Analyze To determine the variables that affect the each factor, regression analyze was done. For Factor 1; The regression analyze of the model that is created by the variables that affect Factor 1 was done and it is determined as relevant as being complete considering ANOVA test. (F=50,413, p=0,000). In addition it is seen that these variables explain the factor 1 with a ratio of 75 %.(R Square= 0,750). The results of the regression analyze of the dependant and independant variables in the model are shown in the table below. Table 2: Results of Regression B St Hata Fixed -5.786 .359 I promote new ideas .042 .085 I am open to critics .392 I like to discuss new ideas I am open to change I promote development improvement I am open to innovation and β t p -16.138 .000 .035 .494 .622 .074 .334 5.277 .000 .285 .084 .239 3.371 .001 .428 .115 .289 3.730 .000 .041 .100 .029 .406 .686 .200 .104 .141 1.923 .057 In the table, parameters which are obtained and related t values are shown. From the t values of parameters and the variables which was included in the model such as ``I am open to critics, I like to discuss new ideas, I am open to change`` are shown as meaningfull ( %5 significance level). The variable `` I am open to critics `` has the effect of 0,392 to factor 1. The variable `` I like to discuss new ideas `` has the effect of 0,285. The variable `` I am open to change`` has the effect of 0,428. According to this, mostly the variable `` I am open to change`` with highest, 0,428 effect, describes factor 1. For Factor 2; The regression analyze of the model that is created by the variables that affect Factor 2 was done and it is determined as relevant as being complete considering ANOVA test. (F=62,021, p=0,000) (BKZ. Ek.13). In addition it is seen that these variables explain the factor 2 with a ratio of 79 %.(R Square= 0,787). 170 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo The results of the regression analyze of the dependant and independant variables in the model are shown in the table below. Table 3: Results of Regression B St Hata Fixed -6.562 .345 I give juniors the right to speak when i decide. .210 .077 I appreciate the good works .166 I care about the others thoughts β t p -19.027 .000 .164 2.721 .008 .088 .120 1.871 .064 .712 .109 .459 6.517 .000 I trust to juniors .034 .068 .029 .495 .622 I provide a friendly and unargued environment .162 .072 .130 2.249 .027 I listen to others` ideas and advices .267 .097 .188 2.756 .007 In the table, parameters which are obtained and related t values are shown. From the t values of parameters and the variables which was included in the model such as `` I give juniors the right to speak when i decide, I care about the others thoughts, I provide a friendly and unargued environment , I listen to others` ideas and advices `` are shown as meaningfull ( %5 significance level). The variable `` I give juniors the right to speak when i decide `` has the effect of 0,210 to factor 2. The variable `` I care about the others thoughts `` has the effect of 0,712. The variable `` I provide a friendly and unargued environment `` has the effect of 0,162. The variable `` , I listen to others` ideas and advices `` has the effect of 0,267 .According to this, mostly the variable `` I care about the others thoughts `` with highest, 0,712 effect, describes factor 2. For Factor 3; The regression analyze of the model that is created by the variables that affect Factor 3 was done and it is determined as relevant as being complete considering ANOVA test. (F=117,247, p=0,000) (BKZ. Ek.15). In addition it is seen that these variables explain the factor 3 with a ratio of 85 %.(R Square= 0,852). The results of the regression analyze of the dependant and independant variables in the model are shown in the table below. Table 4: Results of Regression 171 B St Hata Fixed -5.860 .248 I dont avoid taking risk while making a desicion .174 .042 I make plans about future .237 I produce new and different ideas about the application of works When needed i take quick desicions β t p -23.650 .000 .182 4.144 .000 .056 .197 4.212 .000 .435 .084 .312 5.176 .000 .366 .060 .287 6.153 .000 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo I produce new projects .283 .068 .228 4.156 .000 In the table, parameters which are obtained and related t values are shown. From the t values of parameters and the variables which was included in the model, each of variables seperately are shown as meaningfull ( %5 significance level). The variable `` I dont avoid taking risk while making a desicion `` has the effect of 0,174 to factor 3. The variable `` I make plans about future `` has the effect of 0,237. The variable `` I produce new and different ideas about the application of works `` has the effect of 0,435. The variable `` When needed i take quick desicions `` has the effect of 0,366 .The variable `` I produce new projects `` has the effect of 0,283 .According to this, mostly the variable `` I produce new and different ideas about the application of works `` with highest, 0,435 effect, describes factor 3. For Factor 4; The regression analyze of the model that is created by the variables that affect Factor 4 was done and it is determined as relevant as being complete considering ANOVA test. (F=130,743, p=0,000). In addition it is seen that these variables explain the factor 4 with a ratio of 71 %.(R Square= 0,713). The results of the regression analyze of the dependant and independant variables in the model are shown in the table below. Table 5: Results of Regression Fixed I produce possibilities eliminate conflictions I have a friendly character that they B St Hata -6.513 .406 1.231 .100 .329 .072 β t p -16.033 .000 .703 12.290 .000 .262 4.581 .000 In the table, parameters which are obtained and related t values are shown. From the t values of parameters and the variables which was included in the model, each of variables seperately are shown as meaningfull ( %5 significance level). The variable `` I have a friendly character `` has the effect of 0,329 to factor 4. The variable `` I produce possibilities that they eliminate conflictions `` has the effect of 1,231...According to this, mostly the variable `` I produce possibilities that they eliminate conflictions `` with highest, 1,231 effect, describes factor 4. The questionnaire which has 34 questions was completed with 19 questions at the end of confidence analyze. According to this, when factor analyze was done, remaining 19 questions are classified in 4 groups (factors). Each of the factor variables effect was determined with regression analyze. Before factor analyze, according to literature variables are collected in 4 groups. These are promoter, redirector leader, success focused leader, contributor leader. On the other hand, at the end of factor analyze,when the variables which forms the groups are examined, it is seen 172 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo that different leader properties are collected in each factor. According to this, considering the regression result, it is named as the variables having the highest effect on factors. In this case factor names; Factor 1: promoter and redirector leader, Factor 2: Success Focused and promoter leader, Factor 3: redirector and success focused leader Factor 4: redirector leader were determined. 3.2.4. One Sided Variance Analyze In order to determine the differences between group averages according to each demographic questions, One Sided Variance Analayze (ANOVA) was done to each demographic question. Before carrying out the One Sided Variance Analyze, homogenity test was done to see whether variances of the variables are equal or not. According to this,p value of the variable of the promoter and redirector leader is 0.722. P value of the variable of the Success Focused and promoter leader is 0.230. P value of the variable of the redirector and success focused leader is 0.148. P value of the variable of the redirector leader is 0.935. Since all these values are greater than 0,05 ,it is concluded that these all variables are homogen. Table 6: ANOVA Sum Squares df Mean Square F Sig. (p) ,037 1 ,037 ,037 ,848 106,963 106 1,009 107,000 107 Between Groups Success Focused and Within Groups Promoter Leader Total ,131 1 ,131 ,130 ,719 106,869 106 1,008 107,000 107 Between Groups and Focused Within Groups ,002 1 ,002 ,002 ,968 106,998 106 1,009 Total 107,000 107 Between Groups ,539 1 ,539 ,536 ,466 Within Groups 106,461 106 1,004 Total 107,000 107 Between Groups Promoter and Within Groups Redirector Leader Total Redirector Success Leader Redirector Leader of Regarding to the analyze, in 95% confidence level, when we consider according to any of the leaders` property, every p values comes out to be greater than 0,05. In this case,it is concluded that leadership properties which determined according to gender does not change. . 173 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 7: ANOVA Sum Squares of df Mean Square F Sig. 3,506 ,064 ,779 ,379 2,312 ,131 ,014 ,907 Between Groups Promoter and Within Groups Redirector Leader Total 3,426 1 3,426 103,574 106 ,977 107,000 107 Between Groups Success Focused and Within Groups Promoter Leader Total ,781 1 ,781 106,219 106 1,002 107,000 107 2,284 1 2,284 104,716 106 ,988 Total 107,000 107 Between Groups ,014 1 ,014 Within Groups 106,986 106 1,009 Total 107,000 107 Redirector Success Leader Between Groups and Focused Within Groups Redirector Leader Regarding to the analyze, in 95% confidence level, when we consider according to any of the leaders` property, every p values comes out to be greater than 0,05. In this case, it is concluded that leadership properties which determined according to marital status does not change. Table 8: ANOVA Sum Squares df Mean Square F Sig. 1,262 1 1,262 1,265 ,263 105,738 106 ,998 107,000 107 Between Groups Success Focused and Within Groups Promoter Leader Total 2,946 1 2,946 3,001 ,086 104,054 106 ,982 107,000 107 Between Groups Redirector and Success Within Groups Focused Leader Total ,196 1 ,196 ,195 ,660 106,804 106 1,008 107,000 107 Between Groups 8,055 1 8,055 8,629 ,004 Within Groups 98,945 106 ,933 Total 107,000 107 Between Groups Promoter and Within Groups Redirector Leader Total Redirector Leader 174 of �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Regarding to the analyze, in 95% confidence level, when we look at the each leadership properties, only the p value of Redirector Leader is less than 0,05. (p=0,004). In this case only Redirector Leader properties shows a change with respect to age groups. Table 9: ANOVA Sum of Squares df Mean Square F Sig. 10,650 3 3,550 3,832 ,012 96,350 104 ,926 107,000 107 Between Groups Success Focused and Within Groups Promoter Leader Total 1,965 3 ,655 ,648 ,586 105,035 104 1,010 107,000 107 Between Groups and Focused Within Groups 1,308 3 ,436 ,429 ,733 105,692 104 1,016 Total 107,000 107 Between Groups ,229 3 ,076 ,074 ,974 Within Groups 106,771 104 1,027 Total 107,000 107 Between Groups Promoter and Within Groups Redirector Leader Total Redirector Success Leader Redirector Leader Regarding to the anaylze, in 95 % confidence level, when we consider each leader properties, p value of the Promoter and Redirector Leader is less than 0,05 (p=0,012) only. In this case, only Promoter and Redirector Leaders properties change with respect to eduation groups. It was claimed that Promoter and Redirector Leader property changes with respect education groups. It can be seen from the below table that what age group is the origin to this. According to this table, highschool graduates are more likely to be Promoter and Redirector Leader. (p=0,28) Table 10: Multiple Comparisons and Promoter Redirector Leader Dependent Variable 175 Tukey HSD (I) Education Level (J) Education Level Mean Difference (IJ) Std. Error 95% Confidence Interval Lower Bound Upper Bound ,46077023 ,319 -,4107547 1,9954419 Undergradu 1,16880080* ate ,41311019 ,028 ,0901457 2,2474559 Postgraduat ,67185064 e ,43168612 ,408 -,4553073 1,7990086 High School Associate degree ,79234362 Sig. �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Associate degree High School -,79234362 ,46077023 ,319 -1,9954419 ,4107547 Undergradu ,37645718 ate ,27231571 ,513 -,3345752 1,0874896 Postgraduat -,12049298 e ,29974776 ,978 -,9031521 ,6621662 Undergradu High School -1,16880080* ,41311019 ,028 ate Associate -,37645718 ,27231571 ,513 degree -2,2474559 -,0901457 -1,0874896 ,3345752 Postgraduat -,49695016 e ,21954396 ,113 -1,0701924 ,0762921 Postgraduat High School -,67185064 e Associate ,12049298 degree ,43168612 ,408 -1,7990086 ,4553073 ,29974776 ,978 -,6621662 ,9031521 ,21954396 ,113 -,0762921 1,0701924 Undergradu ,49695016 ate Table 11: ANOVA Sum Squares of df Mean Square F Sig. 1,216 ,308 2,823 ,045 ,546 ,652 4,592 ,005 Between Groups Promoter and Within Groups Redirector Leader Total 3,626 3 1,209 103,374 104 ,994 107,000 107 Between Groups 8,057 3 2,686 Within Groups 98,943 104 ,951 Total 107,000 107 1,660 3 ,553 105,340 104 1,013 107,000 107 Between Groups 12,516 3 4,172 Within Groups 94,484 104 ,908 Total 107,000 107 Success Focused Promoter Leader and Between Groups Redirector and Within Groups Success Focused Leader Total Redirector Leader According to analyze, in 95 % confidence level, when we consider all leadership properties, only p value of the redirector leader is less than 0,05.(p=0,005). In this case only redirector leader properties changes with respect to working years groups. 