253 10 3494 https://omeka.ibu.edu.ba/files/original/01de518337fc6c160adf414e85153240.docx cab2d8160957ace26a4b259422c101df https://omeka.ibu.edu.ba/files/original/6edfafa83a6daa196e82d0919ca8dee4.pdf 36f0151610f278bb65b6b945713e2d03 PDF Text Text Supports and Critiques on Porter's Competitive Strategy and Competitive Advantage Ensar Mekić International Burch University Bosnia and Herzegovina ensar.mekic@ibu.edu.ba Emina Mekić International Burch University Bosnia and Herzegovina emina.mekic@ibu.edu.ba Abstract: The main purpose of this article is to qualitatively scrutinize work of Michael Porter from the ground of two main theories proposed by him; competitive advantage and competitive strategy. Therefore this article is written with the aim to question applicability and durability of Michael Porter’s strategies in modern business world. The main methodology used is literature review of secondary sources and data. Authors mainly relied on sources of high quality material such as books of Michael Porter, articles published in well-known journals as well as opinion of experts in the field such as Joan Magretta, Jack Welch and others. Furthermore books entitled in the same way as theories that are point of interest were used as main theoretical framework. Finally findings induced that Michael Porter’s model of five forces and his understanding of competitiveness still have merit in the modern business world, however one cannot solely rely on it when forming a business strategy and examining business environment. Keywords: Michael Porter, Competitive Advantage, Competitive Strategy. 166 �166 � 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. 2646 Title A name given to the resource Supports and Critiques on Porter's Competitive Strategy and Competitive Advantage Author Author MEKIĆ, Ensar MEKIĆ, Emina Abstract A summary of the resource. The main purpose of this article is to qualitatively scrutinize work of Michael Porter from the ground of two main theories proposed by him; competitive advantage and competitive strategy. Therefore this article is written with the aim to question applicability and durability of Michael Porter’s strategies in modern business world. The main methodology used is literature review of secondary sources and data. Authors mainly relied on sources of high quality material such as books of Michael Porter, articles published in well-known journals as well as opinion of experts in the field such as Joan Magretta, Jack Welch and others. Furthermore books entitled in the same way as theories that are point of interest were used as main theoretical framework. Finally findings induced that Michael Porter’s model of five forces and his understanding of competitiveness still have merit in the modern business world, however one cannot solely rely on it when forming a business strategy and examining business environment. Keywords: Michael Porter, Competitive Advantage, Competitive Strategy.   Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/36101d43ca55a718f60838f433ccd467.pdf b8bf9bd4b476aaf61f0c49dc75e4b384 PDF Text Text Sürekli ve Verimli Eğitimin Bireysel ve Toplumsal Gelişmeye Katkısı Şule Bilge ÖZKEÇECİ Sanatçı-Sosyolog/Türkiye Özet : Bu tebliğde bireylerin ve toplumun dünyaya bakış açısını kültürünü inançlarını ve yaşam tarzını belirleyen ve sosyalleşmesini sağlayan eğitimin amacının ve sürekliliğinin önemi vurgulanacaktır. İnsanın karakterini, davranışlarını, başarılarını, kısaca tüm hayatını etkileyen en temel iki unsurdan biri doğuştan gelen kabiliyet ve özellikleri, diğeri eğitimle kazandıklarıdır. Öğretimden farklı, daha kapsamlı, değer yüklü bir terbiye yöntemi olan eğitim genel anlamıyla insan hayatındaki farklı disiplinleri düzene sokan, insan hayatında kalıcı davranış değişikliklerine neden olan işlevsel bir süreçtir ve anne karnındayken başlar, ölüme kadar devam eder. İnsandaki enerjiyi, keşfetme, üretme isteğini bir yere kanalize etme eğitimle olur. Burada önemli olan bu enerjinin doğru alana yönlendirilmesidir. ayatı anlamlandıran, mana katan eğitimin amacını belirlemek asıldır. Bilmek; neyi bilmek, niye bilmek? Bu sorulara verilen cevaplar eğitimin muhtevasını belirleyecektir. Günümüz dünyasında her düzen eğitim sistemlerini yenileme ve gözden geçirme ihtiyacı duyan devletler en iyi okulları ve eğitim sistemlerini araştırıyor, kendi çıkarlarına uygun bir “eğitilmiş insan modeli” tasarlamaya çalışıyor. Hayatı sürekli ve kıyasıya mücadele gerektiren acımasız bir yarış olarak gören bir zihniyetle, maddi kazanç elde etme hedefiyle sadece mesleki eğitim görmek maalesef yaşadığımız toplum için genel bir anlayışa dönüşmüştür. Hırsların, menfaatlerin temini için veya en zararsız şekliyle zaman geçirmeye yarayan hobiler için yapılan eğitim bizi birey olarak da toplum olarak da doğru ufuklara taşımaz. Eğitimin amacı “daha başarılı, mutlu, özgüven sahibi, kendisiyle barışık, çevresine faydalı, verimli, huzurlu, üretken bireyler yetiştirmek” olmalıdır. Ancak ilkeli eğitim amacına ulaşmak için mutlaka bir değer sisteminden güç almalı ve kültürel temellere dayanmalıdır. Bu hedeflerle ömür boyu sürecek bir eğitim anlayışı bireysel gelişme sürecinde; insanın hayatın anlamını kavramasını, gerekli ve gerçek bilgiye ulaşmasını, birikimlerini hayata aktarmasını sağlar. Bireye yaşama sevinci verir, hayatına bir amaç, heyecan verir. Farklı yaşlarda ve dönemsel değişimlerle kişi olgunlaştıkça ihtiyaç duyduğu değişik bilgiler edinir, bu sayede hayatın rutinleşmesini engeller. Toplumsal gelişme sürecinde; bilginin, kültürün, değerlerin nesilden nesile aktarımla kuşaklar arası bağları ve model olma yoluyla toplumsal bağları güçlendirir. Medeniyet seviyesini yükseltir. Toplumsal yozlaşmayı önler. İyi insan olmayı hedefleyen kişinin talebeden birey, aktif öğrenici olması, alıcı, seçici ve istekli olması eğitimcileri de değiştirir, yönlendirir, daha verimli, gayretli, donanımlı olmaya teşvik eder. Yaşadığımız çağda modern çevreleme ve iletişim araçları o kadar yoğun, güçlü ve kuşatıcı ki insanlar farkına bile varmadan bu etkin difüzyonun baskısı altında kalıyor. Hatta bilinçsizce aktif taşımacısı oluyor. Bu kuşatmanın olumsuz yönlerinden kaçınıp özgün bir medeniyet ve mutlu bir birey için sürekli, mana ile dengelenmiş eğitime ihtiyacımız var. Toplum olarak en büyük şansımız ise bu tarz eğitim anlayışının kültür kodlarımızda ve inanç sistemimizde çok derin olarak kayıtlı olmasıdır. Bu tebliğde genel olarak verimli ve başarılı sonuçlar için eğitimin amacının ve sürekliliğinin önemine dikkat çekmek istiyorum. Eğitim Nedir, Önemi İnsanın karakterini, davranışlarını, başarılarını, kısaca tüm hayatını etkileyen en temel iki unsurdan biri doğuştan gelen kabiliyetleri ve özellikleri, diğeri eğitimle kazandıklarıdır. Bilgi ve yetenek bir güçtür ve eğitimle doğruya iyiye güzele yönlendirilmelidir. Eğitim genel anlamıyla insan hayatındaki farklı disiplinleri düzene sokan, hayat boyu kalıcı davranış değişikliklerine neden olan işlevsel bir süreçtir. Eğitim, bireylerin dünyaya bakış açısını, kültürünü, inançlarını, yaşam tarzını belirlemesini ve sosyalleşmesini amaçlar. 408 �Öğretimden farklı ve daha kapsamlı olan eğitim anne karnındayken başlar, ölüme kadar devam eder. Eğitim giderek unutulan ama insan için hayati önem taşıyan, çok boyutlu ve değer yüklü bir kavram olan terbiye ile bağlantılıdır, değilse olmalıdır. Üzerine kurulmazsa hiçbir binanın başarılı olamayacağı bir temel teşkil eden terbiye, sadece çocukluk dönemi için değil tüm hayat boyunca süren bir eğitim yöntemidir. Büyüklerin; “Ehl-i irfan arasında aradım kıldım talep Her hüner makbul imiş, illâ edeb illâ edeb" dediği gibi “Adam gibi adam olabilmek” için, olmazsa olmaz yöntem iyi bir terbiye almaktır. Eğitimin Amacı Hayatın anlamını kavrama ve yaşadığının farkına varma, eğitilmiş insana ait bir özelliktir. Eğitilmemiş birey, toplum hayatındaki yerini, konumunu ve görevini kavrayamaz. Eğitimsiz bir toplumda düzen, uyum, huzur, birlik ve hedef olmaz. Sosyal refahın ve adaletin gerçekleşmesi, sorumluluk duygusu taşıyan fertlerin varlığına bağlıdır. Bu da ancak eğitilmiş insanla mümkün olduğundan, bireyin ve dolayısıyla toplumun eğitimine olan ihtiyacımız herşeyin önündedir. Günümüz dünyasında her düzen, eğitim sistemlerini yenileme ve gözden geçirme ihtiyacı duyuyor, devletler en iyi okulları ve eğitim sistemlerini araştırıyor, kendi çıkarlarına uygun bir “eğitilmiş insan modeli” tasarlamaya çalışıyor. Özellikle demokratik sistemlerde, insan eğitimi ya da eğitilmiş insan modeli ayrı bir önem taşır. Zira sorumluluk duygusu demokrasinin ön şartıdır. Özgürlük dahil, diğer bütün şartlar bundan sonra gelir. Sorumluluk duygusu taşımayan bireyler, demokrasinin değerini ve önemini anlayamayacağından okullar, demokrasinin kalesi olarak görülür. Ama toplumsal eylemlerde aktif olan insanların çoğunun ya üniversite öğrencisi, ya da üniversite mezunu olması eğitimde yönlendirmenin ne kadar önemli olduğunu gösterir. Bireyi özgür bırakan demokratik sistem, aynı bireyi istediği yönde eğitemezse kendi sonunu hazırlamış demektir. Dolayısıyla eğitimin biçimlendirme, yönlendirme boyutunun önemi ortaya çıkar ki, her toplum mutlaka bunun bilincinde olmalıdır. İnsandaki enerjiyi keşfetme, üretme isteğini bir yere kanalize etme eğitimle olur. Burada asıl olan bu enerjinin doğru alana yönlendirilmesi, yani hayatı şekillendiren eğitimin amacının belirlenmesidir: Bilmek; ama neyi bilmek, niye bilmek? Bu sorulara verilen cevaplar eğitimin muhtevasını belirleyecektir. Bizim eğitim sistemimiz modernleşme projesi çerçevesinde ve tek tip insan yetiştirmek için oluşturulan kalıplarla biçimlenmiştir. Bilindiği gibi dünyamız uzunca bir süredir Batılı düşünürler tarafından geliştirilen ve “modernleşme, batılılaşma, çağdaşlaşma” gibi çeşitli adlarla nitelenen teorilerin yönlendirdiği bir dönüşüm yaşamaktadır. Dünyayı Doğu ve Batı olarak ikiye bölen, kadim uygarlıkları, köklü kültürleri, ekolojik sistemi bir kasırga gibi savurup altüst eden bu değişimin materyalist düşünsel temelleri evrim teorisine ve ilerleme fikrine dayalıdır. Postmodern yaklaşımlar içinde insana, ahlaki değerlere, tabiata verdiği zarar ve yıkımlarla ele alınıp kıyasıya eleştirilen modernleşme hareketleri Türkiye’de -ilk uygulamalardan günümüze kadar- Batıdan farklı olarak halkın talebi ve mücadelesi ile değil genelde Batılı toplumların zorlamasıyla yöneticiler eliyle gerçekleşmiştir. Modernleşme düşüncesi sürekli olarak değişime vurgu yapar, sanki eskiden her şey hiç değişmeden duruyormuş gibi. Değişim veya yenilik arzusu yeni icat edilmiş bir şey değil, her zaman var olan ve devamlı yinelenen bir gerçeklik, ama hayatımızda abartısız ilk insandan bu yana değişmeden gelen süreklilikler de vardır ve zannedildiğinin aksine bunlar değişimden çok daha temel unsurlardır. Bu açıdan baktığımızda insanlık tarihi boyunca kadın, erkek, anne baba rolleri, aile kurumu, mesleki konumlar, aşk, ölüm, kin, şefkat gibi yerleşik duygular her zaman vardır. Bu sahnede oyuncular sürekli değişir ama roller hep aynıdır. İnsan hayatındaki tüm bu süreklilikler modernleşme düşüncesinde gelenek olarak adlandırılıp daha çok tutucu, gelişmeleri engelleyen kalıplara hapseden ve değişime karşı bir kavram olarak sunulur. Değişmeler kaçınılmaz, hep vardır, olmalıdır ama değişme nötr bir kavramdır gelişmeyle, ilerlemeyle eşdeğer değildir. O halde geldiğimiz noktada değişimimizi ve gittiği yönü sorgulamalıyız. Değişim toplumun yararına ve doğru yönde bir değişim mi? Modernleşme teorilerinin dayattığı gibi alternatifsiz mi? “Daha iyi nasıl olabilir?” “İyi olan, doğru olan nedir?” diye düşünmediğimiz, sorgulamadığımız sürece hazır verilen modellerin milim dışına çıkmayı aklımızdan bile geçirmediğimiz sürece bunu göremeyiz. Hayatı sürekli ve kıyasıya mücadele gerektiren acımasız bir yarış olarak gören bir zihniyetle, maddi kazanç elde etme hedefiyle, sadece mesleki eğitim görmek maalesef yaşadığımız toplum için genel bir anlayışa dönüşmüştür. Hırsların, menfaatlerin temini için veya en zararsız şekliyle zaman geçirmeye yarayan hobiler için yapılan eğitim bizi birey olarak da toplum olarak da doğru ufuklara taşımaz. Yaşadığımız çağda modern çevreleme ve iletişim araçları o kadar yoğun, güçlü ve kuşatıcı ki insanlar farkına bile varmadan bu etkin difüzyonun baskısı altında kalıyor. Hatta bilinçsizce aktif taşımacısı oluyor. Bu kuşatmanın olumsuz yönlerinden kaçınıp özgün bir medeniyet ve mutlu bir birey için sürekli ve mana ile dengelenmiş eğitime ihtiyacımız var. 409 �Eğitimin amacı “daha başarılı, mutlu, özgüven sahibi, kendisiyle barışık, çevresine faydalı, verimli, huzurlu, üretken, inançlı, ahlaklı bireyler yetiştirmek” olmalıdır. Ancak ilkeli eğitim amacına ulaşmak için insanın hem aklını, hem gönlü doyurmalı bunun için de mutlaka bir değer sisteminden güç almalı ve kültürel temellere dayanmalıdır. Eğitimde Başarı İnsanı iyi eğitebilmek veya eğitememek bir toplumun kaderini ve geleceğini bilirler. Bu sebeple eğitim çok önemli, bir o kadar da zor bir ilimdir, hele bizim gibi nüfusunun yüzde 26,4'ü 0-14 yaş grubunda olan genç nüfusa sahip bir ülkede. Eğitimde başarıyı etkileyen aile, okul, yetenek, zekâ, çevre gibi temel unsurlar vardır. Kişinin başarısında öncelikle ailelerin yaklaşımı önemlidir. Bazı ebeveynler çocuklarının kendileri gibi başarılı olabilmeleri için veya kendi yapamadıklarını başarmaları için çırpınıp dururlar, büyük fedakârlıklar yaparak ne olursa olsun okusun isterler. Ancak çocukları beklentilerini karşılayamadığında onun yeteneksiz olduğunu düşünürler. Özellikle “Çocuğumuz mutlaka bir üniversite okusun, diploması olsun” veya “üniversite eğitimi hayata dair her şeyi kazandırır” gibi düşünceler çocukların hayatları boyunca yapamayacakları işlerin peşinden koşup başarısız ve mutsuz olmalarına neden olmaktadır. Bu sebeple çocukları yeteneği olmayan alanlara zorlamak veya yetenekli oldukları alanlarda engellemek başarısızlıklar doğurur. Unutmamak gerek ki, insanların bir kısmının elbette çok daha kalifiye ve yetenek gerektiren işleri olacaktır ve bazı kişiler mutlaka diğerlerine göre daha iyi şartlarda yaşayacaklardır ancak bunu kabullenmeyen insanlar hiçbir zaman ulaşamayacakları bu yerlere göz dikerek sadece zaman ve enerji kaybedeceklerdir. Altın pencereli ev masalındaki gibi insanlar elindekinin kıymetini bilip değerlendirmek yerine hep kendilerinde olmayana özenir, imrenir. Bu noktada ailenin çocuğu tanıması ve onunla sağlıklı diyalogu önemlidir. Hepimiz çocuklarımızı tanıdığımızı sanırız, ama nelerini tanırız, nelerini biliriz? Bir anne baba, çocuğunun hangi yemekleri sevdiğini, okuldaki dersler durumunu bilir de çocuğunun hayal kırıklıklarını bilir mi, gelecekten neler beklediğini, tutkularını, özlemlerini, korkularını, kaygılarını, kendisi hakkında neler hissettiğini bilir mi? Çağımızda yeni teknolojiler ve eğlence endüstrisi aile yapısını etkiliyor, değiştiriyor, ergen çağındaki gençler daha çok yalnızlık içinde kalıyor. Evlerimizdeki televizyonlar, bilgisayarlar, internet, giderek herkesin kendi beğenilerine, kendi değerlendirmesine dayalı "tekil uğraşlara" dönüşerek aile ilişkilerini zayıflatıyor. Bu durum giderek artan oranda bireyin yalnızlaşmasına ve aile üyelerinin birbirine yabancılaşmasına yol açıyor. Teknoloji ve iletişim araçları ile karakteri oluşmadan, hayatı tanımadan, bir değer sistemiyle güçlenmeden, tavrının, duruşunun, tutumunun, beklentilerinin ne olduğunu bilmeden karşısına çıkan erişimi kolay malumata boğulmuş bir bilgi ile karşılaşan gençler maalesef gafil avlanıyor. Denetimsiz, sorumsuz, değer ve kural bilmeyen bu körleştiren bilgi gençlerin coşkusuna, heyecana hitap ederek onun içindeki ateşi körüklüyor, kahramanlarını büyük ölçüde değiştiriyor ve ona "çıkar dünyasının", "şiddet ortamlarının", "hızlı zenginlerin" içinden yeni örnekler sunuyor. Buralardan gelen yoğun etkiler gençlerin inançlarını, çevrelerini ve -ailelerin geçmişten gelen değerleriyle çok farklı- yeni sosyal değerlerini oluşturmaktadır. Bu yolla aktarılan günümüzün yeni dünya düzeni değerleri rekabetçi yarışma ortamında "ne yolla olursa olsun, kimin olursa olsun sahip çıkma", "üstün olma" vb. fırsatçı, bencil yaklaşımlarla ortaya çıkmaktadır. Görüldüğü gibi ailenin birey üstündeki rolünü sınırlayan teknolojinin çocuk ve gençlere etkisi büyük ölçüde olumsuz olmaktadır. Okulun eğitim sistemdeki yeri ve önemi büyüktür. Sadece mesleki eğitim almak için gereken öğretim süreci hayatın ortalama yirmi yılını, yani en güzel, en verimli gençlik çağlarını kapsar. Ama eğitim için okul yeterli bir şart değildir, çünkü okulu başarılı yapan şeyler yalnız para ve onunla satın alınan veya yaptırılan güzel binalar, kaliteli eğitim teknolojileri değildir. Eğitim binalar kadar binaların dışında da verilir çünkü. Aslında toplumun kendisi bizzat eğitici bir faktördür. İnsanlar, eğitimlerinin çoğunu burada alır. Ancak eğitilmiş olan bir toplum, bireylerini eğitebilir. O halde "Eğitim, okulun eseri değildir. Okuldan ziyade toplumun içinde elde edilmesi gereken ve insanın kendinde mevcut faziletlerin eseridir" denilebilir. Eğitimde yaklaşımlar ve yöntemler önemlidir. Nitekim hiçbir zaman tek bir öğretim yöntemi yoktur. Geleceği yaşayacak yarının büyüklerini yetiştirmeyi hedef alan ülkelerin dünya çapında başarılı olmalarını sağlayacak ve onları geleceğe taşıyacak eğitim sistemi nasıl olmalıdır? Bu konuda yapılan araştırmalarda tarihi planda başarılı olmuş kurumlar da incelenir ve örnek alınır. Osmanlıyı yüzyıllarca ayakta tutan dinamiklerden olan, dünyada eşine rastlanmayan ve ilk defa Osmanlıların uyguladıkları Enderun Mektebi kısmen Amerika, İngiltere, Almanya ve Japonya gibi ileri ülkeler tarafından uygulanmaktadır. Varlıklarını 21. asra taşıyabilme gayretindeki devletlerin ilham kaynağı olan bu görkemli mirasımıza sahip çıkıp onu yeniden yorumlayarak çok daha verimli bir eğitim sistemi geliştirebiliriz. İnsan çok kompleks aynı zamanda çok değişken bir varlıktır, bu yüzden onu bir eşya veya makine gibi kategorize etmek doğru değildir. Allahın insana vermiş olduğu zekâ ve kabiliyetlerde insanların yüzleri gibi 410 �farklı farklıdır. Yeteneksiz insan yoktur, farklı yeteneklerde insan vardır. Herkes her şeyi yapamaz. İnsanın bu özelliği çoklu zekâ kuramlarıyla açıklanıyor şimdilerde. Bu konuda bireysel ayrıcalıkları gözeten en önemli yöntemlerden biri bireylerin birer birer eğitimidir. Çağları aşıp gelmiş olan bu yöntem yozlaşan toplumda kaybolan bireylerin yeniden tek tek kazanılmasını sağlayabilir. İnsanın en değerli varlık olduğunu düşünürsek ve her insanın başlı başına bir âlem olduğunu kabul edersek, böyle bir gayretin ne kadar gerekli ve önemli olduğu ortaya çıkar. Geniş kitleleri hedef alma, bireyin eğitiminde sanıldığı kadar faydalı ve kalıcı değildir. Bu bağlamda toplu mekânlar ve kalabalık ortamlar, eğitim adına verimin ve kalitenin göstergesi olamaz. İnsanın yetişmesinde kilit nokta saygıdır; farklılığına saygı, fikirlerine saygı, hayallerine saygı göstermek gerekir. Eğitimde başarı için kişinin yeteneğine, cinsiyetine, yaşına, ilgilerine, kapasitesine göre yönlendirilmesi ve sevdiği alanda uğraşması gerekir. Eğitimin her kademesinde kesintiye uğramadan yürütülecek çalışmalar, öğrencilerin özgün düşünce güçlerini ortaya çıkaracak, onları kalıplara sokmayacak, özgürce kendilerini ifade edebilecekleri şekilde olmalıdır. Öğrencilere beyinlerini bir sürü bilgi ile doldurmak yerine çocuğu görmeye, aramaya, sormaya, denemeye, sonuçlandırmaya alıştırmalı ve toplumda, hayatlarında kullanabilecekleri bilgileri vermelidir. Burada temel soru şu olmalı; başarı nedir? Para kazanmak mı, şöhret olmak mı, kariyer mi? Beklenen nedir, eğitim mi etiket mi? Temele hırslar, menfaatler, sadece maddi kazanç elde etme hedefi konursa sonuç ne olur? Topluma ve ülkeye hizmet etmek veya iyi insan olma hedefi ile inanarak, severek, kafa yorarak, çilesini çekerek, azimle çalışmak kişiyi başarıya taşır. Zira dehanın % 90’ı çalışmaktır. Bu hedeflerle ömür boyu sürecek bir eğitim anlayışı bireysel gelişme sürecinde; insanın hayatın anlamını kavramasını, gerekli ve gerçek bilgiye ulaşmasını, birikimlerini hayata aktarmasını sağlar. Bireye yaşama sevinci verir, hayatına bir amaç, heyecan verir. Farklı yaşlarda ve dönemsel değişimlerle kişi olgunlaştıkça ihtiyaç duyduğu değişik bilgiler edinir, bu sayede hayatın rutinleşmesini, kişinin rehavete düşmesini engeller. Toplumsal gelişme sürecinde; bilginin, kültürün, değerlerin nesilden nesile aktarımla kuşaklar arası bağları ve model olma yoluyla toplumsal bağları güçlendirir. Toplumsal yozlaşmayı önler, medeniyet seviyesini yükseltir. Ömür Boyu Eğitim Verim ve başarı için sadece hayatın bir döneminde ve sadece okullarda veya kurumlarda alınan bilgi eğitim olarak yeterli olmaz, bu eğitimin sürekliliği, değişen şart ve ihtiyaçlara göre yenilenmesi de elzemdir. İnsanın kendini geliştirmesi çok önemlidir ve öğrenmenin sınırı yoktur ve bence en kalıcı ve etkili eğitim görkemli binalarda, en süslü sözlerle, en meşhur hocalarla verilenler değil, verenin bildiğini hissettiğini gönülden inanarak aktardığı eğitimdir. Bilmek aklın ihtiyacıdır ruhun ihtiyacı değil. Ruhun ihtiyacı hissetmektir, inanmaktır, sevmektir. Bu sebeple eğitimin muhakkak manalandırılması ve ahlaki bilgelikle beslenmesi gerekir. Dengeli, yeterli, sürekli beslenme diyebiliriz buna ve ancak bu dengeyle hakikate ulaşabiliriz. Toplum olarak en büyük şansımız ise bu tarz eğitim anlayışının kültür kodlarımızda ve inanç sistemimizde çok derin olarak kayıtlı olmasıdır. Başta ilk kelimesi “oku” olan kutsal kitabımız olmak üzere bizim inanç sistemimiz insanı sürekli ilme, eğitime ve kendini geliştirmeye teşvik eder. Peygamberimiz beşikten mezara ilim öğrenmeyi öğütler, çünkü insanın kendini keşfi ömür boyu sürer. Yunus Emre’nin dizeleriyle: İlim ilim bilmektir, ilim kendin bilmektir Sen kendini bilmezsin, ya nice okumaktır Aslında okumak, ilim değil en zoru bu kendin bilmek. Bir öğreti, bir öğüt, bir vecize, bir hikmet olarak neredeyse varoluş kadar eski "Kendini bil!" düsturu çok uzun dönemlerden beri farklı dillerde ve medeniyetlerde söylenegelmiştir. Kendini bilmek kendini tanımak demektir. İnsanın kendisini bilmesi için sadece anatomisini, duygularını, ihtiyaçlarını, zaaflarını önyargılarını ve tutumlarını bilmesi yetmez. Şuurunu, hissini, iradesini bilmesi de yetmez. İnsanın kendini bilmesi bunlarla birlikte hergün kendini farklı bir nazarla yeniden okuması, sürekli kendisini yeniden tanıması demektir. Çünkü insan bir fotoğraf gibi tek bir karede tespit edilebilen bir varlık değildir. Dolayısıyla kendini bilmek durağan bir olgu değil, her an yeni bir bilmeyi gerektiren dinamik bir süreçtir. “Okunacak en büyük kitap insandır” der Hacı Bayram Veli. Gerçekten de daima değişen, tekrar tekrar okunması gereken, her seferinde başka şeyler söyleyen, çok karmaşık bir kitaptır insan. Hz. Muhammed bu nasihati bir aşama daha ilerletip şöyle der: “Kendini bilen Rabbi'ni bilir". Yunus Emre’de bu minvalde dizelerine şöyle devam eder; Okumaktan mana ne, kişi Hakkı bilmektir Çün okudun bilemedin, ha bir kuru emektir Baştan Hakk’ı bilmek bir mucize gibi kişiyi çok boyutlu bir bilme ve görme potansiyeline ulaştırıyor. Çünkü Hakkı bilmek kişiye bir yol haritası çiziyor. Hem öznel hem nesnel bilgiye sahip olmasını sağlıyor. Kendini bilme yolculuğunda insanın nereden gelip ne yaptığı ve tekrar nereye gideceği öğretiyor. 411 �Kendini bilmek; hakikati arama yolunda kişinin ibret nazarıyla bakmayı, kendini kontrol etmeyi, düşünce ve hareketlerinin sorumluluğunu üstlenmeyi bilmesi, kısaca kendini terbiye etmesidir. Kendini bilmeyen, hatta aramayan kişi hayatını boşa geçirmiş, bir eser verememiş ve kendini gerçekleştirememiştir. Kendini bilmek, haddini de bilmektir, aynı zamanda kıymetini de bilmektir. “Sen, kendini ufak bir nesne sanırsın, hâlbuki sende koca bir âlem dürülmüştür.” der Hz. Ali. Hayat okulunda başlıca görevimiz olan kendini bilme çabası süreklilik, cesaret, mücadele gerektiren, eline, beline, diline sahip olmayı da içeren çok çetin bir yoldur. Zorlu, zengin, sabır ve sebat gerektiren ama sonuçları mükemmel, sırlarla ve sürprizlerle dolu, maceralı bir seyahat gibi. Biz adına hayat diyoruz ve çok azımız bu boyutuyla farkına varıp yaşıyoruz. Kolay olmadığı kesin bu yolculukta günümüz insanı refaha ve rehavete düşmüş, bu amaçlardan uzaklaşmış görünüyor. Bu sebeple kendini bilme gayretinden gafil olduğundan beri toplum birçok şeyi kaybetti, bu şeyler adlarını manalarını ve hayata kattıklarını da alıp gidiyorlar. Haslet, hikmet, edep, meziyet, nezaket, zerafet, vekar, iz’an, dirayet, fazilet, asalet, metanet, vefakârlık gibi. Bunlar olumsuz gelişmeler gibi görünse de gençlerin, çocukların olduğu her yerde ümitte vardır, bu yüzden ben geleceğe ümitle ve çocukların gözlerindeki sevgiyle bakıyorum. Kendimizi bilmek dileğiyle. 412 � 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. 431 Title A name given to the resource Sürekli ve Verimli Eğitimin Bireysel ve Toplumsal Gelişmeye Katkısı Author Author ÖZKEÇECİ, Şule Bilge Abstract A summary of the resource. Bu tebliğde bireylerin ve toplumun dünyaya bakış açısını kültürünü inançlarını ve yaşam tarzını belirleyen ve sosyalleşmesini sağlayan eğitimin amacının ve sürekliliğinin önemi vurgulanacaktır. İnsanın karakterini, davranışlarını, başarılarını, kısaca tüm hayatını etkileyen en temel iki unsurdan biri doğuştan gelen kabiliyet ve özellikleri, diğeri eğitimle kazandıklarıdır. Öğretimden farklı, daha kapsamlı, değer yüklü bir terbiye yöntemi olan eğitim genel anlamıyla insan hayatındaki farklı disiplinleri düzene sokan, insan hayatında kalıcı davranış değişikliklerine neden olan işlevsel bir süreçtir ve anne karnındayken başlar, ölüme kadar devam eder. İnsandaki enerjiyi, keşfetme, üretme isteğini bir yere kanalize etme eğitimle olur. Burada önemli olan bu enerjinin doğru alana yönlendirilmesidir. ayatı anlamlandıran, mana katan eğitimin amacını belirlemek asıldır. Bilmek; neyi bilmek, niye bilmek? Bu sorulara verilen cevaplar eğitimin muhtevasını belirleyecektir. Günümüz dünyasında her düzen eğitim sistemlerini yenileme ve gözden geçirme ihtiyacı duyan devletler en iyi okulları ve eğitim sistemlerini araştırıyor, kendi çıkarlarına uygun bir “eğitilmiş insan modeli” tasarlamaya çalışıyor. Hayatı sürekli ve kıyasıya mücadele gerektiren acımasız bir yarış olarak gören bir zihniyetle, maddi kazanç elde etme hedefiyle sadece mesleki eğitim görmek maalesef yaşadığımız toplum için genel bir anlayışa dönüşmüştür. Hırsların, menfaatlerin temini için veya en zararsız şekliyle zaman geçirmeye yarayan hobiler için yapılan eğitim bizi birey olarak da toplum olarak da doğru ufuklara taşımaz. Eğitimin amacı “daha başarılı, mutlu, özgüven sahibi, kendisiyle barışık, çevresine faydalı, verimli, huzurlu, üretken bireyler yetiştirmek” olmalıdır. Ancak ilkeli eğitim amacına ulaşmak için mutlaka bir değer sisteminden güç almalı ve kültürel temellere dayanmalıdır. Bu hedeflerle ömür boyu sürecek bir eğitim anlayışı bireysel gelişme sürecinde; insanın hayatın anlamını kavramasını, gerekli ve gerçek bilgiye ulaşmasını, birikimlerini hayata aktarmasını sağlar. Bireye yaşama sevinci verir, hayatına bir amaç, heyecan verir. Farklı yaşlarda ve dönemsel değişimlerle kişi olgunlaştıkça ihtiyaç duyduğu değişik bilgiler edinir, bu sayede hayatın rutinleşmesini engeller. Toplumsal gelişme sürecinde; bilginin, kültürün, değerlerin nesilden nesile aktarımla kuşaklar arası bağları ve model olma yoluyla toplumsal bağları güçlendirir. Medeniyet seviyesini yükseltir. Toplumsal yozlaşmayı önler. İyi insan olmayı hedefleyen kişinin talebeden birey, aktif öğrenici olması, alıcı, seçici ve istekli olması eğitimcileri de değiştirir, yönlendirir, daha verimli, gayretli, donanımlı olmaya teşvik eder. Yaşadığımız çağda modern çevreleme ve iletişim araçları o kadar yoğun, güçlü ve kuşatıcı ki insanlar farkına bile varmadan bu etkin difüzyonun baskısı altında kalıyor. Hatta bilinçsizce aktif taşımacısı oluyor. Bu kuşatmanın olumsuz yönlerinden kaçınıp özgün bir medeniyet ve mutlu bir birey için sürekli, mana ile dengelenmiş eğitime ihtiyacımız var. Toplum olarak en büyük şansımız ise bu tarz eğitim anlayışının kültür kodlarımızda ve inanç sistemimizde çok derin olarak kayıtlı olmasıdır. Bu tebliğde genel olarak verimli ve başarılı sonuçlar için eğitimin amacının ve sürekliliğinin önemine dikkat çekmek istiyorum. