235 10 3494 https://omeka.ibu.edu.ba/files/original/07a4a512ad008c67f668f72d1f0ab743.docx 7061b9ecd8c48d16426b8957e61af1a3 https://omeka.ibu.edu.ba/files/original/7bccdffc9dffc9931b7e3509145a856c.pdf 35c039b6515cffd696a03fd7e971e3f9 PDF Text Text SECURITY OF WI-FI NETWORKS Durmuş Ali Avcı International Burch University, Sarajevo, Bosnia and Herzegovina avcidurmusali@gmail.com Kemal Hajdarevic International Burch University, Sarajevo, Bosnia and Herzegovina khajdarevic@ibu.edu.ba Keywords: WLAN, Wi-Fi, Wireless, Security, Network, Wi-Fi Security, WPS ABSTRACT With the rapid increase in use of WLAN technology it is important to provide a secure communication over wireless network. This paper focuses on security issues in Wi-Fi networks, and recommends a set of security controls to help organizations secure their wireless LANs. The goal of this paper is to summarize existing means of securing Wi-Fi networks and to analyze the possible solutions for the Wi-Fi networks. Furthermore, the paper explains how the weakness can be exploited and provides some results from testing such an attack in different conditions. � 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. 2154 Title A name given to the resource SECURITY OF WI-FI NETWORKS Author Author ALI AVCI, Durmus HAJDAREVIC, Kemal Abstract A summary of the resource. Keywords: WLAN, Wi-Fi, Wireless, Security, Network, Wi-Fi Security, WPS ABSTRACT With the rapid increase in use of WLAN technology it is important to provide a secure communication over wireless network. This paper focuses on security issues in Wi-Fi networks, and recommends a set of security controls to help organizations secure their wireless LANs. The goal of this paper is to summarize existing means of securing Wi-Fi networks and to analyze the possible solutions for the Wi-Fi networks. Furthermore, the paper explains how the weakness can be exploited and provides some results from testing such an attack in different conditions. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-24 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2233-1565 https://omeka.ibu.edu.ba/files/original/889d8e878eb545782b2ed0d8dbeb0141.pdf 3031cd2179efb0841b6e693d9bff1878 PDF Text Text SECURITY SYSTEMS AT THE AIRPORT WITH ACCENT ON DATA LAYER SECURITY Amila Jasari International Burch University Bosnia and Herzegovina amilajasari1@gmail.com Abstract: Great number of population use air terminals consistently. This presents potential attraction for terrorism and different types of wrongdoing. Correspondingly, the high convergence of individuals on huge carriers, the potential high passing rate with assaults on flying machine, and the capacity to utilize a seized plane as a deadly weapon might give a charming focus to terrorism. In this paper we will investigate air terminal security. It alludes to the systems and strategies which are utilized as a part of ensuring travelers, staff and flying machine which utilize the air terminals. Airplane terminal security incorporates assurance from inadvertent/vindictive damage, wrongdoing and other dangers. Airplane terminal security endeavors to keep any dangers or conceivably perilous circumstances from emerging or entering the nation. All things considered, airplane terminal security fills a few needs: To shield the air terminal and nation from any undermining occasions, to console the voyaging open that they are sheltered and to ensure the people using them. It is necessary to comprehend the significance of security in each part of airplane terminal operations. It is entwined into the design fabric of airplane terminal operations - securing travelers, workers, data and base. Convenient and precise database and programming upgrades are vital to guarantee operational proficiency. Keywords: airport, security, databases, security systems, security operations. Purpose and objective of research Air transport is the transport sector, which is rapidly beginning to develop in the 20th century. Due to the specifics of the traffic branch, great attention is paid to safety. However, due to deregulation and liberalization of the market of air traffic safety aspects are becoming more complex, and represent a contradiction in relation to the economic aspects. The aim of any aviation organization, including the organization of air navigation is to provide services for which the organization was originally created. The development of air transport, particularly with international character, has started to develop and regulations which are primarily based on safety. The regulation has been developed together with the technical development of aviation, and the rules were brought on the basis of analyzed accidents happened in the past. The main purpose of this work is to study the safety management system at the international and national level. We will also consider the Research and development methodology that is based on security management. The impact of new technology is ICESoS 2016 - Proceedings Book 243 �International Conference on Economic and Social Studies (ICESoS’16) to create a system that can perform quality control of security, but also the awareness of all employees to the implementation of high standards of safety in accordance with the characteristics of a safety culture. The aim of this paper is to investigate the level of implementation of International Safety Management in air traffic control, and identify possible technological, operational and economic solutions to improve the safety management system. 1. ICAO This topic is an important area of research for all experts dealing with safety of air traffic. The International Civil Aviation Organization (ICAO) defines the regulations, standards and guidelines for security management, as well as other relevant factors affecting the operation of the air traffic control. Also in the world there are a large number of non-governmental organizations dealing with the study of the problem of air traffic safety. This includes relations between the security management system and quality management system, as well as the policy and objectives of security and methods of risk management security. Guarantee the security is intended to ensure a balance between meeting the goals of safety standards and goals of satisfying user to maintain an effective and efficient business organization. Figure 1: The evolution of safety thinking (James Reason; ICAO 2009) Also disclosed are methods of promoting safety achieved by training, i.e. Highquality and effective training and education which aims to develop professional and adequate staff in this business segment. For successful security management is of great importance and communication of safety among employees and beyond. We also researched and implementation process safety management system that takes place in four phases. ICAO’s summary explanation of safety: “Safety is the state in which the possibility of harm to persons or of property damage is reduced to, and maintained at or below, an acceptable level through a continuing process of hazard identification and safety risk management.” (ICAO 2009, Chapter 2.2.4). 244 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation The Parties to the Chicago Convention have pledged to implement the common accepted standards and recommended practices developed by ICAO, covering all aspects of aviation, including security. Standards and Recommended Practices have been developed in accordance to Article 37 of the Chicago Convention, to ensure the highest degree of equality regulations, standards, procedures and organization that regards the aircraft, personnel, airways and auxiliary services in cases that will improve aircraft navigation. 2. EUROCONTROL With regard to air safety is also an important European Organization for the Safety of Air Navigation shortly called EUROCONTROL. This is an organization established in 1960 to integrate and uniform administration of air traffic control in the upper airspace, and participates in the standardization of equipment and systems for controlling the air space, a unique education and training of staff of air traffic control. The multilateral air movement administrations organizer, which executes much of the European Commission’s strategy, is Eurocontrol. It is formally known as the European Organization for the Safety of Air Navigation. Eurocontrol is an global association, and started from the same hypothetical roots as much of Europe’s multilateral air regulation (Balfour & Chataway, 2005). Picture 1: EUROCONTROL Member States Also at the European level there are a number of organizations that participate and assist in the development and implementation of safety requirements and standards of civil aviation. ICESoS 2016 - Proceedings Book 245 �International Conference on Economic and Social Studies (ICESoS’16) 3. Heinrich’s pyramid concept The first scientific papers related to the resolution of the problems of industrial safety can be attributed to H. W. Heinrich. In the book “Industrial accident prevention: Scientific Approach” (1931), it is explained the concepts of the triangle events. The concept known as “pyramid security” or “Heinrich pyramid”. This concept is today used to illustrate the theory of causality by Heinrich. Unsafe practices can lead to minor incidents, and so far as they do not pay attention, they eventually can lead to serious incidents or accidents. Picture 2: Heinrich, H.W. Industrial Accident Prevention – A Scientific Approach, 3rd Edition, 1950. Heinrich pyramid security shows that the 300 accidents in which there had been no injuries nor damage following 29 accidents and one accident, as shown in Picture 2. According to the statistics, it can be concluded that these events preceded this remarkable situation with hundreds where there has been a reduction in safety, but because of their failure to log nothing done to avoid future events off the charts. Modern methodology required by operational staff and management to recognize conceivably threatening situations before they evolve into an accident. 4. Human factor A broad assortment of examination on human watchfulness has prompted the unavoidable conclusion that people are poor screens and that an assortment of intercessions and countermeasures coordinated toward enhancing observing execution in various settings and undertakings have shown little advantage (Davies and Parsuraman, 1982; Mackie, 1987). The human factor in aviation is the most flexible, the most flexible and the most valuable element of aviation systems, but also the most vulnerable to external factors that can hinder the performance of duties. Human error is impossible to completely exclude, because man is found in all stages of the design, development, deployment, and therefore the work in the ATM system, which consists of human resources, available tools and procedures. 246 ICESoS 2016 - Proceedings Book �Regional Economic Development: Entrepreneurship and Innovation A significant collection of confirmation recommends that any linkage in the middle of pay and execution is shaky, best case scenario and is presumably immaterial notwithstanding substantially more capable determinants of administrator execution, for example, work plan, execution estimation and criticism, and the match between administrator aptitudes and undertakings (Filipczak, 1996; Guzzo, 1988). The text in itself human error no decisive importance, but are crucial factors that led up to it, with that, all the investigations focus on how equipment and procedures. The text in itself human error no decisive importance, but are crucial factors that led up to it, with that, all the investigations focus on how equipment and procedures can help, that is, to reduce the “imperfections” of man. Technological progress has greatly facilitated and contributed to the construction and management of systems of air traffic control, more accurate weather forecasting, aircraft and airports, but still the final decision made by the people (especially the pilots and the air traffic control service providers), and therefore great attention during the selection and training of adequate staff. SHELL 5. SHELL model was developed to assist investigators in the expansion of the investigation with the traditional system. It describes the interference between man, machine and its working environment. SHELL model devised by Elwyn Edwards in 1972 and modified by Franz Hawkins in 1987. There are a few ways to deal with investigate mishaps and occurrences. SHELL model, goes for gathering in a proficient way security data highlighted amid the examination process and at controlling the agent into the investigation of the event. The objective is then to have the capacity to disperse this data through information trade, security studies or measurements, chiefly centered around human components and to recognize mischance antecedents. (Hawkins, 1987) SHELL model was named after the initial letters of four elements: • • • • • 6. S (Software) - regulatory support, which includes: procedures, training, computer programs, rules, etc. H (Hardware) - machinery and equipment E (Environment) - environment, can refer to the physical working environment, but also on economic, social and cultural environment. L (Liveware 1) - the man in the workplace (operator) L (Liveware 2) - Man at work (all other relevant for a particular case) Information processing Although technological advances allow greater efficiency and safety, when air traffic management, however, the same technology still relies primarily on a man who works within the system. People process information in a quick and complex manner, and have the versatility and flexibility to address the dynamic and difficult problems. It can be concluded that human information process in many ways superior to the most powerful computers. ICESoS 2016 - Proceedings Book 247 �International Conference on Economic and Social Studies (ICESoS’16) A system of perusers set along transport lines could read the labels’ steering data and give input to a framework that could then direct the sacks onto the right way (Nath; Reynolds; Want, 2006). So that decision could properly make and implement extremely important awareness of the situation. Awareness of the situation is the product of short-term and long-term memory. Information coming from long-term memory has acquired knowledge, procedures and methods, as long as those of short-term memory connected to the perception of the current circumstances, understanding and projecting the same for the future. One of the greatest difficulties for an aeronautical association is to make and keep up a positive well-being of society. Dr. Robert Helmreich, an authoritative clinician, portrays three critical social situations: national society includes the worth arrangement of specific countries, authoritative/corporate society separates the conduct found in different associations, and expert execution separates the conduct found in various expert gatherings (Helmreich, 1998). References • Balfour, J., & Chataway, C. (1995). European Community air law. • Davies, D., & Parasuraman, R. (1982). The psychology of vigilance. London: Academic. • Federal Aviation Administration [FAA] (2006). Introduction to Safety Management Systems for Air Operators. Advisory Circular AC 120-92. • Filipczak, B. (1996, January). Can’t buy me love. Training, pp. 29–34. • Guzzo, R. A. (1988). Productivity research: Reviewing psychological and economic perspectives. In J. P. Campbell & R. J. Campbell (Eds.), Productivity in organizations (pp. 63–81). San Francisco: Jossey-Bass. • Helmreich, R. (1998). Building Safety on the Three Cultures Of Aviation. Proceedings of the IATA Human Factors Seminar, p. 39-43. • International Civil Aviation Organization [ICAO] (2009). Safety Management Manual (SMM), 2nd edition. (Doc 9859 AN/474). Montréal, Canada: ICAO. • Mackie, R. (1987). Vigilance research –Are we ready for countermeasures? Human Factors, 29, 707–724. • Nath, B., Reynolds, F., Want, R. (2006) RFID Technology and Applications, IEEE Pervasive Computing 5, 1 (Jan. 2006) 22. 248 ICESoS 2016 - Proceedings Book � 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. 3312 Title A name given to the resource SECURITY SYSTEMS AT THE AIRPORT WITH ACCENT ON DATA LAYER SECURITY Author Author Jasari, Amila Abstract A summary of the resource. Abstract: Great number of population use air terminals consistently. This presents potential attraction for terrorism and different types of wrongdoing. Correspondingly, the high convergence of individuals on huge carriers, the potential high passing rate with assaults on flying machine, and the capacity to utilize a seized plane as a deadly weapon might give a charming focus to terrorism. In this paper we will investigate air terminal security. It alludes to the systems and strategies which are utilized as a part of ensuring travelers, staff and flying machine which utilize the air terminals. Airplane terminal security incorporates assurance from inadvertent/vindictive damage, wrongdoing and other dangers. Airplane terminal security endeavors to keep any dangers or conceivably perilous circumstances from emerging or entering the nation. All things considered, airplane terminal security fills a few needs: To shield the air terminal and nation from any undermining occasions, to console the voyaging open that they are sheltered and to ensure the people using them. It is necessary to comprehend the significance of security in each part of airplane terminal operations. It is entwined into the design fabric of airplane terminal operations - securing travelers, workers, data and base. Convenient and precise database and programming upgrades are vital to guarantee operational proficiency. Date A point or period of time associated with an event in the lifecycle of the resource 2016 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/85257c11d624d8c9755d8150a58f4917.pdf 7161e12a2f2f09f974ba6b906fdb994e PDF Text Text Veziroglu, T.N. and Barbir, F. (1998) Hydrogen Energy Technologies, United Nations industrial development organization, Vienna. Seed Micromorphological Investigations On 7 New Taxa Of Crocus Chrysanthus (Herbert) Herbert From Turkey Feyza Candan Biology Dept, Botany Section, Faculty of Arts and Science, Celal Bayar University, Manisa, Turkey Abstract This Investigation is made to determine seed micromorphological properties of four subspecies and tree varieties of Crocus chrysanthus have been distinguished:Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus with 3 varieties (var. chrysanthus, var. bicoloroceus F. Candan & N. Özhatay, and var. atrovioloceus F. Candan & N. Özhatay), Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay, Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay and Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan & N. Özhatay. Scanning electron microscope was used to determine micromorphological features as regards mature seeds of all taxa. Keywords: Crocus chrysanthus (Herbert) Herbert, seed micromorphology. 