176 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo It was claimed that redirector leader property changes with respect to working years. It can be seen in the below table from which part of the study group this was originated. According to this people who work 21 years and more are having more redirector properties with respect to 11- 15 years working period. (p=0,04) Tablo 12: Multiple Comparisons Redirector Leader Redirector Leader (I) For how long have you been working? Tukey HSD 6-10 11-15 16-20 (J) For how long have you Mean Difference been working (I-J) Std. Error Sig. Lower Bound Upper Bound 11-15 ,71930425 ,28132426 ,057 -,0152500 1,4538585 16-20 ,12141650 ,27161167 ,970 -,5877776 ,8306106 21 ve -,18634199 üzeri ,29009611 ,918 -,9438001 ,5711161 6-10 -,71930425 ,28132426 ,057 -1,4538585 ,0152500 16-20 -,59788775 ,23934223 ,066 -1,2228245 ,0270490 21 ve -,90564624* üzeri ,26012988 ,004 -1,5848607 -,2264317 6-10 -,12141650 ,27161167 ,970 -,8306106 ,5877776 11-15 ,59788775 ,23934223 ,066 -,0270490 1,2228245 ,24959390 ,607 -,9594629 ,3439459 21 and -,30775849 more 95% Confidence Interval 21 and 6-10 more 11-15 ,18634199 ,29009611 ,918 -,5711161 ,9438001 ,90564624* ,26012988 ,004 ,2264317 1,5848607 16-20 ,30775849 ,24959390 ,607 -,3439459 ,9594629 Tablo 13: ANOVA Sum Squares of df Mean Square F Sig. ,717 ,544 ,389 ,761 Between Groups Promoter and Within Groups Redirector Leader Total 2,168 3 ,723 104,832 104 1,008 107,000 107 Between Groups 1,189 3 ,396 105,811 104 1,017 107,000 107 Success Focused and Within Groups Promoter Leader Total 177 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Redirector Success Leader Between Groups and Focused Within Groups Redirector Leader ,798 3 ,266 106,202 104 1,021 Total 107,000 107 Between Groups 3,447 3 1,149 Within Groups 103,553 104 ,996 Total 107,000 107 ,260 ,854 1,154 ,331 With respect to analyze, considering 95% confidence level, when we look at the all leadership properties, all of the p values are greater than 0,05. In conlusion in available position leadership properties doesnt change with respect to working hours. 4.CONCLUSION Results of this work which was meant to research the leadership properties of managers in health sector, are given below. Sample was totally 108 people and 65% of this sample group were males. Almost all of them (92%) is marrried. 58 % of these 108 people is between 25 to 40 years old. . Among these 108 people who had this sample formed, there had not been any people who claimed that being highschool graduate or being less then 25 years old.It is observed that half ( 53 %) of the participants are bachelor degree and half (%54) of them is working in the available position for a period of 1- 4 years. 32% of 108 people who has formed this sample have the working period of 16-20 years in management position.. According to this, remaining questions are collected under groups by making factor analyze. At the end of regression analyze,these groups are named with respect to the highest factor affecting. These names are `` Promoter and Redirector Leader``, ``Success Focused and Promoter Leader``, ``Redirector and Success Focused Leader``, ``Redirector Leader``. The variables that they collect under in the these leadership groups are shown below. With respect to demographic properties, the leaderships that take over are determined. According to this, there is not any leaders property that take over in gender, in marital status and in working years in available position However , people who have 41 years and more and 21 years and more working years are having redirector leadership properties taking over the other leadership properties , among high school graduates, Promoter and Redirector Leaders` property are making more difference with respect to other groups. REFERENCES Akat, İ., Gönül Budak ve Gülay Budak (1999), İşletme Yönetimi, Barış Yayınları, İzmir, 178 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Akdemir, A. (2004), İşletmeciliğin Temel Bilgileri, İstanbul Alpugan, O., Oktav, Mete, Demir, Hulusi ve Üner, Nurel (1993), İşletme Ekonomisi ve Yönetimi, Beta Yayın No:393, 3. Basım, İstanbul Barner, J. B. ve Grıffın, R. W. (1992), Organization, Stragecy, Structure, Behavior, Hougton Mıfflin Company, Boston, Toronto Doğan, S. (2007), Vizyona Dayalı Liderlik, Kare Yayınları, İstanbul Dougherty, R. M. and F. J. Heinritz. (1985). “Scientific management of library operations”, Management strategies for libraries in (17-23). Ed. Beverly P. Lynch. Newyork: NealSchuman Publishers Inc. Drucker, P. F. (1985), “Management”, Harper&Row, Canada, USA Drucker, P. F. (2000), 21. Yüzyıl. İçin Yönetim Tartışmaları, Çev: Bahçıvangil, İrfan ve Gorbon, Gülenay, Epilson, 2. Baskı, İstanbul Erçetin, Şule (1998), Lider Sarmalında Vizyon, Kasım Eren, E. (1990), İşletmelerde Stratejik Planlama ve Yönetim, 3. Baskı, İşletme Fakültesi Yayın No:234, İstanbul Garih, Ü. (2004), Yönetim İlkeleri, Hayat Yayıncılık, İstanbul Gordon,T. (1999), Etkili Liderlik Eğitimi, Sistem Yayıncılık Maxwell, J. C.( 1998), Türkçesi: Liderlik Nitelikleri, İbrahim Şener, Reddedilemez 21 Liderlik Niteliği, Beyaz Yayınları, İstanbul Tekin, M. (2004), Girişimcilik ve Küçük İşletme Yöneticiliği, 4. Baskı, Ankara Zel, U. (2001), Kişilik ve Liderlik, Seçkin Yayıncılık San. ve Tic. A.Ş, Ankara Democratic Party Period In Local And Central Administration Relations For A Sustainable Development – The Sample Of Burdur City- Kadir Şeker Mehmet Akif Ersoy University,Education Faculty Burdur/Turkey kseker @mehmetakif.edu.tr Abstract An understanding of central administration had been adopted by Republican People’s Party (CHP) which governed from the found of the republic to the 1946’s accepted as the 179 � 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. 1111 Title A name given to the resource Leadership Traits Of Managers In Health Sector: Sample Of Isparta Author Author Orhan, Adigüzel Abstract A summary of the resource. Leadership is a process that affect the activities of people who gathered around the goals and objectives. Leader is a person who directing the behavior of group members in the group’s purposes. In this sense, the business leaders exhibit different behaviors when they leading others to perform the jobs and activities. These different behaviors which are exhibited by the leader is his/her management style. Management style is depend on manager’s personality, company’s sector, organizational structure and members of organization can changeable. The health sector is a developing with techonological innovations and scientific researches day by day. Behaviors of managers and leaders in this sector also attracted the attention of social scientists and executives. In this project, behaviors of managers in health sector will be examined and which leadership styles trend is maximum and this trend how change related to the sex, age, the year of work in the company will be analyzed. Thus, the output of our project will help managers to know their behaviors and academicians for new studies. Keywords: Manegers, Leadership, Leadership styles, Health sector 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) https://omeka.ibu.edu.ba/files/original/f6ebb48c6787ede774c64947418bcee8.pdf dda8b8e5646bcaf3f5133b900c0dfda7 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Lean Way Of Valuing Inventory Cengiz, Emre Akdeniz University ALTSO Vocational School emrecengiz@akdeniz.edu.tr Research Title: Subject: This study illustrates the actual cost calculations for inventory valuation for lean companies. The study will explain “the number of days method and unit quantity method” and highlight their differences between the traditional inventory valuation methods. Abstract American manufacturers which are choosing are lean principles as their basic business model, increasingly looking to lean thinking to improve productivity, reduce costs, enhance flexibility, create better value for their customers, and raise profits, cash flow, and stock price. The basic principles of lean thinking are based some solid factors namely profits are earned by selling products; value streams deliver customer satisfaction; nonfinancial operational data helps line workers manage business processes; real-time data is needed to enable process improvement; idle time is okay if there are no customer orders to fill at the moment; the goal of world-class organizations is to improve actual performance at a faster rate than competitors; front-line employees are an asset that should be cross-trained and highly skilled. Moreover, the cardinal rule of lean management is eliminating all unnecessary steps that create waste. In this context, lean accounting seeks to reduce steps in transaction processing, eliminate standard costs in favor of actual costs, and discontinue cost allocations. The traditional mass production companies which are typically advocators of standard costing see inventory as the largest current asset on traditional manufacturer s balance sheet and naturally, a traditional manufacturer use their inventory asset for collateral for bank lines of credit. Thus, lot of cash is tied up in the inventory. The traditional manufacturer inventory valuation is not based on an actual cost system. For instance, a company with inventory turns of 3.00 has four months of inventory on hand, which means it must use the actual production cost system for the last four months to value inventory. This absolutely obviates to maintain an actual cost system. On the other hand, lean companies aim to eliminate work in process and finished goods inventory with high inventory turns. A shrinking inventory value on a balance sheet based on real time cost information which in turn becomes a smaller percentage of total current assets is a typically way of doing for lean companies. This study illustrates the actual cost calculations for inventory valuation. The study will explain “the number of days method and unit quantity method” and highlight their differences between the traditional inventory valuation methods. Keywords: Lean Accounting, Inventory Valuation, Number of Days Method, Unit Quantity Method 258 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 1.LEAN PRODUCTION Since the early 1980s, the market conditions faced with intensive global competition have led to many leading manufacturing companies to adopt new production approaches. Especially in the most prominent of these approaches is the concept of lean production. Lean manufacturing is a sophisticated approach that consists of quality systems, work teams, cellular manufacturing, and supply management and so on. It integrates many management applications. The core motivation behind the concept of lean production is working in synergy with these applications in a continuous manner through progressive and high quality systems according to customer demand but no or little waste at the end (Shah and Ward 2003, Kennedy and Widener 2008). Product / service features generate income but if only if the customer value to them. If the added features do not add value in respect of the customer perspective, this will only create waste. This kind of waste is especially a pure waste which the management should be striving to prevent in order to gain a successful market share. The primary issue in developing product / service differentiation is using different customer preferences that add value not a bunch of waste (McNair 2007). Fuji Cho (Toyota Manager) defines waste as follows: “anything other than the minimum amount of equipment, material, parts, space, and worker’s time which are absolutely essential to add value to the product” (Huntzinger 2007). According to Ohno'ya Taiichi "Toyota production system of the company lies on the basis of absolute waste prevention" (Grasso 2005). Prevention of waste provides significant improvements to the operation cost, productivity, quality and timely delivery of products improvements (Woehrle and AbouShady, 2010). Lean approach is not a striving effort for a zero waste and creating a perfect result. This approach is a never-ending journey of continuous improvement that seeks to create better and less wasteful results than previously known methods (Shah and Ward 2003). In other words, the lean production aims to decrease waste by increasing customer value (Carnes and Hedin 2005). Then, it would be possible for the stakeholders to share these earnings that lean creates (Grasso 2005). Lean manufacturing aims to reduce labor force in the company, stock, defective products, the factory occupied area, cycle time, scrap and rework costs and, at the same time leads to increase productivity, quality and output. Such a restructuring, which would save time and factory space, would provide product quality monitoring and improvement. Stock at all levels may have a negative factor and thus, should be controlled (Carnes and Hedin 2005). 1.1.The Factors of Lean Production If world-wide surveys conducted at the factory levels are considered, following applications under the framework of lean production are observed (Jusko 1999):    259 Equipment set-up time efficiency Facilitating the production of small batches of equipment and work stations arranged in cellular production. A cell, which is in close proximity with another cell, thus, provides a quick feedback between the operators and includes all activities that are usually necessary for the production of a component or sub-components. Manufacturing cells often consist of cross-trained employees to perform multiple tasks. �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo   Just-in-time production / continuous production flow techniques are deployed to reduce batch sizes, reduce setup time, decrease severely the work-in process inventory levels, improve work / time ratio and reduce manufacturing cycle time. Just-in time generally use “pull” signals to initiate production facilities for actual orders instead of “push systems” at production plantings or work orders that are usually based on estimated levels Supplier deliveries in just-in time production systems, where more frequent deliveries in small lots of parts and materials are in consideration, should be scheduled to meet customer needs. Just-in time delivery made by suppliers usually reduces the inventory level of producers and thereby this both reduces the need for material requirement in the warehouse and inventory holding costs. 