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed L Education (General) https://omeka.ibu.edu.ba/files/original/42f2555200b2af67008aae66d9efed8a.docx 67e89711c1b4054f3ac034eea01dd2db https://omeka.ibu.edu.ba/files/original/b2fe5803653445eeed80b16de29c9593.pdf 532451cdab6fae6ecf6de1f007387f3a PDF Text Text SÜRELİ ÇOCUK YAYINLARINDA EDEBİ TÜRLERİN DAĞILIMI Mustafa Said KIYMAZ / Çetin YILDIZ / Necati KIYMAZ Adıyaman Üniversitesi, Adıyaman / Türkiye - Yüzüncü Yıl Üniversitesi, Van / Türkiye Anahtar Kelimeler: Çocuk dergileri, edebi türler. ÖZET Türkiye’de modern anlamda çocuk edebiyatının gelişimi Tanzimat yılları ile başlamaktadır. Bu dönemde Batı kökenli birçok tür edebiyatımıza girmiş, sanatçılar bu yeni türleri gerek eski konularla gerekse yeni konularla birlikte kullanmışlardır. Tanzimat döneminde yaygınlık kazanan süreli yayınlar, özellikle yeni fikirlerin halka aktarılmasında önemli işlevler yüklenmişlerdir. Dünyada yayımlanan ilk çocuk dergisi olarak kabul edilen “Lilliputian Magazine” adlı dergi John Newbery tarafından 1751 yılında İngiltere’de çıkarılmıştır. Bizde ise ilk çocuk dergisi, aynı adla yayımlanan bir gazetenin eki olarak verilmeye başlanan “Mümeyyiz” adlı dergidir. 1869’da Sıtkı Bey tarafından çıkarılan bu dergi, didaktik yapısıyla ön plana çıkmaktadır. Yıllar içerisinde değişim gösteren Türk çocuk dergiciliği sosyal hadiselerden ayrı düşünülemez. Cumhuriyet’in ilanından sonra 1928’den itibaren yeni harflerle yayın hayatlarına devam eden bu dergiler, Cumhuriyet’in ilk yıllarında devrin öngördüğü çocuk modelinin yetiştirilmesi için araç işlevi görmüşlerdir. Yine tarihi süreç içerisinde yaşanan sosyal hadiselerin, demokratik düzene yapılan müdahalelerin yansımalarına dergilerde rastlamak mümkündür. Türkiye’nin Amerika ile ilişkilerini sıklaştırdığı 1950’li yıllardan itibaren Amerika’dan ithal çizgi romanlar çocuk dergilerinin sayfalarını doldurmuştur. 1970’li yılların sonlarında Kıbrıs sorunu ile yükselen milliyetçilik duyguları da devrin dergilerine etki etmiştir. Çalışmada, 2011 yılında yayımlanmış çocuk dergilerinden beş adedinin ilk iki sayıları incelemeye tabi tutulacaktır. Bu dergiler: TRT Çocuk, Türkiye Çocuk, Diyanet Çocuk, Gonca ve Birdirbir adlı dergilerdir. Tarama modelinde betimsel bir yaklaşım benimsenerek gerçekleştirilen bu araştırmada doküman incelemesi yöntemi kullanılmıştır. Tarama modelleri, geçmişte ya da halen var olan bir durumu var olduğu şekliyle betimlemeyi amaçlayan araştırma yaklaşımlarıdır. Araştırmaya konu olan olay, birey ya da nesne kendi koşulları içinde ve olduğu gibi tanımlanmaya çalışılır. Çalışmaya konu olan dergi sayılarının tümü temin edilmiştir. Bu dergiler taranarak dergi içeriğindeki türler bir tasnife tabi tutulmuştur. Bu çalışmada 2011 yılında yayın hayatını sürdüren beş dergi, betimsel analiz metoduyla incelemiştir. � https://omeka.ibu.edu.ba/files/original/048bb019e45c9a1ad3cc74c17925e850.docx d07a318ced6a8ce13269be2dc1c5ff8a https://omeka.ibu.edu.ba/files/original/b67ebf5aadce1cccf99c7e646d3aba8a.pdf 91ad31b1a9816f3d0ca708aa8ad11173 PDF Text Text SÜRELĠ ÇOCUK YAYINLARINDA EDEBĠ TÜRLERĠN DAĞILIMI Mustafa Said KIYMAZ1 Necati KIYMAZ2 Çetin YILDIZ3 Özet Çocuk edebiyatı türlerinin birden fazlasını bünyesinde barındırması açısından diğer türlerden ayrılan çocuk dergileri, güncel olaylara ve çocuğa rol model olabilecek ünlü ve başarılı kişilerle yapılan söyleşi ve röportajlara yer vermesi ile okurlarına eğlenceli şekilde edebiyatı sevdirmektedir. Çalışmada, 2011 yılında yayımlanmış çocuk dergilerinden beş adedinin ilk iki sayıları incelenmiştir. Bu dergiler: TRT Çocuk, Türkiye Çocuk, Diyanet Çocuk, Gonca ve Birdirbir adlı dergilerdir. Çalışmaya konu olan dergi sayılarının tümü temin edilmiştir. Bu dergiler taranarak dergi içeriğindeki türler bir tasnife tabi tutulmuştur. Bu çalışmada 2011 yılında yayın hayatını sürdüren beş dergi, betimsel analiz metoduyla incelenmiştir. Anahtar Kelimeler: Çocuk dergileri, edebi türler LITERAL GENRES IN CHILDREN’S MAGAZINES Abstract Turkish juveline magazines should think with the social events in Turkey. After the declare of the Republic (1923) since 1928 the magazines published with the new alphabet. At the first years of the Republic, the magazines worked to grow up a idealized Republic child. In the magazines, reflection of military coups can be seen. In 1950s comics are appeared in the juveline magazines. It’s caused by close relationship between Turkey and United States of America. In 1970s because of Cyprus War when the nationalizm rised in Turkey, juveline magazines published the stories of old heros and some historical events. In nowadays Daily events and feelings of the public can be seen in the magazines. In this paper five of juveline magazines which published in 2011 in Turkey examined. These magazines are: TRT Çocuk, Diyanet Çocuk, Türkiye Çocuk, Gonca and Birdirbir. 1 AraĢtırma Görevlisi, mkiymaz@adiyaman.edu.tr 2 3 Adıyaman Üniversitesi Eğitim Fakültesi Türkçe Eğitimi Bölümü, Okutman, Yüzüncü Yıl Üniversitesi, Türk Dili Bölümü, kiymazn@mynet.com AraĢtırma Görevlisi, Adıyaman Üniversitesi Fen Edebiyat Fakültesi Türk Dili ve Edebiyatı Bölümü, cyildiz@adiyaman.edu.tr �Key Words: Children’s magazine, literal genres. 1. GĠRĠġ 1.1. Süreli Çocuk Yayınlarının GeçmiĢine Kısa Bir BakıĢ Türkiye’de modern anlamda çocuk edebiyatının gelişimi Tanzimat yılları ile başlamaktadır. Bu dönemde Batı kökenli birçok tür edebiyatımıza girmiş, sanatçılar bu yeni türleri gerek eski konularla gerekse yeni konularla birlikte kullanmışlardır. Tanzimat döneminde yaygınlık kazanan süreli yayınlar, özellikle yeni fikirlerin halka aktarılmasında önemli işlevler yüklenmişlerdir. Dünyada yayımlanan ilk çocuk dergisi olarak kabul edilen “Lilliputian Magazine” adlı dergi John Newbery tarafından 1751 yılında İngiltere’de çıkarılmıştır. Bizde ise ilk çocuk dergisi, aynı adla yayımlanan bir gazetenin eki olarak verilmeye başlanan “Mümeyyiz” adlı dergidir. Sıtkı Bey tarafından çıkarılan bu dergi, didaktik yapısıyla ön plana çıkmaktadır. Yine Mümeyyiz’e yakın yıllarda 1876’da “Arkadaş” adıyla bir dergi çıkaran Mehmed Şemsettin, çıkardığı derginin çocuklara yönelik bakış açısını şu şekilde açıklamıştır: “Size söyleyeceğim şeyleri daima böyle lakırdı eder gibi söyleyeceğim. Ta ki okuduğunuzu kendi kendinize anlayabilesiniz. Yazacağım şeylerse asla can sıkmaz. Sizi hem eğlendirir, hem de size fayda verir. Bu sebebe mebnidir ki gazetemin ismini arkadaş koydum.”(Enginün, 1983: 124). O dönemde çıkan her derginin dili çocuklar için uygun değildir. Dergilerin genelinde yer alan ve devlet büyüklerinin övüldüğü sayfalarda bu dil daha da ağırlaşmaktadır. Çocukları hedef kitle olarak düşünen bu süreli yayınlar devamlılık noktasında sıkıntılar yaşamışlardır. Okay (1999) eski harfli 50 çocuk dergisini incelediği çalışmasında bu konuda bilgiler vermektedir. Örnek olarak Hazine-i Etfal’in tek sayısı mevcuttur. Sadakat altı sayı, Etfal on altı sayı, Arkadaş on üç sayı sayı, Aile üç sayı, Çocuklara Arkadaş on iki sayı, Vasıta-i Terakki dört sayı yayımlanabilmişlerdir. Bu örnekleri çoğaltmak mümkündür. 18691928 yılları arasında yayımlanan eski harfli çocuk dergileri arasında en uzun ömürlü olanı 626 sayısı bulunan Çocuklara Mahsus Gazete adlı dergidir. Bu dergi 1896-1908 yılları arasında yayımlanmıştır. Okay (1999)’a göre bu dergi Osmanlı çocuk dergiciliğinin ulaştığı zirvelerden biridir. Kür (1991)’ün tespitlerine göre bu dergi her sayısının ilk yazısını devrin padişahını övmeye ayırmış, bu konuda diğer dergileri geride bırakmıştır. Dönemin sansürüne maruz kalmayıp uzun yıllar aralıksız çıkmasında bu durumun etkili olduğu ileri sürülebilir. Bu dönemde yayımlanan bir diğer uzun ömürlü dergi Çocuklara Rehber’dir. 1897-1900 yılları �arasında yayımlanan derginin çıkış yeri Selanik’tir. 166 sayısı mevcuttur. Balcı (2008: 187)’ya göre yayımlandığı yıllarda, başkent İstanbul’un dışında da olsa belirli bir kalite seviyesini tutturabilen bu dergi ait olduğu Selanik ve civarı ile bütünleşmiş; çoğu öğretmen olan yazarlarının gayretleriyle okuyucularına rehber olmuştur. Yıllar içerisinde değişim gösteren Türk çocuk dergiciliği sosyal hadiselerden ayrı düşünülemez. 1923’te Cumhuriyet’in ilanından sonra 1928’e kadar eski harflerle yayın hayatına devam eden çocuk dergileri, bu tarihten itibaren yeni harflerle yayımlanmaya başlamışlardır. Cumhuriyet’in ilk yıllarında çocuk dergileri, devrin öngördüğü çocuk modelinin yetiştirilmesi için araç işlevi görmüşlerdir. 1936 yılında haftalık olarak yayımlanmaya başlayan Yavrutürk dergisi haftalık olarak 1942’ye kadar devam etmiş ve bu zaman dilimindeki dergilerin toplamı 12 cilde ulaşmıştır. Yine aynı adla 1947, 1957 ve 1961 yıllarında da Yavrutürk dergisine rastlanmaktadır. En son 1976-77 yıllarında MEB tarafından İleri Yavrutürk adıyla çıkarılan bir dergi daha kayıtlara geçmiştir. 1945’de Yapı Kredi Bankası tarafından Türk çocuk dergiciliğinin en uzun soluklu ve en çok ses getiren dergilerinden biri yayın hayatına başlamıştır. Doğan Kardeş adlı bu dergi 1978’de kapanmış, 1988’de ise yeniden yayımlanmaya başlamıştır. Günümüzde ise aynı adla bir çizgi roman dergisi olarak yayın hayatına devam etmektedir. Tarihi süreç içerisinde yaşanan sosyal hadiselerin, demokratik düzene yapılan müdahalelerin yansımalarına dergilerde rastlamak mümkündür. Türkiye’nin Amerika ile ilişkilerini sıklaştırdığı 1950’li yıllardan itibaren Amerika’dan ithal çizgi romanlar çocuk dergilerinin sayfalarını doldurmuştur. 1960’lı yıllarda Harbiyelileri öven şiirlere çocuk dergilerinde rastlamak mümkündür. 1970’li yılların sonlarında Kıbrıs sorunu ile yükselen milliyetçilik duyguları da devrin dergilerine etki etmiştir. Günümüzde de yaşanan olaylar ve toplumun hisleri çocuk dergilerinde yansımalar şeklinde yer bulmaktadır. Çocuk edebiyatı türlerinin birden fazlasını bünyesinde barındırması açısından diğer türlerden ayrılan çocuk dergileri, hikâye, masal ve şiir gibi bilinen türlerin yanında güncel olaylara ve çocuğa rol model olabilecek ünlü ve başarılı kişilerle yapılan söyleşi ve röportajlara yer vermesi ile okurlarına eğlenceli şekilde edebiyatı sevdirmektedir. Çalışmada, 2011 yılında yayımlanmış çocuk dergilerinden beş adedinin ilk iki sayıları incelemeye tabi tutulacaktır. Bu dergiler: TRT Çocuk, Türkiye Çocuk, Diyanet Çocuk, Gonca ve Birdirbir adlı dergilerdir. �1.2. Edebi Tür Kavramı Edebiyat sahasında ortaya konan eserlerin ortak yönleri, özellikleri göz önünde bulundurularak yapılan sınıflandırma sonucu ortaya çıkan neviler olarak adlandırılabilen tür kavramı, diğer bir ifadeyle, edebiyat ürünlerinin belli özellikleri dikkate alınarak yapılan tasnifler sonucu ortaya çıkan yazı/metin çeşitleri olarak da düşünülebilir. (Karataş, 2005: 489). Edebi türler, değişmeyen yazı kalıpları değildir. Toplumda zamanla meydana gelen değişmeler edebiyata da yansır. Edebi türler de değişen zamanın ihtiyaçlarına cevap verecek nitelikte ve çeşitlilikte değişime uğrar (Aytaş, 2006). Çocuk okurlar, hikâyedeki model bir tipten, gezi yazılarındaki doğal güzelliklerin cazibesinden; hayatın gerçekliğini yansıtan bir anıdan, şiirdeki duygu yoğunluğundan etkilenebilir, bunların birinde kendini bulabilir (Çeçen ve Çiftçi, 2007). Çocuk dergileri, çocukların bu türleri tanıması ve hepsinin zevkine varması için uygun yayınlardır. 1.3. Ġncelemeye Konu Olan Yayınlar Bu başlık altında araştırmaya konu olan 5 adet çocuk dergisi hakkında kısa bilgiler verilecektir. Yayıma başlangıç tarihleri, ortaya çıkış amaçları, hedef kitlesi gibi konulara değinilecektir. 1.3.1. Türkiye Çocuk 15 Kasım 1981 yılında yayım hayatına haftalık sayılarla başlayan ve Şaban Cibir tarafından yazı işleri müdürlüğü yürütülen dergi, 1999 yılından itibaren aylık olarak çıkmaya başlamış ve yazı işleri müdürlüğü bu tarihten itibaren M. Sırrı Arvas’a geçmiştir (Kırış, 2007:48). Ocak 2011 sayısı derginin çıkardığı 1008. sayıdır. Derginin internet adresinde derginin ortaya çıkış amacı ile ilgili bazı bilgiler verilmektedir. Bu amaçlar şu başlıklar altında toplanabilir: ideal çocuk yayıncılığı yaparak çocukların eğitimlerine katkıda bulunmak, çocuklara okuma alışkanlığı kazandırmak, sosyal ve kültürel alanlarda çocukların gelişmesini sağlamak, bilgiyi eğlenceye dönüştürerek vermek, çocuklarımızı milli ve manevi değerlerimize uygun şekilde yetiştirmek. 1.3.2. Gonca �Gonca dergisi 2002 Mayıs ayında okurlarıyla buluşmuştur. Yazı işleri müdürlüğünü Eyüp Özdemir yürütmektedir. Ocak 2011’de derginin ulaştığı toplam sayı 105 olmuştur. Derginin çıkarılma amacı ve yayın çizgisiyle ilgili derginin 2008 yılındaki yazı işleri müdürü Murat Kaya’nın yazısından (Kaya 2008) faydalanmak mümkündür: a. Gonca dergisinde yayımlanan yazıların milli ve manevi değerlere uygun bir çizgide olması. b. Yayınlanan yazıların okurların yaş grubuna uygun olması. c. Yazılarda herhangi bir ırk, din, mezhep ayrımı yapılmaması. d. Verilen örneklerin motive edici olması; olumsuz, ümitsizliğe sevk eden örnekler seçilmemesi. e. Türkçenin düzgün kullanımını teşvik etmesi ve bu konuda iyi örnekler vermesi. f. Yayımlanan metinlerin dil zevki kazandıracak yazılar olması. 1.3.3. TRT Çocuk İncelenen diğer dergilere göre TRT Çocuk dergisinin mazisi oldukça yenidir. İlk sayısını Kasım 2010’da çıkaran dergi, TRT Çocuk kanalının yaygınlaşması ve ilgi görmesinin ardından yayın hayatına atılmıştır. Dergi sayfalarında kanalla paralellik gösterecek şekilde kanalın yayın akışı hakkında okurları bilgilendirmeyi amaçlayan bölümler vardır. Kaliteli bir baskıya ve geniş bir hacme sahip olan derginin arkasında TRT gibi köklü bir kurumun olması derginin niteliğini arttıran hususlardandır. Yazı işleri müdürlüğünü Ammar Gündüz yürütmektedir. Ocak 2011 sayısı ile dergi 4. sayısını çıkarmıştır. 1.3.4. Diyanet Çocuk Diyanet Çocuk Dergisi T. C. Başbakanlığına bağlı Diyanet İşleri Başkanlığınca yayımlanan süreli bir yayındır. Dergi aylık olarak çıkmaktadır. Uzun bir geçmişe sahip olan derginin Yazı İşleri Müdürlüğünü Abdülbaki İşcan yürütmektedir. Dergi hedef kitle olarak 7-14 yaş aralığını belirlemiştir (Demiryürek, 2009:38). Bu dergi 1979’dan günümüze aralıksız olarak yayımlanmaya devam etmektedir. Bu istikrarın arkasında güçlü kurumsal desteğin önemli payı vardır. Ocak 2011 sayısı ile dergi 366 sayıya ulaşmıştır. 1.3.5. Birdirbir �Birdirbir, künyesinde kendisini eğlenceli din eğitimi ve kültürü dergisi olarak tanımlamaktadır. Ancak gerek derginin içeriği, gerekse hitap ettiği yaş grubu dikkate alındığında, bu dergiyi çocuk dergisi olarak nitelemek yanlış olmayacaktır. Derginin düzenlediği bir yarışmaya katılım şartı olarak 11 ila 15 yaş aralığında olmayı şart koşması, derginin hedef kitlesi hakkında bir ipucu olarak düşünülebilir. Derginin editörlüğünü Hatice Işılak yapmaktadır. Ocak 2011 sayısı ile dergi toplam 50 sayıya ulaşmıştır. 1.4. Amaç Bu çalışmanın amacı 2011 yılında yayımlanan beş adet çocuk dergisinin ilk iki sayılarında yer alan edebi türleri tespit etmek ve bu edebi türlerin niteliklerini araştırmaktır. Ayrıca dergide yer alan bölüm ve yazılarda dil eğitimine katkı sunan metinler değerlendirilecektir. 2. YÖNTEM Tarama modelinde betimsel bir yaklaşım benimsenerek gerçekleştirilen bu araştırmada doküman incelemesi yöntemi kullanılmıştır. Tarama modelleri, geçmişte ya da halen var olan bir durumu var olduğu şekliyle betimlemeyi amaçlayan araştırma yaklaşımlarıdır (Karasar 2009: 77). Araştırmaya konu olan olay, birey ya da nesne kendi koşulları içinde ve olduğu gibi tanımlanmaya çalışılır. Çalışmaya konu olan dergi sayılarının tümü temin edilmiştir. Bu dergiler taranarak dergi içeriğindeki türler bir tasnife tabi tutulmuştur. Bu çalışmada 2011 yılında yayın hayatını sürdüren beş dergi, betimsel analiz metoduyla incelenmiştir. 3. BULGULAR 3.1. Hikâye Türüne ĠliĢkin Bulgular İncelenen dergilerde hikâye türünün diğer türlere göre fazla sayıda yer alması dikkat çekicidir. Çocuk edebiyatı türleri arasında ilk sıralarda yer alan ve yaygın bir tür olan hikâyeye, Gonca, Diyanet Çocuk ve Birdirbir dergilerinde rastlanmaktadır. TRT Çocuk ve Türkiye Çocuk dergilerinde ise bağımsız olarak hikâye türüne ait metne rastlanmamıştır. Çizgi romanların içindeki metinler hikâye olarak düşünülürse bu dergilerde de hikâye türünden bahsedilebilir. NU. Dergi Adı Metin Adı Yazar Sayı ve Sayfa 1 Gonca Soğuk Bir Kış Günü Ayşe Güllüoğlu Ocak 2011/6-7 2 Gonca Babamın Elleri Nesibe Şahin Ocak 2011/16-17 3 Gonca Ahmet’e Ders Oldu Esma Su Uludağ Ocak 2011/45 �4 Gonca Şifre Yakup Emre Özdemir Şubat 2011/6-7 5 Gonca Kardeş Bayramı Zekiye Çoban Şubat 2011/16-17 6 Gonca Kabak Başıma Patladı Halil Aslantaş Şubat 2011/24-25 7 Gonca Ayşe Öğretmen Şevval Betül Koçak Şubat 2011/53 8 Diyanet Çocuk Dürüst İlker Her Şeyi Çözer Hatice İpek Ocak 2011/14-15 9 Diyanet Çocuk Merve’nin Çalar saati Zekiye Çoban Ocak 2011/16-17 10 Diyanet Çocuk Mis Kokulu Börekler Hatice İpek Şubat 2011/14-15 11 Diyanet Çocuk Sevgi Elleri Zekiye Çoban Şubat 2011/16-17 12 Birdirbir Hayta İle Cemşit-Sen mi Ben Aslıhan Atik Ocak 2011/6-9 Aslıhan Atik Şubat 2011/6-7 mi? 13 Birdirbir Hayta İle Cemşit Hasta mı Yemek mi? 3.2. Masal Türüne ĠliĢkin Bulgular İnsanlık tarihinde en büyük anlatım geleneğini oluşturan masallar, geçmişte atalarımızın yaşadığı dünyanın hayal fotoğrafları gibidir (Şirin, 2007: 23). Dergilerin incelenen sayılarında masal türüne ait altı örneğe rastlanılmıştır. Gonca ve Diyanet Çocuk dergilerinde yer alan masal örnekleri başında tekerlemesi olan, klasik masala daha yakın duran metinlerdir. TRT Çocuk ve Türkiye Çocuk dergisinde yer alan masallar ise başında tekerleme olmayan metinlerdir. Türkiye Çocuk ve Diyanet Çocuk, bu türe ait metinlerin olduğu sayfaları isimlendirirken bu sayfaların masala ait olduğunu vurgulamışlardır. Türkiye Çocuk “Masal” başlığını kullanırken Diyanet Çocuk dergisi “Masal Bahçesi” ismini tercih etmiştir. Masal örneklerinde konuşan hayvanlara ve bitkilere rastlanılmaktadır. NU. Dergi Adı Metin Adı Yazar Sayı ve Sayfa 1 Gonca Koca Bıyıklı Sarımsak Orhan Bilir Ocak 2011/20-21 2 TRT Çocuk Bilge Kuş Berna Kayra Ocak 2011/22-23 3 Diyanet Çocuk Haydi Besmele Çekelim Suzan Çataloluk Ocak 2011/36-37 4 Diyanet Çocuk Güzel Dua Et Mavicik Suzan Çataloluk Şubat 2011/36-37 5 Türkiye Çocuk Ormanın Mutsuz Kralı T. Karabey Ocak 2011/32-33 6 Türkiye Çocuk Alın Teri T. Karabey Şubat 2011/32-33 3.3. Günlük Türüne ĠliĢkin Bulgular Günlük, yazarının önemli gördüğü duygu, düşünce ve olayları, yazıldığı tarihi belirterek kaleme aldığı yazı türüdür. Yardımcı ve Tuncer (2000)’e göre Türk edebiyatında çocukların �düzeyine uygun günlük örnekleri yoktur. Çocuk okurlar büyükler için yazılan örneklerden yararlanmaktadırlar. Çocuk dergilerinde yer alan günlük örnekleri bu açıdan önemli bir boşluğu doldurmaktadırlar. İncelenen dergilerde “Zeynep’in Günlüğü”, “Bir Çocuğun Günlüğü”, Zorbul Zehra’nın Günlüğü” gibi başlıklarla yer alan günlükler, çocukların ağzından yazılmakta ve onların hayal âlemlerine uygun konular içermektedirler. NU. Dergi Adı Metin Adı Yazar Sayı ve Sayfa 1 Gonca Zeynep’in Günlüğü İmzasız Ocak 2011/14-15 2 Gonca Zeynep’in Günlüğü İmzasız Şubat 2011/14-15 3 Diyanet Çocuk Bir Çocuğun Günlüğü Fatma Bayraktar Karahan Ocak 2011/32-33 4 Diyanet Çocuk Bir Çocuğun Günlüğü Fatma Bayraktar Karahan Şubat 2011/32-33 5 Birdirbir Zorbul Zehra’nın Günlüğü-Sitare Neriman Karatekin Ocak 2011/32-33 3.4. Röportaj/SöyleĢi Türüne ĠliĢkin Bulgular Bir yeri, bir sanat dalını yahut sanatçıyı araştırma, inceleme, gezip görme yoluyla tanıtan; ayrıntılı bilgi veren yahut sorgulayan yazılara röportaj adı verilir (Aktaş ve Gündüz, 2005: 179). Dergi sayfalarında yer alan röportajlar, genellikle çocuklar tarafından sevilen şahıslarla yapılmıştır. Özellikle futbol adamlarıyla yapılan röportajlar dikkat çekicidir. NU. Dergi Adı Röportaj Yapılan Meslek Sayı ve Sayfa 1 Gonca Selma Aliye Kavaf Bakan Şubat 2011/30-33 2 TRT Çocuk Kutlukhan Perker Çizer Ocak 2011/16-18 3 TRT Çocuk Beyazıt Öztürk Televizyoncu Ocak 2011/16-18 4 Türkiye Çocuk Emre Belözoğlu Futbolcu Ocak 2011/12-13 5 Türkiye Çocuk Şenol Güneş Teknik Direktör Şubat 2011/22-23 3.5. ġiir Türüne ĠliĢkin Bulgular Azlığı göze çarpan bir tür de şiirdir. Şiir, dergi sayfalarında az yer bulmasına rağmen, çocuk okurlar kendileri için ayrılan sayfalara şiir göndermekten geri durmamışlardır. NU. Dergi Adı ġiir Adı Yazar Sayı ve Sayfa 1 Gonca Ninem Emrah Bilge Merdivan Ocak 2011/24-25 2 Gonca Zaman Necip Fazıl Kısakürek Ocak 2011/60 3 Gonca İstanbul Oldum Yusuf Dursun Şubat 2011/20-21 4 TRT Çocuk Kış Ağacı İbrahim Demirci Ocak 2011/51 �5 Diyanet Çocuk Kur’an’ın Anahtarı Besmele Mustafa Oğuz Ocak 2011/50 6 Diyanet Çocuk Dut Ağacının Misafirleri Esra Serdaroğlu Şubat 2011/8-9 7 Diyanet Çocuk Büyüyünce Vural Kaya Şubat 2011/50 8 Birdirbir Mani İmzasız Ocak 2011/1 3.6. Biyografi Türün ĠliĢkin Bulgular Özellikle hayale dayalı türlerden gerçekçi türlere geçişin gözlendiği yaşlarda çocuklar, yaptıkları işlerle hatırlanan ve saygı duyulan kişilerin yaşam öykülerini merak ederler. Çocukluktan yetişkinliğe geçişte kendilerine uygun modeller arayan çocuğun bu ihtiyacı nitelikli ve seviyesine uygun biyografilerle doğru bir istikamette karşılanmış olacaktır (Kıymaz, 2012: 421). Biyografi türüne sadece TRT Çocuk dergisinde rastlanmıştır. Atatürk’ün çeşitli yönleriyle tanıtıldığı sabit bir bölüm halinde düşünülen sayfa, “Canım Atam” başlığını taşımaktadır. Bu başlık altında Atatürk’ün hayatından ve çevresindeki insanlardan çeşitli kesitler sunulmaktadır. Ocak sayısında Atatürk’ün okuduğu kitaplar konu edilmiş ve okurlara şöyle seslenilmiştir: Kitap okumayı, okuduğu kitaplara notlar düşmeyi hiç ihmal etmemiştir. Özellikle tarih, dil, coğrafya, askerlik, kültür, edebiyat konularında yüzlerce kitap okumuştur. Okuduğu kitaplardan ve yazarlardan bazılarını sizler için araştırdık (TÇ, 4:53). NU. Dergi Adı Tanıtılan KiĢi Yazar Sayı ve Sayfa 1 TRT Çocuk Neyzen Tevfik İmzasız Ocak 2011/32-33 2 TRT Çocuk Atatürk İmzasız Ocak 2011/53 3 TRT Çocuk Barış Manço İmzasız Şubat 2011/51 4 TRT Çocuk Atatürk İmzasız Şubat 2011/53 3.7. Diğer Türlere ĠliĢkin Bulgular Gezi yazıları, mektuplar, fıkralar da dergilerde kendine yer bulmaktadır. İncelemeye konu olan dergilerde bilgi verici yazıların çokluğu göze çarpmaktadır. Bunları gruplamak gerekirse; hayvanları tanıtıcı yazılar, bitkileri tanıtıcı yazılar, teknolojik yenilikleri konu alan yazılar, çeşitli konulara ait şaşırtıcı bilgiler veren yazılar, yemek tarifleri, oyuncak vs. yapımını konu alan yazılar gibi gruplar ortaya çıkacaktır. 3.8. Dilsel Becerilere Katkı Sunan Sayfalar �Hikâye türü ile ilgili, çocuk okurları yazmaya teşvik eden bir sayfaya Gonca dergisinde rastlanmaktadır. “Hikâyemi Yazar mısınız?” adlı sayfada her ay bir resim yayımlanmakta ve okuyuculardan resimle ilgili bir hikâye yazmaları istenmektedir. Geçen haftaki resimle ilgili gönderilen hikâyelerde bir tanesi ise hemen yan taraftaki sayfada yazarının adı ile birlikte yayımlanmaktadır. Gönderilen hikâyelerin hangi esaslara göre değerlendirildiğine dair bir bilgi yoktur. Bu uygulamanın okuyucuları yazma konusunda cesaretlendirdiği ve onlara yeteneklerini sunmak için bir fırsat sunduğu çok açıktır. TRT Çocuk dergisinde, dil eğitimi açısından önemli bir sayfa göze çarpmaktadır. Sevimli Sözlü Tarih adını taşıyan bu bölümde her hafta belirli bir söz ya da deyim ele alınmakta, bu sözün/deyimin anlamı açıklandıktan sonra konuyu destekleyen resimler eşliğinde o sözün/deyimin ortaya çıkış hikâyesi anlatılmaktadır. Bu şekilde bir yaklaşım ile kalıcılık arttırılarak, okuyucuların kelime dağarcığı zenginleştirilecektir. Diyanet Çocuk dergisinde “Dilli Düdük” başlığını taşıyan bir bölüm bulunmaktadır. Bu bölümde bir sayfada atasözü diğer sayfada ise deyim açıklanmaktadır. Atasözü ile ilgili bölümde önce atasözünün anlamı verilip, hangi durumlarda kullanıldığı açıklanmakta, ardından da örnek bir hikâye ile konu pekiştirilmektedir. Deyim bölümünde ise uygun bir hikâye ile deyimin kullanıldığı durumlar göz önüne serilmekte ve okuyucuya bu deyimin ne anlama geldiği açıklanmaktadır. Birdirbir dergisinde, o sayının teması ile ilgili kelime, deyim ve atasözleri göz önüne serilmektedir. Örnek olarak ocak sayısında hırsızlığa yakın kavramlar, mini sözlük, hırsızlık çeşitleri, deyimler sözlüğü, yakın anlamlı kelimeler, atalarımız ne demiş gibi başlıklar vardır. Ayrıca aynı konu ile ilgili bir hadise de yer verilmiştir. 4. SONUÇ Beş adet çocuk dergisinin ikişer sayısının inceleme konusu yapıldığı bu araştırmada, çocuk dergilerinde edebi metinlerin karikatürlere, çizgi romanlara ve salt bilgi veren ansiklopedik �metinlere oranla daha az yer tuttuğu görülmektedir. Kolaycı bir anlayışla sayfaları dolduran karikatürler, genç okurlara edebi zevk vermekten uzaktır. Yine bu karikatürlerden hariç olmak üzere, çeşitli çizgi dizi ve çizgi romanlar da karikatürlerden daha nitelikli olmakla birlikte edebi açıdan sağlam metinlere sahip değildirler. Birdirbir dergisinde tematik bir yaklaşım ilk bakışta dikkati çekmektedir. Belirlenen bir konu, derginin tüm bölümlerinde işlenmiş ve bu açıdan bir bütünlük oluşturulmuştur. Edebi metinler aracılığı ile de belirlenen mesajlar verilmiş; bu şekilde metinler birer araç olarak kullanılmıştır. İncelenen ilk sayıdaki tema hırsızlıktır. İkinci sayıdaki tema ise hasta olmak olarak belirlenmiştir. Söz konusu bu yaklaşım, verilmek istenen iletilerin derginin her sayfasında kuvvetli bir şekilde tekrarlanmasının yanında okuyucularda bir bıkkınlık meydana getirebilme riskini de beraberinde getirmektedir. Ayrıca ilk çocuk dergilerinden günümüze uzana çizgide kendine sürekli yer bulan öğretici çaba, okurların metinden edebi zevk almalarını da engelleyebilmektedir. Araştırmaya konu olan dergiler herhangi bir ana derginin eki değildirler. Müstakil olarak yayınlanmaktadırlar. Türkiye Çocuk İhlas Holding bünyesinde çıkarılan bir yayındır. Gonca dergisi Işık Yayıncılık adı altında yayımlanmaktadır. TRT Çocuk ise adından da görüleceği üzere TRT kurumunun bir yayınıdır. Yine Diyanet Çocuk dergisi de Diyanet İşleri Başkanlığı bünyesinde yayın hayatına devam etmektedir. Çocuk dergilerinin ortaya çıkışından itibaren temel bir sıkıntı olan devamlılık, bu dergiler için çok ciddi bir sorun olarak görülmemektedir. Bu durumun sebebi olarak bu dergilerin arkasında olan güçlü kurumsal ve maddi destektir. Edebi tür çeşitliliği bakımından ön plana çıkan dergi Gonca dergisidir. Bu dergide rastlanan türler şunlardır: Hikâye, masal, şiir, günlük, röportaj ve fıkra. TRT Çocuk dergisinde rastlanan türler şu şekildedir: Röportaj, masal, gezi yazısı, biyografi ve şiir. Diyanet Çocuk dergisinde yer alan türler ise, mektup, hikâye, günlük, masal, şiir ve fıkradır. Edebi tür açısından diğer dergilere kıyasla fakir kalan iki dergi Birdirbir ve Türkiye Çocuk dergileridir. Birdirbir’de şiir, hikâye ve günlük türüne ait metinlere rastlanmaktadır. Türkiye Çocuk dergisinde ise birbirini tekrar eden mizahi sayfaların çokluğu göze çarpmaktadır. Aynı şekilde reklam sayfaları da çoktur. Bu dergide çizginin metinlere açık bir üstünlüğü vardır. Sonuç olarak Türkçe eğitimin temel alanlarından okuma, yazma, konuşma ve dinleme alanlarına ilişkin kazanımlara dergiler sayesinde ulaşmak mümkündür. Türkçe derslerinde okutulan ders kitaplarındaki metinlerin tekdüzeliği ve güncellikten uzak oluşu, çocuk okurların edebiyatı sevmelerinde istenilen verimi vermekten uzaktır. Türkiye’nin temel �sıkıntılarından olan okur sayısının azlığı, küçük yaştaki okurların nitelikli metinlerle erken yaşlarda karşılaşmaları ve bu metinlerden edebi zevk geliştirmeleri yoluyla azaltılabilir. Bu da çocuk dergileri yoluyla gerçekleştirilebilir. KAYNAKLAR Aytaş, Gıyasettin (2006). Edebi Türlerden Yararlanma. Milli Eğitim, 169. Balcı, Ahmet (2008). Çocuklara Rehber Dergisi. Ankara: Milli Eğitim Bakanlığı Yayınları. Çeçen, M. A. ve Çiftçi, Ö. 2007. İlköğretim 6. Sınıf Türkçe Ders Kitaplarında Yer Alan Metinlerin Tür ve Tema Açısından İncelenmesi. Milli Eğitim, 173. Demiryürek, Gökçe (2007). Türkiye Çocuk, Diyanet Çocuk ve Ebe Sobe Çocuk Dergilerinin Yapısal Özellikler Bakımından Değerlendirilmesi. Trabzon: Karadeniz Teknik Üniversitesi, Sosyal Bilimler Enstitüsü. Enginün, İnci (1983). “Bir Çocuk Edebiyatçısı: Mehmed Şemsettin”. Yeni Türk Edebiyatı Araştırmaları, İstanbul: Dergah Yayınları. Karasar, Niyazi (2003). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayıncılık. Karataş (2004). Edebiyat Terimleri Sözlüğü. İstanbul: Akçağ Yayınları Kaya, Murat (2008). Bir Çocuk Dergisi Olarak Gonca. Türk Halkları Edebiyatı (II) Beynelhalk Uşak Edebiyatı Kongresi, Bildiriler Kitabı 2. Cilt. Kırış, Fatma (2007). Türkiye Çocuk ve Ebe Sobe Dergilerinin Edebiyat ve Eğitim Değerleri Açısından İncelenmesi. Bolu: Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü. �Kıymaz, Mustafa Said (2010). Milli Hafıza Açısından Kahramanlık Hikâyeleri: İleri Yavrutürk Dergisi Örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 4, 103-117 Kıymaz, Mustafa Said (2012) Değer Kazandırma Açısından Biyografiler: İleri Yavrutürk Dergisi Örneği, Türkçenin Eğitimi Öğretimi Üzerine Çalışmalar, Ankara: Pegem Akademi. Kür, İsmet (1991). Türkiye’de Süreli Çocuk Yayınları. Ankara: Atatürk Kültür Dil ve Tarih Yüksek Kurumu Atatürk Kültür Merkezi. Okay, Cüneyd (1999). Eski Harfli Çocuk Dergileri. İstanbul: Kitabevi Yayınları. Şirin, Mustafa Ruhi (2007). Masal Atlası. Ankara: Kök Yayıncılık. Yardımcı, Mehmet, Hüseyin Tuncer (2000). Eğitim Fakülteleri İçin Çocuk Edebiyatı. Ürün Yayınları. ĠNCELENEN ÇOCUK DERGĠLERĠ Birdirbir: Sayı: 50, Ocak 2011. Birdirbir: Sayı: 51, Şubat 2011. Diyanet Çocuk Dergisi: Sayı: 366, Ocak 2011. Diyanet Çocuk Dergisi: Sayı: 367, Şubat 2011. Gonca: Sayı: 105, Ocak 2011. Gonca: Sayı: 106, Şubat 2011. Türkiye Çocuk: Sayı: 1008, Ocak 2011. Türkiye Çocuk: Sayı: 1009, Şubat 2011. TRT Çocuk Dergisi: Sayı: 4, Ocak 2011. �TRT Çocuk Dergisi: Sayı: 5, Şubat 2011. � 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. 2305 Title A name given to the resource SÜRELİ ÇOCUK YAYINLARINDA EDEBİ TÜRLERİN DAĞILIMI Author Author Mustafa Said, KIYMAZ Çetin , YILDIZ Necati, KIYMAZ Abstract A summary of the resource. Anahtar Kelimeler: Çocuk dergileri, edebi türler. ÖZET Türkiye’de modern anlamda çocuk edebiyatının gelişimi Tanzimat yılları ile başlamaktadır. Bu dönemde Batı kökenli birçok tür edebiyatımıza girmiş, sanatçılar bu yeni türleri gerek eski konularla gerekse yeni konularla birlikte kullanmışlardır. Tanzimat döneminde yaygınlık kazanan süreli yayınlar, özellikle yeni fikirlerin halka aktarılmasında önemli işlevler yüklenmişlerdir. Dünyada yayımlanan ilk çocuk dergisi olarak kabul edilen “Lilliputian Magazine” adlı dergi John Newbery tarafından 1751 yılında İngiltere’de çıkarılmıştır. Bizde ise ilk çocuk dergisi, aynı adla yayımlanan bir gazetenin eki olarak verilmeye başlanan “Mümeyyiz” adlı dergidir. 1869’da Sıtkı Bey tarafından çıkarılan bu dergi, didaktik yapısıyla ön plana çıkmaktadır. Yıllar içerisinde değişim gösteren Türk çocuk dergiciliği sosyal hadiselerden ayrı düşünülemez. Cumhuriyet’in ilanından sonra 1928’den itibaren yeni harflerle yayın hayatlarına devam eden bu dergiler, Cumhuriyet’in ilk yıllarında devrin öngördüğü çocuk modelinin yetiştirilmesi için araç işlevi görmüşlerdir. Yine tarihi süreç içerisinde yaşanan sosyal hadiselerin, demokratik düzene yapılan müdahalelerin yansımalarına dergilerde rastlamak mümkündür. Türkiye’nin Amerika ile ilişkilerini sıklaştırdığı 1950’li yıllardan itibaren Amerika’dan ithal çizgi romanlar çocuk dergilerinin sayfalarını doldurmuştur. 1970’li yılların sonlarında Kıbrıs sorunu ile yükselen milliyetçilik duyguları da devrin dergilerine etki etmiştir. Çalışmada, 2011 yılında yayımlanmış çocuk dergilerinden beş adedinin ilk iki sayıları incelemeye tabi tutulacaktır. Bu dergiler: TRT Çocuk, Türkiye Çocuk, Diyanet Çocuk, Gonca ve Birdirbir adlı dergilerdir. Tarama modelinde betimsel bir yaklaşım benimsenerek gerçekleştirilen bu araştırmada doküman incelemesi yöntemi kullanılmıştır. Tarama modelleri, geçmişte ya da halen var olan bir durumu var olduğu şekliyle betimlemeyi amaçlayan araştırma yaklaşımlarıdır. Araştırmaya konu olan olay, birey ya da nesne kendi koşulları içinde ve olduğu gibi tanımlanmaya çalışılır. Çalışmaya konu olan dergi sayılarının tümü temin edilmiştir. Bu dergiler taranarak dergi içeriğindeki türler bir tasnife tabi tutulmuştur. Bu çalışmada 2011 yılında yayın hayatını sürdüren beş dergi, betimsel analiz metoduyla incelemiştir. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-17 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2203-4548 https://omeka.ibu.edu.ba/files/original/51d8416382b015babc5ec6406c074b96.pdf 4e1eacd23fb9f63ded36041aeb632d15 PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Sustainability & Education - E-Learning Website Aida Bulbul, Mela Hadrović, Emil Knezović, Adi Fišević International Burch University, Faculty of Economics 71000, Sarajevo, Bosnia and Herzegovina E-mails: bulbul.aida@gmail.com, mela_hadrovic@hotmail.com, kinez88@hotmail.com, adifisevic@yahoo.com Abstract Taking into consideration that sustainability has become one of the crucial aspects of modern development due to scarcity of resources and intense globalization processes; we recognized a need to integrate it into education by development of an e-learning website. Throughout analysis we explained the rational need for education on sustainability since it has a great influence on every aspect of life. Prior, learning goals were introduced as guideline for further explanations. In the next part of the analysis we have defined potential solution based on Bersin’s six modes of learning which include: reading, seeing, hearing, watching, doing and teaching. For the benefit of development of our online course it was necessary to clearly set out and explain core tools divided into three groups: informational group, materials group and examination group. Finally, this paper offers a ready-to-implement solution on e-learning sustainability website applicable to any university. Keywords: E-learning, Sustainability, Discussion, Interactivity, Internet, Planning Tools, Software, Website, Organization, University. 1. INTRODUCTION Today, in the era of technology, internet, and change, e-learning has become a constituent part of university curriculums, a common tool for corporate training, and strategic change. On the other side, sustainable development an issue and challenge of today has an overall aim of meeting the needs of the present without compromising the ability of future generations to meet their needs. Taking into consideration main characteristics of e-learning which can be 207 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo described as teaching service provided to an individual that is not physically present brings us to the point where we combine these two issues into one. In order to understand the issue it is important to primarily explain and define e-learning and sustainable development as two important segments for development of e-learning website. Modern era imposed new standards related to usage of internet and high-tech gadgets where most of students need to adopt in order to engage more efficient processes of learning practices. Furthermore it is vital to determine how these two issues can be combined and brought into everyday life throughout education. To motivate and engage students in active learning processes calls for the use of student-centered concepts and the making of more interactive virtual learning environments that supports knowledge creation (Uhomoibhi, 2006). For the benefit of overall analysis we will present unique and simple solution (applicable to any university) of an e-learning sustainability course that has aim to introduce students to sustainability issues of today, give them opportunity to research, discuss and contribute to their solving, and to make them capable of applying this solutions to their organizations in the future. According to the general definition sustainable development can be explained as “the ability to make development sustainable and to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs” (WCED, 1987). Taking into consideration scarcity of resources, intensity of development and global economic position, sustainability has become one of the crucial factors for further successful development of all planetary activities. It is possible to segregate three major aims of sustainable development and e-learning practices. First aim capitalizes on strength, prior academic, cultural and personal experiences and modes of an increasingly diverse students group. Second one facilitates effective engagement among sustainability practitioners with students in real and virtual earning environments. Third aim is focused on informed groups and individuals which allows them reflection on the strengths and limitations of sustainability and education (McEwen, 2006). After presenting all relevant theoretical principles and facts about e-learning in general, we will next focus on our own idea and product as the focal point of the analysis. Moreover, a solution for an e-learning sustainability website that can be utilized by universities as part of their education policy will be developed. This will be done by stressing out the learning goals and levels and by suggesting appropriate solutions for reaching those goals. As a result, this paper will give a comprehensive solution of a website ready for implementation. 208 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2. E-LEARNING SUSTAINABILITY WABSITE 2.1. Rationale We choose to propose an e-learning solution for course on sustainability. The rationale behind this innovative program of study lies in the fact that education on sustainability is becoming a global trend and development and sustainability challenges in general are of great importance to every aspect of life. Moreover, Universities in BiH do not offer adequate solutions for this particular issue which demands much more attention in terms of research and proposing solutions. Taking this into account, and having in mind that today’s students are computer and digitally literate, the idea is to propose a solution for an e-learning sustainability website that would combine relevant materials, technology and internet resources to teach what sustainability and development really is, what are the current trends, and get students involved into case studies and projects that could benefit to the university and society in general. 2.1. Learning Goals The goal of any course should be to transfer knowledge to the students and provide a relevant knowledge basis for the future. Having in mind that an e-learning course is strengthened and supported by technology; the identified learning goals as follows: Teach people about relevant sustainability topics and challenges facing today’s society; Train them on how to apply SD solutions ad concepts in practice; With help of technology and internet, make the website as place where they will be thought about SD, be informed about current issues, and have appropriate database for research. 209 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.2. Solution In order to accomplish the goals set in previous section, it is necessary to combine and integrate different mediums and use appropriate instructional principles and techniques. Moreover, the website needs to be designed in such a way to be appealing to students (in terms of aesthetics and content), it needs to fulfill some basic requirements of a good website, and it needs to make people learn and understand the topic. Design of an e-learning website is highly dependent on the chosen learning strategy. Figure 1 (Bersin, 2004) displays six modes of learning, or a hierarchy of learning stages and ‘mastery’. It can be noticed that achieving the highest mastery level is a multi-step process and multitechnique approach highly dependent on technology and internet support needs to be used. Some examples of learning strategies include: storytelling, sequences, competency-basis, criterionreferencing, evaluation, cooperation, case studies, discovery or constructivism, role playing, simulation, games, experience, laboratory, etc. Figure 1 – Six Modes of Learning (McIntosh, 2008). In addition, it is necessary to keep in mind that the most effective learning occurs when learners are actively engaged and when level of interaction is high. Taking all this into consideration and in order to achieve learning goals and high level of mastery, the web site design will be explained through six modes of learning (Bersin, op.cit.): .Reading: In general, the easiest way to deliver a lesson is to give people things to read. In web form, however reading is less valuable because people will not and cannot read long texts on the web. Having in mind that sustainability should not be a theoretical subject, the web site should provide well-structured materials, balance it with image content, and give instructions in outline forms. Moreover, it should provide the download option for all of the documents and books. 210 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.Seeing: As stated previously, heavy texts are not suitable for this type of websites. It is necessary to enrich text by adding diagrams, photographs, and images. This is important in the SD terms, because students need to conceptualize, visualize and be aware of the different concepts and issues. For this purpose, website will offer assignments, presentations and case studies enriched by photos on related topics. 4.Hearing & 4. Watching: Next set of techniques includes sound, motion, and demonstrations. These techniques would include instructor lectures, demonstrations, videos of real-world examples, and scenarios. Besides hearing lectures, students will be offered with videos on sustainability issues and relevant case studies. 5.Doing: In everyday life, learning by doing or experiential learning creates the highest level of understanding, context, and retention. That is why e-learning should strive to create experiential activities. The biggest trend in experiential learning in web-based instruction is simulation (Bersin, op.cit.). Simulations are a special form of web-based training that put the learner in a real-world situation. For the purpose of learning sustainability, students will be able to select modules and topics according to their interests, for example sustainable development in relation with communities, climate change, politics, governance, etc. After choosing the area of interest, students will get to use their knowledge of the SD framework to apply it to an actual business, community or other project and produce a final project/work. Moreover, website will offer simulation exercises, workshops, and will inform students about occasional field trips. 6.Teaching: Certainly the most valuable way to master a subject is to teach it. With this idea in mind, students would be required to present their area of interest and show others what/how they approached a particular issue and what solutions they applied. Due to the nature of the topic, students will be required to employ ABCD analysis as follows (NBIS, 2008): A. Awareness - What they know about sustainability and why it matters for the chosen topic? B. Baseline Mapping - conduct sustainability ‘gap analysis’ related to the chosen organization/issue. C. Clear and Compelling Vision/ Creative Solutions - brainstorm potential solutions to the issues highlighted in the baseline analysis. D. Down to action - prioritize the measures that lead to offered solutions and sustainability. Develop a plan for implementation. 211 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo 2.3. Tools & Design In order to develop online course we would use several core tools divided into three groups: 1. Informational group – our website would be the centre of the course. Information would be available there and we would use HTML (hypertext mark-up language) in order to provide quick, easy and concrete information. 2. Materials group – here, we refer to the section in which we would provide study material to our students. In the beginning, two ways would be used:   Live – In order to connect with our students and to have “personal touch” there must have live classes. So during the semester, there would be organized three to four live conferences in order to have mutual exchange of information between students and professors. On line lectures, discussions and advices from professors would be done through Microsoft Office Live Meeting program. Literature – In order to provide our student with material we would use following tools: o PowerPoint – Lectures would be delivered to students through e-mails or it could be downloaded directly from website. o PDF – Lectures that would support PowerPoint presentations, additional reading, homework and all other course related material would be delivered to students in PDF formats. As already said, we would use PDF in order to deliver homework material. We would have option to deliver scanned bills or invoices to our students, so they could feel what accounting is. o Windows Media Player – Lectures could be recorded on DVDs, practical things could be in video modes and all of this could be delivered to students. Ordinary video player such as Windows Media Player could be used in order to watch material o Excel – Numerical data would be provided in excel form. 3. Research studies – Since sustainability is an ongoing issue, debated each day, online research studies would be provided for students. The separate page would be consisted put of three parts: News – This section would provide latest news and actions on sustainability, summits, meeting, conferences and all other important events that are recently all will be done in the future. Additionally, it would provide articles on sustainability and several other reports done by individuals from different parts of the world. Library – Huge collection of online books and published papers has to be there in order for students to be able to easily access information from different topics related to sustainability (economical, environmental, social and other categories). 212 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Research programs – As main program there would be Microsoft Dynamics (Microsoft, 2009) that is customized for sustainable development process. This program could be used online while two or more people could be connected in separate room. In that “room” they would have communication ability and could do researches much efficiently. Another advantage for this usage would be that mentor could also be “on the other side” and give instructions and guidelines during the research process. Additionally, students could chat and share knowledge and experience with other students and work on several other projects all around the world. 4. Examination group – All types of examination (finals, midterms, quizzes and homework) would be done online. To examine students we would use:  Microsoft Word – This tool would be used for theoretical part of examination. Figure 2 – Course Matrix STUDENT Website (HTML) SUSTAINABILITY COURSE RESEARCH News Information, registration, announcements Live & recorded lectures Library Literature Research program EXAMS 2.4. Technical Issues In order to provide high quality education, we should be aware of several technical issues that we could face while providing this type of service. Among these issues we identify three most common:    Do our students have adequate equipment to follow our education? Is our course, materials and information easily accessible? Is our Technical Service good and how people with problems can contact them? So, in order to develop e-learning, organization has to take into consideration many things that could affect the process. From the questions we could see that organization should know if students have compatible equipment in order to apply for the course. Then they examine their self in order to see are they good enough to provide such service. Do they have enough 213 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo resource and capabilities? Even if they are strong, they should always try to find ways for improvement. 3. CONCLUSION After taking everything into consideration, it can be concluded that e-learning is surely becoming the education tool of today. The benefits and opportunities this kind of learning provides for the students/users are unquestionable. When it comes to the solution proposed in this paper, if properly designed, e-learning sustainability website can not only bring this topic closer to the students, but can also make them capable of proposing and creating solutions for sustainability issues of today’s. REFERENCES Bersin, J. (2004). The Blended Learning Book: “Best Practices, Proven Methodologies, and Lessons Learned”. Pfeiffer. Microsoft, 2009. Driving environmental sustainability practices with Microsoft Dynamics. [Online] Available at: http://www.microsoft.com/dynamics/en/gulf/environment.aspx [Accessed 25 April 2012]. McEwen, L., (2006). Education for sustainable development for taught postgraduates: Designing effective active co-learning environments for on-site and distance learning students. Pp.21-31 McIntosh. D. (2008). E-learning course design. <http://www.trimeritus.com/design.pdf> [accessed December 17, 2011] NBIS – Network for Business Innovation and Sustainability (2008), Sustainability using the Natural Step Framework, <http://nbis.org/nbisresources/sustainability_frameworks/naturalstep_duke_castle_nbis_prese ntation.pdf> [accessed March 15, 2012] Uhomoibhi, J., O. (2006). E-learning and Engineering Education for Sustainable Development. 9th International Conference on Engineering Education. University of Ulster, Northern Ireland, pp. 2 (WCED), (1987). World Commission on Environment and Development Our Common Future. New York: Oxford University Press 214 � 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. 1170 Title A name given to the resource Sustainability & Education - E-Learning Website Author Author Aida, Bulbul Abstract A summary of the resource. Taking into consideration that sustainability has become one of the crucial aspects of modern development due to scarcity of resources and intense globalization processes; we recognized a need to integrate it into education by development of an e-learning website. Throughout analysis we explained the rational need for education on sustainability since it has a great influence on every aspect of life. Prior, learning goals were introduced as guideline for further explanations. In the next part of the analysis we have defined potential solution based on Bersin’s six modes of learning which include: reading, seeing, hearing, watching, doing and teaching. For the benefit of development of our online course it was necessary to clearly set out and explain core tools divided into three groups: informational group, materials group and examination group. Finally, this paper offers a ready-to-implement solution on e-learning sustainability website applicable to any university. Keywords: E-learning, Sustainability, Discussion, Interactivity, Internet, Planning Tools, Software, Website, Organization, University. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/e639a99de17bc70f8957e1552e413e32.pdf 2e03cdd7555c35a17eb91e3a9c627370 PDF Text Text 2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Sustainability and Feasibility of English-medium Instruction at Turkish Universities Asst. Prof. M. Naci Kayaoğlu Faculty of Letters Karadeniz Technical University Turkey naci@ktu.edu.tr Emine Buket Sağlam School of Foreign Languages Karadeniz Technical University Turkey saglambuket@hotmail.com Abstract: More and more often, universities in Turkey are adopting English as a medium of instruction. In some cases English is the medium for entire faculties while in others it is only used in certain departments. One notable signal of this development is the number of universities offering compulsory one year English prep programs that take place before the student matriculates in to their own department or faculty. More than 110 Turkish universities have turned to English as a medium of instruction to varying degrees, investing a huge amount of capital and human resources. While we recognize that learning to speak and write in English in this age of globalization is of great help and necessity in order to be able to compete in a knowledge-based world, the current situation is not without grave concerns. In many ways it runs counter to the effectiveness and quality of higher Education. Based on a cased study, this paper examines sustainability and feasibility of English medium of instruction. Introduction One of the most significant projects carried out by Karadeniz Technical University over the last ten years is the regulation of and the investment in foreign languages (mainly English). That the fourteen departments including the Medical school now have compulsory English prep program for a year and also 30 % of the vocational courses at the departments will be in English indicates that English teaching is a serious endeavor at Karadeniz Technical University. It also indicates that the university hopes the use of English in all the fourteen departments might lead to more effective results on education and training programs. However, it should be noted that when the data was collected there were fourteen departments which had one-year obligatory English prep school. Today, the number of the programs which has one-year obligatory English prep program has reached 24. Now that we have a one year compulsory English prep program with many students and English instructors, the time has come to evaluate the program by examining it from many academic and scientific approaches in hopes of becoming part of the European Union Education programs. Our aim in this examination is to ease the processes of accreditation and free moving system in Europe. It is obligatory to determine the strategies in foreign language teaching and learning under the content of The European Languages Portfolio. Additionally, the implementation of The Language Passport throughout Europe is a motivating factor for reviewing all the foreign language teaching and learning issues in the institution. The policies and the strategies of the Foreign Language should be reconstructed under the light of the scientific data and strong theories which have been offered by the existing literature (Christison & Stoller, 1997). The purpose of this study is therefore to determine the problems and the difficulties in teaching the vocational courses in English at the university level, from the points of the view of the students and the academic staff. Within this framework, several other goals are brought to light as well: (1) To increase the quality and the productivity of the obligatory English prep program, (2) To determine the strategies which will contribute to solve the problems faced during the educational process in which the courses are taught in English in the departments. 195 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Method This study is a case study which reveals the problems and the difficulties in teaching the vocational courses in English in the fourteen departments at a Turkish university from the points of view of the students and the academic staff. The sample of this study consists of 1442 students and 52 academic staff from various departments at Karadeniz Technical University. A questionnaire for the academic staff including four openended questions has been used for data collection. Questionnaire used for the students who studied one year at prep had 20 items in order to evaluate the sustainability and productivity of the English medium in vocational courses. This questionnaire was given to the students studying in their second, third and fourth year of their training. The data from this questionnaire was later compared to those which were obtained from the questionnaire given to English prep school students. Findings The data were obtained from three samplings: (1) from the students at English prep school, (2) from the students who studied one year at prep, (3) from the academic staff who teaches their courses in English at the departments. 1. The data obtained from the students at English prep school: According to Table 1, the participants are composed of the students from 14 departments at Karadeniz Technical University. 4,5% is from Computer Engineering, 5,6% is from Biology, 8,9% is from Electric-Electronic Engineering, 5,3% is from Physics, 4,1% is from the Deck Department, 8,8% is from Civil Engineering, 8,1% is from Geodesy, 6,0% is from Geology, 6,5% is from Public Administration, 7,3% is from Chemistry, 11,4% is from Mechanical Engineering, 9,6% is from Forest Engineering, 7,6% is from the Medical Faculty, and 4,7% is from the International Relations. Departments N % Computer Engineering 36 4,5 Biology 45 5,6 Electric-Electronic 72 8,9 Physics 43 5,3 Deck 33 4,1 Civil Engineering 71 8,8 Geodesy 65 8,1 Geology 48 6,0 Public Administration 52 6,5 Chemistry 59 7,3 Mechanical Engineering 92 11,4 Forest Engineering 77 9,6 Medical Faculty 61 7,6 International Relations 38 4,7 Table 1. The Number of the Departments and the Students Participated in the Study 196 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 2 shows the evaluations of the participants for the speaking courses. According to the data obtained from the questionnaire, 23.3 % of the students state that at prep school English instructors are not wellprepared for the lessons whereas 19.5 % of them have no idea. However, 56.6 % of the students agree that the instructors are well-prepared. For the second item, 53.1% of the students think that the instructors are punctual whereas 21.6% disagree. 