1.INTRODUCTION Among the Angiosperm members, Iridaceae family is an invincible family with its attractive flowers. The taxa that belongs Iridaceae family are herbs with rhizomes, corms and bulbs (Mathew, 1984). Iridaceae family is resembled with 6 genus in Turkey. These are Iris L., Hermodactylus Miller, Gynandriris Parl., Crocus L., Romulea Maratti and Gladiolus L. (Mathew, 1984). Crocus species are perennial plants, adopted to overcome a dry dormant period in the form of an underground corm, in many ways resembling Colchicum L. (Mathew, 1982; Bowles 1924, 1952). The genus Crocus L. (Iridaceae) presently consists of 90 species, mainly in the Mediterranean Region and the drier floristic areas of the Irano-Turanien Region. The majority of species are restricted to Turkey and the Balkans. Turkey is an especially rich country in terms of Crocus species, with 31 species recorded in the Flora of Turkey (Mathew, 1984). The thirty-second species mentioned in Flora of Turkey is C. boissieri Maw. This plant collected in Turkey by Tchihotcheff in 1853 and then it has not been refound (Mathew, 2001). Since, the Flora of Turkey was written, five new taxa were described as C. biflorus Mill. subsp. albocoronatus 260 �Kerndorff, C. biflorus Mill. subsp. fibroannulatus Kerndorff, C. wattiorum (Mathew) Mathew, C. paschei Kerndorff, C. kerndorffiorum Pasche (Güner et al., 2000). In recent years, most of Turkey‘s native taxa were identified and classified by significant Crocus experts Brian Mathew, Eric Pasche and Helmuth Kerndorff. According to Kerndorff and Pasche (2004a) southwestern Turkey is the current center of diversity of the genus with 40 species and 70 taxa of which 40 are endemics (Maw 1886; Mathew 1982, 1984, 1998, 2000, 2002; Kerndorff and Pasche 2004a, 2004b, 2006, 2011; Yüzbaşıoğlu and Varol 2004; Erol et al. 2010, 2011). C. chrysanthus was described by W. Herbert in 1837, collected by Frivaldsky in Rumelia. It is distributed in the Balkans and E. Romania. C. chrysanthus belongs to Series Biflori of genus Crocus. Mathew (1982) described C. chrysanthus in his famous work ‗The Crocus‘. This species is the much-loved yellow spring Crocus which has given rise to a whole colorful range of excellent garden plants, some of which are selections within the species while others are hybrids between it and Crocus biflorus. It is exceedingly variable, both in its morphology and cytology, but presents great problems in that the phenotypic variation does not correlate with such formation as distribution, habitat or chromosome number. flower colors. Since the publication Flora of Turkey, (Mathew 1984) a number of ecological, anatomical, cytological, palynological studies concerning Crocus taxa have been carried out (Işık and Oybak Dönmez 2006; Candan and Kesercioğlu 2007; Candan et al. 2009a, 2009b; Kandemir 2009; Şık and Candan 2009; Coşkun et al. 2010). Otherwise, a number of investigations into Crocus species genetics have been made (Şık et al. 2008; Petersen et al. 2008). Author (Feyza Candan) of this paper wrote a phD thesis (2007) titled ‗Morphological, anatomical, cytological and palinological investigations on the Turkish Crocus taxa:C. ancyrencis, C. sieheanus, C. chrysanthus and C. flavus‘. In her thesis she determined three cytotypes as 2n=8, 12, 20+2B and described the morphological differentiation of some populations of C. chrysanthus. After she completed her thesis, she examined more populations of C. chrysanthus. The results of these detailed studies including morphology, anatomy, cytology, palynology and seed micromorphology, provide evidence that phenotypic variation does correlate with anther and flower colors, chromosome numbers, pollen and seed characteristics. An identification key for Crocus chrysanthus (Herbert) Herbert s.l. is suggested (article is in press). In this study, seeds as regards 7 new taxa of C. chrysanthus are investigated in terms of micromorphological peculiarities. 2.Material and Methot Author made extensive field studies between 2001-2010 in south and west Anatolia about C. chrysanthus. She observed many different populations of C. chrysanthus while collecting. The specimens themselves have been deposited in the Herbarium of the Faculty of Pharmacy, Istanbul University (ISTE). Other samples examined are deposited at the following herbaria AEF (Ankara University, Pharmacy Faculty Herbarium), ANK (Ankara University, Science Faculty Herbarium), GAZI (Gazi University, Science Faculty Herbarium), HUB (Hacettepe University, Science Faculty Herbarium), EGE (Ege University, Science Faculty Herbarium). 261 �For scanning electron microscopy, dried mature seeds of C. chrysanthus taxa were mounted on stubs using double-sided adhesive type. Samples were coated with 12,5-15 nm of gold. Coated seeds were examined and photographed with a JEOL JSM-6060 model scanning electron microscope (SEM). Seed surface structue terminology is made according to Barthlott, (1984), Bojˇnanský and Fargašová (2007), Stearn (1983). 3.Results Seed shape in relation to new taxa of C. chrysanthus were observed as ellipsoid. Raphe and caruncle are present. Seed diameters of the species are about 1,4-2,4x2,0-5,1 mm. Micromorphological peculiarties as regards 7 new taxa of the species are given below in a detailed way. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. chrysanthus Seed diameters are about (1,4)1,6-2,0(2,2)x(2,5)2,8-3,8 mm. Seed coat structure is colliculateaculeate. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. bicoloroceus F. Candan & N. Özhatay var. nov. Seed diameters are about 1,5-2,3x2,5-3,9 mm. Seed coat structure is colliculate-aculeate. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. atrovioloceus F. Candan & N. Özhatay var. nov. Seed diamaters are about 1,4-2,2x3,0-4,4 mm. Seed coat structure is irregülar aculeate. Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay subsp. nov. Seed diameters are about 1,7-2,4x(2,8)3-4,8(5,1) mm. Seed coat structure is regülar aculeate. Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay subsp. nov. Seed diameters are about 1,5-2,4x3,2-4,5 mm. Seed coat structure is colliculate-aculeate. Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan &N. Özhatay subsp. nov. Seed diameters are about (1,5)1,7-2,2x(2,0)3,0-4,9 mm. Seed coat structure is finely vesiculate 4.Discussion Murley made a descriptive and complementary useful key for Cruciferae family and the other families seed description. These knowledge were made a significant contribution to solve important problems for classification of Cruciferae (Murley, 1951). 262 �Few studies have been made of the adaptive significance of seed and fruit coat macromorphology, sculpturing and ornamentation in Scrophulariacea and Asteraceae. The seeds and achenes have no obvious adaptations for animal or bird dispersal, whereas ornamentation might enhance their chances of being dispersed by animals. It was also suggested that such features have selective advantages in dry habitats by reducing water loss (Shetler and Morin, 1986; Aktaş Akcın, 2009). In the current study, seed micromorphology of 7 new taxa of Crocus chrysanthus (Herbert) Herbert are determined from Turkey. Based on previous researches and the results presented here, it can be concluded that the micromorphological features of the seeds will be a kind of support related to distinguish all taxa of C. chrysanthus between each other. According to all studies of the species C. chrysanthus s.l. as morphology, palinology, cytology and seed micromorphology (Candan 2007; Candan and Kesercioğlu 2007), an identification key of the species was suggested (article is in press). In this study, seed micromorphological features of 7 new taxa of C.chrysanthus are necessary to understand that surface patterns can be confidently utilized to differentiate individual taxa and groupings, as is seen. REFERENCES Aktaş Akcın, T. 2009. Seed coat morphology of some Turkish Campanula (Campanulaceae) species and its systematic implications, Vol:64, No:6, 1089-1094 Barthlott, W. 1984. Microstructurel Features of Seed Surface. -In Heywood, V. H. and D.M. Moore (eds.), Current Concepts in Plant Taxonomy, Academic Press, London. Bojˇnanský V., Fargašová A. 2007. Atlas of Seeds and Fruits of Central and East-European Flora. -Abbott:Springer, Netherlands. Bowles E.A. 1952. A Handbook of Colchicum for Gardeners (rev. ed.), London:The Bodley Head. Candan, F. 2007. Morphological, anatomical, cytological and palinological investigations on C. ancyrencis, C. sieheanus, C. chrysanthus and C. flavus taxa of the genus Crocus L. –PhD thesis, Science Institute, Celal Bayar University, Manisa, Turkey. Candan, F. and Kesercioğlu, T. 2007. Cytaxonomic Investigations on the Species Crocus chrysanthus (Herbert) Herbert. -International Conference on Environment:Survival and Sustainability, Proceedings, Vol. 2, 19-24 February, Near East University, Nicosia-Northern Cyprus. Coşkun, F.; Selvi, S.; Satıl, F. 2010. Phylogenetic relationships of some Turkish Crocus (Iridaceae) taxa based on morphological and anatomical characters. –Turkish Journal of Botany, Vol. 34(3), 171-178. Erol, O. et al. 2010. Crocus antalyensis subsp. nov. (Iridaceae) from southwest Anatolia.– Nordic Journal of Botany,28:186-188. Erol, O. et al. 2011. Genetic diversity of Crocus antalyensis B. Mathew (Iridaceae) and a new subspecies from southern Anatolia.– Plant Systematics and Evolution 294:281-287. Işık, S., Oybak Dönmez, E. 2006. Pollen Morphology of Some Turkish Crocus L. (Iridaceae) Species. −Acta Biologica Cracoviensia, Series Botanica 48/1:85-91. 263 �Kandemir, N. 2009. Morphology, Anatomy and Ecology of Critically Endangered Endemic Crocus pestalozzae Boiss. (Iridaceae) in North-West Turkey. –Bangladesh Journal of Botany, Vol. 38, Issue:2, 127-132. Kerndorff, H. and Pasche, E. 2004. Crocus biflorus in Anatolia, part two. –Plantsman (new ser.) 3:201-215. Kerndorff, H. and Pasche, E. 2006. Crocus biflorus in Anatolia, part tree. –Linzer Biol. Beitr. 38:165-187. Kerndorff, H. and Pasche, E. 2011. Two new taxa of Crocus (Liliiflorae, Iridaceae) from Turkey. Stapfia 95:2-5. Mathew, B. 1982. The Crocus: A revision of the genus Crocus (Iridaceae). -B.T. Batsford LTD. Mathew, B., 1984. Crocus: -In Davis, P.H. (ed.), The Flora of Turkey and The East Aegean Islands, 8:413-438, Edinburgh University. Mathew, B. 1998. Crocus kerndorffiorum. –Curtis‘ s Bot. Mag. 15:120-124. Mathew, B. 2000. Crocus. –In Güner, A. et al. (eds), Flora of Turkey and the East Aegean Islands. Edinburgh Univ. Pres, 11:271-274. Mathew, B. 2002. Crocus Up-date. –The New Plantsman Vol.1(1):44-56. Maw, G. 1886. A monograph of the genus Crocus. –Dulau and Co. Murley R.M., 1951. Seeds of Cruciferae of North-eastern North America, The American Midland Naturalist, 46:1-81 Shetler S.G., Morin N.R. 1986. Seed morphology in North American Campanulaceae, Ann.Missouri Bot. Gard., 73(4): 653-688 Stearn, W.T. 1983. Botanical Latin, History, Grammar, Syntax, Terminology and Vocabulary. -Redwood Press Ltd., Great Britain. Şık, L. and Candan, F. 2009. Ecological properties of some Crocus taxa in Turkey. –African Journal of Biotechnology, Vol. 8(9), 1895-1899. Yüzbaşıoğlu, S., Varol, Ö., 2004. A new Autumn-flowering Crocus from SW Turkey. –The Plantsman, New Series, Vol. 3, Part 2:104-106. 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. 1254 Title A name given to the resource Seed Micromorphological Investigations On 7 New Taxa Of Crocus Chrysanthus (Herbert) Herbert From Turkey Author Author Feyza, Candan Abstract A summary of the resource. This Investigation is made to determine seed micromorphological properties of four subspecies and tree varieties of Crocus chrysanthus have been distinguished:Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus with 3 varieties (var. chrysanthus, var. bicoloroceus F. Candan & N. Özhatay, and var. atrovioloceus F. Candan & N. Özhatay), Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay, Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay and Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan & N. Özhatay. Scanning electron microscope was used to determine micromorphological features as regards mature seeds of all taxa. Keywords: Crocus chrysanthus (Herbert) Herbert, seed micromorphology. 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),Q Science (General) https://omeka.ibu.edu.ba/files/original/313d102c20b82156c633b8e799e509ab.pdf 306ab8a981cd245f0ce3d864b3d20e67 PDF Text Text task for applied environmental issues. From the observations and investigations, macrophytes of river systems need protection and municipalities should stimulate researchers to improve the phytoremediation techniques and to demonstrate their reliability to the public. Obviously, macrophytes and microphytes could be a remedial solution for heavy metal reduction in aquatic systems. However, together with all heavy metals that they had absorbed, macrophytes and microphytes, could be periodically eliminated by municipalities. Restoration and elimination of macrophytes and microphytes should be achieved within a proper and good harmony and in accordance because nature is very subtle and sensitive to any external manipulation. As mentioned before, wetlands are an excellent solution that enables easy replacement and further processing and metal recycling. REFERENCES McMurry, J. and R.C. Fay, 2004.Hydrogen, Oxygen andWater. In: McMurry Fay Chemistry. K.P. Hamann,(Ed.). 4th Edn. New Jersey: Pearson Education,pp: 575-599. Memon A R, Schroder P (2009) Implications of metal accumulation mechanism to phytoremediation. Environ Sci Pollut Res (2009) 16:162-175 Srivastav, R.K, Gupta, S.K., Nigam, K.D.P., Vasudevan, P., 1994. Treatment of chromium and nichel in waste-water by using aquatic plants. Water Research 28, 1631-1638. Vanloon, G.W. and S.J. Duffy, 2005.The Hydrosphere.In: Environmental Chemistry: A Global Perspective.2nd Edn. New York: Oxford University Press, pp: 197-211. Seed Micromorphological Investigations On 7 New Taxa Of Crocus Chrysanthus (Herbert) Herbert From Turkey Feyza Candan Biology Dept, Botany Section, Faculty of Arts and Science, Celal Bayar University, Manisa, Turkey Abstract This Investigation is made to determine seed micromorphological properties of four subspecies and tree varieties of Crocus chrysanthus have been distinguished:Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus with 3 varieties (var. chrysanthus, var. bicoloroceus F. Candan & N. Özhatay, and var. atrovioloceus F. Candan & N. Özhatay), Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay, Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay and Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan & N. Özhatay. Scanning electron microscope was used to determine micromorphological features as regards mature seeds of all taxa. 358 �Keywords: Crocus chrysanthus (Herbert) Herbert, seed micromorphology. 1.INTRODUCTION Among the Angiosperm members, Iridaceae family is an invincible family with its attractive flowers. The taxa that belongs Iridaceae family are herbs with rhizomes, corms and bulbs (Mathew, 1984). Iridaceae family is resembled with 6 genus in Turkey. These are Iris L., Hermodactylus Miller, Gynandriris Parl., Crocus L., Romulea Maratti and Gladiolus L. (Mathew, 1984). Crocus species are perennial plants, adopted to overcome a dry dormant period in the form of an underground corm, in many ways resembling Colchicum L. (Mathew, 1982; Bowles 1924, 1952). The genus Crocus L. (Iridaceae) presently consists of 90 species, mainly in the Mediterranean Region and the drier floristic areas of the Irano-Turanien Region. The majority of species are restricted to Turkey and the Balkans. Turkey is an especially rich country in terms of Crocus species, with 31 species recorded in the Flora of Turkey (Mathew, 1984). The thirty-second species mentioned in Flora of Turkey is C. boissieri Maw. This plant collected in Turkey by Tchihotcheff in 1853 and then it has not been refound (Mathew, 2001). Since, the Flora of Turkey was written, five new taxa were described as C. biflorus Mill. subsp. albocoronatus Kerndorff, C. biflorus Mill. subsp. fibroannulatus Kerndorff, C. wattiorum (Mathew) Mathew, C. paschei Kerndorff, C. kerndorffiorum Pasche (Güner et al., 2000). In recent years, most of Turkey‘s native taxa were identified and classified by significant Crocus experts Brian Mathew, Eric Pasche and Helmuth Kerndorff. According to Kerndorff and Pasche (2004a) southwestern Turkey is the current center of diversity of the genus with 40 species and 70 taxa of which 40 are endemics (Maw 1886; Mathew 1982, 1984, 1998, 2000, 2002; Kerndorff and Pasche 2004a, 2004b, 2006, 2011; Yüzbaşıoğlu and Varol 2004; Erol et al. 2010, 2011). C. chrysanthus was described by W. Herbert in 1837, collected by Frivaldsky in Rumelia. It is distributed in the Balkans and E. Romania. C. chrysanthus belongs to Series Biflori of genus Crocus. Mathew (1982) described C. chrysanthus in his famous work ‗The Crocus‘. This species is the much-loved yellow spring Crocus which has given rise to a whole colorful range of excellent garden plants, some of which are selections within the species while others are hybrids between it and Crocus biflorus. It is exceedingly variable, both in its morphology and cytology, but presents great problems in that the phenotypic variation does not correlate with such formation as distribution, habitat or chromosome number. flower colors. Since the publication Flora of Turkey, (Mathew 1984) a number of ecological, anatomical, cytological, palynological studies concerning Crocus taxa have been carried out (Işık and Oybak Dönmez 2006; Candan and Kesercioğlu 2007; Candan et al. 2009a, 2009b; Kandemir 2009; Şık and Candan 2009; Coşkun et al. 2010). Otherwise, a number of investigations into Crocus species genetics have been made (Şık et al. 2008; Petersen et al. 2008). Author (Feyza Candan) of this paper wrote a phD thesis (2007) titled ‗Morphological, anatomical, cytological and palinological investigations on the Turkish Crocus taxa:C. ancyrencis, C. sieheanus, C. chrysanthus and C. flavus‘. In her thesis she determined three cytotypes as 2n=8, 12, 20+2B and described the morphological differentiation of some populations of C. chrysanthus. After she completed her thesis, she examined more 359 �populations of C. chrysanthus. The results of these detailed studies including morphology, anatomy, cytology, palynology and seed micromorphology, provide evidence that phenotypic variation does correlate with anther and flower colors, chromosome numbers, pollen and seed characteristics. An identification key for Crocus chrysanthus (Herbert) Herbert s.l. is suggested (article is in press). In this study, seeds as regards 7 new taxa of C. chrysanthus are investigated in terms of micromorphological peculiarities. 2.Material and Methot Author made extensive field studies between 2001-2010 in south and west Anatolia about C. chrysanthus. She observed many different populations of C. chrysanthus while collecting. The specimens themselves have been deposited in the Herbarium of the Faculty of Pharmacy, Istanbul University (ISTE). Other samples examined are deposited at the following herbaria AEF (Ankara University, Pharmacy Faculty Herbarium), ANK (Ankara University, Science Faculty Herbarium), GAZI (Gazi University, Science Faculty Herbarium), HUB (Hacettepe University, Science Faculty Herbarium), EGE (Ege University, Science Faculty Herbarium). For scanning electron microscopy, dried mature seeds of C. chrysanthus taxa were mounted on stubs using double-sided adhesive type. Samples were coated with 12,5-15 nm of gold. Coated seeds were examined and photographed with a JEOL JSM-6060 model scanning electron microscope (SEM). Seed surface structue terminology is made according to Barthlott, (1984), Bojˇnanský and Fargašová (2007), Stearn (1983). 3.Results Seed shape in relation to new taxa of C. chrysanthus were observed as ellipsoid. Raphe and caruncle are present. Seed diameters of the species are about 1,4-2,4x2,0-5,1 mm. Micromorphological peculiarties as regards 7 new taxa of the species are given below in a detailed way. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. chrysanthus Seed diameters are about (1,4)1,6-2,0(2,2)x(2,5)2,8-3,8 mm. Seed coat structure is colliculateaculeate. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. bicoloroceus F. Candan & N. Özhatay var. nov. Seed diameters are about 1,5-2,3x2,5-3,9 mm. Seed coat structure is colliculate-aculeate. Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus var. atrovioloceus F. Candan & N. Özhatay var. nov. Seed diamaters are about 1,4-2,2x3,0-4,4 mm. Seed coat structure is irregülar aculeate. Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay subsp. nov. Seed diameters are about 1,7-2,4x(2,8)3-4,8(5,1) mm. Seed coat structure is regülar aculeate. 360 �Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay subsp. nov. Seed diameters are about 1,5-2,4x3,2-4,5 mm. Seed coat structure is colliculate-aculeate. Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan &N. Özhatay subsp. nov. Seed diameters are about (1,5)1,7-2,2x(2,0)3,0-4,9 mm. Seed coat structure is finely vesiculate 4.Discussion Murley made a descriptive and complementary useful key for Cruciferae family and the other families seed description. These knowledge were made a significant contribution to solve important problems for classification of Cruciferae (Murley, 1951). Few studies have been made of the adaptive significance of seed and fruit coat macromorphology, sculpturing and ornamentation in Scrophulariacea and Asteraceae. The seeds and achenes have no obvious adaptations for animal or bird dispersal, whereas ornamentation might enhance their chances of being dispersed by animals. It was also suggested that such features have selective advantages in dry habitats by reducing water loss (Shetler and Morin, 1986; Aktaş Akcın, 2009). In the current study, seed micromorphology of 7 new taxa of Crocus chrysanthus (Herbert) Herbert are determined from Turkey. Based on previous researches and the results presented here, it can be concluded that the micromorphological features of the seeds will be a kind of support related to distinguish all taxa of C. chrysanthus between each other. According to all studies of the species C. chrysanthus s.l. as morphology, palinology, cytology and seed micromorphology (Candan 2007; Candan and Kesercioğlu 2007), an identification key of the species was suggested (article is in press). In this study, seed micromorphological features of 7 new taxa of C.chrysanthus are necessary to understand that surface patterns can be confidently utilized to differentiate individual taxa and groupings, as is seen. REFERENCES Aktaş Akcın, T. 2009. Seed coat morphology of some Turkish Campanula (Campanulaceae) species and its systematic implications, Vol:64, No:6, 1089-1094 Barthlott, W. 1984. Microstructurel Features of Seed Surface. -In Heywood, V. H. and D.M. Moore (eds.), Current Concepts in Plant Taxonomy, Academic Press, London. Bojˇnanský V., Fargašová A. 2007. Atlas of Seeds and Fruits of Central and East-European Flora. -Abbott:Springer, Netherlands. Bowles E.A. 1952. A Handbook of Colchicum for Gardeners (rev. ed.), London:The Bodley Head. Candan, F. 2007. Morphological, anatomical, cytological and palinological investigations on C. ancyrencis, C. sieheanus, C. chrysanthus and C. flavus taxa of the genus Crocus L. –PhD thesis, Science Institute, Celal Bayar University, Manisa, Turkey. Candan, F. and Kesercioğlu, T. 2007. Cytaxonomic Investigations on the Species Crocus chrysanthus (Herbert) Herbert. -International Conference on Environment:Survival and 361 �Sustainability, Proceedings, Vol. 2, 19-24 February, Near East University, Nicosia-Northern Cyprus. Coşkun, F.; Selvi, S.; Satıl, F. 2010. Phylogenetic relationships of some Turkish Crocus (Iridaceae) taxa based on morphological and anatomical characters. –Turkish Journal of Botany, Vol. 34(3), 171-178. Erol, O. et al. 2010. Crocus antalyensis subsp. nov. (Iridaceae) from southwest Anatolia.– Nordic Journal of Botany,28:186-188. Erol, O. et al. 2011. Genetic diversity of Crocus antalyensis B. Mathew (Iridaceae) and a new subspecies from southern Anatolia.– Plant Systematics and Evolution 294:281-287. Işık, S., Oybak Dönmez, E. 2006. Pollen Morphology of Some Turkish Crocus L. (Iridaceae) Species. −Acta Biologica Cracoviensia, Series Botanica 48/1:85-91. Kandemir, N. 2009. Morphology, Anatomy and Ecology of Critically Endangered Endemic Crocus pestalozzae Boiss. (Iridaceae) in North-West Turkey. –Bangladesh Journal of Botany, Vol. 38, Issue:2, 127-132. Kerndorff, H. and Pasche, E. 2004. Crocus biflorus in Anatolia, part two. –Plantsman (new ser.) 3:201-215. Kerndorff, H. and Pasche, E. 2006. Crocus biflorus in Anatolia, part tree. –Linzer Biol. Beitr. 38:165-187. Kerndorff, H. and Pasche, E. 2011. Two new taxa of Crocus (Liliiflorae, Iridaceae) from Turkey. Stapfia 95:2-5. Mathew, B. 1982. The Crocus: A revision of the genus Crocus (Iridaceae). -B.T. Batsford LTD. Mathew, B., 1984. Crocus: -In Davis, P.H. (ed.), The Flora of Turkey and The East Aegean Islands, 8:413-438, Edinburgh University. Mathew, B. 1998. Crocus kerndorffiorum. –Curtis‘ s Bot. Mag. 15:120-124. Mathew, B. 2000. Crocus. –In Güner, A. et al. (eds), Flora of Turkey and the East Aegean Islands. Edinburgh Univ. Pres, 11:271-274. Mathew, B. 2002. Crocus Up-date. –The New Plantsman Vol.1(1):44-56. Maw, G. 1886. A monograph of the genus Crocus. –Dulau and Co. Murley R.M., 1951. Seeds of Cruciferae of North-eastern North America, The American Midland Naturalist, 46:1-81 Shetler S.G., Morin N.R. 1986. Seed morphology in North American Campanulaceae, Ann.Missouri Bot. Gard., 73(4): 653-688 Stearn, W.T. 1983. Botanical Latin, History, Grammar, Syntax, Terminology and Vocabulary. -Redwood Press Ltd., Great Britain. Şık, L. and Candan, F. 2009. Ecological properties of some Crocus taxa in Turkey. –African Journal of Biotechnology, Vol. 8(9), 1895-1899. 362 �Yüzbaşıoğlu, S., Varol, Ö., 2004. A new Autumn-flowering Crocus from SW Turkey. –The Plantsman, New Series, Vol. 3, Part 2:104-106. Breath Analysis of Hepatic Patients Using Electronic Nose Özgür Örnek International Burch University, Department of Information Technology E-mail: oornek@ibu.edu.ba Abstract Hepatic coma, also known as hepatic encephalopathy, is loss of consciousness as a result of liver failure. Hepatic coma represents the final stage of hepatic encephalopathy - grade IV, a progressive brain dysfunction due to accumulation of substances toxic to the brain. Hepatic coma can rapidly progress and may ultimately lead to death. Therefore, early diagonosis of hepatic coma is consirerably crucial for patients‘ life. If not, patients with hepatic coma can die in few days. In this study, I have proposed to overview early diagnosis of hepatic encephalopathy by breath analysis using electronic noses which are regarded as rapid, inexpensive way of gas detection. Keywords: Electronic nose, hepatic coma, sensor arrays, neural Networks. 1.INTRODUCTION Hepatic coma is loss of consciousness as a result of liver failure. The brain is poisoned by toxic substances due to failure of the liver functionality. The toxic substances are generated after accumulation of some byproducts of metabolism in the blood. The severity of encephalopathy is subdivided into four grades. Grade I and II are subtle symptom of brain. In grade III, significant brain damage occurs. Hepatic coma represents the final grade - grade IV of the brain dysfunction that toxic substances are collected in the brain. At this stage, the entire brain is damaged and the patient with hepatic failure becomes unconscious and is unable to respond to painful stimuli (hepatic coma). Ultimately, it may cause death. [1] Studies have revealed that in patients with advanced stages of encephalopathy resulting froim chronic liver failure, ammonia, regarded as toxic substance, levels in the brain may rise more than twentyfold [2]. Blood tests show an increase in ammonia levels, which is a marker the degree of accumulation of toxins in the brain as well. For the essence of patients health, early diagnosis of hepatic coma is vital. If early intervention is not committed, hepatic encephalopathy can rapidly progress and become an acute emergency condition regarded as coma causing death in a few days. Current methods of diagnosis of the hepatic coma such as computed tomography scans are time-consuming, expensive, and involve invasive confirmation. The needs of rapid and 363 � 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. 1268 Title A name given to the resource Seed Micromorphological Investigations On 7 New Taxa Of Crocus Chrysanthus (Herbert) Herbert From Turkey Author Author Feyza , Candan Abstract A summary of the resource. This Investigation is made to determine seed micromorphological properties of four subspecies and tree varieties of Crocus chrysanthus have been distinguished:Crocus chrysanthus (Herbert) Herbert subsp. chrysanthus with 3 varieties (var. chrysanthus, var. bicoloroceus F. Candan & N. Özhatay, and var. atrovioloceus F. Candan & N. Özhatay), Crocus chrysanthus (Herbert) Herbert subsp. punctatus F. Candan & N. Özhatay, Crocus chrysanthus (Herbert) Herbert subsp. kesercioglui F. Candan & N. Özhatay and Crocus chrysanthus (Herbert) Herbert subsp. sipyleus F. Candan & N. Özhatay. Scanning electron microscope was used to determine micromorphological features as regards mature seeds of all taxa. Keywords: Crocus chrysanthus (Herbert) Herbert, seed micromorphology. 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),Q Science (General) https://omeka.ibu.edu.ba/files/original/380d8f2e762195fc101b318ef0f759cc.pdf cf9b038012aa07e51c61ad80baff1e5a PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Hackett, M., & Dilts, D.M. (2004). A Systematic Review of Business Incubation Research. Journal of Technology Transfer, 29, 55-82. Kleinbaum, D.G., & Klein, M. (2005). Survival Analysis: A Self-Learning Text (2nd Ed.). New York: Springer. Sertkaya, D., Ata, N., & Sözer, M. T. (2005). Yaşam çözümlemesinde zamana bağlı açıklayıcı değişkenli Cox regresyon modeli. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 58, 153-58. Tabatabai, M. A., Bursac, Z., Williams, D. K., & Singh, K. P. (2007). Hypertabastic survival model. Theoretical Biology and Medical Modelling, 4-40. Karaöz, M., & Albeni, M., (2011), İş Kuluçkalarında Yeni Kurulan Girişimlerin Hayatta Kalma ve Büyüme Performansını Etkileyen Faktörler: KOSGEB İş Geliştirme Merkezleri (İŞGEM) Üzerine Bir Araştırma. The Scientific and Technological Research Council of Turkey (TÜBİTAK). (Issue Brief No. 109K139). Yay, M., Çoker, E., & Uysal, Ö. (2007). Yaşam Analizinde Cox Regresyon Modeli and Artıkların İncelenmesi, Cerrahpaşa Tıp Dergisi, 38, 139-45. Seeking Debt Crisis And Solution In Europe Ali Yavuz,Ceyda Şataf,Dilek Göze Kaya, Serap Gül S.D.Ü. İ.İ.B.F. Maliye Bölümü, E-mails: aliyavuz@sdu.edu.tr, ceydasataf@sdu.edu.tr, dilekgozkaya@hotmail.com gul_serap19@hotmail.com Abstract In this study, the European Union (EU) countries, the countiries of their lives go down to the root causes of the debt crisis by making suggestions in search of solutions to the debt crisis will be examined. Emerging in the U.S.A. mortgage market crisis in 2007, quickly spread to the real sector from the financial sector in the years 2007-2009. And so the U.S.A. economy, increased unemployment and stagnation in 2008 and 2009 a major problem encountered. The economic crisis in the U.S. especially in EU countries, especially spread through strong financial relationships. Cause of the crisi spreading, the U.S.A., its foreign trade with third countries EU’s countries and possble recession and real income loses, narrowed. Foreign demand for exports of goods and services of third countries. Another reason for the crisi, said that the U.S.A. debt-based consumer spending growth can’t be prevented. E.U.’s main causes of debt crisi, the misappropriation of resources, competition loss, and therefore can’t be seen in this negative economic revival began participation in the Euro. Falling ineterest rates in euro countries participating in the pre-crisis period, the total demand by facilitating increased borrowing opportunities. GIIPS( Greece, Ireland, Italy, Portugal, Spain) countries in paralel with an increase in demand has increased in both public and private debts. Increased demand led to an increase in the prices of goods and services increase in investment. In the last part of study, the debt crisis of the EU countries should take measures to release the elimanation of 59 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo debt problems, increase the competiveness of member states and the EU, strengthning economic governance issues within the EU will be examined. Keywords: Global Crisis, Debt Crisis , European Union 1.INTRODUCTION U.S.A. real estate crisis emerged in late 2008, then the real economies of Britain and the ongoing volatility in financial markets have a devastating effect on the financial markets have faced a crisis. Decline in total demand and the slump in financial markets has resulted in the decline in trade volume. However, severe damage to many of this crisi has a strong economy. The latest example of this situation in the EU, but many measures taken against some of the effcets of the crisis be established.In this sudy, the first global crisis that emerged in the USA and Europe that followed the debt crisis in Europe by examining the emergence debt crisis fort he country based evaluations are performed to look for solutions. 2. Global Crisis and Its Reasons Global crisis, emerging in U.S.A., has begun in finance, firstly in the real sector and then spreaded to the entire economy. The reason why this crisis began is that mortgages, given in low interest rates, was not paid back to banks in due dates. Loans not paid back both caused finance institutions to go bankrupt and financial crisis reflected to the real sector as a result of declining demands with shaken consumer confidince in the market ( Önder,2009:17) Because global crisis led to the liquid and confidince problem, direct foreign investments and the short-term money movements as portfolio investments decreased (Engin ve Yeşiltepe, 2009: 17). After the attact in U.S.A. , in 11 September of 2001, followed by a recession in economy, the Federal Reserve System (FED) brought interest ratios down from %6,5 being in 2001 to %3 in 2003 in order to arouse economics. This fall in interest rates reflected to the interest rates applied to the mortgage. Since low inflation and low interest rates decreased the costs of mortgage, the demand for this sector increased. Increasing demand brought together the increase in the costs of home. Even tough families could not afford these costs, financial markets gave bonded home loan to people (Kutlu ve Demirci, 2011: 122). From the 2000 till the end of 2006, there was liquid abundance in the financial markets. The abundance of liquide caused to given loan those people who has no income or work. After banks had introduced the seized homes to market, the costs of homes fell down. However, the users of credit discontinued to pay credits because of such reasons that bank loans were too higher than home charges (Alantar, 2008: 2). The banks giving mortgage evaluated the property before the repaying of credits and sold it to an investment bank or a mortgage institution. Not paying back the credits, here, not only the bank that giving credit but also the institution that buying the security suffered by. Hence, the crisis made an chain like effect. Due to the fact that the crisis reflected to the real economy, in U.S. and Europe came about a decrease in the rates of growth. As in the figure, since 2007, the decline of the growth rates is seen in the developed and the developing countries (Alantar, 2008: 3-6).Trade balance deficit increasing with the global crisis revealed the current account deficit problem. And the current account deficit brought out the need to find out external source. It was not easy to fulfill the need of source. Things that were done to avoid the negative effects of global crisis has caused budget deficits and increase of loans in EU countries (Oskay, 2010: 72-73). 60 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.1. Europe Debt Crisis Europe is the main reason in the decline of the credit scores of debt crisis countaries, pressures in the stock market, dominant countries’ bonds and in the spread of credit debt swap agreement. The financial staples, which are under pressure in Europe, are countries such as Greece, Icelandic, Ireland and Portugal (Arezki vd, 2011: 3). In the Eurozone to solve the debt crisis emerging in the spring of 2010, the money and finance policies of Economic and Monetary Union (EMU) was not been affected (Gianviti vd., 2010: 1). Debt crisis of Eurozone , 2010, caused big movements in yields to call while causing great changes in the rates of Euro and other currency unit (Gianviti vd., 2010: 5). The government is generally held responsible for crisises on account of the exceeded budget deficits to practice definite goals in the pact of stability and growth as a part of Maastricht Treaty. The reformation proposals of EU include the controlled financial policies and rising bank arrangements of national governments. While the Stability and Growth Pact, Maastricht Treaty and European Union was focusing on debt and budget deficit rates of government, they neglected the “excessive” debt rates of private sector. This excessive debt caused crisis in the financial markets (Stein, 2011, 199). When banking crisis came out in private sector, governments especially of countries like Ireland and Spain – undertook the dept of the private sector and saved these banks from that debt. Taxpayers has become indebted to the foreign financiers (Stein, 2011, 200-201). The rates of debt after crisis /GSMH has increased. Constitutional budget deficit is more lower in Ireland and Spain than the Euro zone. The private sector has become the main reason of debt crisis in these countaries (Stein, 2011, 202). 2.1.1. Euro Zone EU member states, a common currency (EURo) through use of established monetary union. However, the “ Euro ZOne” called the monetary union, because of the up heaval in recent years has undergone some of the economic crisis. First, some countries in the euro area credit ratings agencies has been reduced significantly. After thr Irish government bonds in Greece and Portugal, then the degree is worthless, and this case has been brought up to the crisis escalated. With 17 member countries, including the so-called Euro common currency, the euro area and countries use the euro by the European Central Bank monetary policy to be applied to a single source, including Euro 17 depending on the countries’s economies together tightly as they could. This is the negativity coming from the other Euro countries in the territory of one euro in facilitating the spread within a short time.However, the financial and real sectors of the EU member states at a high level of integration between these countries and the speed increased the levels of exposure. (Odabaş, Bahtiyar, 2011, 104). Looking at the table in 2010 while public deficits to be reduced compared to the Euro in 2010 which took place in 2009 while public debt has increased over the previous year. Euro area government debt to GDP ratio was 79.3% in 2009 to 85.1 % in 2010, this rate increased to. Public deficits in the euro area GDp ratio which is the figure of the previous year, 6.3% from 6.0% a year. Public expenditure in 2010 compared to 2009 in the Euro 17 countries, showed a slight decline in governemnt revenues over the same period almost unchanged. However, this table Euro Area 17 key figures related to the general governemnt budget deficit anf debt included ratio of debt stocks by country looking very serious budget deficits or differences emerge.( (Odabaş, Bahtiyar, 2011, 104-105). 61 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Table 1: Euro Zone (17) Countries’s Public Debt Stock Euro Zone (17) 2007 2008 2009 2010 9 035 939 9 264 270 8 970 953 9 204 316 -60 082 -188 988 -566 680 -550 481 Budget balance (% GSYİH) -0.7 -2.0 -6.3 -6.0 Public Expenditures (% GSYİH) 45.9 46.9 50.8 50.4 Public revenues (% GSYİH) 45.2 44.8 44.5 44.4 Public debt (milyon €) 5 984 848 6 472 881 7 116 276 7 837 207 Public debt (% GSYİH) 66.2 69.9 79.3 85.1 GDP Current Prices (milyon €) Budget balance (milyon €) Kaynak: Eurostat, Provision Of Deficit And Debt Data For 2010 - First Notification, <http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/2-26042011-AP/EN/2-26042011-AP-EN.PDF>, (26.04.2011)’den uyarlanmıştır. (aktaran Odabaş, Bahtiyar, 2011, 105) 2.1.2. European Union Member Countries Debt Crises Euro-Zone is described as surrounding countries Greece, Portugal and Ireland, the debt crisis occurring in the second quarter of 2010 and later expanded by including Italy and Spain, followed by a road. This situation, particularly in terms of golbal growth and financial stability is a major risk to the Euro Area countries. (Değerli, Keleş, 2011, 2). 2.1.2.1. Crisis in Greece Informal econmy in Greece is veryimportant in the beginning of the euro. In excess of informality reduces tax revenues. Also in Greece in the Euro zone, while the poor performance fort he rise in nnational income, inflation rates, the region has achieved the highest level. For these reasons, the cost of borrowing has also risen in Greece. Euros between 2000-2008 to just over 3% inflation rate in the process of adaption illusion. Improved macroeconomic conditions and increased foreign capital inflow in this period. Greater than 5% GDP in 1995 to 2008, net capital inflow was 100%. Paralel to the increase in domestic demand, increasing imports increased current acoount deficit. The current account deficit was 3.7% in 1997 to 14.4% has risen up. Increased demand has increased prices and employment costs, and this has reduced the competitiveness of Greece. Since 1997, the Euro, with 47 % average increase in consumer prices was well above the 27% economy. Increase expected in the IMF’s real effective Exchange rate in Greece is around % 20-30’s. In these circumstances the loss of competititon is obvious. Along with increasing the budget deficit crisis, wit hgrowth reversed and increased debt. National income in 2008 showed an increase of %2, 2% by 2009 has become smaller and correspondingly reduced government revenues and the budget deficit in 2008 was % 7.7 in 2009 to 13.6% increased. Borrowing in 2007, while % 96 of GDP in 2009 rose to %116. (Öztürk,Aras, 2011, 147.) Ireland and Spain in the government are seen as different because of the debt crisis in Greece. The stability and Growth Pact, Greece, Ireland and Spain the debt crisis proportions when a value is cleraly relevant. Greece, a large fiscal deficit and the cumulative result of a large public debt and the debt crisis of chronic macroeconomic balances is seen as the origin. The global crisis worsenend the 62 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo financial situation began to deterşorate şn the second half of 2007 in Greece. Greece’s credit rating to fall in the budget predicament causes the public debt/GDP raito of 115.1% in the euro area has been the most indebted country, Italy, and also during 2014, this ratio was expected to continue to rise. (Stein, t.y., 210-211). 