2.LEAN ACCOUNTING Management accounting is an accounting discipline designated to provide managers the information for decision making that will optimize the organization in order to achieve its strategic, economic and profit objectives set by corporate management. If the strategy is correct for the market, this will ultimately increase the corporate value of the organization as a result of will result the increased value of the work, increased wages for workers and an increase in dividends to shareholders (White 2009). In a study conducted by Advanced Manufacturing Consortium International (CAM-I) among 145 chief financial managers in the United States, it is expressed that:   %80 of the managers still use traditional cost allocation systems and Only %23 of them declared that they are satisfied with their current decision support system (Sharman 2003). These results should not be too surprising because the accounting community limited management accounting only with its contribution to the external financial reporting (White 2009). In addition, studies show that senior managers in the United States are lack of issues such as cost and resource management (Sharman 2003). Lean Accounting movement was born as a solution to a period of intense disappointment. Lean American manufacturers, who are under pressure of this intense competition and want to overcome this great frustration, work continuously to ensure that the customer is willing to pay for the value created by permanently eliminating the waste (Grasso 2005). Lean processes need information for value stream activities including purchasing, ordering and month-end closings. These processes value streams management need quick information to continuously determine waste, deploy employees for cost reduction activities in their divisions and analyze the results of improvement activities. Traditional accounting systems do not provide information about necessary measures and thus, they are late for creating value in a lean environment (Carnes and Hedin 2005). In this concept, Lean Accounting has the following purposes (Maskell and Kennedy 2007).   260 Motivating lean transformation all throughout the organization and providing accurate, timely and easily understandable information for decision-making process leading to increasing customer value, growth, profitability and cash flow Using lean techniques to remove waste from accounting processes while maintaining financial control �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo   Being fully complied with Generally Accepted Accounting Principles (GAAP), and with the requirements of external reporting and internal reporting arrangements, Investing in people, providing appropriate and relevant information to motivate and empower the organization at every stage of development to support the lean culture. The main difference between traditional accounting and lean accounting is the fact that lean organizations are arranged according to value streams rather than the organization's functions. Value stream organizations simply need to re-organize their accounting knowledge in a simplistic manner (Haskin 2010). Lean organizations classify costs according to value streams rather than departments. The costs that may occur in value streams include design, engineering, sales and marketing, delivery costs as well as costs associated with customer relations, material purchasing and collection of receivables (Kroll 2004). From a management accounting point of view; any resources’ total cost with the product material cost as well as the sum of the costs of outsourced services, are included to value stream cost object (Van Der Merwe and Thomson 2007). In a lean environment, the processes are based on a customer oriented “pull” environment, where the production begins when the customer gives orders, rather than a “push” environment based on predictions. The products produced based on contemporary estimates will be produced in accordance with the budget and will be stored until delivered by the customer. Often, the problems may arise because of the high inventory levels and even the risk of stock being outdated. Traditional methods that assign fixed production costs, support high levels of production estimates to lower unit cost by assigning costs to greater number of units (Haskin 2010). Traditional accounting strives to assign cost to precise and fixed cost centers. On the other hand, lean accounting aims to accurately measure these costs rather than perfect assignment of them (Kroll 2004). Unlike traditional full cost accounting that assigns all overhead to product costs and supports excessive production, value stream organizations use simple and summarized direct costing that involves little cost assignment. As a result, lean accounting clearly contrasts with the traditional methods that claim it is efficient for overhead to be absorbed by mass production (Haskin 2010). It is a clear fact that conventional methods reflect an era dominated by the idea of economies of scale which has products with less variety. The information generated by the conventional methods may lead to wrong decisions (Drickhamer 2004). This information is prepared weekly and it is easy to understand. Decisions are given by assessing their effects on value stream costs and profitability as a whole not assessing their effects on individual product. Thus, decisions may be made more effectively because the information is more accurate and understandable. Also, with this perspective, real information can be provided rather than information which is less accurate and sometimes based on complex accounting formulas (Maskell and Kennedy 2007). 3.LEAN INVENTORY VALUATION Traditional manufacturers developed the standard cost systems which generate the standard unit costs for each product. In the balance sheet, the amount of inventory is the sum of multiplications of actual amount of each product with standard unit of that product. This process needs the periodic comparison of actual costs with the standards to update the standards to reach actual values. Using actual costs for inventory valuation is a requirement for GAAP. Using standard costs for inventory valuation needs the sustainability of a sophisticated system in order to observe and generate all necessary standard rates. Standard costing system assesses inventory at the level of individual product. This means that every inventory valuation needs detailed information about how an individual product’s standard 261 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo cost is valued. The information about material invoices, work orders, work centers, overhead rates, direct labor rates, and direct / indirect assignments should be obtained, updated and be available for inventory valuation. On the other hand, lean companies have different perspectives for inventory valuation (Maskell and Kato 2007). Lean companies can value their inventory in a very simple way because the most important feature of a lean company is its low level of inventory. When Inventory is low, many simple methods for inventory valuation may be considered. Physical inventory counting is quick and easy because inventory level is low and can be managed visually (Maskell and Kennedy 2007). The managers of lean companies know the inventory level that will enable continuous flow of all work cells in a value stream. All excess inventory is a waste and must be disposed. As a result, inventory at the end of the period was produced for that period, and thus, matching the actual production cost of inventory with its amount has become quite simple. Lean companies make actual cost calculations at inventory valuation in two ways. These two methods are described following (Maskell and Kato 2007). a) Valuing Inventory Using the Unit Quantity Method The average cost per unit method resembles traditional inventory valuation method in which the amount of each inventory component on hand is multiplied by actual material and conversion cost. The only difference is that the actual amount on hand is the sum of all units in the factory product range. Calculation is based on all inventory levels not on each individual item. The main assumption of this method is that the inventory is a mix of products that are sold and produced which is also a common assumption for lean pull systems. Figure1 exhibits the calculation of an inventory valuation based on average cost per unit method (Maskell and Kato 2007). Total Units Total Material cost Average Material Cost Per Unit Total Conversion Cost Average Conversion Cost Per Unit 19.450 $758.568,33 $39,00 $40,06 Quantity Material Value 13.730 2.288 3.432 $535.483 $89.234 $133.851 $779.155,56 Conversion Value $0 $91.656 $137.484 19.450 $758.568,33 $229.139,83 Raw Material Work in process Finished Goods Total Inventory Value Total Value $535.483 $180.890 $271.335 $987.708,17 Figure 1: Valuing Inventory Using the Unity Quantity Method b) Valuing Inventory Using the Number of Days Method In the days of inventory method (Figure 2), daily material costs and conversion cost rates are used for inventory valuation. Daily rate information comes directly from value stream costing information and these daily rates are multiplied by the days on hand of each inventory component (Maskell and Kato 2007). Days in the Month 262 Total Material Cost Material Cost per Day Total Conversion Cost Conversion Cost per Day �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 20 $758.568,33 $37.928,33 $779.155,56 12 2 3 Material Value $455.140 $75.857 $113.785 Conversion Value $0 $77.916 $116.873 17 $644.781,67 $194.788,89 Days Raw Material Work in process Finished Goods Total Inventory Value $38.957,78 Total Value $455.140 $153.772 $230.658 $839.570,56 Figure 2: Valuing Inventory Using the Number of Days Method 4.CONCLUSION Conventional methods reflect an era dominated by the idea of economies of scale which has products with less variety. The information generated by the conventional methods such as standard costing may lead to wrong decisions. In addition, the maintenance and use of a standard costing system requires a sophisticated and costly process which absolutely contrasts with the principles of a lean organization. Lean organizations use value stream costing that is simple and based real time information for their purpose of cost control, internal decision making and external financial reporting. The lean inventory valuation methods for these purposes (the number of days method and unit quantity method) as illustrated in this study are compliant with GAAP. Regarding these methods, there is no need to know the cost of any specific product and maintain a sophisticated standard cost system. The simplification of inventory valuation process means eliminating non-value added activities and creating available capacity for finance people to focus on lean improvement projects. REFERENCES Carnes, K.and Hedin, S. (2005) Accounting for Lean Manufacturing: Another Missed Opportunity?, Management Accounting Quarterly, 7(1), 28-35. Drickhamer, D. (2004) Lean Accounting: Novel Number Crunching, Industry Week, 253(12), 49-52. Grasso, L. (2005) Are ABC and RCA Accounting Systems Compatible with Lean Management?, Management Accounting Quarterly, 7(1), 12-27. Haskin, D. (2010) Teaching Special Decisions in a Lean Accounting Environment, American Journal of Business Education, 3(6), 91-96. Huntzinger, J. (2007) “Limited Production Principles: Right Sizing for Effective Lean Operations and Cost Management” in E. D. Stenzel (eds.) Lean Accounting: Best Practices for Sustainable Integration, Hoboken, New Jersey: John Wiley & Sons, Inc. Jusko, J. (1999) A Look at Lean, Industry Week, 248(22), 88-91. Kennedy, F. A. and Widener, S. K. (2008) A Control Framework: Insights from Evidence on Lean Accounting, Management Accounting Research, 19, 301-323. Kroll, K. M. (2004) The Lowdown on Lean Accounting, Journal of Accountancy, 198(1), 6976. 263 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Maskell, B. and Kato, N. (2007) “Value Stream Costing: The Lean Solution to Standard Costing Complexity and Waste” in E. D. Stenzel (eds.) Lean Accounting: Best Practices for Sustainable Integration, Hoboken, New Jersey: John Wiley & Sons, Inc. Maskell, B. H. and Kennedy, F. A. (2007) Why Do We Need Lean Accounting and How Does It Work?, Journal of Corporate Accounting & Finance (Wiley), 18(3),59-73. McNair, C.J. (2007) On Target: Customer-Driven Lean Management. in E. D. Stenzel (eds.) Lean Accounting: Best Practices for Sustainable Integration, Hoboken, New Jersey: John Wiley & Sons, Inc. Shah, R. and Ward, P.T. (2003) Lean Manufacturing: Context, Practice Bundles, and Performance, Journal of Operations Management, 21, 129-149. Sharman, P.A. (2003) The Case for Management Accounting, Strategic Finance, 85(4), 43-47. Van Der Merwe, A. and Thomson, J. (2007) The Lowdown on Lean Accounting. Strategic Finance, 88(8), 26-33. White, L. (2009) Resource Consumption Accounting: Manager-Focused Management Accounting, The Journal of Corporate Accounting & Finance, 20(4), 63-77. Woehrle, L. S. and Abou-Shady, L. (2010) Using Dynamic Value Stream Mapping and Lean Accounting Box Scores to Support Lean Implementation, American Journal of Business Education, 3(8), 67-75. The Factors Which Caused The Decline In The Amount Of The Newly One Family Houses Sold In Us Ali Cüneyt Çetin1,Jing Li-Kole2 1Department of Accounting and Finance,Suleyman Demirel University Faculty of Economics and Administrative Sciences, Isparta, Turkey 2State University of New York at Oswego, New York, USA E-mails: cuneytcetin@sdu.edu.tr,likole@oswego.edu Abstract The new privately owned one-family house sold (C25) is recognized as great indicator for economy. The monthly data in February 2011 was 250,000 houses sold. Compared to five years ago, 1,061,000 in 2006 were decreased by 76%. What are the causes to the dramatic decline of number of C25? The purpose of this paper is to analyze factors that determine the decline of number of C25 in US. Therefore, in this study, dependent variable is the new privately owned one-family house sold. Independent variables include 30 years mortgage rate, real personal income, unemployment rate, population, and house price index. The results indicate when the interest rate increases 1%, the number of new privately owned one-family houses sold decreases by 20 thousand. When the unemployment rate increases 1%, the 264 � 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. 