65% of the students agree that the teachers explain lessons well. However, 21.6 disagree. For the fourth item, 69.1% of the students think that the instructors encourage every student to participate in the lesson. 72.4 of the participants consider that their teachers respect their personality. As for the sixth item, 76.9% of the participants consider the instructors encourage them to speak in English in the class. 68.8% of them think that the instructors tolerate their mistakes. 50.4% of the participants consider the instructors encourage them to join the lesson. 58.1% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year, 73.4% of the participants think that the projects in the first term are useful. 55.9% of the students consider the projects in the second term are beneficial. For 67.2% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items Instructors; 10. given projects (first term) 11. given projects (second term) 12. Materials used STRONGL Y DISAGRE E 12,8 14,3 11,7 7,8 DISAGRE E NO IDEA AGRE E STRONG LY AGREE MISSI NG 10,5 13,9 9,9 6,5 19,5 17,2 12,4 15,5 31,9 25,4 30,8 38,6 24,7 27,7 34,2 30,5 1,6 1,5 1,0 1,3 6,6 6,7 3,7 5,3 15,3 8,9 31,1 28,3 41,3 48,6 2,0 2,3 7,6 19,9 14,0 5,3 11,2 10,3 17,4 17,7 16,0 30,6 21,6 23,7 38,2 28,8 34,4 0,9 0,8 1,6 quite useless 8,6 17,7 12,7 useless normal useful Missing 4,8 8,2 6,6 11,0 16,4 12,7 28,2 20,8 26,1 very useful 45,2 35,4 41,1 2,1 1,5 1,0 Table 2. The data obtained from the Speaking courses Table 3 illustrates the evaluations of the participants for the reading courses. According to Table 3, 23.5 % of the students state that at prep school English instructors for the reading courses are not well-prepared for the lessons whereas 20.2 % of them have no idea. However, 55.8 % of the students agree that the instructors are well-prepared. For the second item, 52.6% of the students think that the instructors are punctual whereas 26.6% disagree. 67.6% of the students agree that the teachers explain lessons well. However, 16.5 disagree. For the fourth item, 67.5% of the students think that the instructors encourage every student to participate in the lesson. 75.8 of the participants consider that their teachers respect their personality. As for the sixth item, 81.5% of the participants consider the instructors encourage them to speak in English in the class. 70.8% of them think that the instructors tolerate their mistakes. 51.4% of the participants consider the instructors encourage them to join the lesson. 53.1% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 71.6% of the participants think that the projects in the first term are useful. 62.8% of the students consider the projects in the second term are beneficial. For 71.9% of the participants, the materials are beneficial. 197 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items 10. given projects (first term) 11. given projects (second term) 12. Materials used STRONG LY DISAGR EE 10,9 12,2 8,1 5,8 4,0 5,3 5,6 13,8 13,2 quite useless 5,5 9,1 8,6 DISAGR EE NO IDEA AGR EE STRONG MISSIN LY G AGREE 12,6 14,4 8,4 10,0 4,0 4,4 7,0 12,0 13,0 useless 20,2 19,7 14,9 15,7 13,2 6,4 15,6 21,5 19,8 normal 29,8 23,5 29,5 37,1 30,3 28,8 31,8 22,8 25,3 useful 6,0 9,1 6,0 15,6 17,6 12,5 32,3 26,4 27,5 26,0 29,1 38,1 30,4 45,5 52,7 39,0 28,6 27,8 very useful 39,3 36,4 44,4 0,5 1,1 1,0 0,8 3,0 2,3 1,0 1,3 0,8 Missing 1,3 1,4 1,0 Table 3. The data obtained from the Reading courses Table 4 illustrates the evaluations of the participants for the grammar courses. According to Table 4, 64.7 % of the students state that at prep school English instructors for the grammar courses are well-prepared for the lessons whereas 17.5 % of them have no idea. For the second item, 69.5% of the students think that the instructors are punctual. 80.5% of the students agree that the teachers explain lessons well. However, 16.5 disagree. For the fourth item, 59.2% of the students think that the instructors encourage every student to participate in the lesson. 57.9 of the participants consider that their teachers respect their personality. As for the sixth item, 86.6% of the participants consider the instructors encourage them to speak in English in the class. 71.1% of them think that the instructors tolerate their mistakes. 66.8% of the participants consider the instructors encourage them to join the lesson. 63.8% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 79.5% of the participants think that the projects in the first term are useful. 76.9% of the students consider the projects in the second term are beneficial. For 80.5% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; STRON GLY DISAG REE DISAGR EE NO IDEA AGR EE STRON GLY AGREE MISSING 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects 7,3 6,8 4,5 13,2 9,3 7,7 4,7 11,0 17,5 143,7 8,8 15,6 29,2 28,7 28,7 30,4 35,5 40,8 51,8 28,8 1,1 1,3 1,3 1,0 3,8 2,1 2,9 1,7 13,0 7,4 28,5 29,5 29,4 57,1 2,4 97,8 6,8 6,8 6,3 6,7 6,0 9,3 14,4 19,1 19,8 29,9 25,9 28,8 41,2 40,9 35,0 1,1 1,3 0,1 Items quite useless useless normal useful very useful Missing 10. given projects (first term) 11. given projects (second term) 12. Materials used 3,6 4,5 4,6 3,1 5,5 2,9 12,1 11,7 10,8 32,1 25,0 29,0 47,4 51,9 51,5 1,5 1,6 1,3 Table 4. The data obtained from the Grammar courses 198 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 5 illustrates the evaluations of the participants for the writing courses. According to Table 5, 32.7 % of the students state that at prep school English instructors for the writing courses are well-prepared for the lessons whereas 20.6 % of them have no idea. However, 35.9 % of the students agree that the instructors are not well-prepared. For the second item, 46.8% of the students think that the instructors are punctual whereas 33.7% disagree. 61.3% of the students agree that the teachers explain lessons well. For the fourth item, 59.1% of the students think that the instructors encourage every student to participate in the lesson. 65.6 of the participants consider that their teachers respect their personality. As for the sixth item, 87.3% of the participants consider the instructors encourage them to speak in English in the class. 60.9% of them think that the instructors tolerate their mistakes. 45.3% of the participants consider the instructors encourage them to join the lesson. 44.7% of them think that the instructors support them during the preparation of their projects. As for the projects prepared during the academic year for the reading courses, 63.3% of the participants think that the projects in the first term are useful. 68.1% of the students consider the projects in the second term are beneficial. For 68.6% of the participants, the materials are beneficial. ITEMS INSTRUCTORS; 1. are well-prepared for the lessons 2. are always punctual 3. explain lessons well 4. encourage every student to participate the lesson 5. respect our personality 6. encourage us to speak in English in the class 7. tolerate our mistakes 8. encourage us to join the lesson 9. support us during the preparation of our projects Items 10. given projects (first term) 11. given projects (second term) 12. Materials used STRON GLY DISAG REE 20,8 19,4 13,1 9,9 7,5 4,2 8,7 18,2 19,4 quite useless 9,0 14,0 12,0 DISAG REE NO IDEA AGR EE STRON GLY AGREE MISS ING 15,1 14,3 9,2 9,3 5,3 5,6 8,9 11,1 14,0 20,6 18,0 15,5 19,4 18,9 9,9 20,1 24,0 20,7 23,4 23,5 27,0 34,5 26,4 29,9 28,2 20,7 23,6 19,3 23,3 34,3 25,6 39,2 48,4 32,7 24,6 21,1 0,8 1,5 0,9 1,3 2,7 2,0 1,4 1,4 1,1 useless normal useful 9,3 8,2 4,9 16,6 17,9 13,5 28,1 22,8 27,3 very useful 35,2 35,3 41,3 Missi ng 1,7 1,7 1,1 Table 5. The data obtained from the Writing courses The data obtained from the students who studied one year at prep:The following are the tables illustrating the results of the study conducted at Karadeniz Technical University in 2008-2009 academic years. Table 6 shows which departments participated in the study. Table 7 informs us about the age of the students who participated in the study. 199 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo NAVAL ARCHITECT URE F 36 % 5,9 MARITIME TRANSPORTA TION DEC K 123 20,1 5 0,8 ELECRICA LELECTRO NIC 129 21,0 CIVIL ENGINEERI NG 125 20,4 GEOMATIC S ENGINEERI NG 33 5,4 MECHANIC AL ENGINEERI NG 162 26,4 Table 6. The student frequencies by percentages according to the departments Table 7: Age Percentages In Table 8, 72,9% of the students agreed that English prep school is necessary for them. 85,1% stated they have vocational courses in English at their department. 82,6% said not all the courses should in English at their department. 37,4% circled “yes” for item 4, which is “Are at least 2 courses in English at your department?”. For item 5, which is whether the vocational courses should be completely in English, only 54,5% said “yes”. 52,6% of the students think it is advantageous to have their courses related to your branch in English in their work life in the future. 20,6% state that the instructors speak in English all through the lesson. 69,8% state they do not have enough reference books suitable for the vocational courses in English. After the English prep school, 65,7% think their English level has shown regression. ITEMS Q1. Is prep school necessary for your department? Q2. Are you having vocational courses in English at your department? Q3. Should all the courses be in English at your department? Q4. Should at least 2 courses be in English at your department? Q5. Should the vocational courses be completely in English? AGE F % 18 4 0,7 19 36 6,0 20 100 16,5 21 177 29,3 22 145 24,0 23 77 12,7 YES (%) 72,9 85,1 17,3 37,4 54,5 24 48 7,9 Q6. Do you think it is advantageous to have your courses related to your branch in English in your work life in the future? Q7. Does the instructor speak in English all through the lesson? Q8. Do you have enough reference books suitable for the vocational courses in English? Q9. After the prep school, do you think your English level has shown regression? 25 13 2,1 26 4 0,7 NO (%) 27,1 14,9 82,6 62,6 45,5 27 1 0,2 52,6 47,4 20,6 30,2 79,4 69,8 65,7 34,4 Table 8. The student questionnaire for the items 1-9 according to “yes” “no” percentages According to the results of the questionnaire, 36,8% of the participants state they are sometimes given homework in English whereas 36,7% claim that they are never. While 10,2% state that they are always using English books as references for their courses, 38,6 say they never. 30,3% find the instructors are never sufficient in English whereas 25,7% say they sometimes are. 25,8% always find the courses in English are comprehensible while 17,7% think they never are. The results of the items 10, 11, 12, and 13 are illustrated in Table 9. 200 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo ITEMS NEVER SOMETI MES OFTEN USUAL LY ALWAY S Q10. Are you being given homework in English related to your field? Q11. Are you using English books as references for your courses? Q12. Do you think the instructors are sufficient in English while teaching? Q13. Do you have difficulty in comprehending the courses in English? 36,7 36,8 15,6 7,1 3,8 38,6 24,4 15,6 11,3 10,2 30,3 25,7 20,9 14,0 9,0 17,7 18,4 19,3 18,7 25,8 Table 9. The student questionnaire for the items 10-13 according to adverbs of frequency percentages Table 10 contains the questionnaire items 14, 15, and 16. As for item 14, which is “What is the percentage of the talk in English in the lessons done by the instructors?”, 32.5% of the students think that 7090% of the talk is in English whereas 12,3% state 10-30% of the talk is in English. For item 15, which is “What is the percentage of the talk in English in the lessons done by the students?” 2,2% of the students think that 7090% of the talk is in English whereas 75,5% state 10-30% of the talk done by the students is in English ITEMS 10-30% 30-50% 50-70% 70-90% Q14. What is the percentage of the talk in English in the lessons done by the instructors? Q15. What is the percentage of the talk in English in the lessons done by the students? Q16. What is the percentage of the talk in English in the lessons? 12,3 9,8 15,7 32,5 90100% 29,8 75,5 15,7 6,1 2,2 0,5 20,8 23,4 27,9 23,2 4,6 Table 10. The student questionnaire for the items 14-16 according to the scale of percentages In Table 11, the answer to the question “What is the productivity of the lessons in English?” is “normal” for the 33,2% of the students, “productive” for the 8.9% of the students, and “poor” for the 57.9% of the students. ITEMS VERY PRODUCT NORMA POOR VER PRODUCT IVE L Y IVE POO R Q17. What is the productivity of the lessons 1,3 7,6 33,2 32,7 25,2 in English? Table 11. The student questionnaire for the item 17 The data obtained from the academic staffs who teach their courses in English at the departments. Table 12 contains the questionnaire items 1, 2, 3, and 4, which is given to the instructors who teach their courses (at the department) in English. According to the table, 92,2% of the instructors agree that prep school is necessary for their department. 74,5% agree that there are enough reference books in the library related to their department. 40,8% agree it is necessary to teach the courses in English at the departments. 80% state that there are enough materials to use in the courses in English. ITEMS Q1. Is prep school necessary for your department? Q2. Are there enough reference books in the library related to your department? Q3. Is it necessary to teach the courses in English? Q4. Do you lack materials in the courses while teaching? 201 YES 92,2 74,5 NO 7,8 25,5 40,8 20 59,2 80 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo Table 12. The instructor questionnaire for items 1-4 according to “yes” “no” percentages According to Table 13, for item 5, 62% of the instructors state that their students are “sometimes” able to use their English efficiently in the courses at their department. 29,4% “always” suggest their students they use reference books in English in their field courses. 43,1% state that their students are sometimes able to prepare their papers in English whereas 27,5% think the students never can. Additionally, 41,2% think that their students are “sometimes” able to understand what they read in English in their field. ITEMS NEVER 8 SOMETIM OFTEN ES 62 14 USUAL LY 12 ALWA YS 4 Q5. After studying English at Prep school, are your students able to use their English efficiently in the courses at your department? Q6. Do you suggest your students they use reference books in English in their field courses? Q7. Are your students able to prepare their papers in English? Q8. Are your students able to understand what they read in English in their field? 4 17,6 23,5 25,5 29,4 27,5 43,1 17,6 7,8 3,9 23,5 41,2 19,6 13,7 2 Table 13. The instructor questionnaire for the items 10-13 according to adverbs of frequency percentages According to Table 14, the instructors have 47.1% difficulty in Speaking during the lessons. This is followed by Writing and Reading. Q9. WHICH SKILLS BOTHER YOU TEACHING TO YOUR STUDENTS? Reading, Speaking, Writing Reading, Speaking Writing Writing, Speaking Speaking None of them MOST WHILE F % 7 13.7 1 4 8 24 5 Table 14. The instructor questionnaire for the item 9 2.0 7.8 15.7 47.1 9.8 As for the evaluation of the productivity of the courses in English, 50% find the courses in English “normal” and “productive” whereas 50% find them “poor” and “very poor”. As for the “teachability” of the courses scheduled in English at Karadeniz Technical University, 50% find them “normal” and 33,3% find them “bad”. These findings are illustrated in Table 15. ITEMS Q10. How do you evaluate the productivity of the courses taught in English? Items Q11. How do you evaluate the “teachability” of the courses scheduled in English at our university? PRODUC TIVE 6 NORM PO AL OR 44 46 VERY POOR 4 Good Normal Bad Very bad 14,6 50,0 33,3 2,1 Table 15. The instructor questionnaire for the items 10-11 Discussion This study sought to better understand how feasible and effective to adopt English as a medium of instruction in the departments or faculties at Karadeniz Technical University after having one-year English prep 202 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo program. Thus, it would be easier to determine more effective and productive foreign language policy, mainly English. With the help of this policy, the university would add a global etiquette to its local identity. The analysis of the descriptive statistics showed that great amount of the students and teachers consider English prep school is necessary for their departments. This finding indicates that prep school is a necessity at the departments included in the study. However, for using English as a medium of instruction, 60% of the teachers showed objection. Likewise, 82.5% of the students disagreed that in all vocational courses English should be used as a medium of instruction. Similarly, 62.6% of the participants’ (students) answer was “no” to the question “Should at least 2 courses be in English at your department?”. These findings might be interpreted as both instructors and the students do not want English to be used as a medium of instruction. 52.6% of the students consider it is advantageous to have their courses related to their branch in English in their work life in the future. This might indicate that although it is not in a high percentage, many students consider that having courses in English can be advantageous in their future life. However, it has been observed that there is a controversy between this finding and the students’ responses to the questions “Should at least 2 courses be in English at your department?”, “Should all the courses be in English at your department?”, and “Should at least 2 courses be in English at your department?” since 62.6% and 82.5% of the students said “no”. “Does the instructor speak in English all through the lesson?” is another question which was responded with a “no” by 80% of the students. This can be explained by a response which was given to the question whether their English level has shown regression during their four-year education. That is 65.7% of the students responded this question as “yes”. From this finding, it might be interpreted that these students might show a regression in their foreign language knowledge. This can be supported by the data that 43.2% of the instructors consider their students can “sometimes” prepare their papers in English. Additionally, only 41.2% of the instructors think that the students might comprehend what they read in their major in English. As for the reference books in English, although 80% of the instructors state that they have enough of them, 70% of the students state that they lack reference books at their departments. This finding can be interpreted as the instructors show not enough effort and guidance for the students to reach these sources. The findings from the data also show that instructors do not force their students to use their knowledge in English. This can be supported by the answer “sometimes” of 62% of the instructors to the question whether the students use English after prep school in their major. The difficulty that the instructors have in the courses is mostly in verbal expressions, in other words speaking (47.1%). This finding can be explained by the respond which the instructors gave to one of the open-ended questions. The instructors claim that the students cannot comprehend what they read and listen. Besides the instructors add that the students cannot efficiently use their prep English after they have started to study their major. Both the students and the instructors do not specifically wish their courses to be English. The reason for this might be the perspective of the teachers and the students who do not favor the use of English in their major. 59% of the instructors are not in favor of using English as a medium of instruction in their courses. This might directly be affecting the view students have. As a result, it is known that in the courses with the students who consider their English has shown regression after prep and who cannot reach reference books in English, which has a salient role in their studies, 46% of the instructors evaluate the feasibility and the productivity as inefficient. At the university base, 33% of the instructors graded it as “bad”, and 50% graded it as “normal”. As for the evaluation of the students about the feasibility and productivity of the courses in English, 33% find the courses ineffective. Giving the importance to the quality of education and having universal values, Karadeniz Technical University has recently restructured its foreign language policies and priorities. It should be noted that today 24 departments have one-year English prep school. In order to maintain the success of an English prep program for the 24 departments, the administration of KTÜ has offered 30% of the courses in English. Some of the postgraduate courses at the university are also using English as a medium of instruction. The students who studied English prep for a year were previously claimed that they were not able to utilize the language efficiently after they had matriculated in to their own faculty or departments. The reasons for that might be the lack of motivation of these students. Most of them do not internalize their major and 47.4% of them consider learning English is advantageous. Also, the lack of sustainability of using English as a medium of instruction can be explained by the views of the instructors. That is, although 92% of the instructors agree that there should be a prep program for their departments, 59% consider that using English as a medium of instruction is unnecessary. The study can be summarized in a chart as follows: 203 �2nd International Symposium on Sustainable Development, June 8-9, 2010 Sarajevo The Administrative Policy at KTÜ Having 30% of the courses in English The number of the departments which has English prep program increased from 14 to 24 Materials used Writing S. (82%) Reading S. (84%) Speaking S. (80%) Grammar S. (91%) The Feasibilty and the Sustainability of English as a Medium of Instruction at University Level Reference Books Instructor (80%) S. (30%) (+) (+) English Prep School (+) Field Courses in English (-) (+) (-) (-) Ideas Instructor (92.2%) S. (%73%) Ideas Instructor(%18) S. (27%) Ideas Instructor (41%) S. (17%) Ideas Instructor(59%) S. (83%) Productivity Instructor (50%) (-/+) S. (58%) (-) According to the chart, most of the instructors have negative ideas about teaching the field courses in English. This is thought to affect feasibility and the productivity of the courses in English. Likewise 83% of the students disagree that the courses should be in English. Also, the students in the survey consider they lack enough materials in English in their field whereas 80% of the instructors state that there are enough of materials. Additionally, there is a controversy between the ideas of both students and teachers about studying English prep and using English in their field courses. At the prep level, the majority of the students and the instructors agree that there should be an English prep program for their departments, both disagree in continuing studying their major in English. The lack of motivation, the idea that it is not necessary to learn English in their major, and lack of prediction that they might need English in their future life might be some of the reasons which affect the feasibility and the sustainability of using English at a university level as a medium of instruction. Conclusion All in all, considering the priorities and the foreign language policies of the administrative staff at KTÜ, it is possible to say that the administration gives importance to foreign language teaching at KTÜ, mainly English. However, it should be noted that for a better applicability, feasibility, and sustainability of using English as a medium of instruction, human sources, realities of the departments, conscious of the students about learning a foreign language, and the perspectives of the academic staff should be taken into consideration. Reference Christison, M.A., Stoller, F. L. (1997). A Handbook for Language Program Administrators, Burlingame, CA: Alta Book Center. 204 � 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. 456 Title A name given to the resource Sustainability and Feasibility of English-medium Instruction at Turkish Universities Author Author Kayaoğlu, M. Naci Sağlam, Emine Buket Abstract A summary of the resource. More and more often, universities in Turkey are adopting English as a medium of instruction. In some cases English is the medium for entire faculties while in others it is only used in certain departments. One notable signal of this development is the number of universities offering compulsory one year English prep programs that take place before the student matriculates in to their own department or faculty. More than 110 Turkish universities have turned to English as a medium of instruction to varying degrees, investing a huge amount of capital and human resources. While we recognize that learning to speak and write in English in this age of globalization is of great help and necessity in order to be able to compete in a knowledge-based world, the current situation is not without grave concerns. In many ways it runs counter to the effectiveness and quality of higher Education. Based on a cased study, this paper examines sustainability and feasibility of English medium of instruction. Date A point or period of time associated with an event in the lifecycle of the resource 2010-06 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/386d2503511efcb8e9b191c27c5d5051.pdf 3c1b780918eed3e758e30c597a788ae7 PDF Text Text Kukshya, V., Krishnan, H., Kellum, C., n.d. Design of a system solution for relative positioning of vehicles using vehicle-to-vehicle radio communications during GPS outages. IEEE, pp. 1313-1317. Lee, U., Gerla, M., 2010. A survey of urban vehicular sensing platforms. Computer Networks 54, 527–544. Nandan, A., Das, S., Pau, G., Gerla, M., Sanadidi, M.Y., 2005. Co-operative downloading in vehicular ad-hoc wireless networks, in: Second Annual Conference on Wireless On-demand Network Systems and Services, 2005. WONS 2005. Presented at the Second Annual Conference on Wireless On-demand Network Systems and Services, 2005. WONS 2005, IEEE, pp. 32- 41. Sander, J., Ester, M., Kriegel, H.-P., Xu, X., 1998. Density-Based Clustering in Spatial Databases: The Algorithm GDBSCAN and Its Applications. Data Mining and Knowledge Discovery 2, 169-194. Wang, W., Chen, S., Qu, G., 2007. Comparison between Partial Least Squares Regression and Support Vector Machine for Freeway Incident Detection. IEEE, pp. 190-195. Xu, Q., Mak, T., Ko, J., Sengupta, R., 2004. Vehicle-to-vehicle safety messaging in DSRC. ACM Press, p. 19. Sustainability and Using Information Technologies in Disaster Managament FatmaNevalGenç, Murat Yılmaz Adnan Menderes University, Faculty of Economic and Administritive Sciences, 09900, Nazilli, Aydın, Turkey. E-mails: fatmanevalgenc@gmail.com,muratyilmaz@adu.edu.tr Abstract Sustainable development is a concept that meets the needs of present without compromising the ability of future generations to meet their own needs. In recent years world population suffered by numerous natural and manmade disasters so that they strived to 474 �protect their own existence prior to the future. However, most of the disasters were caused by un-sustainable attitudes of politicians, decision makers and communities. In this paper, the concept of disaster management and using information technologies in disasters will be discussed in the sustainability context. The study focuses on the use of information technologies in disaster situation. Information technologies are used in before and after of disaster. In this paper role and place of communication and communication technologies in crisis and disaster situations is considered. This issue, crisis, disaster communication, coordination of disaster situation examined using national and international literature and experience of disaster occurred. In the study developments on the use of communication technologies in disaster management, success of disaster information systems in disasters, advantages and disadvantages of using communication technologies are examined. Keywords: Sustainability, Crisis Management, Disaster Management, Communication Technology, Public Administration. 