2.1.2.2. Crisis in Ireland Ireland based on the continuous development of the construction sector growth has accelerated since the 1990’s. Prosperity has increased the demand for the construciton sector due to the increase in housing prices and this situation greatly enhanced. Along with increasing global crisis of 2008, however, housing prices have fallen by 50-60% and caused to be dragged into the crisis in Ireland. Housing loans as a result of thisi crisis, banksa re forced to configure a distorted financial structures. 45 billion dolars in government in order to improve the financial condition of banks has transferred a resource. This situaition has increased government budget deficits, the impact of the crisis and economic recession, tax revenues began to decline. Uncertainty of the budget reduction in tax revenues in Ireland has increased even more by compressing.(http://www.sobiad.org/eJOURNALS/dergi_EBD/arsiv/2011_2/mustafa_ozturk. pdf, 2011, 148). Looking at the table of public deficits in the year 2010 in Ireland increased by about twicw compared to 2009. Took place in 2010, the public debt has increased over the previous year. While the public debt to GDP ratio in Ireland in 2009 65.6% 96.2% in 2010, this rate rose to. If the public deficit to GDP ratio which is the figure of the previous year 14.3% from -32.4%2s was. Watching a growing trend in public expenditures, public revenues almost unchanged over the same period. (Eurostat, 2011,5.) Table 2 : Ireland’s Public debt stock İrlanda 2007 2008 2009 2010 189 374 179 989 159 645 153 939 128 -13 196 -22 795 -49 903 Budget balance (% GSYİH) 0.1 -7.3 -14.3 -32.4 Public expenditures (% GSYİH) 36.7 42.8 48.2 67.0 Public revenues (% GSYİH) 36.8 35.5 33.9 34.6 Public debt (milyon €) 47 361 79 837 104 782 148 074 Public debt (% GSYİH) 25.0 44.4 65.6 96.2 GDP Current Prices (milyon €) Budget balance (milyon €) Source: Eurostat, Provision Of Deficit And Debt Data For 2010 - First Notification, <http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/2-26042011-AP/EN/2-26042011-AP-EN.PDF>, (26.04.2011)’den uyarlanmıştır. 63 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.1.2.3. Crisis in Portugal % 4 growth in the transition to the Euro and EU in Portugal was one of the fastest-growing countries. Process of harmonization with euro ineterest rates fell to % 6 in Portugal. Loose fiscal policy and low interest rates, increased consumer spending. Fixes capital investment increased. The construction sector grew. The current account deficit zero in 1995 to 2000 was an increase of % 9. But at the same rate did’nt increase production. Portugal’s economy did’nt reach serious problems as Greece and Ireland’s economy until the problem reached serious proportions. Portugal in 2001, the rules of the Stability and Growth Pact countries unimplementing is the only country in the euro area is the prof that the recession taking place for a long time. Portugal is a very high current account deficit and the deepening crisi in the banking sector has led to improper practices. According to 2009 data of the country’s public debt/ GDP or 83 and the ratio of budget deficit/ GDp ratio -10.1 or be too far from these nembers are an indication of the Maastricht Criteria. Stabilization program in the country is prepared to reduce budget deficits and subsequent rejection of parliament, the Prime Minister’s resignation has led to deterioration of political stability and credit rating agencies lowered the credit rating of Portugal. The scope of the packet is reduced to %2 of GDP budget deficit until 2013, freezing of pensions, salaries in the public sector with more than 1500 Euros to cut between% 5-10, health, education and local government expenditures, such as applications for cut down on the agenda has.( Pioneer Perspectives, 2011, s.3-7) . 3. Solutions developed as a Crisis Payment diffciculties of the EU member states outside the euro-zone opportunities against the financing has been established fort he creation of Fund Balance of payments. Mode of operation of this fund will use the funds to issue bonds is colleterally member states of the country. (Council of the European Union, 2002.1-2) Credit Pool mechanism established. This system was created fort he use of a debt once a pool of Greece. Euros 80 billion and 30 billion Euros of EU-funded by the IMF in a repository 110 billion euros. ( European Comission, 2011:1) Established the European Financial Stability Mechanism. This mechanism of natural disasters and a member of the EU member states of the country to live in their own finacial difficulties as a result of external factors outside the control of the event was created to be used. However, to some extent affected by external factors such as Greece and Ireland, but also being heavily influenced by internal factors of the crisis, this mechanism is used. In this system, credit markets on behalf of the EU member countries and made available are provided. With this mechanism, the bodies of the EU adopted the use of resources in a tight macro-economic stablization program brought the applicatioan requirement. This mechanisim is temporarily formed. Instead, in 2013, will be the European Stability Mechanism. (Europe Press Releases, 2010:1) The European Fianancial Stability Fund was established in 2010. The purpose of the Fund’s debt problems so that the eurozone countries and monetary union to provide temporary financial support to maintain financial stability. Euro zone countries’ common mode of operation of the fund launched under the guarantee is provide credit to member countried through bonds. Mechanism of the European Financial Stability Fund, the European Financial Stability Fund is a temporary place in 2013 will leave the European Stability Mechanism. (Council of The European Union, 2010:1-5) 64 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In 2010 decided to establish the European Stability Mechanism. This mechanism will be operational in 2013, is an institutional structure will have a permanent nature. The debt problems of the former is like living in Greece and Ireland was set up temporarily in order to provide financial support to member countries of the Union. As a condition of the mechanism of utlilizng the principle of economic adjustment programs introduced strict application. The used slices of credit in support of the European Stability Mechanism in a difficult situaition if necessary, may purchase bonds of the Member countries. ( Council of The european Union, 2011:1-6) 4.CONCLUSION Since 2008, when the global economic crisis in the U.S.A. the recession that occurred, both these adversely affected the economies of the country and the world. In the Euro ares, to experience what the point of all the scenarios in case of Greece is focused failure to pay debts. Uncertain consequences as a result of the union was to be exported to Greece, a crisis likely to affcet other countries will point to an entangled state. In case of inability to pay and a possible bankruptcy of Greece and the other euro zone countries, Greece will lead to decrease in value of bonds. Such a possibility or even france, Italy and Spain in the troubled days spent in a negative way. Severe effects of the crisi is happening to other Euro zone countries in order to prevent the spread of October 27th 2011 in Brussels, EU leaders come together and have taken concrete steps to save the euro. Greece’s debt to the leaders agreed on the reduction of debts the banks have made their under taking losses up to %50 of the banks. Thus, banks in Greece’s 250 billion euros in debt, is expected to be reduced to euro 102 billion. In addition, the European Financial stability Fund resources was decided to remove 440 Billion Euros 1 trillion euros, the new fund will enter the application in November 2011 regarding the framework agreement has been reached. Another important decision taken at the summit of any country in the future to provide protection against losses arising from the entry of default was recapitalizing the bank. At this point, emergency banking reforms and succesful implementation of public finance reforma s are inevitable. Public finaces, especially the successful implementation of the rules should be binding and obligatory for all countries. Result in decesions taken at the summit to show the long term, so tihs context, fiscal rules seem to be necessary tı put and to establish new institutions willbe watched on. REFERENCES ALANTAR, Doğan,(2008), Küresel Finansal Kriz: Nedenleri Ve Sonuçları Üzerine BirDeğerlendirme, http://www.finanskulup.org.tr/assets/maliyefinans/81/Dogan_Alantar_Kuresel_Finansal_Kriz _Nedenleri_Sonuclari_MFY81.pdf, 28.02.2012) AREZKI, Rabah, B. Candelon and A. N. R. Sy, (2011), Sovereign Rating News and Financial Markets Spillovers: Evidence from the European Debt Crisis, IMF Working Paper Council Of The European Union (2002). Facility providing financial assistance for balances of payments, (EC) No 332/2002, http://europa.eu/legislation_summaries/economic_and_monetary_affairs/institutional_and_ec onomic_framework/l25005_en.html (23.07.2011) Council Of The European Union (2010). Extraordinary Council Meeting Economic And Financial Affairs, 9596/10 (Presse 108), Council Of The European Union, 65 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Brussels,http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/ecofin/114324.p df, (13.07.2011) Council Of The European Union (2011). EUCO 10/1/11 REV 1 CO EUR 6 CONCL 3, 24/25,http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/en/ec/120296.pdf (28.06.2011) ENGİN, Ediz ve Ebru Yeşiltepe, Global Ekonomik Krizin Gölgesinde Türkiye’nin Maastricht Kriterlerine Uyumu, Ekonomi Bilimleri Dergisi, Cilt 1, Sayı 2, ISSN: 1309-8020, 2009 European Comission (2011). Economic and Financial Affairs, The Greek Loan Facility,http://ec.europa.eu/economy_finance/eu_borrower/greek_loan_facility/index_en.htm (01.08.2011) Europe Press Releases (2010). The European Stabilization Mechanism, MEMO/10/173, Brussels,10 May 2010, http://europa.eu/rapid/pressReleasesAction.do?reference=MEMO/10/173, 13.07.2011 Eurostat, Provision Of Deficit And Debt Data For 2010 - First Notification, <http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/2-26042011-AP/EN/2-26042011-APEN.PDF, 28.02.2012 Eurostat, Provision Of Deficit And Debt Data For 2010 - First Notification, <http://epp.eurostat.ec.europa.eu/cache/ITY_PUBLIC/2-26042011-AP/EN/2-26042011-APEN.PDF>, (26.04.2011)’den uyarlanmıştır. (aktaran Odabaş, Bahtiyar, 2011, 105) GIANVITI, François, A. O. Kruege, J. Pisani-Ferry, A.Sapir ve J.von Hagen,( 2010), A European Mechanism for Sovereign Debt Crisis Resolution: A Proposal KUTLU, Hüseyin Ali ve N. Savaş Demirci, Küresel Finansal Krizi (2007) Ortaya Çıkaran Nedenler, Krizin Etkileri, Krizden Kısmi Çıkış Ve Mevcut Durum, Muhasebe ve Finansman Dergisi, Ekim/2011 OSKAY, Cansel, (2010), Türkiye’de Dış Borçlar ve Avrupa Borç Krizinin Olası Yansıması Üzerine Bir Değerlendirme, Bütçe Dünyası Dergisi, Sayı: 34 ÖNDER, İzzettin, (2009), Küresel Kriz ve Türkiye Ekonomisi, Muhasebe ve Finansman Dergisi (http://journal.mufad.org.tr/attachments/article/238/2.pdf , 28.02.2012) Pioneer Perspectives (2011). The Euro Sovereign Debt Crisis, http://us.pioneerinvestments.com/misc/pdfs/economy/perspectives_portugal_debt_downgrade .pdf?adtrack=institutional (22.07.2011) STEIN, Jerome L., (2011), The Diversity of Debt Crises in Europe, Cato Journal, Vol. 31, No. 2 (http://www.cato.org/pubs/journal/cj31n2/cj31n2-2.pdf, 28.02.2012) http://www.sobiad.org/eJOURNALS/dergi_EBD/arsiv/2011_2/mustafa_ozturk.pdf, (22.03.2012) 66 � 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. 1314 Title A name given to the resource Seeking Debt Crisis And Solution In Europe Author Author Ali , Yavuz Abstract A summary of the resource. In this study, the European Union (EU) countries, the countiries of their lives go down to the root causes of the debt crisis by making suggestions in search of solutions to the debt crisis will be examined. Emerging in the U.S.A. mortgage market crisis in 2007, quickly spread to the real sector from the financial sector in the years 2007-2009. And so the U.S.A. economy, increased unemployment and stagnation in 2008 and 2009 a major problem encountered. The economic crisis in the U.S. especially in EU countries, especially spread through strong financial relationships. Cause of the crisi spreading, the U.S.A., its foreign trade with third countries EU’s countries and possble recession and real income loses, narrowed. Foreign demand for exports of goods and services of third countries. Another reason for the crisi, said that the U.S.A. debt-based consumer spending growth can’t be prevented. E.U.’s main causes of debt crisi, the misappropriation of resources, competition loss, and therefore can’t be seen in this negative economic revival began participation in the Euro. Falling ineterest rates in euro countries participating in the pre-crisis period, the total demand by facilitating increased borrowing opportunities. GIIPS( Greece, Ireland, Italy, Portugal, Spain) countries in paralel with an increase in demand has increased in both public and private debts. Increased demand led to an increase in the prices of goods and services increase in investment. In the last part of study, the debt crisis of the EU countries should take measures to release the elimanation of debt problems, increase the competiveness of member states and the EU, strengthning economic governance issues within the EU will be examined. Keywords: Global Crisis, Debt Crisis , European Union 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/0361653282a6c24f1963fea31ea9c397.pdf 541f64719b29a3d106a1b9581bd657fd PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Concepts and Practice. Greenleaf Publishing Limited, Sheffield. Seçme, N.Y., Bayrakdaroğlu, A. and Kahraman, C. (2009) Fuzzy performance evaluation in Turkish Banking Sector using Analytic Hierarchy Process and TOPSIS, Expert Systems with Applications, 36(9), 11699-11709. Sheu, J.B., Chou, Y.H., Hu, C.C. (2005) An integrated logistics operational model for greensupply chain management, Transportation Research Part E, 41(4), 287-313. Srivastava, S.K. (2007) Green supply-chain management: A state-of-the-art literature review, International Journal of Management Reviews, 9 (1), 53-80. Vachon, S. and Klassen, R.D. (2008) Environmental management and manufacturing performance: the role of collaboration in the supply chain, International Journal of Production Economics, 111 (2), 299-315. Van Hoek, R.I. (2000) From reversed logistics to green supply chains, Logistics Solutions, 2, 28–33. Zhu, Q. and Sarkis, J. (2004) Relationships between operational practices and performance among early adopters of green supply chain management practices in Chinese manufacturing enterprises, Journal of Operations Management, 22, 265–289. Selection of Sustainable Warehouse Location in Supply Chain Using the Grey Approach Fahriye Uysal1,Ömür Tosun2 1Department of International Trade and Logistics, Ayse Sak School of Applied Sciences, Akdeniz University, Antalya, Turkey 2Department of Business Administration, Faculty of Economic and Administrative Sciences, Akdeniz University, Antalya, Turkey E-mails: fahriyeuysal@akdeniz.edu.tr,omurtosun@akdeniz.edu.tr Abstract Supply chain sustainability has recently gained an increasing attention in the supply chain context both from the practitioners’ perspective and as a research area. There have been many incentives for more sustainable warehousing in supply chains. Sustainable Warehousing includes activities such as, for example, terminal and warehouse location, proper storing and 383 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo disposing of hazardous materials, donation of excess or obsolete inventory to local communities, and training to safely operate forklifts. A sustainable warehousing company would not only have to consider the economic factors, such as rent and operations costs, but also balance the social and environmental effects that occur within the warehouse compound as well as its surrounding vicinity. Sustainable warehouse location selection decision has a crucial role in the supply chain management process. In this study cost, labor, transportation, environment and geographical location are taken as decision criteria. Grey approach is used under the sustainability basis for the warehouse location selection problem. This method is appropriate for solving the group decision-making problem in an uncertain and inconsistent environment. Warehouse location alternatives for the supply chain of the medical companies are evaluated in this study. Keywords: Sustainable supply chain, sustainable warehousing, grey approach 1. INTRODUCTION The term sustainability, which increasingly refers to an integration of social, environmental, and economic responsibilities, has begun to appear in the literature of business disciplines such as management and operations. In addition, companies are beginning to rapidly adopt the term sustainability (Carter and Rogers, 2008). Sustainability today demands that supply chains must be explicitly extended to include by-products of the supply chain (Linton et al., 2007). The need of seriously exploring the concept of sustainable supply chains within a collaborative perspective is seen as a goal to improve companies’ revenue growth and costumer’s recognition (Kleindorfer, et al., 2005). A focus on supply chains is therefore a step towards the adoption of a growth on sustainability. The location of a warehouse is generally one of the most important and strategic decision in the optimization of supply chain (Frazelle, 2002). It is a long-term decision and can be influenced by different quantitative and qualitative criteria, but not all of the criteria have the same effect on the decision process. In this study costs, labor, transportation, environment and geographical location criteria are used. Due to the prejudice of the decision makers, conventional approaches can be less effective in dealing with a proper assessment. Therefore, a multi-criteria based decision making procedure is used. This paper describes the Grey approach and its application for evaluating warehouse locations in supply chain based on sustainability criteria. This method is appropriate for 384 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo solving the group decision-making problem in an uncertain and inconsistent environment. The work is structured in the following manner. In Section 2, a literature review of the sustainable supply chain is given. In Section 3 definition of sustainable warehousing is given. In Section 4, the grey approach is defined. An evaluation of warehouse location selection, the proposed methodology and results are fully shown in Section 5. Finally, conclusions and considerations are reported in Section 6. 2. Sustainable Supply Chain A focus on supply chains is a step towards the broader adoption and development of sustainability, since the supply chain considers the product from initial processing of raw materials to delivery to the customer (Linton et al, 2007). Extending the supply chain to include issues such as remanufacturing, recycling and refurbishing adds an additional level of complexity to existing supply chain design in addition to a new set of potential strategic and operational issues, which in turn can increase costs, at least in the short term (Corbett and Klassen, 2006). Sustainable supply chains have not yet been clearly defined. A popular definition states that sustainable supply chains require coordination of the social, environmental and economic dimensions. Linton et al. (2007) transfer the concept of sustainability to supply chains and state that: a sustainable supply chain is a supply chain integrating issues and flows that extend beyond the core of supply chain management such as product design, manufacturing by-products, product management during use, product life extension, product end-of-life and recovery processes at end-of-life. Companies that implement ecological and social factors relating to the supply chain gain financial benefits through reduced costs and operational efficiencies, also sustainable supply chain practices can be a source of differentiation and competitive advantage. 