1302 Title A name given to the resource Lean Way Of Valuing Inventory Author Author Cengiz, Emre Abstract A summary of the resource. American manufacturers which are choosing are lean principles as their basic business model, increasingly looking to lean thinking to improve productivity, reduce costs, enhance flexibility, create better value for their customers, and raise profits, cash flow, and stock price. The basic principles of lean thinking are based some solid factors namely profits are earned by selling products; value streams deliver customer satisfaction; nonfinancial operational data helps line workers manage business processes; real-time data is needed to enable process improvement; idle time is okay if there are no customer orders to fill at the moment; the goal of world-class organizations is to improve actual performance at a faster rate than competitors; front-line employees are an asset that should be cross-trained and highly skilled. Moreover, the cardinal rule of lean management is eliminating all unnecessary steps that create waste. In this context, lean accounting seeks to reduce steps in transaction processing, eliminate standard costs in favor of actual costs, and discontinue cost allocations. The traditional mass production companies which are typically advocators of standard costing see inventory as the largest current asset on traditional manufacturer s balance sheet and naturally, a traditional manufacturer use their inventory asset for collateral for bank lines of credit. Thus, lot of cash is tied up in the inventory. The traditional manufacturer inventory valuation is not based on an actual cost system. For instance, a company with inventory turns of 3.00 has four months of inventory on hand, which means it must use the actual production cost system for the last four months to value inventory. This absolutely obviates to maintain an actual cost system. On the other hand, lean companies aim to eliminate work in process and finished goods inventory with high inventory turns. A shrinking inventory value on a balance sheet based on real time cost information which in turn becomes a smaller percentage of total current assets is a typically way of doing for lean companies. This study illustrates the actual cost calculations for inventory valuation. The study will explain “the number of days method and unit quantity method” and highlight their differences between the traditional inventory valuation methods. Keywords: Lean Accounting, Inventory Valuation, Number of Days Method, Unit Quantity Method 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),HB Economic Theory,HG Finance,HJ Public Finance https://omeka.ibu.edu.ba/files/original/f2ebd0afcc3a47333dc34e55ce49e4fa.docx 4ddd72d5a11e172a73b09b7ee80f1d30 https://omeka.ibu.edu.ba/files/original/a906da2d382d61167ea066c35187df43.pdf dc6d157590595b882d855e3397026592 PDF Text Text Learner Autonomy in EFL classes from the Eyes of Teachers Ülker Osam & Fatoş Erozan Eastern Mediterranean University/Famagusta, North Cyprus Key words: English language teaching, curriculum reform, learner autonomy, teachers, perceptions ABSTRACT The concept of learner autonomy has become popular since the publication of Holec (1981), who defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3). In fact, the related literature is abundant with descriptions of learner autonomy, suggesting that there is no commonly accepted definition of it. A considerable amount of research has been done on the subject of learner autonomy in English language teaching. While some studies have focused on the new role relationship between the learner and the teacher in autonomous learning, some others have concentrated on the issue of age of the learners. Also, there are studies on the readiness level of the teachers and/or learners for autonomy. The purpose of this qualitative study is to take a critical look at a reformist action launched by the Ministry of Education in North Cyprus in English language teaching practice at secondary and high schools. More specifically, the study intends to explore English language teachers‟ perceptions of the fouryear implementation of a new teaching approach initiated as a policy to promote „learner autonomy‟ in class. To this end, 48 English teachers with different backgrounds were asked to answer a questionnaire and also interviewed in order to find out their perceptions, what kind of problems and barriers they faced in their classroom practice, and what suggestions they put forward to overcome these problems. In addition, a number of randomly selected classrooms were observed for triangulation purposes. The findings indicate that top-down reforms can be effective only when all stakeholders develop a common understanding and ownership. In addition, the readiness level of the involved people and the availability of physical facilities are important factors to consider in planning an innovative action. � https://omeka.ibu.edu.ba/files/original/f6ccf1746ed3993387dbbed616999aba.pdf dc6d157590595b882d855e3397026592 PDF Text Text Learner Autonomy in EFL classes from the Eyes of Teachers Ülker Osam & Fatoş Erozan Eastern Mediterranean University/Famagusta, North Cyprus Key words: English language teaching, curriculum reform, learner autonomy, teachers, perceptions ABSTRACT The concept of learner autonomy has become popular since the publication of Holec (1981), who defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3). In fact, the related literature is abundant with descriptions of learner autonomy, suggesting that there is no commonly accepted definition of it. A considerable amount of research has been done on the subject of learner autonomy in English language teaching. While some studies have focused on the new role relationship between the learner and the teacher in autonomous learning, some others have concentrated on the issue of age of the learners. Also, there are studies on the readiness level of the teachers and/or learners for autonomy. The purpose of this qualitative study is to take a critical look at a reformist action launched by the Ministry of Education in North Cyprus in English language teaching practice at secondary and high schools. More specifically, the study intends to explore English language teachers‟ perceptions of the fouryear implementation of a new teaching approach initiated as a policy to promote „learner autonomy‟ in class. To this end, 48 English teachers with different backgrounds were asked to answer a questionnaire and also interviewed in order to find out their perceptions, what kind of problems and barriers they faced in their classroom practice, and what suggestions they put forward to overcome these problems. In addition, a number of randomly selected classrooms were observed for triangulation purposes. The findings indicate that top-down reforms can be effective only when all stakeholders develop a common understanding and ownership. In addition, the readiness level of the involved people and the availability of physical facilities are important factors to consider in planning an innovative action. � 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. 1973 Title A name given to the resource Learner Autonomy in EFL classes from the Eyes of Teachers Author Author OSAM, Ülker EROZAN, Fatoş Abstract A summary of the resource. Key words: English language teaching, curriculum reform, learner autonomy, teachers, perceptions ABSTRACT The concept of learner autonomy has become popular since the publication of Holec (1981), who defined learner autonomy as “the ability to take charge of one‟s learning” (p. 3). In fact, the related literature is abundant with descriptions of learner autonomy, suggesting that there is no commonly accepted definition of it. A considerable amount of research has been done on the subject of learner autonomy in English language teaching. While some studies have focused on the new role relationship between the learner and the teacher in autonomous learning, some others have concentrated on the issue of age of the learners. Also, there are studies on the readiness level of the teachers and/or learners for autonomy. The purpose of this qualitative study is to take a critical look at a reformist action launched by the Ministry of Education in North Cyprus in English language teaching practice at secondary and high schools. More specifically, the study intends to explore English language teachers‟ perceptions of the four-year implementation of a new teaching approach initiated as a policy to promote „learner autonomy‟ in class. To this end, 48 English teachers with different backgrounds were asked to answer a questionnaire and also interviewed in order to find out their perceptions, what kind of problems and barriers they faced in their classroom practice, and what suggestions they put forward to overcome these problems. In addition, a number of randomly selected classrooms were observed for triangulation purposes. The findings indicate that top-down reforms can be effective only when all stakeholders develop a common understanding and ownership. In addition, the readiness level of the involved people and the availability of physical facilities are important factors to consider in planning an innovative action. 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/b2381a914cf2b8862f09a7cf969192b3.docx 50e3c42e3211eae28eca8c844171af7f https://omeka.ibu.edu.ba/files/original/bd14f3c5a817ada636d77b7b7f5b3dea.pdf 2f20d1f7ca024c9cbd1e217dd863bd09 PDF Text Text Learner Autonomy-Expectations and Perceptions of South-East Europe Lulzime Kamberi State University of Tetovo/ Tetovo, Macedonia Key words: autonomy, perceptions,succes, students, teachers ABSTRACT Autonomous learning is now almost universally supported all around the globe by teachers and students. The South Eastern European countries are trying to follow this trend. The question is how much do teachers and learners of the South East Europe really value it? This paper reports on a study conducted at the South East European University (SEEU), in Macedonia (FYROM) analyzing teacher and learner perceptions on autonomous learning. Applying content analysis (Silverman, 2006) to identify themes biases and meaning, the study explored student and teacher attitudes towards autonomous learning. The study was conducted across one semester (15 weeks), in the year 2012. Acknowledging convenience sampling, the 63 subjects who participated in this study were students and teachers from the English Department of the Languages Cultures and Communication Faculty and from the Language Center � 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. 1878 Title A name given to the resource Learner Autonomy-Expectations and Perceptions of South-East Europe Author Author KAMBERI, Lulzime Abstract A summary of the resource. Key words: autonomy, perceptions,succes, students, teachers ABSTRACT Autonomous learning is now almost universally supported all around the globe by teachers and students. The South Eastern European countries are trying to follow this trend. The question is how much do teachers and learners of the South East Europe really value it? This paper reports on a study conducted at the South East European University (SEEU), in Macedonia (FYROM) analyzing teacher and learner perceptions on autonomous learning. Applying content analysis (Silverman, 2006) to identify themes biases and meaning, the study explored student and teacher attitudes towards autonomous learning. The study was conducted across one semester (15 weeks), in the year 2012. Acknowledging convenience sampling, the 63 subjects who participated in this study were students and teachers from the English Department of the Languages Cultures and Communication Faculty and from the Language Center 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/0cea774458ca32b1fab5611672512b4b.pdf a374b24983ee910c5033c27aa74343f3 PDF Text Text Learning and Teaching Strategies for Technology Education in Turkey Ahmet APAY Department of Construction, Sakarya University, Sakarya, Turkey, aapay@sakarya.edu.tr Ibrahim YUKSEL Department of Construction, Sakarya University, Sakarya, Turkey, iyuksel@sakarya.edu.tr Abstract: The main power behind the development of a country can be considered as EDUCATION. Today, due to rapid industrialization, professional and technical education is regarded as locomotive in raising staff to industry equipped with necessary qualifications. Engineering education in developed countries is based on theory and it is design oriented. Engineers participate rarely in implementation, though in some countries they are directly involved. The engineering education in Turkey is given in the faculties of Engineering and it has been observed that the education is mostly theoretical. It has also been observed that there are important shortcomings in transferring the comprehensive theoretical engineering knowledge into practice and that there is a gap between the industry and the universities. An important shortcoming exists in technology education, which actually means the transfer of theoretical knowledge into practice. The Technical Training Faculties do not only give theoretical knowledge but they also provide an important amount of applied education; however the graduates are entitled as technical teachers without clearly defined roles and responsibilities, as a result of which the industrial institutions can not make use of them. The engineering and technology education in developed countries are given by Engineering Faculties, Technology Faculties and Technician Schools. The technology Faculties part of this process is missing in our country. This should be completed by the establishment of the Technology Faculties. 1. Introduction In Turkey, the occupational and vocational school which levels are same of the primary and middle school has been established by Mithat Pasa on 1860. The number of these school has been increased to meet the needed occupational power in the firstly year of the Republic. The first school of high technical teacher was established to meet the needed teacher in Ankara at 1937. And then these schools were arranged as vocational and technical education faculties in 1983. The number of this school was four at 1983. The number of this school has rapidly increased to 19 in 2007. These faculties have some problem about quality and employment. The basics missions of Technical Education Faculty are to meet the teacher, who would be teacher in Industry Occupational and Technical high school, education centers of the apprenticeship and a teacher graduated from these schools takes a title “Technical Teacher”. The employing of technical teacher is not intent to another working area. The number of the student in Technical Education Faculty is totally 28097 at 2006. However, from 1669 student only 19 students has been assigned to a civil servant. Also, there is no any assigning for years in some expertise area (Strategic report of YOK, 2007). In laws, title of “Technical Teacher” is not defined for industry, for example workmen, technician, engineer or another thing they have to face highly important problems. 