1. COMMUNICATION TECHNOLOGIES FOR DISASTER MANAGEMENT Developments occurring in the field of communication technologies have elleminated the constraints of time and distance. These technologies can help to disaster managers to solve complex problems usin socio-technical system approach. (Çelik and Çorbacıoğlu, 2010: 140). The main communication technologies used in disaster management computer technologies that can be used in different types of disasters and different processes of disaster management These technologies are used for flow of information, emergency contact, mitigation, intervention and allows the realization of information of fast and high quality way. Since the 1990s, these technologies have become an important part of disaster and emergency operations (Fink, 1986; Heath, 1998: 275). The main activities of these technologies and their use in disaster management are listed below (Marincioni, 2007: 460; 475 �the Ministry of Public Works and Housing, 2004: 77-79; Stephenson and Anderson, 1997: 320; Mathew, 2005: 55); a) Early warning systems and simulation models: provides information about the possible effects of the disaster, disaster risk, and the number of potential people affected by disaster and these systems aimed at risk reduction, bringing people to move as quickly as possible. Simulation models are used as instruments for disaster preparedness: public health measures, planning, decision making etc. To create early warning system, seismometers, sub-sea tsunami detectors are used for this purpose. Thanks to early warning systems tsunami, hurricane, flood, landslide hazards can be identified and it is possible to allow time to take action (Samarajiva, 2005: 735). b) Web-based disaster databases: computer software and hardware system that transfers data which properties of the disaster affected area and vulnerable community. Thus, it is possible o identify risk areas, and strategies for fighting the risks of the community-owned. c) Satellite communications: Particularly search and rescue operations, these systems refers to the utilization of global positioning systems, images and aerial photographs to determine map coordinates of points that identified urgent target to be achieved, Disaster areas and support the need for warning signals to quickly handle the situation in order to obtain the use of satellite telecommunications systems will replace the mobile space-based communications infrastructure systems, telephone systems, allowing the introduction of commissioning. d) Remote sensing systems: Using optical and radar satellite systems these techniques are used to prepare land use plans and disaster prone areas, to determine risk areas and infrastructure. e) Geographic information systems and spatial planning (ground positioning systems): Using radar and GPS space technology, especially on potential areas, it is provide benefit to be prepared for earthquakes, observation and monitoringof risky areas; the simulation used in the fields in disasters, making the situation analysis, risk assessment, spatial modeling, disaster mapping. f) Decision support systems: makes it possible to develop decision support systems and expert systems for using internet, information infrastructure in disaster-related areas. Internet, expert systems and decision support systems provide for rapid decision-making, options assessment, and disaster management and analyze. 476 �g) Mail, web sites, internet: these technologies are used to meet needs in disaster areas, education and information about disasters andrelated activities.In the process of disaster internet, TV and video-conferencing systems provides the possibility to experts discuss disaster in e-mail, chat rooms and other media (Marincioni, 2007: 472).These technologies, videos, graphics, links to connect users to do the voting, statements of opinion, do the experts predict, allowing discussion of the possibilities to use the channels, which allows local reporters to login to introduce disaster areas and be contacted in this process, to involve stakeholders in co-operation done. Frequent updating web pages on disaster/crisis to provide information about the possible effects, scope of disaster (Coombs, 2007; Seeger, Sellnow and Ulmer, 1998: 248). Especially sudden events such as natural disasters, fast and frequently updated information is quite important. 1996 Kobe Earthquake, Oklahoma City bombing Internet was the most important communication tool. Using internet electronic networks, maps, photos, digital damage, have been able to reach disaster victimsand their relatives. Forest fires in California, Google maps used by those who wish to obtain information about shelters.In Hurricane Katrina Craiglistler was used as an area offering a variety of forms of assistance.After the September 11 attacks, company web pages, personal blogs used to provide assistance and information (Semaan et al., 2010: 1-10).The spread of the internet, from an emergency disaster warning, breaking news, fast-changing data, real-time video feeds, given the opportunity to reach the literature on natural disasters and emergency situations. In recent years using of social media in the process of disaster has increased. Social media and blogs have become an important source of information and they have power to influence experts and opinion leaders (Edwards et al, 2010: 1-4; Krakovsky, 2010: 1-6; Starbird et al, 2010: 1-5; Latonero et al, 2010: 1-10).After the Banda Aceh Tsunami Twitter used by people to help disaster victims, and drew attention to the speed transformation of news according to the traditional news channels.The interactive nature of Twitte, obtain information to public administrators about disasters, collect, and analyze statistical information about the community affected by disaster, after disaster to keep, serves as a tool to determine the survival rates (Zhu et al., 2011: 431). Additionally, computerized imaging, intelligent vehicles, disaster archives, digital libraries on disasters, meteorological satellite systems, radios, cell phones, fax, tv, emergency telephone lines, sms, rss, telecommunications, communication networks are used extensively in the disaster. In next years, these technologies are used in the field of disaster management is likely to add new ones, and the diversification of existing ones. Coming years it is expected that the 477 �diversification of specialized micro-processors and sensors, multimedia, remote monitoring and data collection instruments. In this context, it is probably in the future, the use of disaster and emergency management such as extensive networks with broad bands of the Internet, network commerce, smart grid search software, high-capacity data storage systems, smart cards, mobile, wireless personal digital assistants, high-performance computers, highresolution satellite imagingTechnologies will spread (Sephenson and Anderson, 1997: 320). 2. EXAMPLES OF USING COMMUNICATION TECHNOLOGIES FOR DISASTER MANAGEMENT Communication technologies in disaster following the earthquake used in Mexico City in 1985 for the first time, called an ATS-3 (The Advanced Technology-3) system, in order to ensure communication, international aid. Used in the process of rebuilding of Armenia Earthquake of 1988, the U.S. space the bridge is accepted the largest comprehensive telemedicine disaster assistance project. Similar tele-medicine projects between the U.S. and Russia used in medical consulting and medical education in the process of disaster response, and then these Technologies began to be used extensively in communication technologies, especially medical procedures (Reddy et al., 2009: 263; Mathew, 2005: 2005, Meissner et al., 2002). Advanced communication technologies in the U.S. in the Gulf War (1991) mobile health units, the U.S. assistance to Somalia (1993) also used a remote clinical communication system (Garshnek and Burkle, 1999: 215). Increasing the number of systems to ensure coordination used in the communication technologies in disaster management, including international organizations, especially to coordinate disaster response operations. The main purpose of these systems which called Emergency Management Information System (EMIS) in disaster management make life easier for employees, the organization of existing information and resources to more effectively not only geographically but functionally different channels and means of cooperation offer. Some of these are given below (Onorati et al., 2010; Dorasam and Raman, 2011: 3; Currion, 2007: 62): a)The UN is one of the most important organizations in the international disaster response operations. Using disaster information systems the UN coordinate different types of disaster and humanitarian relief operations aa) UN-OCHA: serve on the internet, intended to provide synchronization, mapping, flexible design. Some projects coordinated by OCHA such as IRIN (Humanitarian News and Analysis), CAP (The Consolidated Appeals Process), CERF (Central Emergency Response 478 �Fund, The), FTS, RedHum (América Latina y el Caribe Red de Información Humanitarian money), OCHA3W (Who does What Where / Contact Management Directory), IASC (The Inter-Agency Standing Committee). Using these these projects web pages, it is possible to organize, download documents or information about disasters (Bui et al, 2000: 436). ab), UN Relief Web: provide mapping, online library, professional resources, web-based service, designed for different types of disaster application forms, assessments, maps, press releases, field research, the reports. ac) LARED-UNDP-GMP: provide disaster information cards, database support, GIS, provides google maps. ad) FEMIS (Federal Emergency Management Information System): provide google mapping, reader blogs, disaster modeling, provides. b) Within the European Commission; ba) ECHO (European Community Humanitarian Office): serves within the framework of the Emergency Public Information Centers and Communication and Information System (the Common Emergency Communication and Information System-CECIS). bb) European Commission prepared a report that better protection of European citizens in order to improve disaster, the aim of this project establish an early warning system within the framework of the Indian Ocean in 2007. The Commission's objective to create real-time monitoring, providing real-time data and multi-faceted approach to disaster-warning mechanisms and to increased analytical capacities of participating countries. bc) Meteoalarm: founded by the European meteorological service, as a collection of Internetbased multi-lingual European alert platform for weather warnings. bd) The Global Disaster Alerts and Coordination System (GDACS): a fully automated manner with the participation of the EU and the UN, works with the data obtained from natural disasters 24/7 according to the warning system. be) the Commission are also prepared early warning systems for specific groups of disaster. The European Commission, the European Flood Alert System (EFAs) has funded the 479 �establishment. EFAs, 3-10 days prior to the damaging floods alert monitoring and information center. AK forest fires, forest fire information system was set up, with this system, and 6 days prior to the daily weather forecasts are made of fire hazard maps, maps of fire locations on a daily basis, 7 days in advance by means of satellite images also provided estimates of damage and risk areas on a daily basis, are published in the hot spots. The European Mediterranean Seismological Center in the Mediterranean region with a partnership with the determination of earthquake risks and Tunisia cooperated on adding three new sensor. Earthquakes in North Africa with the presence and location of the sensors to determine more clearly the nature of the increased chance. AK, as well as with intergovernmental Oceanographic Commission K. Tsunami early warning system has been cooperating in the Atlantic and the Mediterranean. European Commission, the effects of disasters and mitigation works on the development of technologies associated with the subject. Commission management research, information society, with a joint research center is engaged in disaster prediction and disaster management. Institute for environment and sustainability, especially within the joint research center, the commission is working tightly with the civil protection service. c) SAHANA: Established after the Indian Ocean tsunami (2004), the system provides open source software, training, aid distribution, status, mapping and response management. The Free and Open Source Software (FOSS) is a system open to sharing information, transparent and acting suitable for the general principles of humanitarian organizations. d) FEMA: FEMA is a organization that serves information about places for temporary shelters, medical special needs, materials, distribution points for aid materials, GIS, mapping etc. e) DERMİS-Dynamic Disaster Response Management Information System f) SARVOYADA: operated during the tsunami. g) IMASH-Information Management System: Designed for hurricanes. h) Digital Typhoon: Provides information about typhoons. i) PeopleFinder and ShelterFinder: Google search engine service which is heavily used in disasters. This system heavily utilized positioning and applications, helping those who struggle quake in Japan and Haiti, i) NIMS: National Incident Management Systems has been operating in the United States. j) DesInventar System: The system supported by UNDP and used in Africa and Latin America; works as a database to serve information about post-disaster damage, historical disaster data collection tool k) SIGAME: The sysytem was established after the mass fires in Galicia (2007). 480 �h) HAVARIA: The system works as a Disaster Information Services Alert Map, Global Display of Terrorism and suspicious events i) CRED-The Centre for Research of the Epidemiology of Disasters: The system was founded in Belgium (1973) as a international organization. System used by many international organizations, such as UN's EM-DAT (Emergency Disaster-Emergency Disaster Database Data Base), EM-BİB (Documentation Centre, bibliographic databases) (Hamzaçebi, et al., 2007: 179). i) Emergency Disaster Database (EM-DAT): The Research Centre of the Epidemiology of Disasters (OFDA / CRED) is an organization which covering the largest database about natural disasters. CRED prepares an annual statistical data tables and analysis. It can be searched by date, user country, disaster type, and system serves statistical database about list of general disaster. There are also some maps based on the EM-DAT database. These maps show the geographic summary about effects of disasters and catastrophes between 1974 and 2003. j) The Asian Disaster Reduction Center-ADRC: In order to reduce the effects of disasters and to share information about disaster in the Asian region it was establish in 1998, Japan. 22 states are member of ADCR today. System provide disaster related information about country / region, date, disaster type, loss of life and property, disaster related links (reports, articles), geographical data information, emergency response information (Hamzaçebi, et al., 2007: 179). k) Emergency Management Australia (EMA): Emergency Management Australia (EMA): disaster databases in EMA’s website serves information about historic disasters in Australia. All hazards are identified by type, date, district, region, the total number of dead, injured, number of affected population and the number of homeless (Hamzaçebi, et al., 2007: 179). l) Canadian Disaster Database (CDD): It was established in 1990, it provides information about wars and conflicts in ten years period except for natural and technological disasters (Hamzaçebi, et al., and 2007: 179). Besides these sites, there are web sites that provide information in different areas of disaster management, disasters, response operations, video, teleconferencing, early warning systems, disaster awareness on radio, television, cable television, amateur radio, wireless communication systems, and some organizations such as EU, WHO, FAO, IFRC, the Natural 481 �Hazards Center and the Pan-American Health Organization, DEC (Mathew, 2005: 56). Some institutions, such as The U.S. National Hurricane Center, the Caribbean Hurricane Page, the National Meteorological Center, serves as a mechanism on the web, to warn people, inform the path of disaster, provide information on damage . Epix, Colorado Natural Disaster Center, DHA, and many other website, electronic magazines and related material, such as the Journal of Humanitarian Assistance have become possible information sources. After the G7 summit in 1996, under the name of Global Emergency Management Information Network Project (GEMINI) was created by a global network (Stephenson and Anderson, 1997: 325). 3. USE OF COMMUNICATION MANAGEMENT SYSTEM IN TURKEY TECHNOLOGIES FOR DISASTER Public organizations that responsible for disaster management in Turkey are organized in national and local governments. Disaster and Emergency Management Authority (AFAD), founded in 2009, is the basis of the system. Departments of Disaster and Emergency Authority are Disaster and Emergency High Council, Disaster and Emergency Coordination Committee, Earthquake Advisory Board. AFAD web page provide information about disaster, concepts associated with disaster, types of disasters, disasters occurring throughout the world, Turkey's National Disaster archive, disaster maps of cities in Turkey and their risk status according to different disasters, measures to be taken in the face of disasters, risk management, civil defense and first aid. Using maps, tables and sateliteimages, Office of Earthquke which department of AFAD, provides information about earthquake that occur since 1900, in last 24 hours and last 30 days. The aim of National Disaster Archive System of Turkey is , using information technologies, to share information with other related public organizations, about disaster experiences of our country, disaster management system, disaster respond and recovery activities (Hamzaçebi et al., 2007:181). Regional and local seismic networks are established and operated by the universities in Turkey. In addition, the TUBITAK Marmara Research Center Earth and Marine Sciences Research Institute works to build and operate regional and temporary seismic networks. Bogazici University Kandilli Observatory and Earthquake Research Institute is a main organization that monitoring earthquakes on a national scale and producing information for emergency response agencies at the national and international scale. Bogazici University 482 �Kandilli Observatory and Earthquake Research Institute works as a 'National Seismic Network', it gives information about earthquakes to inform responsible public authorities. Institute has got 102 seismic stations across the country. It collects, evaluates data and then transfers information to related institutions. (Ministry of Public Works and Housing, 2004: 71-72). As a part of The General Directorate of Disaster Affairs, TURKNET (Turkey National Telemetric Seismic Network), was founded in 1989. The purpose of TURNET is to try to determine causes of earthquakes and TURKNET studies on hazard mitigation of earthquakes. TURNET has got a network which spread across the country. The network has got 31 stations. 12 of them are located on the North Anatolian Fault Zone (NAFZ). TURKNET information center provides newsletters and catalogs, seismicity maps, long-term data, a fast and automatic earthquake alert, information via the Internet, a reliable estimation of the earthquake (Alkan, and Kaplan, 2005: 164-165). "Active Fault Map of Turkey" is published in 1992 by the General Directorate of Mineral Research and Exploration (MTA). It is a reference source and shows the map of active faults of the whole country. From the date of its publication, this map is a main data resource for ongoing efforts about earthquake in our country. The Ministry of Public Works and Settlement prepared and released "Earthquake Zoning Map" in 1996. Especially after the 1999-Marmara Earthquake, initiatives for the establishment and operation of disaster information systems, national scale disaster information technologies have been increased in Turkey. In this context joint studies with international organizations as the World Bank, EU, JICA, have been increased. Universities, municipalities prepared projects, implementation plans and reports for addressing issue on a regional, national scale. However, the majority of them have been an attempt or preparation. Process has been continuing. Some of these studies are follows: (Ministry of Public Works and Settlement, 2004: 71): i) "Turkey Geographic Information Bank” the preparatory work was completed in 1995 by the SPO, the system aims to provide production and use survey data. ii) "Management Information System" Project; has prepared by the Prime Ministery, the system aims a healthy flow of data between public bodies, to ensure using computer network that sought to establish a Standard. iii) "National Geographic Information Systems Strategies in Turkey Project" has prepared by Ministry of National Defence. iv) "Geographical data production and usage survey" has prepared in 2004 by the General Diroctorate of Land Registry and Cadastre. 483 �v) "Turkey Disaster Preparedness Response and Coordination System Concept 'Report" has prepared by Turkish General Staff. vi) Documents which showing the required needs of disaster prepared by AFAD Turkish Disaster Information System (TDIS) has prepared by the Ministry of Interior and Istanbul Technical University in 2001. Four projects have been implemented in In this context: i) National Emergency Management, Training and Exercise Program, ii) Dvelopment Projects of National Emergency Management Model, iii) Restructuring of the National Fire Brigades, iv) National Remote Sensing System (UAS) and Geographic Information System (GIS)-Based Data Base and Disaster Management Creating StandardsOriented Decision Support System (Turkey Disaster Information System - TABİS) . The purpose of TABİS is, using modern satellite technology and information systems, in order to establish the standard model, especially in emergency planning, implementation, and in case of any disaster, disaster management and damage that can be used to estimate, central and function as a decision support system in Turkey. The purpose of TABİS has been creating inventory on disasters, gather information about disasters and transfer them in a information system (Nurlu, 2009). In addition, Turkish Red Crescent has got a system that estimate damage of disaster. In this way, the Red Crescent, can quickly know the size and needs of disaster. And it can respond to disaster most appropriate intervention. Provincial Disaster and Emergency Management at provincial level, especially in provinces that located in high risk areas, appear to be more active in AFAD Office. Bogazici University Kandilli Observatory and Earthquake Research Institute, in the context of Istanbul Disaster Preparedness Education Project (İAHEP) has been developed the Geographic Information Sharing System (GISSI). Based on information sharing, using digital maps, GISSI has been provided current data accessibility. In this way, the system aims to help neighborhood organization to the development of earthquake preparedness and postearthquake emergency response plans. Since 2000, Istanbul Governorship Disater Management Center has been set up to provide coordination and cooperation between the relevant institutions and organizations. Disaster Management Center has been legally responsible for carrying out the preparations for disaster management in İstanbul. Center has been collect, update, analyze and synthesize all kinds of information about disasters. Another project in İstanbul is the Istanbul Disaster Information System. The aims of the system to do disaster planning, implementation, managament, estimate damages, by using satellite technology and information systems; to provide information for the other provincies, 484 �to act as a pilot decision support system project. Additionally, Disaster Coordination Center in Istanbul Metropoliten Municipality has been providing real-time monitoring about disaster and archive disaster records.Other example of national disaster databases in Turkey is the Middle East Technical University Department of Environmental EngineeringTechnological Accidents Information System. At local level, especially in the high risky provincies, disaster information technology-based works are a lot. For example, the RADIUS Project coordinate by İzmir Metropoliten Municipality aim to evaluate sismic situation and to determine the possible damages that may occur during an earthquake İzmir. Crisis Management Center of the Governorship of Izmir has been initiated to Emergency Management and Geographic Information System. The Disaster Management Information System (İZAYBİS) established and İzmir Development Agency (İZKA) provided financial support to the "Enhancing the Effectiveness of Disaster Management Framework of the Provincial Emergency Response Plan".Creating a disaster management information system within the scope of this project, studies are performing in Izmir. Crisis Management Center of the Governorship of Izmir sharing information with various institutions and organizations. The center serves information to the other organizations using geographic information systems and digital maps in different formats (Mersin and Şahin, 2009: 45).In Afyonkarahisar Emergency Management and Data Processing Center (ADUYBİM) are available. The center, operates within the scope of GIS. In Kastamonu (Hamzaçebi et al, 2004: 1) and Rize (Balci, 2007) there have been attempts to establish meteorological early warning systems in the disaster information system. 