3. Sustainable Warehousing One of the key components within the sustainable supply chain is sustainable warehousing. Sustainable warehousing includes activities such as terminal and warehouse location, proper storing and disposing of hazardous materials, donation of excess or obsolete inventory to local communities, and training to safely operate forklifts (Carter and Jennings, 2000). 385 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo In real life, most warehousing and transportation companies have little regard for the environmental impacts of their actions and do not understand the social consequences of their business activities. A sustainable warehousing company would not only have to consider the economic factors like rent and operations costs, but also balance with the social and environmental effects that occur within the warehouse compound as well as its surrounding vicinity (Tan et al, 2010). Among supply chain studies, many papers on warehouse/facility location problem have been published (Vlachopoulou et al. 2001; Sharma and Berry, 2007; Sharma and Sharma, 2000). But, in most of them, environmental issues are not studied due to the policy of these companies. Different warehouse location selection studies are analyzed to select the suitable criteria, and also environment criterion is added in view of the sustainability. These criteria are: Cost: Costs are one of the factors highly affected by the facility location. Cost criterion is evaluated by taking into account of labor costs, transportation costs, handling costs and land cost. Labor: This criterion defines the state of qualified labor at a location and the degree of the availability of such labor. Transportation: Ease of transportation, traffic density and distance from the alternative warehouses to main warehouse are considered by the decision makers. Environment: Carbon minimization and other environmental policies are considered for the decision process. Geographical location: This criterion defines the land availability that changes according to the structure of the alternative regions. 4. The Grey Approach In this section, the Grey approach will be described. In this method, there are m possible warehouse alternatives given as . is the set of n independent criteria. is the vector of criteria weights. In this study, criteria weights and ratings of the warehouses are taken as linguistic variables. These values are given in Table 1 and Table 2. In Table 1, linguistic criteria weights whereas in Table 2 criteria rating values in Grey numbers are given. A Grey number is shown as . The detailed procedure is given below (Li et al., 2007; Baskaran et al., 2012): Step 1: Criteria weight identification A group of decision makers (DM) identifies the criteria weights. If there is K number of decision maker, then the criteria weight is calculated as 386 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo where is the criteria weight of the Kth DM. Step 2: Criteria rating value in linguistic variables Criteria rating values in linguistic variables are calculated using where is the criteria rating value of the Kth DM. Table 1: Scale of attribute weights Scale Very low (VL) Low (VL) Medium low (ML) Medium (M) Medium high (MH) High (H) Very high (VH) W [0.0, 0.1] [0.1, 0.3] [0.3, 0.4] [0.4, 0.5] [0.5, 0.6] [0.6, 0.9] [0.9, 1.0] Table 2: Scale of attribute ratings Scale Very poor (VP) Poor (P) Medium poor (MP) Fair (F) Medium good (MG) Good (G) Very good (VG) W [0, 1] [1, 3] [3, 4] [4, 5] [5, 6] [6, 9] [9, 10] Step 3: Establish the Grey decision matrix are linguistic variables based on the grey number. Grey decision matrix is: Step 4: Normalize the Grey decision matrix In the normalization process, the ranges of the Grey numbers are limited to [0, 1]. Normalization depends on either minimization (cost) or maximization (benefit) of the criteria. Maximization criteria is given as Minimization criteria is given as below Step 5: Establish the weighted normalized Grey decision matrix The weighted normalized Grey decision matrix is the product of normalized Grey decision matrix and criteria weights ( . 387 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Step 6: Set ideal warehouse alternative as referential warehouse alternative From m possible warehouse alternative set (S = {S1, S2, …,Sm}) the ideal referential warehouse alternative by using Step 7: Calculate the Grey possibilities Compare warehouse alternatives set S = {S1, S2, …,Sm} with ideal referential warehouse alternative ; Step 8: Prioritize warehouses Rank the order of warehouse alternatives based on the comparison given in Eq. (7). If S i value is smaller, the ranking order of Si is better. Otherwise, the ranking order is worse. 5. Application In this study, the Grey approach is used for the warehouse location selection problem of a pharmaceutical company in Turkey. The company has six different warehouse location alternatives (S); each of them is evaluated by four decision makers (DM) according to the criteria of cost (C1), labor (C2), transportation (C3), environment (C4) and geographic location (C5). The calculation procedure is given below: Step 1 By using Eq. (1), criteria weights are calculated. Step 2 Criteria ratings values for six warehouse alternatives are calculated by using Eq. (2). Step 3 Using Eq. (3), establish the grey decision matrix. Step 4 Establish the grey normalized decision table. Step 5 Establish the grey weighted normalized decision table. Step 6 Make the ideal warehouse 388 a referential alternative, using Eq. (6). �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo = {[0.333, 0.950], [0.353, 0.650], [0.482, 0.925], [0.416, 0.725], [0.513, 0.825]} Step 7 Calculate the grey possibility degrees, using Eq. (7). Grey possibility degree results are given below: = 0.862 = 0.729 = 0.686 = 0.963 = 0.716 = 0.735 Step 8 Rank the order of six warehouses, according to the results given in Step 7. S5 > S4 > S3 > S6 > S1 > S2 From the results, it’s seen that S5 is the most suitable location alternative for the company. 6. CONCLUSION A warehouse location selection is a multi-criteria decision-making problem including both quantitative and qualitative criteria. In this paper, a multi-criteria decision making approach for sustainable warehouse location selection is given. The main criteria for the selection of sustainable warehouse location were identified. After the main criteria were determined, the hierarchy of the sustainable warehouse location selection was structured. The proposed method is applied a pharmaceutical company, and decision makers from the company are asked to evaluate alternatives and criteria. By using Grey approach, alternative 5 can be selected by the company. REFERENCES Baskaran V., Nachiappan S. and Rahman S. (2012) Indian textile suppliers' sustainability evaluation using the grey approach, International Journal of Production Economics, 135, 647-658. Carter, C.R. and Jennings, M.M. (2002) Logistics social responsibility: An integrative framework, Journal of Business Logistics, 23(1), 145–180. Carter, C.R. and Rogers, D.S. (2008) A framework of sustainable supply chain management: moving toward new theory, International Journal of Physical Distribution & Logistics Management 38(5), 360-387. Corbett, C.J. and Klassen, R.D. (2006) Extending the horizons: environmental excellence as key to improving operations, Manufacturing and Service Operations Management, 8 (1), 5–22. 389 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Frazelle E. (2002) Supply Chain Strategy: The Logistics of Supply Chain Management, McGraw-Hill, New York. Kleindorfer, P.R., Singhal, K. and Van Wassenhove, L.N. (2005) Sustainable operations management, Production and Operations Management, 14(4), 482–492. Li, G., Yamaguchi D. and Nagai M. (2007) A grey-based decision-making approach to the supplier selection problem, Mathematical and Computer Modeling, 46, 573-571. Linton, J.D., Klassen, R. and Jayaraman, V. (2007) Sustainable supply chains: an introduction, Journal of Operations Management, 25 (6), 1075-1082. Sharma, R.R.K., and Sharma, K. D. (2000) A new dual based procedure for the transportation problem, European Journal of Operational Research, 122 (3), 611-624. Sharma, R.R.K., and Berry, V. (2007) Developing new formulations and relaxations of single stage capacitated warehouse location problem: Empirical investigation for assessing relative strengths and computational effort, European Journal of Operational Research, 177 (2), 803-812. Tan, K.S., Ahmed, M.D. and Sundaram, D. (2010) Sustainable enterprise modeling and simulation in a warehousing context, Business Process Management Journal, 16 (5), 871-886. Vlachopoulou, M., Silleos, G., and Manthou, V. (2001) Geographic information systems in warehouse site selection decisions, International Journal of Production Economics, 71 (1), 205-212. The Role Of Internal Auditing In Sustainable Development And Corporate Social Reporting Serpil Senal, Gaye Atilla, Burcu Aslantaş Ateş Süleyman Demirel University, Isparta, Turkey E-mails:serduz@mynet.com, burcuatesaslantas@msn.com, gaisan@hotmail.com Abstract Sustainability means a lot more than just the economic, environmental, and social challenges an organization faces in its everyday and future operations: it means the ethics in these operations, touching on all the lives of those in the organization, its stakeholders, and the planet. The objectives of all sustainable development programs must be measured, and the 390 � 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. 1134 Title A name given to the resource Selection of Sustainable Warehouse Location in Supply Chain Using the Grey Approach Author Author Fahriye, Uysal Abstract A summary of the resource. Supply chain sustainability has recently gained an increasing attention in the supply chain context both from the practitioners’ perspective and as a research area. There have been many incentives for more sustainable warehousing in supply chains. Sustainable Warehousing includes activities such as, for example, terminal and warehouse location, proper storing and disposing of hazardous materials, donation of excess or obsolete inventory to local communities, and training to safely operate forklifts. A sustainable warehousing company would not only have to consider the economic factors, such as rent and operations costs, but also balance the social and environmental effects that occur within the warehouse compound as well as its surrounding vicinity. Sustainable warehouse location selection decision has a crucial role in the supply chain management process. In this study cost, labor, transportation, environment and geographical location are taken as decision criteria. Grey approach is used under the sustainability basis for the warehouse location selection problem. This method is appropriate for solving the group decision-making problem in an uncertain and inconsistent environment. Warehouse location alternatives for the supply chain of the medical companies are evaluated in this study. Keywords: Sustainable supply chain, sustainable warehousing, grey approach Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 796 Title A name given to the resource Self-efficacy and Anxiety Perceptions of pre-service EFL Teachers Author Author Fatih, Gungor Demet, Yayli Abstract A summary of the resource. In social cognitive theory, teachers’ self-efficacy beliefs have been associated with positive teaching behaviours and student outcomes (Bandura, 1997). Since efficacy affects the effort teachers invest in teaching, the goals they set and their aspiration (Tschannen-Moran & Woolfolk Hoy, 2001), it is vital to check pre-service teachers’ self-efficacy levels to be able to see whether they are individuals who are burdened by self-doubts about their capabilities and also are likely to be more conscientious in their future undertakings or whether they are open to new experiences and more social in their interpersonal relationships (Bandura, 2012). Therefore this study aims to examine a group of pre-service teachers’ self-efficacy levels in an EFL context by asking them to assess their capability concerning instructional strategies, student engagement and classroom management (Tschannen-Moran, Woolfolk Hoy, 2001). Additionally, anxiety experienced by pre-service EFL teachers while teaching the target language is another variable that is believed to interact with self-efficacy. In view of the above, this study was designed to probe into pre-service EFL teachers’ perceptions of self-efficacy and anxiety. The data for the study were collected via two scales: (a) Turkish versions of the Teachers’ Sense of Efficacy Scale, which was prepared by (Tschannen-Moran, Woolfolk Hoy, 2001) and adapted by Çapa, Çakıroğlu & Sarıkaya (2005), and (b) Foreign Language Teaching Anxiety Scale, which was prepared by İpek (2006). The sample is comprised of 90 pre-service teachers, 4th year students in the programs of English Language Teaching at three state universities in Turkey. This is a correlation study which aims to assess the relationship between self-efficacy and teaching anxiety levels of the participants. Hence, the data gathered will be statistically analyzed and the relationship between pre-service EFL teachers’ self-efficacy and anxiety perceptions will be discussed. Finally, some conclusions based on the analyses conducted will be drawn. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/7326831c6ac4e19675816eb40779ab3c.pdf 8d67d55a6bfd4ba80e9bcfae5746e354 PDF Text Text 1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Self-perception of Non-native Speaker Teacher of English in the Expanding Circle Mehdi Solhi English Language Department Istanbul University, Istanbul solhi.mehdi@gmail.com Abstract: In norm-dependent countries, where English is being taught as a foreign language, the main attention is mostly being paid to the native speaker teacher of English language as the ultimate teaching resource. In such countries, native speaker‘s norm is being considered as the standard by which the language should be taught to non-native speakers. However, in recent years, more emphasis has been given to the significance of non native teachers of English and to the advantages such teachers could have in the process of language teaching (e.g. Ellis, 2005; Llurda; 2005; and Seidlhofer, 1999). In this study, attitudes of the non native teachers of English toward their own status were explored, drawing on an empirical study of the self-perception of Iranian teachers. At the same time, advantages of nonnative speaker teachers as significant resources in the expanding circle are discussed. Key words: Native speaker teacher, non native speaker teacher and expanding circle Introduction Kachru (1996) classifies the various types of Englishes using a circles analogy. The first, known as the Inner Circle, includes countries where English is used as a native language, among them Australia, Canada, New Zealand, the United Kingdom, and the United States of America. The second, the Outer Circle, includes countries where English is an institutionalized variety, that is, is used as an official language. Former British colonies, such as India, Nigeria, and Zambia, to list a few, belong in this category. The third, the Expanding Circle, consists of countries where English is traditionally used or learned as a foreign language and in which English played little or no administrative or institutional role. Some such countries include Japan, China, Turkey, and Iran. In a nutshell, the Inner Circle varieties are considered as ‗norm-providing‘, the Outer Circle as ‗norm-developing‘, whereas English in the Expanding Circle is seen as ‗norm-dependent‘. Phillipson (1992) believes that the native speaker tenet reinforces the linguistic norms of the Center, Inner Circle, creating an ideological dependence. This idea is echoed in Seidlhofer (1999) as she puts emphasis on how non-Inner-Circle English teachers are likely to find themselves in the context of pedagogical theories, methods and institutions in which the main attention is being paid to the native speaker as the ultimate teaching resource. Similarly, Thornbury (2006) points out that the educated native speaker‘s norm has long been considered as the standard by which the language should be taught to non-native speakers. In addition, in many teaching contexts, native speaker teachers has been regarded to have priority over the non natives and native speaker teachers are preferred to non native speaker teachers, irrespective of the training or experience. He clearly states that such assumption is questionable. Llurda (2005, as cited in Vivian, 2007) also states that native speaker teachers were formerly those who spoke with authority because of their ownership of the language; now non-native teachers are the authentic sources of knowledge about what it is like to be an L2 user. Descriptions of native speaker English are a temporary measure until proper descriptions of L2 users are made. Ammon (2000) criticizes the marginalization of non-native speakers in the scientific community. He takes the view that while science and other domains demand that there should indeed be one lingua franca; this raises a problem of justice because native speakers of English are at an advantage. Using a native or nonnative speaker of language in the classroom has always been a controversial issue in English as a Foreign Language (EFL) context. For instance, Phillipson (1992) questions ‗why should the native speaker be intrinsically better qualified than the non-native?