2. Current Status of Technical Education Faculties in Turkey These faculties are unique in the world so that the accreditation of these faculties is impossible. It was seen that the attraction and qualification of student or people has reduced from this status. Discussion about the status of Technical Education Faculty, its graduates and solving this problem has highly increased in nowadays. Discussions are based on the four subjects; 111 �1. The employing problem of technical teachers and the increasing number of graduated student. 2. The title, authorization, and responsibility are not defined for technical teachers that have not been assigned as a teacher in industry. 3. Technical Education Faculties hasn’t been accredited by any international accreditation organization and the equality of its diploma is not defined in EU, USA and the other countries in the world. 4. The equality of its diploma is not defined in EU, USA and the other countries in the world changing programme for student and academician hasn’t been realized. In developed country, technology education has been given by Technology Faculty. The basic aim of this faculty is grow up technology engineer with skilled in applications for industry. A student has industry experiences and pedagogic formation graduated from University of Applied Science, School of Technology, College of Technology or Faculty of Technology could be assigned as a technical teacher in EU, USA and the other countries. In our country only conventional engineering education has been given. But, in industry has desire Technology Engineer especially in the application area. Because of this reasons in our country Technical Education Faculties should be revised as Technology Faculty. 3. Which Kind of Workman are Desired by the Place of Employments in Turkey? The result of the report made by ISO Occupation Committees (Istanbul Industry Associated) in May 2007 was shown that the profile of the workman desired from by the entire sector. Which kinds of workman are desired by the place of employments in Turkey was shown as a graph (Fig.1). Figure1. The needing status according to the occupational groups in Turkey (Source: Report made by ISO Occupation Committees in May 2007. As a result of the report according to the needing status based on the occupational group that the desired qualified technical person ratio is about 73% in Turkey. This result is so important for industry and education system in Turkey. . 4. Comparison of the Faculty of Engineering and Faculty of Technology The researcher engineering graduated from faculty of engineering and engineering graduated from Faculty of Technology are named as “Chartered Engineer” and “Incorporated Engineer” respectively in EU countries, and USA. The most important different between the engineers is the first engineering education based on the knowledgetheoretical and conceiving the other one based on the skill and especially application in industry (Tab.1). 112 �Engineering Faculty Technology Faculty Knowledge and theatrical Skill and application Conceiving new product Application engineer Mathematical modeling and theory Applicable mathematic and application of science System arrangement and planning Applications of the current knowing in detailed Researching and Developing Advanced planning, using new technology and developing new product methods. Developing plans based on perspective in the middle and long period Management source and equip Create product quality and service processes Productiveness of product and product system, use of the current technology, developing secure and economical product methods To gain the aims in product developing plans based on the short and middle periods Management source and equip Table1. The differences of education area between faculties of engineering and faculties of technology The other important subject is the ratio of the occupational and other education. While the ratio of the occupational education is about 30-35% and the general education ratio is about 70-65% respectively in Turkey. However, the ratio of the occupational education is about 65-70% and the general education ratio is about 35-30% respectively in Europe and the other countries. . The quality is so important for growing up the qualified person in occupational school, vocational school and Faculty of Technology would be revised again. For this reason in our country; - The esteem of the occupational and vocational education should be increased. The integration of this intuition with the local employments sector should be ensured. The best students should be directed to this institutions, Best carrier for the stuff who is working in this intuitions should be ensured, Technical Education Faculties should be again revised as Technology Faculty 4.1 Differences Between Engineering and Engineering of Technology Differences between engineering and engineering of technology has been compared with together in scope of both generally and possibility of employment and summarized in below (Tab.2 and Tab.3). 113 �General Engineering Programme Programme of Technology Engineering İmpact of Programme Application of the daily engineering Developing new analysis, solving methods knowledge and expertise for solving for conceiving problems some technical problem Aim of the Experting Developing conceptual skills Title of employing The graduation is Engineer. Properties of Programme Engineering Programme Developing application skills The graduation is Engineering of Technology. Programme of Technology Engineering Impact on the Technical Lesson Engineering education is based on Engineering of technology is based on the theoretical and pointed out its potential the application and practice and Solving application in. the problems in industry and applications Impact on the Laboratory Lesson Experimental methods in laboratory lessons, and processing with theories are given In Laboratory for solving industrial problems the practice conceiving, producing and evaluation techniques are given. Impact on the Technical Conceiving General conceiving criteria and different methods are learned and new product, technology and system are developed The current conceiving methods are developed and applied a specific technique area, practice conceiving are made. Table2. Differences Between Engineering and Engineering of Technology (Source: Brochure of the American Society of Mechanical Engineers,September 2000) İş imkanları The first typically employ position Technical interest Activity Mühendislik Programı Teknoloji Müh. Programı Works areas are conceptual conceiving in industry, engineering of system, research for product and developing process. Works areas are product and technical subject, developing product, testing, technical operations, service and quality control. Produce with analytical approach for solving technical problem in scope of wide. Experts for a specific area and produce of solving for the specifics problems especially application area. Usually has a management position Usually has industrial management positions After passed from some exam in USA, Acknowledge and membership could be taken Professional Engineer for occupational organization title. After passed from some exam in USA, could be taken Professional Engineer title. Could be studied in the other areas in engineering (Master’s degree or PhD). Could be studied in the other areas in engineering (Master’s degree or PhD). Master’s degree Table3. Comparing engineering and engineering of technology with together in scope of possibility of employment (Source: Brochure of the American Society of Mechanical Engineers, September 2000) 114 �The occupational working and responsibilities of the Engineer and Engineer of Technology was shown on a schema (Fig.1). Figure1. Comparing the working area for Engineer and Engineer of Technology (Source: Brochure of The American Society of Mechanical Engineers September, 2000.) 5. Qualifiedness of Graduated from Faculty of Technology The graduated person should be authority by giving assigning authority for making project with your area, conceiving, management, application and control, developing products, testing, analysis, management of quality and production. The graduated person should be taken the title of Engineering of Technology in all of the world. The authorities for the Engineering of Technology could be summarized in below (Tab.4). Engineering of Technology Possible Employing Differences from Engineer Education Programme of Engineering of Technology Works areas are product and technical subject, developing product, testing, technical operations, service and quality control. Application of the daily Skill and application, engineering knowledge and expertise for solving some Application engineer technical problem Experts for a specific area and produce of solving for the specifics problems especially application area. Applicable mathematic application of science Usually has industrial management positions Applications of the knowing in detailed and Developing application skills current The graduation is Engineering of Technology. Engineering of technology is After passed from some exam in based on the application and Creates product quality and USA, could be taken practice and Solving the service processes Professional Engineer title. problems in industry and applications Could be studied in the other areas in engineering (Master’s degree or PhD). Productiveness of product and In Laboratory for solving product system, use of the industrial problems the practice current technology, developing conceiving, producing and 115 �secure and economical product evaluation techniques are given. methods To gain the aims in product The current conceiving methods developing plans based on the are developed and applied a short and middle periods specific technique area, practice Management source and equip conceiving are made. Table4. Qualified ness of Graduated from Faculty of Technology Carrier and positions of person graduated from Faculty of Technology and samples for the graduated degree of Technology Faculty accredited by the kind of accreditation institution in different countries was given below (Tab.6 and Tab.7). Applications Engineer Engineering Technologist Associate Engineer Hardware Engineer Automation Engineer Management Associate Management Trainee Manufacturing Engineer PCB Designer Engineer PCB Manufacturing Engineer Power Supply Test Engineer Product Change Coordinator Controls Engineer Control Systems Coordinator Display Design Engineer Electrical Applications Engineer Electrical Engineer Electronics Systems Engineer Project Engineer Quality Assurance Engineer Sales Engineer Service Engineer Shift Engineer Software Engineer Staff Engineer Systems Engineer Systems Integrator Production Supervisor Embedded Systems Engineer Test Engineer Product Support Engineer Programmer Engineer Field Engineer Validation Engineer Wireless Engineer Table 5. Carrier and positions of person graduated from Faculty of Technology Names of Programme Computer Engineering Technology Automotive Engineering Technology Manufacturing Engineering Electromechanical Engineering Technology Technology Mechanical Engineering Technology Design and Drafting Engineering Technology Electrical Engineering Technology Electronics Engineering Technology Architectural Technology 116 Engineering Mech. Technology Design Aeronautical Technology Engineering Engineering Marine Engineering Technology Telecommunications Technology Engineering Environmental Technology Engineering �Civil Engineering Technology Construction Technology Engineering Laser Technology Electro-Optics Engineering Aircraft Engineering Technology Table 6. Samples for the graduated degree of Technology Faculty accredited by the kind of accreditation institution in different countries 6. Result and Recommendations These faculties are unique in the world so that the accreditation of these faculties is impossible. It was seen that the attraction and qualification of student or people has reduced from this status From 1669 student only 19 students has been assigned to a civil servant in 2006. Also, there is no any assigning for years in some expertise area (Strategic report of YOK, 2007). In laws, title of “Technical Teacher” is not defined for industry, for example workmen, technician, engineer or another thing they have to face highly important problems. The result of the report made by ISO Occupation Committees (Istanbul Industry Associated) in May 2007 was shown that according to the needing status based on the occupational group that the desired qualified technical person ratio is about 73% in Turkey. This result is so important for industry and education system in Turkey. The researcher engineering graduated from faculty of engineering and engineering graduated from Faculty of Technology are named as “Chartered Engineer” and “Incorporated Engineer” respectively in EU countries, and USA. The most important different between the engineers is the first engineering education based on the knowledgetheatrical and conceiving the other one based on the skill and especially application in industry The other important subject is the ratio of the occupational and other education. While the ratio of the occupational education is about 30-35% and the general education ratio is about 70-65% respectively in Turkey. However, the ratio of the occupational education is about 65-70% and the general education ratio is about 3530% respectively in Europe and the other countries. The quality is so important for growing up the qualified person in occupational school, vocational school and Faculty of Technology would be revised again. The engineering and technology education in developed countries are given by Engineering Faculties, Technology Faculties and Technician Schools. The technology Faculties part of this process is missing in our country. This should be completed by the establishment of the Technology Faculties. References 16th National Education Conference Pre-Commission Reports Ankara, 1998. 