4.CONCLUSIONS AND RECOMMENDATIONS Because of the disasters, importance of the use of communication tools increased. However, for various reasons, particularly economic constraints, the adaptation of communication technologies in disaster management is not easy. Taking into account these constraints, some suggestions can be developed for adaptation of successful communication technologies in disaster management process. Using communication technologies, aid agencies who’s responsible for disaster should tie together within the framework of global, national and local scales. While communication technologies are aligned with the local disaster plans at a later stage, this information should be collected on a national scale, and ultimately global disaster information should be shared between relevant countries and organizations. For example, particularly local hospitals should equipped terminals; they should used capable of wireless lines and should be connected to the disaster area. For example, in a disaster situation that 485 �may affect multiple countries such as tsunami, unlike establish early warning systems in each country; establish a common system is more cheap and useful. Indeed, such a model after the 2004 tsunami took place in India and Taiwan (Samarajiva, 2005: 735). Disaster management should adapt technical infrastructure, people and agencies that involved in the process. In this context, to be prepared for disasters, especially the opensource, easily accessible software and training tools are needed in each stage of intervention (Currion, 2007: 62). Designing the disaster technology infrastructure the possible technical difficulties, social dimensions should be consider. So, framework of disaster management process should be designed as a socio-technical systems approach (Reddy et al, 2009: 267). An ideal disaster management system should be involved public agencies, citizens, voluntary organizations, private sector. At this point especially in disaster databases and other technologies in disaster design, establish, implementation, financing partnerships with the private sector is very important. Disaster communication systems should planned alternativly (Lien et al., 2009: 1-10). In an effective disaster management, roles and visions of a local disaster teams must comply with professional standards, appropriate technologies should be used, teams must be open to interaction and knowledge transfer. After the Marmara Earthquake some important legal and institutional regulations has been done disaster management system in Turkey. But it is hard to say desired level. Some of the strategic objectives of National Earthquake Disaster and Emergency Management Strategy and Action Plan (UDSEP) (2012-2023) which prepared by the AFAD, are to develop disaster information infrastructure and to design new research and develop methods; to establish earthquake data bank; to develop seismic observation networks; to develop forecasting and early warning system etc. (AFAD, 2010: 8-18). To improve disaster communication technologies in Turkey, some recommendations are as follows: -National disaster management authority should determine tasks and responsibilities clearly, and should share rolles and responsibilites with government organizanizations, universities, private sectors etc. 486 �-Whichorganization produces and which information must be determined; to standardize the data produced by different organizations, the data flow, rules of data flow should be determined between institutions; the data collected and should be coordinated in one hand. -Disaster management policies should be prioritized in national policies, -E-government infrastructure should be completed and disaster management systems should be integrated in. -A national network system which country-wide disaster monitoring, recording, evaluation, archiving shold set up, -Institutions responsible for disaster management should be recruited expert-qualified personnel -Information access, exchange infrastructure should set up in national level. -National disaster coordination and data center on a space based established. -Training in disaster management, disaster technologies should be supported -International cooperation in the use of satellite communications and other systems in disaster management should be increased -National disaster information system standards, terminology and definitions should be identified. REFERENCES AFAD (BaşbakanlıkAfetveAcil Durum (2010).UlusalDepremStratejisiveEylemPlanı (2012-2023) YönetimiBaşkanlığı) http://www.deprem.gov.tr/sarbis/DDK/UDSEP/UDSEP2012-2023-rrr.pdf 487 �Alkan, Mehmet Akif, Mehmet Kaplan (2005). TürkiyeUlusalTelemetrikDepremKayıtAğı”, DepremSempozyumu. “TÜRKNET- http://kocaeli2007.kocaeli.edu.tr/kocaeli2005/deprem_sempozyumu_kocaeli_2005/2_yer_ya pisi/d_10_sismik_aglar/turknet(turkiye_ulusal_telemetrik_deprem_kayit_agi).pdf Bui, Tung, Sungwon Cho, Siva Sankaran, Michael Sovereign (2000). “A Framework for Designing a Global Information Network for Multinational Humanitarian Assistance/Disaster Relief”, Information Systems Frontiers, 1 (4), s. 427–442. Coombs, W. Timothy (2007). Ongoing Crises Communication, Planning, Managing and Responding, Second Edition, Sage Publications. Comfort, Lousie(2007).”Crisis Management in Hindsight.Cognition, Communication, Coordination, and Control“, Public Administration Review, 67 (1), s.189-197. Currion, Paul, Chamındra De Sılva, Bartel Van De Walle (2007). “Open Source Software For Dısaster Management”, Communıcatıons Of The Acm, 50 (3), s.61-65. Çelik, SüleymanveSıtkıÇorbacıoğlu (2010).“Role of Information in Collective Action in Dynamic Disaster Environments”, Disasters, 34 (1), s.137−154. Edwards, Wendy, AvaisVaid, Ian Brooks (2010). “INDICATOR: An Open-Source Cyberenvironment for Biosurveillance”, Proceedings of the 7th International ISCRAM Conference – Seattle, USA, May 2010, s.1-4. Fink, S. (1986). Crisis management: Planning for the inevitable. New York: American Management Association. Garshnek V, Burkle FM Jr. (1999). “Telecommunications Systems in Support of Disaster Medicine: Applications Of Basic İnformation Pathways”, Annals of Emergence Medicine, 34, s.213-218. 488 �Hamzaçebi, Gülşah, Murat Nurlu, Demir Akın, NurcanKoç (2007). UlusalAfetArşivSistemineAyrıntılıBirBakış” AltıncıUlusalDepremMühendisliğiKonferansı, 16-20 Ekim 2007, İstanbul, 173-184.http://www.e-kutuphane.imo.org.tr/pdf/2636.pdf Heath, R. L. (1998). “New Communication Technologies: An Issues Management Point Of View”, Public Relations Review, 24, s.273–288. Krakovsky, Alexandra (2010). “The Role of Social Networks In Crisis Situations: Public Participation and Information Exchange”, Proceedings of the 7th International ISCRAM Conference – Seattle, USA, May 2010 –1, s. 1-6. Lien, Yao-Nan, Hung-Chin Jang, and Tzu-Chieh Tsai (2009). “A MANET Based Emergency Communication and Information System for Catastrophic Natural Disasters”, 2009 29th IEEE International Conference on Distributed Computing Systems Workshops, s. 1-10. Lotonero, Mark, Irina Shklovski (2010). “Respectfully Yours in Safety and Service”: Emergency Management & Social Media Evangelism”, Proceedings of the 7th International ISCRAM Conference – Seattle, USA, s.1-10. Marincioni, Fausto (2007). “Information Technologies and the Sharing of Disaster Knowledge: the Critical role of professional Culture”, Disasters, 31(4), s.459−476. Mathew, Dolly (2005). “Information Technology and Public Health Management of Disasters—A Model for South Asian Countries”, Prehospital and Disaster Medicine, 20(1), s.54–60. Meissner, Andreas, Thomas Luckenbach, Thomas Risse, Thomas Kirste, Holger Kirchner (2002). “Design Challenges for an Integrated Disaster Management Communication and Information System”, IEEE Workshop on Disaster Recovery Networks (DIREN 2002), New York City. Nurlu, Murat (2009).“TürkiyeAfetBilgiVeİletişimSistemi (TABİS)BakanlıklararasıHaritaİşleriniKoordinasyonVePlanlamaKurulu I. Sempozyumuhttp://www.hgk.msb.gov.tr/bhikpk/sempozyum9.htm Okay, Ayla (2002). “Halklaİlişkilerve İnternet”, İstanbul ÜniversitesiİletişimFakültesi 489 �Dergisi, 1 (12), s. 535-547. Onorati, Teresa, Alessio, Malizia, Paloma Diaz, Ignacio Adeo (2010). ”Interaction Design for Web Emergency Management Information Systems”, Proceedings of the 7th International ISCRAM Conference – Seattle, USA. Reddy, Madhu C., Sharoda A. Paul, Joanna Abrahama, Michael McNeesea, Christopher DeFlitchb, John Yena (2009). “Challenges To Effective Crisis Management: Using İnformation And Communication Technologies To Coordinate Emergency Medical Services And Emergency Department Teams”, International Journal of Medical Informatics, 78, s.259–269 Samarajiva, Rohan (2005). “Policy Commentary: Mobilizing Information and Communications Technologies for Effective Disaster Warning: Lessons from the 2004 Tsunami”, New Media Society, 7, s. 731-747. Seemaan, Bryan, Gloria Mark, Ban Al-Ani (2010). “ Developing Information Technologies for Citizens Experiencing Disruption: The Role of Trust and Context”, Proceedings of the 7th International ISCRAM Conference – Seattle, USA, May 2010, s.1-10. Seeger, Matthew W., Timothy L. Sellnow, and Robert R. Ulmer (1998). “Communication, Organization, and Crisis.”Communication Yearbook, 21, s. 231-275. Starbird, Kate,Jeannie Staberger (2010).“ Tweak the Tweet: Leveraging Microblogging Proliferation with a Prescriptive Syntax to Support Citizen Reporting, Proceedings of the 7th International ISCRAM Conference – Seattle, USA, 1, s. 1-5. Stephenson, Robin, Peter S. Anderson (1997). “Disasters and the InformationTechnology Revolution”, Disasters, 21(4), s. 305-334. The Ministry of Public Works and Housing (2004) Earthquake Commission-Disaster Information Comission Report. 490 �Zhu, Jiang, FeiXiong, DongzhenPiao, Yun Liu, Ying Zhang (2011). “Statistically Modeling the Effectiveness of Disaster Information in Social Media”, 2011 IEEE Global Humanitarian Technology Conference, s. 431-436. Does predefined erp implementation methodology work for public companies in transitioning country? Classification of EEG signals for epileptic seizure prediction using ANN JasminKevric, AbdulhamitSubasi International Burch University, Faculty of Engineering and Information Technologies, FrancuskeRevolucije bb, Ilidža, Sarajevo, 71210, Bosnia and Herzegovina. E-mails:jkevric@ibu.edu.ba, asubasi@ibu.edu.ba Abstract In this paper, we developed a model for classification of EEG signals. The aim of the study is to determine whether this model can be used for epileptic seizure prediction if “pre-ictal” stages were successfully detected. We analyzed long-term Freiburg EEG data. Each of 21 patients contains datasets called “ictal” (seizure) and “inter-ictal” (seizure-free). We extracted 4096-samples (or 16 seconds) long segments from both datasets of each patient. These segments were decomposed into time-frequency representations using Discrete Wavelet Transform (DWT). The statistical features from the DWT sub-bands of EEG segments were calculated and fed as inputs to Multilayer Perceptron (MLP) and Radial Basis Function (RBF) network classifiers using 10-fold cross validation. We also applied multiscale PCA (MSPCA) de-noising method to determine if it can further enhance the classifiers’ performance. MLP-based approach outperformed RBF classifier with or without MSPCA, which significantly improved the classification accuracy of both classifiers. The proposed MLP-approach with MSPCAachieved a classification accuracy of 95.09%. We showed that a high classification accuracy of EEG signals can be accomplished in cases when additional “pre-ictal” class is introduced. Therefore, the proposed approach may become an efficient tool to predict epileptic seizures from EEG recordings. Keywords: Electroencephalogram (EEG); Epileptic seizure; Discrete Wavelet Transform (DWT); Multilayer Perceptron (MLP); Radial Basis Function (RBF) network; Multiscale PCA (MSPCA); Machine learning. 491 � 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. 1207 Title A name given to the resource Sustainability and Using Information Technologies in Disaster Managament Author Author Fatma , Neval Genç Abstract A summary of the resource. Sustainable development is a concept that meets the needs of present without compromising the ability of future generations to meet their own needs. In recent years world population suffered by numerous natural and manmade disasters so that they strived to protect their own existence prior to the future. However, most of the disasters were caused by un-sustainable attitudes of politicians, decision makers and communities. In this paper, the concept of disaster management and using information technologies in disasters will be discussed in the sustainability context. The study focuses on the use of information technologies in disaster situation. Information technologies are used in before and after of disaster. In this paper role and place of communication and communication technologies in crisis and disaster situations is considered. This issue, crisis, disaster communication, coordination of disaster situation examined using national and international literature and experience of disaster occurred. In the study developments on the use of communication technologies in disaster management, success of disaster information systems in disasters, advantages and disadvantages of using communication technologies are examined. Keywords: Sustainability, Crisis Management, Disaster Management, Communication Technology, Public Administration. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General),T Technology (General) https://omeka.ibu.edu.ba/files/original/73528c3460986ec752f1d2e00907f0a6.pdf 8e44facaef1be7a6a73f90db9783fe8c PDF Text Text 3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Sustainability Dilemma of Pluralistic Social Structure in Western Democracies Bahadır Eser1,Selim Kanat2, Adem Ali İren2 1Suleyman Demirel University Dept. of Public Administration 2 Suleyman Demirel University Dept. of International Relations 1.INTRODUCTION Different groups in a society have several powers to access the ruling system. One of them is highly organized to reach governing mechanism to affect decision-making process while the others really suffered from not being part of it. Some state mechanisms adopt very embracing policy for minority groups of society in opposition to other states insisting on implying majoritarian policies. Majoritanism which is a political theory based on prioritizing the will of majority is more prone to exclude minor parts of society from involving state system. Thus a problematic situation is given rise to emerge “other” concept known as not being a part of majority. 2.Pluralism Pluralism is a term used for diversity of multiplicity or a descriptive concept standing for coexistence of different moral and political values in terms of political science. Pluralism is used to characterize the attitude of open-mindedness and the willingness to non-repressively tolerate the diversity of worthwhile pursuits to which humans may devote themselves (Talisse, 2011:88). Pluralism enables to disperse power more equally within alls sections of a society. When we look at European democracies and state mechanism from pluralistic view, it is easy to find many critical points that do not fit with this approach. However not only developing but also current western democracies whose social structures composed of pluralistic view sometimes ignore their democratic character. Xenophobia, Islamophobia and racism are different kind of terms which damages pluralism by suppressing minority groups in the developed countries. Cultural pluralism explains the dynamic by which minority groups fully participate in the dominant society while maintaining their cultural differences. A pluralistic society is a community where different groups have a certain degree of tolerance for one another while interacting. Different cultures can coexist without major conflicts, and where minority cultures are encouraged to uphold their customs in pluralistic societies (Ratulea, 2009:43). The relation between the "majority culture" on one side and the "culture of minorities" another side as a relation of possible antagonism can lead to mutual social exclusion through the necessity of preserving some particular cultural identities within the context of a cultural pluralism. (Bercea, 2007:195-196). Multicultural politics produce a collective Muslim 437 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo identity “as a shared immigrant experience and as a representational identity” (Humphrey, 2001:35) 3.Islamophobia Islamophobia is a word that is practically in many places at the same time in today’s discourse on Islam. The situation of Muslim minorities in the West is frequently framed both by academics and by pundits in terms of the ‘need’ to combat the ‘evils’ of Islamophobia (Zuquete, 2008:321). Islamophobia “has fed racist hostility against people of Middle Eastern, Arab and South Asian origin and has in turn been bolstered by racial prejudice and xenophobia” (Rudiger, 2001). Unnecessary hostility against Islam refers to the practical consequences of such hostility in unfounded discrimination against individuals and societies whose religion is Islam (Trust, 2002). Muslim minorities have recently emerged in most Western countries; for instance; some European countries (England, France and Germany in particular. Muslim immigration has been more recent in other countries such as the USA and Canada) have been receiving Muslim migrants of various origins since the 1950s (Bloul, 2008:9). Moreover, Muslim contact with the Australian landmass has dated back to the 17th century (Kabir, 2004). The Muslim population of Australia is relatively small and comes from different origins ‘Muslimness’ of Australian immigrants is open to negotiate within the wider social, legal and political environment (Humphrey, 2001:40) 4.Xenophobia The style of immigrants becoming sources of economic threats is perceived in terms of labor market theory (Bonacich, 1972; Boswell, 1986), which assumes that xenophobia is strengthened when immigrant workers work for decidedly lower wages than the majority population. Many immigrants are more willing to work for low wages with poor working conditions in a receiving country due to low incomes and living standards in their home countries. Accordingly, immigrants lead to decrease job opportunities for the majority populations as well as undermine the wage standard in the host society – thus becoming a threat to the majority population (Hjerm and Nagayoshi, 2011:4). As it is accentuated by Bonacich and Boswell labor market theory is one of very crucial part in rising hatred towards foreign people in a society. The origin of anti-immigrant voices is related to cultural tensions between ethnic groups where foreigners are viewed as potential threats to national identity, social order and values of the majority population (Hjerm and Nagoyashi, 2011:5). Cultural aspects are emphasized as a significant factor for creating prejudices towards immigrant groups (McLaren and Johnson, 2007). The focus on cultural threat has either been somewhat neglected or, alternatively, has been overtly on perceptions of cultural threat instead of their objective sources. However, the existing empirical studies which has importance suggest that social and economic variables were mostly insignificant in explaining support for anti-immigrant parties in seven European countries (Van der Brug et al. 2000). Furthermore, cultural threat is a more beneficial and an analytical tool to explain prejudice than economic threat. (Scheepers 438 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo et al., 2002:22). The size of non-European population of immigrants is often used as an indicator of objective sources of cultural threat (Schneider, 2007), but ‘non-European’ implies various differences: linguistic, religious, or perhaps physical appearance. (Hjerm and Nagoyashi, 2011:5) 5.Rise of Extreme Right The 1990s were a period of tremendous growth in electoral support for radical right-wing parties across Western Europe. When we look at seven prominent radical right parties from 1990 to 2000, we can see that one study showing a mean increase of 55% in vote share during during this period (Norris, 2005:8). Particular importance of radical right-wing parties for the investigation, they have often been defined by their positions in opposition to immigration (Williams, 2006). However, the specific enemies and the degree to which they are looked down on change from state to state in spite of the common rhetoric of xenophobia among radical right-wing parties, because each country has the unique history and context (Williams, 2010:112). For instance, , Turks have formed a sort of Parallelgesellschaft (“parallel society”) in Germany which remains separate and distinct in many forms from German society (Caglar, 2001:604). Far right parties defended cultural purity during 1980’s and 1990’s through accentuating anti-immigrant expressions. Immigrant values conveyed by workers whose cultural background stemming from non- European societies are important threats against native culture or life style. Thus different values and cultures can eradicate or erode the basic principles of native societies. Therefore, extreme right wings brought protecting traditional life characteristics up to the agenda on account of high damaging possibilities of immigrant values. Following this logic, the self-proclaimed spiritual leader of the Danish Progress Party, Mogens Glistrup, made anti-immigrant sentiment an issue of patriotism saying “Of course I am a racist—all good Danes are. Either you’re a racist, or else you’re a traitor” (Widfeldt, 2000:490). Glistrup has also stated that Muslims should be “chased away” or else “they will kill us all.” The French FN expressed its policy of “national preference” in the 1993 party program by second-in-command leader Bruno M´egret. The “300 measures” in the 1993 program recommended that French and European Union nationals be considered the primary recipients of welfare state benefits such as unemployment compensation, housing, and health care. The policy was criticized widely as a form of anti-foreigner apartheid, racist in its intention. However, the National Front defended the aims of the plan, which it said were to preserve the French nation, a rooted, “historic, traditional, ethnically-inspired entity that can easily be undermined by alien values, groups, culture and influences.”(Hainsworth and Mitchell, 2000:445). The Swiss People’s Party, which won 22.5% of the popular vote, emphasized “abuse of asylum” and opposed illegal immigration on the ground that immigrant use resources of local 439 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo people (Husbands, 2000:508). Another example of anti-immigrant policy in Europe was the Danish People’s Party claiming that Denmark is not an immigrant country (Widfeldt, 2000:491). On the other hand the Norwegian Progress Party claimed that immigrants cause to drain national sources (Gibson, 2002:25). In Holland Pim Fortuyn’s List Party opposing immigrants due to cultural reasons says that previous government ignored the effects by which Muslim immigrations were caused (Migration News, 2002). German National Democratic Party claimed that foreign influence infiltrated into Germany and expressed that American culture and non-Europeans immigrants undermined German cultural heritage (Winkler and Schuman, 1998:102). 6.Anti-Discrimination Laws in Europe Religious discrimination in Europe is very critical issue, so the EU adopted some principles in order to combat religious discrimination in Treaty of Amsterdam in Article 13 says: This Article complements Article 12, which prohibits discrimination on grounds of nationality. The new Article enables the Council to take appropriate action to combat discrimination based on sex, racial or ethnic origin, religion or belief, disability, age or sexual orientation (Treaty of Amsterdam, Article 12) Few European countries developed and overhaul their legislation on discrimination based on religious grounds. There are some instances about this tendency by European states. Even though the anti-discrimination legislation in the United Kingdom did not cover religious Discrimination area, the Race Relations Act of 1998 include discrimination against ethnoreligious groups which has been used by the Commission for Racial Equality to argue that religious discrimination in effect amounts to unlawful indirect racial discrimination against a particular racial group covered by the Race Relations Act (Religious Discrimination: Your Rights in Bloul, 2008). Some other example in Europe for anti-religious discrimination can be arrayes as Finland’s Penal Code (1995, Section 9) explaining sentences for discrimination because of religion, civil and administrative law in Austria contains provisions prohibiting public expressions of prejudice against persons on the ground of religion or creed. The 1987 Penal Code In Denmark provides punishments for discrimination and harassment on the grounds of belief (Article 266b, Act 626 of 1987), The Penal Code in France, (1985, Art. R624-3, 4, 7) punishes verbal hatred on grounds of religion. Discrimination on grounds of religion is also prohibited and punished in Holland (Penal Code 1992), Norway (Penal Code 1981, Paragraph 135a), Sweden (Act 134, 1994), Spain (Cooperation Agreement 1992, Institutional Law 10/1995) (Bloul, 2008:14). 7.CONCLUSION 440 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Pluralism is a term used for diversity of multiplicity or a descriptive concept standing for coexistence of different moral and political values in terms of political science. Pluralism enables to disperse power more equally within alls sections of a society. When we look at European democracies and state mechanism from pluralistic view, it is easy to find many critical points that do not fit with this approach. However not only developing but also current western democracies whose social structures composed of pluralistic view sometimes ignore their democratic character. Xenophobia, Islamphobia and racism are different kind of terms which damages pluralism by suppressing minority groups in the developed countries. The most important thing of pressure on different groups in a society is to create an “other” notion which is not welcomed by the majority of community. From this perspective the other concept can easily appear in the societies that does not internalize pluralism. In other words, majoritarian or no pluralistic structure of societies complicates co-existence of different groups. In that context, we aimed at investigating unpluralistic structure, which creates xenophobia, Islamphobia and racism in European democracies post Sept 11. BIBLIOGRAPHY Bercea, R. (2007), Communitarian Law. Principles, C.H. Beck Publishing House, Bucharest. Bonacich E. (1972), “A theory of ethnic antagonism: The split labor market” , American Sociological Review 37 (5), pp. 547–559. Boswell Terry E. (1986), “A split labor market analysis of discrimination against Chinese immigrants, 1850–1882”, American Sociological Review 51 (3), pp. 352–371. Caglar, Ayse S. (2001), “Constraining Metaphors and the Transnationalisation of Spaces in Berlin”, Journal of Ethnic and Migration Studies 27 (4), pp. 601–613. Gibson Rachel K. (2002), The Growth of Anti-Immigrant Parties in Western Europe, Lewiston: The Edwin Mellen Press. Hainsworth P. and Mitchell P. (2000), “France: The Front National from Crossroads to Crossroads?”, Parliamentary Affairs 53 (3), pp.443-456. Hjerm M. and Nagayoshi K. (2011), “The composition of the Minority Population as a threat: Can Real Economic and Cultural Threats Explain Xenophobia?”, International Sociology, 26 (6), pp. 1-29. 441 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Husbands C. (2002), “Switzerland: Right-Wing and Xenophobic Parties, from Margin to Mainstream?” Parliamentary Affairs 53 (3), pp. 501–516. Kabir, N. (2004), Muslims in Australia: Immigration, Race Relations and Cultural History, London: Kegan Paul. M. Humphrey (2001), “An Australian Islam? Religion in the multicultural city”, in Muslim Communities in Australia, eds A. Saeed and S. Akbarzadeh, Sydney: University of New South Wales Press, pp. 33–52. McLaren L.M.and Johnson M.(2007), “Resources, group conflict and symbols: Explaining anti-immigrant hostility in Britain”, Political Studies 55 (4), pp. 709–732. Migration News (2002), “France, Netherlands: Le Pen, Pim Fortuyn,” http://migration.ucdavis.edu/mn/Archive MN/jun 2002-08mn.html (accessed 12 March 2012). Norris P. (2005), Radical Right: Voters and Parties in the Electoral Market, New York: Cambridge University Press. Ratuela G. (2009), “Minorities, Protection, Democracy, and Cultural Pluralism”, Bulletin of the Transilvania University of Brasov, 2 (51), pp. 42-51. Religious Discrimination: Your Rights, London: CRE, 1996. Rudiger A. (2001), “Crisis or More of the Same?” Connections, available online at: http://www.cre.gov.uk/publs/connections/conn_01au_crisis.html. (accessed April 2012). Scheepers .P, Gijsbert M. and Coenders M. (2002), “Ethnic exclusionism in European countries: Public opposition to civil rights for legal migrants as a response to perceived ethnic threat”, European Sociological Review 18 (1), pp. 17–34. Schneider LS (2007), “Anti-immigrant attitudes in Europe: Outgroup size and perceived ethnic threat” European Sociological Review 24 (1), pp. 53–67. 442 �3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo Talisse, Robert B. (2011), “Value Pluralism and Liberal Politics”, Ethical Theory & Moral Practice 14 (1), pp. 87-100. The Amsterdam Treaty: A Comprehensive Guide, available online http://europa.eu.int/scadplus/ leg/en/lvb/a10000.html (accessed April 15 2012). at: Trust R. (1997), “Islamophobia: AChallenge for Us All”, available online at: http://www.runnymedetrust.org/publications/pdfs/islamophobia.pdf. (accessed February 2012). Van der Brug W., Fnennema M. and Tillie J. (2000), “Anti-immigrant parties in Europe: Ideological or protest vote?”, European Journal of Political Research 37 (1), pp. 77–102. Widfeldt A. (2000), “Scandinavia: Mixed Success for the Populist Right”, Parliamentary Affairs 53 (3), pp. 486–500. Willams Michelle H. (2010), “Can Leopards Change Their Spots? Between Xenophobia and Trans-ethnic Pouplism among West European Far Right Parties”, Nationalism and Politics 16 (1), pp.111-134. Williams Michelle H. (2006), The Impact Of Radical Right-Wing Parties In West European Democracies, New York: Palgrave. Winkler, J.and S. Schumann (1998), Radical Right-Wing Parties in Contemporary Germany. in The New Politics of the Right: Neo-Populist Parties and Movements in Established Democracies, edited by Betz H. G., ImmerfallS.. New York: St. Martin's Press, pp.95-110. Zuquete, Jose P. (2008), “The European Extreme Right and Islam: New Directions?”, Journal of Political Ideologies, 13 (3), pp. 321-344. 