‘ He says that teachers are made rather than born. Many of them doubtless self-made whether they are natives or non natives. In fact, the untrained or unqualified native speaker is potentially a menace. Phillipson (1992) criticizes that fact that the ideal teacher is a native speaker, somebody with native speaker proficiency in English who can serve as a model for the students. The native speaker fallacy dates from a time when language teaching was indistinguishable form culture teaching, and when all learners of English were assumed to be familiarizing themselves with the culture that English originates form and for contact with that culture. At the onset, it was the native speaker who was considered as the automatic best teacher, and all other teachers admired the native speaker. Now that is no longer the case. 853 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo According to the report made by Unesco (1953), a teacher is not adequately qualified to teach a language merely because it is his/her mother tongue. This statement indicates that native speaker teacher should not be considered as the best embodiment of the target and norm for learners. It is arguable, as a general principle, that nonnative speakers may in fact be better qualified than native speakers, if they have gone through the arduous process of acquiring English as a second language and if they have perceived the linguistic and cultural needs of their learners. Similarly, Widdowson (1994) strongly objected to the assumption that a native speaker is always better as a teacher of English than a teacher whose mother tongue is not English. Who is the best teacher; native speaker of a language or non-native speaker? Phillipson (1992) emphasizes that language teachers should have a detailed acquaintance with the language and culture of the learners they are responsible for. The very idea of claiming that the ideal teacher of English is a native speaker is ludicrous as soon as one starts identifying the good qualities of a teacher of English. The tenet has no scientific validity. Agular (2007) believes that, in fact, the best teacher is neither the native nor the non-native speaker, ‗but the person who can make students see the connections between their own and other cultures, as well as awaken their curiosity about difference and otherness‘ (p. 69). That is to say, the task of the ideal teacher is not to provide comprehensive information or bring the foreign society into the classroom for learners to observe and experience but his/her duty is to develop in students the competence that will make them able to connect their own cultural values, beliefs and behaviors (Byram et al. 2002, as cited in Agular, 2007). Medgyes (1996, as cited in Arnold and Rixon, 2008) believes that whether language teachers are native or non-native speakers may also affect the skills, attitudes to learners and willingness to take risks that they bring to the classroom, with not all of the advantage necessarily being with the native speakers. Advantages of Non-native Speaker (NNS) EFL Teachers Seidlhofer (1999) takes the various ‗double‘ aspects of non-native EFL teachers‘ professional lives as opening the possibility for constructive contributions that they can make. Terms with negative connotations are re-considered to indicate their positive meanings for ELT professionals: double agent, double talk, double think, and double life. According to Kachru and Nelson (2006), such doubling comes to exist as a result of the ‗double standards‘ under which non-native EFL teachers work. They work in a context in which ―monoculturalism seems to have been replaced by multiculturalism, monolingualism with multilingualism, and targets seem to be criterion referenced rather than (native-speaker) norm-referenced‖ (p. 234). Seidlhofer (1999) believes that non-native EFL teachers should be regarded as ‗double agents‘. They are members of their own communities, hence; they share similar languages or cultures with their students and they are familiar with 'terrain inhabited by the target language‘. The non-native EFL teachers have themselves been nonnative EFL learners. They have passed through the process of learning the same language and they know the dilemmas involved it. Hence, they have ‗thorough knowledge of English as it is used in various domains in their societies‘ (p. 235). Seidlhofer (1999) declares it in the following words: ―One could say that native speakers know the destination, but not the terrain that has to be crossed to get there: they themselves have not traveled the same route. Non-native teachers, on the other hand, know the target language as a foreign language‖ (p. 238). At the same time, non-native EFL teachers are involved in ‗double talk‘. Double talk can be carefully examined by teachers in ‗double think‘, i.e. in which non-Inner-Circle teachers are supposed to consider the two directions about what kind of English to teach for the reason that English as a foreign language is different form English as a first language (Seidlhofer, 1999). Seidlhofer (1999) concludes that the double capacity of the non-native EFL teachers enables them to be simultaneously familiar with the target language and distanced from it, and it makes it possible for the non-native teachers to lead double lives with positive connotations ‗of value and strength, … something that is twice the size, quantity, value, or strength of something else‘ (p. 243). As Kachru and Nelson (2006) apparently clarify, ―Nonnative EFL teachers are well prepared and inherently equipped to put themselves into the place of their students, as contrasted with the pressure to put themselves into the place of native speakers‖ (p. 106). Seidlhofer (2000, as cited in Jessner, 2008) argues for a redefinition of the ideal nonnative teacher of English. This need is as a result of the significant increase of English as lingua franca in recent years. She argues that although English nowadays mainly serves as a medium of communication between speakers with different primary languages, the norms of the language is still being controlled by the monolingual minority of its speakers, that is what Phillipson (1992) calls Linguistic Imperialism. According to Medgyes (1983), through his own experience as a persistent learner of English on the one hand, and through the experience gained over the years as a foreign language teacher on the other, NS EFL teacher should know best where the two cultures and, consequently, the two languages converge and diverge. More than any native 854 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo speaker, he is aware of the difficulties his students are likely to encounter and the possible errors they are likely to make. Therefore, non-native teacher has easier access to the measures and techniques which may facilitate the students‘ learning. Ellis (2005, as cited in Jessner, 2008) points out that the non-native teacher is able to find linguistic problems and offer metacognitive learning strategies that the native teacher without foreign language experience is unable to notice. Such ability of the non native teachers refers to what Seidlhofer (1999) calls it ‗the double capacity of the non-native EFL teachers‘ because, as it was said before, non-native teachers have moved through the process of learning the language and they are familiar with the difficulties that the learners are mostly likely to encounter. In nutshell, the non native teachers are both members of their own communities and are familiar with the target group. This ability of the non native speakers refers to the ‗double life‘ suggested by seidlhofer (1999). Consequently, in this context, non-native teachers become particularly valued for their ability to move between the home and target cultures (Corbett 2003, as cited in Agular, 2007), although, a curious and, open-minded native teacher, especially if widely-traveled, can be equally or better valued. Tang (1997) states NNS teachers ‗not only play a pedagogical role in their classrooms, but they also serve as empathetic listeners for beginning and weak students, needs analysts, agents of change, and coaches for public examinations in the local context‘ (p. 579). Some people would argue that a qualified native-speaker EFL teacher will always be in a better position than his/her nonnative-speaker colleague of equal qualification—simply because the language and culture that s/he teaches to his/her students will always be, or at least ―look‖, more ―authentically native‖. Tarnopolsky (2008) classifies some advantages that nonnative teachers of EFL might have over their native speaker colleagues; firstly, it is possible for NNS EFL teachers to apply their students‘ mother tongue whenever and wherever it can facilitate and accelerate the process of learning English. Secondly, they can pave the way for developing their students‘ interlingual awareness by making comparisons and making them aware of the similarities and differences that exist between the structures of their L1 and target language. Thirdly, they are better prepared for developing their students‘ intercultural awareness by comparing similarities and differences between the L1 and target culture, which is considered to be the only way of developing the learners‘ target culture sociolinguistic behaviors in the conditions where students have no or very little direct contact with target culture communities. Of course, this advantage of NNS EFL teacher is apparent when he/she is well aware of the target speech communities‘ cultural characteristics. ‗Understanding cultural and sociolinguistic differences should be among the teachers‘ professional requirements— just as understanding the linguistic characteristics of the language that they teach‘. (p. 313) There are two other advantages that the NNS EFL teachers might have in the process of language teaching. The first of them, as Tarnopolsky (2008) indicates, refers to the fact that NNS EFL teachers, who share the mother tongue of their students and who may have worked through similar problems in learning English, are better prepared to deal appropriately with those specific learners‘ problems. Hence, they are most likely to better understand the essence of students‘ difficulties while a NS EFL teacher might be unable to observe these problems. Tarnopolsky is, in part, echoing Seidlhofer‘s (1999) views toward NNS EFL teachers. As it was cited before, passing through the process of learning the same language, teachers are familiar with the difficulties that learners might encounter. Similarly, Tang (1997) believes that being familiar with the source language and non-native speaker teachers‘ status as L2 learners could be seen as two significant advantages of the NNS EFL teachers. Their previous L2 learning experience offers them a privileged understanding of the problems and weaknesses of their students. Medgyes (1983) points out that more than any native speaker, NNS teacher is aware of the difficulties his/her students are likely to encounter and the possible errors they are likely to make. The second advantage refers to purely psychological advantage. Students may prefer the fallible nonnative-speaker teacher who presents a more achievable model because students may feel overwhelmed by native-speaker teachers who have achieved a perfection that is out of students‘ reach (Cook, 1999). However, all the advantages listed above should not lead use to overlook the importance attached the native speaker EFL teachers. In addition, as Tarnopolsky (2008), declares we should not adopt ‗a view opposite to the long established perspective that NS EFL teachers should have no say in EFL teaching situations and that only their NNS colleagues can be the absolute authorities on all related issues.‘ (p. 314) Challenges for Non-native Speaker (NNS) EFL Teachers Tarnopolsky (2008) lists a number of challenges that NNS EFL teachers face. They are summarized as five principal points: 1. Majority of the NNS EFL teachers have a foreign accent and the best of them often cannot overcome it during their career even if their visits to English-speaking countries are lengthy. The reason is that if a foreign language is learnt after the puberty, native-like pronunciation is rarely achieved, despite years of practice. 2. For NNS EFL teachers, however competent they are, it is very difficult to be aware of the most recent developments in the English language because as every other living language, it is constantly changing. As 855 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo a rule, NNS EFL teachers do not frequently visit English-speaking countries and they do not stay lengthy enough to keep track of all such changes. 3. The NNS EFL teachers might not be aware of the most recent developments in the English-speaking nations‘ cultures, including the developments in patterns of sociolinguistic behaviors. So they might lack such cultural awareness. There are a significant number of the NNS EFL teachers, who have never been to English-speaking countries, and may not even be aware of essential differences in such patterns as compared to their home cultures. 4. Another challenge is the limited availability of the latest and most advanced teaching materials and methods developed in English speaking countries—that is, those that are better known to their NS EFL colleagues and are much more accessible to them. 5. The last and perhaps most serious challenge is the fact that in many parts of the world both students and school and university authorities believe that a native speaker is always the best teacher of English and thus prefer to be taught or to employ NS EFL instructors to the detriment of their NNS colleagues. This is one of the visible manifestations of linguistic imperialism (Phillipson, 1992). To put in a nutshell, NNS EFL teachers have many strengths but may encounter some considerable challenges as well. To sum up, according to Tarnopolsky (2008), advantages of NS EFL teachers could be summarized as follows: ‗authentic native English, full awareness of its most recent linguistic and cultural developments, and better awareness of the most advanced and recent developments in the ways of teaching the language‘ (p. 315). However, the challenges that NS EFL teachers might face are: ‗no or little command of their students‘ L1 and home culture, lack of ability to develop their interlingual and intercultural awareness, lack of understanding the learners‘ L1 related language problems, and presenting a model that learners may believe unachievable‘. Inspired by the studies on the self-perception of the non-native speaker teachers, I decided to carry out a study on the use of the native language in Iran context, where English is taught as a foreign language and where majority of the language teachers are non-native speaker teachers. Method of the Study A questionnaire was devised to investigate the self-perception of non-native speaker teachers of English, and their feelings of confidence and/or insecurity in EFL context. In the first three questions, I tried to get some demographic information about the teachers. The questions inquired their age, year of experience in teaching, and their educational background. In the last three questions, attempt was made to investigate the self-perception of the non-native speaker teachers of English. They were analyzed in detail. Sampling and Data Analysis Processes The vast majority of teachers of English in Iran are non-native speakers. This questionnaire was sent out to 87 teachers throughout Iran, and exactly 61 were returned. However, only 44 of them were taken to final evaluation since some of them lacked the information required. Data was analyzed using SPSS package program (Version 11.5). Descriptive statistics was used to analyze the demographic information of the participants. Findings and Discussion Demographic information gathered via a questionnaire revealed that half of the respondents (N = 22) were aging from 26 to 30. The mean of scores obtained for the age of the participants is 3.18 and the standard deviation is 0.87 with the variance of 0.75. They have been teaching for a mean of 29 ± 1 years. As it is evident in Table 2, the educational background of the participants were ranging from a high school diploma (N = 1) to Ph.D. (N = 2). The participants with bachelor‘s degree constitute more than 77 % of the respondents. The mean of scores obtained for the educational background of the participants is 5.18 and the standard deviation is 5.74 with the variance of 32.94. The information about their age and educational background is given in Table 1 and Table 2. Table 1: Demographic information about the age of the participants ___________________________________________ N Percent ___________________________________________ 21-25 9 20.5 856 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo 26-30 22 50 31-35 9 20.5 Over 36 4 9.1 ___________________________________________ Total 44 100 ___________________________________________ Table 2: Demographic information about the educational background of the participants ________________________________________________ N Percent ________________________________________________ A high school diploma 1 2.3 Bachelor‘s Degree 34 77.3 Master‘s Degree 7 15.9 PhD 2 4.5 ________________________________________________ Total 44 100 ________________________________________________ Among the six questions asked the last three are of particular relevance here. The fourth question aimed at getting some information about whether native speaker teacher or non-native teacher of English could be an effective teacher of English in EFL context. It was to get some information on their self-perception and their attitudes toward their native or non-native colleagues. It was a multiple choice question but the respondents were encouraged to briefly explain the reason for their choice. It enabled them to explain their rationale for that. Only just over 10 (22.7%) went for the second option, i.e. that the main emphasis had been on non-native teacher of English language, while 34 (77.3%) said the native teacher of English language had been in the foreground. The purpose of the fifth question was to get some information on whether the non-native teacher should be as near-native as possible or he/she should strive to become an effective foreign language teacher. It was also an openended question. More than half of the participants (68.2%) indicated that being as near-native as possible is the most prominent factor, and only 31.8% said the reverse was true. Finally, the sixth question was asked to study whether being a non native teacher of English in the classroom makes them feel insecure or confident. According to the results, 54.5% believed that being a non-native speaker teacher makes them insecure or stress out, while 45.5% said that the reverse was true and being a non native makes them feel confident. Descriptive Statistics of the last three questions are represented in Table 3. Some respondents did not tick either option in the last three questions, but gave a verbal response such as ‗neither-nor‘, ‗neither and both‘ or ‗it depends‘, offering various reasons and explanations. Table 3: Descriptive Statistics of the three questions ________________________________________ M SD ________________________________________ Question 4 1.22 0.42 Question 5 1.32 0.47 Question 6 1.45 0.50 ________________________________________ Conclusions and Recommendations The results of the present study on the self-perception of the non-native speaker teacher of English in Iran as an EFL context revealed some differences in contrast to the previous research studies. Different from the previous research findings (Seidlhofer, 1999), 77.3% of teachers of English participating in this study stated that native speaker teacher of English could be more effective teacher of English than the non-natives in EFL context. In a study carried out by Seidlhofer (1999), the participants (60%) felt that becoming an effective foreign language teacher is more important than being as near-native as possible (37%). However, according to the findings of my study, 68.2% of the respondents indicated that being as near-native as possible is the more important than being an effectible teacher (31.8%). Similar to the findings in Seidlhofer‘s (1999) study, more than half of the participants (54.5%) indicated the being a non-native speaker teacher of English made them feel insecure rather than confident. 857 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo A research study was conducted by Tang (1997) to investigate non-native English second language teachers‘ perceptions of the proficiency and competency of native- and nonnative-speaking teachers of English, and the advantages and disadvantages for English language learners of having a non-native English second language teacher and a native English second language teacher, a comparison of the English proficiency of the two types of teachers, and their different roles in the classroom. According to the results, a very high percentage of respondents believed that native English second language teachers were superior to non-native English second language teachers in speaking (100%), pronunciation (92%), listening (87%), vocabulary (79%), and reading (72%). In contrast, nonnative English second language teachers were felt to be associated with accuracy rather than fluency. This finding indicates the fact that native English second language teachers are more often respected as models in English language learning. Results of my study also draw some parallels with the previous research in terms of considering native speaker teachers of English as models in English language learning. The greatest disadvantage that NS EFL teachers have is not knowing (or having very little knowledge) of their students‘ L1 and culture. These difficulties could disappear if they learned both thoroughly. A recent study by Ellis (2006, as cited in Tang, 1997) convincingly proves the greatest professional advantages that NS English teachers can get if they undertake learning an L2. It allows them to understand and deal much better with the dilemmas of their students learning English. However, majority of the NS EFL teachers who have stayed in one and the same country for a long time know very little about its language and culture. Therefore, the difficulties of NS EFL teachers that result from not knowing the local language and culture are probably here to stay in the majority of cases (Tang, 1997). As results revealed, more attention should be paid to the significant role played by the non-native speaker teachers in EFL contexts to make them aware of the advantages that they have in such contexts. According to the results obtained in this study, the participants were not aware of the advantages of being a non-native speaker teacher in their particular local conditions. As Seidlhofer (1999) clarifies, teacher education plays a crucial role in making teacher aware of their non-native assets and in preparing them explicitly to use these assets in the development of an appropriate pedagogy. References Agular, C. (2007). Dealing with Intercultural Communicative Competence in the Foreign Language Classroom. In Soler, E, A. and Jordà, M. (Ed.), Intercultural language use and language learning (pp. 59-78). Springer. 