16th.National Education Conference Pre-Commission Reports, Ankara, 1998. Vocational and Technical Education in National Education Conferences, Ankara, 1998. Çelik, H., Çıtak, R., Bay, Ö.F.,Ş Yücesu, H,S, ve Mahiroğlu,A., Reconstruction Activities for Technical Education Faculties, Gazi University, Technical Education Faculty, 2003. Yücesu, S.H., Bay, Ö.F., Technology Education and Technical Teacher Training in the World and in Turkey, Gazi Üniversity, Technical Education Faculty, 2004. Strategic Report of High Education Instition, 2007, Turkey. 117 �Report of the İSO (Istanbul Industry Association) Occupation Committee, May 2007. Brochure of the American Society of Mechanical Engineers, September, 2000. 118 �The Value of Emotional Intelligence for EFL Settings M. Naci Kayaoğlu Karadeniz Technical University, Trabzon (KTU) Turkey naci@ktu.edu.tr Abstract: In spite of the proliferation of emotional-intelligence-based research over the past few decades, this concept came only to receive sporadic attention from TEFL circles. The emphasis of the definitions ranges from “ability to engage in abstract thinking; general approach to new problems in life; adjustment to the environment; capacity for knowledge and knowledge possessed; general capacity for independence, originality, and productiveness in thinking; apprehension of relevant relationships; ability to judge, to understand, and to reason; deduction of relationships; and innate, general cognitive ability”. With this emphasis in mind, Emotional Intelligence appears to have potential to contribute substantially to our language students’ intellectual and emotional well-being and growth., which in return, helps create a very interactive, synergic atmosphere for EFL learners. This paper is a experimental follow-up study to investigate how English-majoring students develop emotional intelligence within the existing curriculum Introduction Emotional intelligence developed within the area of psychological research appears to have been well publicized within the business community to the extend that some companies employ people on the basis of test results of the emotional quotient and later popularized by Daniel Goleman’s 1995 known book, Emotional Intelligence: Why it Can Matter More Than IQ. Although emotional intelligence is theoretically a loose concept (Matthews et al 2002), given its practical implications, this can be considered an important reaction and response to the cognition-based approaches, mainly to IQ (intelligence quotient) in determining succes. IQ (intelligence quotient) was widely used for a long time and is still claimed by its advocates to be most effective predictor to account for academic achievement and performance at school. Attempts are painstakingly directed to find substantial relationship between success and IQ. Nevertheless, IQ testing which solely relies on cognitive abilities, reasoning and problem solving capacities fails to include several social, individual, affective, personal and interpersonal factors such as social structure, persistence, self-reliance, encouragement for success from family, teachers, and friends, interest and involvement in school, creativity, managing emotions and interpersonal skills. Intelligence testing, in real sense, began in France in 1904 with Alfred Binet, who was given the job by the French government to find a method to differentiate between intellectually normal children and inferior ones with a purpose to put the latter into special schools to receive more individual attention and subsequently to avoid their destruction to the education of other children. This testing was to be known as Binet-Scale. The scale was designed to serve as a guide for identifying students who need extra help in school. It was not intended to be used to define general intelligence of people. According to Binet, intelligence could not be measured with a single score as intelligence was not fixed and inborn ability. Later Binet Scale was revised, extended and turned to be the standard universally intelligence testing in the United States for the next several decades. There were also times when it was abused against certain groups of people (Siegler 1992; White 2000). As far as school achievement is concerned, IQ came out to detect children of lower intelligence in order to place them in special education programs. So a child’s intelligence was compared to what his or her expected intelligence should be as compared to the child’s age. If the child performed higher than a determined normal child of his or her own age, the child was given a higher score, and if the child scored lower than the expected for a child of his or her own age, the child received lower IQ score. Today IQ testing has been extended to adults with a view to determining an adult’s mental potential. Unlike yesterday, an adult’s test results are compared to other adults and intelligence is defined by comparing each test taker to all other test takers instead of an arbitrary age-based standard Intelligence. 119 �IQ has received strong criticism. From the very beginning the simplest definition that “intelligence is whatever intelligence tests measure” fails to characterize the construct itself, the nature of intelligence and the ability assumed to be measured. Furthermore, there are many different intelligence tests, which seem not to all measure the same thing. From the literature review I have covered, prominent scientists, psychologists and educators appear not to be in line with the definition of intelligence. The definitions range from ability to engage in abstract thinking to understand and to reason; deduction of relationships. It is interesting to note that students, though having high IQ, may have serious problems in terms of interpersonal skills and may not be capable of regulating their emotions and promoting their intellectual growth. Typical example is that most autistic children have high IQ measurements, yet they are unable to communicate in other forms, indicating that IQ is not suitable to measure creative and emotional abilities (Tricia Ellis-Christensen 2009). IQ is also severely criticized for being-culturally-biased as conceptions of intelligence vary from setting to setting and from culture to culture. Western dominated-I.Q tests can not be applied to other cultures with different values and world views. So intelligence tests are claimed to have the capacity to measure only a portion of a person’s ability that could be related to the aspect of intelligence (Gardner 1983, 2008). IQ is considered to be more of a result of an individual’s own conditions and opportunities to acquire skills and learn information in consistent with a particular cultural context. IQ testing is claimed to be deceptive and inadequate as it solely relies on cognitive abilities, reasoning and problem solving capacities to a large extent, ignoring several social and personal factors such social structure, persistence, self-reliance, encouragement for success from family, teachers, and friends, interest and involvement in school, creativity, managing emotions and interpersonal skills (Gardner 1995). Emergence of Emotional Intelligence In response to the limited capacity of IQ to measure a person’s ability, new theories of intelligence have developed in such a way as to include the whole person. Historical roots of EI go back to 1920s when Thorndike (1920) introduced social intelligence as the person's ability to understand and manage other people, and to get involved in social interactions wisely, drawing a distinction between academic ability and social intelligence, which is an essential element in what makes people succeed in life. The concept of social intelligence led to the several kinds of intelligence including multiple intelligences to be formulated by Howard Gardner (1983) who theorized that there were seven intelligences but in recent years more have been added: Verbal Linguistic - the ability to use words and language Logical Mathematical - highly developed ability to use reason, logic and numbers Bodily Kinesthic - capacity to control body movement and handle physical objects Visual Spatial - strong visual capacity to think in pictures and create pictures in their mind Musical Rhythmical - heightened ability to appreciate and produce music and sound Interpersonal - advanced ability to relate to and understand other people Intrapersonal - exhibit a strong sense of self and ability to understand and share their inner thoughts and feelings Naturalist - recognition, appreciation and understanding of the natural world around us Important figures in this area such as John Mayer, Peter Salovey and Howard Gardner were also to highlight the crucial importance of considering the cultural and social context and elements for a better evaluation of performance. Instead of focusing on cognitive aspects of intelligence, social intelligence includes the whole range of mankind’s relationships with other humans and with the world in general. According to John Mayer and Peter Salovey , emotional intelligence "is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions" (Mayer & Salovey, 1993: 433), overlapping with Gardner’s Interpersonal intelligence which involves the the capacity to understand oneself-one’s strengths, weakness, desires, fears and understanding of other persons-how to interact with them, how to understand their personalities (Gardner, 2005). Goleman (1998) also views the concept as the capacity for recognizing one’s and others’ feelings as to manage emotions in relationships with others. In spite of variation and overlapping with similar concepts, emotional intelligence seems to encompass the following five characteristics: 120 �Self-awareness--knowing your emotions, recognizing feelings as they occur, using your feelings to make good decisions, observing yourself, understanding negative thought processes. Managing emotions--handling feelings in appropriate manners and acting and reacting appropriately to a current situation and you react finding way to handle fears, anxieties, anger, and sadness. Self-motivation—Coordinating and channeling your feelings and directing yourself towards a goal, concentrating one’s emotions on the achievement of the goals, despite self-doubt, inertia, and impulsiveness Empathy— recognizing and being sensible to the concerns and feelings of others and taking their perspectives, understanding others, appreciating the differences in the way they take the things Handling relationships—handling interpersonal interaction, social competence, conflict resolution,and negotiations, being adept at managing the emotions and their interactions with others, being in harmony with people (Mayer & Salovey 1993, Goleman 1998). Emotional Intelligence and Turkish EFL Environment It is true to say that with astonishing speed in the advancement of telecommunication technologies and intercultural contacts in a modern global society today many foreign language programs and educational organizations in Turkey have been challenged to prepare students to develop communicative competence for the realization of this dynamic and conversational interaction with the cross-border environment. New policies and procedures set out by the Turkish Ministry of National Education in relation to teaching/learning of a foreign language in primary and secondary education over the last ten years are leading indicators of the efforts to meet this increasing need for the integration of our country with the world. To this end, the Ministry of National Education has designed new coursebooks promoting a communicative perspective. Similar trend can be observed in state-run or private language programs and in textbooks developed for young Turkish adults and university students. For example, Campus Life-English Course for Young Adults, recently designed by a team of Turkish lecturers at Çanakkale 18 Mart University, totally adopts the Common Eurpoean Framwork (CEF) guidelines, namely Erasmusoriented syllabus, most integral aspects of which is to foster the European mobility of students. To be more specific, it is the communicative vaue of the language mostly emphasized in the textbook. Considering the fact that the materials from a coursebook to smartboard are nothing but an aid to an end,which can be summarized as the use of target language for communicative purposes. The current comprehensive literature provides strong evidence that one of the most integral aspects of speaking in target language is to have selfconfidence, motivation and to feel at ease, far from from anxiety (MacIntyre and Gardner, 1994, Daly 1991 Young, 1991 and Horwitz & Young 1991). All of these are affective factors on learning a second/foreign language, and very much to do with the concept of emotional intelligence. It is our everyday classroom observation, as supported by MacIntyre and Gardner, (1991) that learners may avoid taking the neceassary risks to acquire communicative competence in the target language or they may feel deeply insecure in anxiety-provoking language environment. Daly (1991) and Young (1991) find that most students are particularly anxious when they have to speak a foreign language in front of their class. Whether the cause or the result of language learning problems, language anxiety poses a serious barrier on the way to effective language learning/teaching. Without breaking down this seriously hindering psychological barrier, it is very difficult to create an environment for the language learning/acquisition to take place because anxiety is unpleasant emotional state or condition which is characterized by subjective feelings of tension, apprehension, and worry, and by activation or arousal of the autonomic nervous system” (Spielberger, 1983, cited in Horwitz, 1986, p. 125). Anxiety is usually classified into three divisions: trait, state and situational. Trait anxiety is relatively stable personality trait. A person who is trait anxious is likely to feel anxious in a variety of situations. The source which creates anxiety is not the event or the state, but the personality. ”People with high levels of trait anxiety are generally nervous. They lack emotional stability.” (Goldberg, 1993 cited in McIntyre, 1999) Second type anxiety is classified as situation-specific anxiety, the most common