443 � 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. 1140 Title A name given to the resource Sustainability Dilemma of Pluralistic Social Structure in Western Democracies Author Author Bahadır, Eser Abstract A summary of the resource. Different groups in a society have several powers to access the ruling system. One of them is highly organized to reach governing mechanism to affect decision-making process while the others really suffered from not being part of it. Some state mechanisms adopt very embracing policy for minority groups of society in opposition to other states insisting on implying majoritarian policies. Majoritanism which is a political theory based on prioritizing the will of majority is more prone to exclude minor parts of society from involving state system. Thus a problematic situation is given rise to emerge “other” concept known as not being a part of majority. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-31 Keywords Keywords. Conference or Workshop Item PeerReviewed H Social Sciences (General) https://omeka.ibu.edu.ba/files/original/4e3fee2eafb7e086fb968aba1091cbff.pdf 1c4967fc95332afc95f6a81ba2958f21 PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Sustainability of Effective Use of Water Sources of Turkey Şükriye Aras HĐSAR Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, sarashisar@hotmail.com Olcay HĐSAR Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, ohisar@atauni.edu.tr Sıtkı ARAS Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, msaras@atauni.edu.tr Adem Yavuz SÖN M E Z Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, ayavuzs@atauni.edu.tr Gonca ALA K Fisheries Department, Agricultural Faculty, Atatürk University, Erzurum, TURKEY, galak@atauni.edu.tr Abstract: Natural water resources had been threaten by increase of temperature due to global warming and not proper usage of them this causing health problems both for human and aquatic environment. Therefore new studies have been forced in the rehabilitation and sustainable usage of water sources recently in the world. In this paper information about their currency state and future projections is given based on many published data. Keywords: water resources, Turkey, sustainable Introduction One of the important vital resources of sustainable development is water. World population in 20.century increased approximately three fold in proportion to 19.century. On the contrary it is seen that utilization of water resources increased six fold. However the fast consumption doesn’t have properties about providing equal opportunities and benefits to beneficiaries of resources. Swedish hydrologist Malin Falkenmark points out that annual capitation of agricultural, domestic-urban,industrial water demand limit of minimum sufficiency is 1000m3 in a country. So under thislimit means poverty in point of water. There are water famines especially in three regions of world at presenttime. These are Africa,the Middle East and South Asia. In 20.century,itis written official enrolments thatthe speed of water consumption increase istwo half fold of the speed of population increase broad world. Even the Middle East in which has trouble with water problem, the rate of population increase exceeds %3 in lots of counties, and new generation doubles up the previous one numerically. On the other hand,itis guessed that with the increasing population in the developing countries in 20 years,in ratio of %17 more water will be needed to grow food products. On that account,itis guessed that the increase in total water consumption will be %40 in 2025. According to World Bank experts’ guesses, the number of countries which have substantially troubles with water famine is anticipated to rise to %34, and itis pointed outthatmore than 3 billion people will be faced with water famine in 2025. Water crisis is described like that over one billion people’s not gaining enough access to healthy 333 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo drinking water and half of world population’s not having enough water and groundwork of waste water. So, unavoidable water crisisis possiblein the whole world. On the other hand, according to evaluations, dirty waters cause %80 of illness in developing countries, and death of approximately 10 million people ever year. The recession of water quality and the anxieties about qualification of water provided that water resources are included in environmental protection and development content of United Nations Environment Program. Turkey’s Water Potential and Assessment of Situation W hen the water potential of a country, which is reinforced by rainfall, is divided to population, capitation of annual average of water amount is gotten. It does not mean thatthe water potential of a country is always usable property. There are important differences between the total water potential and usable water potentialin countries where rivers have irregular flow. Turkey is 779.425 square kilometersintotal area,land area is 765.152 square kilometers and water area is 14.300 square kilometers. The climate of Turkey is semiarid and there are excessivetemperature differences among some regions. Annual average amount of rainfallis 643m m3 (TUĐK 2008). Water resources are limited according to irrigable solid in Thrace and Central Anatolia regions, in Eastern Black Sea is reverse of this. Underground and aboveground waters of our country are given in Table 1 and 2. Flow 186,05 Consumable Annual Average Amount of Water 95,00 Actual Annual Consumption 27,50 Table 1. Aboveground Waters (billion m3) (Kıran, 2005) Drainable Annual Water Potential 12,20 Assigned Amount 7,80 Actual Annual Consumption 6,00 Table 2. Underground Waters (billion m3) (Kıran, 2005) W hen population increase of our country is considered, capitation amount of annual water is guessed 2750m3 in 2010; capitation amount of usable wateris 1300m3 in same term. It shows thatthere will be critical deficiency of waterin furtheryears especially in arid yearsin some parts of country (Kıran, 2005). W hile the annual population increase is %2.3 in Turkey, this rate is %3.6 in Southeastern Anatolia Project region, and this is twofold of %1.8 increase in world. Actually when capitation annual water amount is considered,the common aspectisthat Turkey is not a rich country about water resources. The capitation annual amount of water is 1300m3 in our country. However this amount is 3000m3in Asia, 5000 in Western Europe, 7000 in Africa, 18000 in North America, 23000 in South America and 7600m3 in overallworld (Türkkan 2009). The Possible Effects of Global Warming and Insensible Use of Water to Our Country’s Water Resources All world countries and science world started to ponder about more productive use and development sustainability of available water resources because of global warming and unconscious usage of natural water resources. Global warming is named shortly “the rising oftemperature on surface of atmosphere, oceans, and land masses”. The cause of this warming is guessed as greenhouse gases which are included to atmosphere with the burn of fossilfuelslike coal, natural gas, crude oil. Global warming started to produce clearly its effects in our country too like whole world. Turkey is in the risk group countries about potential effects of global warming. Our country will be affected by negative part of global warming like forestfires, arid, desertification and especially reducing of water resources. According to V. technical report of IPCC, which was published in 2002, it is made determined that temperature increases to 0.25°C every 10 years in Turkey, there is fall average %10 in rainfall, when a line is drawn from Samsun to Adana between 2071-2100 years, its west part will warm up 3-4°C, its east part will warm up around 4-5°C, daily rainfall amount will fallto 0.25mm, vaporization and evaporation willincrease, summer aridity will increase, there will be decline in fish species which live in interior waters depending on reducing in waterresources (Atalık 2005). Againitis made determined alot ofresearchesin paralleltoreport of IPCC; the negative effect of climate change to water resources will be pretty much in 10 yearsterms to come. One of the biggest problems of available recourses is water pollution when itis considered that aridity 334 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo and desertification problems will increase more with global warming in our country which takes place in arid and semiarid belt. Natural water resources are become dirty and unusable by upward industry and industrialization, and polluting resources day by day. Water pollution is one ofthe mostimportant environment problems in nowadays (Uslu &Türkman 1987). Chemical pollutions are frequently come across by usage of pesticide and chemical drug in agriculturalstrife withthe development ofindustry and industrialization especially late yearsin waters of our country (Sönmez et al. 2008). Wash, which is a physical pollution,is one of the biggest problems of water resources. Our barrages are established for kind of aim with big investments, another aim of them is irrigation. Our barrages fillin shortertime than estimated economic life with soil materials which are carried by river and surface flows. Generally economic lives of barrages are determined 50 years, butitisseen thatsome barrages fill in 15-20 years with the effectof excessive wash (Karamanlı13 years, Altınapa 10 years, Kemer 22 years). Itis clear that our country’s water resources are become weak day by day, and they are not developed enough according to upward population. So, itis possible that there will be water problems in 10 years in our country which is not water wealthy. Water Policy of Turkey and the Conformity with World Strategies Turkey aims to join European Union in the near future. With this aim, our country has to make consistent own legislation to legislation of Union and has to make applicable this new legislation. Water Frame Directive was prepared frame by European Union in 1996 and put into effect in 2000. It is a conjunctive directive to all member countries and candidate countries in concession process. The necessary precautions and constitutionaltransforms of candidate member countries are clear especially. The two main titles of Water Frame Directive of European Union attract attention. First of them is “Usage of Sustainable Water” (80/68/EEC) topic (Efeoğlu, 2005). To provide continuity of available resources is emphasized and to constitute necessary substructure about financial supportis wanted in this main title. The otherimportanttitle is “Aquatic Ecosystem and Prevention of Waters”. In other words to prevent pollution in available resources and to avert damage to nature stabilityis aimed. W hen the two materials are handled holistically, providing sustainability and averting pollution of our available resources are only possible with again attend to production with make refining of used waters or return them to nature stability. The same situation appears when development and strategic plans of our country are looked at. The two provisions support regulation of management of resource in 9th development plan of 20072013 years.“Environmental Protection and Development of Urban Groundwork” title of plan is 159.provision.It emphasizes that “Fast population increase and industrialization duration continue to be an importantforce factor on sustainable usage of natural resources. The uncertainties in distribution of duty and authority between institute and institution about protect environment and not being negative affected of production duration about sustainable usage of natural resources have not been dispelled sufficiently.” 162. Provision points out the agreement on the topic that “United Nations Climate Change Frame Engagement was approved by the Turkish National Assembly in 24 May 2004. As a conclusion, our resources are limited and bounded sustainability because of industrialization, upward population and especially climate change. First ofthese resource are waters without doubt. So the waters which are used in areas ofindustry,industrialand production, are necessary totake for provident and refinement certainly. Conclusion Water resources should be used to satisfy the needs of present day and future for the protection of ecolojic stability and also providing sustainable devepment of human societies. It is more important for our country which isin the risk group countries because of global climate change. The mostimportant solution way isthe providing sustainability of available resources. Our rivers, which are the most important renewable water resources, should be used consciously, should be protected regime of them, short built dimension catchments should be constituted and evaluated instead of high built dimension catchments. Waters, which are used in industry and industrial,should be returned to natural environment with least damage afterrefinement. Economic lives of river,lake and barrages should be lengthened with taking necessary precautions about erosion and water pollution which is based on agricultural pest control. To constitute an applicable “Sustainable Water Policy” is necessary with founding a functional government unit and determining inventories of water resources. The most important ofthem isto encourage people about conscious water usage, and stoping waste should be emphasized because wateris not an endless resource. 335 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo References AB Sustainable water resources .www.abgs.gov.tr Atalık, A. (2005). Effect of global warming on water resources and agriculture. www.zmo.org.tr “Climate Change and Biodiversity”, IPCC Technical Paper V, April 2002 Efeoğlu, A. (2005). A.B Water frame drective and continued study of this area in turkey. Development plan 9. www.dpt.gov.tr Kıran, A. (2005). Water in the Middle East. Đstanbul. Sönmez, A.Y., arslan, G., Hisar, O & Aras, M.S. (2008). Water information. Ankara. Şen, Z. (2006). Effect of climate change on water resources. Türkan, M. (2009). Potential and significant of our country water resources. Forest ecology and solid research headengineering. Ankara. Uslu, O., & Türkman, A. (1987). Aaquatic toxicology and control. T.C. premiership environment main management. 336 � 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. 498 Title A name given to the resource Sustainability of Effective Use of Water Sources of Turkey Author Author HİSAR, Sükriye Aras HİSAR, Olcay ARAS, Sıtkı SÖNMEZ, Adem Yavuz ALAK, Gonca Abstract A summary of the resource. Natural water resources had been threaten by increase of temperature due to global warming and not proper usage of them this causing health problems both for human and aquatic environment. Therefore new studies have been forced in the rehabilitation and sustainable usage of water sources recently in the world. In this paper information about their currency state and future projections is given based on many published data. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/9157fbbada0c78689cbe87420f751e1e.pdf 985a5f38763abe0d7dab6eaefefd024b PDF Text Text Sustainability of Iron and Steel Factory Wastes in Cement Ömer Özkan Department of Construction Sakarya University Sakarya, Turkey omerozkan@sakarya.edu.tr Muharrem Aktaş Department of Civil Enginnering Sakarya University Sakarya, Turkey muharrema@sakarya.edu.tr Mehmet Sarıbıyık Department of Construction Sakarya University Sakarya, Turkey mehmets@sakarya.edu.tr Abstract: This study reports the results of an experimental study conducted to determine sustainability development of composite cements manufactured with Basic Oxygen Furnace (BOF) Slag and Blast Furnace Slag (BFS) combination. The overall objective of this work is to determine whether a combination of BOF slag and BFS might be processed into a sufficiently cementitious material to produce Composite Portland Cement (CPC). Three group of cement are produced. First group is BOF slag, second group is BFS and the last group is the mixture of BOF slag and BFS. Physical properties and Alkali Silica Reaction (ASR) of those groups are evaluated. Result of BOF slag CPC showed the maximum ASR expansion. However; results of BFS composite portland cements showed minimum ASR expansion value. Introduction Industrial wastes sustainability is generally considered as a major source of environmental problems in the world. Reuse of some industrial waste materials has become very important during the past decade. The environmental regulations, requiring waste disposal minimization, force the reuse of waste materials. Land disposal that is a partial solution for this problem causes secondary pollution problems and extra costs. Therefore, more efficient solutions such as alternative recovery options need to be investigated. Solid wastes of iron and steel factories can be used as raw material in cement and concrete sectors. European Community (EU) has declared targets to protect the environment and to guarantee a cautious and efficient use of natural resources. Solid wastes should be reused in order to use natural resources efficiently and for sustainable development. Portland cement clinker production is expensive and ecologically harmful. For this reason, various studies have investigated about usage of wastes in cement production (Özkan and Yüksel, 2008). Fly ash, blast furnace slag, silica fume and steel slag are currently used in cement and concrete industry. The BOF slag is a by-product that produced during the alteration of iron and steel. The BOF slag is comprise of calcium silicates and ferrite with oxides of aluminum, manganese, calcium and magnesium (Sahay et al, 2000). The mineralogical composition of BOF slag changes with its chemical composition. Olivine, merwinite, calcium silicates (C2S, C3S), C4AF, C2F, CaO–FeO–MnO–MgO in solid solution and free CaO are common minerals in steel slag (Shih et al, 2004). The attendance of C3S, C2S, C4AF and C2F confirms BOF slag cementitious properties. The free CaO content increased the basicity of the BOF slag that increased the reactivity of the BOF slag (Shi and Qian, 2000). However, high free CaO content in BOF slag has been shown to produce volume expansion problems (Ozkan, 2006). Many investigations were performed for using BOF slag as industrial raw material (Maotz and Geiseler, 2001). BOF slag was mainly used as a bulk material, asphalt aggregate, filling material, cement raw feed, railroad ballast, and in agriculture in the world. Nearly 12 million tons of BOF slag is produced in Europe per year. Today about 65 % of the produced BOF slag is used on qualified fields of application. The remaining 35 % of this slag was still dumped. It will need further intensive research work to decrease this rate as far as possible. The BFS, a kind of industrial by-product, is also currently used in cement and concrete industry. The BFS is known to possess a latent hydraulic property. Ground BFS is used as an admixture in concrete or as an additive in the manufacture of Portland slag cements in countries where large amounts of BFS is available as by- 50 �product. When BFS is added to cement, it combines with the Portland (CH) released by cement hydration to give calcium silicate hydrate (CSH). Alkali silica activates this step, which increases the reaction rate. Some properties of the concrete containing BFS, such as creep, shrinkage, strength to freeze-thaw resistant are still under discussion, but the use of the BFS in cement and concrete has been proven to have many advantages (Sakai et al, 1993). Alkali Silica Reaction (ASR) can cause serious expansion and cracking in concrete, resulting in major structural problems and sometimes necessitating demolition. ASR is the most common form of alkali-aggregate reaction (AAR) in concrete; the other, much less common, form is alkali-carbonate reaction (ACR). ASR and ACR are therefore both subsets of AAR. ASR is caused by a reaction between the hydroxyl ions in the alkaline cement pore solution in the concrete and reactive forms of silica in the aggregate (Ichikawa and Miura, 2007). This work investigated ASR of mortars made with cements incorporating BOF slag and BFS as partial replacement of Portland cement clinker in different ratios of replacement. Specific weight, initial and final setting times, and expansion values of composite cements were investigated. Materials and Procedure Materials Clinker and gypsum used in this study were provided from Lafarge-Ereğli (Karadeniz, Ereğli, Turkey) Cement Factory. BOF slag and BFS were provided from Ereğli Iron and Steel Works Company in Turkey. The chemical compositions of these materials are presented in [Table 1], which are acquired from the X-ray lab. The photographs of granule BOF Slag with a size of 90 µm both (a) under-griddle and (b) abovegriddle showed in [Figure 1]. CEN standard sand was used to manufacture mortar specimens. Chemical composition and particle size distribution of the sand were presented in [Table 2] (TS-EN 196-1, 2009). Table 1: Chemical compositions of BFS and BOF slag, clinker and gypsum (wt. %) Fe2O3 Al2O3 MgO SO3 MATERIALS CaO SiO2 BFS 37.80 35.10 0.70 17.54 5.50 0.70 BOF slag 58.53 10.72 15.30 1.71 4.27 0.04 Clinker 66.11 21.57 3.17 5.09 1.74 1.35 Gypsum 32.57 0.67 0.24 0.21 2.20 46.56 (a) (b) Figure 1: SEM photograps of BOF slags 51 �Table 2: Sand gradient Chemical compositions % SiO2 93.05 Al2O3 3.11 Fe2O3 0.37 CaO 0.17 MgO 0.03 SO3 0.07 K 2O 1.5 Na2O 1.1 LOI 0.57 Griddle pore size (mm) 0.08 0.16 0.5 1 1.6 2 Humidity Remaining % 99.12 86.21 65.74 33.02 5.23 0.11 Procedure BOF Slag and BFS are substituted together with the mixture of clinker-gypsum and then four main groups of cement are established on the base of these substitutions. The materials are supplied in granule size as are the outputs of factory. BFS, BOF Slag and Clikner-Gypsum were grounded in a ball mill to a specific surface area of about 2500 cm2/g. The materials are mixed with each other in the amounts specified previously, and then grinded again to achieve specific surface value of 3100–3300 cm2/gr, thus yielding the cements used in the tests. The first group is coded as the reference group and named as C, in the second group, coded as C1, Clinkergypsum mixture is substituted with BOF slag, on the other hand Clinker-gypsum mixture is replaced with BFS in the third group C2, and the last group (C3) Clinker-gypsum mixture is substituted with the BFS-BOF slag composition that is arranged at a rate of 50% of BFS and 50% of BOF slag. Composition ratios of the mixtures used in the study is shown in the [Table 3]. All the main groups, except for the reference group C, are further divided into sub-groups and symbolized by suffixes (a, b, c, d) with respect to their changing ratios in compositions; for instance code C3c symbolize a material that is composed of 40% clinker-Gypsum, 30% BFS and 30% BOF slag. Code C Table 3: Composition of cement mixtures Clinker Materials % 100% Clinker-Gypsum 95 Gyps. % 5 BFS % 0 BOF Slag % 0 C1a C1b C1c C1d 80% Clinker-Gypsum + 20% BOF Slag 60% Clinker-Gypsum + 40% BOF Slag 40% Clinker-Gypsum + 60% BOF Slag 20% Clinker-Gypsum + 80% BOF Slag 76 57 38 19 4 3 2 1 0 0 0 0 20 40 60 80 C2a C2b C2c C2d 80% Clinker-Gypsum + 20% BFS 60% Clinker-Gypsum + 40% BFS 40% Clinker-Gypsum + 60% BFS 20% Clinker-Gypsum + 80% BFS 76 57 38 19 4 3 2 1 20 40 60 80 0 0 0 0 C3a C3b C3c C3d 80% Clinker-Gypsum + 10% BFS + 10% BOF Slag 60% Clinker-Gypsum + 20% BFS + 20% BOF Slag 40% Clinker-Gypsum + 30% BFS + 30% BOF Slag 60% Clinker-Gypsum + 40% BFS + 40% BOF Slag 76 57 38 57 4 3 2 3 12 24 36 24 8 16 24 16 The physical properties of the produced cements are first examined after the tests conducted and then the weight percentages, specific surface values and specific gravities of cements remaining on the surface of sieves with 32 and 90µn pore sizes, according to the Turkish Standards (TS-EN 196-6, 2000). Moreover, the beginning and ending times of cement setting and expansion values of cements are also determined according to Turkish Standards (TS-EN 196-3, 2002). 52 �The ASTM C1260 test is based on the assumption that a very high pH value of the pore solution initiates the reaction with potentially reactive aggregate. The intention was to create the most severe alkaline conditions as could be expected in the pore solution of mortar bars after hydrolysis, which is the interaction of alkalis and water. Therefore, test specimens are submerged in a hot and highly alkaline sodium-hydroxide solution (1 N). Originally, the test was not designed to consider influences of other components of the mortar mix such as admixtures but solely to determine the reactivity of a given aggregate type (ASTM C-1260). Mortar bars used in this study are of 25x25x290 mm dimension. Cement, standard rilem combreau sand and tap water with the proportions of 1, 2.25 and 0.47 respectively. Specimens are first cured in a fog room in molds at 20° C for 24 hours, remove the specimens from the molds, make an initial comparator reading and then demoulded and one day cured in water at 80± 3 °C. After remove from in water, take the zero reading and then immersion into a 1 M NaOH solution with a temperature of 80 °C during 14 days. A subsequent comparator reading of the specimens reads periodically, with at least three readings. Result and Discussion Physical Properties of Cements The physical properties of produced cements are shown in [Table 4]. Fineness, specific surface and specific gravity are listed. Table 4: Physical properties of cements Cements C C1a C1b C1c C1d C2a C2b C2c C2d C3a C3b C3c C3c Fineness (wt.%) >32 µm 21.00 21.15 22.10 22.15 22.10 21.20 21.90 21.80 21.90 19.20 18.60 19.10 18.20 >90 µm 0.90 1.18 1.00 1.25 1.20 1.10 1.15 1.15 1.10 0.90 0.90 1.00 0.80 Specific surface Specific gravity cm2/g 3330 3214 3213 3152 3150 3115 3108 3090 3070 3450 3550 3650 3700 g/cm3 3.12 3.06 3.02 2.97 2.96 3.05 3.01 2.95 2.94 3.12 3.15 3.12 3.11 It is found that BFS has harder structure than BOF slag and hardly grinded slag. BFS of 2400-2500 cm2/g reaches the required fineness after 4 hours of grinding when BOF slag takes only 3 hours for this degree of fineness. The reference cement (C) produced as Portland cement has a softer structure than the rest of specimens. Thus, it can easily be said that BFS and BOF slag, ground separately, can attain the same granule size on the condition that they are grinded finely. When cement’s specific gravity results are examined, it is found that waste materials (BFS and BOF slag) substituted with clinker have lower specific gravity values. Volume expansion values of cements are found to be within the limits set by Turkish Standards (TS-EN 196-3, 2002). In the light of examining results one can observe that expansion of cements with BOF slag additive is higher than that of other cements. In BOF slag, when the volume is stable, the rate of free CaO and MgO is of great importance since the reaction between both oxides and water has an effect on volume stability (Altun and Yılmaz, 2002). Alkali Silica Reaction Mortar specimens are exposed to 1 N NaOH solution with a temperature of 80 °C during 14 days. The expansions of the mortar specimens exposed to NaOH solution are given in [Table 5]. 53 �Table 5: Alkali Silica Reaction Expansions of Cements ASR Expansion (%) 2 6 10 14 C0 0,096 0,146 0,176 0,184 C1a 0,094 0,137 0,169 0,186 C1b 0,096 0,149 0,187 0,208 C1c 0,110 0,163 0,182 0,222 C1d 0,114 0,169 0,192 0,212 C2a 0,040 0,066 0,086 0,107 C2b 0,034 0,056 0,080 0,104 C2c 0,032 0,052 0,080 0,097 C2d 0,032 0,061 0,075 0,100 C3a 0,083 0,123 0,154 0,170 C3b 0,089 0,112 0,143 0,160 C3c 0,098 0,125 0,136 0,160 C3d 0,109 0,134 0,156 0,170 The outcomes showed tht the ASR expansion values are lower than 0.2%, which is defined as a limit value on ASTM C-1260. ASR expansion value is increased by the increase of BOF slag percentage in the cement as shown C1 series sample (Table 5). However, the increase of BFS percentage in the cement resulted a decrease in ASR expansion value. The expansions of the BOF slag mortar specimens exposed to NaOH solution are given in [Figure 2]. 