858 �1st International Conference on Foreign Language Teaching and Applied Linguistics May 5-7 2011 Sarajevo Ammon, U. (2000). Towards more fairness in international English: Linguistic rights of non-native speakers? In Phillipson, R. (Ed.), Rights to language. Equity, power, and education (pp. 102-110). Mahwah, NJ: Lawrence Erlbaum. Arnold, W. and Rixon, Sh. (2008). Materials for Teaching English to Young Learners. In Brian Tomlinson (Ed.), English Language Learning Materials (pp. 38-58). London: Continuum. Cook, V. (1999). Going beyond the native speaker in language teaching, TESOL Quarterly 33, 185–209. Jessner, U. (2008). Multicompetence approaches to language proficiency development in multilingual education. In Hornberger, H, N. (Ed.), Encyclopedia of language and Education (pp. 91-103). Springer. Kachru, B., B. (1996) Models for nonnative Englishes. In The Other Tongue: English across Cultures. 2nd edition. Edited by Braj B. Kachru. Delhi: Oxford University Press, pp. 48–74. Kachru, Y. and L. Nelson, C. (2006). World Englishes in Asian context. Hong Kong University Press: Hong Kong. Medgyes, P. (1983). The schizophrenic teacher. ELT Journal, 37(1), 2–6. Phillipson R. (1992). Linguistic imperialism. Oxford University Press. Seidlhofer, B. (1999). Double standards: Teacher education in the Expanding Circle. World Englishes, 18(2), 233– 45. Tang, C. (1997). On the power and status of nonnative ESL teacher, TESOL Quarterly 31, 577–580. Tarnopolsky, O. (2008). Nonnative speaking teachers of English as a Foreign Language. In Hornberger, N., H. (Ed.), Encyclopedia of language and education (pp. 309-321). Springer. Thornbury, S. (2006). An A-Z of ELT. Macmillan Books for Teachers. Vivian, C. (2007). The goals of ELT: reproducing native-speakers or promoting multicompetence among second language users? In Cummins, J. and Davison, C. (Ed.), Intercultural handbook of English language teaching (pp. 237-248). Springer. Widdowson, H.G. (1994). The ownership of English, TESOL Quarterly 28, 377–389. 859 � 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. 124 Title A name given to the resource Self-perception of Non-native Speaker Teacher of English in the Expanding Circle Author Author Solhi, Mehdi Abstract A summary of the resource. In norm-dependent countries, where English is being taught as a foreign language, the main attention is mostly being paid to the native speaker teacher of English language as the ultimate teaching resource. In such countries, native speaker‘s norm is being considered as the standard by which the language should be taught to non-native speakers. However, in recent years, more emphasis has been given to the significance of non native teachers of English and to the advantages such teachers could have in the process of language teaching (e.g. Ellis, 2005; Llurda; 2005; and Seidlhofer, 1999). In this study, attitudes of the non native teachers of English toward their own status were explored, drawing on an empirical study of the self-perception of Iranian teachers. At the same time, advantages of nonnative speaker teachers as significant resources in the expanding circle are discussed. Date A point or period of time associated with an event in the lifecycle of the resource 2011-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/fd10a2c5cb02729f2dae1dfa37d34cd4.docx 40af831539e6b31299b8ca68cadac4bb https://omeka.ibu.edu.ba/files/original/29cb5e1b1dd81c7ef89ff66019b305f9.pdf 5bf497712e40968b6bcde2da9a9a2fcb PDF Text Text ŞEM’Î’NİN ŞERH-İ SUBHATÜ’L-EBRÂR’INDAKİ ŞERH USÛLÜ Taner GÖK Çanakkale Onsekiz Mart Üniversitesi, Fen-Edebiyat Fakültesi, Türk Dili ve Edebiyatı Bölümü, Çanakkale / Türkiye Anahtar Kelimeler: Şem’î, klasik şerh, tercüme. ÖZET 16. yüzyılda yaşamış olan Şem’î, ilk Türkçe tam Mesnevî şerhinin şarihidir. Edebiyatımızda klasik şerh geleneğinin temellerinin atıldığı bir dönemde şerhlerini yapan Şem’î’nin, Mesnevî şerhi haricinde, başta Sadî, Hâfız ve Molla Câmî’nin eserleri üzerine olmak üzere birçok şerhi bulunmaktadır. Bu çalışmada, Şem’î’nin Fars edebiyatının ünlü alimi Molla Câmî’nin Subhatü’l-Ebrâr adlı mesnevisine yaptığı şerhteki serh usûlü ortaya çıkarılmaya çalışılacaktır. Şem’î, şerhlerinde, kelimelerin lügat, mecaz, ve metinde kazandıkları anlamları verdikten sonra müellifin asıl söylemek istediği manaya ulaşma şeklinde yorumlanabilecek klasik şerh yöntemine uymaya çalışmakla birlikte kendine has yöntemler de kullanmıştır. Şem’î, metinlerdeki her kelimeyi tek tek şerh etmemiştir. O, şerhlerinde manayı ön plana çıkarmayı hedeflediği için mana açısından derin olan kelime ya da beyitleri şerh etmiş, diğerlerinin tercümesini vermekle yetinmiştir. Onun bu şerhinde, mısra ya da beyitlerin çoğu zaman birebir tercümelerinin yapılması, Farsçadan birçok beyit ya da mısraların alıntılanması ve en önemlisi de çağdaşı ya da sonraki dönem şarihlerinde görülmeyen bir teknik olan metinleri sözdizimsel farklarına göre de yorumlaması öne çıkan şerh özellikleridir. Şem’î’nin ölümünden bir yıl önce kaleme aldığı eseri üzerinde yapılan bu çalışma, onun şerh usûlünün gelişme çizgisinin belirlenmesine önemli bir katkı sağlayacaktır. � https://omeka.ibu.edu.ba/files/original/1a6c1a0d954696cdee32a5b114eda1c0.docx 23574fdaa861ed9e522e17a88e7d24f3 https://omeka.ibu.edu.ba/files/original/296ee947f0c5a42edc160f00c8e24999.pdf ed35f3735a7e4d9bd22e03f625433d2a PDF Text Text ŞEM’Î’NİN ŞERH-İ SUBHATÜ’L-EBRÂR’INDAKİ ŞERH USULÜ Taner GÖK Özet 16. yüzyılda yaşamış olan Şem‟î, ilk Türkçe tam Mesnevî şerhinin şârihidir. Edebiyatımızda klasik şerh geleneğinin temellerinin atıldığı bir dönemde şerhlerini yapan Şem‟î‟nin, Mesnevî şerhi haricinde, başta Sadî, Hâfız ve Molla Câmî‟nin eserleri üzerine olmak üzere birçok şerhi bulunmaktadır. Bu çalışmada, Şem‟î‟nin Fars edebiyatının ünlü alimi Molla Câmî‟nin Subhatü‟l-Ebrâr adlı mesnevisine yaptığı şerhteki serh usûlü ortaya çıkarılmaya çalışılacaktır. Şem‟î, şerhlerinde, kelimelerin lugat, mecaz, ve metinde kazandıkları anlamları verdikten sonra müellifin asıl söylemek istediği manaya ulaşma şeklinde yorumlanabilecek klasik şerh yöntemine uymaya çalışmakla birlikte kendine has yöntemler de kullanmıştır. Şem‟î, metinlerdeki her kelimeyi tek tek şerh etmemiştir. O, şerhlerinde manayı ön plana çıkarmayı hedeflediği için mana açısından derin olan kelime ya da beyitleri şerh etmiş, diğerlerinin tercümesini vermekle yetinmiştir. Onun bu şerhinde, mısra ya da beyitlerin çoğu zaman birebir tercümelerinin yapılması, Farsçadan birçok beyit ya da mısraların alıntılanması ve en önemlisi de çağdaşı ya da sonraki dönem şârihlerinde görülmeyen bir teknik olan metinleri sözdizimsel farklarına göre de yorumlaması öne çıkan şerh özellikleridir. Şem‟î‟nin ölümünden bir yıl önce kaleme aldığı eseri üzerinde yapılan bu çalışma, onun şerh usûlünün gelişme çizgisinin belirlenmesine önemli bir katkı sağlayacaktır. Anahtar Kelimeler: Şem‟î, klasik şerh, tercüme. THE INTERPRETIVE STYLE IN ŞEM’Î’S ŞERH-İ SUBHATÜ’L-EBRÂR Abstract Şem‟î- a sixteenth century author- was the first writer to put together an analysis of the first Turkish Mesnevi. Şem‟î set the foundations for poetry analysis which has taken an important role in Classical Turkish Literature. Apart from the Mesnevi analysis Şem‟î is the author of numerous analysis's of Sadî, Hâfız and Molla Câmî's literary works.  Arş. Gör., Çanakkale Onsekiz Mart Üniversitesi Fen-Edebiyat Fakültesi, tanergok@comu.edu.tr �In this essay, Şem‟î's analysis, results and techniques of the famous Persian master Molla Câmî's Subhatü‟l-Ebrâr will be taken into consideration. His innovative approach to literary interpretation has made him a true master. Following his analysis of the dictionary, abstract and original text meanings of the words Şem‟î examines the writers essential meaning by conforming to the classical analysis techniques, meanwhile adding a personal approach. Şem‟î does not analyze the literary piece word by word, instead he chooses to put forth the core meaning of the piece; he does this by analyzing and interpreting the couplets and key words used in the work; as for the remaining parts he simply translates. In this interpretation by Şem‟î the use of the following sets him apart from his contemporaries: the word by word translation of the verses and couplets, the detailed explanation of the Persian couplets and most importantly and something rarely seen in his predecessors and successors was his elaborate explication based on syntactic difference. It is these specific techniques which stand out in the work analyzed in this essay. This work based on the interpretation put forth by Şem‟î one year before his death will help spread and develop his interpretive style. Key Words: Şem‟î, classical interpretation, translation Şem’î Şem’ullâh Şem‟î, şerh ettiği eser sayısının çokluğuyla dikkat çeken bir şârihtir (Serh-i Gülistân, Serh-i Dîvân-ı Hâfız, Serh-i Divân-ı Sâhî, Serh-i Bahâristân, Serh-i Pend-i Attâr (Saâdetnâme), Tuhfetü‟l-Âsıkîn, Serh-i Bostan, Serh-i Mantık-ı Tayr, Şerh-i Mesnevî, Serh-i Tuhfetü‟l- Ahrâr, Serh-i Subhatü‟l- Ebrâr, Serh-i Mahzen-i Esrâr). Ancak eser sayısının bu derece fazla olmasına rağmen, Şem‟î hakkında kaynaklarda yeterli bilgi bulunmamaktadır. Şârihin eserleri üzerine yapılan çalışmaların neticeleri de birkaç ek bilginin haricinde kaynaklarda yer alan bilgileri tekrar etmektedir. Üzerinde çalıştığımız eser, telif tarihi ve Şem‟î‟nin bu şerhini yaşlılık dönemlerinde yazdığını belirtmesiyle, onun ölüm tarihi konusunda son yıllarda ortak kabul gören 1602-1603 tarihini desteklemektedir. Şerh-i Subhatü‟l-Ebrâr‟da şârihin hayatına dair diğer kaynaklarda olmayan ek bilgiler yer almadığı için biz burada daha önce Şem‟î üzerine yapılan çalışmalardan (Akat 1999, Dündar 1998, Öztürk 2007, Özkırımlı 1984, Ünver 1985, Ünver 1981, Keyik 2001, Koçoğlu 2009, Karavelioğlu 2005, Dağlar 2009) yararlanarak onun hayatını özetlemekle yetineceğiz. �Adı kaynaklarda, Şem‟î Şem‟ullah, Şem‟î Mustafa bin Çelebi Muhammed, Mustafa Şem‟î, Şem‟î Dede, Molla Şem‟î, Şem‟î Çelebi olarak geçen Şem‟î‟nin hayatına dair en önemli bilgilere Nev‟îzâde Atâyî‟nin Şakâyık zeylinde rastlanmaktadır. Burada yer alan bilgilere göre Şem‟î, birçok alanda ilim tahsil etmesine rağmen dünya işlerinden feragat ederek tasavvufa yönelmiştir. Mesnevî, Bostan, Gülistan gibi eserleri şerh etmiş olması onun hem bir mutasavvıf hem de derin bilgilere sahip bir alim olduğunu kanıtlar niteliktedir. Nitekim Keşfü‟z-Zünûn ve Sicill-i Osmanî‟de onun medresede dersler veren bir bilgin olduğunu belirten bilgiler mevcuttur (Koçoğlu, 2009:23). Şem‟î hakkında bilgi veren kaynakların birçoğunda onun nerede doğduğu ve yaşadığına dair kesin bilgiler bulunmamaktadır. Hediyyetü‟l-İhvân‟da yer alan bilgiye göre Şem‟î, Anadolu kökenlidir ve İstanbul‟da yaşamıştır. Esrâr Dede ise onun Konya asıllı olduğunu ve İstanbul‟da yaşadığını dile getirmiştir (Genç, 2000:66-67). Şem‟î, her ne kadar Mesnevî‟yi şerh etmiş olsa da gerek bu şerhinde gerekse diğer şerhlerinde Mevlevîliği konusunda açıklayıcı bilgiler vermemiştir. Ancak Mesnevî şerhinin VI. cildinde “Ol Âsitâne‟ye bu kadar nisbet ü intisâb, müsebbib-i saâdet-i dâreyn idügüne hiç sekk ü reyb yokdur.” şeklindeki ifadelerinden onun Mevlevî olduğu anlaşılmaktadır. Onun bu özelliğini destekleyen bilgilere Mevlevî kökenli bilginlerin eserlerinde de rastlanmaktadır. Nitekim Derviş Mahmud Dede onu şârih-i elfâz-ı Mesnevî ve Azîz-i Uhrevî lakaplarıyla anmıştır (Öztürk, 2007:58 ). Şem‟î‟nin ölüm tarihiyle ilgili kaynaklarda muhtelif bilgiler yer almaktadır. Atâyi, Bursalı Mehmed Tahir, Nâimâ, Şem‟î‟nin ölüm tarihini 1000/1591-2 olarak, Kâtip Çelebi Fezleke‟de 1000/1591-2, Keşfü‟z-Zünûn‟da ise 1005/1596-97 olarak verir. İsmail Ünver‟in bu konuda yapmış olduğu çalışma Şem‟î‟nin ölüm tarihinin 1011/1602-3‟ten önce olamayacağını göstermiştir. Zira Şem‟î, Mahzenü‟l-Esrâr şerhini 1011/1602-3‟te bitirmiştir (Ünver, 1985: 38-43). Şeyda Öztürk de Sahih Ahmed Dede‟nin Şem‟î‟nin ölüm tarihini 1010‟nun sonları olarak verdiği bilgisini bize aktarmıştır. Şerh-i Subhatü’l-Ebrâr Subhatü‟l-Ebrâr, Câmî‟nin en özgün sayılabilecek mesnevisidir. Zira Câmî, bu mesnevisini hiçbir şairin eserini örnek almadan yazmıştır. Ayrıca bu eserde kullanılan vezin Câmî‟den önce hiçbir şair tarafından mesnevi yazımında kullanılmamıştır. 2875 beytten oluşan bu mesnevi Hüseyin Baykara‟ya sunulmuştur (Câmî (Çev: Kırlangıç), 2011:17-18). �Şem‟î, bu mesnevinin şerhini 1009 tarihinde tamamlayarak III. Mehmed‟in kapı ağası olan Gazanfer Ağa‟ya sunmuştur. Şem‟î, bu şerhinde diğer şerhlerinde olduğu gibi akademik şerh tekniğini kullanmakla birlikte şerhte kendine has tasarruflarda bulunmuştur. Şem‟î‟nin şerhlerinde tercüme önemli bir yer tutmaktadır. Bu durumun farkında olan Esrâr Dede, onun şerh tekniğine dair oldukça isabetli bir tespitte bulunmuştur; “Mesnevî-yi şerîfün elfâz u lügâtını terceme tarzında bir matbu‟ şerh yazup Allâh Allâh muktezâ-yı intisâb u hulûsları berekâtiyle bir rütbede meşhûr-ı âfâk olmışdur ki her diyarda nüshası ve belki her hücrede birkaç varakası bulınmak derkârdur.” (Esrâr Dede, 2000:261) Şem‟î‟nin tercümelere ağırlık vermesindeki önemli etken ise onun şerhlerini halkın anlaması için yapmasıdır. Önemli gördüğü eserlerden halkın da faydalanması amacını güden Şem‟î, şerhlerinde anlaşılır bir dil kullanarak uzun şerhler yapmak yerine tercümeye ağırlık vermiştir. Nitekim Subhatü‟l-Ebrâr şerhinde de aynı amacı güttüğünü dile getirmiştir. Der-beyān-ı sebeb-i şerḥ-şüden-i Subḥatü’l-ebrār Mevlānā Cāmī kaddesa’llāhu sırrahu’l-‘azīz Mevlānā Cāmī ḥażretlerinüŋ kaddesa‟llāhu sırrahu‟l-„azìz Subḥatü‟l-ebrār nām kitābı ki sırr-ı tevḥìd-i sübḥānī ve rumūz u nikāt-ı yezdānī ve esrār u ma„ārif-i ṣamedānī ve daḳāyık u ḥaḳayıḳ-ı raḥmānī ve işārāt-ı pinhānī ve naṣāyiḥ-i rūḥānī ile memlū vü pür idügi aṣḥāb-ı dile ziyāde rūşen ü ẓāhirdür, lā-cerem bu kitāb-ı şerīfüŋ nef„i ṭālibīne „umūm üzre olsun içün bu Şem‟ī-i ḥaḳīr-i pür-taḳsīr bu kitābı şerīfi cihānda ziyāde lutf u kerem ve nām-ı nīk ve aḫlāk-ı ḥamīde ve ef„āl-i pesendīde ile meşhur ḫāṣṣ u „avāmm cāh u celāl ve „izz ü iḳbāl ṣaḥibi bir ṣaḥib-i sa„ādetüŋ ṭalebi sebebiyle lisān-ı Türkīyle şerḥ idüp dībācesini anuŋ ism-i şerìfi ile muʿanven ve vaṣf-ı laṭīfi ile müzeyyen eyledi ve Ḫudā-yı azze ve celle ol kimseyi raḥmeti deryāsına ġarḳ eylesün ki bu kitābdan müntefi„ ü behrever olduḳda ol ṣāḥib-i sa„ādete ve bu ḥaḳīre cān u dilden ḥayr du„ā eyleye. (Hüdâî Efendi, 2a) Şem‟î‟nin bu şerhini usul açısından ele alırken metne genel ifadelerle yaklaşmak yerine şerhte başlıkların ve beytlerin nasıl tercüme ya da şerh edildiği ayrı ayrı incelenmiş ve şârihin şerhinde hangi usurlardan ne ölçüde yararlandığı da detaylarıyla çıkarılmaya �çalışılmıştır. Örnekler doktora çalışması yürüttüğümüz tenkitli metinden alınmasına rağmen nüsha farkları bu yazıda gösterilmemiştir. Başlıkların Tercüme ve Şerhi Subhatü‟l-Ebrâr şerhinde, başlıkların tercüme ya da şerhinde tek bir yöntem kullanılmamıştır. Başlıkların bazıları, bütün olarak önce birebir tercüme edilmiş sonra da söz konusu başlığın şerhi yapılmıştır. Şerhte ise beytlerde olduğu gibi önce başlıkta geçen kelimeler hakkında bilgi verilmiş, daha sonra da yaʿnī ile başlayan kısa açıklamalar eklenmiştir. Münācāt der-işārāt be-bī-karārī-i şecere-i dil der-mehebb-i riyāḥ-ı ḫavāṭır-ı muḫtelife ve ṭaleb-i tevfīḳ-i taḥḳīḳ-i suḫan ki åemere-i ān şecerest Bu maḥall-i münācātdur ḫavātır-ı muḥtelife riyāhınuŋ mehebbinde dil şeceresinüŋ bīḳarārlıġına işāret beyānında ve taḥḳīḳ-i suḫanuŋ tevfīḳini ṭalebdür ki suḫan ol şecerenüŋ åemeresidür. Mehebb bunda maṣdar-ı mīmī olmaḳ ensebdür ki esmek maʿnāsına olur ve ism-i mekān olmaḳ hem ḳābildür, riyāḥ cemʿ-i rīḥdür, ḫavāṭır cemʿ-i ḥāṭıradur (åemere mīve maʿnāsınadur, şecere dıraḫt] (Hüdâî Efendi, 33a). Ḥikāyet-i ʿaynül-ḳużāt Hemedānī ki ez-Hemedānī mūy-şikāft her çend çün mūy ber-ḫod ne-yāft tā be-soḥbet-i Aḥmed Ġazālī ne-şitāft ser-rişte-i īn kār ne-yāft ʿAynü‟l-ḳużāt Hemedānī ki bisyār u cemīʿ-i ʿulūmı bilicilik sebebinden ḳılı yarardı yaʿnī ziyāde müdeḳḳiḳ idi, sülūk aḥvāline vuṣūl bulmayup ʿaşḳ-ı İlāhīden bī-behre olduġıçün ziyāde elem ü ġamından kendü üzre mūy gibi ḳurılurdı yaʿnī ḥadden bīrūn mużṭarib ü munḳabıż olurdı. Mādām ki Aḥmed Ġażālī‟nüŋ ṣoḥbetine müsāraʿat eylemedi yaʿnī mādām ki aŋa mürīd olmadı, bu kāruŋ aṣlını bulmadı yaʿnī ʿaşḳ-ı İlāhīden behrever olup sülūkda müntehī olmadı (Hüdâî Efendi, 32a). Eserde geçen başlıklar, yukarıdaki gibi bütün olarak tercüme ve şerh edilmelerinin yanı sıra parçalara ayrılarak da ele alınmışlardır. Eserde normalde tek parça olan başlığı Şem‟î, üçe ayırarak tercüme ve şerh etmiştir. ʿIḳd-ı evvel der-derde-güşā-yı ez-güşādegī-i dil �Evvelki ʿıḳd göŋül güşādeligünden perde-güşāylık beyānındadur yaʿnī dil nedür ve andan murād nedir anı beyān eyler ve beyān-ı ān ki der-pehlū-yı rāstān be-vey tüvān resīd ve anuŋ beyānındadur rāstlaruŋ yanında irişmek mümkindür yaʿnī mādām ki bir kimse bir mürşidüŋ ḥıdmet ü ḥużūrunda çoḳ zamān sākin olmaya ol dilden behrever olup ṣāḥib-i dil olmaz ve ḥaḳīḳat-i dilden ḫaber bulmaz. Rāstāndan murād mürşidlerdür [resīd bunda resīden maʿnāsınadur], maḥrūm māned her ki der-pehlū-yı çepeş ṭalebīd her kim ki anı ṣol ṭarafında ṭaleb eyledi ol dilden maḥrūm ḳaldı, zīrā dilden murāḍ ṣol ṭarafda olan et pāresi degüldür ki aŋa yürek dirler, zīrā dilden murād eger ol olaydı cemīʿ-i müʾmin ü kāfir belki cemīʿ-i ḥayvānāt heb ṣāḥib-i dil olurdı, ḥālā ki bisyār kimseden bir kimse ṣāhib-i dildür (Hüdâî Efendi, 28b). Şem‟î, beytlerde olduğu gibi başlıklarda da zaman zaman şerh yapmadan sadece tercüme yapma yoluna gitmiştir. Şârihin beytlerden oldukça uzun olan başlıkları, aslına uygun olarak birebir tercüme etmesi dikkat çekicidir. Münācāt der-şükr-güẕārī-i niʿmet-i kelām-ı mevzūn u ṭalebkārī-i tevfīk ber āverden delāyil hestī-i Ḫudāvendi bī çün celle ẕikruhu ve ʿamme nevāluhu Bu münācāt mevzūn kelām niʿmetinüŋ şükrini edā idiciligüŋ beyānındadur ve bīçūn Ḥüḍavend‟üŋ vücūdınuŋ delīllerini aşikār u beyān eylemege tevfīḳ ṭaleb idiciligüŋ beyānındadur celle ẕikruhu ve ʿamme nevāluhu (Hüdâî Efendi, 42b). Beytlerin Tercüme ve Şerhi Şem‟î, eserdeki beytlerin hepsini şerh etmemiştir, birçok beyti ya sadece tercüme etmekle yetinmiş ya da kısa bir açıklama yapmıştır. Her çi deryūze zi-cūd-ı tü küned Senüŋ cūd u keremüŋden her ne ki suʾāl u ṭaleb eyleye. �Sarf-ı burhān-ı vücūd-ı tü küned Senüŋ vücūduŋuŋ burhān u delīline ṣarf eyleye (Hüdâî Efendi, 43a). Şem‟î, bazı mısralarda anlamın daha iyi anlaşılabilmesi için tercümelere küçük eklemeler de yapmıştır. Aşağıdaki mısrada şeyh ve rāh-zen olmamasına rağmen şârih, mısranın önceki beyitlerle olan bağını devam ettirmek adına, adları daha önce geçen şeyh ve rāh-zen‟e mısranın tercümesinde yer vermiştir. Güft der-ceyb pey-i tūşe-i rāh Şeyḫ ol rāh-zene cevāb virüp didi yoluŋ azıġı içün ḳoynumda. Nīst dīnār-ı zerem cüz-i pencāh Elliden ġayrı dīnār-ı zerüm yoḳdur yaʿnī hemān elli dīnārum vardur (Hüdâî Efendi, 148b). Anlamca birbirini tamamlayan mısralar, bu durumlarına dikkat edilerek bütün halde tercüme edilmiş, şerhleri de bu tercümenin ardından yapılmıştır. Z’ān teḳābül ki miyān-ı şeb u rūz Hest bā-berd-i dey ü ḥarr-ı temmūz Ol teḳābül ü żıddiyet sebebinden ki ḳışuŋ berdi ve temmūzuŋ ḥarrı ile şeb u rūz ortasında vardur yaʿnī bunlaruŋ mābeyninde teḳābül ü żıddiyet muḳarrer olduġı gibi ehl-i ẓāhir ü ehl-i bāṭın mābeyninde hemçünān teḳābül ü żıddiyet åābit olduġından ötüri bu beytüŋ maʿnāsı mābaʿdında vāḳiʿ olan üç beyte bile maṣrūfdur. Berd ṣovuḳ, dey ḳış, ḥarr ıssı, temmūz maʿrūfdur [teḳābül żıddıyet] (Hüdâî Efendi, 48a). Bazı beytler de şerh yapılmadan bir arada tercüme edilmiştir. Gerd ez-ān bāz rehā kerde zi ḳayd Müteʿāḳib dü se mürġābī ṣayd �Ol ḳayddan rehā eylenmiş ṭoġandan birbiri ardınca iki üç ördek ṣayd u şikār eyledi (Hüdâî Efendi, 78b). Şem‟î, tercümelerinde bazen bütünlüğü sağlamak adına birinci mısrada yer alan kelimeyi ikinci mısraya bağlayarak açıklamış ve bunu neden yaptığını da izah etmiştir. Gerçi der-baḥr-i büved keştīvār ʿĀḳibet ḫuşk leb āyed be-kenār Egerçi deryāda ola līkin ʿāḳibet kenāre keştī gibi ḫuşk leb gele keştīvaruŋ maʿnāsı mıṣrāʿ-ı åānīnüŋ maʿnāsına ṣarf olınmaḳ enseb idügi rūşendür, egerçi mıṣrāʿ-ı evvelüŋ maʿnāsına ṣarf olınmaḳ hem mümkindür [vār bunda teşbīh içündür] (Hüdâî Efendi, 122a). Farklı Tercüme-Şerh İmkan ve İhtimallerinin Değerlendirilmesi Şem‟î‟nin şerhlerini diğer şerhlerden ayıran en önemli özelliklerden biri, şârihin kelimelerin sıralanışına, gramer özelliklerine, anlamlarına, harekelenişine ve birbiri arasındaki terkiplerine göre beyitlere birden fazla anlam vermesidir. Klasik şerhlerde bir beytin ya da mısranın birden fazla tercümesinin yapılması pek karşılaşılan bir durum değildir. Şem‟î, yeri geldikçe beytlerin “Bu hem vechdür” kalıp ifadesiyle alternatif tercümelerini yapmıştır. Aşağıdaki mısrada geçen hüner kelimesini hem gerçek anlamıyla hem