examples of which are test anxiety, math anxiety, language anxiety, stage fright and communication apprehension. This anxiety recurs in specific situations and can be stable over time; nevertheless, it is not distinguishing personality characteristic but specific to a particular situation. For example, talking before audience, talking to a native speaker, taking an exam, taking an oral interview can be given examples of this type anxiety. State anxiety, on the other hand, is different from trait and situation-specific anxieties in that it shows fluctuation and its intensity changes over time. It is a temporary condition experienced at a particular moment. Situation specific anxiety reflects a trait that recurs in a specific situaton (MacIyntre, 1995). While people with trait and situation anxieties feel nervous in general or in certain situations, people with state anxiety are much more 121 �sensitive about what other people are thinking of them. The observable symptoms of this type of anxiety are sweaty palms, wringing hands or faster heartbeats. However, state anxiety is the anxiety itself. It is a temporary negative emotional change that affects emotions, cognition and behaviours. Anxiety can be either facilitating or debilitating. Facilitating anxiety motivates learners to adopt an approach attitude and is willing to confront the new learning task. Debilitating anxiety motivates learners to assume an avoidance attitude and therefore tends to escape from the learning task (Scovel, 1991). Krashen’s Monitor Model also provides further evidence for the role of affective factors in that learner raise their “filter” when they have anxiety and fear of making mistakes, preventing them from learning and acquiring the target language as fear and anxiety. A burgeoning body of literature has provided adequate evidence on the impact of language anxiety on language learning but failed to suggest sound ways to overcome this problem. Given the fact that people having EQ are assumed to exhibit common attributes such as managing emotions, self-awareness, self-motivation, empathy, interpersonal relationship skills., then, it would be possible to reduce language anxiety in teaching foreign through developing emotional intelligence as this concept primarily appears to focus on the relation between cognition and emotions. And “minds without emotions are not really minds at all. They are souls on icecold, lifeless creatures devoid of any desires, fears, sorrows, pain or pleasure” (LeDoux 1996: 25) People proficient, for instance, in managing emotions are well prepared to overcome negative feelings, anxiety, and irritability. Through EI implications an anxietyfree classroom atmosphere can be established. Techniques Developing Emotional Intelligence Drama is a very powerful tool to be utilized to develop emotional intelligence. Teachers tend to be skeptical about the role of using drama in classes although many are quite familiar with the uses of skits to teach and reinforce material. Drama offers the students a way to interact with the physical environment and interaction with other people, which is critical in cognitive and emotional development and this moves the learners outside of the limits of the normal classroom environment. This is where the traditional classroom system appears mostly to fail. As drama employs a multi-sensory approach to language acquisition by involving second language learners physically, emotionally, and cognitively in the language learning, students are led to explore and experiement with the boundary of their anxiety and emotions, developing a sense of awareness of self in the target language culture. Students get involved in free flowing extemporaneous conversations as they interact with one another prior to the dramatizations and during the improvisations working cooperatively to orchestrate the dramatizations and improvisations. This naturally creates immense opportunity for interaction and interrelation communication among students. It becomes a matter of realizing themselves and producing something which they would be very proud of. Students are able to channel their emotions to achieve a goal, generate initiative for their own will. Drama activities provide not only variety, curiosity and enthusiasm to traditional run of courses but also a unique chance for the students to overcome the sources of language anxiety summarized by Young (1994) as Low self-esteem, Competitiveness, Self-perceived low ability levels Communication apprehension, Social anxiety, Existential anxiety, Lack of second language group membership, Learners’ beliefs about language learning. Another technique which can be used to develop learners’ emotional intelligence is Rational Emotive Behavioural Therapy (REBT), developed in the early 1950’s by Albert Ellis. The rationale behind this techniques is that most of emotional disturbances stem from our irrational beliefs, and human being is capable of cognitively controlling illogical emotional responses as there is a strong relation between our thoughts, beliefs and emotions whether they are based on facts or not. So, our emotional disturbances such as anxiety and depression can be reduced through the changes in the way of thinking. Rigid thoughts and beliefs may well lead us to unrealistic expectations, resulting in dissapointing outcomes. For example, people with anxiety disorders perceive situations more disturbing than their actual level. Their fear of failure poses a considerable obstacle that prevents them from making progress. According to the Rational Emotive Behavioural Therapy, humans are capable to get rid of their irrational beliefs and thoughts and replace them with rational ones which establish and maintain being emotionally well (Avcı 2008). REBT is claimed to have an empirical evaluation of the events and consists of some therapeutic processes. In a study by Avcı (2008) aiming to reduce language anxiety through Rational Emotive Therapy techniques and Emotional Intelligence implications with 27 adult university students in an intensive English Program at Karadeniz Technical University in Turkey, REBT was found to reduce language anxiety and develop emotional intelligence. 122 �Research This is a follow-up study carried out one year after the original study done on the use of drama with English majoring 3rd year students at university level (Kayaoglu 2006). In the initial research a structured questionnaire was used to assess whether the incorporation of drama into the existing curriculum developed the students’ emotional intelligence. Quantitative data from the initial research gave strong support to the fact that getting students involved in performing drama was very effective in bringing about needed social changes that could result in a freer human development. This study followed the same procedure that a total of 46 English-majoring students were involved in performing drama as term Project. The students were again divided into groups of 5 to 9 and given freedom to perform any play in their own way. They were also allowed to use their creative imagination to modify the plays, creating an atmosphere for different ideas to be discussed. Having been encouraged, the students performed the plays in front of audience, most of whom were again students and teachers in the department. Instead of using a structured questionnaire, students were, this time, asked to keep diary of their experience and given an open ended questionnaire to gain more in-depth data for content analysis. This also served to provide triangulation. Findings Content analysis of students’ diaries and self-reports of the open ended questionnaire resulted in the following themes: Handling Feelings - I used to be anxious in speaking in front of my classmates but I have overcome this anxiety. At least there is no more excitement or blush that I felt once. Thanks to drama courses, I have found the opportunity to be more creative and productive, which let me be more self-confident and self- controlled. I think I was successful in overcoming my excitement after the first play. Acting as if there was no audience increases my motivation. Performing on the scene causes excitement; however, after experiencing this for many times, excitement turns into pleasure. It was impossible to experience such an excitement somewhere else rather than on the stage. Since no one considers the “grades”, there follows good performances. I gain the ability to overcome my excitement in front of a community and to develop self-confidence. It was very important for me to control my anxiety. By this way, we can get rid of the stress of being a student. I’ve acted 3 different characters in 3 different plays. I experienced their lives, their feelings and shared their cautions in a way; and this helped to me learn how to react in such conditions. I get excited easily; therefore, I cannot feel comfortable in a community. Thanks to these plays, I learnt how to behave in front of a community. Of course, there are disagreements among the group members but dealing with the disagreements isn’t too difficult for us. I am an excited person; I couldn’t perform as I wished to do. Yet, as the time passed I managed to overcome my excitement to a considerable extent. There was uncertainty and some obstacles at first… It was a two-person play. And we got excited. After the play started, we became so preoccupied with the performance that we didn’t recognize the crowd. You get tired and stressed. Also you have the chance to experience things yourself. It was impossible not to get excited when the time came. Yet after a while I overcame that anxiety. It will be more useful in the future as we are going to address students in classroom environment or to address a larger community. It is still not easy for me to control my excitement and stress. I thought that I would never overcome those. Yet after sometime I overcame that, as well. It is not easy to make a speech in front of a group yet we overcome this in time. I am not so excited when compared to the past. We get used to feel comfortable in a community. 123 �- I become more stressful in addressing a community. I can easily control my excitement I couldn’t behave in this way in front of anybody else before. Yet I overcame this in time. Generally, I don’t feel comfortable while speaking in front of the audience. This excitement causes me to make more mistakes. With the help of the drama courses, I can cope with this handicap. Although it is very a bit stressful to act alone in front of a community and to be aware that they are watching you, I learnt how to control this. It is very important to be patient in these plays. You learn that. In the following plays we overcome our excitement. We sometimes laughed, sometimes discussed. No matter how many presentations we made it is very different to act in front of our teachers and friends. Firstly, drama improved my ability to overcome my excitement. The rehearsals help us overcome stress. It helped me overcome my excitement. Drama is to control myself and construct unity. Drama helps me to become more self-confident and self-controlled. I got very excited yet what I expected didn’t come true. Acceptance of Others - Thanks to these plays that we had the opportunity to notice the real face of people. We have learnt to overcome some unimportant problems through these plays. We try to do our best in order to understand the way of group work and each other. I think it is very useful to know and develop ourselves. Knowing how to work in groups and have a voice in the group contributed to my personality very much. During our rehearsal of the first play we had some problems within the group and these problems, of course, were reflected in the play. However, all these were experiences for all of us. During our rehearsal of the second play, we didn’t have any problems. Unlike the first one, the rehearsals were enjoyable because we know each other better and we behave accordingly. By doing their duties in the group the individuals figure out what “responsibility” is. I can say that I see many people who obtained their self-confidence. There grew intimate relationship among the students in the classroom. We welcome correcting each other’s mistakes. We are tied to each other more closely. Sharing ideas among each other leads to the fact that people know and welcome each other better. I realized the importance of group work. As I was reading man (woman) I had more responsibility. I had to understand and motivate my friends. I learned how to behave in group, noticed my friends’ characteristics better and learned that I had to have social relationships with other people. It was enjoyable but difficult. It is not easy to work within group with different people. Everyone has different characteristics. While some do their best for their play some do nothing Sometimes there are some disagreements within group but this is quite normal because different people with different characteristics come together. We correct each other’s pronunciation mistakes. This is not an individual work but a group work. Despite problems, group work was fantastic. We learned how to be patient. This was difficult because different people have different perspectives in terms of perspectives. I sometimes observed that how some people can be irresponsible without thinking the others. If individuals have a sense of responsibility within a group there is success. The more sense of responsibility one has the more successful he will be. You have to work hard individually because the success can be obtained by group work. Self-confidence - 124 I used to have no self-confidence; however, I have it now I gained the ability and courage to speak in front of public. You learn how to overcome your anxiety and gain-self-confidence. It improved one’s self-confidence, since it put responsibility on individuals. I got very anxious in my first play but it was a great experience for my next play. It enabled me to have more self-confidence. It proved that we could be successful in different fields. �- It gives the opportunity to see your self-confidence since it leaves you alone on the scene. My self- confidence has improved much. It enabled me to have self- confidence. Before drama class, I used to be very anxious even in my