0,250 0,200 0,192 0,187 0,182 0,169 0,212 0,222 0,208 0,186 0,184 0,176 Expansion 0,163 0,137 0,150 0,146 0,149 0,169 0,114 0,110 0,100 0,096 0,096 0,094 0,050 0,000 3 6 9 14 Days C0 C1a C1b C1c C1d Figure 2: ASR Expansion of BOS slag When C1 series ASR expansion value is investigated, the ASR expansion values found to be over than reference series. The reason for the high ASR expansion value is thought to be the ratio of CaO an MgO in BOF. BOF slag volumetric stability and leaching behavior caused the most concerns. The most important criterion is 54 �the volume stability, in which free CaO and MgO contents of the slag play an important role. The expansions of the BFS mortar specimens exposed to NaOH solution are given in [Figure 3]. 0,200 0,180 0,184 0,176 0,160 0,146 Expansion 0,140 0,120 0,107 0,100 0,104 0,100 0,096 0,080 0,060 0,040 0,080 0,075 0,066 0,061 0,080 0,097 0,086 0,052 0,056 0,032 0,034 0,032 0,040 0,020 0,000 3 6 9 14 Days C0 C2a C2b C2c C2d Figure 3: ASR Expansion of BFS The value of ASR expansion is also below the limit value given by ASTM-C 1260. It is known that the existence of BFS reduced the ASR expansion value. Since puzzolans are less reactive and the reaction results include less amount of alkali than the Portland cement, they are addressed as solvent. Puzzolan cements have more effective W/C percentage than portland cement. Thus, the amount of alkali become more less, moreover puzzolans, decreases the amount of Ca(OH)2 which also decrease the PH value. The expansions of the BOF slag and BFS mortar specimens exposed to NaOH solution are given in [Figure 4]. 0,200 0,180 0,160 0,146 0,136 Expansion 0,156 0,170 0,160 0,143 0,160 0,123 0,125 0,100 0,170 0,134 0,140 0,120 0,184 0,176 0,154 0,109 0,096 0,089 0,112 0,098 0,080 0,083 0,060 0,040 0,020 0,000 3 6 9 14 Days C0 C3a C3b C3c C3d Figure 4: ASR Expansion of BOF slag and BFS 55 �C3 Series resulted that existence of BFS eliminates the result of harmful effects of BOF slag. Also the ASR expansion values of C3 series are below the limit value of ASTM C-1260. In the literature there are studies which points out the harmfull effects of free CaO and MgO on expansion. This result also observed in this study. On the contrary, the existence of BOF slag has positive effects on durability properties of cement. Researchers especially emphasize that BOF slag effect are resistant to sulfates (Özkan, 2006; Özkan, 2008; Altun and Yılmaz, 2002). When cement-based materials are exposed to sodium sulphate attack, gypsum and ettringite are produced which can cause expansion in concrete. Formation of gypsum plays an important role in the damage of the material. Gypsum results in softening of the material. There is a close relationship between the Ca(OH)2 content and gypsum formation (Torıı and Kawamura, 1994). Ettringite formation results in cracking and expansion of the material. Expansion is related to the water absorption of crystalline ettringite. The presence of a BOF slag results in an increase in the resistance to sodium sulphate attack (Özkan, 2008; Özkan and Yuksel, 2008). Conclusion BOF slag, which is environmentally dangerous material and has storage difficulties, has 65% usage in Europe, but in Turkey none. That it is really very important step to use environmental damaged BOF slag in other industries for sustainability point of view. Cement production can a new production line for BOF slag. This study shows that using BOF slag increase ASR expansion value of cement, which is harmful. But it has also has positive effects on the other durability properties of cement. In order to eliminate the harmful effects of BOF slag, other materials such as BFS can also be used in cement production. This study shows that durability properties of cement are at the required level when BOF slag and BFS are used together. Using environmentally damaged BOF slag along with the other waste material, BFS, in production of cement material is very important in sustainability of waste management. References Altun I.A. & Yılmaz I. (2002). Study on steel furnace slag with high MgO as additive in portland cement. Cement and Concrete Research. 32, 1247–1249. ASTM C-1260. Standard test method for potential alkali reactivity of aggregate, mortar-bar method. Ichikawa T. and Miura M. (2007). Modified model of alkali-silica reaction. Cement and Concrete Research, 37, 1291–1297. Sakai, K. Watanabe, H. Suzuki, M. Hamazaki, K. (1993). Properties of granulated last-furnace slag cement concrete, ACI Spec Publ SP, 132, 1367-1383. Motz, H., Geiseler, J. (2001). Products of steel slags an opportunity to save natural resources. Waste Management, 21 (3), pp. 285-293. Özkan, Ö. (2006). Heat effects on cements producing with GBFS and SS as additives. Journal of Materials Science, 41 (21), 7130-7140. Özkan, Ö. (2008). Sulfate resistance of mortars produced with granulated blast furnace and steel slag additive cements. Gazi Üniversitesi Mühendislik Mimarlık Fakültesi Dergisi, 23(1), 1-8. Özkan, Ö. & Yüksel, İ.(2008). Sulfate Resistance of Composite Potland Cements Containing Steel Slag and Granulated Blast Furnace Slag. 3rd International Symposium Sustainability in Cement and Concrete, 8-10 July, Dundee, Scotland. Sahay, J., Nagpal, O. P. & Prasad, S. (2000). Waste management of steel slag, Steel Times International, 24 (2), 38-40. Shi, C. & Qian, J. High (2000). Performance cementing materials from industrial slags- a review. Resources, Conservation and Recycling 29 (3), 195-207. Shih, P.H., Wu, Z. Z. & Chiang, H.L. (2004). Characteristics of bricks made from waste steel slag. Waste Management. 24, 1043-1047. Torii, K. & Kawamura, M. (1994). Effects of fly ash and silica fume on the resistance of mortar to sulfuric acid and sulfate attack. Cement and Concrete Research, 24, 361-370. TS-EN 196-1. (2009). Methods of testing cement - Part 1: Determination of strength. Turkish Standards Institute, Ankara TS-EN 196-3, (2002). Methods of testing cement-part 3: determination of setting time and soundness Turkish Standards Institute, Ankara. TS-EN 196-6. (2000). Methods of testing cement;Part 6: determination of fineness. Turkish Standards Institute, Ankara. 56 � 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. 649 Title A name given to the resource Sustainability of Iron and Steel Factory Wastes in Cement Author Author ÖZKAN, Ömer Aktas, Muharrem Sarıbıyık, Mehmet Abstract A summary of the resource. This study reports the results of an experimental study conducted to determine sustainability development of composite cements manufactured with Basic Oxygen Furnace (BOF) Slag and Blast Furnace Slag (BFS) combination. The overall objective of this work is to determine whether a combination of BOF slag and BFS might be processed into a sufficiently cementitious material to produce Composite Portland Cement (CPC). Three group of cement are produced. First group is BOF slag, second group is BFS and the last group is the mixture of BOF slag and BFS. Physical properties and Alkali Silica Reaction (ASR) of those groups are evaluated. Result of BOF slag CPC showed the maximum ASR expansion. However; results of BFS composite portland cements showed minimum ASR expansion value. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General) https://omeka.ibu.edu.ba/files/original/21b66c61ddc6a1697b3b08090748fbb7.pdf d101f791dc97b748ced9ea704ead820c PDF Text Text 1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Sustainability of Iron and Steel Factory Wastes in Cement Ö mer Özkan Department of Construction Sakarya University Sakarya, Turkey omerozkan@sakarya.edu.tr Muharrem Aktaş Department of Civil Enginnering Sakarya University Sakarya, Turkey muharrema @sakarya.edu.tr Meh met Sarıbıyık Department of Construction Sakarya University Sakarya, Turkey mehmets@sakarya.edu.tr Abstract: This study reports the results of an experimental study conducted to determine sustainability development of composite cements manufactured with Basic Oxygen Furnace (BOF) Slag and Blast Furnace Slag (BFS) combination. The overall objective of this work is to determine whether a combination of BOF slag and BFS might be processed into a sufficiently cementitious material to produce Composite Portland Cement (CPC). Three group of cement are produced. First group is BOF slag, second group is BFS and the last group is the mixture of BOF slag and BFS. Physical properties and Alkali Silica Reaction (ASR) of those groups are evaluated. Result of BOF slag CPC showed the maximum ASR expansion. However; results of BFS composite portland cements showed minimum ASR expansion value. Introduction Industrial wastes sustainability is generally considered as a major source of environmental problems in the world. Reuse of some industrial waste materials has become very important during the past decade. The environmental regulations, requiring waste disposal minimization, force the reuse of waste materials. Land disposal that is a partial solution for this problem causes secondary pollution problems and extra costs. Therefore, more efficient solutions such as alternative recovery options need to be investigated. Solid wastes of iron and steelfactories can be used as raw materialin cement and concrete sectors. European Com munity (EU) has declared targetsto protectthe environment and to guarantee a cautious and efficient use of naturalresources. Solid wastes should be reused in order to use natural resources efficiently and for sustainable development. Portland cement clinker production is expensive and ecologically harmful. For this reason, various studies have investigated about usage of wastes in cement production (Özkan and Yüksel, 2008). Fly ash, blastfurnace slag, silica fume and steel slag are currently used in cement and concreteindustry. The BOF slag is a by-productthat produced during the alteration of iron and steel. The BOF slag is comprise of calcium silicates and ferrite with oxides of aluminum, manganese, calcium and magnesium (Sahay et. all, 2000). The mineralogical composition of BOF slag changes with its chemical composition. Olivine, merwinite, calcium silicates (C2 S, C3 S), C4 AF, C2 F, CaO–FeO– MnO– MgO in solid solution and free CaO are common minerals in steel slag (Shih et. all, 2004). The attendance of C3 S, C2 S, C4 AF and C2 F confirms BOF slag cementitious properties. The free CaO content increased the basicity of the BOF slag that increased the reactivity ofthe BOF slag (Shiand Qian, 2000). However, high free CaO contentin BOF slag has been shown to produce volume expansion problems (Ozkan, 2006). Many investigations were performed for using BOF slag as industrial raw material (Maotz and Geiseler, 2001). BOF slag was mainly used as a bulk material, asphalt aggregate, filling material, cement raw feed, railroad ballast, and in agriculture in the world. Nearly 12 million tons of BOF slag is produced in Europe per year. Today about 65 % of the produced BOF slag is used on qualified fields of application. The remaining 35 % of this slag was still dumped. It willneed further intensive research work to decrease this rate as far as possible. 164 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo The BFS, a kind of industrialby-product,is also currently used in cement and concreteindustry. The BFS is known to possess a latent hydraulic property. Ground BFS is used as an admixture in concrete or as an additiveinthe manufacture of Portland slag cementsin countries wherelarge amounts of BFS is available as byproduct. When BFS is added to cement,itcombines withthe Portland (CH) released by cement hydration to give calcium silicate hydrate (CSH). Alkali silica activates this step, which increases the reaction rate. Some properties of the concrete containing BFS, such as creep, shrinkage, strength to freeze-thaw resistant are still under discussion, but the use of the BFS in cement and concrete has been proven to have many advantages (Sakai et. all, 1993). Alkali Silica Reaction (ASR) can cause serious expansion and cracking in concrete,resulting in major structural problems and sometimes necessitating demolition. ASR is the most common form of alkali-aggregate reaction (AAR) in concrete; the other, much less common, form is alkali-carbonate reaction (ACR). ASR and ACR are therefore both subsets of AAR. ASR is caused by a reaction between the hydroxylions in the alkaline cement pore solution in the concrete and reactive forms of silica in the aggregate (Ichikawa and Miura, 2007). This work investigated ASR of mortars made with cements incorporating BOF slag and BFS as partialreplacement of Portland cement clinkerin differentratios ofreplacement. Specificweight,initialand final setting times, and expansion values of composite cements were investigated. Materials and Procedure M aterials Clinker and gypsum used in this study were provided from Lafarge-Ereğli (Karadeniz, Ereğli, Turkey) Cement Factory. BOF slag and BFS were provided from Ereğli Iron and Steel Works Company in Turkey. The chemical compositions of these materials are presented in [Table 1], which are acquired from the X-ray lab. The photographs of granule BOF Slag with a size of 90 µm both (a) under-griddle and (b) abovegriddle showed in [Figure 1]. CEN standard sand was used to manufacture mortar specimens. Chemical composition and particle size distribution ofthe sand were presented in [Table 2] (TS-EN 196-1, 2009). M A TERIALS CaO SiO2 Fe2 O3 Al2 O3 Mg O SO3 BFS 37.80 35.10 0.70 17.54 5.50 0.70 BOF slag 58.53 10.72 15.30 1.71 4.27 0.04 Clinker 66.11 21.57 3.17 5.09 1.74 1.35 Gypsum 32.57 0.67 0.24 0.21 2.20 46.56 Table 1: Chemical compositions of BFS and BOF slag, clinker and gypsum (wt. %) (a) (b) Figure 1: SE M photograps ofBOF slags 165 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Chemical Griddle pore compositions size % (mm) SiO2 93.05 0.08 Al2 O3 3.11 0.16 Fe2 O3 0.37 0.5 CaO 0.17 1 Mg O 0.03 1.6 SO3 0.07 2 K2 O 1.5 Humidity Na2 O 1.1 LOI 0.57 Table 2: Sand gradient Remaining % 99.12 86.21 65.74 33.02 5.23 0.11 Procedure BOF Slag and BFS are substituted together with the mixture of clinker-gypsum and then four main groups of cement are established on the base ofthese substitutions. The materials are supplied in granule size as arethe outputs offactory. BFS, BOF Slag and Clikner-Gypsum were grounded in a ballmillto a specific surface area of about 2500 cm2/g. The materials are mixed with each otherinthe amounts specified previously, and then grinded again to achieve specific surface value of 3100–3300 cm2/gr,thus yielding the cements used in the tests. The first group is coded as the reference group and named as C, in the second group, coded as C1, Clinkergypsum mixtureissubstituted with BOF slag, on the other hand Clinker-gypsum mixtureisreplaced with BFS in the third group C2, and the last group (C3) Clinker-gypsum mixture is substituted with the BFS-BOF slag composition thatis arranged at a rate of 50% of BFS and 50% of BOF slag. Composition ratios of the mixtures used in the study is shown in the [Table 3]. All the main groups, except for the reference group C, are further divided into sub-groups and symbolized by suffixes (a, b, c, d) with respect to their changing ratios in compositions; for instance code C3c symbolize a materialthat is composed of 40% clinker-Gypsum, 30% BFS and 30% BOF slag. Code C Materials 100% Clinker-Gypsum Slag Slag Slag Slag Clinker % 95 Gyps. % 5 BFS % 0 BOF Slag % 0 76 57 38 19 4 3 2 1 0 0 0 0 20 40 60 80 C1a C1b C1c C1d 80% 60% 40% 20% Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum + 20% + 40% + 60% + 80% BOF BOF BOF BOF C2a C2b C2c C2d 80% 60% 40% 20% Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum + 20% + 40% + 60% + 80% BFS BFS BFS BFS 76 57 38 19 4 3 2 1 20 40 60 80 0 0 0 0 C3a C3b C3c C3d 80% 60% 40% 60% Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum Clinker-Gypsum + 10% BFS + 10% BOF Slag 76 + 20% BFS + 20% BOF Slag 57 + 30% BFS + 30% BOF Slag 38 + 40% BFS + 40% BOF Slag 57 Table 3: Composition of cement mixtures 4 3 2 3 12 24 36 24 8 16 24 16 The physical properties ofthe produced cements are first examined afterthe tests conducted and then the weight percentages, specific surface values and specific gravities of cements remaining on the surface of sieves with 32 and 90µn pore sizes, according to the Turkish Standards (TS-EN 196-6, 2000). Moreover, the 166 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo beginning and ending times of cement setting and expansion values of cements are also determined according to Turkish Standards (TS-EN 196-3, 2002). The AST M C1260 test is based on the assumption that a very high pH value of the pore solution initiates the reaction with potentially reactive aggregate. The intention was to create the most severe alkaline conditions as could be expected in the pore solution of mortar bars after hydrolysis, which is the interaction of alkalis and water. Therefore, test specimens are submerged in a hot and highly alkaline sodium-hydroxide solution (1 N). Originally, the test was not designed to consider influences of other components of the mortar mix such as admixtures but solelyto determine the reactivity of a given aggregatetype (AST M C-1260). Mortar bars used in this study are of 25x25x290 mm dimension. Cement, standard rilem combreau sand and tap water with the proportions of 1, 2.25 and 0.47 respectively. Specimens are first cured in a fog room in molds at 20° C for 24 hours,remove the specimens from the molds, make an initialcomparatorreading and then demoulded and one day cured in water at 80± 3 °C. After remove from in water,takethe zero reading and then immersion into a 1 M NaOH solution with atemperature of 80 ° C during 14 days. A subsequent comparator reading of the specimens reads periodically, with atleastthree readings. Result and Discussion Physical Properties of Cements The physical properties of produced cements are shown in [Table 4]. Fineness, specific surface and specific gravity are listed. Cements Fineness (wt.%) Specific surface Specific gravity >32 µm >90 µm cm2/g g/cm3 C 21.00 0.90 3330 3.12 C1a 21.15 1.18 3214 3.06 C1b 22.10 1.00 3213 3.02 C1c 22.15 1.25 3152 2.97 C1d 22.10 1.20 3150 2.96 C2a 21.20 1.10 3115 3.05 C2b 21.90 1.15 3108 3.01 C2c 21.80 1.15 3090 2.95 C2d 21.90 1.10 3070 2.94 C3a 19.20 0.90 3450 3.12 C3b 18.60 0.90 3550 3.15 C3c 19.10 1.00 3650 3.12 C3c 18.20 0.80 3700 3.11 Table 4: Physical properties of cements Itis found that BFS has harder structure than BOF slag and hardly grinded slag. BFS of 2400-2500 cm2/g reachesthe required fineness after 4 hours of grinding when BOF slag takes only 3 hoursforthis degree of fineness. The reference cement(C) produced as Portland cement has a softerstructurethan the rest of specimens. Thus, it can easily be said that BFS and BOF slag, ground separately, can attain the same granule size on the condition thatthey are grinded finely. When cement’sspecific gravity results are examined,itisfound that waste materials(BFS and BOF slag) substituted with clinker have lower specific gravity values. Volume expansion values of cements are found to be within the limits set by Turkish Standards (TS-EN 196-3, 2002). In the light of examining results one can observe that expansion of cements with BOF slag additive is higher than that of other cements.In BOF slag, when the volume is stable,the rate of free CaO and MgO is of greatimportance since the reaction between both oxides and water has an effect on volume stability (Altun and Yılmaz, 2002). 167 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo Alkali Silica Reaction Mortar specimens are exposed to 1 N NaOH solution with a temperature of 80 ° C during 14 days. The expansions ofthe mortarspecimens exposed to NaOH solution are given in [Table 5]. ASR Expansion (%) 2 6 10 14 C0 0,096 0,146 0,176 0,184 C1a 0,094 0,137 0,169 0,186 C1b 0,096 0,149 0,187 0,208 C1c 0,110 0,163 0,182 0,222 C1d 0,114 0,169 0,192 0,212 C2a 0,040 0,066 0,086 0,107 C2b 0,034 0,056 0,080 0,104 C2c 0,032 0,052 0,080 0,097 C2d 0,032 0,061 0,075 0,100 C3a 0,083 0,123 0,154 0,170 C3b 0,089 0,112 0,143 0,160 C3c 0,098 0,125 0,136 0,160 C3d 0,109 0,134 0,156 0,170 Table 5: Alkali Silica Reaction Expansions of Cements The outcomes showed thtthe ASR expansion values are lower than 0.2%, which is defined as a limit value on AST M C-1260. ASR expansion value is increased by the increase of BOF slag percentage in the cement as shown C1 series sample (Table 5). However,the increase of BFS percentage in the cement resulted a decrease in ASR expansion value. The expansions ofthe BOF slag mortar specimens exposed to NaOH solution are given in [Figure 2]. 0,250 0,192 0,200 0,187 0,182 0,176 Epansion 0,169 0,163 0,149 0,146 0,150 0,114 0,222 0,212 0,208 0,186 0,184 0,169 0,137 0,110 0,100 0,096 0,096 0,094 0,050 0,000 3 6 9 14 Days C0 C1a C1b C1c C1d Figure 2: ASR Expansion of BOS slag 168 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo W hen C1 series ASR expansion value is investigated, the ASR expansion values found to be over than reference series. The reason forthe high ASR expansion value isthoughtto be the ratio of CaO an MgO in BOF. BOF slag volumetric stability and leaching behavior caused the most concerns. The most important criterion is the volume stability,in which free CaO and MgO contents of the slag play an important role. The expansions ofthe BFS mortarspecimens exposed to NaOH solution are given in [Figure 3]. 0,200 0,180 0,176 0,184 0,160 0,146 Epansion 0,140 0,107 0,120 0,104 0,100 0,080 0,040 0,020 0,100 0,097 0,066 0,056 0,086 0,061 0,060 0,080 0,080 0,096 0,075 0,040 0,052 0,034 0,032 0,032 0,000 3 6 9 14 Days C0 C2a C2b C2c C2d Figure 3: ASR Expansion of BFS The value of ASR expansion is also below the limit value given by AST M-C 1260. Itis known that the existence of BFS reduced the ASR expansion value. Since puzzolans arelessreactive and the reaction results include less amount of alkali than the Portland cement, they are addressed as solvent. Puzzolan cements have more effective W/C percentage than portland cement. Thus,the amount of alkali become more less, moreover puzzolans, decreasesthe amount of Ca(OH)2 which also decrease the PH value. The expansions ofthe BOF slag and BFS mortar specimens exposed to NaOH solution are given in [Figure 4]. 0,200 0,180 0,160 0,146 0,136 Epansion 0,156 0,170 0,160 0,143 0,160 0,123 0,125 0,100 0,170 0,134 0,140 0,120 0,184 0,176 0,154 0,109 0,096 0,089 0,112 0,098 0,080 0,083 0,060 0,040 0,020 0,000 3 6 9 14 Days C0 C3a C3b C3c C3d Figure 4: ASR Expansion of BOF slag and BFS 169 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo C3 Seriesresultedthat existence of BFS eliminatesthe resultof harmful effects of BOF slag. Also the ASR expansion values of C3 series are below the limit value of AST M C-1260.Inthe literaturethere are studies which points outthe harmfulleffects offree CaO and MgO on expansion. Thisresultalso observed inthis study. On the contrary,the existence of BOF slag has positive effects on durability properties of cement. Researchers especially emphasize that BOF slag effect are resistant to sulfates (Özkan, 2006; Özkan, 2008; Altun and Yılmaz, 2002). When cement-based materials are exposed to sodium sulphate attack, gypsum and ettringite are produced which can cause expansion in concrete. Formation of gypsum plays an important roleinthe damage of the material. Gypsum results in softening of the material. There is a close relationship between the Ca(OH)2 content and gypsum formation (Torıı and Kawamura, 1994). Ettringite formation results in cracking and expansion ofthe material. Expansion isrelated tothe water absorption of crystalline ettringite. The presence of a BOF slag results in an increase in the resistance to sodium sulphate attack (Özkan, 2008; Özkan and Yuksel, 2008). Conclusion BOF slag, which is environmentally dangerous materialand has storage difficulties, has 65% usage in Europe, but in Turkey none. That it is really very important step to use environmental damaged BOF slag in otherindustriesfor sustainability point of view. Cement production can a new production line for BOF slag. This study shows that using BOF slag increase ASR expansion value of cement, which is harmful. Butit has also has positive effects on the other durability properties of cement. In order to eliminate the harmful effects of BOF slag, other materials such as BFS can also be used in cement production. This study shows that durability properties of cement are atthe required level when BOF slag and BFS are used together. Using environmentally damaged BOF slag along with the other waste material, BFS, in production of cement materialis very importantin sustainability of waste management. References Altun I.A. & Yılmaz I. (2002). Study on steel furnace slag with high MgO as additive in portland cement. Cement and Concrete Research. 32, 1247–1249. ASTM C-1260. Standard test method for potential alkali reactivity of aggregate, mortar-bar method. Ichikawa T. and Miura M. (2007). Modified model of alkali-silica reaction. Cement and Concrete Research, 37, 1291–1297. Sakai, K. Watanabe, H. Suzuki, M. Hamazaki, K. (1993). Properties of granulated last-furnace slag cement concrete, ACI Spec Publ SP, 132, 1367-1383. Motz, H., Geiseler, J. (2001). Products of steel slags an opportunity to save natural resources. Waste Management, 21 (3), pp. 285-293. Özkan, Ö. (2006). Heat effects on cements producing with GBFS and SS as additives. Journal of Materials Science, 41 (21), 7130-7140. Özkan, Ö. (2008). Sulfate resistance of mortars produced with granulated blast furnace and steel slag additive cements. Gazi Üniversitesi Mühendislik Mimarlık Fakültesi Dergisi, 23(1), 1-8. Özkan, Ö. & Yüksel, Đ.(2008). Sulfate Resistance of Composite Potland Cements Containing Steel Slag and Granulated Blast Furnace Slag. 3rd International Symposium Sustainability in Cement and Concrete, 8-10 July, Dundee, Scotland. Sahay, J., Nagpal, O. P. & Prasad, S. (2000). Waste management of steel slag, Steel Times International, 24 (2), 38-40. Shi, C. & Qian, J. High (2000). Performance cementing materials from industrial slags- a review. Resources, Conservation and Recycling 29 (3), 195-207. Shih, P.H., Wu, Z. Z. & Chiang, H.L. (2004). Characteristics of bricks made from waste steel slag. Waste Management. 24, 1043-1047. Torii, K. & Kawamura, M. (1994). Effects of fly ash and silica fume on the resistance of mortar to sulfuric acid and sulfate attack. Cement and Concrete Research, 24, 361-370. 170 �1st International Syposium on Sustainable Development, June 9-10 2009, Sarajevo TS-EN 196-1. (2009). Methods of testing cement - Part 1: Determination of strength. Turkish Standards Institute, Ankara TS-EN 196-3, (2002). Methods of testing cement-part 3: determination of setting time and soundness Turkish Standards Institute, Ankara. TS-EN 196-6. (2000). Methods of testing cement;Part 6: determination of fineness. Turkish Standards Institute, Ankara. 171 � 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. 501 Title A name given to the resource Sustainability of Iron and Steel Factory Wastes in Cement Author Author Özkan, Ömer Aktas, Muharrem Sarıbıyık, Mehmet Abstract A summary of the resource. This study reports the results of an experimental study conducted to determine sustainability development of composite cements manufactured with Basic Oxygen Furnace (BOF) Slag and Blast Furnace Slag (BFS) combination. The overall objective of this work is to determine whether a combination of BOF slag and BFS might be processed into a sufficiently cementitious material to produce Composite Portland Cement (CPC). Three group of cement are produced. First group is BOF slag, second group is BFS and the last group is the mixture of BOF slag and BFS. Physical properties and Alkali Silica Reaction (ASR) of those groups are evaluated. Result of BOF slag CPC showed the maximum ASR expansion. However; results of BFS composite portland cements showed minimum ASR expansion value. Date A point or period of time associated with an event in the lifecycle of the resource 2009-06 Keywords Keywords. Conference or Workshop Item PeerReviewed Q Science (General)