de “hüner sahibi kişiler” olarak iki şekilde anlamlandırmak mümkündür. Şem‟î, bu iki ihtimali de dikkate alarak tercümesini iki değişik şekilde yapmıştır. Genc-i zer-i pīş-i hüner çīzī nīst Sīm ü zer genci üzre yaʿnī hüner ḳatında ve hünere nisbet bir nesne degüldür. Bu hem vechdür, genc-i zer erbāb-ı hüner ḳātında bir nesne degüldür (Hüdâî Efendi, 196a). Şem‟î, aşağıdaki mısrayı vasıta ve yönelme hali eki göreviyle kullanılabilecek olan bā ekininin iki anlamına göre de tercüme etmiştir. Bā-ḫod ān beyt mükerrer bi-kerd Kendüsine ol beyti mükerrer eylerdi yaʿnī mirāren oḳurdı. Bu hem vechdür ol beyti kendüsiyle mükerrer eylerdi (Hüdâî Efendi, 42b). �Aşağıdaki beytte Şem‟î, önce neden terkibe dikkat etmediğini açıklamış, ardından da mısranın terkibe dikkat edildiğinde nasıl olacağını belirtmiştir. Pāy ber-tārem-i eflāḳ zedem Ayaġumı ṭārem-i eflāk üzre ḳodum yaʿnī murāḳabeye varup bu ʿālemden ve ten ḳafesinden ʿārī vü mücerred olup ʿālem-i ʿulvīye vuṣūl buldum. Baʿżı maḥalde terkīb maʿnāsına taʿarruż olınmaduġına sebeb maʿnā rūşen olsun içündür cehlimüzden degüldür terkīb maʿnāsı böyledür. Kendüm üzre bu teng ḳafese çāk urdum, ṭārem meåābesinde olan eflāk üzre ayaḳ urdum. Ḳafe deri taḳdīrindedür ve andan murād tendür, ṭārem ḳara ev maʿnāsınadur ki siyāh keçeden olur (Hüdâî Efendi, 26a). Birçok eserde hareke işaretleri olmadığı için kelimeler metnin anlamına uygun olacak şekilde okunur. Kelimenin eğer iki anlamı da metne uygunsa genellikle biri seçilerek kelimenin çevirisi yapılır. Şem‟î, şerhini yaparken kelimenin farklı harekelenişine göre oluşacak anlamara dikkat etmiş ve şerhlerinde bu anlamları da belirtmiştir. Sāʿideş pence-bür-i ṣıdḳ u yaḳīn Anuŋ sāʿidi ṣıdḳ u yaḳīnüŋ pencesini ḳaṭʿ idicidür yaʿnī dünyā peresti ṣıdḳ u yaḳīnden dūr eyler. Pencebürde bür bānuŋ ḍammiyle olmaḳ maḥalle ensebdür egerçi bānuŋ fetḥiyle olmaḳ hem laṭīfdür ki maʿnā böyle olur, anuŋ belki ṣıdḳ u yaḳīninüŋ pencesini burucı vü çeviricidür (Hüdâî Efendi, 82b). Gramer özelliklerine göre farklı tercümeler yapılmış ve iki durumdaki gramer özellikleri belirtilmiştir. Düzdī vü rāh-zenī bihter ez-īn Sirḳat eyleyesin ve yol urasın bundan evlādur. Kefen ez-mürde keşī bihter ez-īn �Mürdenüŋ kefenini çekesin yaʿnī ṣoyasın bundan evlādur. Mıṣrāʿ-ı evvelde bu maʿnā hem mümkindür, düzdlük ve yol urucılık bundan evlādur. Vech-i evvel iʿtibāri üzre düzdī ve zenī fiʿl-i mużāriʿ-i muḫāṭabdur, vech-i åānī iʿtibāri üzre düzdīde yā maṣdar içündür ve rāh-zenī vaṣf-ı terkībīdür ve anda olan yā hem maṣdar içündür [mürde meyyit] (Hüdâî Efendi, 77a). Şem‟î, tercümesini yaparken kelimelerin sıralanışında değişiklikler yaptığında bunu belirtmiş ve sıralanıştaki farklara göre iki tercüme yapmıştır. El-minnetü lillāh ki be ḫūn ger ḫuftem Yek-çend çü ġonce ‘āḳıbet bi-şükuftem Egerçi bir zamān ḳan içinde yatdım ammā el-minnetu‟lillāh ki „āḳıbet ġonca gibi açıldum. Ya„nī egerçi bu kitāb-ı şerīfin taṣnīfinde zaḥmet ü meşaḳḳat çekdüm, līkin „āḳıbet murād ḥāsıl olup āsūde-ḥāl ü müreffehü‟l-bāl oldum. Murād bu idügi beyt-i åānīden ẓāhirdür. Ġoncanuŋ ma„nāsı mıṣrā„-ı ẟāniye ṣarf olınup maʿnā bu vechle olmaḳ latīf degüldür egerçi ġonca gibi bir zamān ḳan içinde yatdum ya„nī bir zamān zaḥmet ü meşaḳḳat çekdüm, līkin elḥamdu‟lillāh ki „āḳıbet açıldum (Hüdâî Efendi, 2b). Beytteki Kelimelerin Anlamlarının Verilmesi Beytlerde geçen kelimelerin anlamının verilmesi, şerhlerde olmazsa olmaz durumlardan biridir. Şem‟î, derkenalardan da yararlanarak beytlerde geçen kelimelerin anlamlarını değişik şekillerde ve yerlerde vermiştir. Birinci mısrada geçen kelimenin anlamı çoğunlukla ikinci mısranın altında verilmiştir. Sāʿid-i kec raḳamān sāz ḳalem Kec raḳamlaruŋ sāʿidini ḳalem eyle yaʿnī ḥıyānet idici kātiblerüŋ dest ü sāʿidini ḳaṭʿ eyle. Zen ez-ān ḳāʿide-i rāst raḳam Andan rāst ḳāʿideye raḳam ur yaʿnī rāst raḳam kātiblere riʿāyet eyle. Ḳalem bunda ḳaṭʿ maʿnāsınadur (Hüdâî Efendi, 22b). �Şem‟î, bazen kelimeler hakkında detaylı bilgiler vermiştir. Kelimenin gramer özelliği, etimolojisi, şiirlerde nasıl geçtiği gibi geniş açıklamalarda bulunmuştur. Kām-ı şīrīn-kün-i şīrīn-kārān Şīrīn-kārlaruŋ kāmını şīrīn idici. Şeker-güftārāndan murād ol şā„irlerdür ki şi„rlerinde esrār-ı ma„rifet-i sübḥānī ve nikād-ı „aşḳ u muḥabbet-i yezdānī münderic ola, şīrīn-kārāndan murād evliyādur ki “ümītu inde Rabbī yutʿimunī ve yusḳınī“ (Hadîs-i Şerîf: Rabbim katında gecelerim, Rabbim beni doyurur ve sular.) ḫānından behrever olup ebedī şīrīn kām olurlar. Kām bunda ṭamaḳ maʽnāsınadur, egerçi kāf-ı Fārisī ile meşhūrdur ve luġatlerde hem böyle mesṭūrdur, līkin kāf-ı ʿArabī ile ṣaḥḥ u faṣīḥdür bu ḥālet fuṣaḥānıŋ eşʽārından rūşen ü ẓāhirdür (Hüdâî Efendi, 12b). Kelimelerin Telaffuz ve Anlam Farklarına İşaret Sürḫ-rūyī zi-zer-i ḫˇāce me-cūy Ḫˇāce ve aġniyānuŋ altunundan naḍāret ü sürḫ-rūyluḳ isteme. Vech bunda ḥüsn ü leṭāfetden ʿibāretdür, sürḫ-rūyī yüz aḳlıġı maʿnāsına istiʿmāl olınur, vech baʿżı maḥalde ḫarclıḳ maʿnāsına gelür ammā bunda mümkin degüldür (Hüdâî Efendi, 86b). Kelimelerin harekeleniş farklarına da işaret edilmiştir. Vü ez-telḫī-i īn be-şīrīnī-i ān gürīḫten Ve bunuŋ acılıġından anuŋ şīrīnligine kaçmaḳ beyānındadur. Āndan murād ṣabr ve īnden murād şükrdür. Ḫulāṣa-i kelām budur ki ṣabr egerçi acıdur, līkin anuŋ acılıġına ṣabr idüp şükr-i Ḫüdā‟ya muḳayyed olıncaḳ anuŋ acılıġı refʿ olur. Ṣabr bānuŋ kesri ile maḥmūre didikleri bir otuŋ ismidür ki ziyāde acı daḫı müshildür, līkin Fārisīde bānuŋ sükūnı ile istiʿmāl olınur ammā bunda murād bu ṣabr degüldür (Hüdâî Efendi, 95a). Kelimelerin Fasih ve Galat Olma Durumları �Zen be-farḳ-ı ser-i her ḫīre serī her bir lecūcuŋ başınuŋ depesine ur yaʿnī ʿÖmer raḍıya‟llāhu ʿanhu sīretlü bir ʿādil kimse gönderür tā ki aḥkām-ı şerīʿatda ʿinād iden bed-baḫtları teʾdīb ide. Dırre dāluŋ kesri ile ol nesnedür ki ʿavām taḥrīf idüp töre dir ve baʿżı maḥalde keåret-i leben maʿnāsına hem gelür [ḫīre ser-lecūc] (Hüdâî Efendi, 22a). Kelimenin yanlış kullanımları hakkında da bilgiler verilmiştir. Kām-ı evvel zi-vey u kām-ı neheng Ol deryādan evvel kām-ı neheng kāmı yaʿnī ol deryā nehengle memlū vü pür ola. Ḫarçeng sereṭān maʿnāsınadur. Be-Türkī yengec ve ḫarçengden murād bunda felekde olan sereṭān burūcıdur. Mıṣrāʿ-ı åānīde kām-ı evvel kāf-ı Fārisī iledür ki ḫaṭve maʿnāsınadur, be-Türkī adım ve kām-ı åānī ṭamaḳ maʿnāsınadur ki kāf-ı ʿArabī iledür egerçi luġatlerde kāf-ı Fārisī iledür līkin ḫaṭā olınmışdur (Hüdâî Efendi, 67b). Şârihin Beyitlerden Ders Çıkarması Şem‟î, şerh ettiği beyitlerden ne anlaşılması gerektiğini çoğu zaman dile getirmiştir. Şerhin bir gereği olarak beytlerde geçen kelimelerden, olaylardan ya da şahıslardan aslında neyin kastedildiğini açıklamıştır. Ki be-ṣaḥrā-yı vücūd üftādest Ki vücūd ṣaḥrāsına düşmişdür ya„nī mevcūdāt Ḥaḳḳ te„ālānuŋ ṣun„ıyla ẓuhūr-ı vücūd bulmışdur. Yuḳaruda ẕikr olınan deryādan murād zāt-ı bārī olmaḳ rūşendür zīrā cemī„-i mevcūdāt anuŋ ṣun„ıyla vücūd bulmışdur (Hüdâî Efendi, 9b). Der-ṣaf-ı bī-ḫıredān ārāmī Bī-ḫıredlerüŋ ṣaffından ārām u ḳarār eyleyesin, ḫulāṣa-i kelām budur ki Ḫudā-yı ʿazze ve celleden ḫavf idüp ṭāʿat ü ʿibādetde olmaḳ ulıdur, bu ḥāletden ki ḫavfdan bī-behre olup �ḥarāmdan perhīzlik olmayup iḫtilāṭ u muṣāḥabetüŋ ʿavāmla ola, beytde vāḳiʿ olan be beyt-i sābıḳa maṣrūfdur (Hüdâî Efendi, 101a). Edebî Sanatlar Şem‟î, şerhini yaparken zaman zaman beyitlerdeki edebî sanatlara da değinmiştir. Bazı durumlarda sanatı açıklayarak göstermiş bazılarında ise hangi sanat olduğunu söylemekle yetinmiştir. Fikret ġavvāsa ve nuṭḳ sāḥile teşbīh olınmışdur (Hüdâî Efendi, 3a). Mısrāʿ-ı evvelde ḳıdem bāġa ve besmele ġoncaya teşbīh olınmışdur ve mıṣraʿ-ı ẟānīde Ḫudā-yı „azze ve cellenüŋ keremi budaġa ve besmele mīveye teşbīh olınmışdur ve bu teşbīh ġāyet ḥūb vāḳi„ olmışdur (Hüdâî Efendi, 5a). Ki felek gevher-i ūrast ṣadef Ki felek anuŋ gevherinüŋ ṣadefidür ve ḳadri felekden ʿālīdür. Kefden murāḍ bunda destdür ki cūd u keremden ʿibāretdür köpük maʿnāsına degüldür, güher ve gevher egerçi bunda ẕāt maʿnāsınadur līkin deryāya nisbet bunlar ve ṣadef ve kef hem īhām ṭarīḳi ile ḥūb vāḳiʿ olmışdur [ṣadefest taḳdīrindedür] (Hüdâî Efendi, 23b). Sāḫtend ez-pey-i ān mīḫ u ṭınāb Ol ḫaymeden ötüri mīḫ u ṭınāb düzdiler mīḫ aḫtere ve ṭınāb şihāba göredür ki bunlarda ṣanʿatı tecrīd vardur çünki mühre-i gilüŋ tīreligi ḫaymeye teşbīh olındı, lā-cerem istiʿāre-i taḫayülliyye iʿtibāriyle aŋa mīḫ u ṭınāb iåbāt olındı (Hüdâî Efendi, 25b). Konuyu Açıklayıcı Alıntılarda Bulunma Ayet Şem‟î, şerhlerinde sık sık ayetlerden yararlanmıştır. Şârih, ayetleri genellikle anlattığı durumu destklemesi için kullanmış, bazı durumlarda ise müellifin asıl kastettiği anlamın bir �ayet olduğunu vurgularken ayetleri zikretmiştir. Ayetler bazen tam olarak yazılmış bazen de ayetin bir kısmının yazılmasıyla yetinilmiştir. Şem‟î, metinde asıl kastedilenin bir ayet olduğunu vurgulamak istediğinde “bu āyet-i kerīmeye işāretdür” şeklinde ifadelerle söz konusu ayetin hangisi olduğunu söyler. Bā uli’l-ecnihā murġān-ı fasīḥ Cenāḥlar ṣāḥibi fasīḥ murġlara ki murād melāʾikedür ve bu āyet-i kerīmeye işāret vardur. “Uli‟lecniḥatin meånā ve åülāåe ve rübāʿ” (Fâtir-1: Hamd, gökleri ve yeri yaratan, melekleri ikişer, üçer, dörder kanatlı elçiler yapan Allah‟a mahsustur.), (Hüdâî Efendi, 10b). Rīḥt envār-ı hüdā beyne yedeyhi anuŋ öŋinde hüdā nūrlarını dökdi. Bu āyet-i kerīmeye işāret olunur, “ẟümme ectebāhü Rabbühu fe tābe ‘aleyhi ve hedā” (Tâ Hâ -122: Sonra Rabbi onu seçti, tövbesini kabul etti ve ona doğru yolu gösterdi), (Hüdâî Efendi, 12a) Ger ne be-şikestīşān seng-i ufūl Eger üfūl u ġurūb ṭaşı anları ṣımabıdı yaʿnī ol yıldızlara üfūl vāḳiʿ oldı beyt Seng ber-bütgede-i āzerzen Der-cihān ṣıyt (18) ḫalīle efgen Eger üfūl vāḳiʿ olmayaydı İbrāhīm Peyġamber ʿaleyhi‟s-selām anlara Rabbī diyüp ol iʿtiḳād üzre ḳalurdı. Bu āyāt-ı kerīmeye işāretdür. “Fe lemmā cenne ʿaleyhi‟l-leylu reā kevkebā kāle hāẕā rabbī fe lemmā efele ḳāle uḥıbbu‟l-āfilīn, fe lemmā reel ḳamere bāziġan ḳāle hāẕā rabbī fe lemmā efele leʾin lem yehdinī rabbī le ekūnenne mine‟l-ḳavmi‟ḍ-dallīn, fe lemmā ree‟şşemse bāziġaten ḳāle hāẕā rabbī hāẕā ekber fe lemmā efelet ḳāle yā ḳavmi innī berīʾun mimmā tüşrikūne” ( En‟ām-76-77-78: Üzerine gece karanlığı basınca, bir yıldız gördü. “İşte Rabbim!” dedi. Yıldız batınca da, “Ben öyle batanları sevmem” dedi. Ay‟ı doğarken görünce de, “İşte Rabbim!” dedi. Ay da batınca, “Andolsun ki, Rabbim bana doğru yolu göstermezse, mutlaka ben de sapıklardan olurum” dedi. Güneşi doğarken görünce de, “İşte benim Rabbim! Bu daha büyük” dedi. O da batınca (kavmine dönüp), “Ey kavmim! Ben sizin Allah‟a ortak koştuğunuz şeylerden uzağım” dedi.) (Hüdâî Efendi, 50a) �Şem‟î, ayetlerin büyük çoğunluğunu anlattığı durumu örneklendirmek ya da anlattıklarına şahit göstermek amacıyla kullanmıştır. Bāng-i mevceş lemine’l-mülk āmed Ol deryānuŋ mevcinüŋ bāngi “limeni‟l-mülk” (Mü‟min-16: Bugün mülk (hükümranlık) kimindir?) geldi yaʿnī anuŋ mevcinüŋ bāngi “limeni‟l-mülk”dür murād “ḳuli‟llāhümme mālike‟l-mülki” (Âl-i İmrân-26: De ki: Ey mülkün sahibi olan Allah‟ım!) ḥasebince ḥaḳīḳatde mālik hemān Ḫudāyı „azze ve celle olup mülk aŋa maḫṣūṣ u müsellem olduġın iş„ārdur “ve yebḳā vechu rabbike” (Rahmân-27: Ancak azamet ve ikram sahibi Rabbinin zâtı bâki kalacaktır.) ḥasebince çünki rūz-ı ḥaşrde evvel bir kimse zinde ḳalmaya ol vaḳt Ḥaḳḳ sübḥānehu ve te„ālā ḥażreti celle şānuhu “limeni‟l-mülkü‟l-yevm” (Mü‟min-16) diye çünki cevāb virür kimse olmaya Ḥaḳḳ te„ālā cevāb virüp diye “Lillāhi‟l-vāḥidi‟l-ḳahhār” (İbrâhim-48: O gün yer, başka bir yere, gökler de başka göklere dönüştürülür ve insanlar bir ve kahhar (her şeyin üzerinde yegâne hâkim) olan Allah‟ın huzuruna çıkarlar.) nite ki buŋa işāret olınur (Hüdâî Efendi, 10a). Heme ū āmed u bāḳī heme hīç Cemī„an o geldi ve bāḳī mevcūdāt cemī„an hīç geldi yaʿnī “küllü şey‟in hālikun illā vechehu” (Kasas-88: kesinlikle O‟na döndürüleceksiniz.) ḥasebince ḥaḳīḳatde mevcūd hemān Ḫudā-yı „azze ve celledür, vücūd aŋa müsellemdür bāḳī cemī„-i mevcūdāt hīç ü nīstdür (Hüdâî Efendi, 10a). Hadis Şem‟î, şerhinde hadislere ayetler kadar yer vermemiştir. Şârih, hadislerin sahih olmasına dikkat etmemiş ve sahih olmayan hadislere de şerhinde yer vermiştir. Zūr-ı peyvend-i dil ez-ḫod-güzilān İfnā-yı vücūd sebebi ile kendülerden dil ü ümīẕ ḳaṭʽ idicilere tīz vāṣıl olıcıdur yaʽnī “mūtū ḳable ente mūtū” (Hadîs-i şerîf: Ölmeden önce ölünüz.) ḥasebince her kim ki mevt-i iḫtiyārīden behrever ola aŋa fī‟l-ḥāl ḳurb-i viṣāl-i İlāhī müyesser olur. Zīrā anlaruŋ teveccühi hemān cenāb-ı ʽizzete olur (Hüdâî Efendi, 12b). �Kām-ı şīrīn-kün-i şīrīn-kārān Şīrīn kārlaruŋ kāmını şīrīn idici. Şeker-güftārāndan murād ol şā„irlerdür ki şi„rlerinde esrār-ı ma„rifet-i sübḥānī ve nikād-ı „aşḳ u muḥabbet-i yezdānī münderic ola, şīrīn-kārāndan murād evliyādur ki “ümītu inde Rabbī yutʿimunī ve yusḳınī” (Hadîs-i şerîf: Rabbim katında gecelerim, Rabbim beni doyurur ve sular) ḫānından behrever olup ebedī şīrīn kām olurlar. Kām bunda ṭamaḳ maʽnāsınadur, egerçi kāf-ı Fārisī ile meşhūrdur ve luġatlerde hem böyle mesṭūrdur, līkin kāf-ı ʿArabī ile ṣaḥḥ u faṣīḥdür bu ḥālet fuṣaḥānıŋ eşʽārından rūşen ü ẓāhirdür (Hüdâî Efendi, 12a). Şiir Şem‟î‟yi diğer şârihlerden ayıran özelliklerinden biri, şerhlerinde bol miktarda örnek beytlere yer vermesidir. Şerhte anlatılanların kuvvetlendirilmesi adına ayetlerden, hadislerden, peygamberler tarihinden vs. örnekler verilmesi sıkça başvurulan bir durumdur. Anlatılanların beytlerle desteklenmesinde oldukça fazla sayıda örneğe yer verme ise Şem‟î‟ye özgü bir durumdur. Şem‟î Beyt, Mısraʿ, Mesnevī, Ḳıṭʿa gibi başlıklar altında şiir örneklerini sunmuştur. Çoğu zaman beytleri sadece yazarak geçmiş nadiren de olsa bu beytleri şerh etmiştir. Subhatü‟l-Ebrâr Şerhi‟nde 148 beyt, 11 mesnevi, 27 mısra, 5 tane de kıt‟a örneği vardır. Şem‟î, beytleri çeşitli amaçlar için kullanmıştır. Şerh ettiği beytlere yakın anlamlı beyt örnekleri vermiştir. Curʿa ber ḫāk-i tehī-destān rīz Tehī destlerüŋ ḫāki üzre bir curʿa dök yaʿnī muḥtāclara iḥsān eyle [rīz emr-i ḥāżırdur], beyt Eger şarāb ḫori curʿaī feşān ber-ḫāk Ez-ān günāh ki nefʿī resed be-ġayr çi bāk (Hüdâî Efendi, 25a) �Baḥr peydāst çi der-kūze küned Ẓāhirdür ki deryā kūzede ne eyler yaʿnī deryādan kūzeye ne miḳdār āb ṣunduġı ziyāde ẓāhirdür beyt Ger be-rīzī baḥr-rā der-kūzeī Çend genced ḳısmet-i yek rūzeī (Hüdâî Efendi, 25b) Bişküfānīd gül ez-nār-ı ḫalīl Ḥażret-i Ībrāhīm‟üŋ ʿaleyhi‟s-selām āteşden gül açıldı yaʿnī İbrāhīm peyġamber ʿaleyhi‟sselām Nemrūd-ı laʿīnüŋ cefāsına ṣabr eyledügi içün āteşden aŋa gül ẓāhir oldı, mıṣrāʿ Gülistān künend āteşī ber-ḫalīl (Hüdâî Efendi, 92b) Söylediklerine şahit gösterme amacıyla beyitlerden yararlanmıştır. Nāy-ı bülbül zi-nevā-yı tü bi-sāz Bülbülüŋ boġazı senüŋ nevāŋdan yaʿnī sen istimāʿ eyleyesin diyü sāzladur, murād budur ki bülbülüŋ nevā vü terennümi ki ḳalbe sürūr u ḥālet viricidür. Senden ötüridür. Sāz bunda düzen maʿnāsınadur. Nāy bunda boġaz maʿnāsınadur. Nergisden murād zerrīn ḳadeḥ idügi Ḫˇāce Ḥāfıż‟uŋ raḥmetu‟llahi ʿaleyh bu beytinden ẓāhirdür. Beyt: Resīd mevsim-i ān k‟ez-ṭarab çü nergis-i mest Nihed be-pāy ḳadem her ki şeş direm dāred (Hüdâî Efendi, 80b) Reh-zen-i bāde perestān gerded �Bāde perestlerüŋ yolını urucı olur. Reh bunda īhām ṭarīḳi ile ḫūb vāḳiʿ olmışdur, zīrā reh ü rā sāzda olan maḳām ve perde maʿnāsına gelür. Nite ki ḥˇāce Ḥāfıẓ‟uŋ raḥmetu‟llāhi ʿaleyh bu beytinde vāḳiʿdür, [reh-zen vaṣf-ı terkībīdür], beyt Rāhī bizen ki āhī ber-sāzān tüvān zed Şiʿrī biḫān ki bā-ān rıṭl-ı girān tüvān zed (Hüdâî Efendi, 40b) �Sonuç Şerh edebiyatının en üretken şârihlerinden biri olan Şem‟î, şerhlerinde kendine özgü bir usul oluşturmuş ve Subhatü‟l-Ebrâr şerhinde de bu usulünü devam ettirmiştir. Şem‟î, bu şerhinde bol miktarda derkanar kullanmış ve kelimelerin anlamlarından, gramer özelliklerine dair birçok bilgiyi derkenarlar vasıtasıyla vermiştir. O, şerhinde öncelikli olarak anlaşılır olmayı hedeflediği için sade bir dil kullanmasının yanı sıra ayetlerden, hadislerden ve örnek beytlerden geniş ölçüde yararlanmıştır. Vermek istediği manayı, bu unsurlar vasıtasıyla örneklendirerek daha net bir şekilde okuyucusuna sunmuştur. Şem‟î, bunlara ek olarak eserdeki birçok mısrayı, iki farklı şekilde tercüme ederek bu alanda nadir görülen bir uygulama yapmıştır. Klasik Türk edebiyatının dilde mükemmelleştiği bir devirde yaşamış olan Şem‟î, bu şerhinde kullandığı sade ve anlaşılır dil vasıtasıyla da o dönemin nesir dilinde sade üslubun ne ölçüde kullanıldığına dair bize kıymetli bilgiler vermiştir. �Kaynakça Akat, Davut, (1999), Şem‟î Şerh-i Baharistan (Giriş-Metin), (Yayımlanmamış Yüksek Lisans Tezi), Bursa, Uludağ Üniversitesi SBE. Dağlar, Abdulkadir, (2009), Şem‟î Şem‟ullâh Şerh-i Mesnevî (I. Cilt) (İnceleme-Tenkitli Metin-Sözlük), (Yayımlanmamış Doktora Tezi), Kayseri, Erciyes Üniversitesi SBE. Dündar, Seyhan, (1998), Şem‟î Şem‟ullah‟ın Şerh-i Gülistân‟ı, (Yayımlanmamış Yüksek Lisans Tezi), İzmir, Ege Üniversitesi SBE. Genç, İlhan, (2000), Esrar Dede Tezkire-i Şu‟arâ-yı Mevleviyye, Ankara, Atatürk Kültür Merkezi Yayınları. Hacıselim Ağa Kütüphanesi, Hüdâî Efendi 1331. Karavelioğlu, Murat A., (2005), “Klasik Türk Edebiyatında Şem‟î Mahlaslı Şairler ve Prizrenli Şem‟î”, İstanbul Üniversitesi Edebiyat Fakültesi Türk Dili ve Edebiyatı Dergisi, Sayı 32, İstanbul, s.65-80. Keyik, Elif, (2001), XVI. Yüzyıl Sanatçılarından Şem‟î‟nin Şerh-i Pendnâme‟si, (Yayımlanmamış Yüksek Lisans Tezi), İzmir, Ege Üniversitesi SBE. Kırlangıç, Hicabi, (2011), İyilerin Tesbihi (Subhatu‟l-Ebrâr), İstanbul, Kurtuba Kitap. Koçoğlu, Turgut, (2009), Şem‟î Şem‟ullâh Şerh-i Mesnevî (II. Cilt) (İnceleme-Tenkitli MetinSözlük), (Yayımlanmamış Doktora Tezi), Kayseri, Erciyes Üniversitesi SBE. Özkırımlı, Atilla, (1984), “Şem‟î”, Türk Edebiyatı Ansiklopedisi, IV. Öztürk, Şeyda, (2007), Şem‟î‟nin (15.-16. yy) Mesnevî Şerhi (İlk Türkçe Tam Mesnevî Şerhi), (Doktora Tezi) İstanbul, Marmara Üniversitesi SBE. Ünver, İsmail, (1985), “Şem‟î Şem‟ullâh”, Türk Dili, C.XLIX, sayı:397, Ankara. s.38-43. (1981), “Şem‟î, Mustafa”, Türk Ansiklopedisi, Ankara, Milli Eğitim Bakanlığı Yayınları, c.30. s.249-250. � 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. 2275 Title A name given to the resource ŞEM’Î’NİN ŞERH-İ SUBHATÜ’L-EBRÂR’INDAKİ ŞERH USÛLÜ Author Author GÖK, Taner Abstract A summary of the resource. Anahtar Kelimeler: Şem’î, klasik şerh, tercüme. ÖZET 16. yüzyılda yaşamış olan Şem’î, ilk Türkçe tam Mesnevî şerhinin şarihidir. Edebiyatımızda klasik şerh geleneğinin temellerinin atıldığı bir dönemde şerhlerini yapan Şem’î’nin, Mesnevî şerhi haricinde, başta Sadî, Hâfız ve Molla Câmî’nin eserleri üzerine olmak üzere birçok şerhi bulunmaktadır. Bu çalışmada, Şem’î’nin Fars edebiyatının ünlü alimi Molla Câmî’nin Subhatü’l-Ebrâr adlı mesnevisine yaptığı şerhteki serh usûlü ortaya çıkarılmaya çalışılacaktır. Şem’î, şerhlerinde, kelimelerin lügat, mecaz, ve metinde kazandıkları anlamları verdikten sonra müellifin asıl söylemek istediği manaya ulaşma şeklinde yorumlanabilecek klasik şerh yöntemine uymaya çalışmakla birlikte kendine has yöntemler de kullanmıştır. Şem’î, metinlerdeki her kelimeyi tek tek şerh etmemiştir. O, şerhlerinde manayı ön plana çıkarmayı hedeflediği için mana açısından derin olan kelime ya da beyitleri şerh etmiş, diğerlerinin tercümesini vermekle yetinmiştir. Onun bu şerhinde, mısra ya da beyitlerin çoğu zaman birebir tercümelerinin yapılması, Farsçadan birçok beyit ya da mısraların alıntılanması ve en önemlisi de çağdaşı ya da sonraki dönem şarihlerinde görülmeyen bir teknik olan metinleri sözdizimsel farklarına göre de yorumlaması öne çıkan şerh özellikleridir. Şem’î’nin ölümünden bir yıl önce kaleme aldığı eseri üzerinde yapılan bu çalışma, onun şerh usûlünün gelişme çizgisinin belirlenmesine önemli bir katkı sağlayacaktır. 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 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. 3466 Title A name given to the resource SEMANTİC AND CULTURAL ANALYSİS OF THE TERMS FOR İ N K İN THE SLAVİC LANGUAGES Author Author Miteva-Markovic, Keti Abstract A summary of the resource. This text will analyze the semantic and cultural motivation of the terms for i n k in the Slavic languages and their dialects, followed by an etymological analysis of the corresponding terms in other European languages. Namely, the issue of L 2084 "чернила" is referred to, according to the questionnaire of General Slavic Linguistic Atlas (OLA), which encompasses answers of circa 850 inhabited placeson the entire Slavic territory. The terms for мастило, according to this questionnaire, are displayed on the mapno. 37 of VIII lexical volume of OLA (М. Pizhurica 111:2003) The following text will analyze the geographical distribution of these terms on the Slavic territory, while illustrating the semantic motivation of the proper terms through etymological analysis. 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