presentations. Now, I am more confident. My self- confidence has improved very much The ability to speak in public has improved my self- confidence. Thanks to the drama classes, my self- confidence has improved, I think. Your self-confidence improves. I gained my self-confidence in time. These plays improved my self- confidence. I gained self-confidence. My self- confidence is improved very much Acting in front of audience and reflecting the emotion in the play are very challenging and achieving this enable me to gain self- confidence. I had no self- confidence in the first plays. Day by day I gained self- confidence. Social development - - I had no close relation to the majority of the class except “hi” and “good morning”. I had new close friends thanks to these plays. I gained a different perspective to look at my friends. I felt happier. We spent more time than ever. The more we shared the closer we got. We gained social status in front of the crowded class by performances. Although I have been in this department for five years, there were some people I did not communicate with, but by means of the play “Of Mice and Men”, I had the chance to improve my relations with them. I have five new friends thanks to this play. I had the chance to get to know the people to whom I only said “hi” by means of these plays and I was good with them. I got rid of all my prejudice about them. Working in groups helped us get rid of social fear and I was conscious not only for myself but also for my friends. Sometimes it was hard to come together by group but we succeeded. I followed my friends’ lines besides mine. We added things from ourselves. I think our relations improved a lot by these plays Students’ interaction with others has positive effects. It is a great opportunity in terms of creativity and sociability. You share something with others and improve social relations. We acted our first play with the failed students. We did not know each other before the plays but we became good friends with the help of these plays. We had the chance to get to know each other closely. We felt we were much interacted. The friendship ties got stronger thanks to these plays. We became close friends with the people to whom I only said “hello” before. Now I have many close friends. We used to do our rehearsals in canteens, homes, dormitories and outdoor places. These are suitable places to improve friendships. I believe that drama helped me to improve my creativity and sociability. A person may be anti-social but these kinds of performances give great chances. You can be very good friends with the people whom you did not know before. We had some problems as we first acted in a play. The disagreement resulted from working principles and not being able to come together. We had little arguments from nothing. By this way, we have the chance to know each other very well. However, we had no problem in the second plays. Contrary to the other play, the rehearsals were much more enjoyable because we knew each other and we behaved accordingly. It is hard to work with people whom you do not know and I think we succeeded this with drama. There were many people with whom I did not have any interaction although we were in the same class. We got good interactions by these plays. The people whop were anti-social had close relations and got rid of social fears with the help of these plays We worked day and night because we had to perform our plays in front of audience and had to do our best. I was a commander in the second play. I met a commander in the campus because we needed a uniform of a commander. We met new people and strengthened our relations. Friendship, expressing yourself in public and socialization. I think it strengthened our relations in the class. I got to know the people whom I said “hi” up to now more closely. 125 �- It improves friendship, teaches us the benefits of working as a group ( co-operatively). We improved our dialogues with our friends and experienced benefits of group work Beside all, it provides socialization. I got to know the people whom I had little sincerity before. We learned many things in terms of socialization. It enables us to work within a group Beside all, it provides socialization. I got to know the people whom I had little sincerity before It is easy to be successful individually but not in groups. I got to know the people whom I said “hi” up to now more closely. I got close interaction thanks to these plays. You can make new friends by working in groups. It helped us have new friends. We got close friendship with many different people. It provided social activities and enabled group work apart from the courses. First of all, it enabled me to be active and neat in a group. I reflected this into my social relations. Now I can be more active and successful in a social environment. I met new friends thanks to drama. Classroom interaction and social relations got better and better. We improved our friendship It affects relations in a positive way. It provides interaction in the department Individual development - Thanks to drama I am more creative. I have become more social. I think it affects everybody positively. To me, it enables us to speak comfortably to an audience and to improve our creativity when necessary. I had no idea that I would be able to perform in such an activity Working in groups has triggered our individual development. Feeling comfortable in community is the leading factor. In other words, you become a creative individual. We learned to work in groups. Drama has affected our success positively in other courses. The crucial contribution is self-development. Thanks to drama, I feel more creative. I discovered my capabilities. I’ve made progress. I’ve gained the ability and the courage to speak in public. I became more interested in drama after this play. Although I am not a social person, it has improved my individual development. Thanks to these performances, I became more creative. It is necessary to bring about creative ideas. I’ve seen that the sense of responsibility is an important virtue. Thanks to these performances, we are more creative. These performances have improved my personal development at a great degree. Unlike other courses, it contributes to my personal development It has an indispensable role in my self- development. I feel I‘ve developed myself in many respects. Conclusion Considering the fact that the statements under each category were recorded from individually different subjects, the use of drama within the traditional education system developed students’ emotional intelligence and enabled them to cope with stress and anxiety-provoking situations.The students were found to recognize, monitor and manage their emotions for positive change. Perhaps, one of the most significant results of the study was that the students, having improved their self-esteem and self-confidence, were able to develop social competence in their interpersonal relationships. This is likely to have very positive effect on their future performance in EFL classes as they appear to develop the ability to tolerate many disturbances. Using drama as a medium for developing emotional intelligence in EFL settings is a viable choice for us to recognize and monitor. 126 �References Avcı, Ö. (2008) An Experımental Study on Reducıng Language Anxıety in Speakıng Classes Through Ratıonal –Emotıve Behavıoural Technıques Wıth Reference To Emotıonal Intellıgence.Unpublished MA thesis, KTU. Trabzon, Turkey. Daly, J. (1991). Understanding communication apprehension: An introduction for language educators. In E.K. Horwitz & D.S. Young (Eds.) Language anxiety: From theory and practice to classroom implications. Prentice Hall: Englewood Cliffs. Gardner, H. (1983). Frames of mind. New York: Basic Books Gardner, H. (1995). Reflections on multiple intelligences. Phi Delta Kappan, 77(3), 200-208. Gardner, H. (2008). The 25th Anniversary of the Publication of Howard Gardner’s Frames on Mind: The theory of Multiple Intelligence. Retrieved May, 01, 2008 from http://pzweb.harvard.edu/PIs/HG.htm Gardner, H. (2005). Multiple Lenses on the Mind. Retrieved May, 01, 2008 from http://pzweb.harvard.edu/PIs/HG.htm Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Horwitz, E. K. (1986). “Preliminary Evidence for the Reliability and Validity of a FL Anxiety Scale” TESOL, Vol 21, No 21. pp. 559-62. Horwitz, E. & Young, D. (2001) Language Anxiety: From Theory and Research to Classroom Implications. Englewood LeDoux, J. (1996). The Emotional Brain. New York: Simon and Schuster. Kayaoğlu. M. N. (2006) Incorporating “Drama” into Emotional Intelligence in EFL Classes.The 2nd International English Language Teaching Conference ELT Profession: Challenges and Prospects, May 2-5, 2006 Eastern Mediterranean University Famagusta, North Cyprus McIntyre, P. D. & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the second Language. Language Learning 44:2, June 1994,pp.283-305. McIntyre, P. D. & Gardner, R. C. (1991). Language anxiety: It’s relationship to other anxiety and to processing in native and second languages. Language Learning 41 (2): 513-534. MacIyntre, P. D. (1995). On Seeing Forest and the Trees: A Rejoinder to Sparks and Ganshow. The Modern Language Journal, 79, 2, 245-48. MacIntyre, P. D. (1999). Language Anxiety: A Review of Literature for Language Teachers. Young, D. J. (Ed.). Affect In Foreign Language and Second Language Learning. Mc Graw Hill Companies, 24-43. Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence: Science and myth. Cambridge, MA: MIT Press. Scovel, T. (1991). The Effect of Affect on FLL: A Review of the Anxiety Research. In Horwitz, E.K. and Young, D.J. Language Anxiety. London: Prentice-Hall International (UK), 15-23. Mayer, J. D. & Salovey, P. (1993). The Intelligence of Emotional Intelligence,17, 433-442. Siegler, R. S. (1992). The other Alfred Binet. Developmental Psychology, 28, 179-190 Thorndike, E. L. (1920). Intelligence and its uses. Harper’s Magazine, 140, 227-235 Tricia Ellis-Christensen (2009) What is the Difference Between EQ and IQ? . Retrieved May, 10 from http://www.wisegeek.com/what-is-the-difference-between-eq-and-iq.htm 127 �White, S. (2000). Conceptual foundations of IQ testing. Psychology, Public Policy, and Law, 6(1), 33-43. Young, D. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest?. Modern Language Journal 75 (4): 426-39 Young, D. J. (1994). New Directions in Language Anxiety Research. In Klee, C. A. Faces in a Crowd: the Individual learner in Multisection Courses. Issues in Language 128 � https://omeka.ibu.edu.ba/files/original/e727aa8df930d22ae88da0558f18a415.doc 5115c868c05a64f2e0d7498c2a2427aa 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. 350 Title A name given to the resource Learning and Teaching Strategies for Technology Education in Turkey Author Author APAY, Ahmet YUKSEL, Ibrahim Abstract A summary of the resource. The main power behind the development of a country can be considered as EDUCATION. Today, due to rapid industrialization, professional and technical education is regarded as locomotive in raising staff to industry equipped with necessary qualifications. Engineering education in developed countries is based on theory and it is design oriented. Engineers participate rarely in implementation, though in some countries they are directly involved. The engineering education in Turkey is given in the faculties of Engineering and it has been observed that the education is mostly theoretical. It has also been observed that there are important shortcomings in transferring the comprehensive theoretical engineering knowledge into practice and that there is a gap between the industry and the universities. An important shortcoming exists in technology education, which actually means the transfer of theoretical knowledge into practice. The Technical Training Faculties do not only give theoretical knowledge but they also provide an important amount of applied education; however the graduates are entitled as technical teachers without clearly defined roles and responsibilities, as a result of which the industrial institutions can not make use of them. The engineering and technology education in developed countries are given by Engineering Faculties, Technology Faculties and Technician Schools. The technology Faculties part of this process is missing in our country. This should be completed by the establishment of the Technology Faculties. 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. 3511 Title A name given to the resource LEARNING ENGLISH AS LINGUA FRANCA IN TODAY’S GLOBAL COMMUNICATION Author Author Fazlić, Mirela Abstract A summary of the resource. Motivation has been accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language learning. Motivation is the force that initiates learning and later sustains the long and tedious learning process. Without sufficient motivation, even individuals with the most remarkable language learning aptitude cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough on their own to ensure student achievement. Due to complex nature of language which is at the same time means of communication, part of identity, and the most important channel of social organization, motivation research is very complex task.Language is at the same time: a) acommunication coding system that can be taught as a school subject; b) an integral part of the individual's identity involved in almost all mental activities; and c)the most important channel of social organization embedded in the culture of the community where it is used (Dorney, 1998). A general assumption underlying this overview is the belief that L2 motivation is a complex, multifaceted construct, and that different approaches emphasize different aspects of its complexity. However, no theory has managed to represent it in its total complexity. Nowadays, English language became means of global communication due to its use in contemporary technology and electronic communication, so learning is not only limited to formal surroundings, such as classroom. On the contrary, learners have a chance to be in contact with English language every day using the Internet, watching popular films, and listening to music originating from English speaking countries. 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